Eportfolio

in
Education 1340 TTL 1

Submitted by: Kristine Joy Nino

Submitted to: Dr. Maredil R.
mbos
Ed.D,D.Phil.,D.Hum.

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Table of Contents
Module 1
Lesson 1: ICT Comptency Standard for Philippine Pre-Service Teacher Education ………………………. 3
Lesson 2: Undersatnding the Basic Concepts in ICT …………………………………………………………………….. 4
Lesson 3: Roles of Technology for teaching and learning …………………………………………………………… 5
Module 2
ICT Policies and Issues: Implication to Teaching and Learning …………………………………………………… 6
Safety Issues on the Use of ICT Including e-Safety Rules …………………………………………………………… 7
Module 3
Non-digital and Digital and Tools in Delivering Technology-enhanced Lessons …………………………. 9
Selecting and Using ICT Tools for Teaching and Learning ………………………………………………………….. 10
Technology Collaborative Tools Skills in the 21stCentury ………………………………………………………… 11
Module 4:
Flexible Learning Environment ………………………………………………………………………………………………. 14
Module 5
Theories and Principles in the Use and Design of Technology-Driven Lessons …………………………………….. 16
The ASSURE Model …………………………………………………………………………………………………………………………… 20
Module 6
Innovative Technologies for Assessment Tasks in Teaching and Learning …………………………………………….. 24
Sample Rubric ………………………………………………………………………………………………………………………………………… 25
Module 7
Social, Ethical and legal Responsibilities In the use of Technology Tools and Resources …………. 28
Examinations
Quizzes/Longtest ……………………………………………………………………………………………………………………….. 31
Activities Assessment ………………………………………………………………………………………………………………. 32
Online Activities ………………………………………………………………………………………………………………………. 33
Video Reflection (Screenshots) …………………………………………………………………………………………………. 35
Reflection …………………………………………………………………………………………………………………………………. 36

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Module 1
Lesson 1: ICT Comptency Standard for Philippine Pre-Service
Teacher Education

ISTE- International Society for Technology in Education

ICT Competency Standards (CHED- UNESCO) as provided in the 2017, Policy, Standards and Guidelines (PSG) for
Pre-Service Teacher Education "demonstrate proficiency in the development and utilization of Information,
Communication and Technology (ICT) resources in promoting quality teaching-learning process"

ICT Competency Standards for Pre- Service Teacher

• Domain 1: Understanding ICT in Policies
• 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 and Disposition

DepEd Order 42, s. 2017 "show skills in the selection, development and use of the variety of
teaching learning resources including ICT to address learning goals."

ISTE National Educational Technology Standards for Teachers (NETS*T) — ISTE International Society for
Technology in Education

Philippine ICT Competency Standards

➤ Standard 1: Technology Operations and Concepts
➤ Standard 2: Planning and Designing Learning Environment and 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

ISTE STANDARDS for TEACHERS ISTE STANDARDS for STUDENTS

1. Technology Operations and Concepts 1. Creativity and Innovation
2. Planning and Designing Learning 2. Communication and Collaboration
Environment and Experiences 3. Research and Information Fluency
3. Teaching, Learning an Curriculum 4. Critical Thinking, Problem- Solving
4. Assessment and Evaluation & Decision Making
5. Productivity and Professional Practice 5. Digital Citizenship 6. Social, Ethical, Legal
6. Technology Operations Human Issues and
Concepts.

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 Lesson 2: Undersatnding the Basic Concepts in ICT

TERMS AND CONCEPT

Information and communications technology (ICT) is an extensional term for information technology (IT)
that stresses the role of unified communications and the integration of telecommunications (telephone lines
and wireless signals) and computers, as well as necessary enterprise software, middleware, storage,
and audiovisual systems, that enable users to access, store, transmit, and manipulate information.

Technology Software
- refer to a mix of process and products - refers to program control instructions and
used in application of knowledge. accompanying documents; stored on disk
or tapes when not being used in
computers.
ICT Literacy
- Use of digital technology, communication Multimedia
tools and/ or networks to access, manage, - sequential or simultaneous use of a verity
integrate, evaluate, create and communicate of formats in a given presentations or self-
Information in order to function in knowledge society. study programs.

Educational Technology Internet

- refers to the use of technology in teaching - is a massive network of networks, a
and learning. It includes both non-digital and digital. networks infrastructure. It is generally
defined as a global network connecting
Digital Literacy millions of computer.
- is the ability to find, evaluate, utilize, share and
create content using information technologies and internet. World Wide Web
- WWW a also called web is a graphical
Digital Learning environment on computer networks
- is any type of learning that is accompanied by that allows you to access, view and
technology or by instructional practice that makes effective maintain documentations that can
use of technology. Include text, data, sound and videos
of the internet.
Online Digital Tools and Apps Use an Internet Connection
- common example is skype( a telecommunication application WEB ACCESS
software product that specializes in providing video chat and - is the ability of learners to access the
voices calls between computers,tablets,mobile device via internet at any point during the
internet and regular telephones. lesson in order to take advantage
of the array of available education
Offline Digital Tools and Apps resources.
- It includes Canary Learning, (it allows offline access
for students to write homework and for teachers for grade it), WEBQUEST
ibooks, KA LITE (KA Lite is a lightweight web application - inquiry oriented lesson format in
software that allows users without internet access to which most or all information that
engage with Khan Academy videos and exercises in learners work with comes from
completely offline settings). the web.

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 Instructional Technology VOIP(voice over internet protocol)
- is the theory and practice of design, development, - is a category of the hardware and
utilization, management and valuation of the software that enables people.
processes and resources for learning.
Lesson 3: Roles of Technology for teaching and learning

Using technology is a tool and a catalyst for change. According to Stosic (2015),
educational technology has three domains:

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.

Technology as a teaching tool – like a tutor, technology is a teaching tool but can
never replace a teacher.

Technology as a learning tool – As learning tool, it makes learning easy and effective.

A. Roles of technology for teachers and

Teaching
technology provides enormous support to Technology opens a new fields in
the teacher as the facilitator of learning - It educational researches – the areas of
transforms a passive classroom to an teaching testing and evaluation are
active and inter-active one, with audio enhanced by technologies for teaching and
visual aids, charts and models, smart learning.
classroom and etc…
Technology has modernized the teaching- Technology adds to the competence of
learning environment – teachers assisted teachers and inculcates scientific outlook -
and supplemented with appropriately Teachers are encouraged to imbibe skills to
structured instructional materials for daily source information with speed and
activities. accuracy.
Technology improves teaching - learning Technology supports teacher professional
process and ways of teaching. There are development – the availability of
arrays of teaching methods and strategies technology provides alternative way of
that can use technology which are found attending professional development
compatible with learning styles. online.

