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COLLEGE OF EDUCATION
Course Code: EDUC 21
Course Description: Technology for Teaching and Learning 1
Schedule: 4:00 – 5:30 PM (TTH)
Course Facilitator: PERFECTO M. GARCIA III, LPT
Topic: Unit III. Non-Digital and Digital Skills and Tools in Delivering Technology - Enhanced Lessons
Reporter: Caluza, Jenwilrei A.

Text of Report

Non-Digital and Digital Skills and Tools in Delivering Technology - Enhanced Lessons

Lesson 1: Development and Use of Non-Digital or Conventional Materials

The teachers need instructional materials to enhance teaching and learning. Instructional materials are
defined as print and non-print items that are rested to impact information to students in the educational process
(Effiong & Igiri, 2015). Examples of instructional materials are drawings, kits, textbooks, posters, magazines, flip
chart, newspapers, diorama, pictures, recording videos and the like.

Instructional materials several roles in teaching and learning:

(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 (Brown et al., 2005;
Effiong & Igiri, 2015).

Several factors to consider in developing instructional materials:

1. Develop a story board and working outline based on the subject goals and objectives.
2. Identify existing institutional resources including materials and teachers' capability.
3. The teacher may research off the shelf materials that have been developed by others to determine if their
approach could be useful.
4. Explore the possibility of adapting concepts of other teachers without infringing on anyone's copy protected design.
5. Modify existing materials based on the objectives of the lesson.
6. If the instructional materials are effective, you can share them with other teachers.
7. The teacher developer can also sell her/his materials available.

Instructional materials are a great help in stimulating and facilitating the learning of the learners. According
to Wright (1976:1) as cited in Cakir (2006) many media and many styles of visual presentation are useful to the
language learner. All audio- visual materials have positive contributions to language learning as long as they are used
at the right time, in the right place. In the teaching and learning process, learners use their eyes as well as their ears;
but their eyes are basic in learning.

1. Diorama
It will make the classroom to be creative and innovative. 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
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. Children love to follow the natural changes that the world offers each month and classroom
decorations reflect these.

3. Writing Board
A writing board can display information written with chalk (chalkboard or blackboard) or special pens
(whiteboard). Although there are usually more effective methods of transmitting information, the writing board is still
the most commonly used visual aid.
Suggestions on Using the Writing Board:
1. Keep the board clean.
2. Use chalk or pens that contrast with the background of the board so that students can see the information clearly.
3. Make text and drawings large enough to be seen from the back of the room.
4. Prepare complex drawings in advance (if very complex, an overhead transparency or 35 mm slide may be
preferable).
5. Underline headings and important or unfamiliar words for emphasis.
6. Do not talk while facing the board.
7. Do not block the students' views of the board; stand aside when writing or drawing is completed.
8. Allow sufficient time for students to copy the information from the board.

4. Flip chart
It is a large tablet or pad of paper, usually on a tripod or stand.
Suggestions on Using Flipchart:
1. Use wide-tipped pens or markers; markers with narrow tips produce printing that is difficult to read.
2. Print in block letters that are large enough to be read easily from the back of the room.
3. Use different colored pens to provide contrast; this makes the pages visually attractive and easier to read.
4. Use headings, boxes, cartoons and borders to improve the appearance of the page.
5. Use bullets (•) to delineate items on the page.
6. Leave plenty of "white space" and avoid putting too much information on one page. (Crowded and poorly arranged
information is distracting and difficult to read).
7. When pages are prepared in advance, use every other page. If every page is used, colors will show through and
make text difficult to read.
8. Have masking tape available to put pages up around the room during brainstorming and problem-solving activities.
9. To hide a portion of the page, fold up the lower portion of the page and tape it. When ready to reveal the
information, remove the tape and let the page drop.
10. Face the student, not the flipchart while talking.

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. Each board can be of a different type, for example, a
whiteboard, a chalkboard, a flannel board and so on. The size of the boards for the zigzag multi-board depends on
what you want to use them for.

