PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

LEARNING MODULE IN
TECHNOLOGY FOR
TEACHING AND
LEARNING

LNBaasis 1
PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

LEARNING OUTCOMES

When completing this module, you will be able to:

• State and demonstrate the educational role and functions of computer

technology.
• Assess current personal usage of computer applying the tutor-tool-tutee
model.
• Transform the negative effects of computer into its educational and
instructional values.
• Identify and describe the five categories of instructional software, in terms
of their features, characteristics and applications in teaching and learning.
• Design a learning activity using appropriate instructional software.
• Apply the use of instructional software in other academic discipline.

DISCUSSION

“Technology is
more than
hardware.
Technology
consists of the
design and the
environment that
engage learner.”

--D. Jonassen

LNBaasis 2
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

Introduction to Educational Technology

OVERVIEW

The 21st century heralds the evolutionary innovation in education. It is evolutionary

because it introduces new ways of teaching and learning brought about by the continuous
and speedy growth in information and communication technology. Teaching and learning
will never be the same again as technology continues to transform the way teachers teach
and the way students learn. These remarkable changes create a tremendous pressure to
the pre-service and novice teachers like you. With the avalanche of knowledge and
information online, how do you address the learning styles of your digital learners? This
new breed of learners comes to your class with prior if not advance knowledge in
practically every subject you will teach. Access to knowledge and information is just a
touch away for them. Will you value the knowledge that these students acquire outside of
the school and via the technology?

As you are about to embark into this fascinating and fulfilling field of teaching and
taking the most challenging role in the classroom, then you begin to wonder how you can
develop and acquire the pedagogical knowledge and skills to become an effective
teacher? What is technology in the context of teaching and learning?

LESSON 1

Understanding Educational Technology, Its Nature, scope and

Characteristics.

OVERVIEW

In this lesson 1 discusses the understanding of Educational Technology, Its Nature

and Characteristics. This lesson introduces educational technology, its various meanings
and definitions as seen in different perspectives, its nature, scope and characteristics.

LEARNING OBJECTIVE

• Define educational technology in the context of teaching and learning in the digital
age.
• Analyze and critique the key elements that constitute the pedagogical framework
in understanding educational technology.

DISCUSSION

Educational Technology is such a complex field of study. We can notice and saw
how knowledge of educational technology evolved along with the fast growth and
development of technology. Our understanding of this field four decades ago may no
longer be true and applicable today as the body of knowledge about educational
technology continues to change depending on one's professional orientation, practice and
experience (Habulan 20016).
2016

This time let us explore the body of literature about how scholars, researchers and
other practitioners define and express their understanding of educational technology.

Definition of Educational Technology

LNBaasis 3
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

Educational Technology is a broad field that covers interrelated areas of

academic disciplines. The bulk of literature shows a considerable amount of information
and opinions expressed by scholars and researchers in their attempt to provide universal
understanding of educational technology. The following are some notable contributions
in the field that will guide practitioners particularly teachers in understanding this field.

In 1977 the Association for Educational Communications and Technology (AECT)

created a Task Force on Definition and Terminology with the primary function of providing
structure and directions on the application of technology in education. An explorative and
contextual discussion on how educational should be defined was made by the AECT Task
Force.

However, in the turn of the 21st century when large amount of information about
the meaning of educational technology pervades research studies, articles and
professional journals, AECT in 2004 came up with their revised definition of educational
technology.

Their latest definition states that “educational technology is the study and
ethical practice of facilitating learning and improving performance by creating,
using, and managing appropriate technological processes and resources” (AECT,
2004).

Other Definitions of Educational Technology

Educational technology is the implementation of appropriate tools, processes that

facilitate the application of senses, memory, and cognition to enhance teaching
practices and improve learning outcomes (Aziz, 2010).

Educational technology is based on theoretical knowledge from different

disciplines (communication, psychology, sociology, philosophy, artificial
intelligence, computer science, etc.) plus experiential knowledge from educational
practice (Deschryver, as cited in Educational Technology, n.d.).

Educational technology is a complex, integrated process involving people,

procedures, ideas, devices, and organization, for analysing problems, and
devising, implementing, evaluating and managing solutions to those problems,
involved in all aspects of human learning (Educational Technology, n.d.).

Educational technology is also a profession in the context of educational practices.

Professionals in this field meet the academic criteria and subscribe to the ethical
standards of the profession. They develop leadership skills in the design,
implementation and evaluation of educational technology programs. These
professionals are called "educational technologists”.

Is instructional technology the same with educational technology?

These two terms are interchangeably used by practitioners in the field. According
to Seels and Richey, (1994), instructional technology is the theory and practice of design,
development, utilization, management, and evaluation of processes and resources for
learning. It is a discipline devoted to techniques, approaches, or ways to make learning
more efficient based on theory. It is a subset of educational technology that deals directly
with teaching and learning applications (AECT, 2001).
Technology in education on the other hand is the application of technology to any
of those processes involved in operating the institutions which house the educational
enterprise. It includes application of technology to food, health, finance, scheduling, grade

LNBaasis 4
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

reporting and other processes which support education within institutions. Hence,
technology in education is not the same as educational technology (AECT, 2001).

The foregoing definitions readily support the claim that educational technology is
a complex and a wide field of study. Knowledge and understanding of this field will
continue to change as new pedagogical practices and technological innovations pervade
the educational technology landscape. As future teachers, try to abreast yourself with
these changes and adapt them to meet the learning needs of your digital students.

Likewise, in relation to the meaning of Educational Technology, Corpus et. al.

(2008) state that educational technology is a very broad term. It is the application of
scientific findings in our method, process or procedure of working in the field of education
in order to effect learning. It embraces curriculum and instructional design, learning
environment, theories of teaching-learning. It is also a field and a profession. It is the use
of all human inventions for to realize their mission to teach in order that students learn.
(Corpuz et al 2008).

Technology in education is the application of technology any of those processes

involved in operating the institutions which house the educational enterprise. It includes
the application of technology to food, health, finance, scheduling, grade, reporting, and
other processes which support education within institutions." (David H. Jonassen, et al,
1999).

Instructional technology is a part of educational technology. Instructional

technology refers to those aspects of educational technology that "are concerned with
instruction as contrasted to designs and operations of educational institutions.
Instructional technology is a systematic way of designing, carrying out, and evaluating the
total process of learning and teaching in terms of specific objectives." (Lucido and Borabo,
1997).

Technology integration means using learning technologies to introduce, reinforce,

supplement and extend skills.” (Williams, ed. 2000). Like instructional technology, it is a
part of educational technology. Technology integration is part and parcel of instructional
technology, which in turn is a part of educational technology.

Educational media are channels or avenues or instruments of communication.

Examples are books, magazines, newspapers, radio, television and Internet. These
media also serve educational purposes.

Which of the terms above are very much related to educational technology? Which
one is least related?

______________________________________________________________________

LNBaasis 5
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

LEARNING ACTIVITY 1.

1.1 From the different definitions of educational technology, pick one key word
that usually appears in the definition. For example, you have chosen the word
“learning” or “process” which appear in several definitions. Discuss this chosen
word and explain why this particular word comes out in the definition of
educational technology.

1.2. In three sentences, define educational technology based on your own

understanding.

________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

1.3 By using the graphic organizer below, explain educational technology.

EDUCATIONAL

TECHNOLOGY

LNBaasis 6
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

LESSON 2

TITLE - Historical Development of Educational Technology and ICT in

Education

OVERVIEW

In this lesson, it discusses the historical development of Educational Technology.

