EDU 534: TECHNOLOGY IN TEACHING AND LEARNING 1

DIGITAL LITERACY SKILLS: MEDIA, INFORMATION AND ICT LITERACY

Digital Literacy

 It is about being able to make sense of digital media. This occurs through meaningful and sustainable
consumption and curation patterns that improve an individual potential to contribute to an authentic
community. This includes the ability to analyse, prioritize, and act upon the countless digital media 21st century
citizens encounter on a daily basis.
 It means having the skills you need to live, learn, and work in a society where communication and access to
information is increasingly through digital technologies like internet platforms social media, and mobile devices.
 Communication is also a key aspect of digital literacy. When communicating in virtual environments, the ability
to clearly express your ideas, ask relevant questions, maintain respect, and build trust is just as important as
when communicating in person.

Four Principles of Digital Literacy

1. Comprehension- The first principle of digital literacy is simply comprehension- the ability to extract implicit and
explicit ideas from a media.
2. Interdependence- it is how media form connects with another, whether potentially, metaphorically, ideally, or literally.
Little media is created with the purpose of isolation, and publishing is easier than ever before. Due to the sheer
abundance of media, it is necessary that media forms not simply co-exist, but supplement one another.
3. Social Factors- Sharing is no longer just a method of personal identity or distribution, but rather can create messages
of its own.
4. Curation- ability to understand the value of information and keep in a way that makes it accessible and useful long-
term.

Media literacy

 Media literate is to engage in a digital society, one need to be able to understand, inquire, create, communicate
and think critically.

Media Literacy: Five Core Concepts

→ All media messages are constructed

→ Media messages are constructed using a creative language with own rules
→ Different people experience the same media message differently
→ Media have embedded values and points of view

Information Literacy
 It describes as set of abilities that enables an individual to acquire, evaluate, and use information. You can think
of information literacy as having these components: identify, find, evaluate, apply and acknowledge sources of
information.
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ONLINE DISTANCE EDUCATION AND COMMUNITIES OF LEARNERS
(BASED SA INTERNET)
 Distance learning is a form of learning without 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 borderless and learning boundless. This was enhanced by
the emergence of web 2.0 tools which made collaborative learning easier.

Online Distance Learning 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.
 Every chance or corner becomes a learning space. It is clear that learning takes place anywhere and this adds
to the concept of flexibility in the learning environment. With technology, students can possibly continue to
join class sessions even if they are not physically around. The learning space becomes virtual or mediated.
The library is not only a physical structure where they can read published books but has also become virtual.

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.

Different Platforms
 These free programs designed for educational purposes.
 It has features that are patterned after the instructional activities of a teacher in a physical classroom.
 Using this different platforms can actually hold a lesson, post questions for discussion, give assessment activities
and provide references or links to other online materials.

1. Schoology
 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
2. 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.
3. EDUCAUSE
 EDUCAUSE is a non-profit association with the mission is to advance higher education through the use of
information technology.
4. Google Classroom and Edmodo
 Google Classroom is a free service for teachers and students.
 It is an LMS platform that is accessible google account.
 2008, Edmodo was Created by Nic Borg, Jeff O’Hara and Crystal Hutter
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 Compared Edmodo and Google Classroom, despite of its commonalities, there are apparently
differences but with technology, things evolve in so short a time.
 What is clear is that they were created 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.

SYNCHRONOUS
 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
 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. The LMS mentioned in this lesson has a
feature that can allow an asynchronous session.

BLENDED LEARNING
 Another way of handling flexible learning 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.

KINDS OF BLENDED LEARNING

MODEL 1: Face-to-Face Driver
 In the face-to-face model, the teacher delivers the curricula most of the time and utilizes online learning at
certain times with the purpose to augment or provide an alternative experience. Instruction is provided in a
computer laboratory or assigned tasks are uploaded online.

MODEL 2: Rotation
 In a particular course or subject, students rotate on a fixed schedule between learning online in a one-to-one,
self-paced learning environment and being inside the classroom with face-to-face teacher. This is the model that
is in between the traditional face-to-face learning and online learning.

MODEL 3: Flex
 This model uses an online platform that delivers most of the course.
 Support to learning is provided as needed through on-site support or by online tutor who facilitates the tutorial
or small group sessions.
 Sessions can be arranged into synchronous or asynchronous.
 Course participants may work on their tasks at any convenient time as long as it is within the confines of the
course duration.

