LESSON 1)

Characteristics of Appropriate Instructional

Materials in Language Teaching

Information and Communication Technologies (ICTs) can be

significantly useful as tools for language instruction. In the
Philippines, the languages that are being taught are Mother
Tongue; Filipino, English and other foreign languages. With the
integration of ICTs in teaching languages, the need to process
data quickly and integrate voice, music, video, pictures, and text
into lessons can be fully addressed. Eslit (2017) claims that
ICTs can be programmed to tailor instruction and tests for each
individual language learner.
To be able to use these technologies successfully as tools and
materials and to help in effective conduct of language classes,
some principles on suitability, adequacy, and efficient utilization
will also be discussed in this Module. The effectiveness of
instructional tools in promoting students' academic performance
in teaching and learning is indisputable. It provides the much
needed sensory experiences needed by the learners for an
effective and meaningful behavioral change (Ajoke, 2017).
Slavin (2010) also added that, well-planned and imaginative use
of visual aids in lessons banish apathy, supplement inadequacy
of books as well as arouse student's interest by giving them
something practical to see and do, and at the same time help to
train them to think things out themselves.
In language teaching and learning, there are a lot of
instructional materials that can be prepared to enhance the
teaching-learning process. These instructional materials can be
prepared with the support of technologies.
Some of the common language teaching materials will be
presented in this module and the technological tools that can be
used to prepare them are also described. Gone are the days
when cassette tapes, radios, and televisions were the only
technologies being used to allow students to demonstrate
language skills for the English or Filipino subjects or courses.
Today there are a lot of instructional materials that are being
used to enhance language learning that are ICT-based.

Computer-Based Instructional Tools and Materials in Language

Teaching The numerous technology tools being used in
language teaching are fully supportive of the different types of
instructional materials commonly used in language teaching.
Below are some computer-based instructional tools, strategies
and materials in language teaching.

A. Computer-Assisted Language Learning (CALL)

Computer-assisted language learning (CALL) is a fundamental
part of English teaching methodology and it is a highly
acknowledged means in attaining learning objectives.
Computers provide many opportunities of exchanging ideas and
information at both national and international level. Before this
technology, students were not able to learn language easily and
they had to face many hurdles and difficulties. The classical and
traditional methods used by the old teachers couldn't help them
to learn foreign language effectively. The old teaching methods
couldn't fulfill the requirements of learning and learners. But
now the advanced and progressive technology of the computer
has motivated the learners to learn language effectively. The
computer has become a valuable tool of learning for modern
students (Lohdi, 2019). Eslit (2017) also described CALL as one
of the many tools and techniques that can help improve the
students' language competencies. He claims that this new
technology in language education has increased learner
autonomy, creativity, productivity and team work. It has been
used with interactive teaching approach to tutor language
learners through language drills or skills practice. It has also
been used as stimulus for discussion and interaction; or as a
tool for writing and research.
Abate (2018) conducted a research on blending Content and
Language Integrated Learning (CLIL) and CALL. The research
found out that the use of simple but efficacious web tools during
lessons in CLIL approach improved learners' competencies.
The web tools enable communication; facilitate access to
knowledge, online dictionaries and other learning resources and
increase exposure to using a foreign language. CLIL develops
cognitional improvement, cultural understanding without any
substantial loss to content learning. The use of ICT enhances
effective student's motivation to learn languages.
The use of CALL in today's language classroom has improved a
lot because of the new trends of technologies and because of
the various challenges and innovations in language teaching
and leaming.
In a research conducted by Paul Lyddon (2018), it was pointed
that digital technologies have increased communications
between speakers of different languages, but the widespread
use of online machine translation has become a disruptive force
for foreign language education, as it permits intelligible
exchanges between persons with little or no knowledge of a
foreign tongue. The research further notes that as machine
translation technology only continues to improve, the entire
purpose of foreign language learning, computer-assisted or
otherwise, may one day soon likely be called into question. It is,
therefore, recommended that while nothing is ever truly future-
proof, the sustainability of foreign language education may
require a shift in focus, away from traditional language
acquisition and toward social semiotic awareness and
multimodal intercultural communication. This suggests possible
roles for digital technologies in sustainable language teaching.

B. Language Instructional Materials Supported by Technology

Tools
Ajoke (2017) cited the different types of instructional materials in
teaching English as a second language. These types are also
useful in teaching other languages.
1. Instructional Charts
One of the common types of instructional materials in language
teaching and learning is a chart. Charts can be seen on printed
materials but their presentation can be enhanced and are
presented in 3D or 4D form with the aid of technology. Charts
can help language learners read with understanding data and
concepts that are not presented in text forms. By the use of
charts, students' writing skills beyond text writing are enhanced
because some charts also involve how to show relationships
and demonstrate processes and so on. The following are some
of the many technology tools that can be used to develop
charts:
a. Microsoft Word
Microsoft Word does not only allow you to create documents but
it also has a provision to allow you to create charts or graphs
that will add to the visual appeal of the presentation of your text.
b.Microsoft Excel
One of the main features of Microsoft Excel and other
spreadsheets applications is to create charts and graphs. For
language learners, a simple chart in Excel is more
comprehensible than to see a lot of sheets and cells full of
numbers.
c.Microsoft PowerPoint
PowerPoint offers various tools that can make your
in a slide presentation interactive. One of its features is to
present charts
d.iOs, Andriod, and Windows Phone and iPad Chart Maker
Apps
These are Numbers, Viz, 3D Charts, Chart Maker, Graphing
Calculator HD, Roambi Analytics, and Graph

