MODULE 1: Teaching and Learning with Technology: An

Introduction
LESSON 1: ICT Competency Standards for Philippines Pre-Service Teacher Education
UNESCO- United Nations Educational Scientific and Cultural Organiztion
PSG- Policy, Standards and Guidelines
ICT- Information, Communication and Technology
ICT Competency Standards SEVEN DOMAINS
Table 1: ICT Competency Standards for Pre-service Teachers
Domain 1: Understanding ICT in Education
Domain 2: Curriculum and Assessment
Domain 3: Pedagogy
Domain 4: Technology Tools
Domain 5: Organization and Administration
Domain 6: Teacher Professional Learning
Domain 7: Teacher Disposition
DepEd issued Department of Education Order 42, s. 2017- mandating the use of the
PPST- Philippines Professional Standard for Teachers to start with the Beginning Teachers
who are the fresh graduates from the teacher education program.
ISTE- International Society for Technology in Education
- an international organization for educational technology who established standards for both
teachers and students.
NETS- National Education Technology Standards
NETS*T- National Education Technology Standards For Teachers
Standard 1: Technology Operations and Concepts
Standard 2: Planning and Designing Learning Environment an Experiences
Standard 3: Teaching Learning and Curriculum
Standard 4: Assessment and Evaluation
Standard 5: Productivity and Professional Practice
Standard 6: Social, Ethical, Legal and Human Issues
NETS*S- National Education Technology Standards For Students
Standard 1: Creativity and Innovative
Standard 2: Communication and Collaboration
Standard 3: Research and Information Fluency
Standard 4: Critical Thinking, Problem-solving and Decision Making
Standard 5: Digital Citizenship
Standard 6: Technology Operation and Concepts
LESSON 2: Understanding the Basic Concepts in ICT
CPD- Continuing Professional Development
1. TECHNOLOGY- refers to a mix of process and product used in the application of knowledge. It
includes tools from pencil and paper to the latest electronic gadgets and tools for practical tasks.
2. ICT Literacy- is the use of digital technology, communication tools and/or networks to access,
create and communicate information in order to function in a knowledge society.
3. EDUCATIONAL TECHNOLOGY- refers to the use of technology in teaching and learning.
4. DIGITAL LITERACY- is the ability to use information and communication, requiring both
cognitive and technical skills.
5. DIGITAL LEARNING- is any type of learning that is accompanied by technology or by
instructional practice that makes effective use of technology.
6. ON-LINE DIGITAL TOOLS AND APPS use an internet connection to access the information
needed.
7. OFF-LINE DIGITAL TOOLS AND APPS can still be used even if there is no internet access.
8. INTRUCTIONAL TECHNOLOGY- is the theory and practice of design, development, utilization,
management, and evaluation of the processes and resources for learning.
9. SOFTWARE- refers to program control instruction and accompanying documentation: stored on
disks or tapes when not being used in the computer. Refers to any audiovisual materials.
10. MULTIMEDIA- is a sequential or simultaneous use of a variety of media formats in a given
presentation or self-study program.
11. INTERNET- is a massive network of networks, a networking infrastructure. Global network
12. WORLS WIDE WEB (www) – is also Web which is a graphical environment on computer
networks that allows you to access, view and maintain documentations that can include text, data,
sound and videos. It is a way of accessing information over the medium of the Internet.
13. WEB ACCESS- is the ability of the learner to access the internet at any point
14. WEBQUEST- is an inquiry-oriented lesson format in which most or all information that learners
work with comes from the web.
- Is a teacher structured research experience for the students that is primarily based on use of
WWW
15. PRODUCTIVITY TOOLS- refer to any type of software associated with computers and related
technologies that can be used as tools for personal, or classroom productivity. Ex. Microsoft Office
16. TECHNOLOGY TOOL- is an instrument used for doing work. These can be classified as:
a. Data/Calculation tools- ex. excel, spreadsheet
b. Design tools- used to make models and design, creating, building. EX. Family Tree maker
c. Discussion tools-
d. Email tools- Emails are great communication tools for sending messages, photographs, and
other
e. Handheld devices- have become popular among learners. These include
PDA - Personal Digital Assistants, GPS - Global Positioning System, GIS - Geographic
information system
17. BLOG- is an online journal where posted information from both teachers and students are
arranged.
19. WIKI- an editable website usually with limited access, allows students to collaboratively create
and post written work or digital files, such as digital photos or videos. Wikipedia- most recognized.
20. FLIPPED CLASSROOM- utilizes a reverse instructional delivery, where the teacher is
required to use the web resources as homework or out of class activity as initial instruction of the
lesson which will be discussed during classtime.
21. PODCAST- is a video or audio multi-media clip about a single topic typically in the format of
the radio talk show.
22. GOOGLE APPS- is a cloud-based teaching tool which is stored in the google server and is
available for students both at home and in school.
23. VLOG- is a video blog where each entry is posted as a video instead of the text.
24. FACEBOOK- is a popular social networking site used by students and adults worldwide to
present information on themselves and to the world.
25. VOIP (Voice Over Internet Protocol) – is a category of hardware and software that enables
people to use the internet as transmission medium for telephone calls by sending voice data in
packets using IP rather than traditional circuit transmission.
LESSON 3: Roles of Technology for Teaching and Learning
STOSIC (2015) Technology has Three Domains;
1. Technology as a tutor
2. Technology as a teaching tool
3. Technology as a learning tool
A. For Teachers and Teaching
Here are some examples of the myriad of roles that technology can do for teachers and teaching;
1. Technology provides enormous support to the teacher as the facilitator of learning.
2. Technology has modernized the teaching-learning environment.
3. Technology improves teaching-learning process and ways of teaching.
4. Technology opens new fields in educational researches.
5. Technology adds to the competence of teachers and inculcates scientific outlook.
6. Technology supports teacher professional development.
B. For Learners and Learning
Three categories of Knowledge According to EGBERT (2009)
a. Declarative Knowledge- consists of the discrete pieces of information that answers the
questions what, who, when, and where. 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- has a concept, it can be presented by concept maps, categorization
or classification.
 c. Procedural Knowledge- knowledge in action or knowledge of how to do something.
Scientific
Three Basic Communication Pattern according to Shirly (2003) and Egbert (2009)
1. Point to point two-way
2. One-to-many outbound
3. Many-to-many
CRITICAL THINKING- is part of the cluster of higher order thinking skills.
- it refer to the ability to interpret, explain, analyze, evaluate, infer and self-regulate in order to
make good decisions.
CREATIVITY- is characterized as involving the ability to think flexibly, fluently, originally, and
elaborately.
What are some simple ways that teachers should do?
1. Vary the questions asked.
2. Introduce new technologies.
3. Modify the learners’ groupings.
4. Modify the critical thinking task.
5. Encourage curiosity.
SEVEN CREATIVE STRATEGIES (OSBORN, 1963 SCAMPER
1. Substitute- find something else to replace
2. Combine- blend two things
3. Adapt- look for other ways this can be used.
4. Modify/Magnify/Minify- make a change
5. Put to another use- find other uses
6. Eliminate- reduce, remove
7. Reverse- Turn upside-down