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Technology enhances learners' communication skills through social interactions.
Three basic communication patters (Shirly, 2003) and (Egbert, 2009)
a. Point to point two way or one-to-one (internet chat, phone conversation and
even face-to-face conversation)
b. One-to-many outbound (lecture, or television, "there is no social interaction)
c. Many-to-many (group discussion, buzz session, heads together, provides
opportunities for interaction)

Critical thinking – the ability to interpret, explain, analyze, evaluate, and self regulate
to make a good decision.

Problem solving – a systematic approach to defining the problem and creating a vast
number of possible solutions without judging these solutions to solve the problem.

Creativity – evolving the ability to think, flexibly, fluently, originally, and elaborately.
It involves feelings, beliefs, knowledge and motivation.

Flexibly means able to use many points of view.

Fluently means able to generate more ideas.
Originally means able to generate new ideas.
Elaborately means able to add details.

Seven Creative Strategies (Osborn, 1963)

Substitute – Find something else to replace to do what it does
Combine – blend two things that do not usually go together
Adapt – Look for other ways this can be used
Modify/Magnify/Minify – Make a change, enlarge, decrease
Put to another use – Find other uses
Eliminate – Reduce, remove
Reverse – Turn upside down , inside out, front-side back.

Module 2: ICT Policies and Issues: Implication to Teaching and Learning

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Globalization is a reality and ICT has become a fundamental part of the process. A
networked society is one in which the entire planet is organized around
telecommunication networks of computers (Bilbao, et al., 2019).

Definition of ICT Policy:

The Oxford English Dictionary has defined “policy” as a course of action, adopted and
pursued by a government, party ruler, and statesman. It is any course of action
adopted as expedient or advantageous.

ICT policies are needed to put a roadmap or course of actions to be pursued and
adopted by various governments, organizations, entities involving ICT (Bilbao, et al.,
2019).

The New ICT Technologies (3 categories)

Information technology – using computers to process data and save time and effort.
Computer hardware and peripherals, software and the user and computer literacy
are needed for a person to operate.
Telecommunication technologies – telephone system, radio and TV broadcasting are
needed in this category.
Networking technologies – the most common networking technologies includes
Internet, mobile phone technology, Voice Over Internet Protocol (VOIP) satellite
communications, satellite and other broadband technology.

The DICT Roadmap

The Department of Information and Communication Technology (DICT) has
formulated a roadmap to guide all agencies in the utilization, regulation and
enhancement of ICT.

The ICT for Education (ICT4E) is a program under the DICT that supports all the
efforts of the education sector in incorporating the use of IT as well as in determining
and gaining access to the infrastructure (hardware, software, telecommunications
facilities and others) which are necessary to use and deploy learning technologies at
all levels of education (Bilbao, et al., 2019).

Some Policy Recommended Programs Applicable to Education Teaching and Learning:

 Content and application development through the Open Content in Education

Initiative (OCEI) which converts DepEd materials into interactive multi-media
content, develop applications in schools, and conduct students and teachers’
competitions to promote the development of education-related web content.

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 Digital Media Arts program which builds digital media skills for government using
Open Source technologies.
 eQuality Program for tertiary education through partnerships with state
universities and colleges (SUCs) to improve quality of IT education and the use of
ICT in education in the country.
 Established Community eLearning Centers called eSkwela for out-of-school
youth (OSY) providing them with ICT enhanced alternative education
opportunities.
 ICT in Education Masterplan for all levels, including a National Roadmap for
Faculty Development in ICT in Education.
 ICT skills strategic plan which develops an inter-agency approach to identify
strategic and policy and program recommendations to address ICT skills demand
supply type.
 PheDNET, is a “walled” garden that hosts educational learning and teaching
materials and applications for use by Filipino Students, their parents and
teachers.

Global Issues Access and Civil Liberties are two sets of issues in ICT Policy which are
crucial to the modern society. The other concern is civil liberties which refer to
human rights and freedom. These include: Freedom of expression, The right to
privacy, The right to communicate, Intellectual property rights. Access to the Use of
Internet and ICT. Access means the possibility for everyone to use the internet and
other media.

Under International Human Rights Conventions, all people are guaranteed the rights for free
expression. The UN Universal Declaration of Human Rights provides that everyone has the right to
freedom of thought, conscience and religion, likewise the right to freedom of opinion and
expression.

Censorships restricts the transmission of information by blocking it or filtering the information.

Blocking is preventing access to whole areas of internet upon the blacklist of certain Internet
address. Filtering is sifting the packets of data or messages as they move across computer networks
and eliminating those considered “undesirable” materials. Defamation actions may be used to
silence critics. This action deters the freedom of expression (Bilbao, et al., 2019).

Issue # 1. Freedom of Expression and Censorship

Issue # 2. Privacy and Security
Issue # 3. Surveillance and Data Retention
Issue # 4. E-pollutants from E-waste

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Privacy policies are an issue. Most controversial sites have a privacy policy. When someone uses a
site and clicks “I agree” button, it is as if you have turned over private information to any authority
that may access it. Privacy means “personal privacy” the right of individuals not to have their home,
private life or personal life interfered with.

Privacy of communication refers to the protection from interference with communication over the
phone or internet. Information privacy is related to the use of computers and communications
system which are able to hold and process information about a large numbers of people at a high
speed (Bilbao, et al., 2019).

The use of electronic communications has enhanced the development of indirect surveillance. In
the indirect surveillance, there is no direct contact between the agent and the subject of
surveillance but evidence of activities can be traced. The new and powerful form of indirect
surveillance is dataveillance.

Dataveillance is the use of personal information to monitor a person’s activities while data
retention is the storage use of information from communication systems.

Large amount of e-waste is generated by ICT. There are in particular, terminal equipment used for
computing (PCs, laptops), broadcasting (television and radio sets), telephony (fixed and mobile
phones), and peripherals (fax machines, printers and scanners).

Implications to Teaching and Learning: (for Teachers and Learners)

 Guide the mentors on what they should teach and relate to ICT, and how to teach it.
 Technology should never replace any human teacher.
 Rules and regulations govern the use of technology.
 Each teacher will be encouraged to use technology in teaching.
 Learners need guidance on how to use and regulate the use of technology.
 Learners should take advantage of the benefits derived from the use of technology.
 Mentors and learners should be mindful of the e-waste that are being thrown away to the land
and to the atmosphere.