2. Posters
Many of the schools in the Philippines have been requiring their
students to participate in poster-making activities to further
develop their creativity and to help them express their ideas
through a pictorial device. With the advent of tutorial videos on
YouTube, students can develop more creative and digitalized
posters. Moreover, there are several applications that students
can download and use for their poster making activity. These
are free samples of the free poster maker applications available:
a. Spark Post
https://spark.adobe.com/make/posters/
Adobe Spark is a suite of design tools that allows you to make
your own posters, videos and webpages using your computer or
iOS mobile device. The poster-making tool of this collection of
apps is called Spark Post. This app offers a range of poster
templates and layouts that you can use to create your own
custom posters for sharing on social media and for print.
b. Canva's Poster Maker
https://www.canva.com/create/posters/
Canva's poster maker has hundreds of templates designed by
their team of professional designers. Templates are have
shorteuts to great design: You'll have a custom poster in
minutes.
Block Posters
https://www.blockposters.com/
Block Posters can let you make your own custom poster for
free. Upload an image, choose your options, and then download
and print out your own personalized huge poster.
d.Posterini
https://www.posterini.com/
Posterini poster maker redefines the meaning of design,
combining augmented reality, artificial intelligence and
gamification in a unique way.e.Poster.MyWall
https://www.postermywall.com/
It is a website that features amazing poster templates and has
an easy-to-use custom graphics service.

3. Flashcards
Flashcards are indispensable instructional materials in language
teaching. These are commonly used in reading and in teaching
lessons in phonology and morphology. With the presence of
free educational websites, language teachers will not have
difficulty in preparing their flashcards. The following websites,
organized by Softonic (2020), may help you prepare your
flashcards for your language classes:
a. Anki
https://anki.en.softonic.com/
Anki is a powerful, multi-purpose application. Flashcards
created using Anki can contain text, sound, images, and
formatted documents in standard LaTeX.
b.Vocabla: English Dictionary
https://en.softonic.com/android/education-reference
Vocabla focuses on the study of words. To make expanding
your vocabulary more fun and addictive, Vocabla introduces
competitive elements, with achievements and points in the
rankings, just like in games. The unique feature of Vocabla is an
add-on for Mozilla Firefox, which allows you to add words and
create flashcards directly online.
c.Learn Spanish with EduKoala
*https://en.softonic.com/android/education-reference
Edukoala is pretty similar to the previously mentioned app, but
its uniqueness is in the way it lets you learn new words every
time you unlock your Android phone. In the settings, you can
choose to be challenged with words, instead of the traditional
code or swipe pattern, to unlock your phone. Edukoala will
display a question and three possible answers; answer the
question correctly to unlock your Android. It's an interesting
approach, but as the developer admits, it doesn't work on every
phone, and you'll need to download a different app for each
language126 Japanese, Norwegian, and Greek).
D.Study Blue
https://en.softonic.com/iphone/education-reference
Study blue allows you to easily create flashcards with text,
sound and images. You can, for example, take a pholo

4. Slide
Among the various types of materials that are available for
projection, slides and film strips are the foremost visual aids.
They are of great value in teaching traditionally, slide projectors
have been used by teachers for their slide presentation. These
slide projectors have been used for projecting pictures from a
transparent slide on a wall or screen. Nowadays, innovative and
stimulating presentation applications are commonly used by
teachers. These presentation software applications have very
good features that can make the presentation of lessons near to
seeing real objects and subjects. Some of these are:
A. Microsoft PowerPoint
Segundo and Salazar (2011) in their research state that
PowerPoint this program has become the world's most widely
used presentation program and is a complete presentation
program that allows teachers to produce professional-looking
presentation in EFL classrooms.
B.PowToon
Semaan and Ismail (2018) stated in their research that
PowToon is a web-based tool that offers a wide array of media
options, graphics, cartoons, and animated images to create
animated presentations that flow smoothly and logically. It also
features classroom accounts for project-based learning
PowToon can be used to teach any subject.
In 2014, Tracy Weber cited by Semaan and Ismail (2018)
described PowToon as a potential application to teach language
courses particularly English. She said, it could be employed in
an English class to demonstrate knowledge of Romeo and Juliet
from a students' perspective; and even in industrial arts class by
demonstrating welding techniques.
PowToon paves the way towards teaching higher order thinking
skills like critical thinking, summarizing, and problem-solving
which are basic skills for a successful global citizens in the 21*
Century.
C. Google Drive Presentation
Google Drive Presentation is a cloud-based presentation;
hence, it is always available because you can always access it
anytime there is net connection using your PC, Chrome Book,
Android etc.
1. Slide Rocket
This is a. web-based program that will allow you to create
presentations for your language classes. This software is
very similar to other presentation software like PowerPoint
 and Prezi. Its notable features are its templates which can
be used to make presentations more visually appealing.
2. Prezi
Just like PowerPoint Presentations, there are several
pieces of research that claim that Prezi is commonly used
for presentation in academic instructions. Houska (2013)
stated that Prezi is taking hold in some disciplines and
circles.
Instructors, professional speakers and students continue to
post presentations created though Prezi online for public
perusal. These presentations can be an excellent starting
point for tech-savvy instructors intending to reinvigorate
their classroom instruction or present material in a novel,
engaging format. In language teaching, the research of
Yusny and Kumita (2016) concludes that teaching grammar
utilizing Prezi presentation helps students improve their
grammar mastery. Additionally, it also shows that the
students have positive responses toward utilizing Prezi
presentation in grammar lessons. However, they
emphasized that the development of Prezi presentation in
all education materials should carefully adhere to the
principles of instructional design and must not overuse the
features as it could also lead to negative effect to the
learners.

