According to a research, people tend to remember:

10% of what they read

20% of what they hear
30% of what they see
50% of what they hear and see
70-90% of what they see, hear and experience

Educational Technology
 is the application of technology in the educative process that takes place in education institutions.

Educational Technology is a combination of the terms education and technology. Education refers to the process of
bringing up or leading out the inherent potentialities from the pupil. It is the process by which the knowledge, skills and
attitude are transmitted to the members of the community.

Technology refers to the techniques as well as technical contrivances which enhance a process. It is a systematic way
of applying the techniques to achieve an objective. Therefore Educational Technology can be defined as the systematic
application of technology in the field of education.

Like any other term, Educational Technology has been defined variously. According to G.O.M. Leith, Educational
Technology is the application of scientific knowledge about learning and the conditions of learning to improve the
effectiveness and efficiency of teaching and learning.

Educational Technology is a system of 5M’s in education in which machines, material ,men, media and methods are
interrelated and work together for the fulfillment of specific educational objectives. Technology explosion has yielded
several new machines, materials and media which have great potential for use in the educational enterprise. An
adequate knowledge of theory and practice of educational technology and their proper use would enable the teacher to
understand and effectively discharge his new roles in the educational system in the age of ‘information explosion’,
‘knowledge explosion’ and ‘expectation explosion’.

Technology in Education
 is the application of technology in the operation of education institution.

Instructional Technology
 it refers to aspects of educational technology that are concerned with instructions.

Technology Integration
 is using learning technologies to introduce, supplement and extend skills.

BENEFITS FROM USING EDUCATIONAL TECHNOLOGY

1. Increase the quality of learning and the degree of its mastery through the use of special effects of unique
programming that are considered individualized, valid and accessible.
2. Decrease the time spent in instruction for learners to achieved desired learning objectives.
3. Increase efficiency of teachers.
4. Reduce educational cost without affecting quality of instruction.
GUIDELINES IN USING EDUCATIONAL TECHNOLOGY
1. Determine the purpose for which the instructional materials are to be used.
2. Define the objectives to determine the appropriateness of the material.
3. Know the content of the material.
4. Exercise flexibility so that the materials satisfy different purposes.
5. Consider diversity/ variety of materials.
6. Relate materials to age, ability, maturity and interests of students.
7. Arrange the conditions so that the materials do not interrupt the momentum of the lesson.
8. Prepare the students for what they will hear, see and do as lessons unfold.
9. Operate equipment needed for efficient use.
10. Summarize experiences gained and follow up with further relevant discussion.
11. Evaluate the results of the use of materials together with the instructional process, to determine effectiveness.

Methods of teaching are instructional techniques that facilitate learning while Media are the means of
implementing those methods.

COMMONLY USED MEDIA/ MATERIALS FOR INSTRUCTION

1. Print Media or Materials

 considered to be the most dominant and the primary means of communicating subject matter to students.
 the principal aid to teaching and learning.
 Examples: books, textbooks, periodicals such as (newspapers, magazines, journals, handouts, manuals)

2. Still Pictures and Graphics

 Useful means of expressing ideas; convey lines, patterns, colors and shades to convey information.
 Examples:
- Pictures
- Graphics such as maps, diagrams, charts/graphs, tables, posters and cartoons
- Visual display devices such as chalkboards, whiteboards, magnetic board, bulletin boards.
- Projection devices such as slide and filmstrip projectors, opaque projectors and overhead
projectors.

3. Sound recordings and radio

 Phonograph records
 Audiotapes
 Compact disc
 Radio

4. Film and Television

5. Video Recording
 Videotapes and discs
 Cables and satellites
 Camcorders

6. Computer Based Learning (CBL)

 Enables the students to study almost anytime in convenient locations and with varying ability level; provides
multimedia, interactive instruction, practice and testing that in turn help teachers further in terms of
diagnosis and guidance.

TRADITIONAL EDUCATION CBL

INFO TRANSFER Lecture Webpage and Links
STUDY MATERIALS Textbooks and notes Downloadable notes
CONCEPTS AUGMENTATION Problem-solving exercise Self-learning modules
KNOWLEDGE EVALUATION Examination Quizzes and examination

7. The Web
ROLES OF EDUCATIONAL TECHNOLOGY IN LEARNING
Technology can play a traditional role, i.e., as delivery vehicles for instructional lessons or in a constructivist way as
partners in the learning process.

 From the traditional Point Of View, technology serves as source and presenter of knowledge. (David H. Jonassen
1999)
 Technology like computer is seen as a productivity tool with the eruption of the INTERNET in the mid-90s.
 From the constructivist Point of View, educational technology serves as a learning tool that learners learn with.

From a Constructivist perspective, the following are roles of technology in learning: (Jonassen, et. al. 1999)
Technology as tools to support knowledge construction:
 For representing learners’ ideas, understanding and beliefs for organized, multimedia knowledge bases by
learners.
 For producing organized, multimedia knowledge bases by learners

Technology as information vehicles for exploring knowledge to support learning-by-constructing:

 For accessing needed information
 For comparing perspectives, beliefs and world view

Technology as context to support learning-by-doing:

 For representing and stimulating meaningful real- world problems, situations and context
 For representing beliefs, perspectives, arguments, and stories of others.
 For defining a safe, controllable problem space for student thinking.

Technology as a social medium to support learning by conversing:

 For collaborating with others.
 For discussing, arguing, and building consensus among members of a community
 For supporting discourse among knowledge building communities.

Technology as intellectual partner (Jonassen 1996) to support learning by reflecting:

 For helping learners to articulate and represent what they know.
 For reflecting on what they have learned and how they came to know it.
 For supporting learners internal negotiations and meaning making.
 For constructing personal representations of meaning
 For supporting mindful thinking.

GENERAL PRINCIPLES/ CRITERIA FOR SELECTION OF INSTRUCTIONAL MATERIALS

1. Appropriateness
- materials must catch the general and specific objectives of the lesson; must be appropriate.
* difficulty of concepts taught
* vocabulary level of students
* methods used in teaching
* interest of learners
2. Authenticity
- materials must be accurate, up-to-date, and reliable.
3. Interest and appeal to users
- materials must have the power to catch the interest of users, motivate them for learning and stimulate their
curiosity.
4. Organization and balance
- materials must be very clear, well-organized, and logically sequenced.
5. Cost Effectiveness/Economy
- materials used must be relative to the cost of other similar materials, their durability and the number
of student-users.
6. Breadth
- the scope of materials must suit many different types of learners and learning purposes.
TEN COMMANDMENTS FOR CREATING LEARNING MATERIALS
1. Do not overcrowd.
2. Be consistent in format, layout and convention.
3. Use appropriate typefaces and point uses.
4. Use bold and italics for emphasis, but don't overuse them.
5. Use titles, headings and subheadings to clarify and guide.
6. Use numbers to direct through sequences.
7. Use graphics and illustrations to reinforce ideas.
8. Use symbols and icons as identifying markers.
9. Use color/video/audio/music to stimulate but not to overpower senses.
10. Produce the materials with technical excellence good quality, good audio, clear etc.

THE ROLE OF INFORMATION AND COMMUNICATION TECHNOLOGY IN EDUCATION

by Louise Young

Out of the current world population of 7.7 billion people, 5 billion own mobile phones and over 50% of these
devices are smartphones. It’s safe to say that information and communication technology (ICT) is an integral part of
today’s world.

ICT refers to any product that can receive, store, manipulate or retrieve data or information in a digital format.

ICT in education has increased information accessibility across nations and diverse socioeconomic
classes. Students and teachers use various devices to access information and communicate with each other. There are
opportunities for more interactive learning which boosts students’ motivation. Creativity and self-expression are also
nurtured through the use of ICT in education.

With this in mind, let’s look at some of the roles of ICT in education today:

1. Easy Access to Information

A few years back, most learners would dread the thought of carrying out research.
The amount of time it took flipping through books in the school library was arduous, to say the least. Mastering the
monstrous Dewey Decimal system was a must if you wanted to get the relevant reading materials.

And that’s assuming the library was well stocked with the necessary books and journals. If not, more trips to
different libraries were inevitable.

The role of ICT in education has enabled many to get the latest and most relevant information just by the click of
a few buttons. Students can carry out research in the environment of their choice. This means saving on time otherwise
spent moving around in search of information and photocopying notes and assignments in libraries.

Easy access to information encourages more students to get involved in the learning process. It eliminates
hurdles that prevented marginalized learners from accessing necessary academic resources.
Students with different learning abilities and styles aren’t factored in using most traditional teaching and learning
methods. The speed of teaching without ICT is also standardized which means it doesn’t address the needs of outliers.
Using ICT allows for diversification of teaching and learning methods e.g use of visual and audio multimedia. Students
can learn at their own pace thanks to individualized software features.

Teachers can confidently give up to date lectures and assignments. ICT gives teachers the ability to teach
without having to slavishly follow state-mandated textbooks.

2. Increased learners’ motivation

A school administrator’s joy is seeing their teachers enjoy teaching and students enjoy learning. Before the role
of ICT in education was well known to learning institutions, most models of teaching were limited to long, boring
lectures and group projects scribbled onto poster boards.

With ICT, the process no longer has to be so monotonous. Teachers can use multimedia like videos, images, and
audios to aid in teaching. Using varied ways of passing information makes learning fun and exciting for students. They
can remain alert longer.
 In schools where each student has their computer, laptop, or tablet, there’s the opportunity for a more
interactive learning process. Students can contribute to online forums in real-time. The learning environment becomes
less formal and tense and this allows learners to open up and be more eager to learn.

Even the American Psychological Association points out the advantages of using technology in classrooms.
Students’ motivation is also increased by interacting with other learners from different parts of the world. Virtually
meeting people of different cultures and backgrounds may trigger a curiosity that will drive them to learn more.

3. Improved communication

Before ICT, whenever teachers gave assignments, it was harder to follow up with the students when they
weren’t in class. Technology enables communication from anywhere. Students can also hand in tests, projects, or
assignments and get feedback much faster. This improved communication makes learning seamless and continuous thus
more effective. “Student to student” communication is also augmented by having out of class interactive sessions on
these online academic forums. More time is therefore used acquiring knowledge in a way that’s less stressful and feels
effortless.

For school administrators, communications with education stakeholders have been made easier. Memos and
reminders can be sent to all teachers instantly and automatically. Parents can also be kept up to date on their children’s
performance and achievements using the same online platforms.

4. Better assessment and follow-up of students

According to Forbes, technology significantly aids in students’ assessment.

Teachers are spared from keeping countless paper records of their students’ performance and hours of manually
analyzing data. Educational ICT avails assessment tools that teachers can use to do all these.

Records of students can be stored in the school database and analysis automatically by simply giving the
computer a few commands. This means fewer errors and more ways of presenting the final information such as through
the use of infographics. The school administration can then use these findings to make decisions concerning curricula
and teaching models.

5. Access to Training for Teachers

Educators have to remain up to date with knowledge in their fields to better teach students on various subjects.
This was harder to achieve in the past because one had to physically attend training sessions and that meant time off
work.
With the internet, teachers can enroll in online training programs. This can be done wherever it’s convenient
and whenever the teacher finds the time. The time saved by avoiding the commute between work and higher training
institutions relieves overworked teachers from the balancing act needed to maintain success on both ends.

6. Nurtured Creativity and Self-expression

The role of ICT in education is not only to give information to students but also to allow them to contribute to
the information. Software is available for learners to edit their multimedia and present it to the world through the
internet.