This lesson traces the brief historical development of educational technology and how its
technological evolution led to the emergence of the new technology of the 21st century.

LEARNING OUTCOMES

❖ Trace the significant events in the history of educational technology.

❖ Describe the merging traditional technology with the development of digital
technology.
❖ Relate your personal experiences in the various stages in the history of technology.

DISCUSSIONS

Not many of you perhaps may be interested in history. However, the events in the
past help us understand the present and guide us to define and set directions for the
future.

The presence of too many technologies today makes us wonder how all these
machines and gadgets came into existence. How can sound and light travel? The most
intriguing question perhaps is to know how pictures are transmitted. We have gone a long
way in the evolution and development of technology.

If we study about the history of technology in general, we are likewise thinking

about the invention of tools, gadgets and other techniques. These include methods such
as language and stone tools to a more complex engineering and information technology
that began in the 1980s (SOS Children's Villages International, n.d.). In addition, the
history of technology tells us about the development of systematic techniques for making
and doing things.

In this Lesson, you will enhance your knowledge and understanding about
educational technology by tracing the various stages in its historical growth and
development. Is communication the same today as it was decades and centuries ago?
Let’s find out.

Historical Development of Educational Technology

Communication is a basic element in effective teaching. It is an act of transmitting

information and ideas from the sender to the receiver. Historically, and from learned from
the bible, Moses came down from Mt. Sinai carrying with him stone that conveyed the
Ten Commandments. In this particular case, the chiselled stone was the medium used to
carry the message. In teaching, we can trace the history of educational technology by
focusing on the modes of communication.

The use of human voice through oral communication is the earliest of teaching. In
the olden times, all forms of literature such as stories, folklore and news were transmitted
through oral communication. Great scholars and philosophers delivered their ideas by

LNBaasis 7
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

speaking before their audience or their students. No less than our greatest teacher Jesus
Christ made use of oral communication to deliver his teachings.

By the fifth century B.C, written documents existed and marked the emergence of
writing to support the oral communication. Using the feather pen dipped ink, scholars and
philosophers transmitted their teachings in manuscripts and other documents.

In the 12th century A.D., slate boards were in use in India. But it was not until turn
of the 19th century that schools started using slate boards and blackboards at the end of
World War Two, the U.S. Army started using overhead projectors training. It was widely
used for lecture presentations in the late 1950 and early 1900 until it was eventually
replaced by electronic projectors (Bates, 2014).

While telephone came in as early as in the late 1870s, it never served as a main
tool in education. It did not also serve in the delivery of distance education programs due
to high cost.

The history of photography started with the discovery of the principle of the camera
obscure or a dark room and the observation that some substances are visibly altered
when exposed to light. The first successful photographic process was made in 1839 which
marked the birth of practical photography. The development of photographic process
started in 1820 and was attributed to Nicephore Niepce and later on pursued by his
associate Louis Daguerre (History of Photography, n.d.).

The development in photographic process gave birth to filmstrips and 35 mm

slides. The filmstrip was a common form of still picture instructional multimedia, used by
teachers in primary and secondary schools. From the 1940s to 1980s, filmstrips provided
an easy and inexpensive alternative to 16mm educational films which eventually led to
the emergence of programmed instruction in slides or in filmstrip versions (Filmstrip, n.d.).

The introduction of computer-based electronic digital cameras in the 1990s

revolutionized photography. During the first decade of the 21st century, the use traditional
film-based photochemical methods gradually became less popular as digital photo
development was preferred due to image quality and the lower price of digital cameras.

A man named Cros is remembered as the earliest inventor of sound recording and
reproduction device. But history tells us that in 1877 Thomas Edison invented the first
mechanical phonograph cylinder sound recording machine. The invention of sound and
audio recordings was taken as a positive development in education as schools started to
use them as a tool to deliver instruction. These audio recordings came in various formats,
from the rounded playing record, open reel tapes, and cassette tapes to compact disks
or CDs.

The British Broadcasting Corporation (BBC) began broadcasting educational radio

programs for schools in the 1920s. They made the first adult education radio broadcast
in 1924. The use of television for education was first recorded in 1970 and quickly spread
around the world.

In 1976 the first Betamax Video Cassette Recorder or VCR was introduced in the
United States of America. Japan Victor Corporation's (JVC) first introduced the VHS
(video home system) that doubles the recording time of the beta format. So just like the
audio recordings, the video technology came out in various formats, from Betamax, VHS
to DVDs.
Fibre-optic cable was first used to distribute cable TV programming in 1976. This
new technology increases potential channel capacity and improves picture reception.
Hence, educational television channels such as National Geographic and the History

LNBaasis 8
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

channel became the source of educational knowledge and information particularly to the
viewing public.

The emergence and development of computer technology had its beginning in the
19th century. The English Mathematics Professor Charles Babbage designed the
Analytical Engine which served as the basic framework of computers today. Initially,
computers were classified into three generations. Each generation is marked by
significant improvement in features and functionalities (Steitz, 2006). However, according
to Jawad Khan (2013), there are actually five generations of computer technology. These
five generations reflect the evolutionary development not only in features and
functionalities but also in size and in their operating systems. The succeeding Chapter
will further discuss the educational role and functions of the computer, and how this
powerful machine revolutionized education today,

To reinforce your chronological understanding of the history of technology in

general and of educational technology in particular, let us do the following learning
activities.

HISTORY OF INFORMATION AND COMMUNICATION TECHNOLOGY IN

EDUCATION

The United Nations Educational, Scientific and Cultural Organization (UNESCO)

uses the term ICTs, or information and communication technologies, to describe: "...the
tools and the processes to access, retrieve, store, organize, manipulate, produce, present
and exchange information by electronic and other automated means. These include
hardware, software and telecommunications in the forms of personal computers,
scanners, digital cameras, phones, faxes, modems, CD and DVD players and recorders,
digitized video, radio and TV programs, database programs and multimedia programs "
(UNESCO Bangkok, 2003, p.75; Anderson, p.5).

Historical context is important to better understand the evolution of Communication

Technology (ICT) in education.

From the history of media, we know that new forms never replace the old one.
Television did not kill radio and Internet did not k TV. New forms complement the old
ones, but do not countervail them. This naturally leads to greater choice for people, but
also causes fragmentation. Different media devices and formats also get mixed up with
each other and this way generates new forms that contain features from each of them.
IPod is a good example of this. It is a kind of a Walkman in the internet era that can be
used as a personalized radio.

Five Phases of Using Computers in Education

1. Late 1970's - Early 1980's: Programming, Drill, and Practice

This is the era when computers were beginning to be used in school years of
1980's when teachers were teaching "ADP in class which stand for “automated data
processing" using Nokia MikroMikko.
The pedagogical reason to teach programming was not to train programmers, but
to develop students' logic and math skills. There were also software teachers for simple
drills and practice exercises for math and language learning. these exercises didn't help
students much to reach any deeper understanding, as they were mainly simulating
students' short-term memory and "trial, error, trail, error, trial, past, kind of activity but
these programs kept the wild children quiet (for a while) when teachers teaching those
who were more into programming.