5. Work Sheets and Forms

A worksheet is not only completed on printed materials but
these can also be accomplished through the web. By the use of
some word processing software like Microsoft Word, a teacher
can also develop electronic forms.
1. Google Forms
2. Monkey Survey Form
 3. Paper Forms
4. Survey Planet
5. QuickTapSurvey
6. Type Form
7. Cognito Form
8. Ninja Forms

6. Newsletters
A newsletter is a very useful material in language teaching and
leaming. Preparing a newsletter will develop and build the
vocabulary and writing skills of students through drafting,
revising, editing, and publishing. Students will become familiar
with the process of producing formal written documents,
such as magazines and
newspapers. Through interacting with others in the class,
students will also learn how to work within a team. Moreover,
the following skills can also be developed:
o Receptiveness understanding

to language, reading, listening and

o Writing, spelling, grammar, drafting, revising and editing

o Imagination, confidence in using oral language and creative

skills
o Use of dictionaries and thesauruses to extend and develop

vocabulary and spelling

The following are also important factors to consider when
preparing a newsletter (explorer, n.d.):
o Accuracy: Ensure the facts are right (including how to spell

names). Always use the five Ws and H (Who, What, When,

Where, Why, How?).
o Audience: Who will read the paper? Is your story of interest

to them?
 o Research: Always check facts that you have collected - use
reference materials if needed.
o Images: Don't leave the images to the last minute - always
think how the image can grab the reader's attention- that
can be used with the article.
o Writing: What is the WOW factor of the story? - Start with a
good lead. Remember that you want to grab the reader's
attention and then want to read more. Use the worksheet
below to assist with writing stories.

1. 7. Pamphlets
A pamphlet is a small, unbound booklet focused on a single
subject for educational purposes. Pamphlets are non-
periodical. They are written for the layman, simply and
without excessive jargon. Authors present text and images
in an organized fashion to communicate a clear message.
Pamphlets can be folded in a variety of ways, such as in
half, Microsoft Publisher
2. Adobe Spark
C.Lucid Press

8. Brochures
A brochure is used to advertise a company and its products or
services (Lucid Press, 2020). Some applications that you may
use to develop your brochures are:
1. Microsoft Publisher
2. Canva
3. Venngage
4. Visme
5. Flipsnack
9. Cartoons
A cartoon is a simple picture of an amusing situation;
sometimes it is a satirical comment on a serious or topical
issue. A strip cartoon is a sequence of framed drawings, which
tell a story. Both types are to be found in newspapers,
magazines and leaflets. In development situations a cartoon is a
method of conveying a specific message. How to use cartoons
Cartoon pictures enable people to discuss sensitive issues and
so are useful for teaching and training. Listening skills in the
language class can be extended and developed using cartoon
strips. You can read out a description of something, which
needs to be drawn in sequence, each part in a separate frame.
Ask the students to listen carefully, while you read the piece two
or three times. Then ask them to draw what they have heard.
You could provide a template with several ready frames for
them to fill in. You could do this with two separate groups and
ask the students to discuss what they see in the picture. You
can then evaluate how well they have understood the piece you
read. Cartoon strips can be used to teach sequencing to
students. Find, or draw, a cartoon strip with between three and
eight separate frames. Cut out each frame and rearrange them
so that they are in the wrong order. Stick them down in the new
order and make one copy for each group. Ask them to cut each
frame out and put them in the correct order. Before you do this,
show the students an example on the chalkboard of pictures in
the wrong order and ask them to put them in the correct
sequence. The above exercise can also be used in a workshop
or training session, using a topic related to the sulect of the
workshop or session. As it encourages discussion and team
decision-making, it can be introduced as an ice-breaker. The
less obvious the order, the more interactive the process will be
as each group may suggest different answers. This creates an
opportunity for in thirds, or in fourths (Lucid Press, 2020). The
sample technology tools that you can use to develop your
pamphlets each group to explain their answers and defend their
position (Ajoke,
2017). There are cartoon making software that can be paid
online but the following are free cartoon making software that
you may use or let your students use:
1. Animaker
2. Pencil 2D
3. Synfig
4. Inkskape
5. Pixton

10. Journals
Journals are records of personal insights and experiences of
students. These can serve also as instructional materials to be
used by teachers to be able to manage the reflections and
sharing of insight in the class. Journal writing is a very good
activity for students because they have the freedom to write
their thoughts and feelings about their learning experiences.
The following are some examples of free technological
applications that can be used to help students write their
journals digitally:
a. Perspective App by Blinky
b. Journey Journal App
c. Momento Journal App
d. Penzu Journal App
e. Diaro Journal App