Recent surveys show learners’ creativity is nurtured as they create images, videos, or audios. The mind of a child
opens up to new possibilities when they know they can make an impact through self-created media. Having a platform
to showcase their work also builds confidence as people from all over the world view and comment on their creations.

Technology also helps shy students find different ways of expressing themselves.
Online forums where students can interact freely with others encourage self-expression. Teachers can instruct their
students to be a part of specific academic forums where they can learn more from colleagues all over the world.

7. Education Accessibility for More Learners

Thanks to the World Wide Web, education is now accessible to students all over the world. Learners do not have
to be in a physical classroom to be taught. All they need is a reliable internet connection and a computer.

Universities are making an effort to offer their degree programs to students online. Because of this, more
students can acquire knowledge that was once only accessible in a few regions. Lecturers can now also pass their
knowledge to students all over the world.
 ICT has made it possible for people who work odd hours to still get an education during their free time when it’s
convenient for them. For instance, mothers with young children can enroll online if they so wish and continue learning in
the comfort of their homes.

8. Strengthened Integrated Learning

With traditional forms of learning, most subjects were taught in isolation. ICT makes it easier to achieve
integrated learning. Various disciplines can be linked in the learning process through the use of computer software.

Teachers using smart boards in classrooms can easily show connections between different subjects or topics.
Moving back and forth from one page to the other by simply swiping or clicking a button makes referencing smooth and
uncomplicated.

Teachers can also incorporate practical aspects of the class into the theoretical parts using ICT-enhanced
learning. Computer technology can be used to simulate what the teacher has taught in theory.
This eventually helps students seamlessly integrate into the workforce after school. Several organizations today
have a knowledge sharing workforce that depends on connectivity and automation provided by ICT. By gaining
familiarity with similar systems in school, students can later quickly get up to speed when entering technology-centered
companies.

In Conclusion
There are many roles ICT plays in education. Even major organizations like the United Nations Educational,
Scientific and Cultural Organization (UNESCO) believe that incorporating ICT into education helps ensure equity and
universal access to education.
However, for educational technology to be effective, it cannot be done in isolation. Teachers still need to use
some of the traditional methods of learning.

ICT cannot replace teachers and classrooms.

But by merging the different learning models and aiming for a perfect balance, educators will be able to amplify
the role of ICT in education.

Most workplaces are also embracing ICT. This means students taught in ICT-enhanced environments have an
advantage. They are better positioned to integrate into the job market. Those with a more entrepreneurial mindset can
also blend well into the globalized business world.

Properly implemented ICT in education can create better learning and teaching form for both students and
teachers.

____________________________1. It refers to the process of bringing up or leading out the inherent potentialities from
the pupil.
____________________________2. It refers to the techniques as well as technical contrivances which enhance a
process.
____________________________3. Educational Technology is the application of (3) __________about learning and the
(4) __________ of learning to improve the effectiveness and efficiency of
teaching and learning.
____________________________4.

____________________________5. This refers to using learning technologies to introduce, supplement and

extend skills.
6-10. These are interrelated and work together for the fulfillment of specific educational objectives.

6. ________________________________
7. ________________________________
8. ________________________________
9. ________________________________
10. _______________________________

____________________________11. These are considered the principal aid to teaching and learning.

____________________________12. This provides multimedia, interactive instruction, practice and testing for
information transfer, study materials, concepts augmentation, and knowledge
evaluation.

____________________________13. It is a quality by which a material is accurate, up-to-date, and reliable.

____________________________14. It conforms to the scope of materials which should suit many different types of
learners and learning purposes.

____________________________15. It is the quality of a material that accords to the general and specific objectives of
the lesson.

____________________________16. It has increased information accessibility across nations and diverse socio-
economic classes in the field of education.

____________________________17. It refers to any product that can receive, store, manipulate or retrieve data or
information in a digital format.

18-20. Writing Task: Differentiate the Traditional and the Constructivist point of view on technology.

__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
OBJECTIVISM
 Also known as Directed Instruction

LEARNING THEORIES ASSOCIATED WITH OBJECTIVISM

o Behaviorist Theory by B. F. Skinner

 Learning happens inside the mind and it cannot be seen directly. Learning can only be inferred by
observing behaviors
 Learning can be understood, explained, and predicted entirely on the basis of observable events,
namely, the behavior of the learner along with its environment antecedents and consequences.
 Learning is based on the notion of operant conditioning. Behaviors that are rewarded tend to be
exhibited more often than those that are not. Positive and negative reinforcements increase desired
behaviors with rewards. Punishment decreases undesirable behaviors with aversive stimuli

o Gagne’s Theory of Instruction

 Learning is shaped by providing optimal instructional conditions. These conditions are the nine events
of instruction
 The Nine Events of instruction:
1. Gaining Attention
2. Informing the learner of the objective
3. Stimulating recall of prerequisite learning
4. Presenting the stimulus material
5. Providing learning guidance
6. Eliciting the performance
7. Providing feedback about performance correctness
8. Assessing the performance
9. Enhancing retention and transfer

o Information-Processing Theory by Atkinson and Shiffrin

 Learning is encoding information into human memory. The mind is compared to a computer in which
the mind, like a computer, stores information
 The mind has three stores. The sensory registers receive information a person senses through
receptors. After a few seconds, the information is lost or is transferred to the short-term memory.
The short-term memory holds the information is not processed then it is lost. Otherwise, it will be
transferred to the long-term memory. The long-term memory will hold the processed information
indefinitely.

o System Theory and Systematic Instructional Design

 The theory was a collaborative work of Robert Gagne and Leslie Briggs
 Gagne and Briggs believed that learning is most efficient if it is supported by a carefully designed
system of instruction. Gagne promoted the instructional task analysis while Briggs offered
systematic methods of designing training programs. When these two areas of expertise were
combined, it resulted to what is called the system approach to instructional design or systematic
instructional design.
CONSTRUCTIVISM
 Also known as Inquiry-Based Learning

LEARNING THEORIES ASSOCIATED WITH CONSTRUCTIVISM

o Social Activism Theory by J. Dewey

 Learning is individual growth that comes about through social experiences. Students should be
engaged in activities connected to real-world issues and problems.
 The ultimate aim of education is to help individuals understand their culture and should develop their
relationship to and unique roles in the society
 The curriculum of the school should consider the interests of the students and should be taught as
integrated topics, rather than as isolated skills

o Scaffolding Theory by L. Vygotsky

 Learning is cognitive development shaped by individual differences and the influence of culture
 Adults (experts) learn differently from children (novices). The difference in the learning ability
between the adults and the children is called the Zone of Proximal Development. Adults should
teach the children in scaffolding manner. Teaching should be done in such a way that the instruction
is aligned to where the child is, in his or her development stage and help him or her build
experiences from that stage.

o Child Development Theory by J. Piaget

 Learning is cognitive growth through neurological and social maturation
 Children undergo stages of cognitive development. These stages are Sensorimotor (birth-2 years),
Preoperational (2-7 years), Concrete Operational (7-11 years), and Informal Operations (12-15
years). Children develop through these stages by their interaction with their environment.
 Children experience disequilibrium when they encounter unknowns in their environment, respond
with assimilation to fit something into their views or accommodation if they want to change their
views of something.

o Discovery Learning by J. Bruner

 Learning is cognitive through interaction with the environment
 Children remember things better if they discovered these things by themselves
 Teachers believe that discovery learning would happen only if a structured type of learning was given
first to the learners

o Multiple Intelligence by H. Gardner

 Learning is shaped by innate intelligence
 There are at least eight independent types of intelligence. These are linguistic, musical, logical-
mathematical, spatial, bodily, intrapersonal, interpersonal, and naturalist intelligence.

OBJECTIVISM CONSTRUCTIVISM
 Learning is transmitted knowledge  Knowledge is constructed, not transmitted
 Learning should be directed, systematic and  Instruction is student-centered
structured  Students do activities that help them generate
 Students should all pass the same test and their own knowledge. Students show what they
standardization means accountability have learned in different ways, not just on written
 A few technology applications, such as drill and test
practice, and tutorials are associated with directed  Some technology applications, such as web-based
instructions learning and multimedia production, are
associated with inquiry-based learning

WHEN CAN OBJECTIVISM OR DIRECTED INSTRUCTION BE USED IN TECHNOLOGY INTEGRATION?

CHOOSE OBJECTIVISM OR DIRECTED INSTRUCTION WHEN:

 Skills and content to be learned are clearly defined, concrete and unambiguous, and a specific
behavioral response can indicate learning
 Students need individual tutoring/practice to learn and demonstrate prerequisite skills
 Students need to acquire skills as quickly and efficiently as possible
WHEN CAN CONSTRUCTIVISM OR INQUIRY-BASED LEARNING BE USED IN TECHNOLOGY INTEGRATION?

CHOOSE CONSTRUCTIVISM OR INQUIRY-BASED LEARNING WHEN:

 Concepts to be learned are abstract and complex; teachers feel that hands-on activities are essential
to help students see how concepts apply to real-world problems and issues
 Teachers want to encourage collaboration and/or allow alternative ways of learning and showing
competence
 There is time to allow unstructured exploration to motivate students and help them discover their
own interest.

DALE’S CONE OF EXPERIENCE

Dale’s Cone of Experience is a model that incorporates several theories related to instructional design and
learning processes. During the 1960s, Edgar Dale theorized that learners retain more information by what they “do” as
opposed to what is “heard”, “read” or “observed”. His research led to the development of the Cone of Experience.
Today, this “learning by doing” has become known as “experiential learning” or “action learning”.

Dale’s Cone of Experience is a visual model that is composed of eleven (11) stages starting from concrete
experiences at the bottom of the cone then it becomes more and more abstract as it reach the peak of the cone. Also,
according to Dale, the arrangement in the cone is not based on its difficulty but rather based on abstraction and on the
number of senses involved. The experiences in each stages can be mixed and are interrelated that fosters more
meaningful learning.

According to one of the principles in the selection and use of teaching strategies, the more senses that are
involved in learning, the more and the better the learning will be but it does not mean that concrete experience is the
only effective experience that educators should use in transferring knowledge to the learner. Like what was mentioned
above, the experiences in each stages can be mixed and are interrelated thus, a balance must be achieved between
concrete and abstract experiences in order to cater the and address all the need of the learner in all the domains of
development and in order to help each learner in their holistic development.

The generalization about the Cone of Experience that was presented above is not enough. Actually, we should
try to go deeper in each of the component of the cone since Educational Technology basically revolves around the Cone
of Experience. By going one-by-one, starting from concrete to abstract, we will understand more the different
components of the cone that will help us in grasping the real meaning of educational technology.
Direct Purposeful Experiences
These are first hand experiences which serve as the foundation of learning. In this level, more senses are used in
order to build up the knowledge. Also, in this level, the learner learned by doing things by him/herself. Learning happens
through actual hands-on experiences. This level explains and proves one of the principles in the selection and use of
teaching strategies, the more senses that are involved in learning, the more and the better the learning will be. This level
also proves that educational technology is not limited to the modern gadgets and software that are commercially
available nowadays. This shows that even the simple opportunity that you give to each child could help them learn.

The Contrived Experiences

In this level, representative models and mock-ups of reality are being used in order to provide an experience
that as close as reality. This level is very practical and it makes learning experience more accessible to the learner. In this
stage, it provides more concrete experiences, even if not as concrete as direct experiences, that allows visualization that
fosters better understanding of the concept.