LNBaasis 9
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

2. Late 1980's - Early 1990's: Computer Based Training (CBT) with Multimedia

Later, the multimedia computers, with advanced graphics and sounds came to the
markets. It was an improvement of the drill and practice exercises which failed to teach
the students that much due to the absence of multimedia which contains color and
animation that motivated the students to do the exercises.
This was known as the golden era of CD-ROMs and multimedia which contributed
a lot to students' learning. Students appeared. Students appeared to learn better by
watching movies/animations and listening to audios whereas some learned better by
reading or watching still images. The drill and practice component (now in colors) were
kept in there, too, but now its role was more to control yourself if you learned what the
multimedia was trying to teach you.
The multimedia CD-ROMs did not either get people to deep learning and
understanding. They failed to be useful almost in all other study subjects than language
learning where part of the study work of many people really requires hard practicing and
repetition (vocabulary, grammar etc.).

3. Early 1990's: Internet-Based Training (IBT)

The third wave of using computers in education came with the adoption of the
World Wide Web. The failure of CD-ROMs was deemed related to the challenges to
update the content in the CD-ROMs. Since information changes so fast, the internet
became a rich source of the expanding knowledge in giving Internet-based training, but
again without the multimedia, all one could do on the internet were early experiments with
animations, videos and audios. It was noticed that merely clicking and reading e-learning
course materials online didn't make people very smart. And again, some people claimed
that the problem was the lack of multimedia.
Later, users of internet-based training found it not to be pedagogical, cost and time
efficient, because after going through the internet-based training, very little learning
occurred.

4. Late 1990's - Early 2000: E-Learning

Improvements were made on the Internet-based training in late 1990's and early
2000 in the form of e-learning. The e-learning industry was built, even though it was not
proven that anyone (except the IT managers) needed these products. The markets for e-
learning courses and especially for Learning Management Systems (LMS) were created.
An enormous number of websites, articles and companies made it clear to all concerned
with education that this is something they must be involved in. The IT managers of
thousands of educational institutions and organizations were asked by the educational
experts to come up with e-learning solutions and companies were happy to help the IT
managers. The pedagogical thinking around the e-learning is closely related to the
computer-based training. The point is to deliver courses for students. Later on, the
learning platform developers has become more aware that learning requires social
activities among the learners themselves.

5. Late 2000: Social Software + Free and Open Content

In the late 2000, social software and free and open content marked a real
breakthrough in the field of educational technology. Blogs and wikis have already brought
web back to its original idea: simple tool for personal notes that are easily accessible and
even editable by peers and your potential peers.
The pedagogical thinking behind the social software and the free and open content
can be rooted to the social constructivist theory and cultural-historical psychology. "Any
true understanding is dialogic in nature.” Mikhail Bakhtin and Lev Vygotsky wrote that "all
higher (mental] functions originate as actual relations between human individuals."

LNBaasis 10
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

Learning with computers is not only about programming or drill and practice, nor
about multimedia, nor about fast updating or cost-efficiency – it’s about people sharing
ideas.

LEARNING ACTIVITY 2

2.1 VIDEO ON HISTORY OF

EDUCATION

Directions:
❖ Watch this video on the History of Educational Technology. After watching, name
and discuss the significant insights that you have learned from the video. And to
what extent did this video reinforce your knowledge and understanding about the
history of educational technology?

Watch this video

History of Educational Technology
Herco M. (2016, February 2). History of Educational
Technology. Retrieved from
https://www.youtube.com/watch?v=hsAwPabRwk

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
__________________________________________________________________

Learning Activity 2.2

Direction:
❖ Use of the graphic timeline below
❖ Recall the video presentation you have just seen.
❖ Write in each box corresponding to the year or period in history, significant
discoveries or notable events in the history of educational technology.

3300 B.C 1801 1920 2000

600 A.D 1826 1990

LNBaasis 11
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

Learning Activity 2.3

Trace the history of educational technology by creating timeline by being creative

through drawing or pictures.

DRAW PICTURE HERE Description or

Explanation

Learning Activity 2.4

Discuss the 5 phases of using computers in education by filling up the table below.

Period Usage Tools

1. Late 1970’s – early
1980’s

2. Late 1980s early

1990s

3. Early 1990s

4. Late 1990s

5. Late 2000

LNBaasis 12
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

LESSON 3

TITLE - Importance of Educational technology

OVERVIEW

Lesson 3 is all about importance of Educational Technology. It discusses the

benefits of technology in education. It tackles the importance of educational technology
in school and in learning. It also discusses the technology as context is important to
support learning.

LEARNING OUTCOMES

❖ Establish the importance of educational technology in facilitating teaching and

learning.

DISCUSSIONS

Technology is the need of the day. Every technological reform is a small step
towards advancement. Every invention in technology is a step towards the progress of
mankind. Centuries ago, people never thought of working on a computer. Generations of
the past would have hardly imagined being able to communicate with people on the other
side of the globe. But there were some intelligent minds who dared to dream of
revolutionary discoveries that they made the impossible possible (Tabadda et. al. 2015).

According to Tabbada et. al. (2015) there are Benefits of Technology in Education.
These are the following:

1. Instructional Effectiveness
Through the use of multimedia instruction, the student achievements can be
increased. They appear to be much interested when more senses are involved in lesson
presentation and activities. They learn more when they see and read, hear, and
experience exercises designed for them.

2. Active Learning
The Interactive technologies supply stimulating environments that encourage
student involvement in the learning process. Students enjoy playing games, solving
problems, and working interactively with computer lessons, modules, and practice
exercises.

3. Critical Thinking
The structure and use of technology can promote higher-level thinking skills. The
learner-participants are assisted to remember, understand, apply, synthesize, evaluate
and create. Technology can design exercises to enrich their thinking skills, making
decisions, and testing the credibility of such decisions through reflective and reasonable
thinking.

4. Cooperative Learning
Well – structured cooperative learning activities can foster “the development of
leadership abilities, teamwork, and improved self-esteem. These conditions will uplift the
ego of the slow learners and give a sense of achievement among the brine through
helping others improve their learning.

LNBaasis 13
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

5. Communication Skills
Communication skills can be enhanced by using technology in small group and by
integrating telecommunications into the curriculum. Exposure to correct pronunciation,
diction, and enunciation will encourage students to emulate what they hear. Exposure to
good and correct grammar will enable them to get used to speaking and proper
communication.

6. Multisensory Delivery
Technology supplies information through multiple sensory channels, allowing the
students with various learning styles to assimilate and apply knowledge. As the experts
say, the more senses are involved, the better the assimilation of knowledge and learning.

7. Multicultural Education
Telecommunications make it possible to expand classroom “walls" and link
students and teachers in national and international exchanges.

Importance of Technology in Schools

Researchers gave account of why technology is important in schools. Studies have

shown the following results:

1. Children conversant with technology show improvements in their writing, reading

and math skills.
2. Technology has also contributed to the decrease in drop-out rates, improvement
in student attendance and enhancement in their learning abilities.
3. Technology in school benefits the children during their higher education. It lays a
strong foundation of the successful professional life of an individual.
4. Computers can offer livelier explanations of various subjects. The Internet is an
ocean of information, which can be harnessed for the rendition of information in
school.
5. The inclusion of technology in the process of learning makes learning an enjoyable
activity, thus inviting greater interest from the kids.
6. The knowledge from all around the world can be better brought about for the
children and can be better assimilated by them.
7. The administration processes, the official procedures of school can be simplified
by means of technology. School records, the information about all the students
and the teachers and also other school employees can efficiently be maintained
by means of the advanced technology.
8. The data pertaining to the school employees and students can effectively be
stored in a school database.
9. The school could have a library system, which, by the utilization of technology,
can be maintained in an efficient manner.
10. On similar line, the attendance records of the pupils and teachers can be
maintained by means of a student database.
11. Moreover, the school can host a website of its own, holding information about the
school. The introduction of technology in schools can thus result in a decreased
use of paper and in bringing most of the school office work in an e-format.