Lesson 5: Safety Issues on the Use of ICT Including e-Safety Rules

Risks in the use of ICT and e-Networking

1. Exposure to inappropriate content
2. Lifestyle Websites like self-harms and suicide sites, and hate sites
3. Cyber-bullying in all forms
4. Privacy Issues including disclosure of personal information
5. Health and Well-being
6. Prolonged Exposure to online technologies at an early age
7. Addiction to gambling and gaming
8. Theft and Fraud from activities such as Phishing

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9. Viruses, Trojans, Spyware and other malware
10. Social Pressure to maintain online networks

Minor Misuse of ICT (for students)

Copying information into assignment and failing to acknowledge the source (plagiarism and
copyright infringement)
Downloading materials not relevant to the topic/subject matter
Misconduct associated with subject logins, such as using someone else’s password
Leaving a mobile phone turned on during class period or playing cellphones during the class
Unauthorized taking of pictures or images with mobile phone camera, still or moving

Issues of e-safety
E-Safety concerns safeguarding children and young people in the digital world.
E-Safety emphasizes learning to understand and use new technologies in a positive way.
E-Safety is less about restriction and more about education about the risks as well as the benefits so
we can feel confident online.
E-Safety is concerned with supporting children and young people to develop safer online behaviors,
both in and out of school.

Module 3: Non-digital and Digital and Tools in Delivering Technology-enhanced Lessons

Instructional Materials - are materials that are used to aid in the transmission of information from
one to another.

Development and Use of Non-Digital or Conventional Materials

Instructional materials have several roles in teaching and learning which include the following:
 They promote meaningful communication and effective learning
 They ensure better retention, thus making learning more permanent.
 They help to overcome the limited classroom by making the inaccessible accessible
 They provide a common experience upon which late learning can be developed
 They encourage participation especially if students are allowed to manipulate materials used.

Examples of Non-Digital or Conventional Materials

Diorama
• 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.
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.
Writing board
• Can display information written with chalk (chalkboard or blackboard) or special pens
(whiteboard).
• The most commonly used visual aid.

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Flip chart
• It is a large tablet or pad of paper, usually on a tripod or stand.
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.
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.
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.

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 relationship simple and easy to recall. Avoid cluttering a visual with
too many words, numbers or graphics.
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.

Selecting and Using ICT Tools for Teaching and Learning

ICT Stands for "Information and Communication Technology.". ICT refers to tools or technologies
that provide access to information through telecommunications. It is similar to Information
technology(IT), but focuses primarily on communication technologies.

ICT are various tools and devices or gadgets used in creating, disseminating, communicating,
storing, and managing information.

ICT includes:
- Internet
- Wireless networks
- Cellphones
- Other communication mediums

What ICT integration can do?

- Comfort of processing information
- Distribution/sharing of resources
- Accessibility to resources
- Effective partnership and collaboration
 - Expression of creativity

Mobile phones...
Applications that cell phone owners can take advantage includes the following:
Word processing
Calendars

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Mobile banking
Web surfing
Alarms
Video streaming
Memos
Games
Applications have exploded in popularity in recent times thank to the iPhone App Store which
allows iPhone users the ability to download a wide variety of third party apps.

QR Codes
The QR Code is a two-dimensional version of the bar-code, known from product packaging in the
supermarket. It is a code that was created by a Japanese corporation Denso-Wave in 1994.

QR stands for "Quick Response", which refers to the instant access to the information hidden in
the Code. QR Codes are gaining popularity because the technology is "open source", i.e. available
for everyone. Significant advantages of QR Codes over conventional barcodes are larger data
capacity and high fault tolerance.

Ten Interesting Ways to Integrate QR Codes in Your Teaching

Create Interactive and Engaging Content You can enhance the content you teach in a
class by using QR codes that link to other
reading and resources. You can link to the
following: pdf, website, video production, audio
file and etc.
Enhance Classroom Library Create QR Codes of students’ brief reports and
critiques about why they enjoy their book and
put them right in or on the books in the class
library.
Scavenger Hunts Create a collaborative classroom activity such as
Scavenger’s Hunt by using QR Codes that
provide directions or instructions resulting in
better learner engagement.
Share resources Provide Easy Leaners can use QR Codes to share educational
resources with each other like notes, activities,
worksheets and web content.
Provide Easy Access to Online Content Create QR Codes with Uniform Resource
Locators (URLs) for students to gain easy access
to online resources.

Research Project Make learners create QR Codes linking other

resources and web content to their research
work.
Communicate with Share information with parents or guardians
Parents about school events, activities and students’
progress in school.

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Provide Help with Homework Instructions can be made into a QR Code which
students scan at home and use the information
to help them comply with their homework or
activities.
Use in Classroom Activities QR Code can be used in giving instructions in
class and pin them up inside the classroom
instead of giving them with thick copies of
printed papers/materials with instructions in
doing the activity.
Gather Students You can create surveys, polls, and forms using
feedback google form and share them with students as
QR Codes which can be easily scanned and
accessed.

3 main parts of infographic:

Visual – colors, images, graphics, icons
Content – data, numbers, sequential process, statistics and etc.
Conclusions – summary of what it all means to the reader

Types of Infographics
Statistical infographic used to visualize survey results or present data from multiple sources. It puts the focus on
your data itself. As storytelling devices you can include charts, images, icons and fonts.
Informational used to give an overview of the topic or clearly communicating a new specialized concept. It
infographic is divided into sections with descriptive headers and keeps the information brief with 5
points. Illustrative icons and descriptive headers help communicate each point clearly.
Timeline infographics used for envisioning the history of something to highpoint important dates or give an
overview of events. Visual aids like icons, lines, photos, and labels help to highlight and
explain points.
Process infographic used for providing a summary or overview of the steps in the process. It allows you to
simplify and clarify each step. It follows a straightforward top-to- bottom or left-to-right flow.
The number of steps will make your process easy to follow. For information flow, use
directional cues like lines, shapes and arrows that points the eyes in a certain direction.
Geographic used to visualize demographic data, location based data or large quantities of data. It uses
infographic map charts as the focus visual. Different types of map charts work better for different types
of data.
Comparison used to associate options in a fair/unbiased way or if you want to make one option seem
infographic better. Comparison infographic are split down the middle vertically or horizontally, with one
option on each side.
Hierarchical used to organize information from greatest to least. It organizes information into pre-defined
infographic levels and how these levels are connected. It is usually visualized with flowcharts or pyramid
charts.
List infographic used if you want to share a collection of tips, list of resources, list of examples. It is usually
straightforward with the goal to make them more eye-catching. Visuals like icons can replace
bullet points, and creative colors and fonts make each item stand out.
Infographic resume an attention-grabbing marketing tool that tell a career path by using images. It uses color,
layout, icons, font styling and design to establish content. Color schemes, timelines and
photos are among the many types of visuals incorporated to convey information.

