GREEN VALLEY COLLEGE FOUNDATION, INC.

Km.2, Bo.2, Gensan Drive., City of Koronadal, South Cotabato

SCHOOL OF PROFESSIONAL AND EXECUTIVE EDUCATION

TECHNOLOGY
FOR
TEACHING AND
LEARNING
MATERIAL

Prepared by:
AIRESHANE S. PARCON, CSE, LPT
 DAY 1
I. UNDERSTANDING THE BASIC CONCEPTS IN ICT

1. Technology
-a mix of process and products used in the application of knowledge.
-includes tools from paper and pencil to the latest electronic gadgets and tools for practical tasks.

2. ICT Literacy
-use of digital technology, communication tools and/or networks to access, manage,
integrate, evaluate, 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. It includes both non-digital and digital.
 Non-digital (flip charts, pictures, models, realia, and etc.)
 Digital (electronic tools, hardware, software and connections etc.)

5. Digital Learning
- any type of learning that is accompanied by technology or by instructional practice that
makes effective use of technology.
- application of wide spectrum of practices which includes virtual learning (online or off-line)

6. On-line Digital Tools and Apps

- use an Internet to access information
- common example is Skype (a telecommunication application software product that
specializes in providing video chat and calls)

7. Off-line Digital Tools and Apps

- can still be used even if there is no Internet
- examples are Canary Learning, Pocket, Evertone, ibooks, and KA LITE (KA Lite is a
lightweight web application software that allows users without Internet access to engage with
Khan Academy videos and exercises in completely offline settings).

8. Internet
- a massive network of networks, a networks infrastructure
- generally defined as a global network connecting millions of computers.

9. World Wide Web

- allows you to access, view and maintain documentations that can include text, data,
sound and videos of the internet

10. Facebook
- a popular social networking site used by students and adults worldwide to present
information on themselves and to the world

11. Wiki
- an editable website usually with limited access, allows students to collaboratively create
and post written works or digital files, such as digital photos or videos.
- Example is Wikipedia.
12. Flipped Classroom

Traditional Classroom
- Instructor prepares materials to be delivered in class.
- Students listen to lectures and other guided instruction in class and take notes.
- Homework assigned to demonstrate understanding.

Flipped Classroom
Instructor records and shares lectures outside of class.
- Students watch/listen to lectures before coming to class.
- Students receive support from instructor and peers as needed.

13. Podcast
- a video or audio multi-media clip about a single topic typically in the format of the radio talk show
- two basic functions are to retrieve information and to disseminate information.

14. Vlog
- a video blog where each entry is posted as video instead of the text

15. Blog
- an online journal where posted information from both teachers and students are arranged.
-three kinds include biogs for communication, biogs for instruction and biogs for both

SYNCHRONOUS AND ASYNCHRONOUS LEARNING

 BLENDED LEARNING
Another way of handling flexible leaning is combining modalities of instructional
delivery. Blended learning is a combination of learning activities wherein a part of the
lesson is delivered online while the other part is handled in actual physical setting of
a classroom.

 FLEXIBLE LEARNING

Online Distance Education and Communities of Learners

Distance learning is a form of learning without a face-to-face contact with the teacher
 and delivered via telecommunications.
It allows flexibility in learning to a certain extent.

DAY 2
THE DIFFERENT PLATFORMS

The flexible mode of learning used a platform such as Moodie, Google classroom, Edmodo,
Schoology, etc. These are free programs designed for educational purposes, it has features
that are patterned after the instructional activities of a teacher in a physical classroom.

1. Moodie
created by Martin Dougiamas, founder and CEO of Moodie, stands for Modular
Oriented Dynamic Learning Environment which is an open source software.
a Learning Management System (LMS) that supports teaching and learning.

2. Google Classroom
Google Classroom is a free service for teachers and
students. It is an LMS platform that is accessible google
account.
You can create and perform your roles and functions as a facilitator of learning.