MODEL 4: Online Lab

 The online-lab model uses an online platform in delivering the courses but located in a physical classroom or
computer laboratory.
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 Since the lessons are in modular format and available in the online program, teacher assistants supervise these
classes.
 However, they many not provide the needed expertise if learner seek assistance.
 Furthermore, students who are enrolled in an Online Lab model of blended learning may be enrolled in a
traditional classroom courses at the same time and therefore have block schedules

MODEL 5: Self-Blend
 The self-blend model is a system provided by the school where the students can choose the courses they would
like to have in addition to their typical brick-and-mortar classroom classes.
 This model is always remote- a major difference from the Online Lab.

MODEL 6: Online Driver

 The online driver model utilizes a platform and a teacher that delivers all curricula.
 Students remotely work on their program most of the time.
 If ever there is face-to-face component, it is made optional or if ever it is required for the students to go to the
physical learning environment such as in a school, then it can be extracurricular activities augmenting the
curriculum.

(BASED SA MODULES)
Distance Learning: Synchronous or Asynchronous
Distance learning or distance education, e-learning, and online learning,
 form of education in which the main elements include physical separation of teachers and students during
instruction and the use of various technologies to facilitate student-teacher and student-student
communication.
 Various terms have been used to describe the phenomenon of distance learning (the student’s activity) and
distance teaching (the teacher’s activity) together makes up distance education.

Four Characteristics of Distance Learning

1. Distance learning is by definition carried out through institutions, it is not self-study or non-academic learning
environment.
2. Geographic separation is inherent in distance learning, and time may also separate students and teachers.
Accessibility and convenience are important advantages of this mode of education.
3. Interactive telecommunications connect individuals within a learning group and with the teacher.
4. Distance education, like any education, establishes a learning group, sometimes called a learning community, which is
composed of students, a teacher, and instructional resources.

Synchronous Distance Learning

 occurs when the teacher and students interact in different places but during the same time. Students enrolled in
synchronous courses are generally required to log on to their computer during a set time at least once a week.
 It may include multimedia components such as group chats, web seminars, and video conferencing and
phone call-ins.
 Synchronous learning generally works best for students who can schedule set days and times for their studies.
 Examples include, instant messaging, video conferencing, webcams, MUDs, MOOs, and chat
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Asynchronous Distance Learning
 occurs when the teacher and the students interact in different places and during different times.
 It is often relies on technology such as email, e-courses, online forums, audio recordings and video recordings.
Snail mail is another medium for asynchronous learning.
 Examples include, email, texting, newsgroups, blogs and social media.

Flexible learning
 multi-layered and multi-faceted. In its broadest sense it is a continuum of approaches in terms of time, place,
pace, content and mode of learning applied in varying degrees. Its overarching purpose is to increase
opportunities and options available to learners and give them greater control over their learning through a
variety of learning modes and interactions. It is not an alternative mode of education but an overarching driving
force that provides learners greater choice.
 Flexible provision of higher education refers here to a mode of provision that provides learners with guided
choice, in a number of domains, achieved through employment of various strategies including the use of
learning and teaching techniques and technologies and the adoption of policies affecting choices for learners.
 Flexible learning is a movement away from a situation in which key decisions about learning dimensions are
made in advance by the instructor or institution, towards a situation where the learner has a range of options
from which to choose with respect to these key dimensions.

Advantages
 Allows learners to make their decisions about how quickly to learn
 Assuming control and responsibility of the learning pace can be motivating for some learners

Disadvantages
 Learners may lack the experience to pace themselves appropriately
 Control and responsibility can be uncomfortable to inexperienced learners
 Poor time management could lead to procrastination and the whole learning experience ineffective
 Managing students could be resource intensive

Learning Theories and Principles in Dale’s Cone of Experience

Dale’s Cone of Experience
 is a model that incorporates several theories related to instructional design and learning processes.
 During the 1960s, Edgar Dale theorized that learners retain more information by what they “do” as opposed to
what is “heard”, “read” or “observed”. His research led to the development of the Cone of Experience. Today, this
“learning by doing” has become known as “experiential learning” or “action learning”.