The Dramatized experiences

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

The Demonstrations
It is a visualize explanation of important fact, idea, or process through the use of pictures, drawings, film and
other types of media in order to facilitate clear and effective learning. In this level, things are shown based on how they
are done.

The Study Trips

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

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

The television and motion pictures etc.

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

The Visual symbolic and Verbal symbolic

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

After going through the different components of the Cone of Experience, it could be said that in facilitating
learning, we can use variety of materials and medium in order to maximize the learning experience. One medium is not
enough so there’s nothing wrong with trying to combine several medium for as long as it could benefit the learners.
Through the levels provided by the Cone of Experience, it could be said that concrete experiences must be provided first
in order to support abstract learning. Lastly, staying on the concrete experiences is not even ideal because through
providing abstract experiences to the learner, the more he will develop his higher order thinking skills which is
important for more complex way of thinking and for dealing with more complex life situations.
Through understanding each component of the Cone of Experience, it could be said that Educational Technology is not
limited to the modern gadgets that we have right now but rather it is a broad concept that includes all the media that
we can use to attain balance as we facilitate effective and meaningful learning.
The Cone of Experience corresponds with three major modes of learning

 Enactive (direct experience) - Enactive or direct experience involves practicing with objects (the student
actually ties a knot to learn knot-tying). Enactive experience involves concrete,
immediate action and use of the senses and body.

 Iconic (pictorial experience) -Iconic experience involves interpreting images and drawings (the student looks
at drawings, pictures or films to learn to tie knots). Iconic experience is once
removed from the physical realm and limited to two or three senses.

 Symbolic (highly abstract experience) -Symbolic experience involves reading or hearing symbols (the
student reads or hears the word “knot” and forms an image in the mind). In
symbolic experience, action is removed nearly altogether and the experience is
limited to thoughts and ideas.

Passive and Active Aspects of the Cone of Experience

Although no experience is fully passive, iconic and symbolic experiences are generally more passive than direct
experiences. Dale proposed that active and passive modes of participation can be contrasted by assigning a percentage
of we tend to remember after two weeks after our experience.

The concrete and abstract aspects in the Cone of Experience

The Cone of Experience invokes a bi-directional movement from the concrete to abstract and from the abstract
to concrete. Dale’s theory suggests that objects and the material culture of technology are mere augmentations or
media to be used in the learning process. To fully empower teachers with a theory of practice in technology studies,
technologies and physical settings have to play a more active role in cognition, emotion and action.
SUMMARY
According to Dale’s research, the least effective method at the top, involves learning from information
presented through verbal symbols, i.e., listening to spoken words. The most effective methods at the bottom, involves
direct, purposeful learning experiences, such as hands-on or field experience. Direct purposeful experiences represent
reality or the closet things to real, everyday life.

The cone charts the average retention rate for various methods of teaching. The further you progress down the
cone, the greater the learning and the more information is likely to be retained. It also suggests that when choosing an
instructional method it is important to remember that involving students in the process strengthens knowledge
retention.

It reveals that “action-learning” techniques result in up to 90% retention. People learn best when they use
perceptual learning styles. Perceptual learning styles are sensory based. The more sensory channels possible in
interacting with a resource, the better chance that many students can learn from it. According to Dale, instructors
should design instructional activities that build upon more real-life experiences.

Dales’ cone of experience is a tool to help instructors make decisions about resources and activities. The
instructor can ask the following:

 Where will the student’s experience with this instructional resource fit on the cone? How far is it removed
from real-life?
 What kind of learning experience do you want to provide in the classroom?
 How does this instructional resource augment the information supplied by the textbook?
 What and how many senses can students use to learn this instructional material?
 Does the instructional material enhance learning?

TPACK: Technological Pedagogical Content Knowledge Framework

Technology has become an increasingly important part of students’ lives beyond school, and even within the
classroom it can also help increase their understanding of complex concepts or encourage collaboration among peers.
Because of these benefits, current educational practice suggests that teachers implement some form of technology in
their classrooms – but many teachers face difficulties in doing so. Cost, access, and time often form considerable
barriers to classroom implementation, but another obstacle is a lack of knowledge regarding how technology can best
be used to benefit students across diverse subject matter.

Punya Mishra and Matthew J. Koehler’s 2006 TPACK framework, which focuses on technological knowledge (TK),
pedagogical knowledge (PK), and content knowledge (CK), offers a productive approach to many of the dilemmas that
teachers face in implementing educational technology (edtech) in their classrooms. By differentiating among these three
types of knowledge, the TPACK framework outlines how content (what is being taught) and pedagogy (how the teacher
imparts that content) must form the foundation for any effective edtech integration. This order is important because the
technology being implemented must communicate the content and support the pedagogy in order to enhance students’
learning experience.

According to the TPACK framework, specific technological tools (hardware, software, applications, associated
information literacy practices, etc.) are best used to instruct and guide students toward a better, more robust
understanding of the subject matter. The three types of knowledge – TK, PK, and CK – are thus combined and
recombined in various ways within the TPACK framework. Technological pedagogical knowledge (TPK) describes
relationships and interactions between technological tools and specific pedagogical practices, while pedagogical content
knowledge (PCK) describes the same between pedagogical practices and specific learning objectives; finally,
technological content knowledge (TCK) describes relationships and intersections among technologies and learning
objectives. These triangulated areas then constitute TPACK, which considers the relationships among all three areas and
acknowledges that educators are acting within this complex space.
 Mishra and Koehler, researchers from Michigan State University, developed TPACK in the absence of other
sufficient theory to explain or guide effective edtech integration. Since its publication in 2006, TPACK has become one of
the leading theories regarding edtech and edtech integration: research and professional development activities both
draw from it heavily.

However, TPACK has remained such a powerful principle for almost 12 years because the complex constituents
described above allow room for a range of specific educational circumstances. Any effective implementation of
technology in the classroom requires acknowledgment of the dynamic, transactional relationship among content,
pedagogy, and the incoming technology – all within the unique contexts of different schools, classrooms, and cultures.
Factors such as the individual educator, the specific grade level, the class demographics, and more will mean that every
situation will demand a slightly different approach to edtech integration. No one monolithic combination of content,
pedagogy, and edtech will be applicable for every setting and TPACK leaves room for researchers and practitioners to
adapt its framework to different circumstances.

This adaptability can be seen in the various intersections and relationships already embodied in the TPACK
acronym.

Content Knowledge (CK)– This describes teachers’ own knowledge of the subject matter. CK may include knowledge of
concepts, theories, evidence, and organizational frameworks within a particular subject matter; it may also include the
field’s best practices and established approaches to communicating this information to students. CK will also differ
according to discipline and grade level – for example, middle-school science and history classes require less detail and
scope than undergraduate or graduate courses, so their various instructors’ CK may differ, or the CK that each class
imparts to its students will differ.

Pedagogical Knowledge (PK)– This describes teachers’ knowledge of the practices, processes, and methods regarding
teaching and learning. As a generic form of knowledge, PK encompasses the purposes, values, and aims of education,
and may apply to more specific areas including the understanding of student learning styles, classroom management
skills, lesson planning, and assessments.

Technological Knowledge (TK)– This describes teachers’ knowledge of, and ability to use, various technologies,
technological tools, and associated resources. TK concerns understanding edtech, considering its possibilities for a
specific subject area or classroom, learning to recognize when it will assist or impede learning, and continually learning
and adapting to new technology offerings.

Pedagogical Content Knowledge (PCK) – This describes teachers’ knowledge regarding foundational areas of teaching
and learning, including curricula development, student assessment, and reporting results. PCK focuses on promoting
learning and on tracing the links among pedagogy and its supportive practices (curriculum, assessment, etc.), and much
like CK, will also differ according to grade level and subject matter. In all cases, though, PCK seeks to improve teaching
practices by creating stronger connections between the content and the pedagogy used to communicate it.
Technological Content Knowledge (TCK)– This describes teachers’ understanding of how technology and content can
both influence and push against each other. TCK involves understanding how the subject matter can be communicated
via different edtech offerings, and considering which specific edtech tools might be best suited for specific subject
matters or classrooms.

Technological Pedagogical Knowledge (TPK)– This describes teachers’ understanding of how particular technologies can
change both the teaching and learning experiences by introducing new pedagogical affordances and constraints.
Another aspect of TPK concerns understanding how such tools can be deployed alongside pedagogy in ways that are
appropriate to the discipline and the development of the lesson at hand.

TPACK is the end result of these various combinations and interests, drawing from them – and from the three larger
underlying areas of content, pedagogy, and technology – in order to create an effective basis for teaching using
educational technology. In order for teachers to make effective use of the TPACK framework, they should be open to
certain key ideas, including:

1. concepts from the content being taught can be represented using technology,
2. pedagogical techniques can communicate content in different ways using technology,
3. different content concepts require different skill levels from students, and edtech can help address some of
these requirements,
4. students come into the classroom with different backgrounds – including prior educational experience and
exposure to technology – and lessons utilizing edtech should account for this possibility,
5. educational technology can be used in tandem with students’ existing knowledge, helping them either
strengthen prior epistemologies or develop new ones.

Because it considers the different types of knowledge needed and how teachers themselves could cultivate this
knowledge, the TPACK framework thus becomes a productive way to consider how teachers could integrate educational
technology into the classroom. Then too, TPACK can also serve as a measurement of instructor knowledge, potentially
impacting both training and professional development offerings for teachers at all levels of experience. Finally, the
TPACK framework is useful for the ways in which it explicates the types of knowledge most needed in order to make
technology integration successful in the classroom. Teachers need not even be familiar with the entire TPACK
framework as such in order to benefit from it: they simply need to understand that instructional practices are best
shaped by content-driven, pedagogically-sound, and technologically-forward thinking knowledge.

ASSURE Model
All teachers are required to
make an effective lesson plan to
ensure the achievement of learning
outcomes. With this it will engage
learners to perform expected
standards that would enhance their
knowledge and skills. So in
designing a lesson with the
integration of technology, it is
crucial to observe a framework that
can act as a guide in its formulation
(Heinrich & Smaldino, 2002). One
framework is the ASSURE model.
 ASSURE model is an instructional design model that has the goal of producing more effective teaching and
learning. This model is composed of 6 essential steps in planning instruction.

1st step: Analyze Learners

With the learner as the center of the instructional process, the initial consideration is to get a clear picture of the
learners’ learning styles, age level, interest or preferences, background, special needs and cultural diversity.

2nd step: State Objectives

This is the main instruction guide that will direct the flow to reach the target. Known as the learning outcome expected
of the lesson, this statement describes what the learner would be able to perform as a result of the instruction.

3rd step: Select Methods, Media and Materials

Selecting the most appropriate way of delivering the lesson and using the applicable media or technology can effectively
make learners acquire understanding of the lesson or gain the competence desired.

4th step: Utilize Methods, Media and Materials

It is very important to preview or use media and materials before your lesson, especially when using technology (smart-
board, document camera, streaming video), to make sure everything works appropriately.

5th step:Require Learner Participation

Requiring students to be actively involved in the lesson will not only engage students, but will help them retain what
they are learning. Some ways to do this are to incorporate cooperative learning structures, questioning, having
discussions, or creating fun, hands-on activities, games and many more.

6th: Evaluate Student Performance

Assessing learners’ performance can take place across phases of the lesson. However, it is emphasize that the basic rule
is that the evaluation should be congruent to the learning outcome provided in the lesson. Some learning outcomes can
be sufficiently evaluated using a pen and pare test but there are other learning outcomes that can be assessed by using
rubric or having a aggregated write-up through the use of a portfolio assessment. The teacher decides which is
appropriate for the intention of the evaluative activity.