3. Edmodo
In 2008, Edmodo was created by Nie Borg Jeff O'Hara and Crystal Hutter.
Have commonalities with Google Classroom as apps that can integrate well with
classroom activities. The decision lies in the teacher who will determine what works
best in his or her teaching and learning context. Both are amazing tools that can be
explored.

4. Schoology
another LMS founded in 2009 by Jeremy Friedman, Ryan Hwang, Tim Trinidad and
Bill Kindler.
You can create your own online distance education learning system using any of
theses platforms.

5. MOOC's
Another recent modality to learning is the Massive Open Online Course (MOOG).

Massive
- on-line courses designed for large number or participants usually larger than the
number of students that can fit a regular classroom. There can be hundreds or even
thousands of them.
Open
- There is mostly freedom of place, pace and time
- Courses can be accessed by anyone anywhere as long as they have internet connection.
- Courses are open to everyone without entry qualification
- Some courses are far free.

Online
-ALL ASPECTS of the course are delivered ONLINE
 Course
- The MOOG course offers a full course experience including:
- Educational content (video, audio, text, games, social media, animation,
and simulations)
Facilitation interaction among peers
- Some interaction with the teacher or academic staff
- Some kind of non-formal recognition option
- A study guide or syllabus.

PRESENTATION SOFTWARES
- are useful in organizing your lesson with a series of text and graphics, often with audio
and video to capture the interest of learners.

Things to Remember when creating audio-visual presentations:

1. Plan your presentation by drafting an outline (headings & subheadings)
2. Abide by the Rule of Six - Each slide should have a maximum of six lines with six words
3. Ensure that your font size is large enough to be seen by learners at the back.
- Font size for titles should not be less than 36-40; and 32 for the rest.
4. Include more of key words or phrases and less of whole sentences.
5. Animation should have a clear purpose. It should only be used if it will help highlight
important points, not distract learners.
6. Pictures speak a thousand words.
7. Follow the 3 Cs for information: Correct, Current, Complete
8. Proper citation should also be observed. Include a list of references at the end of
the presentation

DEVELOPMENT AND USE OF NON-DIGITAL OR CONVENTIONAL MATERIALS

1. Diorama
small scenes created of layers of materials, all depicting a similar concept or theme
usually display a historical time period, a nature scene, or a fictional situation
2. Nature Table
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
can display information written with chalk (chalkboard or blackboard) or special pens
(whiteboard)
commonly used visual aids
4. Flip Chart
a large tablet or pad of paper, usually on a tripod or stand
5. Zigzag Board
a multi-board series of three or four rectangular boards joined together along
the sides by hinges so that they can be easily folded up and carried
6. Wall Display
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

consist of two parallel, horizontal poles tied loosely together with rope
invaluable where there are few solid walls for displaying information
 DAY 3
PPPF BY HAYDEN SMITH AND THOMAS NAGEL
To ensure effective use of instructional material, Hayden Smith and Thomas Nagel, (1972)
bookauthors on Instructional Media, advise us to abide by the acronym PPPF.

1. Prepare Yourself
Know your lesson objective and what you expect from the class after the sessionand
why you have selected such particular instructional material.

2. Prepare Your Students

Set class expectations and learning goals.
It is sound practice to give them guide questions for them to be able to answer
during the discussion.
Motivate them and keep them interested and engaged.

3. Present the Materials

Present materials under the best possible conditions.
Using media and materials, especially if they are mechanical in nature, oftenrequires
rehearsal and a carefully planned performance.

4. Follow-Up
The purpose on the use of the instructional materials is for the attainment of alesson
objective.

FOUR GENERAL PURPOSES OF BULLETIN BOARD DISPLAYS

1. Decorative - They offer visual stimulation and appeal to the aesthetics. They set the
social and psychological atmosphere of the school.
2. Motivational - Encourage students to perform better and have greater confidence.
3. Informational - Used as a strategy to disseminate information.
4. Instructional - invite students to respond and participate through interactive displays

Criteria for evaluating bulletin boards

 Effective Communication - conveys the message quickly and clearly.