MODULE 2: ICT Policies and Issues: Implications to teaching and Learning

LESSON 1: Policies and Issues on Internet and Implications to Teaching and Learning
ICT POLICY- Oxford English dictionary defined it as a course of action, adopted and pursued by a
government, party, ruler, stateman. Or a plan of action to guide decisions and achieve outcomes.
NEW ICT TECHNOLOGIES
1. INFORMATION TECHNOLOGY- includes the use of computers, which has become
indispensable in modern societies to process data and save time and effort.
- Needed, computer hardware and peripherals,
2. TELECOMMUNICATION TECHNOLOGIES- includes telephones (with fax) and the
broadcasting of radio and television often through satellites.
3. NETWORKING TECHNOLOGIES- the best known of is internet, but has extended to
mobile phone technology. Voice Over Internet Protocol (VOIP) satellite communications
and other forms of communications are still in their infancy.
DICT- Department of Information and Communication Technology
- responsible for PLANNING, PROMOTING, IMPLEMENTING of ICT
ICT4E- Information Communication and Technology for Education
- is a program under DICT that supports all the efforts of the education sector in incorporating
the use of ICT as well as in determining and gaining access to the infrastructure
OCEI- Open Content in Education Initiative
OSY- out-of-school youth
PheDNET- is a “walled” garden that hosts educational learning and teaching materials and
applications
Some Issues on ICT and Internet Policy and Regulations
1. Freedom of expression and censorship
2. Privacy and Security
3. Surveillance and Data Retention
DATAVEILLANCE- the new and powerful form of indirect surveillance
- is the use of personal information to monitor a person’s activities while DATA RETENTION-
is the storage and use of information from communication systems.
4. E-pollutants from E-waste