11. Bulletins Boards

Digitally, a teacher can develop online bulletin boards where he
or she may post some language activities or information that are
helpful for the students' acquisition of the language
competencies. There are applications (Ferlazzo, 2011) that can
be used for this purpose and these are:
1. Wallwisher (now called Padlet)
This was the first online application that enables you to
place virtual post-it notes on a virtual corkboard or bulletin
board easily and allow you to post text, images, and/or
videos on them.
2. Corkboard Me
This is now called NoteApp which is a Wallwisher-like tool.
The site enables you to embed your virtual bulletin boards.
Other features include real-time collaboration and a chat
room for the people collaborating.
3. Popplet
You can make an online "bulletin board" with virtual "post-
its" (called "popplets". Except for the fact you have to
register to use it, Popplet is just as easy and, in some ways,
easier to use with a lot more functionality.
Spaaze. This is similar to the others on this list; with
registration is required.
4. Group Zap
This app joins a long list of online virtual "corkboards." It
has some nice features, including the ability to convert your
board to a PDF and being able to "drag-and-drop" images
and documents from your files.

5. RealtimeBoard
This is an online whiteboard that seemed like a decent tool
for real-time collaboration. It's easy to use, and lets you
upload images from your computer or by its URL address.
They offer free "Pro" accounts to educators.
Characteristics of Effective and Efficient Instructional Tools
Simply using technology is not enough to learn a language. An
effective ICT-based instructional material is a well-planned and
a well-designed one.
This means that the preparation of the IMs must be planned
very well and it must be ensured that they are developed to
meet the learning objectives of the language class. In addition,
English language competencies should be given importance
during the planning, in-service training and in the making of ICT
strategic plan, action plans and strategic intervention materials
for English language instruction. It is also highly recommended
that teachers maximize the use of teacher-made websites, OER
(open educational resources) and, software or mobile
applications to encourage autonomous learning of students at
the same time utilize these tools in flipping the classroom along
with task-based language activities, content and language
integrated learning and project-based outputs (Beduya, 2018).

The following are the characteristics of an instructional tool that

is effective in the classrooms.
1. Enhances instructional effectiveness
The instructional increase of students* material must be able to
facilitate the achievement in language classes. Through
the instructional materials, all students including those with
special learning needs and students at risks will be benefited
and will be helped to demonstrate the intended learning
outcomes of their language courses. With the use of
technological tools, students progress is monitored and acted
upon by concerned individuals likethe teachers, the parents,
and the school as a whole.
2. Promotes active learning
Instructional materials are expected to help promote active
learning. Through the use of interactive technological tools,
learning interest is stimulated and students' focus is redirected.
By this, students and teachers will be highly engaged in the
learning process.
The International Society for Technology in Education (ISTE)
cited by Barron (2002) gave the following descriptions of a
learning environment that uses interactive technologies:
3.Develops critical thinking
Technological tools and instructional materials must be
designed and implemented in such a way that they help develop
critical thinking skills among the learners. According to Barron et
al. (2002), the structure and use of technology can promote
higher-level thinking skills. They further stated that some
technological tools are designed to encourage problem-solving
skills.
4.Accommodates differentiated instruction
Students have diverse backgrounds and have diverse
intelligences and learning styles. They learn in different ways.
They express their thoughts and ideas also differently.
Consequently, instructional materials and tools must be of help
to the teacher to facilitate his or her classes considering the
different profiles of the students. There must also be an
opportunity for individualized and independent learning with
collaborative and cooperative learning.
5.Motivating
The use of instructional materials is a big help for the teacher to
facilitate the teaching-learning process. The use of these
materials is expected to motivate the students to pay attention
and actively participate. With the ubiquity and variety of
educational tools available to language teachers, selecting the
most appropriate and best format is very critical to stimulate
learner motivation.
6.Multisensory
One of the biggest challenges among teachers is to prepare for
instructional materials that are multisensory. With he advent of
technological tools developed by very good programmers,
multimedia are available that allow teachers to just learn how to
use them the maxium in the teaching of their lessons.

Universal Design for Learning (UDL)

The concept of UDL is a very important concept in preparing
instructional tools in language teaching. The concept stemmed
originally from the UD principles, as well as from research in
neuroscience on how the brain learns (Rose & Meyer 2002).
According to Dalton et al. (2019), universal design for learning
applies the concepts of accessibility and inclusion beyond
physical environments, to design teaching and learning
opportunities in ways that are varied, accessible and engaging
for all students, including those with differing needs and/or
disabilities.
In this way, appealing to the broadest range of diversity in our
student populations, the framework of UDL strives to remove
discriminatory practices, as the learning needs of most students
are taken into account when instruction is designed.
Professional practitioners and academicians were able to share
their thoughts about UDL principles. These principles are very
important for us to appreciate how we can integrate the concept
in our ICT-pedagogy integration.

A. National Disability Authority (2020)

The National Disability Authority cited the following 7 Principles
of Universal Design which were developed by Ronald Mace and
group in North Carolina State University.
Principle 1: Equitable Use abilities.
The design is useful and marketable to people with diverse
Guidelines:
a. Provide the same means of use of all users: identical
whenever possible; equivalent when not.
b. Avoid segregating or stigmatizing any users
c. Give provision for privacy, security and safety should
be equally available to all users
d. Make the design appealing to all users.

Principles 2: Flexibility in Use

The design accommodates a wide range of individual
preferences and abilities.
Guidelines:
1. Provide a choice in methods of use.
2. Accommodate right-or left-handed access and use.
3. Facilitate the user's accuracy and precision.
4. Provide adaptability to the user's pace.