 Attractiveness - Colors and arrangement catch and hold interest
 Balance - Objects are arranged so stability is perceived
 Unity - Repeated shapes or colors or use of borders holds display together.
 Interactivity - the style and approach entice learners to be involved.
 Legibility - letters and illustrations can be seen from a good distance
 Correctness - it is free from grammar errors, misspelled words, ambiguity
 Durability - it is well constructed, items are securely attached
TPACK FRAMEWORK

0 Technological, Pedagogical, and Content Knowledge (TPACK)

0 Espoused by Mishra and Koehler (2006)
0 Shows the types of knowledge involved in the teacher's capacity to integrate technology

3 TYPES OF KNOWLEDGE
a. Technological Knowledge - refers not only on whether you are computer literate but
also on knowing what technology is best to use and how they should be utilized in
teaching.
b. Pedagogical Knowledge - refers to the principles and strategies of teaching and is
about the strategies and techniques used in classrooms and other learning situations and
environments to ensure curriculum goals are met.
c. Content Knowledge - refers to how well you know the subject area or topic that you will teach

OVERLAPS

1. Pedagogical Content Knowledge (PCK)

knowing what teaching approaches fit the content and expectations of the subject
2. Technological Content Knowledge (TCK)
interpreting your curriculum through a technology lens and to consider the impact
of technology on what is changing in your curriculum area.
3. Technological Pedagogical Knowledge (TPK)
special pedagogical considerations for using technology within your teaching
strategies or considering new pedagogical approaches afforded by the qualities of
software
4. Technological, Pedagogical, Content Knowledge (TPACK)
way of describing how technology pedagogy and content fit together to enable
powerful learning.
SAMA MODEL

- The SAMA Model is a neat model developed by Dr. Ruben Puentedura as a way
for educators to evaluate the incorporation of technology into their teaching.
- By reflecting upon your teaching and the technology that you use, SAMR helps
educators to design and implement better learning activities incorporating that
technology.
- The model has four stages and is split into two with a threshold dividing the two halves:
a. ENHANCEMENT - the technology is merely a REPLACEMENT for an analogue
activity with varying degrees of improvement.
b. TRANSFORMATION - where the REAL LEARNING happens. The technology
allows for significant changes in the task and ultimately new forms of tasks which
would not have been possible with the old analogue process.
 DAY 4
1. Substitution - This is where technology is used as a DIRECT SUBSTITUTE for what
you might already do, without functional change.
Ex. Writing an essay using a pen vs. Writing an essay using computers
2. Augmentation - This is where technology is used as a DIRECT tool SUBSTITUTE,
WITH FUNCTIONAL IMPROVEMENT. The task is just the same but the technology is
allowed for some technical improvement.
Ex. Like instead of writing essay to your paper, you may use google docs. The task may
just be the same but the unique features of the collaborative technology provide functional
improvements such as commenting, add ans, etc.
3. Modification - Technology allows you to significantly redesign the task.
Ex. Instead of simply writing an essay, the student can publish his essay through WORD
PRESS and the teacher is not the only audience, but the whole world who have internet.
This means that your writing is published globally.
4. Redefinition - Technology allows you to do what was previously not possible
or inconceivable.
Ex. Instead of writing essay, students could now create and publish a digital story telling
project to argue their writings with multimedia. By publishing this video to the world, it allows
other people to comment and analyze their message.
ASSURE MODEL

 was developed by Heinrich and Molenda in 1999

 instructional framework or rule that instructors can use to create lesson plans which
coordinate the utilization of innovation of technology and media. (Smaldino, Lowther
and Russell, 2008)

1. Analyze Learners - get a clear picture of the learners':

a. General attributes
b. Prior competencies
c. Learning styles
2. State Objectives - main instruction guide that will direct the flow to reach the target.
The mark of a good set of learning objectives is conformity to the ABCDs of well-stated
learning objectives. They are as follows:
Audience - For whom is the objective intended?
Behavior - What is the behavior or performance to be demonstrated?
Conditions - What are the conditions under which the behavior or performance will be
observed? Degree - To what degree will the knowledge or skill be mastered?

