TTL-1 SPLP M1 Lesson-2

Republic of the Philippine
SOUTHERN LEYTE STATE UNIVERSITY-TOMAS OPPUS CAMPUS

San Isidro, Tomas Oppus, Southern Leyte
Self-Paced Learning Plan (SPLP)
I. Course Number & Descriptive Title

Educ 204 - Technology for Teaching and Learning 1
II. Topic
Roles of ICT in Teaching for Learning
III. Objectives
 Identify the roles of technology in teaching and learning
 Express the value of technology in supporting student learning
IV. Content of the Lesson
Domains of Educational Technology (Stosic, 2015)
1. Technology as a tutor. Together with the teacher, technology can support the teacher to
teach another person or technology when programmed by the teacher can be a tutor on
its own. The teacher will simply switch on or switch off radio programs, television
programs or play DVDs, or CDs that contain educational programs. There are online
tutorial educational programs, too.
2. Technology as a teaching tool. Technology is a teaching tool but can never replace a
teacher. Like any other tool, it is being used to facilitate and lighten the work of the
teacher. It will be good if the teacher can create or develop technology tools that are
needed in the classroom.
3. Technology as a learning tool. While the teacher utilizes technology as the tool for
teaching, likewise it is an effective tool for learning. As a learning tool, it makes learning
easy and effective. It can produce learning outcomes that call for technology-assisted
teaching. As a learning tool, it is very interesting that even the elderly use these tools for
learning for life.
A. Roles of Technology for Teachers and Teaching
There are numerous roles that technology plays in the job of teachers. As a tool,
technology has opened wider avenues in management of resources and management of
learning. Likewise, it had modernized the teaching-learning environment in schools.
1. Technology provides enormous support to the teacher as a facilitator of learning. It

transforms a passive classroom to an active and interactive one, with audio-visual aids,
charts and models, smart classrooms, e-learning classrooms which motivate and
increase attention level of learners.
2. Technology has modernized the teaching and learning environment. The teachers are
assisted and supplemented with appropriately structured instructional materials for
daily activities. There are varied available technology-driven resources which can be
TECHNOLOGY FOR TEACHING AND LEARNING 1 Page 1 of 6

utilized for remedial lesson or activities. Likewise there are also a lot of technology-
driven resources that can be used for enrichment purposes.
3. Technology improves the teaching and learning process and ways of teaching. This will
make the act of teaching more efficient and effective. There are arrays of teaching
methods and strategies that can use technology which are found compatible with
learning styles. The multiple intelligence theory of Howard Gardner tells us that there is
a genius in every child. This implies that there must be varied ways of teaching as there
are many varied ways of learning. All the learning styles can find support from
technology, so that teaching will be more effective and efficient.
4. Technology opens new fields in educational researches. The areas of teaching testing
and evaluation are enhanced by technologies for teaching and learning. Current
education researchers will no longer find difficulty in interpreting tests, assessment and
other evaluation results. There are available programs that can analyze and interpret
results with speed and accuracy. Reference retrieval is also hastened because many of
the research materials are in digital form. Technology has also provided access to big
data that can be processed for problems solving and inquiry.
5. Technology adds to the competence for teachers and inculcates scientific outlook.
Through the utilization of theories of learning and intelligence, which are explained in
references uploaded in the net, the teachers are encouraged to imbibe skills to source
these information with speed and accuracy.
6. Technology supports teacher professional development. With the demand of continuing

professional development for teachers, the availability of technology provides
alternative way of attending professional development online. For those who are
involved as providers of continuing professional development like trainers, facilitators
or organizers, they can level up or enhance their delivery systems with support of
technology tools.
B. Roles of Technology for Learners and Learning
1. Support learners to learn how to learn on their own.
Categories of Learning (Egbert, 2009)

a. Declarative knowledge consists of the pieces of information that answers the
questions what, who, when, and where. It is often learned through memorization
of facts, drills and practice. It can be learned by simple mnemonics or conceptual
maps. Declarative knowledge is the fundamental knowledge necessary for
students to achieve more complex higher order thinking such as critical thinking
and creativity, inquiry and production.
b. Structural knowledge consists of facts and pieces of declarative knowledge put
together to attain some form of meaning. An example of declarative knowledge
is “pencil”. The idea that evolved from a pencil is an understanding that: “it is
something used to write.” This is referred to as structural knowledge. It can be
presented by concept maps, categorization o classification.