Thus, we see that technology not only benefits the students but also eases the
administrative work in schools. It makes possible, a more effective way of storage and
distribution of information. The realization of the importance of technology in schools and
its successful implementation is a necessity.
(http://www.buzzle.com/articles/importanceof-technology-in-schools.html)

LNBaasis 14
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

Importance of Educational Technology in Learning

Technology can be the delivery vehicles for instructional lessons or in a

constructivist way as partners in the learning process. Technology helps the learner build
more personal interpretations of life in her/his world. It makes the learner gather, think,
analyze, synthesize information and construct meaning with what technology presents.

Technology provides important tools to support knowledge construction for

presenting learners' ideas, understandings and beliefs and for producing
organized, multimedia knowledge bases for learners. Manuals and workbooks are
important materials in adding knowledge to the existing information of the learners.
Using technology materials can be presented in different media like
transparencies, slides, posters, diorama and storyboard.

Technology serves as information vehicles for exploring knowledge to support

learning-by-constructing. Example: Technology is used for accessing needed
information. Books as technology are used for research and resources for
answering questions. Internet also provides good source of knowledge among the
learners.

Technology is important when used for comparing perspectives, beliefs and world
views. Example: Newspaper as technology provides information on the current
issues and events happening around the world. The internet provides a rich pool
of data which enables the learner to compare events, materials, and beliefs. Books
as technology also give information about differences of insects, plants, and
animals and other information.

Technology as context is important to support learning by doing as:

1. Representing and simulating meaningful real-world problems, situations and

contexts. Technology provides varied materials that cater to the different senses,
that are stimulated by the activities and technology used to better understand the
lesson.

Example is using real object like texture of different barks of trees to develop the concept of
rough and smooth. Smell of wood can also be taken up along with the varied colors of wood.
Hard and soft wood can also be tried by using some carving materials.

2. Representing beliefs, perspectives, arguments, and stories of others. Technology

in the form of documentation and picture taking can show some religious beliefs
like the conduct of baptism, wedding, fiestas, and processions. Religious beliefs of
different sects use their respective bibles as basis for their arguments. Books,
magazines, and other literary features in newspapers reveal stories of others about
events in family life. Engaging in doing the above-mentioned activities with the use
of technology truly represents the beliefs, perspectives, arguments, and stories
illustrate technology as context.

3. Defining safe, controllable problem space for student thinking. Students can be
given exercises about thinking critically. Critical thinking is the reflective
reasonable thing focused on what one believes and does. When confronted with
problems, the technology related to thinking skills are used by the learners to find
the reasonable solution by analysing, synthesizing, and evaluating to come up with
a judgment.

LNBaasis 15
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

Technology as a social medium is important to support learning by conversing

through:

1. Collaborating with others.

Example: Young students listen to political candidates' plans after election and collaborate
with other voters in analyzing who is the best candidate to be chosen.

2. Discussing, arguing, and building consensus among members of the community.

Students can form health brigade and discuss with community people how to
observe cleanliness and healthy upkeep of surroundings to prevent diseases like
dengue, typhoid fever, cholera, and other diseases. They can argue on wrong
practices in the use of leisure time like gambling, drinking wine, and the use of
drugs through positive reminders and posters showing the after-effect of these
vices.

3. Supporting discourse among knowledge building communities:

Example: Students can initiate activities like putting up a community vegetable garden through
sessions on what, why, and how in gardening. Students can discuss the food value of the
vegetables and the proper preparation and cooking of the vegetables.

Technology as an intellectual through:

1. Helping learners to articulate and represent what they know reflecting on what they have
learned and how they come to know it.

Example: Students can be asked to write reflective journals about the teacher’s
performance by jotting down the objectives of the lesson for the week, the strategies used
by the teacher, and the evaluation applied by the teacher. In this exercise, the teacher
will become aware of how the lesson was delivered.

2. Supporting learner’s internal negotiations and meaning making.

Example: The student can be led to a dialogical thinking exercise where the two sides will
be given like who is more intelligent. After having exhausted all the reason, there will be
change of ideas to be defended like the boys are, or intelligent. After looking at the two
sides, then the students will be asked to select the premise which was defended well. The
teacher will then provide the answer supported by psychological theory and principle
about the role of environment and heredity on intelligence.

3. Constructing personal representations of meaning for supporting mindful thinking.

Example: The students will be asked to answer this question” If you are a communication
gadget, "what would you be?" A student may select a microphone and tell the reason for
selecting it. “So that the thoughts could be heard by listeners who are far from the
speaker.” Another will select a radio, and would reason out that many news could be
relayed to others. The last student will select a television, so that the news relayed can
also be seen by the viewers. This exercise will promote mindful thinking to support
personal representations.

LNBaasis 16
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

Research indicates that technology, when used effectively, whether from the
additional or constructivist point of view, and when used effectively, "increases students
learning, understanding, and achievement but also augments, motivation to learn,
encourages collaborative learning and supports the development of critical thinking and
problem-solving skills" (Shacter and Fagnano, 1999).

______________________________________________________________________

Learning Activity 3

Activity 3.1 This activity allows you to get information from teacher and students on the
importance of technology in teaching and learning respectively.

A. Interview at least 2 teachers through text or Messenger or in other any online

interview. You are going to ask this Interview Question: What are the behaviours
you observed from your students after using technology in teaching?

RESPONSES:

B. Interview at least 2 students

Interview Question: Why do you think technology is important in your studies?

RESPONSES:

LNBaasis 17
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

Activity 3.2 Educational technology At Its Best!

Direction: Discuss the importance of technology in facilitating teaching and learning.

Indicate its basis to establish importance.

________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________

Activity 3.3 Image Valuing

Directions: Draw or make a sketch or cut and paste an image or picture that shows the
importance of educational technology. Make a paragraph below your work describing or
explaining your answer.

LNBaasis 18
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

LESSON 4

TITLE - The Computer Technology

OVERVIEW

Lesson 4 is all about computer technology. This lesson introduces the computer
technology in the learning environment. It traces the emergence of computer in the
classroom and the role and functions of computer in education.

LEARNING OUTCOMES

➢ State and demonstrate the educational role and time of computer technology
➢ Assess current personal use of computer applying the tutor-tool-tutee model
➢ Transform the negative effects of computer into its educational and instructional
values

DISCUSSIONS

In the Philippines, your parents and your elders as teachers or students can
probably recall the first time, they saw computers in school. Three decades ago, they
must have observed the presence of computers in computer laboratories. These
computers were made available only to students taking computer-related subjects, and
only computer teachers have access to these computers. Later on, computers are seen
in administrative offices such as in the registrar's office, accounting, general services, and
in the library. Initially, many of them probably thought at that time that computers replaced
the manual or electronic typewriters and were perceived as the latest version or models
of typewriters. For others, they believe that one has to be well versed in typing in order to
use a computer. These are just few of the many other perceptions and apprehensions
about the computer technology. Today, these computers finally invaded the classrooms.
But how do these computers function? Do these computers simply serve as modern
typewriters or tools in teaching? Let's find out.

Educational Role and Functions of a Computer

You have just shared your personal experiences with your first exposure to a
computer. At this stage of your academic pursuit, and as a millennial student, you must
have extensively made use of computers primarily to do your school work, such as
homework, reports and other research activities. Hence, you must have explored the
many computer applications and programs to carry out your various academic
requirements. In the course of exploring these computer applications, you realize how
much the computer technology has made your academic tasks easy and fast.