3. Select Methods, Media, and Materials - the teacher has to decide which strategy,
materials or technology would be best considering the learners and the desired learning
outcomes.
4. Utilize Methods, Media, and Materials - concerns the making of a plan as to how
you will utilize the technology, media, and materials that you have selected.
5. Require Learner Participation - It requires that you make plans to how you are
going to actively engage your students in the material that you are teaching.
6. Evaluate and Revise - In this step, you evaluate the impact of your teaching to students'
 learning. Assessing learners' performance can take place across phases of the lesson.
Lastly, this phase should be congruent to the learning outcome provided in the lesson.

EDGAR DALE'S CONE OF EXPERIENCE

□ Is a visual model,
a pictorial device
that presents
bands of
experience
according to the
degree of
abstraction and
not degree of
difficulty.
□ The farther you go from the bottom
of the cone, the more abstract the
experience becomes.
□ Lower levels of the Cone involve the
student as a participant and
encourage active learning.
□ The upper levels of the Cone need
more instructional support than
lower levels.

The Cone of Experience corresponds with three significant modes of learning

(JeromeBruner):
• Enactive (direct experience) - series of actions
• Iconic (pictorial experience)- series of illustrations
• Symbolic {highly abstract experience)- series of symbols

1. Direct and Purposeful Experiences

Direct, first-hand experiences
Have direct participation in the outcome
Use of all our senses
Examples allow students to prepare their meals, make a PowerPointpresentation,
delivering a speech, performing experiments, or making their furniture.

2. Contrived Experiences
- edited copies of direct experiences
- designed to simulate to real- life situation

a. Model - substitute of real thing in a small scale, or large scale or exact size, but made
up of synthetic materials
b. Mockup - special model where the parts of a model are singled out, heightened and
magnified in order to focus on that part or process under study
c. Specimen• An individual animal, plant, piece of a mineral, etc. It is used as an example
of its species or type for scientific study or display.
d. Object- May also include artifacts displayed in a museum or objective displayed in exhibits.
e. Simulation- A representation of a real manageable event in which the learner is an
active participant engage in learning behavior or in applying previously acquired skills
orknowledge
f. Games - Forms of physical exercise taught to children at school. They make classes
more interactive and develop the decision-making skills and knowledge construction
 skillsof the students.

3. Dramatized experiences
Forms of reconstructed experiences
- The pupil who takes part in dramatization gets closer to direct experience than a
student who watches.

A. Plays - depict life, character, culture, or a combination of the three. They offer excellent
opportunities to portray vividly essential ideas about life.
B. Pageants are usually community dramas that are based on local history. An example
isa historical pageant that traces the growth of a school.
C. Pantomime is a "method of conveying a story by bodily gestures." Pantomime's impact
on the audience relies on the actors' movements.
D. Tableau is a picture-like scene composed of people against a background. It is an
arrangement of people who do not move or speak, especially on a stage, who
representsa view of life, an event, etc.
E. Role-Playing is an unrehearsed, unprepared, and spontaneous dramatization of a situation
where their roles absorb assigned participants. The focus is on attitudinal change.
F. Puppets - It is an inanimate object or representational figure animated or manipulated
by an entertainer, who is called a puppeteer. Puppets can present ideas with extreme
simplicity.

4. Demonstrations
- Visualized explanation of an important fact, idea, or process
- Shows how certain things are
done Examples:
How to make a peanut butter and jelly sandwich
How to play the piano

5. Study Trips
- These are excursions, educational trips, and visits conducted to observe an event
that is unavailable within the classroom.

6. Exhibits
Bring the outside world into the classroom employing exhibits, the concrete
representation of the things. The teacher can help the students by gaining useful
experience through the observation and organization of educationally significant
exhibitions.

7. Educational Television
Bring immediate interaction with events from around the world

8. Motion Pictures
Used to slow down a fast process
- Viewing, seeing and hearing experience

9. Still pictures, recordings, and radio

This stage includes the number of devices that might be classified roughly as one-
dimensional aids because they use only one sense organ that is either eye (seeing) or
ear (hearing). All these materials are less direct than audio-visual experiences.