Principle 3: Simple and Intuitive Use

Use of the design is easy to understand, regardless of the
user's experience, knowledge, language skills, or current
concentration level.
Guidelines
1. Eliminate unnecessary complexity:
2. Be consistent with user expectations and intuition.
3. Accommodate a wide range of literacy and language skills.
4. Arrange information consistent with its importance.
5. Provide effective prompting and feedback during and after
task completion.

Principles 4: Perceptible Information

The design communicates necessary information to the user
effectively, regardless of the ambient conditions or the user's
sensory abilities.
Guidelines
a. Use different modes (pictorial, verbal, tactile) for redundant
presentation of essential information.
b.Provide adequate contrast between essential information and
its surroundings.
C.Maximize "legibility" of essential information.
d.Differentiate elements in ways that can be described (i.e.,
make it easy to give instructions or directions).
e.Provide compatibility with a variety of techniques or devices
used by people with sensory limitations.

Principle 5: Tolerance for Error

The design minimizes hazards and the adverse consequences
of accidental or unintended actions
Guidelines
a. Arrange elements to minimize hazards and errors: most
used elements, most accessible; hazardous elements
eliminated, isolated, or shielded.
b. Provide warnings of hazards and errors.
c. Provide fail safe features.
e. Discourage unconscious action in tasks that require
vigilance.

Principle 6: Low Physical Effort

The design can be used efficiently and comfortably and with a
minimum of fatigue.
Guidelines:
1. Allow user to maintain a neutral body position.
2. Use reasonable operating forces.
 3. Minimize repetitive actions.
4. Minimize sustained physical effort.

Principles 7: Size and Space for Approach and Use

Appropriate size and space are provided for approach, reach,
manipulation, and use, regardless of user's body size, posture,
or mobility.
Guidelines:
1. Provide a clear line of sight to important elements for any
seated or standing user.
2. Make reach to all components comfortable for any seated
or standing user.
3. .Accommodate variations in hand and grip size.
4. Provide adequate space for the use of assistive devices or
personal assistance.
5. Center for Academic and Faculty Development (2020)

The Center of Academic and Faculty Development of Durham

College cited the following 3 UDL Principles. These principles
are deem important to educators as we are often challenged to
design and deliver curriculum for an increasingly diverse
student population.
Each student learns differently and can benefit from having a
variety of learning formats to choose from, flexible
assessments, and tools to help with organization of new
information and skills. UDL provides us with a variety of
strategies and resources to help meet diverse learning needs,
improve accessibility to learning opportunities, and increase
student success.
Principle 1: Provide multiple means of representation
Principle 2: Present information and content in different ways
Provide Multiple Means of Action and Expression Differentiate
the way that students can express what they know
Stimulate interest and motivation for learning.

The above cited concepts and principles of Universal Design

Learning are very helpful to rationalize why it is very important
for every teacher not to just pick any instructional tool for the
sake of having one and for the teacher to integrate technologies
without understanding some learning principles. In language
teaching, a teacher must be vigilant, innovative, and creative in
choosing and/ or in developing instructional materials to ensure
that the above cited UDL principles will be put to practice.
Language learning is very crucial among students because
language is the main tool in our day-to-day living.

LESSON 2
Student Sample Projects Using
Open-Ended Tools

Students as Digital Authors

As the quality of authoring software increases and as you are
exposed to online learning, it is but proper for you as would-be
facilitators of learning to explore and understand some
principles and guidelines to help your future students author or
write digitally. Moreover, you may also facilitate some online
language courses for any distance learning or blended learning
that require digital authoring.

A. Language Learning Via Web Publishing

Language skills can be fully developed by allowing students to
communicate through the internet. This may take place when
the students or the class will be required to post a story or other
products on a bulletin board or web page. There are two ways
to contribute any authored documents to the World Wide Web.
First, with the advent of ready-made websites that are meant to
invite and encourage contributors to share their authored
stories, research, commentaries, and the like, students may
publish their work by submitting their products to these
websites. Second, the students may create their own web
pages because there are a lot of free apps for web page
development or they may place them on their institution's official
website.
To help you submit your authored products in an existing
website, you may scarch for these sites that are designed to
highlight students' researches, narratives, stories, literary works,
and other academic writings. The following are examples of
existing websites that inspire students to submit their authored
products. To be able to submit to these websites, it pays to
explore their web sites and pay attention to their submission
guidelines.

a. The Diary Project

http://www.diaryproject.com
This digital authoring website encourages students to contribute
their narrations or daily diaries with different themes required by
the web site. Some of the themes or topics can be on school
activities, relationships, family, managing stress and others.
For the Students: You are encouraged to read diary entries from
youth around the world to author a diary project. There are
thousands of entries in 24 categories posted on the Diary
Project site. Topics include a wide range of issues. For those
who want to read more about the entries provided in the
website, or just want to read other diary project entries, visit
www.diaryproject.com. Use the search function to find specific
entries by title or keyword. Write your own entry. Go to
diaryproject.com and click on Submit Entry to write your own. It
must be noted that the Diary Project is monitored by a team of
adults and teens who read all the material that is sent to The
Diary Project website. If you would like to volunteer, email them
at staffa diaryproject.com.