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Infographic maker software – a set of tools used to create an infographic from the pre-designed templates.
You just have to put the relevant content and it gets ready in a couple of minute

Technology Collaborative Tools Skills in the 21stCentury

Technology as a Collaborative Tool

Collaborative technology refers to systems and tools designed to better facilitate group work, both in
school,
office, establishment and remote. Also known as groupware, these pieces of technology trim the costs and
time associated with facilitating the students or group work, from designating roles and responsibilities.
Collaboration is commonly defined as functioning or working with another individual or group in order to
accomplish something. With that, we can define a collaboration tool as a technology tool that can be used to
help individuals, societies work together to achieve a common goal or objective.

available tools and applications that can be used to work collaboratively with others. These are:
Skype – a software application letting you to do videoconferencing for free.
Wiki – a software that lets you to make a page or selection of pages designed to allow to post or write, edit
or upload a link quickly. Work can be extended virtually and asynchronously.
Blogging in blogging or weblog – journaling your ideas to which others can react allowing a thread of
discussion to take place and which can be used online.
Google group or Google Form – an application that can be used in collaborative documentation of thoughts,
ideas or concepts contributed by members of the team.

Digital Literacy Skills in the 21st Century The 21st Century has redefined digital literacy. It has broadened in
perspective to include other aspects of the 21st context.
These literacies include:
- Cyber Literacy or Digital Literacy
- Media Literacy
- Arts and Creativity Literacy
- Financial Literacy
- Multicultural Literacy or Global Understanding

Thinking on how to apply or use the digital tools, assessing information, and exhibiting ways of working in a
globally reasonable, economic and competitive context, together with skills in living the 21st Century refer to
the digital literacies.

Digital literacies are the individual’s capabilities to be able to effectually and sensibly function and execute in
a digital civilization or society.
Digital Literacy was coined by Paul Glister in 1997 and it came from the discussion of the concepts on:
 Visual literacy - images and non-verbal symbols try to capture the knowledge.
 Technological literacy - requires one to be able to use technology in addressing a need.
 Computer literacy - the ability to use computers and related technology effectively and efficiently, with a
range of skills covering levels from basic use to programming and advanced problem solving.
Information literacy which refers to the finding, evaluating using and sharing of information.
Digital literacies are the individual’s capabilities to be able to effectually and sensibly function and
execute in a digital civilization or society.

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The Digital Literacies
Communication One’s competences in being able to contribute or participate in the digital networks in
and Collaboration the teaching and learning context.

Digital Being able to link and take part in professional and research practice.
Scholarship
ICT Literacy Knowing how to choose and use digital devices, applications or services to
achieve tasks requiring the use of the internet.
Identity Being able to understand how to guarantee safety and security in managing online
Management identity and foster a positive digital reputation.
Information Finding information from the web and interpreting while evaluating its legitimacy and
Literacy validity in order that it can be shared.
Learning Ways of knowing how to study and learn in a technology-enriched environment by
Skills knowing how to utilize technology in addressing the need to learn efficiently.
Media One’s ability to analytically read information or content and utilize multimedia in
literacy producing communication creatively.

The Four C’s of the 21st Century Skills

The four C’s of the 21st Century skills refer to critical thinking, creativity, communication and collaboration.
All these skills are essential for students to do well in school and succeed in the workstation.
- Critical Thinking – learning how to solve problems by seeking the truth. It is ability to distinguish facts
from opinion and not only just learn a set of details or numbers but also discover these for the sake of
finding and knowing what you need to know.
- Creativity – thinking out of the box and to take pride in what is uniquely theirs. It’s the ability to look at a
problem from multiple perspective. Creativity encourages learners to think beyond the beliefs of
conventions.
- Communication - expressing the ideas in the clearest and organized manner. Through varied modes like
face to face, technologically mediated or a blended medium, they need to know how to proficiently and
evidently convey ideas and information.
- Collaboration –knowing how to work well with others to achieve a given task or to resolve a problem at
hand. This is a 21st essential, when students are given the chance to practice how to relate with others and
are made to work in a pair or in a team.

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

Citizenship is known as netizenship in the virtual world. Making the person consider how one performs or
behaves accordingly by observing the norms and rules that are in accordance or harmony with what are
sociably, practically and virtually acceptable. As a result, one is projecting a reputable digital identity which is
his or her Character.

Digital Literacy Skills vs. Digital Literacy

Digital literacy skills are required in the digital or wired world. These skills vary from text to images to
multimedia.

Eight Digital Literacy Skills needed to become Digitally

Literate according to Lynch (2017):
 Cloud Software  Screencasting

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 Word Processing Software  Information evaluation
 Coding  Use of Social Media
 Collaboration  Personal Archiving

Cloud The cloud is used to store everything from photos

Software to research projects to term papers and even music.
This is essential part of document management.
Coding Coding is a universal language. Basic
understanding of HTML, C or C++ and the like will
create a shared understanding of what can be
done with the web pages
Collaboration The use of Google Docs among others allow
learners to begin experimenting with effective
online collaboration
Information Critical thinking to remove fake news is a crucial
evaluation in 21st century skills. The tools and skills needed
to process information are very much needed.

Examples of how Digital Skills or Proficiency support Digital Literacy (Bilbao, et al., 2019)

Digital Skills Digital Literacy

1. Ending an email or text Evaluate the appropriate digital channel for online
communication with peers, teachers and parents
2. Using Microsoft Identify the benefits and drawbacks of each digital
Office/Google tool
Evaluate critically which is most effective for the
project at
hand

3. Tweeting, posting to Facebook, Uploading a - Navigate to social media safely to protect oneself.
Video to YouTube, or posting a photo to Instagram - Identify hate propaganda and fake news

4. Researching from the Evaluate the information online

World Wide Web  Is the site legitimate?
 Is the author an expert?
 Is the information current or dated?
 Is the idea neutral or biased?

Module 4: Flexible Learning Environment

Distance learning is a form of learning without a face-to-face contact with the teacher and delivered via
telecommunications. In the past, this involved correspondence course wherein the student corresponded
with the teacher via mails. With the advent of newer technologies, distance learning in delivered via
computer-based media thus called online learning or e-learning. This made classrooms border less and
learning boundless. This was enhanced by the emergence of web 2.0 tools which made collaborative
learning easier.

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Online Distance Education and Communities of Learners .Learning nowadays is viewed differently. The
present generation of learners has access to information at their fingertips. The teacher is no longer seen as
basically the dispenser of knowledge but rather as one who expertly directs learners to take their own track
in searching for answers to questions raised inside the classroom.

ONLINE DISTANCE LEARNING

Online distance learning is not a new concept. Some schools, higher education institutions in the country,
and educational agencies such as the Southeast Asian Ministers of Education Innovations in Educational
Technology (SEAMEO-INNOTECH) provide mode of learning. It allows flexibility in learning to a certain
extent.

The Different Platforms

The flexible mode of learning used a platform such as Moodle, 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. When you use this, you can actually hold a lesson,
post questions for discussion. Hold an online chat discussion, give assessment activities and provide
references or links to other online materials.

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

Google Classroom and Edmodo 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.

In 2008, Edmodo was created by Nic Borg Jeff O'Hara and Crystal Hutter. Compared Edmodo and Google
Classroom, despite of its commonalities, there are apparently differences but with technology, things evolve
in so short a time.