LESSON 2: Safety Issues on the Use of ICT including e-Safety Rules

Risks that we have to be aware of in the use of digital technologies;
1. Pornography and Extremism
2. Self-harms and suicide sites
3. Cyber-bullying
4. Privacy issues
5. Health and well-being
6. Prolonged exposure
7. Addiction to gambling and gaming
8. Theft and fraud
9. Viruses, Trojans, spyware
10. Social pressure
MINOR MISUSE OF ICT
 1. Plagiarism and copyright infringement
2. Downloading materials not relevant to their studies
3. Misconduct associated with subject logins
4. Leaving a mobile turned on during class period
5. Unauthorized taking of pictures
NETWORK MANAGEMENT
1. Safety in the Use of Network in Schools
2. Password Policy
3. Personal mobile phones and mobile devices
4. Cameras
Schools can access technologies for learning Basic rules;
1. Provide tables
2. Provide anti-glare screen filters
3. Provide adjustable chairs
4. Provide foot support
5. Make sure lighting is suitable
6. Make sure work stations are not cramped
7. Plan work at a computer so that there are frequent breaks

MODULE 3: Non-digital and digital skills and tools in delivering technology-

enhanced lessons

LESSON 1: Development and use of Non-Digital or Conventional

Instructional materials have several roles in teaching and learning which include the following:
(1) they promote meaningful communication and effective learning.
(2) they ensure better retention, thus making learning more permanent;
(3) they help to overcome the limited classroom by making the inaccessible accessible;
(4) they provide a common experience upon which late learning can be developed; and
(5) they encourage participation especially if students are allowed to manipulate materials used
According to Wright (1976:1) as cited in Cakir (2006) many media and many styles of visual
presentation are useful to the language learner

1. Diorama- It is a fun way to build an exciting scene in a small space. Dioramas are small scenes
created of layers of materials, all depicting a similar concept or theme. They usually display a
historical time period, a nature scene, or a fictional situation. In developing diorama, you will:
(1) choose a concept or theme, (2) research the subject, (3) make a rough sketch of your ideal
diorama, (4) make a list of the items you'll need and gather your supplies, and (5) select a
container or box.
2. Nature Table- This is a table that contains objects and/or scenes related to the current season,
or upcoming festival or a symbol of an ecosystem.

3. Writing Board- A writing board can display information written with chalk (chalkboard or
blackboard) or special pens (whiteboard).
4. Flip chart- It is a large tablet or pad of paper, usually on a tripod or stand.

5. Zigzag board- It is a multi-board series of three or four rectangular boards. They are joined
together along the sides by hinges so that they can be easily folded up and carried.

6. Wall display- A wall display is a collection of many different types of items and materials put up
on a wall to make an interesting and informative display.

7. Rope and Pole display board- This board consists of two parallel, horizontal poles tied loosely
together with rope.

This kind of display board is invaluable where there are few solid walls for displaying information.
Guidelines when designing conventional instructional materials:

1. Unity- Use only one idea for each visual aid and include a headline.

2. Simplicity- Make ideas and relationships simple and easy to recall. Avoid cluttering a visual with
too many words, numbers, or graphics. The audience should be able to grasp the concept in 10 to
15 seconds.

3. Legibility- Make letters big and readable for all in the audience.

4. Consistency - Use the same type style and art style.

5. Clarity - Avoid type that is too small to read; avoid all caps.

LESSON 2 : Select and Use ICT Tools for Teaching and Learning

QR Code- It is a code that was created by a Japanese corporation Denso-Wave in 1994.

Effectively and efficiently connecting the physical world with the electronic world, QR stands for
'Quick Response.
- It allows the readers to decode the information at a high rate of speed.
- This is popular in Japan and it is also used by companies as they attach their QR code in
their products.
-
You can easily read QR codes through a QR code scanner. Here's all you need to do:
1. Have a mobile phone with a camera;
2. download from Playstore or App Store the QR Code Reader/Scanner application.
3. Focus your camera on the QR code. Click it and the message will be revealed to you.