b. CyberKids
http://www.cyberkids.com
The mission of Cyberkids is to provide a voice for young people
on the internet. It accomplishes this by publishing original
creative work by kids ages 7-12.
For the Students: Here are some points the CyberKids' editors
consider to decide what to publish: a) We especially like stories,
articles and poems that are funny; b) Art and written
submissions can be on any topic that is appropriate for our
audience; c) Stories which include an original illustration or
photo are more likely to be published than stories without
pictures; d) Originality is very important-make sure the work you
submit is your own and not copied from someone else; and e) In
addition to art and writing, we also like to publish games,
puzzles, brain teasers, jokes, and multimedia creations by kids.

c. Global Show-N-Tell
http://www.telenaut.com/gst
Wabisabi Learning (n.d.) was able to present some lists of
online publishing tools for avid writer students who are looking
for an online publishing tool to publish their works.

d. Atavist
https://atavist.com
Atavist is a beautiful tool. It was founded in 2011 on the heels of
What we once called the "death of longform." As you can
imagine, it's highly visual. It's a drag-and-drop editor for creating
beautiful online publications.
For the Students: Students have total creative design power
here. They can submit assignments with visual flair. Get them
doing presentations and online journalling with this tool. It also
supports bigger writing projects. If they're feeling ambitious,
they can promote and sell work if they wish.

E. Calameo
https://en.calameo.com
If students are looking to do magazines, Calameo is the tool to
use. It's an online e-magazine publishing tool that lets you add
multimedia and personal branding to anything you create. With
one-click publishing, you can share it instantly. Websites, social
media, and more all integrate with Calameo.
For the Students: This is a great tool for learning about design
and layout for magazines. It's perfect for smaller writing
projects, like a brochure or flyer design. Students writing for the
school paper can link to custom publications. They can even
promote their own series of e-magazine using Calameo.

F. Tikatok
https://tikatok.com
This is a creative publishing studio for young children. K-6 kids
will love Tikatok. They can use it to publish digital and printed
books of all kinds. Tikatok was designed specifically for the K-6
classroom.
It's media literacy-oriented and aligned with Common Core.
Take a look at their subscriptions page for plans.
For the Students: Kids can upload their photos and drawings for
their creations. They can also take advantage of preloaded
project templates for classroom lessons. Tikatok's digital library
contains lots of ideas to get kids inspired.

g. Storybird
https://storybird.com
This online publishing tool brings your words and global artists®
work together in amazing storybooks. Be sure to check out the
section for educators. Storybird is at work in hundreds of
thousands of classrooms all over the world. It's free for
educators, now and forever.
Take a look at what's possible with this tool.
For the Students: Students can create storybooks, long chapter
books, and poetry books with Storybird. They also have a
fundraising program for students to get into. This is a great way
to use creativity for raising money for great causes.

h. Lulu
http://www.lulu.com/us/en/create/ebooks
Lulu was one of the first players that offered serious online
publishing features. They established themselves in 2002 and
they're still going strong. They've greatly expanded their
interface over the last few years. Everything you need to know
about doing online publishing is right here. They offer tutorials,
resources, guides, and more to learn with.
For the Students: LuLu is a great information database for self-
publishing. They can create all sorts of projects. These include
print books, ebooks, photo books, and calendars. Check out this
article on how graduate students are even using LuLu for
publishing a thesis.
i. Flipsnack
https://www.flipsnack.com
Flipsnack is a flip book creator. It's as simple as uploading a
PDF file. It also supports PNG and JPG files. It renders
shareable interactive creations that can also include multimedia.
Flipsnack looks great across all online platforms and social
media.
For the Students: This is a simple way to create and share a
publication that has a unique look and feel. Flipsnack lets
students upload 3 publications of 15 pages each on their free
plan. Paid plans are quite reasonable and offer lots more
features.

j. Penzu
https://penzu.com
Online journalling is the focus of Penzu and it works well.
Journalling is a great writing and self-reflective exercise. With a
free online tool like Penzu, it becomes more appealing. The
interface replicates an old leather-bound journal with lined
paper. The basic formatting features are everything you need to
get started. Upload photos to your journals, too. You can also
Go Pro for even more features.
For the Students: With Penzu Classroom, you can create class
journals that can be graded and managed. Students can also
submit diary entries by email. They can even receive comments
from their teacher right inside the journal. Create and send
assignments to students with due data, grading scheme, and
more.

If you decide to let your students' works to be hosted by your

institutions' official website, this can also be. Today, there are a
lot of academic institutions whose website serves as their
information dissemination center for their customers and
stakeholders. Barron et al. (2002) state that there are two
fundamental stages in creating a website or web pages. First,
the page files and all associated images, sounds, and so forth
must be created in the proper format and tested. Second, the
files must all be transferred to a host computer called a web
server.
Barron et al. further state that web page files must adhere to a
specific format or language, called hypertext markup language
(HTML), HTML uses tags to define how information is formatted
on a screen. In creating a web page using HTML, students may
find it intimidating but even elementary students can do it. For
language learners, using HTML may gradually expand their
horizons and enrich their vocabulary and communication skills.