In the classroom, you must have observed some of your teachers using the
computer to deliver instruction, and others still make use of the chalk board in teaching,
Just like you teachers likewise attempt to explore and discover how the use of computer
can facilitate teaching and learning.

In order to understand the evolution in terms of functionalities of computers, Taylor

(1980) introduced the tutor, tool and tutee model to illustrate the educational role and
functions of computers in education.

LNBaasis 19
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

Computer as a Tutor

The computer takes the role of a tutor when it is

used to teach users specific skills or concepts. Tutorial
programs are designed to guide users in acquiring and
understanding a particular skill. As a tutor, the
computer simply dictates what the user should do and
the user in return follows as directed.

Computer as a Tool

When the computer plays the role of a tool, this involves the use of more general-
purpose applications such as word processing programs and database programs used in
preparing reports and in organizing information. As a tool, a computer simply facilitates
these tasks and helps users work efficiently. The use of Excel program in sorting,
organizing, and managing pertinent data and presenting them visually, the use of Word
program in writing and research, PowerPoint and other presentation programs are
examples when the computer is working as a tool.

Computer as a Tutee

The third role or function of a computer is when it serves as such as tutee. Hence,
users such as teachers and students design programs that will instruct or dictate the
computer what to do. For example, a computer becomes your tutee when you design
your own PowerPoint presentation for the delivery of your lecture in class. In this example
the computer simply reads what you have designed or programmed and, therefore, plays
role of a tutee.

Given these tutor-tool-tutee role and functions of computers in education now you
may assess your current usage of computer. Do the following learning activity.

______________________________________________________________________

LEARNING ACTIVITY 4

4.1 SELF ASSESMENT OF PERSONAL USAGE OF COMPUTER

Directions:
❖ Three roles or functions of Computer are presented in the upper boxes
❖ Fill up each box with your personal usage of computer
❖ State briefly the way you use the computer.

As a Tutor As a Tool As a Tutee

LNBaasis 20
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

The tutor-tool-tutee functions of computer provide the basic concept on how you
can move your computer usage from a tutor, to a tool and eventually to a tutee. However,
using a computer requires more than simply understanding its role and functions in
education.

Numerous research studies in the last decade have been conducted primarily to
examine how the use of computers can transform teaching and learning. These scholarly
works seem to share common observations on teachers' perceptions and apprehensions
using computers in the classroom. Many teachers view computers as a teaching device
just like the other teaching devices they use in the classroom. According to Thomas and
Boysen (n.d.), the computer is not just another form of media like a film projector or
videotape unit. These gadgets can dispense information but cannot address individual
learning needs of the students and cannot motivate and engage them in higher cognitive
thinking. The true potential of the computer is in providing a medium through which the
student can learn rather than a medium through which the teacher can teach (Thomas &
Boysen, n.d.). This should call for empirical studies that should look at technology not as
a simple delivery medium but as "the learner actively collaborating with the medium to
construct knowledge”, (Kozma, 1991).

Teaching and learning today have gone beyond learning from prescribed textbook
with the emergence of computers in the classroom. As a student in teacher education,
you find it easy and quick to satisfy your search for additional knowledge using the
internet. But soon you will shift your role from being a student to a teacher. How a student
views computer technology will not be the same as how a teacher perceives the role and
functions of computer in teaching. The latter is the primary objective of your course in
Educational Technology.

If you continue surfing in the internet you will encounter a hundred and one ways
of citing other roles and functions of computers in education. But for the purpose of your
present lesson, let us focus on the significant advantages of using computers in
education. Scholars and practitioners in the field cited the following:

Advantages and Benefits of Computer in Education

❖ Computers facilitate an efficient storage of information in data management.

❖ Use of PowerPoint and other presentation software like Flash make lecture
presentation interactive and meaningful.
❖ Computers can facilitate an audio-visual representation of information; hence,
learning becomes realistic.
❖ Computers provide easy access to knowledge and information via the internet.
❖ Homework, take-home tests and other academic requirements may be submitted
in soft copies, and therefore, save paper.
❖ Computers provide access to online instructional materials, thereby, simplifying
and enhancing delivery of complex and difficult concepts and ideas.
❖ Computers provide efficient storage and rendition of information for information
processing. (Banate, 2014).

In addition, particularly in teaching and in any given learning environment,

computers offer extended learning opportunities with access to the wide array of online
instructional materials which teachers can use to reinforce delivery of content.

If we have cited positive contributions of computers in education, they likewise

have the following negative effects or disadvantages.

LNBaasis 21
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

Disadvantages of Computer in Education

❖ Computers have negative effect on one's health.

❖ Computers affect the social growth and development of many users especially the
young. 24/7 or prolonged access results to social discomfort in face-to-face
interaction.
❖ Computers give access to inappropriate pornographic and violent websites.
❖ Irresponsible use of technology results to cyber bullying which is rampant today.
❖ Easy access to information made cheating easy, too.
❖ There is a significant drop in students' attention in class. Students are more
focused on their mobile technologies.
❖ Technology dependence led to a decline in students' spelling and writing abilities.
❖ Computers brought about diverse computer skills among the students. Some may
come with prior knowledge and skills on computer application while others may
not have any exposure at all. (Schreiner, n.d)

______________________________________________________________________

LEARNING ACTIVITY 4.2

Directions:
❖ In a two-column table below, major claims on the disadvantage of computers are
presented.
❖ In the right column, write down several ways how you can address or provide
solution to these negative effects of computers.

DISADVANTAGES OF Proposed Solutions

COMPUTER TECHNOLOGY
1. Inappropriate access to
pornographic and violent
websites.

2. Technology dependence led

to a decline in students’
spelling and writing abilities.

3. Easy access to information

made cheating rampant.

4. There is a significant drop in

students’ attention in class.
Students are focused on the
mobile technologies they have
with them.
5. Cyber bullying as a serious
problem has come out.

LNBaasis 22
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

LESSON 5

TITLE - Instructional Software

OVERVIEW

Lesson 5 is all about instructional software. This lesson introduces the five
categories of instructional software, in terms of their features, characteristics and
applications in teaching and learning.

Learning Outcomes
• Identify and describe the five categories of instructional software, in terms
of their features, characteristics and applications in teaching and learning.
• Design a learning activity using the appropriate instructional software,
• Apply the use of instructional software in other academic disciplines.

DISCUSSION

You have just learned from your previous lessons about computer technology, its
role and functions in education, its benefits and negative effects. If you can further recall
your Lesson 1 on the definitions of educational technology, several key words and
concepts have been mentioned such as selection, design, implementation and
evaluation. In principle and in practice, educational technology really encompasses these
four major processes that focus on effective learning. Selecting from among an array of
technology-driven instructional resources is crucial in integrating technology in the
delivery of content.

Lesson 5 introduces the five categories of instructional software, their specific

features, characteristics and applications in education. Knowledge of instructional
software can aid teachers in the selection process (Habulan 2016).

Understanding System Software, Operating System and Functions

System software is a type of computer program that is designed to run a

computer's hardware and application programs. If we think of the computer system as a
layered model, the system software is the interface between the hardware and user
applications.

The operating system (OS) is an example of system software. The OS manages

all the other programs in a computer. A computer's operating system is one of the most
important software’s because it allows the different components of the computer, such as
its memory, disk storage devices and display output, to function together while allowing
the user to run applications. Computers cannot function without the Operating System.