How to make QR CODE

Step 1: Be online.
Step 2: Search for QR Code a generator
There are tons of QR code generators out there, but a few of the most popular include Kaywa,
GOQR.me, Visualead, and QR Stuff.
Step 3: Once you have identified your free online QR Code Generator, you can now encode the
text or the information that you want.
Step 4: Run it and save it as a jpeg file.
Step 5: Test the QR code using your QR Code reader or scanner.
TEN INTERESTING WAYS TO INTERGRATE QR CODES IN YOUR TEACHING

1. Create Interactive and Engaging Content

2. Scavenger Hunts
3. Share Resources
4. Enhance Classroom Library
5. Use in classroom activities
6. Gather students feedback
7. Provide help with homework
8. Research Project
9. Communicate with parents or partners
10. Provide easy access to online content

INOGRAPHIC- is a visual representation or an image such as diagram, chart or picture

representing information or data. (CANVA- one tool to create infographic)
- A data-rich visualization of a story or thesis.
- A tool to educate and inform.
- A way to build brand awareness and inbound links at half the cost of standard online
marketing
There are many ways for which infographics can be used;
1. To present survey data
2. To simplify a complex concept
3. To explain how something functions
4. To compare
5. To present interesting facts

MODULE 3: -Non-digital and Digital Skits and Tools in Delivering Technology Enhanced
Lesson

LESSON 3: CREATING ePORTFOLIO AS A TECHNOLOGY TOOL

LEARNING PORTFOLIO - is a collection of student work that exhibits students' effort, progress, achievements and
competencies gained during the course.

PORTFOLIOS - may come in many forms. It can look like an album or scrapbook or even a filer where the documents
and evidences are kept.

ePORTFOLIO OR DIGITAL PORTFOLIO- online portfolios by creating sites.

1. Student ePortfolios can evaluate students' academic progress.
2. Monitoring students' progress can be highlighted in a portfolio.
3. Portfolios document students' learning growth.

GOOGLE SITE - One of the site that can be used in creating an ePortfolio.. If you have a google account, you can start
using the which is the google site. You can also try weebly, or wix, among others.

STEPS IN CONSTRUCTING AN ePORTFOLIO

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

PARTS OF AN EPORTFOLIO
> the ePortfolio has pages or sections. The organization can follow a chronological order
1. HOME PAGE - The first section is the Home or your cover page.
2. PAGES - The pages that you can add depend on how you would like to organize your ePortfolio.
3. REFLECTIONS - A major element in a portfolio whether it is online or not, is the writing of the reflection. It is
thinking-aloud, a way of documenting what they are thinking.
> There are many models that can be used as a guide in writing reflections. One is the Gibb's reflective cycle model
(1988).

Gibb's reflective cycle has six stages.

1.DESCRIPTION- What happened? describe the activity or the experience to the reader. You can write a little about
the background on what you are reflecting about by including relevant and to-the-point details.
2. FEELINGS- What were you thinking and feeling? discuss your emotions honestly about the experience but not to
forget that this is part of an academic discourse.
3. EVALUATION- What was good and bad about the experience? discuss how well you think the activity went. Recall
how you reacted to the task or situation and how others reacted.
4. ANALYSIS- What sense can you make of the situation? This part of the write up includes your analysis of what
worked well and what have facilitated it or what may have hindered it.
5.CONCLUSION- What else could you have done? you can write what you have learned from the experience or what
you could have done.
6. ACTION PLAN- If it arose again, what would you do? You write what action you need to take so that you will
improve the next time such as consult an expert for some advice or read a book that will provide answers to your
queries.

LESSON 4: TECHNOLOGY COLLABORATIVE TOOLS IN THE DIGITAL WORLD

There are a lot of available tools and applications that can be used to work collaboratively with others. Some of
these are skype, wikis, blog, google form, web conferencing, Realtime board
1. SKYPE - is a software application allowing you to do a videoconferencing for free. All you need is to create an
account and can be used for a video meeting.
2. WIKI - is a software that allows you to create a page or a selection of pages designed to allow you to post or write,
edit, or upload a link quickly.
3. BLOGGING IN BLOGGING - , it is journaling your ideas to which others can react allowing a thread of discussion to
take place and which can be used online.