Bands in Dale’s Cone of Experience

1. Direct purposeful experiences – These refers to foundation of experiencing learning. Using the sense, meaning
knowledge and understanding are established. This is experiential learning where one learns by doing.
2. Contrived experiences -It is in this category that representations such as models, miniatures, or mock ups are
used. There are things or events that may be beyond the learners grasp and so contrived experiences can
provide a substitute.
3. Dramatized experiences - These are commonly used as activities that allows students to actively participate in a
reconstructed experience through role-playing or dramatization.
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4. Demonstrations - When one decides to show how things are done, demonstration is the most appropriate
experience. It is an actual execution of a procedure or a process
5. Study trips - These are actual visits to certain locations to observe a situation or a case which may not be
available inside the classroom.
6. Exhibits - These are displays of models such as pictures, artifacts, posters, among others that can provide the
message or information. These are basically viewed, however, there are currently exhibits that allow the viewers
to manipulate or interact with the display and as a result, the exhibit becomes more engaging and fun.
7. Television and motion pictures– These are technology equipment that provide a two-dimensional
reconstruction of a reality. These allow learners to experience the situation being communicated through the
mediated tools. They provide a feeling of realism as viewers try to understand the message portrayed by actors
in the films.
8. Still pictures, Recordings, Radio - Still are pictures or images. Together in this category are the audio-recorded
materials or information broadcast through the radio.
9. Visual Symbols – A highly abstract level includes visual symbols, such as charts, maps, graphs and diagrams that
are used for conceptual representation. These visual symbols help to make just about any reality into something
easier to understand.
10. Verbal symbols - a highly abstract level as they bear no physical resemblance to the objects or ideas they stand
for. In fact, these verbal symbols provide no visual representation or clues to their meaning.

TPACK (Technology, Pedagogy, and Content Knowledge)

TPACK
 is a framework that combines the teacher’s three knowledge areas: technological knowledge, content
knowledge, and pedagogical knowledge. This framework shows the interconnectedness of content.
 refers to knowledge about the complex relations among technology, pedagogy, and content that enable teachers
to develop appropriate and context-specific teaching strategies.

FOUR COMPONENTS in the TPACK framework, address how these three bodies of knowledge interact, constrain, and
afford each other as follows:

Pedagogical Content Knowledge (PCK)

 is the teacher's deep understanding of the processes and practices or method of teaching and learning. It
includes: understanding the nature of the students having strategies for evaluating the students.
 is to Shulman’s (1986) notion of “an understanding of how particular topics, problems, or issues are organized,
represented, and adapted to the diverse interests and abilities of learners, and presented for instruction” (p. 8).

Technological pedagogical knowledge (TPK)

 refers to teachers' knowledge of how various technologies can be used in teaching and understanding that using
technology may change the way an individual teaches.
 refers to an understanding of technology can constrain and afford specific pedagogical practices.

Technological Content Knowledge (TCK)

 Knowledge of how to use technology within a specific content area. Knowing how to use a spreadsheet provides
an example of how to analyze a set of data for patterns or knowing how to use Fraction Bars to show a
proportional relationship.
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 refers to knowledge of the reciprocal relationship between technology and content. Disciplinary knowledge is
often defined and constrained by technologies and their representational and functional capabilities.

THREE MAJOR KNOWLEDGE COMPONENTS form the foundation of the TPACK framework as follows:

Content knowledge (CK)

 refers to any subject-matter knowledge that a teacher is responsible for teaching.
Pedagogical knowledge (PK)
 refers to teacher knowledge about a variety of instructional practices, strategies, and methods to promote
students’ learning.
Technology knowledge (TK)
 refers to teacher knowledge about traditional and new technologies that can be integrated into curriculum.

SAMR Model
 Another important model in the integration of technology in instruction is SAMR. SAMR is a model designed to
help educators infuse technology into teaching and learning. Developed by Dr. Ruben Puentedura, the model
supports and enables teachers to design, develop, and infuse digital learning experiences that utilize technology
(Nove, 2013)

Substitution: Technology acts as a direct substitute, with no functional change.

Augmentation: Technology acts as a direct substitute, with functional improvement.
Modification: Technology allows for significant task redesign.
Redefinition: Technology allows for the creation of new tasks, previously inconceivable

The ASSURE Model

The ASSURE model
 is an instructional design model that designers use to develop more effective training programs with integrated
technology. ASSURE differs from the ADDIE model because it's typically regarded as a model that caters to
learners through technology and media.