6. Wall display
Displaying items on a classroom wall is a well-known, tried and tested educational method. 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. In a classroom, the display can consist of the students' own work. In development work it can be used to
convey information to the community.
7. Rope and Pole display board
This board consists of two parallel, horizontal poles tied loosely together with rope. Visual aids such as
posters can be pinned to the rope. This kind of display board is invaluable where there are few solid walls for
displaying information. It has no solid backing and can be made quickly for teaching, training and when working with
communities.
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
The current systems employ technologies by integrating ICT tools and applications in education and in
instruction. ICT stands for Information and Communications Technology. This refers to various tools and devices or
gadgets used in communicating, disseminating, creating, storing and managing information. It is important that
learners understand how to use these tools in helping them learn.

A. Using Mobile Phone and the QR Code

QR codes, or "Quick Response" codes, have become an effective tool for connecting physical objects to
digital information quickly and efficiently. Created by Denso-Wave in 1994, QR codes can be scanned by
smartphones or other devices to instantly access information such as URLs, product details, or other content. They
are especially popular in Japan and have spread globally as companies use them on products to direct customers to
relevant information or websites.
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. Using the mobile phone, download from Playstore or App Store the QR Code Reader/Scanner application. Choose
an appropriate QR code reader for your operating system whether IOS or Android. Once installed in your gadget, you
can use it to read the codes.
3. Focus your camera on the QR code. Click it and the message will be revealed to you.

More interesting than reading QR codes is creating your own QR codes.

How will you make your own QR Code?
Step 1: Be online.
Step 2: Search for a QR Code generator and ensure that you read the information about the application. This is
important to ensure your safety in the internet.
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. Now, you have successfully created your own code which you can download.
Step 5: Test the QR code using your QR Code reader or scanner.

Ten Interesting Ways to Integrate QR Codes in Your Teaching

1. Create Interactive and Engaging Content
You can enrich the content you teach in a class by using QR Codes that link to other readings and resources. You
can link to a pdf, a video production, a website, a document, or an audio file among others.
2. Scavenger Hunts
Create an interactive classroom activity such as the Scavenger's Hunt by using QR Codes that provide directions or
instructions resulting in better learner engagement.
3. Share Resources
Learners can use QR Codes to share educational resources with each other (e.g. lecture notes, web content, how-to-
do videos.
4. Enhance Classroom Library
Create QR Codes of students' brief write-ups about why they enjoy their book and put them right in or on the books in
the class library. Students can use these QR Codes to find out more about the books.
5. Use in Classroom Activities
The QR Code can be used in giving instructions in class and pin them up inside the classroom instead of providing
them with thick copies of printed materials giving instruction on how to do an activity.
6. Provide Help with Homework
A detailed instruction can be made into a QR Code which students scan at home and use the information to help
them comply with their assignments.
7. Communicate with Parents or Partners
You can share information to parents on school events or activities in school. You can also put it in a webpage for
parents to get information or include it in newsletters, permission slips, etc. You can have them printed as magnets
and parents can get the information. However, be sure to orient the parents on how to use QR Codes.
8. Gather Students Feedback
You can create surveys, polls, and forms using google form and share them with students as QR Codes which can
be easily scanned and accessed.
9. Research Project
Make students create QR Codes linking other resources and web content to their research work.
10. Provide Easy Access to Online Content
Create QR Codes with URLs for students to gain easy access to online resources. Sometimes when a long URL is
given, learners may copy a broken URL version hence, resources become inaccessible.

B. Using Laptop and Infographics

An infographic is a visual representation or an image such as diagram, chart or picture representing
information or data. It is eye-catching and makes use of clear layout, attractive colors and hues, and caricatures that
provide a cohesive presentation of the information.

There are many ways for which infographics can be used.

Using Infographics:
1. To present survey data
Presenting statistical data such as from surveys can be overwhelming, infographics can be highly useful.
2. To simplify a complex concept
Simplifying a complex idea is the core purpose of using infographics.
3. To explain how something functions
Using infographics, you can show the intricacy of how something complex works.
4. To compare
It is easier to draw comparisons with the same information neatly organized.
5. To present interesting facts
When information or facts are presented all in words, the use of infographics can bring life.

How will you make your own Infographics?

You need the following:
1. You need to be online.
2. Using the PC, laptop or mobile phone, search Canva, Vismen or Venngage among others.
3. Create or sign up an account if you still do not have one in order to design your own infographics.
4. Procedure:
Step 1: Choose the most suitable template for your use from the library.
Step 2: You may use images from their file or upload your own pictures.
Step 3: Make a cohesive layout containing correct and essential information.
Step 4: You can choose a background and font styles.
Step 4: You may change the color of boxes and the text to suit your style and add stunning filters to add flair.
Step 5: Share the infographic you have created.