c. Procedural knowledge is knowledge in action or the knowledge of how to do
something. It is based on facts but learned through the process of procedural
knowledge. Examples include how to drive a car, how to use a cell phone, or how
to speak English. Procedural knowledge is indicated by a performance task or
graphical representation of a concept.
2. Technology enhances learners’ communication skills through social interactions. This is

commonly described as the transmittal of information from one person to another as
single individuals.
Basic Communication Patterns (Shirly, 2003)

a. Point to point two-way or one-to-one (internet chat, phone conversation, face-
to-face)
b. One-to-many out bound (lecture, television)
c. Many-to-many (group discussion, buzz session, heads together)
Benefits derived from technology supported communication:
a. Enables any teacher to guide the learners virtually and making learning
unlimited.
b. Enhances students’ freedom to express and exchange of ideas.
c. Enables learners to construct meaning from joint experiences.
d. Helps learners solve problems from multiple sources.
e. Teaches learners to communicate with politeness.
f. Enhances collaboration by using communication strategies.
g. Develops higher order thinking skills.
3. Technology upgrades learners’ higher order thinking skills: critical thinking, problem
solving and creativity.
Critical thinking. It refers to the ability to interpret, explain, analyze, evaluate, infer and
self-regulate in order to make good decisions. With the use of technology, one will be
able to evaluate the credibility of the source, ask appropriate questions, become open-
minded, defend a position on an issue and draw conclusion with caution.
Some ways that teachers can do to develop critical thinking:
a. Ask the right questions.

Most often teachers ask questions to find out if the students can simply
repeat the information from the lesson. Although these are necessary questions
like what, who, when and where, these does not develop critical thinking. Critical
thinking questions should ask for clarity, accuracy, precision, relevance, depth,
breadth and logic.
Clarity: Here are some example: Can you give example of…
Accuracy: What pieces of evidence support your claim?

Precision: Exactly how much…
Breadth: What do you think will the other group say about the issue?
b. Use appropriate thinking tasks with appropriate level of challenge.

Teachers should be mindful of the readiness of the students. Students
who have higher ability may find the task too easy, thus getting bored early,
while those who have low ability may find the task too difficult. Thus, there is a
need to have activities that are appropriate for the learners. These can be
determined by interview, observations and other forms to determine the level of
readiness.
Some simple ways that teachers can do:
1. Vary the questions asked.
2. Introduce new technologies.
3. Modify the learners’ grouping.
4. Modify the critical thinking task.
5. Encourage curiosity.
Creativity. It is characterized as involving the ability to think flexibly, fluently, originally,

and elaborately. Flexibly means able to use many points of view while fluently means
able to generate many ideas. Originally implies being able to generate new ideas and
elaborately means able to add details.
Creative Strategies (Osborn, 1963)
1. Substitute. Find something else to replace to do what it does.

2. Combine. Blend two things that do not usually go together.
3. Adapt. Look for other ways this can be used.
4. Modify/ Magnify/ Minify. Make a change, enlarge, decrease.
5. Put on another use. Find other uses.
6. Eliminate. Reduce, remove.
7. Reverse. Turn upside-down, inside out, front-side back.
Ways to support student creativity:
1. Provide an enriched environment.

2. Teach creative thinking strategies.
3. Allow learners to show what they can do.
4. Use creativity with technology.
Teachers can do the following to develop and enhance critical thinking, problem solving
and creativity.
1. Encourage students to find and use information from variety of sources both
online and offline.
2. Assist students to compare information from different sources.