There are two types of software. They are the application software and system
software. Application software consists of programs that perform specific to users, such
as a word processing program, e-mail program, or Web browser. System software
consists of the programs that control the operations of a computer and its devices. (What
are Examples of System Software? n.d.).

While it is important that you have a foundations knowledge about system

software, operating system and the like, however our lessons are mainly focus on
instructional software, their nature, characteristics, and their pedagogical applications in
the delivery of specific contents.

LNBaasis 23
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

Instructional Software

From the discussion about system software and application software, we can
readily cite instructional software as an example of application software.

Instructional software is a computer program designed to assist in the delivery of

instruction. The primary purpose of instructional software is to support teaching and
learning. (Roblyer & Doering, 2012). However, it is more than just simply supporting and
assisting in the delivery of instruction, the appropriate choice of specific instructional
software is a major consideration.

Five Categories of Instructional Software

With the recent explosion in technology, today's classroom is transformed into an

exciting and interactive learning environment where the students are active and are
engaged in meaning-making.

In educational application, instructional software come in five categories namely:

tutorials, simulations, drill-and-practice, educational games and exploratory environment
(Grabe & Grabe, 1996).

Tutorials

Let us begin with tutorial software. Traditionally, we think of tutorial as a mode of

instruction which involves a teacher and one or two students. It is personalized in
approach because the pacing is based on the rate of progress of the student. In tutorial
approach, the teacher normally begins with the presentation of information or can move
to demonstrate a skill. Then tutor starts to ask a question and the student responds to a
question or demonstrates a skill. The tutor can provide feedback whether or not the
student gave the correct answer or demonstrated the correct skill. Therefore, we say that
there is a high degree of interaction between the teacher (tutorial program) and the
student. A high quality and well-designed computer-based tutorials have the basic
features of the traditional tutorial approach. Today, there are commercially available
computer-based tutorials teachers may use to reinforce students' understanding of some
difficult concepts and skills. In addition, the Web likewise offers an array of tutorial
programs which are highly interactive. Some of these tutorial programs may be
recommended for remedial classes.

Simulations

A simulation is another type of instructional software. It provides a controlled

learning environment that replicates key elements of real-world environment. Simulation
software is designed so that the actions a student takes within the simulated environment
produce results similar to those that would take place in the real-world. The student acts,
and the simulated environment reacts (Grabe M. & Grabe C.1996). For example, children
can learn about properties of physical or biological objects through the use of simulations.
Teachers may use simulations to introduce a new lesson in order to activate students'
previous knowledge about the topic or after they been exposed to a new topic.

In addition, the simplification allowed by simulations can help learners focus on

critical information or skills and make learning easier. Use of simulations is cost effective,
and safe. It provides control and concrete learning experiences. A typical example of
simulation is the virtual dissection of a frog. Traditionally, dissection of a frog in a biology
class is done with a live frog. Today, the simulation instructional software on frog
dissection took its place in some schools. This shift is mainly due to environmental
concern prohibiting further killings of frogs.

LNBaasis 24
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

Drill-and-Practice

Drill-and-practice instructional software is commonly used to reinforce mastery of

specific skills. Traditionally, teachers make use of drill-and-practice activities for students
to gain mastery of specific content or skills. Teachers need to understand that as a
software, drill-and-practice has a more limited focus and therefore, should not be used to
introduce a new area. Some critics believe that due to its limitations, drill and-practice
software cannot develop higher order thinking skills among our students. Therefore,
teachers need to be aware of this limitation and use this type of software only when their
learning goals are for skill fluency. An example of drill-and-practice software is Math
Magic.

In a traditional teaching, drill-and-practice exercises particularly in Mathematics

are done using flash cards where the teacher flashes them before the students. Today,
this traditional approach has shifted using drill-and-practice instructional software.

Educational Games

Educational games are very popular among our students mainly because this type
of software challenges and excites them. Instructional activities are labelled games when
they are designed to emphasize competition and entertainment. Teachers may use
educational games in many ways. Like simulations, games may activate prior knowledge
and can spark learners' interest. A carefully designed educational game should
emphasize cooperation and teamwork rather than competition. Teachers must be
sensitive in selecting the appropriate educational games that can engage student in
meaning making and higher order thinking. One example of an educational game is
Oregon Trail. This game engages students to make some decisions in the course of a
journey. Today, games fascinate not only the young but also our elders as well. These
are hundreds of games apps available in mobile technologies such as in cellular phones

Several empirical studies have been conducted to look into the effectiveness of
educational games. Dorn (1989) reviewed the use of simulation games and he maintained
that simulation games are based on the model of experiential learning. In this model,
learners first act in a particular instance of application. In the second stage, they attempt
to understand the effects of their behaviours and decisions in the particular instance.
Thirdly, they seek to understand the general principles under which that instance falls.
Finally, they apply the principles to new circumstances so that the learning is useful to
their future behaviour (Dorn, 1989 as cited in Hays, 2015).

Exploratory Environment Software

Exploratory environment software is designed to provide manageable and

responsive computer-based worlds for learners to explore and manipulate. This type
software offers elements for learners to work with and a setting where manipulation these
elements will enable them to explore a body of information or a rule system (Ho Chapelle,
& Thompson, 1993). Exploratory environments present information but not directive like
tutorials. There is a high degree of learner control, active learning anchored on realistic
situations and experiences, and therefore, it is considered student centered in approach.

What make exploratory environment software different from the other instructional
software is its manipulative features. Elements can be manipulated by the user in the
course of interacting with this type of software. This outstanding feature exploratory
environment software enhances students' creativity and decision-making skills.

LNBaasis 25
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

Advantages of Instructional Software

o Promotes personalized learning
o Increases students' motivation and creativity
o Provides extended learning opportunities and practices
o Addresses different learning styles
o Provides virtual and simulated real-life learning experiences
o Learners have direct control of their learning
o Develops problem-solving skills
o Encourages active learning
o Fosters metacognition skills

______________________________________________________________________

EVALUATION

LEARNING ACTIVITY 5

5.1 To gain familiarity with the various types of instructional software is just one of the
many other areas every student in teacher education needs to know in using technology
in the learning environment. To further reinforce your understanding about the five
categories of instructional software, let us do the following activities in selecting the
appropriate instructional software to deliver a specific lesson.

Direction:
❖ Create a simple learning activity where you can illustrate the use of particular
instructional software.
❖ Fill out the items in the template for your guidance.
❖ In selecting instructional software, consider its features and characteristics and the
appropriateness with your lesson.
❖ Please note that you don't need to look for this instructional software in the internet.
This activity does not require internet access.
❖ Simply choose what category of instructional software you plan to
❖ Use and explain why you believe this is the appropriate instructional software for
your chosen lesson.

Selecting Appropriate Instructional software

Selecting Appropriate Instructional Software

Title of the lesson

Learning outcomes

Choice of instructional software

LNBaasis 26
PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

Describe briefly how this chosen

instructional software may be used in this
learning activity.

Explain why you have chosen this category

of instructional software for this lesson.

Note: This is an assessment output you may wish to use a separate paper for this
activity.

LNBaasis 27
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

CHAPTER 2 TECHNOLOGY IN
ALTERNATIVE DELIVERY SYSTEM
INTRODUCTION

The Philippine educational system today is

facing its most difficult times as the implementation of
the K to 12 Program has started. Several issues and
concerns have been raised practically from every
sector of our society. One of major issues presented is
the shortage of physical facilities to accommodate
incoming senior high school students, shortage of
qualified teachers and the mode of delivery.