C. Ipad/Tablet and the Online Bulletin Board

An online bulletin board is a way of presenting ides with a twist and interests with no cost at all.
Steps on making online bulletin board:
Step 1: Search for https://padlet.com/
Step 2: Sign up or log-in using any of your social media account.
 Step 3: If you want to make your own, click MAKE A PADLET.
a. You can choose Start with a Blank or Pick a Template.
b. Start making posts by clicking the + sign.
c. Make your post as creative as you can by clicking Modify and selecting your choice of color, font,
theme, etc.
d. You can now share your Padlet or online bulletin board to your friends. Click Share and allow others to
have access to it or you can share through the social media account where others can view it.
Step 4: If you want to join someone’s bulletin board, click JOIN A PADLET.
a. Enter in the dialog box the URL of the padlet you want to join.
b. Start posting on your friend’s/classmamte’s padlet by clicking the + sign.

Lesson 3: Creating ePortfolio as a Technology Tool

ePortfolio or digital portfolio can be used as a digital archive that can contain the same materials as
a physical portfolio but can have more such as multimedia productions, relevant online links or references,
digital stories or video blogs, powerpoint presentations, photographs and other ICT materials.

1. Student ePortfolios can evaluate students’ academic progress.

2. Monitoring students’ progress can be highlighted in a portfolio.
3. Portfolios documents students’ learning growth.

Parts of an ePortfolio
1. Homepage
2. Pages
3. Reflection

Gibb’s reflective cycle has six (6) stages

1. Description. Describe the activity or the experience to the reader.

2. Feelings. Learners are involved in learning and an activity or perhaps a lesson can trigger certain
feelings.
3. Evaluation. When evaluating, discuss how well you think the activity went.
4. Analysis. 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. Now, you can write what you have learned from the experience or what you could
have done.
6. Action Plan. At the end of your reflection, 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 that will provide answers
to your queries.

Administrating the ePortfolio

Before publishing your ePortfolio for the world to see your work, you can control who can see your
work. The icon for sharing the site can be managed by entering the email address of the person with whom
you want to share it.

Assessing an ePortfolio using a Rubric

 Evaluating an ePortfolio using a rubric, is a consistent application of learning expectations, learning
outcomes or standards. It should tell the students the link between learning and what will be taught and the
assessment or what will be evaluated. Rubrics are simple and easy to understand. The items in the rubrics
should be mutually exclusive.

Lesson 4: Technology Collaborative Tools in the Digital World

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 - it is journaling your ideas to which others can react allowing a thread of discussion to
take place and which can be used online. It is the abbreviation of weblog.
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

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.

 Media Literacy - is one's ability to critically read information or content and utilize multimedia in
creatively producing communications.
 Information Literacy -is locating information from the web and interpreting while evaluating its
validity in order that it can be shared.
 ICT Literacy - is knowing how to select and use digital devices, applications or services to
accomplish tasks requiring the use of the internet.
 Communications and Collaboration- are one's capabilities in being able to participate in the
digital networks in the teaching and learning context.
 Identity Management - is being able to understand how to ensure safety and security in managing
online identity and foster a positive digital reputation.
 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.
 Digital Scholarship - is being able to link and participate in professional and research practices.

One important component of digital literacy is having an in-depth understanding of concepts

requiring essential core skills. These core skills are known as the 4Cs of the 21st Century Skills.

The Four Cs of the 21" Century Skills

1. Critical thinking is learning how to solve problems.
2. Creativity requires students to think out of the box and to take pride in what is uniquely theirs.
3. Communication makes students express their ideas in the clearest and organized manner.
4. Collaboration happens when students know how to work well with others to accomplish a given task or
solve a problem at hand.

Citizenship is known as netizenship in the virtual world. This is making the person consider how
one behaves accordingly by observing the norms and rules that are in accordance with what are sociably
and virtually acceptable.
Digital Literacy Skills
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.
5. Screencasting. - A screencast is a video recording using the computer screen, and usually includes an
audio.
6. Personal Archiving. - Students should be taught the concepts of meta- data, tagging, keywords and
categories to make them aware how they are represented online.
7. Information evaluation. - Critical thinking to weed out fake news is a crucial 21st 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.