Conclusion

ASSURE model focus on “planning and conducting Instruction that incorporates media” (Heinich, Molenda &
Russel, 1993). Its main perspective is on how to integrate media (any kind of media) into instruction in a method capable
of producing the desired learning outcomes. By following the ASSURE process, it will help you to improve your teaching
for many years to come.

TECHNOLOGY INTEGRATION
PRINCIPLES OF EFFECTIVE INSTRUCTION

 Assess prior knowledge

 Consider individual differences
 State the objective
 Develop metacognitive skills
 Provide social interaction
 Incorporate realistic contexts
 Engage students in relevant practice
 Offer frequent, timely, and constructive feedback

PRINCIPLES OF EFFECTIVE TECHNOLOGY UTILIZATION

 Teachers are expected to be competent in the use of technology in their teaching.

 As a teacher, you will be expected to enhance student abilities to engage in the use of technology to
support their learning.
 PRINCIPLES OF EFFECTIVE MEDIA UTILIZATION

 Your teaching approach should provide students with opportunities to explore how to use these
media resources to communicate their knowledge.

PRINCIPLES OF EFFECTIVE TEXT UTILIZATION

 Text is everywhere in student learning. Designing good text-based materials involves a few basic
elements:

o FONT CHOICE. Remember to select clear font that helps learners to read the information.
 Recommended for reading:
Design 101 for Educators: Choose Your Fonts Carefully
by Jason Cranford Teague
https://www.edutopia.org/blog/fonts-help-students-remember-read-jason-
cranford-teague

o BACKGROUND PATTERNS. When putting a text, use backgrounds that are not busy with
distracting images.

o ARRANGEMENT. Use Space, text styles and heading to help your learners find information
quickly and easily.

o CHECK AND REVISE. Always be sure to proofread your materials.

 As a teacher, you will want to consider all the types of text-based materials your students will be encountering
in your classroom as well as their individual reading abilities.

 Get learners actively involved with the materials. One technique is to have students use the SQ3R method:
Survey, Question, Read, Recite, and Review
THE THREE 21ST CENTURY SKILL CATEGORIES
Each 21st Century skill is broken into one of three categories:

1. Learning skills (the four C’s) teaches students about the mental processes required to adapt and improve upon
a modern work environment.

2. Literacy skills (IMT) focuses on how students can discern facts, publishing outlets, and the technology behind
them. There’s a strong focus on determining trustworthy sources and factual information to separate it from the
misinformation that floods the Internet.

3. Life skills (FLIPS) take a look at intangible elements of a student’s everyday life. These intangibles focus on both
personal and professional qualities.

 Altogether, these categories cover all 12 21st Century skills that contribute to a student’s future career. This is
not an exhaustive checklist of career readiness skills — but they're the career readiness skills that overlap with
21st Century skills!

Let’s take a closer look at each category.

Category 1. Learning Skills (The Four C’s)

The four C’s are by far the most popular 21st Century skills. These skills are also called learning skills. More educators
know about these skills because they’re universal needs for any career. They also vary in terms of importance,
depending on an individual’s career aspirations.

 Critical thinking: Finding solutions to problems

 Creativity: Thinking outside the box
 Collaboration: Working with others
 Communication: Talking to others
Category 2. Literacy Skills (IMT)

Literacy skills are the next category of 21st Century skills.

They’re sometimes called IMT skills, and they’re each concerned with a different element in digital comprehension.
 Information literacy: Understanding facts, figures, statistics, and data
 Media literacy: Understanding the methods and outlets in which information is published
 Technology literacy: Understanding the machines that make the Information Age possible

Category 3. Life Skills (FLIPS)

Life skills is the final category. Also called FLIPS, these skills all pertain to someone’s personal life, but they also bleed
into professional settings.

 Flexibility: Deviating from plans as needed

 Leadership: Motivating a team to accomplish a goal
 Initiative: Starting projects, strategies, and plans on one’s own
 Productivity: Maintaining efficiency in an age of distractions
 Social skills: Meeting and networking with others for mutual benefit
GAGNE’S NINE EVENTS OF INSTRUCTION
Gagne’s book, The Conditions of Learning, first published in 1965, identified the mental conditions for learning. These
were based on the information processing model of the mental events that occur when adults are presented with
various stimuli. Gagne created a nine-step process called the events of instruction, which correlate to and address the
conditions of learning. Keeping these stages in mind as you plan for a class session or online module can give your lesson
plans a strong foundation.

https://slidemodel.com/templates/gagnes-nine-events-of-
instruction-diagram/
https://thepeakperformancecenter.com/business/learning/b
usiness-training/gagnes-nine-events-instruction/

The following information includes an explanation of each of the nine events as well as examples of how an instructor
may apply the Nine Events of Instruction in the development and instruction of a course.

1. Gain attention: Obtain students’ attention so that they will watch and listen while the instructor presents the
learning content.
o Utilize ice breaker activities, current news and events, case studies, YouTube videos, and so on. The
object is to quickly grab student attention and interest in the topic.
o Utilize tools such as clickers and surveys to ask leading questions prior to lecture, survey opinion, or gain
a response to a controversial question.
o In online and hybrid courses, use the discussion board for current news and events, to discuss a
controversial topic, or to comment on media.
o
2. Inform learners of objectives: Allow students to organize their thoughts and prioritize their attention regarding
what they are about to learn and do.
o Include learning objectives in lecture slides, the syllabus, and in instructions for activities, projects,
papers, and so on.
o In online and hybrid courses, include learning objectives in introductory course materials, module pages,
lecture slides, and the syllabus, as well as in instructions for activities, projects, papers, and so on.
3. Stimulate recall of prior learning: Encourage students to build on previous knowledge or skills.
o Recall events from previous lectures, integrate results of activities into the current topic, and/or relate
previous information to the current topic.
o In online and hybrid courses, provide discussion board forums as part of “gaining attention” with a focus
on relating the previous topic to the current topic.

4. Present the content: Show and explain the material you want students to learn.
o Utilize a variety of methods including lecture, readings, activities, projects, multimedia, and others.
o Present or post content via a learning management system to allow students to access the materials
outside of course meeting times.
o In face to face courses, integrate the use of clickers to keep student attention during content
presentation.
o In online and hybrid courses, integrate the use of interactive tools like discussion boards, wikis, blogs,
and polls.

5. Provide “learning guidance”: Provide students with instructions on how to learn, such as guided activities or
common pitfalls. With learning guidance, the rate of learning increases because students are less likely to lose
time or become frustrated by basing performance on incorrect facts or poorly understood concepts.
o Include detailed information such as rubrics for projects and activities. Provide expectations,
instructions, and timelines.

6. Elicit performance (practice): Allow students to apply knowledge and skills learned.
o Encourage students to apply what they are learning in group or individual projects and activities, written
assignments, lab practicals, and so on.
o Scaffold high-stakes assessments with smaller activities so students can practice and receive feedback
before turning in something for a larger grade.

7. Provide feedback: Give students feedback on individualized tasks, thereby correcting isolated problems rather
than having little idea of where problems and inconsistencies in learning are occurring.
o Provide detailed feedback on assignments showing students what was done correctly, what must be
improved, and include explanations. Utilize rubrics when possible. Give formative feedback on smaller
assignments as well as summative feedback on larger assessments.
o Utilize tools such as Turnitin or change tracking in a word processor to quickly give feedback to large
audiences.
o Provide feedback to discussion boards in online courses.
o Utilize peer-evaluation and self-evaluation or self-assessment methods.

8. Assess performance: Help students identify content areas they have not mastered.
o Utilize a variety of assessment methods including exams/quizzes, written assignments, projects, and so
on. Utilize rubrics when grading activities that are not standard exam and quiz questions.
o Ensure that students have practiced and received feedback prior to high-stakes assessments.

9. Enhance retention and transfer to the job: Prepare students to apply information to personal contexts. This
increases retention by personalizing information.
o Provide opportunities for students to relate course work to their personal experiences when designing
essays and projects.
o Provide opportunities for discussion in small groups or using a discussion board.
o Allow students to reflect on what they have learned and how they will use that knowledge or those skills
in the future.
o Have students create a reference for their future selves that summarizes what they have learned.
BLOOM’S TAXONOMY OF OBJECTIVES
Bloom's Taxonomy was created in 1956 under the leadership of educational psychologist Dr Benjamin Bloom in
order to promote higher forms of thinking in education, such as analyzing and evaluating concepts, processes,
procedures, and principles, rather than just remembering facts (rote learning). It is most often used when designing
educational, training, and learning processes.

The Three Domains of Learning

The committee identified three domains of educational activities or learning (Bloom, et al. 1956):
o Cognitive: mental skills (knowledge)
o Affective: growth in feelings or emotional areas (attitude or self)
o Psychomotor: manual or physical skills (skills)

Since the work was produced by higher education, the words tend to be a little bigger than we normally use.
Domains may be thought of as categories. Instructional designers, trainers, and educators often refer to these three
categories as KSA (Knowledge [cognitive], Skills [psychomotor], and Attitudes [affective]). This taxonomy of learning
behaviors may be thought of as “the goals of the learning process.” That is, after a learning episode, the learner should
have acquired a new skill, knowledge, and/or attitude.
While the committee produced an elaborate compilation for the cognitive and affective domains, they omitted the
psychomotor domain. Their explanation for this oversight was that they have little experience in teaching manual skills
within the college level. However, there have been at least three psychomotor models created by other researchers.
Their compilation divides the three domains into subdivisions, starting from the simplest cognitive process or
behavior to the most complex. The divisions outlined are not absolutes and there are other systems or hierarchies that
have been devised, such as the Structure of Observed Learning Outcome (SOLO). However, Bloom's taxonomy is easily
understood and is probably the most widely applied one in use today.
The Cognitive Domain
The cognitive domain involves knowledge and the development of intellectual skills (Bloom, 1956). This includes the
recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual
abilities and skills. There are six major categories of cognitive an processes, starting from the simplest to the most
complex:

o Knowledge
o Comprehension
o Application
o Analysis
o Synthesis
o Evaluation

The categories can be thought of as degrees of difficulties. That is, the first ones must normally be mastered before
the next one can take place.
Bloom's Revised Taxonomy

Lorin Anderson, a former student of Bloom, and David Krathwohl revisited the cognitive domain in the mid-nineties
and made some changes, with perhaps the three most prominent ones being (Anderson, Krathwohl, Airasian,
Cruikshank, Mayer, Pintrich, Raths, Wittrock, 2000):

o changing the names in the six categories from noun to verb forms
o rearranging them as shown in the chart below
o creating a processes and levels of knowledge matrix

The chart shown below compares the original taxonomy with the revised one:

Table of the Revised Cognitive Domain

Examples, key words (verbs), and technologies for learning
Category
(activities)

Examples: Recite a policy. Quote prices from memory to a customer.