The most recent development on the

educational reform agenda of the Department of Education is to strengthen its current
Alternative learning Delivery System and to use blended learning approach in the delivery
of K to 12 Program.

As a pre-service teacher, you are to prepare and equip yourselves to face these
challenges that await you in the field.

Chapter 2 is about technologies that drive the delivery of distance education and
alternative delivery systems. There are five lessons in this Chapter and will mainly focus
on their instructional technologies that will provide learning experiences beyond those din
traditional classroom settings. These five lessons are the continuation of the first four
lessons in Chapter 1, hence, it begins with Lesson 6.

Lesson 6 - The Internet and the World Wide Web

This lesson introduces the internet and the World Wide Web, their historical
development, nature and characteristics with emphasis on their instructional value.
Lesson 7 - Introduction to Web-based Instruction
This lesson discusses the pedagogical principles behind the development of web-
based instruction. It introduces the three (3) categories of web-based instruction and their
corresponding applications.
Lesson 8 - The Practice of Blended Learning
This lesson introduces the various models of blended learning and their
corresponding application in different academic levels. It further discusses the
pedagogical concept of online interaction.
Lesson 9 - Teaching in an Online Environment
This lesson discusses the various pedagogical principles and practices in online
teaching. It introduces learning management system, its instructional tools and
functionalities in the delivery of online educational programs.
Lesson 10 - Online Course Design and Assessment
This lesson introduces the basic principles of instructional design. It includes
design and development of instructional plan for online delivery.

LNBaasis 28
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

LESSON 6

TITLE - The Internet and the World Wide Web

Learning Outcomes

❖ Illustrate the nature and characteristics of the Internet and the World Wide Web.
❖ Evaluate and critique the instructional value of the World Wide Web.
❖ Create real life scenarios to illustrate both the positive and the negative use of the
Internet and the Web.

OVERVIEW

The internet is said to be the most fluid, coercive and demanding type of
communication medium that has brought dramatic changes in the way people work and
learn. The internet offers a wealth of information ranging from primary source of material
to statistics on just about everything. As pre-service teachers, how much do you know
about the internet? How can you optimize the use of internet in teaching and learning?
One does not need to be an IT savvy to make the internet a viable tool because it offers
a rich set of useful features and functions.

The development of the internet and the World Wide Web has gone a long way in
terms of their features, capabilities and applications. The first time the author made use
of the internet is in the early 90s. The experience was a memorable one because of her
desire to learn more about it, she went out her way to hire a private tutor to conduct a
one-on-one session. Well at that time, access is not as speedy as it is today and the
amount of information was not as enormous as they are now.

When people think of technology, information, access and the like, it seems that
the first that comes to their mind is the Internet and the World two terms are usually
associated with Information Communication Technology or ICT.

Lesson 6 introduces the Internet and the World Wide Web their historical
development, nature and characteristics with emphasize on their instructional value.

Learning Activity

Directions:

• Visit this interactive website on the Internet Live Stats

URL: http://www.internetlivestats.com/

• Interact with this website in five minutes and record the latest statistical data
reported per day on the following:
❖ Videos viewed______________________________________
❖ Facebook active users________________________________
❖ Twitter active users _________________________________

LNBaasis 29
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

❖ Photos uploaded on Instagram ______________________

❖ Pinterest active users ______________________________
❖ Skype calls ________________________________________

• You may look for additional data on the usage of the internet in this site.
• After five minutes, share your insights and learning experiences while catching up
with the speedy transmission of internet statistical data and information.
Note: This activity requires internet access.

Internet Live Stats puts the total number of websites online today at a little over 1
billion, while close to 1.7 billion of us have now signed up for Facebook. The site pulls
together all this information from more than 250 sources and uses a customized algorithm
to try and make an educated guess about what's happening online.

According to Brantner, (as cited in Nield, 2016) in his report at Motherboard, the
reach of the web continues to grow rapidly: there are now 3.4 billion people online (46.1
percent of the world's population), while internet-savvy young adults spend an average of
27 hours online every week. By the time this book reaches your hand, you will be amazed
how those figures you saw in the Internet Live Stats have increased immeasurably and
have been outdated. Users across the Globe typically perform 54,907 Google searches,
7,252 tweets, 25,406 YouTube video views and send 2,501,018 emails every second -
numbers that growing larger as more people get online (Habulan 2016).

As pre-service teachers, what are these statistical figures trying to tell you? To
extent will these developments in the internet and the World Wide Web affect or "today's
education? Your answer is as good as the author's.

DISCUSSIONS

The Internet and the World Wide Web

Every time this author introduces this topic about the in Educational Technology,
she usually begins with this simple question. “Is internet a place? The usual answer she
receives from the majority of her stud their heads to convey their "No" answer. While a
few will outright who expressed a "yes" answer, this author pursues this with her if it is a
place, then where is it located?" A long silence prevails in those who opted to say "yes"
cannot cite the physical or the geographical location of the internet. But suddenly
someone cried out his answer and said” Out the internet is located out there (making a
hand gesture to refer to really in space? Where can you find this space?

How do we define internet? Several users of internet may express their definition
of internet in different perspectives depending again on their orientation. A computer
programmer and technical people may define the internet from a technical point of view.
They would probably say "Internet is a collection of wires, cables and net network of
networks connecting thousands, millions or even billions of other It is a global system of
interconnected computer networks that use the Internet suite (TCP/IP) to link billions of

LNBaasis 30
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

devices worldwide (Internet, n.d.). So, the internet is not a place and, therefore, does not
have a specific physical location.

How about the World Wide Web or the WWW? The Web for short is basically a
system of Internet servers that support specially formatted documents. The document is
formatted in a mark-up language called HTML (HyperText Markup Language) that
supports links to other documents, as well as graphics, audio, and video files. (Beal n.d.).

The World Wide Web may likewise be defined as an information system on the
Internet that allows documents to be connected to other documents by hypertext links
enabling the user to search for information by moving from one document to another.

Let us make our understanding of the internet and the web using a simple analogy.
I encountered in my readings one author (sadly I cannot recall his name) who made us
of an analogy to define internet and the web. He said, “the internet is like a megamall and
the websites are like stores inside the megamall.” The act of surfing in the net also like
widow shopping.

Historical Development of the Internet and the World Wide Web

September 2, 1969 marks the birth of the Internet. Historical record tells us it is on
this day that two computers communicated with each other. And on 1969 message was
sent from computer to computer in different locations. 1983, ARPANET adopted the
standard TCP/IP protocol. About two decades after the discovery of the Internet, Tim
Berners-Lee invented the World Wide Web in March 1989. The first email was sent in
1971 and Mosaic became the first we (Cellania, 2009).

The World Wide Web is the key to the development of the Information Age and is
the principal tool that billions of people use today to interact with the Internet. The speedy
access to the internet gave rise to the emergence of social media which today is the buzz
word for both the young and the old. According to an info graphic from social media
monitoring platform Simplify360, there are three eras to show the development media,
namely; The Primitive Era, The Medieval Era, and the Golden Era. See the Figure below.

In 2001, there was already a continuous stream of social innovation that started
with the first crowd sourced encyclopedia - the Wikipedia. This was followed by
Friendster. MySpace, Facebook in 2004, and Twitter in 2006. While Facebook and Twitter
are the two top social media platforms today, MySpace has undergone several pivots and
is still in quiet operation.
There are several launches of apps as shown in Figure below info graphic,
however, it did not show the impact of mobile technologies on the increased use of social
media all over the world. Let us take a closer look on the three (3) eras of social media
as shown in Figure below.