Schoology is 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.

MOOCS Another recent modality to learning is the Massive Open Online Course (MOOC). It is a model for
delivering learning content online to any person who wants to take a course. It allows one to pursue learning
even outside of university or higher education formal structure.

EDUCAUSE is a non-profit association with the mission is to advance higher education through the use of
information technology.
SYNCHRONOUS AND ASYNCHRONOUS
In the flexible learning mode, the activities can be done in two ways: synchronous and asynchronous.

An online chat at a real time is a Synchronous session. Course participants meet in a virtual classroom and
discuss a topic in the lesson. So wherever they are situated in the world, they agree on a scheduled session
and log in to join the live class.

Asynchronous session is when questions or tasks are posted and course participants answer the questions or
post their reply at any time most convenient to them. They can still participate in the discussion by replying
to the post. One advantage is that you can take your time when replying.

Examples of Asynchronous Communication

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Email
Discussion
boards/forums Blogs
Wikis
Mailing
Lists Tweets

Examples of Synchronous Communication

Chat
Instant Messaging
Text Messaging
Videoconferencing

Six Models of Blended Learning

Face-to-Face Driver Face-to-face teachers deliver most of the curriculum. A physical teacher employs online
learning in a technology lab or the back of the classroom to supplement.

Online. Lab An online platform delivers the entire course, but in a brick-and-mortar location. Often, students
who participate in an online lab program also take traditional courses.

Rotation. Within a given course, students rotate on a fixed schedule between self-paced online learning and
sitting in a classroom with a face-to-face teacher.

Flex. An online platform delivers most of the curriculum. Teachers provide on-site, as-needed support
through in-person tutoring or small group sessions.

Self-Blend. Students choose to take remote online courses to supplement their school's traditional
curriculum. This model of blended learning is extremely popular among high school students.

Online Driver. An online platform and teacher deliver all the curriculum. Students work remotely, and face-
to-face check-ins are either avail- able or mandatory.

Social Networking Platforms

The use of dedicated websites and applications to relate with other users, or to find individuals with similar
interests to oneself is called Social Networking.
A social networking service is an online platform which people use to create or build social networks or social
relationship with other people who share similar special/personal or career interests, activities, backgrounds
or real-life connections. Social networking services vary in format and the number of features. Social
networking services can be done mainly in 3 ways:
Social Networking websites
Instant Messaging Services
Video Calling

Advantages of Social Network:

1. Staying Connected
2. Finding People With Common Interests
3. Invaluable Promotional Tool
4. Information Spreads Incredibly Fast

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5. Helps To Catch And Convict Criminals

Disadvantages of Social Network:

1. Perpetuates False And Unreliable Information
2. Causing Major Relationship Problems
3. Cyber Bullying
4. Used To Profile and Discriminate In The Job World
5. The Addiction Is Real

ADVANTAGES AND DISADVANTAGES OF SOCIAL NETWORKING SITES FOR STUDENTS

ADVANTAGES DISADVANTAGES
1) Technological literacy 1) Distraction
2) Bringing people together 2) Health problems
3) Attracts attention 3) Relationship problems
4) Breadth of knowledge 4) lllegal crime, virus attacks
5) Opportunity to widen business 5) Negative effects on worker productivity

Common Social Networking Platforms

Facebook – the biggest social networking site founded in February 2004.
Twitter – Dorsey introduced the idea of an individual using an SMS service to communicate with a small group.
Google+ - is a social networking and identity service owned and operated by Google Inc.
LinkedIn - is easily one of the most common or popular professional social networking sites or apps for work and
is available in over 20 languages.
YouTube - is an American website and the world’s largest video sharing social networking site that enables users
to upload, view, share videos, comments and like them.
Instagram - is a unique social networking platform that was completely based on sharing photos and videos.
Pinterest - is a photo sharing and visual bookmarking social media site or app that allows you to find new ideas
for your projects and save them.
Myspace - is a music-focused social networking site that provides an interactive and user-submitted network of
friends.
Skype - is one of the most popular communication-based social networking platforms.
Flickr - is another highly popular photo-sharing website created by Ludicorp in 2004.
TikTok - is a social video app that permits its users to share short videos.

Dangers that a user should take into consideration:

Phishing - is the attempt to obtain confidential user information by camouflaging as a trustworthy entity in
an electronic communication, usually in the form of an e-mail or instant messenger. This is where URL
spoofing comes into play.
Cyber stalking - is literally harassing and following another person online. Social networking sites open up
many doors for cyber stalking.
URL spoofing - is when one website poses as another website for malicious reasons. This assail involves the
cloning of a legitimate web page, such as a bank site. The cloned site is created on another server under the
control of the scam artist and is created to deceive users into believing they are on a trusted site. Users then
proceed using passwords or account details on this cloned website, allowing the attacker to happily steal and
utilize the information for illicit reasons.
Cyberbullying - uses the site’s messages, updates, and other functions to harass, intimidate, taunt,
humiliate, or pick on individual.

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Safeguarding Oneself when Engaging in Social Networking Sites (Bilbao, et al., 2019). Social networking
account has passwords and log-in details. Secure passwords and keep the password private.

Social networking account has passwords and log-in details. Secure passwords and keep the password
private. Log out every time you use public computer. Regularly check privacy settings of social networking
websites.
Online posts are saved and may become a permanent part of their online reputation. Do not accept invites
from contacts unless you know them personally. Seriously consider the effect of possible posts on others
before deciding to do so. Using appropriate language is essential. Better be safe than sorry. Where there is
an indication of harassment or abuse, it is advised that you report this by clicking the report button of abuse.
Bullying takes place even in social networking websites.

Online sources, sites and portal suggest tools and describe how they can be used to engage learners. Below
is the image of iPad apps, android apps and web tools which you can use in the teaching and learning
process.