Recite the safety rules.
Key Words: defines, describes, identifies, knows, labels, lists,
Remembering: Recall or retrieve previous
matches, names, outlines, recalls, recognizes, reproduces, selects,
learned information.
states
Technologies: book marking, flash cards, rote learning based on
repetition, reading

Examples: Rewrite the principles of test writing. Explain in one's own

words the steps for performing a complex task. Translate an
Understanding: Comprehending the meaning, equation into a computer spreadsheet.
translation, interpolation, and interpretation of Key Words: comprehends, converts, defends, distinguishes,
instructions and problems. State a problem in estimates, explains, extends, generalizes, gives an example, infers,
one's own words. interprets, paraphrases, predicts, rewrites, summarizes, translates
Technologies: create an analogy, participating in cooperative
learning, taking notes, storytelling, Internet search
 Examples: Use a manual to calculate an employee's vacation time.
Applying: Use a concept in a new situation or Apply laws of statistics to evaluate the reliability of a written test.
unprompted use of an abstraction. Applies what Key Words: applies, changes, computes, constructs, demonstrates,
was learned in the classroom into novel discovers, manipulates, modifies, operates, predicts, prepares,
situations in the work place. produces, relates, shows, solves, uses
Technologies: collaborative learning, create a process, blog, practice

Examples: Troubleshoot a piece of equipment by using logical

deduction. Recognize logical fallacies in reasoning. Gathers
information from a department and selects the required tasks for
Analyzing: Separates material or concepts into
training.
component parts so that its organizational
Key Words: analyzes, breaks down, compares, contrasts, diagrams,
structure may be understood. Distinguishes
deconstructs, differentiates, discriminates, distinguishes, identifies,
between facts and inferences.
illustrates, infers, outlines, relates, selects, separates
Technologies: Fishbowls, debating, questioning what happened, run
a test

Examples: Select the most effective solution. Hire the most qualified
candidate. Explain and justify a new budget.
Evaluating: Make judgments about the value of Key Words: appraises, compares, concludes, contrasts, criticizes,
ideas or materials. critiques, defends, describes, discriminates, evaluates, explains,
interprets, justifies, relates, summarizes, supports
Technologies: survey, blogging

Examples: Write a company operations or process manual. Design a

machine to perform a specific task. Integrates training from several
sources to solve a problem. Revises and process to improve the
Creating: Builds a structure or pattern from outcome.
diverse elements. Put parts together to form a Key Words: categorizes, combines, compiles, composes, creates,
whole, with emphasis on creating a new devises, designs, explains, generates, modifies, organizes, plans,
meaning or structure. rearranges, reconstructs, relates, reorganizes, revises, rewrites,
summarizes, tells, writes
Technologies: Create a new model, write an essay, network with
others

Cognitive Processes and Levels of Knowledge Matrix

Bloom's Revised Taxonomy not only improved the usability of it by using action words, but added a cognitive
and knowledge matrix.
While Bloom's original cognitive taxonomy did mention three levels of knowledge or products that could be
processed, they were not discussed very much and remained one-dimensional:
o Factual - The basic elements students must know to be acquainted with a discipline or solve problems.
o Conceptual – The interrelationships among the basic elements within a larger structure that enable them to
function together.
o Procedural - How to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and
methods.

In Krathwohl and Anderson's revised version, the authors combine the cognitive processes with the above three
levels of knowledge to form a matrix. In addition, they added another level of knowledge - metacognition:
o Metacognitive – Knowledge of cognition in general, as well as awareness and knowledge of one’s own
cognition.

When the cognitive and knowledge dimensions are arranged in a matrix, as shown below, it makes a nice
performance aid for creating performance objectives:

The Cognitive Dimension

The Knowledge Dimension Remember Understand Apply Analyze Evaluate Create
Factual
Conceptual
Procedural
Metacognitive
 However, others have identified five contents or artifacts (Clark, Chopeta, 2004; Clark, Mayer, 2007):
o Facts - Specific and unique data or instance.
o Concepts - A class of items, words, or ideas that are known by a common name, includes multiple specific
examples, shares common features. There are two types of concepts: concrete and abstract.
o Processes - A flow of events or activities that describe how things work rather than how to do things. There are
normally two types: business processes that describe work flows and technical processes that describe how
things work in equipment or nature. They may be thought of as the big picture, of how something works.
o Procedures - A series of step-by-step actions and decisions that result in the achievement of a task. There are
two types of actions: linear and branched.
o Principles - Guidelines, rules, and parameters that govern. It includes not only what should be done, but also
what should not be done. Principles allow one to make predictions and draw implications. Given an effect, one
can infer the cause of a phenomena. Principles are the basic building blocks of causal models or theoretical
models (theories).
Thus, the new matrix would look similar to this:
The Cognitive Dimension
The Knowledge Dimension Remember Understand Apply Analyze Evaluate Create
Facts
Concepts
Processes
Procedures
Principles
Metacognitive

An example matrix that has been filled in might look something like this:

The Knowledge Dimension Remember Understand Apply Analyze Evaluate Create

Facts list paraphrase classify outline rank categorize
Concepts recall explains show contrast criticize modify
Processes outline estimate produce diagram defend design
Procedures reproduce give an example relate identify critique plan
Principles state converts solve differentiates conclude revise
Meta-cognitive proper use interpret discover infer predict actualize
The Affective Domain
The affective domain is one of three domains in Bloom's Taxonomy, with the other two being the cognitive and
psychomotor (Bloom, et al., 1956). For an overview of the three domains, see the introduction.
The affective domain (Krathwohl, Bloom, Masia, 1973) includes the manner in which we deal with things
emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes. The five major categories
are listed from the simplest behavior to the most complex:

Category Example and Key Words (verbs)

Examples: Listen to others with respect. Listen for and

Receiving Phenomena: Awareness, willingness to hear, remember the name of newly introduced people.
selected attention. Key Words: acknowledge, asks, attentive, courteous,
dutiful, follows, gives, listens, understands

Examples: Participates in class discussions. Gives a

Responds to Phenomena: Active participation on the part of presentation. Questions new ideals, concepts, models,
the learners. Attend and react to a particular phenomenon. etc. in order to fully understand them. Know the safety
Learning outcomes may emphasize compliance in responding, rules and practice them.
willingness to respond, or satisfaction in responding Key Words: answers, assists, aids, complies, conforms,
(motivation). discusses, greets, helps, labels, performs, presents,
tells

Examples: Demonstrates belief in the democratic

process. Is sensitive towards individual and cultural
Valuing: The worth or value a person attaches to a particular
differences (value diversity). Shows the ability to solve
object, phenomenon, or behavior. This ranges from simple
problems. Proposes a plan to social improvement and
acceptance to the more complex state of commitment.
follows through with commitment. Informs
Valuing is based on the internalization of a set of specified
management on matters that one feels strongly about.
values, while clues to these values are expressed in the
Key Words: appreciates, cherish, treasure,
learner's overt behavior and are often identifiable.
demonstrates, initiates, invites, joins, justifies,
proposes, respect, shares

Examples: Recognizes the need for balance between

freedom and responsible behavior. Explains the role of
Organization: Organizes values into priorities by contrasting systematic planning in solving problems. Accepts
different values, resolving conflicts between them, and professional ethical standards. Creates a life plan in
creating an unique value system. The emphasis is on harmony with abilities, interests, and beliefs.
comparing, relating, and synthesizing values. Prioritizes time effectively to meet the needs of the
organization, family, and self.
Key Words: compares, relates, synthesizes

Examples: Shows self-reliance when working

independently. Cooperates in group activities (displays
teamwork). Uses an objective approach in problem
Internalizes Values (characterization): Has a value system that
solving. Displays a professional commitment to
controls their behavior. The behavior is pervasive, consistent,
ethical practice on a daily basis. Revises judgments
predictable, and most important characteristic of the learner.
and changes behavior in light of new evidence. Values
Instructional objectives are concerned with the student's
people for what they are, not how they look.
general patterns of adjustment (personal, social, emotional).
Key Words: acts, discriminates, displays, influences,
modifies, performs, qualifies, questions, revises,
serves, solves, verifies
The Psychomotor Domain
The psychomotor domain (Simpson, 1972) includes physical movement, coordination, and use of the motor-skill
areas. Development of these skills requires practice and is measured in terms of speed, precision, distance, procedures,
or techniques in execution. Thus, psychomotor skills rage from manual tasks, such as digging a ditch or washing a car, to
more complex tasks, such as operating a complex piece of machinery or dancing.
The seven major categories are listed from the simplest behavior to the most complex:

Category Example and Key Words (verbs)

Examples: Detects non-verbal communication cues.

Estimate where a ball will land after it is thrown and then
moving to the correct location to catch the ball. Adjusts
Perception (awareness): The ability to use sensory cues to
heat of stove to correct temperature by smell and taste of
guide motor activity. This ranges from sensory stimulation,
food. Adjusts the height of the forks on a forklift by
through cue selection, to translation.
comparing where the forks are in relation to the pallet.
Key Words: chooses, describes, detects, differentiates,
distinguishes, identifies, isolates, relates, selects.

Examples: Knows and acts upon a sequence of steps in a

manufacturing process. Recognize one's abilities and
Set: Readiness to act. It includes mental, physical, and limitations. Shows desire to learn a new process
emotional sets. These three sets are dispositions that (motivation). NOTE: This subdivision of Psychomotor is
predetermine a person's response to different situations closely related with the “Responding to phenomena”
(sometimes called mindsets). subdivision of the Affective domain.
Key Words: begins, displays, explains, moves, proceeds,
reacts, shows, states, volunteers.

Examples: Performs a mathematical equation as

demonstrated. Follows instructions to build a model.
Guided Response: The early stages in learning a complex skill
Responds hand-signals of instructor while learning to
that includes imitation and trial and error. Adequacy of
operate a forklift.
performance is achieved by practicing.
Key Words: copies, traces, follows, react, reproduce,
responds

Examples: Use a personal computer. Repair a leaking

Mechanism (basic proficiency): This is the intermediate stage
faucet. Drive a car.
in learning a complex skill. Learned responses have become
Key Words: assembles, calibrates, constructs, dismantles,
habitual and the movements can be performed with some
displays, fastens, fixes, grinds, heats, manipulates,
confidence and proficiency.
measures, mends, mixes, organizes, sketches.

Complex Overt Response (Expert): The skillful performance of Examples: Maneuvers a car into a tight parallel parking
motor acts that involve complex movement spot. Operates a computer quickly and accurately. Displays
patterns. Proficiency is indicated by a quick, accurate, and competence while playing the piano.
highly coordinated performance, requiring a minimum of Key Words: assembles, builds, calibrates, constructs,
energy. This category includes performing without hesitation, dismantles, displays, fastens, fixes, grinds, heats,
and automatic performance. For example, players are often manipulates, measures, mends, mixes, organizes, sketches.
utter sounds of satisfaction or expletives as soon as they hit a NOTE: The Key Words are the same as Mechanism, but will
tennis ball or throw a football, because they can tell by the feel have adverbs or adjectives that indicate that the
of the act what the result will produce. performance is quicker, better, more accurate, etc.

Examples: Responds effectively to unexpected

experiences. Modifies instruction to meet the needs of the
learners. Perform a task with a machine that it was not
Adaptation: Skills are well developed and the individual can
originally intended to do (machine is not damaged and
modify movement patterns to fit special requirements.
there is no danger in performing the new task).
Key Words: adapts, alters, changes, rearranges, reorganizes,
revises, varies.