10. Visual Symbols

 Help students see an idea, event, or process

DAY 5
Diagrams - It is any line drawing that shows arrangement and relations as of parts to thewhole,
relative values, origins and development, chronological fluctuations, distributions.etc. (Dale, 1969)
A. Affinity Diagram - used to cluster complex apparently unrelated data into natural and
meaningful groups. An affinity diagram is to arrange ideas into a specific or natural
relationship.
B. Tree Diagram -A tree diagram is a modern method for planning management that
defines the hierarchy of tasks and subtasks required to complete and be objective. The tree
diagram begins with one element, then branches out to two or more, each branchinginto
two or more, and so on.
C. Fishbone Diagram - Often referred to as the cause-and-effect diagram or Ishikawa
diagram is a visualization method for categorizing the possible causes of the root cause
of the issue.
D. Venn Diagram - uses circles to show the relationship between two specific ideas.

Charts - It is a diagrammatic representation of individual connections within an organization.

A. Time Chart a tabular time diagram displaying data in ordinal series.

B. Tree or Stream Chart shows creation, growth and change starting with a simple
course spreading out over several branches
C. Flowchart visual way of showing a process from beginning to end.
D. Organizational Chart - graphical representation of the structure which shows
the relationships within the positions or jobs.
E. Pareto chart Is a type of bar chart, prioritized from left to right in decreasing order
of magnitude or importance.
F. Gantt chart is an activity time chart.

Graphs - shows you information as a visual image or picture.

A. Circle Graph -A visual representation of data made by dividing a circle into sectors
thateach represent parts of a whole. Usually, the amounts in each area are expressed in
percent, so that all of the amount total of 100%.
B. Line Graph - type of chart used to show information that changes over time.
C. Bar Graph - Used to compare the magnitude of identical things at different relations.
D. Pictorial Graph - a visual representation of data by using pictograms. It uses
icons or pictures in relative sizes to highlight some data patterns and trends.

11. Verbal Symbols

- To express any meaning, verbal representations are words, phrases, sounds, or other
utterances that are spoken aloud. The verbal symbol may be a phrase, an idea, a
concept, a scientific theory, or a formula
 Dale's Cone of Experience as a tool to help my students build learning experiences

-
12.

TECHNOLOGY INTEGRATION MATRIX

• Provides a comprehensive framework for you to define and evaluate technology integration.
• It provides direction and guide you on the process of achieving teaching with technology.

5 LEVELS OF TECHNOLOGY INTEGRATION

1. ENTRY
2. ADOPTION
3. INTEGRATION
4. INFUSION
5. TRANSFORMATION
ENTRY LEVEL
• Technology is used to deliver curriculum content to students
• Drills and practices
• Students receive direction, feedback &
guidance From technology
• Information is passively received by the students
ADOPTION LEVEL
• Use technology in a conventional way
• Students begin to utilize technology
• Students have opportunities to apply technology
• From time to time, students have opportunity to use technology
• CONVENTIONAL AND PROCEDURAL USE OF TOOLS
 ADAPTATION LEVEL
• Students select and modify technology tools
• Conventional independent use of tools
• Some student choice and exploration
DAY 6
INFUSION LEVEL
• Throughout the day
• Throughout the curriculum
• Across the subject areas
• Across disciplines
• Allow students to select appropriate technology tools to complete authentic situations
• Describes choice of tools, & regular self-directed use of technology
TRANSFORMATION LEVEL
• Beyond the limitations of even the best school library
• Worldwide audience
• Unattainable without the support of technological tools
• Irrespective of time or physical distance
• Technology tools are often used to facilitate higher order learning activities that would not
have been possible or would have been difficult to accomplish without the use of
technology
• Unconventional use of tools/ innovative