B. Enhancing Language Skills through Digital Storytelling

One of the most exciting ICT-based language tasks that can be
done to develop all the four macro skills is to create digital
stories. This language task meets the demands of today's
learners living in a rapidly changing world with opportunities and
challenges that are different from the ones many of the previous
generations grew up with. Today's learners are more
demanding and are willing to discover new ways to apply,
extend, and expand on existing knowledge (Kaminskiene &
Khetsuriani, 2018.)
Responding to these challenges, language classroom
facilitators need to migrate to a more flexible and modernized
delivery of the language curriculum. Doing so, leads to changes
in the technological pedagogical role of the teacher and the
learner, so the language competencies of today's learners will
be developed beyond the use and aid of traditional writing tools.
Contemporary language learning needs to create a new culture
of teaching and learning that focuses on how to develop the
ability of the students to listen, speak, read, and write in the
digital age.
In language education, storytelling is a common requirement
that aims to share one's stories, culture, knowledge, values,
language, and others. Storytelling is not something new
because it has been one of the oldest activities not only inside
the classrooms but even in the communities. Storytelling has
been considered to have great contribution to literacy
development by improving learners' language, writing, reading
or listening skills (Kaminskiene & Khetsuriani, 2018.) At present,
storytelling is not just done face-to-face or through the aid of
traditional technologies. This can already be done digitally.
Hence, the word digital Numerous researches have proven that
digital storytelling can bring benefits to students and other
individuals. In a research conducted by Olivia and Bidarra
(2017), they affirmed that digital stories are very helpful
because they help develop understanding individual
experiences and perception of real world among learners. Rong
and Noor (2019) cited some researches conducted in various
countries saying that in the basic schools in Oya state, it was
discovered that digital storytelling was able to improve
kindergarten pupils' achievement in moral instruction. Moreover,
it was proven in Portugal that the use of digital storytelling
among secondary school students encouraged multimodal
literacy in education. Additionally, in southern Taiwan, research
showed that project-based digital storytelling technique
improved elementary school students' learning motivation,
problem-solving competence as well as their learning
achievement. Lenette et al. (2019) in their paper highlights the
broader potential of digital storytelling particularly in mental
health research in collaboration with refugee participants. Their
research concludes that digital storytelling is a valuable and
ethical research tool to engage in collaborative research. This
was proven by their research that recounts how digital
storytelling was used in a mixed-methods study on settlement,
to document the journeys of women who entered Australia
through the Woman at Risk program. McDrury and Alterio
(2000) claim that digital storytelling, as one of the ICT based
pedagogical tool, provides student-centered learning strategies
based on learners' engagement, reflection, project-based
learning, and the effective integration of technology into
instruction.
As an innovative and interactive approach to language skills
acquisition, storytelling is seen as a very responsive variation of
the traditional methods because it brings more meaningful and
essential learners' engagement into the language skills
acquisition process. As pointed out by Gils (2005), the
employment of digital storytelling as a pedagogical tool enables
teachers to elucidate certain complex topics in a simpler
manner and create real life or problem-solving situations where
learners get actively involved.

The following are some of the existing storytelling tools listed

and described by Knapen: (2018).

1.Steller
https://steller.co
This is a free storytelling application developed by Mombo Labs,
which lets you create photo and video stories with an emphasis
on design. - the next web. Sterer te about on on i mough
pictures and text. The simple, yet structured layout options allow
even a beginner to produce a professional standard of work.
2. Adobe Spark Page
https://spark.adobe.com
Adobe Spark Page is a free online web page builder. No coding
or design skills needed. Create your own beautiful web story
using videos, pictures and text. The templates and layout
options available are very modern, and are designed to present
your work in an elegant and engaging way, focusing on visual
content.
3. WeVideo
https://www.wevideo.com
This has the goal of bringing its educational creative toolbox to
a broader global audience of students and educators. WeVideo
wants to make video editing available for everyone. They make
it possible for friends, families, teachers, students and
businesses small and large to create incredible videos that
motivate and inspire. "WeVideo has deep roots in education
and believes that creativity is driven by what is inside the hearts
and minds of people, not by complicated technology"
4. Popplet
http://popplet.com
Popplet, an iPad and web app, is a tool to capture and organize
your ideas. Students can for example use Popplet for learning.
Used as a mind-map, it helps students think and learn visually.
Students can capture facts, thoughts, and images to structure
their stories.
5. Storybird
https://storybird.com
Storybird not only gives you the simple tools to create books in
minutes, the application lets you discover an endless library of
free books, picture books and poetry as well. Storybird lets
anyone make visual stories in secondS. The site mentions that
they are a storytelling community, rather than an application.
For them, it's more about creating a creative world where
anyone can tell their stories, as crazy as they get.
6. Bookcreator
https://bookcreator.com
Book Creator is an open-ended book creation app that
unleashes creativity. Create your teaching resources, or have
your students take the reins. Combine text, images, audio nd
video to create interactive stories, digital portfolios, research
journals, poetry books, science reports, and nstruction manuals.