Analyze your learners

 the first step in the process is that the teacher should analyse the attributes of her learners. There should be
focus on those learner characteristics which associated with the learning outcomes desired.
The analysis of your learners should include:
→ The general attributes of your learners, such as age, academic abilities, gender, interests, etc.
→ Prior competencies
→ Learning styles, such as auditory, visual and tactile

State Standards and Objectives

 after the analysis of the learner attributes, the teacher must state standards and objectives for the learning
module. This statement consists of a specification of what the learners will be able to do as a result of the
instruction. To concrete about things, this statement will focus on what the learner will know or be able to do as
a result of the instruction.
The mark of a good set of learning objectives is conformity to the ABCDs of well-stated learning objectives.
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→ Audience- For whom is the objective intended?
→ Behavior- What is the behaviour or performance to be demonstrated?
→ Conditions- What are the conditions under which the behaviour or performance will be observed?
→ Degree- To what degree will the knowledge or skill be mastered?

Select Strategies, Technology, Media, and Materials

 given what your learning objectives are, it’s necessary to pick instructional strategies, technology, and media that
will bring about the results that you want. You should figure out what which delivery method will be best for
your instruction. For instance, what proportion of your instruction will be instructor-centered and what
proportion of will be student-centered? The first of these are strategies such as lecture, demonstration or
showing a video.

Utilize Technology, Media, and Materials

 this step is concern in making a plan as to how you will utilize the technology, media and materials that you have
selected. As with all instructional steps, you must make sure that your plans contribute towards producing the
objectives that you have laid down.
It’ important to follow the Five P’s
→ Preview the Technology, Media, and Materials
→ Prepare the Technology, Media and Materials
→ Prepare the Environment
→ Prepare the Learners
→ Provide the Learning Experience

Require Learner Participation

 this step actually belongs within earlier steps. It requires that you make plans to how you are going to actively
engage your students in the material that you are teaching. This needs to be figured out both at the class level
and the individual level.

Evaluate and Revise

 this process is just as crucial as all of the others. In this, you evaluate the impact of your teaching on student
learning. This includes an evaluation of your teaching strategies and the technology, media, and materials that
you used.

DIGITAL SAFETY RULES AND NETIQUETTE

Cyberbullying – is the use of the internet and related technologies to harm other people in a deliberate, repeated and
hostile manner.
Types of Cyberbullying
1. Flaming – online fights using electronic messages with angry and vulgar language.
2. Harassment – repeatedly sending nasty, mean, and insulting messages
3. Denigration – “dissing” someone online. Sending or posting gossip or rumors about a person to damage his or her
reputation or friendships.
4. Impersonation – pretending to be someone else by sending or posting material to get that person in trouble or danger
or to damage that person’s reputation or friendships.
5. Outing – sharing someone’s secrets or embarrassing information or images online.
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6. Trickery – talking someone into revealing secrets or embarrassing information, thensharing it online.
7. Exclusion – intentionally and cruelly excluding someone from an online group.
8. Cyberstalking – repeated, intense harassment and denigration that includes threats or creates significant fear.

Digital Safety Rules to help you Avoid getting into trouble Online
1. Keep Personal Information Professional and Limited – potential employers or customers don’t need to know your
personal relationship status at your home address. They do need to know about your expertise and professional
background and how to get in touch with you.
2. Keep your Privacy Settings On – marketers love to know all about you, and so do hackers. As noted by Lifehacker, both
web browsers and mobile operating systems have settings available to protect your privacy online. Major websites like
Facebook also have privacy-enhancing settings available.
3. Practicing Safe Browsing – cybercriminals use lurid content as bait. They know people are sometimes tempted by
dubious content and may let their guard down when searching for it. By resisting the urge, you don’t even give the
hackers a chance.
4. Make Sure your Internet Connection is Secure. Use a Secure VPN Connection – your vulnerable endpoint is your local
internet connection. Make sure your device is secure, and when in doubt, wait for a better time before providing
information such as your bank account number.
5. Be Careful What You Download – a top goal of cybercriminals is to trick you into downloading malware-programs or
apps that carry malware or try to steal information. This malware can be disguised as an app: anything from a popular
game to something that checks traffic or the weather.
6. Choose Strong Passwords – passwords are one of the biggest weak spot in the whole internet security structure, but
there’s currently no way around them. And the problem with passwords is that people tend to choose easy ones to
remember such as 123456, which are also easy for cyber thieves to guess.
7. Be Careful What you Post – the internet does not have a delete key, any comment or image you post online may stay
online forever because removing the original does not remove any copies that other people made.
8. Be Careful Who you Meet Online – people meet online are not always who they claim to be.Indeed, they may not
even be real. Fake social media profiles are a popular way for hackers to cozy up to unwary Web users and pick their
cyber pockets.