Module 5: Theories and Principles in the Use and Design of Technology-Driven Lessons

The Eight M’s (Elements) of Teaching

Milieu- The learning environment

Matter- The content of learning
Method -Teaching and learning activities
Material -The resources of learning
Media - Communication system
Motivation - Arousing and sustaining interests in learning
Mastery - Internalization of learning
Measurement - Evidence that learning took place

Edgar Dale’s Cone of Experiment (insert image of dales cone)

Three levels in the learning

process Enactive – direct
experience
Iconic – representation of
experience
Symbolic – words or visual
symbols
Direct and Purposeful Contrived Experiences Dramatized Experiences Demonstrations
Experiences

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Foundation of Models and mock-ups are Allows students to actively It is an actual execution of
experiencing learning used. “editing of reality” participate in a constructed procedure or a process.
Direct, first hand Necessary when real experience through role Visualized explanation of a
experiences experience cannot be used or playing or dramatization Can important fact, idea, or process
Have direct participation are too complicated be used to simplify an event Shows how certain things ar
in the outcome or idea to its most important done
Use of all our senses parts
Divided into two categories
Acting–actual
participation(more concrete)
Observing – watching a
dramatization take place
(more abstract)
Study Trips Exhibits Educational Television and Recordings, Radio, and Sti
Motion Pictures Pictures
Watch people do things in Something seen by a These provides a two-way Still are pictures or images
real situations spectator like displays of dimensional reconstruction Can often be understood b
Observe an event that is models such as of a reality. Allows learners those who cannot read
unavailable in the pictures,artifacts,posters that to experience the situation Helpful to students who canno
classroom provide the message or being communicated through deal with the motion or pace o
information the mediated tools. a real event or television

Two types :
Ready-made– Museum,
Career fair
Home-made - Classroom
project, National History Day
competition

Visual Symbols Verbal Symbols

Abstract representations Appears to be the most
of the concept or the abstract because they may
information. It contains not exactly look like the
graphs, cartoons, comic concept or object they
strips or charts. represent but are symbols,
words, codes or formulae.

TPACK as a Framework for Technology –Driven Teaching and Learning

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TPACK is a framework that combines the teacher’s three knowledge areas:
- Technological knowledge
- Content knowledge
- Pedagogical knowledge

1. Technology Knowledge is, according to Koehler and Mishra, “Knowledge about certain ways of thinking about,
and working with technology, tools and resources.
2. Pedagogical Knowledge is, according to Koehler and Mishra, “Teachers’ deep knowledge about the processes
and practices or methods of teaching and learning.
3. Content Knowledge is, according to Koehler and Mishra, “Teachers’ knowledge about the subject matter to be
learned or taught.

*Content Knowledge is the “What” – composed of facts, concepts, theories or principles in a given discipline.
*Pedagogical Knowledge is the “How” – the expert’s knowledge in the science of teaching from educational and
learning theories to individual differences to strategies and techniques as well as assessment of learning.
*Pedagogical Content Knowledge – the intersection of pedagogical and content areas of knowledge. It includes
the knowledge of how to use techniques that can meaningfully address different teaching styles while supporting
content with deeper understanding.
*Technology Content Knowledge – the intersection of technology and content areas of knowledge. It is when
technology is used in a specific subject area to enrich and deepen students’ understanding of content.
Technology - Pedagogical Knowledge – knowing how to select, use or develop technology to manage student
learning.

The intersection of all the knowledge areas is known as the TPACK. TPACK is about what teachers know, how they
teach and how technology is used in the delivery of the lesson to make it more engaging and making teaching and
learning more relevant in this new generation.

Integrating Technology: Introduction to SAMR Model

The SAMR model was developed by Dr. Ruben Puentedura as a

method to assist teachers in more effectively integrating technology
into teaching and learning.
S stands for Substitution – literary using technology as an alternate
for the regular item that is employed in augmenting or assisting lesson.
A stands for Augmentation – there is a functional improvement i the
use of technology tool.
M stands for Modification – technology is used to redesign a lesson.
R stands for Redefinition – represents the idea of creating something
from the regular item. Technology allows the creation of a new
concept that has not been previously conceptualized. It is being
labelled as transformation of learning according to Puentedura.

Blooms’ Digital Taxonomy

Bloom's Taxonomy was created in 1956 under the headship

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of educational psychologist Dr. Benjamin Bloom in order to
stimulate higher forms of thinking in education, such as
analyzing and evaluating processes, concepts, principles and
procedures, rather than just remembering facts (rote learning).
His students, Anderson and Krathwohl made some revisions
This is known as the Revised Bloom’s Taxonomy.

An infographic that shows the relation of SAMR

Model to Bloom’s Taxonom

The ASSURE MODEL

Instructional planning, which as a whole takes account the use of media, could be effectively implemented using
an approach acronymed ASSURE. (Heinich, et al.,1996). The ASSURE model is a procedural guide for planning,
conducting, and evaluating instruction that incorporates instructional media.

ASSURE is an instructional design model that has the

goal of producing more effective teaching and learning.
“ASSURE” is an acronym that stands for the various steps.

Digital storytelling refers to short videos, usually two to three minutes in length. A Digital Story can be made from
a range of audio and visual elements. The backbone of a Digital Story is a written script - approximately 250
words long. Your script is turned into an audio voice over and combined with visuals such as photos, drawings,
diagrams, video, and animation to create a Digital Story.

Steps in Producing a Digital Story (Bilbao, et al., 2019):

 Brainstorming a story concept.

 Create a story board that will contain the graphics, sounds, text, narration and music needed.
 Collect pictures, materials and store them in an organized fashion.
 Using productivity, put them together using iMovie, moviemaker, vimeo, powerpoint presentation, powtoon,
power director, viva video and the like.
 Edit, revise and share your story.

When writing the script, you need to consider important elements (Bilbao, et al., 2019):
 Dramatic Question
 Economy

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 Emotional content
 Pacing
 Point of view
 Soundtrack
 Voice

Models of Technology – Enhanced Instructional lessons

LEARNERS can become….
Contributors Learners takes part in something or makes a contribution by working together with others for a purpose
like uploading materials such as an audio or a video, post a message and upload or add photos or
contribute to a digital world
Creators Learners can create a digital story, edit and share the content. They can collate a digital portfolio
(ePortfolio) or create a virtual poster or an interactive resource
Communicator Learners can chat with classmates, post a reply with a blog and contribute a comment to the thread or by
s using the chatroom or web conferencing by Skype to discuss things.

Collaborators Learners work together to produce a piece of work, especially some research or capstone. They can
participate in posting ideas in a forum where they can have asynchronous discussion.

Blogging provides benefits and one of which is it allows you to improve your writing skills.

Blogs – a webpage that you need to construct and where you can compose and post your concepts and ideas. It is
an virtual journal that allows you to share with the world with what you feel or think.

Kinds of Blogs

What is the difference WordPress.com and WordPress.org?

Fashion Blogs WordPress.com is an all-in-one “build-your-own-website” platform.
Fitness Blogs It’s free to get started with, and you don’t need any external hosting
Parenting blogs or external domain name. All you have to do is go to WordPress.com,
Business Blogs sign up for an account, and you’ll be able to start building your site or
Personal blogs blog right away.
Movie Blogs WordPress.org is an open-source website software – an operating system
Car blogs for your website or blog. This software doesn’t cost you anything by itself,
News Blogs but you need to have a hosting account (a web server) in order to use it,
Pet Blogs which often comes with a price tag.
Gaming Blogs
DIY Blogs
Food Blogs
Sports Blogs
Travel Blogs
Finance Blogs
Music BlogS
Political Blogs
Lifestyle Blogs

Module 6: Innovative Technologies for Assessment Tasks in Teaching and Learning

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Assessment is a process by which information is obtained relative to some known objective or goal. It is the
process of identifying, gathering, and interpreting information about students learning (Bilbao, et al., 2019).