3. Allow students to reflect through different delivery modes like writing, speaking,
or drawing.
4. Use real experiences and material to draw tentative decisions.
5. Involve students in creating and questioning assessment.
To do these, the teacher should see it that right questions are asked, students
tasks should be appropriate to the levels of challenge and curiosity is encouraged.
References:
Bilbao, Purita P., et al. Technology for Teaching and Learning 1. Lorimar Publishing Inc.
Manila.
V. Guide Questions
1. How did technology influence your life as a learner from elementary, high school,
and college?
2. How are you going to use technology as a future teacher?
VI. Self-Learning Activities
Task 1: (by group of 5 members)

1. Interview at least 10 teachers in your locality using the survey instrument on the
use of ICT in the classroom found on a separate page.
2. Make sure to ask permission and follow health protocols in conducting the survey.
3. Consolidate your data.
 How many answered Yes or No for each item? What percent is Yes? What
percent is No?
 Which of the 10 item/s has more Yes than No answers? Rank the items
with more Yes and rank the items with more No.
 What meaning can you derive from your results?
Items Yes No
1. Are you confident in your ability in learning new computer skills?

2. Do you find it easier to teach by using ICT?
3. Are you aware of the great opportunities that ICT offers for effective
teaching?
4. Do you think that ICT supported teaching makes learning more
effective?
5. Do you believe that the use of ICT helps teachers to improve teaching
with more updated materials?
6. Do you think the use of ICT improves the quality of teaching?
7. Do you think the use of ICT helps to prepare teaching resources and
materials?
8. Do you believe the use of ICT enables the students’ to be more active
and engaging in the lesson?

9. Do you have more time to cater to students’ need if ICT is used in
teaching?
10. Do you believe you can still have an effective teaching without the use
of ICT?
11. Do you think the use of ICT in teaching is just a waste of time?
12. Are you confident that your students’ learn best without the help of
ICT?
13. Do you believe that the classroom management is out of control if ICT
is used in teaching?
14. Do you believe that students’ pay less attention when ICT is used in
teaching?
15. Do you believe that students’ makes no effort for their lesson if ICT is
used in teaching?
VII. Answers to Guide Questions
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Republic of the Philippine

SOUTHERN LEYTE STATE UNIVERSITY-TOMAS OPPUS CAMPUS

Self-Paced Learning Plan (SPLP)

I. Course Number & Descriptive Title

IV. Content of the Lesson

Domains of Educational Technology (Stosic, 2015)

A. Roles of Technology for Teachers and Teaching

1. Technology provides enormous support to the teacher as a facilitator of learning. It

TECHNOLOGY FOR TEACHING AND LEARNING 1 Page 1 of 6

6. Technology supports teacher professional development. With the demand of continuing

B. Roles of Technology for Learners and Learning

1. Support learners to learn how to learn on their own.

Categories of Learning (Egbert, 2009)

TECHNOLOGY FOR TEACHING AND LEARNING 1 Page 2 of 6

2. Technology enhances learners’ communication skills through social interactions. This is

Basic Communication Patterns (Shirly, 2003)

Benefits derived from technology supported communication:

Some ways that teachers can do to develop critical thinking:

a. Ask the right questions.

TECHNOLOGY FOR TEACHING AND LEARNING 1 Page 3 of 6

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

Creativity. It is characterized as involving the ability to think flexibly, fluently, originally,

Creative Strategies (Osborn, 1963)

1. Substitute. Find something else to replace to do what it does.

Ways to support student creativity:

1. Provide an enriched environment.

TECHNOLOGY FOR TEACHING AND LEARNING 1 Page 4 of 6

VI. Self-Learning Activities

Task 1: (by group of 5 members)

1. Are you confident in your ability in learning new computer skills?

TECHNOLOGY FOR TEACHING AND LEARNING 1 Page 5 of 6

VII. Answers to Guide Questions

TECHNOLOGY FOR TEACHING AND LEARNING 1 Page 6 of 6

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