Examples: Constructs a new theory. Develops a new and

Origination: Creating new movement patterns to fit a comprehensive training programming. Creates a new
particular situation or specific problem. Learning outcomes gymnastic routine.
emphasize creativity based upon highly developed skills. Key Words: arranges, builds, combines, composes,
constructs, creates, designs, initiate, makes, originates.
MERILL’S PRINCIPLES OF INSTRUCTION

https://slidemodel.com/templates/merill-principles-
instruction-powerpoint/

Dr. David Merrill, professor emeritus at Utah State University, introduced the First Principles of Instruction as a set
of fundamental principles of instruction that can lead to effective, efficient, and engaging instruction. Merrill's purpose
was to identify the prescriptive principles common to various design theories and models, such as:

 Star Legacy by the Vanderbilt Learning Technology Center,

 4-Mat by McCarthy,
 Problem-based learning by Clark and Blake,
 Whole Task Practice in 4C/ID Model by van Merrienboer,
 Cognitive apprenticeships by Collins, Brown and Newman,
 Instructional episodes by Andre,
 Multiple approaches to understanding by Gardner,
 Collaborative problem solving by Nelson,
 Constructivist learning environments by Jonassen, and
 Learning by doing by Schank

Although these instructional theories and models used use a wide variety of terms to describe their approaches,
Merrill concluded that the underlying principles were similar. As depicted in the figure below, the principles include
activating prior knowledge, using specific portrayals to demonstrate component skills, application of newly acquired
knowledge and skills, and integrating the new knowledge and skills into the learner’s world.

Purpose of Each Principle

 Problem-Centered: Learning is promoted when learners are engaged in solving real-world problems.
 Activation: The purpose of the activation phase is to create activities that build on existing knowledge
before exposure to new information. Activating prior knowledge prepares your learners to connect new
incoming information with existing knowledge.
 Demonstration: The purpose of the demonstration phase is to create activities that demonstrate your learners
the steps and procedures. Demonstrating knowledge requires the learners to be mentally active, but they are
not participating physically.
 Application: The purpose of application phase is to create activities that give your learners opportunities to
apply what they are learning. Application of new information provides the learners opportunities to do
something, such as practice a procedure, play a game, answer a question, etc.
 Integration: The purpose of integration phase is to create activities that help your learners select and express
what they learned and how they may use it. Integrating new knowledge helps the learners connect what they
are learning to their work or their lives.
ICT AND CONVENTIONAL LEARNING MATERIALS THAT ENHANCE TEACHING AND LEARNING

Technology is just a tool. In terms of getting the kids working together and motivating them, the teacher is the
most important. – Bill Gates

21st Century ICT Skills:

 ICT Literacy (utilizing Technology)
 ICT Competency (integrating Technology)

Technology Trends:
 From Information Technology (IT) to Information and Communication Technology (ICT)
 Children use 7.5 hours per day of entertainment technology and 75% have a device in their bedroom.
 Mobile devices continue to be everyone’s bestfriend.

Technology Culture

Philippines: number of internet users 2015-2020

Published by Martha Jean Sanchez, Sep 3, 2020

The internet became widely available in the Philippines in 1994, which led to a slowly developing
internet savvy consumers in the country. As of January 2020, the number of internet users in the
Philippines grew to 73 million people, accounting for more than half of the total population.
The digital population mostly belong to the age group of 16 years old and above.

Digital penetration
Going digital is inevitable and a lot - if not all services are now available online. Accessing the
internet is now the most popular tool for consumers in the Philippines. The merchandise value of
the internet economy helped to boost industries because of their presence online, making the
marketing of the services and products much easier. Booking travels, selling products, online
media, transport, and food deliveries are the thriving businesses in the Philippines through the
digitalization.

Digital devices
For accessing the internet, consumers in the Philippines utilize several devices. However, mobile
devices especially mobile phones leading device for consumers to access the internet. The
importance of this device to the Filipinos is to provide not just communication but also the access
to information. In fact, a quarter of the population used their mobile phone in 2018 to access the
internet, and it is forecasted to grow and penetrate almost half of the population by 2023.

https://www.statista.com/statistics/221179/internet-users-philippines/
Technology in School
Teaching and Learning Activities

TECHNOLOGY USAGE

School Management Tasks

Learning Paradigms Timeline

21st Century
Behaviorism Cognitivism Constructivism
Skills

Technology Integration

 Technology usage is planned and purposeful.

 Technology is as routine part of the classroom environment.
 Technology is used to support curricular goals and learning objectives.
 Technology is used to engage students with content.
 Technology is mostly being used by the student(s).
 Focus on using technologies to create and develop new thinking processes.
 More instructional time is spent using the technology to learn.
 Technology is used to encourage higher-order thinking skills.
 Technology is used to facilitate collaboration in and out of the classroom.
 Technology is used to facilitate activities that would otherwise be difficult or impossible.
 Technology is used to construct and build knowledge.
 Technology is essential to the learning activity.
ICT is approached in three ways:

Learning about ICT teachers and children develop skills and knowledge in the potential uses of ICT
to support learning

Learning with ICT teachers and children use ICT resources to support the classroom curriculum

Learning through ICT teachers and children use ICT to transform the process of teaching and learning,
Learning in new ways
 The current scenario of ICT integration is simply facilitating teaching activities through slide presentations.
 Real ICT integration must be enabling students to become active users by engaging them in communicating,
analyzing, creating, and contributing.

Five Stages of Embedding ICT

Hooper and Rieber Technology Adaption
1. Familiarization – a teacher is becoming increasingly are of ICT, and may have attended some courses, but rarely
(and often reluctantly) tries to use it in their classroom teaching.
2. Utilization – a teacher becomes increasingly aware of the benefits of technology, and begins to incorporate it
into teaching, often replacing former activities with ICT alternatives. This begins to have beneficial effect on
teaching and learning, although use remains fragile and the teacher is often set back, for example by technical
difficulties.
3. Integration – a teacher is becoming increasingly familiar with the appropriate use of ICT, and can integrate it into
many aspects of their ongoing teaching. Teaching and learning
4. Reorientation – The potential of the ICT is now exploited to move into new areas and approaches that could not
easily be replicated by more “traditional” means. Teaching and learning begins to be significantly transformed.
5. Evolution – The developmental and CREATIVE possibilities of the ICT are being fully explored. ICT use can grow
and develop in response to the needs of the learner and the consequent teaching implications. Teaching and
learning is very significantly transformed.

https://elearningindustry.com/time-level-use-ict-in-your-
classroom
Major Differences Between Digital Learning and Traditional Learning
https://medium.com/@mintbookseo/traditional-vs-digital-learning-in-education-19c519d202fe

Some of the major differences between digital learning and traditional learning are as follows:

1. Learning Style: When it comes to safe digital learning, students are often more independent, and they will depend
more on self-directed methods to achieve their educational goals. They will have to be proactive and go through the
study materials in detail to learn new things. On the other hand, teachers will be able to guide you and help you plan
your future studies. Also, peer pressure will encourage students to attain their goals.

2. Cost: Traditional learning will definitely be more expensive than digital learning. In addition to elementary education,
you will also have to pay for advanced education. In contrast, with digital learning, you will not have to pay beyond your
means. It is reasonably priced, and you can get the finest education without hurting your budget.

3. Technical Involvement: If you wish to pursue an online course, you must have some elementary technical knowledge.
Without it, you will find it difficult to pursue a digital course. You must understand software, search engines, email,
message, webinars, web page, chat rooms, and more.

4. Classroom vs Virtual: Conventional learning focuses more on classroom education and is restricted to a fixed time and
location. You will have to attend classes, join group discussions, and attend all the group activities required as part of
your education. It will be driven by teachers and students’ learning activities will be overseen by them. With digital
learning, you will enjoy much more flexibility to choose a convenient time to learn. It is more user-friendly and offers
maximum flexibility to the users.

Even beyond schools, online learning can be very rewarding as it allows students to continue their studies without giving
up on their career. Online learning also lets them interact with other students around the world.

Types of Digital Learning Resources

https://leaderonomics.org/en/resources/article/228-types-of-digital-learning

Digital Learning is a broad terms used to describe the use of technology that is applied to the learning process.
The technology can be adaptive, augmentative, personalized and/or virtual. Digital Learning allows us to learn anywhere
and at any time; it’s a new-age freedom that puts us in control of our learning process.

Digital Learning offers us many advantageous in learning, but it can also become confusing as there are just too
many options and facets to consider in the process of delivering the digitization of learning.

1. Adaptive Learning

Adaptive learning is a learning technology that utilizes the latest AI advances to measure, and analyse a learner's
comprehension of a subject. The adaptive learning system uses feedback from the learner to gauge the
strengths and weaknesses of the learner in order to adjust the delivery of content.

Learning feedback is used to adapt learner's lessons according to the learner's comprehension and retention
rate. Adaptive learning keeps the learner engaged throughout the entire course by presenting new material on a
timely basis.

2. Badging And Gamification

Badging and gamification is a motivational tool that rewards the learner through the use of digital badges. The
badges are obtained as a reward for achieving a certain level of difficulty. The collection of badges turns the
learning process into a gamification process that helps to motivate a learner to attempt to “conquer” new
learning material.

3. Blended Learning

Blended Learning offers the best of both worlds by merging digital learning with traditional classroom learning.
Both teachers and students meet for physical classroom training and also online through the use of interactive
chat and virtual classrooms. Blending learning allows students to accelerate their individual learning process
while maintaining a classroom “group” typesetting. This is more scaleable and caters to the individuals
scheduling constraints.
4. Classroom Technologies

Classrooms are becoming modernized with help from Virtual Reality, 3D printing, Cloud Computing and Social
Networking. We expect that digital learning and traditional learning to merge as the capabilities for both
teachers and students continue to expand with new technologies. By using technologies that help engage users
in the classroom, teachers are finding increased comprehension and retention. Some examples of classroom
technologies are Mentimeter and Kahoot.

5. E-Textbooks

E-textbooks are electronic versions of traditional textbooks. E-books are less expensive than traditional
textbooks, are easier to update and are more cost efficient. We expect that E-books will soon surpass the use of
traditional textbooks. The best use of E-books are where it’s curated to support blended learning, as supported
by a LMS.

6. Learning Analytics

Learning Analytics introduces data mining to the learning experience. The analytics process involves the
collection, measurement and analysis of data. Learning analytics is most commonly used with online digital
learning services where it can be used to design and implement new methods and structures, based on
predictive modeling and the learning feedback phase.

7. Learning Objects

Learning Objectives help relate information, content and practice assessments into an easy to use collection.
The collection focus is usually based on a singular learning objective. Learning objects are very similar to object
terminology found in the computer programing sciences. Learning objects help in curation of learning design,
where multiple learning objects are stitched together to deliver the intended learning outcome. By having a
library of learning objects, one can achieve multiple learning objectives.

8. Mobile Learning

Mobile Learning (sometimes called M-Learning) is a term used for learning processes that can be engaged across
multiple platforms. Mobile learning may also consist of a multi-faceted approach to learning through electronic
devices that use both social and contextual interactions in addition to video and digital learning applications.
Mobile learning is popular because it enables learners to engage in the learning process “on-demand”, wherever
and whenever the learner desires.

9. Personalized Learning

Personalized Learning is a custom-tailored learning process that is created to help an individual leaner. The
Personalized Learning experience is targeted towards individuals who would benefit from an individual learning
path. Personalized Learning requires someone to design a learning journey that is curated or created specifically
for a particular learner and/or learning objective. When this process is generalized or automated, it then dives
into the realm of Adaptive Learning.

10. Online Learning (Or E-Learning)

Online Learning (electronic learning) enables leaners to advance their knowledge through the internet. Online
Learning is popular because the lessons are usually prerecorded where the learner can attend lectures on-
demand. Online Learning (E-Learning) is similar to digital Learning and covers many of the same learning areas.
Where Digital Learning speaks to the digitization of learning content, Online Learning referes generally to
publicly available, ready made courses that are delivered through the Internet to address mass consumer needs,
such as Massive Open Online Courses (MOOCs).