Assessment is a broad term that includes testing. A test is a special form of assessment.

Why Do We Assess?
Why is it important to assess?
 To find out how students feel about their work (motivation, effort).
…to Improve
 To find out how students go about the task of doing their work (process).
 To find out what the students can do, and how well they can do it
...to Inform
 To find out what the students know (knowledge).
…to Prove

Types of Assessment:

Formative Assessment - used to monitor the learning progress of the students during instructions to provide
feedback, identify errors, modify instructions and improve learning and instructions.
Summative Assessments – a type of assessment usually given at the end of a course or unit to determine the
extent to which the instructional objectives have been met, mastery of the subject matter and effectiveness of
instructions.
Diagnostic Assessment – given at the beginning of instruction or during instruction to identify the strengths and
weaknesses of students regarding the topics discussed.
Authentic Assessment – describes the various forms of assessment that reflects learner’s knowledge, motivation,
achievement and attitudes on instructionally relevant classroom events and accomplishments.

Guidelines for Effective Assessment

Effective assessment requires a clear concept of all intended learning outcomes (ILO).
Effective assessment requires that a variety of assessment procedures should be used.
Effective assessment requires that the instructional relevance of the procedure should be considered.
Effective assessment requires an adequate sample of student performance.
Effective assessment requires that the procedures must be fair to everyone.
Effective assessment requires for judging specifications of criteria for judging successful performance.
Effective assessment requires feedback to students emphasizing strengths of performance and weaknesses to be
corrected.
Effective assessment must be supported by comprehensive grading and reporting system.

Online Examination have major advantages:

 Time management
 Accessibility and flexibility
 Statistical analysis
 Save cost

Security and privacy or confidentiality should also be considered. Security needs to be given top priority for any
website that you will add information to. Many institutions utilized software for security and privacy of
examination.

Current Trends in Assessment in Learning

The 21st Century Assessment includes:

Utilizing multiple measures of assessment

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Increases the use of technology
Focus on the growth and development of the learner
Differentiating the roles and responsibilities of the teachers, administrators and other stakeholders.

Important reasons for teachers to use technology in education (Samak, 2006):

 Motivation
 Distinctive instructional abilities
 Higher productivity of teachers
 Essential skills for information age
 Support for new teaching techniques

Active learning is any learning activity in which the student interacts or engages with the material, as opposed to
passively taking the information. The teacher will give learning activities that are intentional, meaningful and
useful.

Criteria in Choosing Appropriate Assessment Tools

Assessment methods are strategies, techniques, tools and instruments for collecting information to determine
the extent which students demonstrate desired learning outcomes

Considerations in choosing appropriate assessment tools:

Goals of assessment
Methods of assessment (direct or indirect)
Interval in giving assessment

Creating and Utilizing Rubric

A rubric is a set of criteria used to determine scoring for an assignment, performance, or product. This can be
used to score many kinds of written assignments or exams, papers, projects, speeches or ePortfolios.

They are not useful, however, as a grading mechanism for multiple choice or short answer tests (Bilbao, et al.,
2019).

2 Types of Rubric:
1.Holistic rubric - provide a single score based on an overall impression of a student’s performance on a task. it
utilizes holistic rating for a product or a behavior.
2.Analytic rubric – provides specific feedback along several dimensions and descriptors of products. It breaks the
objective into components parts. It describes work on each criterion separately.

Computer Based Assessment - the practice of assigning quizzes and tests to learners on a computer instead of
paper. Computer-based assessments are already used widely in many eLearning environments.

Computer Based Testing is more efficient that paper-based tests because it is individualized testing and has faster
score reporting with in few minutes after submission.

Paper and pencil testing is the most common assessment procedure utilized by teacher to gather formal evidence
about pupil learning.

Paper and pencil instruments refer to a general group of assessment tools in which students read questions and
respond in writing. Some examples are multiple choice tests, true or false, matching type, analogy, simple recall,
and the like.

Electronic portfolio

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 An electronic portfolio which is also known as an e-portfolio, digital portfolio, online portfolio, e-folio, or eFolio
is a collection of electronic evidence assembled and managed by a user, usually on the Web.

Types of ePortfolios:
Evaluation/Assessment ePortfolios – the teacher utilizes this for both formative and summative assessment
feedback.
Learning ePortfolios – these portfolios are typically created by learner as part of a learning activity as a way to
demonstrate learning and the learning process. It supports the idea of formative feedback as an essential part of
the learning process.
Ideal portfolio – it contains all the work of students. It is not given to provide students a grade.
Documentation portfolio – it provides collection of work overtime showing growth and improvement reflecting
students’ learning of identified outcomes.
Showcase/professional ePortfolios – these ePortfolios are primarily a way to demonstrate the highlights of a
student’s academic career.

Module 7: Social, Ethical and legal Responsibilities In the use of Technology Tools and Resources

TECH SMART
Take care of technology equipment.
 Explore appropriate and safe sites for learning and research.
 Copyright law, Fair Use Act and Creative Commons matter.
 Help prevent cyberbullying.
 Self-image is important.
 Make use of netiquette.
 Always give credit to original source.
 Remember to be effective, thoughtful and ethical digital creators.
 Think.

Teachers can integrate TECH SMART into their lesson plans and encourage students to think about technology's
purpose in all digital interactions.

Digital vs Global Citizenship

Characteristics of a Good Citizen Characteristics of a Good Digital Citizen
A good citizen A good digital citizen
1.Advocates for equal human rights for all. 1.Advocates for equal digital rights and access for all.
2.Treats others courteously and never bullies. 2.Treats others with respect in online spaces and never
3.Does not steal or damage others’ property or persons. cyberbullies.
4.Communicates clearly, respectfully and with empathy. 3.Does not steal or damage others’ digital work, identity or
5.Actively pursues an education and develops habits for property.
lifelong learning. 4.Makes appropriate decisions when communicating through
6.Spends and manages money responsibly. a variety of digital channels.
7.Upholds basic human rights of privacy, freedom of speech, 5.Uses digital tools to advance their learning and keeps up
etc. with changing technologies.
8.Protects self and others from harm. 6.Makes responsible online purchasing decisions and protects
9.Proactively promotes their own physical and mental their payment information.
health. 7.Upholds basic human rights in all digital forums.
8.Protects personal information from outside forces that
might cause harm.
9.Proactively limits health risks of technology, from physical

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 to psychological.