5 CHARACTERISTICS OF LEARNING ENVIRONMENT:

1. Active
2. Collaborative
3. Constructive
4. Authentic
5. Goal-Directed

ACTIVE - students are actively engaged in using technology as a tool rather than passively
receiving information from the technology
COLLABORATIVE - Students use technology tools to collaborate with others rather than knowing
individually at all times
CONSTRUCTIVE• Students use technology tools to build understanding rather than simply receive
information
AUTHENTIC - Students use technology tools to solve real-world problems meaningful to them
rather than working on artificial assignments.
GOAL-DIRECTED - Students use technology tools to set goals, plan activities, monitor progress, &
evaluate results rather than simply completing assignments without reflection

TECHNOLOGY INTEGRATION MATRIX

ACTIVE

A. ENTRY- ACTIVE• Students use technology for drill and practice and computer-based training
B. ADOPTION- ACTIVE - Students begin to utilize technology tools to create
products, for example, using a word processor to create a report.
C. Adaptation- ACTIVE - Students have opportunities to select and modify tools to
accomplish specific purposes, for example using colored cells on spreadsheet to plan a
garden
D. INFUSION- ACTIVE - Throughout the school day, students are empowered to
select appropriate technology tools and actively apply them to the tasks at hand.
E. TRANSFORMATION- ACTIVE• Given on-going access to online resources, students
actively select and pursue topics beyond the limitations of even the best school library.
COLLABORATIVE
A. ENTRY- COLLABORATIVE- Students primarily work alone when using technology
5. ADOPTION- COLLABORATIVE - Students have opportunities to utilize collaborative
tools, such as email, in conventional ways.
C. ADAPTATION- COLLABORATIVE - Students have opportunities to select and
modify technology tools to facilitate collaborative work
D. INFUSION- COLLABORATIVE - Throughout the school day and across subject areas,
students utilize technology tools to facilitate collaborative learning.
E. TRANSFORMATION- COLLABORATIVE - Technology enables students to collaborate with
peers and experts irrespective of time zone or physical distances.

CONSTRUCTIVE
A. ENTRY- CONSTRUCTIVE - Technology is used to deliver information to students
8. ADOPTION- CONSTRUCTIVE - Students begin to utilize constructive tools such as
graphic organizers to build upon prior knowledge and constructive meaning.
C. ADAPTATION- CONSTRUCTIVE - Students have opportunities to select and
modify technology tools to assist them in the construction of understanding.
D. INFUSION- CONSTRUCTIVE - Students utilize technology to make connections and construct
understanding across disciplines and throughout the day.
E. TRANSFORMATION- CONSTRUCTIVE - Students use technology to construct, share, and
publish knowledge to a worldwide audience
AUTHENTIC

A. ENTRY- AUTHENTIC - Students use technology to complete assigned activities that

are generally unrelated to real world problems.
B. ADOPTION- AUTHENTIC - Students have opportunities to apply technology tools to
some content-specific activities that are based on real-world problems.
C. ADAPTATION- AUTHENTIC - Students have opportunities to select and modify
technology tools to solve problems based on real world issues.
D. INFUSION- AUTHENTIC - Students select appropriate technology tools to complete
authentic tasks across disciplines.
E. TRANSFORMATION- AUTHENTIC - By means of technology tools, students participate
in outside of school projects and problem-solving activities that have meaning for the
students and the community.

GOAL-DIRECTED
A. ENTRY- GOAL DIRECTED - Students receive directions, guidance, & feedback from
technology, rather than using technology tools to set goals, plan activities, monitor
progress or self-evaluate.
8. ADOPTION- GOAL DIRECTED - From time to time, students have the opportunity to use
technology to either plan, monitor, or evaluate an activity.
C. ADAPTATION- GOAL DIRECTED - Students have opportunities to select and modify the
use of technology tools to facilitate goal-setting, planning, monitoring, and evaluation
specific activities.
D. INFUSION- GOAL DIRECTED - Students use technology tools to set goals, plans,
activities, monitor progress, and evaluate results throughout the curriculum.
E. TRANSFORMATION- GOAL DIRECTED - Students engage in ongoing metacognitive
activities at a level that would be unattainable without the support of technological tools.