11. Open Educational Resources

OERS are free, openly licensed, publicly assessable resources that can be used for educational purposes. Legal
permissions include the right to Retain, Reuse, Revise, Remix and Redistribute the OERS content. They are are a
form of Online Learning assets that can be used to achieve a certain outcome.
 12. Virtual Reality

Virtual Reality Learning Environment (VRLE) allows the learner to experience a first hand learning experience
where the learner (user) is able to interact inside the learning environment. Virtual Reality Learning allows for a
rich learning experience through the use of either a desktop computer, virtual learning glasses or head mounted
display (HMD). Virtual Reality is a solution for situations where it is not feasible or scaleable to provide real life
experiences to users to achieve the learning outcome.

13. Augmented Reality

Augmented Reality (AR) offers learners an interactive experience that enhances certain aspects of the real world
through computer-generated perceptual information. Students can experience Augmented Reality on their
mobile phones, where they are introduced to additional information such as fun facts, historical data, 3D
models. Augmented reality enriches the students learning experience through multiple sensory modalities such
as visual, auditory, haptic somatosensory and olfactory. Augmented reality sits in between Virtual Reality and
real Classroom training in terms of cost and scale benefits.

 The infographics below also presents a set of digital learning resources types:

https://blog.commlabindia.com/elearning-development/digital-learning-resources-infographic
Traditional v/s Internet based ICT education Approach

Traditional Classroom ICT In Education

 Physical – limited size  Unlimited

Classroom
 Synchronous  Anytime, anywhere

 Multimedia / simulation
 PowerPoint / transparency / etc.
 Digital library
Content  Textbooks / library
 On demand
 Video
 Synchronous & Asynchronous Communication

Personalization  One learning path  Learning path and pace determined by learner

Synchronous Communication
 Online Chat
– Text based
– Audio based
– Video based
 Mobile Technology
– Conferencing
– Phone
– Satellite
– Television channel
– Video Conferencing

Asynchronous Communication
 Discussion Forums
 Blogs
 e-Groups
 Wikipedia (Knowledge base)
 Google (search engine)
 Mobile SMS, MMS & Podcasting

Psychology of using Teaching Aids which include ICTs

 Here is an effective saying:

 I hear, I forget: Verbal description only are not enough for learners to remember and understand.
Visualization of objects especially in science and technology is important
 I see, I remember: Knowledge that is gained through the site is more colorful, accurate and permanent.
It is said that 80% of our knowledge is gained through our eyes.
https://livingthoughtfulinsights.wordpress.com/
Assessment is the process of identifying, gathering and interpreting information about student’s learning.

TYPES OF ASSESSMENT
1st type of assessment: Formative assessment
Formative assessment is often viewed as more of a natural part of the teaching and learning process. It
can include strategies such as observations, having students read out loud, and asking students questions in
class, as well as the use of different types of tools, like digital games.
This type of testing is used to gauge student learning during the lesson. Often, teachers are evaluating
student learning without even knowing it. It is informal and low-stakes, meaning that the kind of decisions that
are made from these types of assessments should be limited to informing and adjusting instructional practices,
such as re-teaching a lesson or grouping students for extra help. They are designed to give students the
opportunity to demonstrate they understand the material.
Schools normally do not send home formal reports on formative testing, but it is an important part of
the teaching and learning process. If you help your children with their homework, you are likely using a version
of formative testing as you work together.

2nd type of assessment: Summative assessment

Summative assessments are used as a checkpoint at the end of the year or course to assess how much
content students learned overall.
These tests are given to all students in a classroom, school, or state, so everyone has an equal
opportunity to demonstrate what they know. Students demonstrate their ability to perform at the level
prescribed as the proficiency standard for the test. Results are often aggregated to also understand school and
district performance for the purpose of accountability.
In my opinion, the most important function of summative assessments is student equity. It’s our way of
making sure that populations of students are not being left behind. In order to do so, we need to evaluate not
just the total population of students but a breakdown by subgroup so we can identify any potential under-
served populations of students and put interventions in place for their success.

3rd type of assessment: Diagnostic assessment

This testing is used to “diagnose” what skills a student has demonstrated proficiency on. Diagnostic
testing often measures for student misconceptions or where students are in stages along a progression, such as
by grade level, of concepts, or skills. For example, diagnostic reading assessments can measure what grade level
students are fluent at reading, or based on their comprehension of the text.
Teachers use diagnostic testing information to guide what and how they teach. They’ll spend more time
teaching skills students struggled with most on the diagnostic test.
Diagnostic assessments can be a very helpful tool for parents. The feedback my kids receive on these
tests lets me know the specific areas where they may need extra help at home.

4th type of assessment: Authentic assessment

An authentic assessment usually includes a task for students to perform and a rubric by which their
performance on the task will be evaluated.

Conclusion
The aforementioned assessments are a great help for both students and teachers to consistently be aware of
once progress. Also, it is a helpful tool to turn one’s weaknesses into strength by overcoming one’s shortcomings such as
failures. With this it will push an individual to successfully achieve a specific goal.
FIVE TENETS OF GLOBAL DIGITAL CITIZENSHIP

The roles and responsibilities of the global digital citizen are many and diverse. As a future educator in this
modern time, it is a must to practice innovation in teaching and learning in order to become a globally effective and
globally competent digital teacher.
Furthermore, teachers don’t just teach anymore; they’ve been much more than that for a long time. In our
digital world, teachers have become guides, mentors, role models, counselors, and facilitators. They practice to
be global citizens, ethics experts, and divergent critical thinkers. It’s time to shine a light on what it takes to be a global
digital teacher.
So much for that, now let’s look at this remarkable figure through the eyes of Global Digital Citizenship itself. The 5
tenets of the global digital citizen are:

As a future global digital teacher these tenets holds very crucial roles in the modern innovative classroom. They
include things like:

-an understanding of technology and its benefits/dangers to students

-knowledge and appreciation of the diverse cultures of our globe
-an awareness of local, community, and global environments
-moral and ethical modelling that helps students achieve success and safety in online and offline environments
-experience with many mediums of technology and communication
-adaptability and creativity
-life-long learning capability
 Now it’s time to explore each tenet in a little more depth, and see how it connects to what teachers do.

PERSONAL RESPONSIBILITY
In order for a teacher to practice personal
responsibility one must move around the classroom
directing and facilitating learning. In doing so, they are
modelling ethical practice. They’re shaping the moral and
ethical mindsets of students by what they do and what they
don’t do. Our learners’ time in school is formative and
developmental. They are discovering and learning about
themselves by asking questions, making choices, and
breaking mental and physical boundaries. Students are
exploring, taking risks and experimenting.

“Teaching is about building relationships. In such a culturally abundant world, global citizenship is the business of
every teacher.”

We can’t expect students will simply become global digital citizens on their own. They need observation,
encouragement, and supervision. This is the personal responsibility we practice and that they experience firsthand.
What about responding to questionable behavior? This isn’t something we can approach from emotion. We must be
fair, even- handed and understanding. Also we must be able to turn such situations into learning and growth
opportunities, both for ourselves and our students. The global digital teacher values tolerance and mindful action and
demonstrates this in their own classroom practices.

GLOBAL CITIZENSHIP
Teaching is about building relationships. In such a culturally abundant world,
global citizenship is the business of every teacher. Fostering productive connections
with colleagues and students is part of any educator’s success. Schools are home to
different personalities, cultures, and beliefs. Sometimes these conflict with each
other, and unfortunately this is inevitable. The role of the global digital teacher is to
bring understanding and harmony into such situations. Such strategies include
those that work to resolve conflict, mediate disputes, and show understanding.
Over time, this responsibility shifts to the students. They learn, through their
teachers, to be tolerant of difference while standing up for their own beliefs. They
respect their rights and the rights of others to feel safe to be who they
are. They celebrate the colours of culture, and the interconnectedness of everyone. But
it’s the global digital teacher who leads the way in this.

DIGITAL CITIZENSHIP
Technology is at the forefront of many aspects of teaching and learning. It’s
refreshing to see more and more teachers getting on board with its applications.
The potential for positive use, though, is still matched by the potential for misuse.
Our learners often emulate those they admire, and that includes teachers.

“Kids today are more aware and concerned about the world and about others
than ever.“

If teachers don’t cite sources or respect copyright and intellectual property,

we oppose the example we want to set for students. It works the same way if
we act inappropriately in any online environments—it’s like giving our students
a green light to do the exact same thing.

Alongside parents, we are the guides young digital learners have for an exciting and perilous online world. If
we’re going to enforce guidelines for ethical behavior, we must do first by example.
 Nine Elements of Digital Citizenship
https://www.digitalcitizenship.net/nine-elements.html

1. Digital Access is about the equitable distribution of technology and online resources. Teachers and
administrators need to be aware of their community and who may or may not have access, not only in school but at
home as well. Educators need to provide options for lessons and data collection such as free access in the community or
provide resources for the home.

2. Digital Commerce is the electronic buying and selling of goods and focuses on the tools and safeguards in
place to assist those buying, selling, banking, or using money in any way in the digital space. Career and technical
education use the tools of technology to show students the path for their future.

3. Digital Communication and Collaboration is the electronic exchange of information. All users need to define
how they will share their thoughts so that others understand the message. For students struggling to understand their
place in the world, technology can help them find their own voices and express themselves.

4. Digital Etiquette refers to electronic standards of conduct or procedures and has to do with the process of
thinking about others when using digital devices. Teachers can include Digital Etiquette as part of the classroom rules or
academic goals. Whether in the classroom or online, being aware of others is an important idea for everyone.

5. Digital Fluency is the process of understanding technology and its use. The better educated or “digitally
fluent,” students are, the more likely they are to make good decisions online, like supporting others instead of making
negative comments. Digital literacy includes the discussion of media literacy and the ability to discern good information
from poor, such as “fake news” from real news.

6. Digital Health and Welfare refers to the physical and psychological well-being in a digital world. Technology
provides many opportunities and enjoyment, but knowing how to segment use with the needs of ourselves and others is
key to a healthy, balanced life. Educators, especially in 1:1 schools or classrooms need to ask the question of how much
screen time is appropriate for students. Common Sense media has developed a guide on this topic.

7. Digital Law refers to the electronic responsibility for actions and deeds and has to do with the creation of
rules and policy that address issues related to the online world. Just as in the real world, the online world has had to
create structure to protect those using these digital devices from harm. Support for issues such as cyberbullying and
sexting are available from School Resource Officers and other school counsel. Administrators need to come up with
positive approaches to these issues in their schools and districts.

8. Digital Rights and Responsibility are those requirements and freedoms extended to everyone in a digital
world. This area of Digital Citizenship is about helping students understand that when they are provided opportunities,
such as the access to the Internet and use of online products, they need to be diligent in helping others as well, such as
informing adults of potential problems. Educators must help students understand that protecting others both online and
in the real world are essential skills to have.

9. Digital Security and Privacy is the electronic precautions to guarantee safety. Viruses, worms and other bots
can be passed along from one system to another just like an illness. When using devices in school or at home,
understanding and being aware of attacks and how to prevent them are important skills for today and into the future.