We define the best assets of the Global Digital Citizens using 5 Tenets (Ribble, 2017):
Personal It includes demonstrating how we manage ourselves in matters such as personal finance, ethical
Responsibility and moral boundaries, personal health and wellness, and relationship online and offline.
Global Understands that technology has dissolved boundaries between all the world’s people. We
Citizenship communicate, collaborate, and celebrate across all levels of society. It cultivates acceptance,
understanding, compassion and humility.
Digital Covers appropriate and exemplary behavior in our online environments. It is working towards
Citizenship making our transparent digital world safe for ourselves and others.
Altruistic Service Altruism is defined as having a selfless concern for the “well-being of others.” It includes
embracing the opportunity to exercise charity and goodwill for the benefits of others.
Environmental It is more on common sense values and an appreciation for the beauty and majesty that
Stewardship surrounds us every day. It encourages every learner to take a positive stand on personal, local to
international actions regarding the preservation of what is essentially our “environment
community”.

Netizenship and Netiquette in Online Communities

Netiquette (net + etiquette) is the code of proper conduct
applied to virtual online spaces. This code is dictated by
common sense rules (manners) and social conventions.

A netiquette, or the rules of socially accepted behavior

online have to be observed in writing email, in texting, and
other communications on the web (Bilbao, et al., 2019).

Netizen, according to the Meriam-Webster Dictionary (26

April 2018) is an active participant in the online community of the internet. The medical dictionary refers to it as
an internet citizen who uses networked resources, which connotes civic responsibility and participation. Thus
netizenship means citizenship in the internet or in the virtual world.

Lesson 20: Intellectual Property Rights on the Development and Use of Digital Materials

Plagiarism
According to the Merriam-Webster online dictionary, to "plagiarize" means:
to steal and pass off (the ideas or words of another) as one's own
to use (another's production) without crediting the source
to commit literary theft
to present as new and original idea or product derived from an existing source

In other words, plagiarism is an act of fraud. It involves both stealing someone else's work and lying about it
afterward.

The following are considered plagiarism:

turning in someone else work as your own
copying words or ideas from someone else without giving credit
failing to put a quotation in quotation marks
giving incorrect information about the source of a quotation

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changing words but copying the sentence structure of a source without giving credit
copying so many words or ideas from a source that it makes up the majority of your work, whether you give
credit or not (see our section on "fair use" rules)

10 Types of Plagiarism
Find and Replace This happens when you alter the most common keywords and phrases in the copied content
plagiarism and not making any changes in the important document.
Mashup plagiarism Happens when the written article is copied from more than one source and all are mixed
together without any proper citation.
“404 Error” plagiarism In this type, an individual creates a document by copying from various sources and prepare
as a single document with the citation. But if the citation is inaccurate or it will lead to non-
existing resources.
Aggregator plagiarism This happens when the written article includes all the proper citation but it does not contain
original work.
Re-Tweet plagiarism This happens if all the article seems perfect with properly cited mark but still the document
resembles somewhere the original text’s structure or wordings.
Clone plagiarism It is also called identical copying. Individual duplicates another work (word-for-word) without
any alteration and claim as his own work.
Remix plagiarism An individual collect information (facts) from various sources and mix all together as a single
document then claim the work as his own work.
Hybrid plagiarism In this kind of plagiarism, perfectly cited source documents are copied and arranged as a
new document without citation.
Ctrl C plagiarism This happens when a significant portion of text copied from any single source without any
alteration in the written document.
Recycle plagiarism It is also called self-plagiarism. The act of borrowing from one’s own previous work without
an appropriate citation.

Intellectual Property Right

According to World Trade Organization, Intellectual property rights are the rights given to persons over the
creations of their minds. They usually give the creator an exclusive right over the use of his/her creation for a
certain period of time.

Intellectual property (IP), according to World Intellectual Property Organization (WIPO) refers to creations of the
mind, such as inventions; literary and artistic works; designs; and symbols, names and images used in commerce.

IP is protected in law by, for example, patents, copyright, and trademarks which enable people to earn
recognition or financial benefit from what they invent or create.

A patent - is an exclusive right granted for an invention.

A trademark - is a sign capable of distinguishing the goods or services of one enterprise from those of other
enterprises.
Copyright- is a legal term used to describe the rights that creators have over their literary and artistic works.
Copyright infringement -A copyright infringement is a violation of an individual or organization's copyright.

AUTHOR OF THIS MODULES (1-7)

Dr. Maredil R. Ambos
Ed.D.Phil.,D.Hum.FODd,FRIEdr
Professor

29
 CPU College of Education

EXAMS AND LONG QUIZESS

30
ACTIVITY ASSESSMENT

31
ONLINE ACTIVITIES

32
VIDEO REFLECTIONS

33
REFLECTION

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 Reflecting on the journey through the subject "Technology in Teaching and Learning," it's evident
that this course has been trans-formative in understanding how technology can enhance
educational practices. This reflection will explore the scores, activities, projects, and learning
experiences that shaped this journey, highlighting the growth and insights gained along the
way.The scores received throughout this course have been a vital measure of understanding and
application of the content. These assessments, including quizzes, assignments, and projects,
provided a comprehensive overview of my progress and areas for improvement. The quizzes tested
theoretical understanding, while assignments often required practical applications of
concepts.Moreover, the grading criteria emphasized the need for clarity, precision, and critical
thinking. High-scoring assignments often demonstrated a strong grasp of both theoretical
frameworks and practical applications, underscoring the importance of bridging the gap between
knowledge and practice in technology-enhanced learning environments.The activities in this course
were diverse and designed to engage different learning styles. From discussion forums to hands-on
technology workshops, each activity contributed to a well-rounded understanding of how
technology can be integrated into educational settings.Discussion forums were particularly
valuable, providing a platform for exchanging ideas with peers and instructors. These discussions
often explored current trends and challenges in educational technology, encouraging critical
thinking and reflective practice. Engaging with diverse perspectives helped in understanding the
broader context of technology in education, beyond theoretical knowledge. Moreover, Projects
were a central component of this course, providing opportunities to apply theoretical knowledge in
real-world scenarios. One of the most impactful projects involved designing a technology-
integrated lesson plan. This project required a comprehensive understanding of instructional design
principles, technological tools, and pedagogical strategies. Another significant project was the
development of a digital portfolio. This project not only demonstrated technical proficiency but also
encouraged self-reflection on the learning journey. Compiling the portfolio required selecting
representative works, reflecting on the learning process, and articulating personal growth and
future goals. This project reinforced the value of reflective practice in professional development
and lifelong learning. In conclusion, the subject "Technology in Teaching and Learning" has been an
enriching experience, providing valuable insights into the role of technology in modern education.
The journey through this course, marked by assessments, activities, projects, and continuous
learning, has equipped me with the knowledge and skills needed to effectively integrate technology
into educational practice. The reflections on scores and assessments highlighted the importance of
critical thinking and continuous improvement. The activities and projects emphasized the practical
application of theoretical knowledge, while the overall learning experience underscored the
importance of digital literacy and adaptability in the 21st-century educational landscape.

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