C.Enhancing Language Skills through E-mail Activities

Email activities are very good activities to develop language
skills.
Through some e-mail activities that can be facilitated by a
teacher, the students are given the opportunity to practice and
demonstrate their reading and writing skills. It may also
enhance further their research and ICT skills. Barron et al.
(2002) were able to present the following email activities that
can be fully maximized to develop the various language skills of
students:
1. Pen-Pal Activities
This is the most common form of e-mail projects called
electronic pen pals or e-pals. Students can practice their written
communication skills and can become aware of other cultures
and practice foreign language skills. This can be done through
the following:
a. Belouga
https://belouga.org
Founded in 2016, Belouga was started with the mission to
encourage intercultural communication to create a better
tomorrow. Belouga is a global ecosystem connecting classes
throughout the world where students and teachers can connect,
collaborate and learn from one another by identifying similarities
and embracing differences through everyday communication
that.
b. Epals
https://www.epals.com/#/connections
It enriches K-12 learning in the classroom to create real world,
culturally- enriching learning experiences for students.
With ePals classroom matching, teachers can connect their
classes with other classes around the world who are interested
in collaborating on a special project together.
c. Empatico
https://empatico.org
It empowers teachers and students to explore the world through
experiences that spark curiosity, kindness, and empathy.
2. Peer-to-Peer Tutoring
Another form of electronic communication is peer-to-peer
tutoring or mentoring. By using e-mail communication, students
will be provided with opportunities to practice their mentoring
skills apart from enhancing their language skills.
3. Ask an Expert
Email is a very powerful tool for students to use to engage the
experts in the field especially if the experts are far from their
institution. They can engage the Ask An Expert Website at
http://www.askanexpert.com.
4. Round Robin Stories
In a round-robin approach, a participating class starts a story
with one paragraph. The story starter is sent to a predetermined
class (class one sends its story class two, and so on). Students
work in smal groups to add a new paragraph to the story.

Publication Requirements in the Light of the Digital Age

While there is a ubiquity of productivity tools for students to
maximize, it is your responsibility as the facilitator of the
learning process to ensure that your students will be fully guided
to observe several guidelines in publishing their products. It
must be noted that the development of high-quality digital
learning products and materials involves a complex combination
of subject matter expertise, instructional design knowledge, and
technical skills – graphic design, photography, audio, video,
computer programming, ete. (Wilde, 2004). following: With the
engagements of all of this, it is very important to be mindful of
the

A. Copyright Laws
Copyright Law protects works of authorship. Hence, it is very
important for teachers and students to learn more about
copyrights laws and copyright acts to ensure that there will be
no copyright infringements that will happen in the process of
authoring of publishing materials offline or online.

According to FindLaw (2020), the Copyright Act states that

works of authorship include the following types of works:
o Literary works. Novels, nonfiction prose, poetry, newspaper

articles and newspapers, magazine articles and magazines,

computer software, software documentation and manuals,
training manuals, manuals, catalogs, brochures, ads (text),
and compilations such as business directories
o Musical works. Songs, advertising jingles, and

instrumentals.
o Dramatic works. Plays, operas, and skits.

o Pantomimes and choreographic works. Ballets, modern

dance, jazz dance, and mime works.

 o Pictorial, graphic, and sculptural works. Photographs,
posters, maps, paintings, drawings, graphic art, display ads,
cartoon strips and cartoon characters, stuffed animals,
statues, paintings, and works of fine art.
Motion pictures and other audiovisual works. Movies,
documentaries, travelogues, training films and videos,
television shows, television ads, and interactive multimedia
works.
o Sound recordings. Recordings of music, sounds, or words.
o Architectural works. Building designs, whether in the form of
architectural plans, drawings, or the constructed building
itself.

FindLaw (2020) further states that Copyright Law is important

for multimedia developers and publishers for two reasons:
1. Original multimedia works are protected by copyright. The
Copyright Act's exclusive rights provision gives developers
and publishers the right to control unauthorized exploitation
of their works.
2. Multimedia works are created by combining "content" -
music, text, graphics, illustrations, photographs, software
- that is protected under copyright law. Developers and
publishers must avoid infringing copyrights owned by others.

The detailed information about Copyright Laws can be searched

from the World Wide Web. Some of these can be read in
Appendix A.
B. Anti-Bullying Act of 2013
Republic Act No. 10627 otherwise known as the Anti-
Bullying Act of 2013 of the Philippines directs all
elementary and secondary schools to adopt policies to
address the existence of bullying in their respective
 institutions. Bullying refers to any severe or repeated
use by one or more students of a written, verbal or
electronic expression, or a physical act or gesture, or
any combination thereof, directed at another student
that has the effect of actually causing or placing the
latter in reasonable fear of physical or emotional harm
or damage to his property; creating a hostile
environment at school for the other student; infringing
on the rights of the other student at school; or
materially and substantially disrupting the education
process or the orderly operation of a school.
One of the most common problems encountered today
by internet users is bullying online which we call
cyberbullying. Consequently, it is important for teachers
to be very judicious and alert in advising students as
they publish their requirements online or as they
communicate or collaborate through the World Wide
Web.
C. Republic Act 101751
This is known as Cybercrime Prevention Act of 2012
declaring a policy that states that the State recognizes
the vital role of information and communications
industries such as content production,
telecommunications, broadcasting electronic
commerce, and data processing, in the nation's overall
social and economic development. The State also
recognizes the importance of providing an environment
conducive to the development, acceleration, and
rational application and exploitation of information and
communications technology (ICT) to attain free, easy,
and intelligible access to exchange and/ or delivery of
information; and the need to protect and safeguard the
integrity of computer, computer and communications
systems, networks, and databases, and the
confidentiality, integrity, and availability of information
and data stored therein, from all forms of misuse,
abuse, and illegal access by making punishable under
the law such conduct or conducts. In this light, the
State shall adopt sufficient powers to effectively prevent
and combat such offenses by facilitating their detection,
investigation, and prosecution at both the domestic and
international levels, and by providing arrangements for
fast and reliable international cooperation.