4. GOOGLE GROUP OR GOOGLE FORM - is an application that can be used in a collaborative documentation of ideas
contributed by members of the team.

LESSON 5: DIGITAL LITERACY SKILLS IN THE 21ST CENTURY

> This lesson will focus on digital skills and digital literacy as a response to the 21 Century developments.
These literacies include:

(1) Cyber Literacy or Digital Literacy

(2) Media Literacy,
(3) Arts and Creativity Literacy,
(4) Financial Literacy
(6) Multicultural Literacy or Global Understanding.
DIGITAL LITERACIES - are the individual's capabilities to be able to effectively and responsibly function and perform
in a digital society.
The term 'digital literacy' was coined by Paul Gilster in 1997 and it came from the discussion of the concepts on (a)
visual literacy when images and non-verbal symbols try to capture the knowledge; (b) technological literacy requiring
one to be able to use technology in addressing a need; (c) computer literacy, which in the 1980s started to become a
household item manipulated to achieve one's target; and (d) information literacy which refers to the finding,
evaluating, using and sharing of information.

THE DIGITAL LITERACIES

1. MEDIA LITERACY - is one's ability to critically read information or content and utilize multimedia in creatively
producing communications.
2. INFORMATION LITERACY - is locating information from the web and interpretingwhile evaluating its validity in
order that it can be shared.
3. ICT LITERACY - is knowing how to select and use digital devices, applications or services to accomplish tasks
requiring the use of the internet.
4. COMMUNICATIONS AND COLLABORATION - are one's capabilities in being able to participate in the digital
networks in the teaching and learning context.
5. IDENTITY MANAGEMENT- is being able to understand how to ensure safety and security in managing online
identity and foster a positive digital reputation.
6. LEARNING SKILLS - are ways of knowing how to study and learn in a technology. enriched environment; this is
knowing how to utilize technology in addressing the need to learn efficiently.
7. DIGITAL SCHOLARSHIP - is being able to link and participate in professional and research practices

These core skills are known as the Cs of the 21 Century Skills

The Four Cs of the 21" Century Skills
1. CRITICAL THINKING - is learning how to solve problems. It teaches students not to accept immediately claims
without seeking the truth. It is the ability to differentiate facts from opinions
2. CREATIVITY - requires students to think out of the box and to take pride in what is uniquely theirs. It means that
they will be able to look at a problem from multiple perspectives encourages students to think beyond the
expectations of conventions
3 COMMUNICATION - makes students express their ideas in the clearest and organized manner. Through varied
modes face-to-face, technologically mediated or a blended medium, they need to know how to efficiently and clearly
convey ideas.
4. COLLABORATION happens when students know how to work well with others to accomplish a given task or solve
a problem at hand.

In addition to the 4C's, there are CITIZENSHIP and CHARACTER.

CITIZENSHIP is known as internship in the virtual world. As a result, one is projecting a reputable digital identity
which is his or her CHARACTER.

DIGITAL LITERACY SKILLS VS. DIGITAL LITERACY

> LYNCH (2017), identified eight digital literacy skills needed to become digitally literate.
These are:
1. CODING. Coding is a universal language. Basic understanding of HTML, CSS and the like will create a shared
understanding of what can be done with the web pages.
2. COLLABORATION. - The use of Google Docs among others allows student to begin experimenting with effective
online collaboration.
3. CLOUD SOFTWARE. - This is essential part of document management. The cloud is used to store everything from
photos to research projects, to term papers and even music.
4. WORD PROCESSING SOFTWARE. - Google, Microsoft Online Drop Box are available for storage and management
solutions. Screen casting.
5. SCREENCASTING - A screencast is a video recording using the computer
6. PERSONAL ARCHIVING - Students should be taught the concepts of meta- data, tagging, keywords and categories
to make them aware how are they represented online.
7. INFORMATION EVALUATION - Critical thinking to weed out fake news is a crucial 21" century skill. The use of tools
and skills needed to process information are very much needed.
8. USE OF SOCIAL MEDIA - social media serves different purposes depending on the user, the technology and the
need.