S3 Framework (Safe, Savvy and Social)

Digital Citizenship classifies nine foundational elements in the following three guiding principles: Safe, Savvy and
Social (or S3). The tenets of S3 are a way to support, as well as reinforce the framework of the themes of digital
citizenship. Each theme/element encompasses three levels of support (Safe, Savvy and Social) which could (or should)
be taught as soon as our children can first pick up a device and start to interact with it. The first guiding principal; Safety,
focuses on protecting yourself and protecting others and creates the base of digital citizenship. The next is Savvy in
which focuses on the concepts around educating yourself and connecting with others. These concepts build upon the
concepts of Safety. And finally, the Social guiding principle commits to helping everyone make decisions exemplifying
our commitment to respect ourselves and respect others. It is here that we fully realize the possibilities of the online
experience.

Safety - Protecting Digital Citizens [being protected from or unlikely to cause danger, risk, or injury to yourself or
others]
Technology is changing students coming to our schools which in turn moves education. The tools that have
been provided to students and faculty are making tasks such as creating or sharing information (e.g., a document,
presentation or video) much more streamlined. While technology affords users new opportunities the issues that occur
are often are the lapses of judgment when the tool is not fully understood. These problems happen with moving to new
and different tools that knowledge and rules are not fully established by those who use them. This is an attempt to
apply older concepts to new ideas, which do not exactly fit. Now is the time to make the shift to how we will be utilizing
the technology for the future. It is important that educators now begin making alterations to how technology is viewed
and integrated into the classroom. The knowledge we share today will be passed along to the next generation.

- Protect Yourself/Protect Others

Savvy - Creating Educated Digital Citizens [wisdom and practical knowledge; the understanding to make good
judgments]
In many school or district mission statements or goals there is often some mention of “being lifelong learners”.
So what does this mean in the age of digital learning? The growth and changing nature of technology teaches everyone
that we can never stop learning. And with the opportunities that these tools provide why would anyone? Technology
has opened the possibilities of how to learn new skills and our responsibility to understand and maximize the potential
of these tools. There has been an expectation that children innately understand technology since they were born in a
time of expanding digital information. Children do show a willingness to use these technologies where adults may
approach with more anxiety. It has also been discovered that device and app developers are creating these technologies
to make them intuitive, “so that even a child could use.”

- Educate Yourself/Educate Others

Social - Respecting Yourself as a Digital Citizen [creating cooperative and interdependent relationships and
understanding of others]
When discussing the topic of digital citizenship, digital health, digital safety or whatever it may be called in your
school or district there are certain universal themes that seem to surface and be at the heart of the issue. Whether it is
through topics of cyberbullying, viewing (or posting) inappropriate content, or plagiarism these and other topics of
concern that are discussed most among parents and educators. This section geared towards the “social” element
defines the general topic of digital citizenship and its main elements of discussion. Humans are social by nature. People
choosing to group with others like themselves in cities, states, and countries. As members of a community we tend to
connect with those like us. This can be the difficult aspect of trying to interact with others online, everyone is given the
opportunity to join this thing called the Internet and even though we try and stay with those most like us, it is almost
impossible not to bump into others that want to try and change our minds, our beliefs.

- Respect Yourself/Respect Others

ALTRUISTIC SERVICE

Many educators believe that teaching compassion

and service are the key to higher student engagement. But
the hectic nature of the educational field can make
compassion and altruism a challenge sometimes. In the
article Nothing is More Important Than Teaching
Compassion, Vinciane Rycroft wrote:
“With the ups and downs of every day circumstances, it is
not easy to stay inspired and be true to our initial motivation
as educators. It is tempting to look for professional
satisfaction in outside praise, instead of tapping into the
genuine well being that comes from being fully present to
those around us and to ourselves.”

The global digital teacher must indeed remain present. This is true not only of the needs of students, but to the
needs of the school and the community. Thanks to technology, our connections and communications have linked to us
to a world in need. So the innovative classroom becomes the perfect learning environment for fostering altruistic
thoughts and actions. It begins with caring for each other, and then expands outward.
It’s comforting to know that connection has brought awareness. Kids today are more aware and concerned about the
world and about others than ever. The charitable nature of our digital kids comes through in school projects like the
ones in our own case studies.
 ENVIRONMENTAL STEWARDSHIP
We stress in this tenet that we only have “one world
to live in.” How we regard its welfare is congruent with what
kind of surroundings we want for ourselves and our students.
That’s why the global digital teacher demonstrates a healthy
respect for the personal, communal, and global
environments they and their students are part of.
The educational initiatives being taken for
environmental awareness are many. Here are some
examples of the work being done in regards to
Environmental Stewardship:
Green Teacher—a non-profit organization helping educators
promote environmental awareness among young people
aged 6-19.
SEEDS Schools—allows participants to track and report their
projects online and to learn what others are doing for environmental projects.
Maple Ridge Environmental School Project—a comprehensive environmental education project taking place in Maple
Ridge, BC.
Green Schools Initiative—founded in 2004 by parent-environmentalists to improve the environmental health and
ecological sustainability of schools across the U.S.

CONCLUSION
Every part of education and its virtues—respect, tolerance, understanding, accountability, responsibility,
fairness, and justice—are central to what makes this educator so incredibly important to our students. Teaching is no
longer about subject and knowledge. It is about developing the whole student, and preparing them well for a future they
will both create and sustain.

Credits to: wabisabi learning

READING ASSIGNMENT:

REPUBLIC ACT NO. 8293

AN ACT PRESCRIBING THE INTELLECTUAL PROPERTY CODE AND ESTABLISHING THE INTELLECTUAL PROPERTY
OFFICE, PROVIDING FOR ITS POWERS AND FUNCTIONS, AND FOR OTHER PURPOSES

CYBERBULLYING
https://asksonnie.info/the-culture-of-cyberbullying-in-the-philippines/

Cyberbullying in the context of minors, has been defined:

Cyberbullying refer to minors while cyber harassment and cyberstalking for adults. The three refers to a similar
behaviour that use technology as medium to sow fear and strip the victim of self-worth and dignity. Stalking though, has
an offline component. On Philippine context, media only refer to these as bullying, hopefully, when a law is passed, the
terms will be standardised.
Likewise, bullies exist even before the cyber age, the technological advancement just gave them another tool
to step up the attack at the same time remain anonymous.
When Cyberbullying in the Philippines is not
When you use digital media to express your thoughts about a person, an incident or opinion. This is your right
guaranteed under the Philippine constitution. However, you can be part, unintentionally, of a cyber mob,
because of a prevailing public opinion at hand.

When Cyberbullying in the Philippines is

From the IRR of RA 10627– when the following were used to (1) embarrass, strip the dignity, sow fear and
incite the netizen to violence against another person and when (2) the act was repeated regularly:
 texting
 email
 instant messaging
 chatting
 internet
 social media
 online games

The Culture of Cyberbullying in the Philippines

In our local context, cyberbullying can happen in two ways:

(1) Away from the public knowledge or the day-to-day cyberbullying that goes unreported.

NATURE OF ATTACK (Top 3)

 Attack on reputation
 Attack on appearance
 Attack against the victims opinion

MANNER OF ATTACK (Top 3)

 Spreading photoshopped image
 Spreading videos that are supposedly private
 Poser/ Spreading lies

OTHER THREATS (Top 3)

 Threat on life and security
 Threat on family
 Blackmail

PLATFORM USED
 Facebook
 Cellphone (distant second)
 Blogs

REPORTED THE INCIDENT TO

 Friend
 Parents (distant second)
 Sibling

AGE BRACKET:
 53% Adult (18+)
 47% Minor (17 and below)

GENDER:
 57% Female
 43% Male

OTHERS
 79% were bullied by one person
 21% were bullied by a group
(2) Group bullying or cyber mob.

We have seen this form emerge in reaction to a troll, a video shared on the web, or a news item. This
one is “public”, but seasonal in nature. In some instances, it also provide a semblance of regularity because it
seeks justice for the aggrieved.

There are cultural determinants that contribute to cyber lynching. These determinants are not necessarily bad,
but our strengths as a nation, can also become our weakness.
 The Philippine democratic culture- some have a notion that they can do or say what they want
without accountability.
 Over emphasis on privacy- we can be anonymous, (buy a prepaid sim card, use an alias in social
networking sites).
 Easy access to internet and social media- however, those who have issues but can’t express this face
to face with the person, use social media to ventilate.
 Filipinos are highly engaging and opinionated
 The Filipino bias for the underdog and the aggrieved party

After having said all about our observation, allow me to share the laundry list of what I think can help
reduce cyber lynching and bullying incidents in the Philippines. But these need everyone’s collective effort.
For Trad and New Media:
 Balance and objective reporting, minimize if we cannot avoid insinuations

For Corporations:
 Craft a responsible social computing policy
 Include cyber wellness in employee program
 Include cyber harassment/stalking as a form of workplace violence
 Support, as a matter of CSR, digital wellness and safety advocacy

For Schools:
 To include responsible use of social media in either curriculum or non-curriculum programs, it can be
incorporated on values enhancement module.
 Educate parents about digital parenting.
 Educate nannies about basic cyber safety
 Involve parents in developing a comprehensive anti cyber bullying program and reporting procedure
 Develop a culture where students can open up and report actual cases of bullying.
 Transparency on bullying cases

For the government:

 Pass the cyber bullying bills
 Dep Ed thru public schools or Local Gov’t to initiate partnership with internet cafe’s to protect minors in
exchange for referrals
 Dep Ed to institutionalise counselling services in public schools

For Parents:
 Increase your online intelligence
 Get involve on the digital life of your kids, engage.
 Send your household staff to cyber safety seminar
 Use online tools for digital parenting

For Netizens:
 Informed engagement- get the two sides of the story
 Use social media as tool to add value.
 Respect the privacy of others
 Whenever possible, seek permission
 Except when a person involved committed a crime (now considered a news item) or the
person is a public figure.
 If unsure, proceed sharing your content but withheld the identity of another person
NETIQUETTE
https://techterms.com/definition/netiquette#:~:text=Netiquette%20is%20short%20for%20%22Internet,good%20behavi
or%20on%20the%20Internet.

Netiquette is short for "Internet etiquette." Just like etiquette is a code of polite behavior in society, netiquette
is a code of good behavior on the Internet. This includes several aspects of the Internet, such as email, social media,
online chat, web forums, website comments, multiplayer gaming, and other types of online communication.

While there is no official list of netiquette rules or guidelines, the general idea is to respect others online. Below are
ten examples of rules to follow for good netiquette:

1. Avoid posting inflammatory or offensive comments online (a.k.a flaming).

2. Respect others' privacy by not sharing personal information, photos, or videos that another person may not
want published online.
3. Never spam others by sending large amounts of unsolicited email.
4. Show good sportsmanship when playing online games, whether you win or lose.
5. Don't troll people in web forums or website comments by repeatedly nagging or annoying them.
6. Stick to the topic when posting in online forums or when commenting on photos or videos, such
as YouTube or Facebook comments.
7. Don't swear or use offensive language.
8. Avoid replying to negative comments with more negative comments. Instead, break the cycle with a positive
post.
9. If someone asks a question and you know the answer, offer to help.
10. Thank others who help you online.

The Internet provides a sense of anonymity since you often do not see or hear the people with whom you are
communicating online. But that is not an excuse for having poor manners or posting incendiary comments. While some
users may feel like they can hide behind their keyboard or smartphone when posting online, the fact is they are still the
ones publishing the content. Remember – if you post offensive remarks online and the veil of anonymity is lifted, you
will have to answer for the comments you made.

In summary, good netiquette benefits both you and others on the Internet. Posting a positive comment rather than
a negative one just might make someone's day.