Social Media has become a normal part of people’s lives daily now, but this has
been evolving since early stages in the late 1970s from the original days of newsgroups,
listservs and the first chatrooms. Social media has changed the way we interact and even
the way we live to a certain degree.

LNBaasis 31
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

From the Primitive Era of Social Media came the Medieval Era (1988 – 1999) of
Social Media where more people joined in the fun of it. More and more ideas got brought
in at this point including the first “create program” and “add friends” ideas.

After these came the most impressive development stage of Social Media: The
Golden Age of Social Media (2001 – Present) in the past 15 years technology has rapidly
developed from Blogs, to Friend meeting sites, to video uploading/viewing websites
literally billions of people use these sites every second. With the internet reaching its Third
BILLION user in 2014 there is no wonder people are inspired to create new and amazing
social media websites and applications.

LNBaasis 32
PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

LNBaasis 33
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

Basic Web-related Terms and Concepts

Surfing and navigating in the internet can be miserable if one does not have
familiarity with some basic internet related terms and concepts. I'm sure some of these
already familiar to many of you, and you must have encountered or studied them your
computer subjects in Basic Education. Let us have a short review of these terms.

Bandwidth refers to the amount or information your connection in the internet can
carry, usually measured in bits per second.

ISP is short for Internet Service Provider" is the company that provides you with
access to the Internet.

URL is the abbreviation of Uniform Resource Locator URL is the global address
of documents and other resources on the World Wide Web. The first part of the URL is
called a protocol identifier and it indicates what protocol to use and the second part is
called a resource name and it specifies the IP address or the domain name where the
resource is located. The protocol identifier and the resource name are separated by a
colon and two forward slashes.

LNBaasis 34
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

Domain name is a name that identifies a computer or computers on the Internet.

These names appear as a part of a Website's URL. For example, in www.bkmediagroup
com – bkmediagroup.com is the domain name.

Fold is the line past which someone has to scroll to see more content. Everything
that shows up when a page first loads is "above the fold" and "below." or "after the fold"
refers to the content further down the page. This is a web design term.

Browser is the software you use to view web pages such as Google Chrome,
Mozilla Firefox, and Internet Explorer. These are some of the more common browsers,
although there are others like Safari and Opera.

HTML Short for "HyperText Markup Language," HTML is a cross-platform

language for creating and formatting web pages. Elements and tags are used to affect
copy, images, sounds, frames, animation and more.

Hyperlink is an electronic connection between one web page to either other web
pages on the same website (Internal linking), or web pages located on another website
(external linking).

Navigation refers to the process by which user’s access information on the

internet. Usually when we use the term, we're talking about the menus, links, icons and
buttons on your site, along with where they are and where they take a use.

PDF is short for "Portable Document Format," they were first developed by
Adobe. The idea behind the PDF was to create a file format that is not dependent on
applications, software, hardware or software for proper viewing. Every PDF file has a
complete description of a document, including the text fonts, graphics, and other
information needed to display it.

Search Engine is a program that searches documents (le web pages, which are
HTML documents) for specified Keywords and returns the list of documents. A search
engine has two parts, a spider and an indexer. The spider is the program that fetches the
documents, and the indexer reads the documents and creates an index based on the
words or ideas contained in each document. (Glossary of Website Terms n.d.).

There are other terms cited in the Glossary of Web Terms and those above are
the basic terminologies every user especially students and teacher need to know to
optimize the instructional value of the internet and the Web.

Instructional Value of the Internet and the Web

In this era when access to knowledge and information is just a touch away, delivery
of education has dramatically transformed. There is so much talk about virtual schooling
and indeed this has been what many schools, colleges and universities worldwide are
trying to face as the greatest challenge of the 21" century teaching learning. The onset of
online learning programs gains popularity and acceptance the educational arena as
another innovative approach in the business of education. In addition, the Wikipedia is

LNBaasis 35
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

swiftly gaining legitimacy today in the academic world. One cannot, therefore, negate that
these developments are immeasurably attributed Internet and the World Wide Web.

The following are the instructional values and benefits of the Internet and the
World Wide Web.

❖ Access to knowledge and information

❖ Access to instructional resources
❖ Extended learning opportunities
❖ Support lifelong learning
❖ Support Computer-Based Instruction
❖ Support delivery of distance learning programs
❖ Promote, facilitate and support other academic functions such as; enrolment
access to program of instruction, and serves as communication channel between
and among parents, teachers and students.
❖ Support social media apps such as Facebook, Twitter, Instagram and others.

You can add to the list of benefits of the internet and the web. If you can recall in your
previous lesson, you learned the various instructional software that are actually available
in the internet. Some developers of these instructional software offer then for free.

Learning Activity

DIRECTION:

❖ Create a scenario illustrating the educational application of internet or the day to

today application of the internet.
❖ The scenario should reflect some issues and concerns or problems.
❖ Analyse, discuss and put in context the various issues and concerns presented in
the scenario.
❖ Suggest solutions to these issues and concerns.
❖ Write your short narrative scenario on the space provided.

TITLE OF THE SCENARIO

_________________________________________________

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

LNBaasis 36
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

The following are the issues and concerns in our scenario:

❖ ________________________________________________________________
❖ ________________________________________________________________
❖ ________________________________________________________________
❖ ________________________________________________________________

Suggested solutions to these issues and concerns:

❖ ________________________________________________________________
❖ ________________________________________________________________
❖ ________________________________________________________________
❖ ________________________________________________________________

Websites Evaluation Criteria

As a student in teacher education, you spend longer time surfing in the internet to
do your school work, homework and other research activities. In the navigating in the
internet, you encounter numerous and what seem to be co websites. If you are looking
for a specific knowledge or information, these websites can create confusion on your part
because you cannot tell which of these sites provides the correct information or data you
need. So how does one decide which site give authentic and correct information? What
indicators should one look for in a particular site before making the final choice?

Due to the rapid development in information and communication technology, it is

difficult to define standards in web evaluation. Abdullah (1998), suggests the following
checklist derived from the summary of criteria for evaluating websites.

❖ Technical considerations
❖ Purpose
❖ Content
❖ Authorship and Sponsorship
❖ Functionality Design/ Aesthetics

The technical considerations include among others, the website's features and
capabilities, such as use of graphics and animations relevant to the subject matter and
the stability and the consistency of the pages because some sites require the use of more
advanced browsers.

The purpose or the objective of the website should be clearly stated and content
should support the purpose. It should define whether the purpose is to educate, entertain,
advertise or evangelize. Advertising should not outshine the presentation of the content

The content should be comprehensive and easily understood by the visitors of the
site. Information should be current and updated. There should be a logical order in the
presentation of the content. Copyright information should be reflected for guidance to the
visitors of the site. Links should be provided for additional information to support the
content.

Authorship and sponsorship are relevant information that should be reflected in every
authentic site. Name of individual or group responsible for creating the site should be

LNBaasis 37
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

spelled out. The site should likewise reflect the author or manager of the site and other
contact information. References or other sources of information should be provided.

Functionality covers the use of appropriate language in messages, and dire should be
clearly stated and easily understood by the visitors of the site. The navigation is buttons,
shape and location should be consistent along with the use of features headers,
background, fonts and color.

Design is one of the criteria that can hold visitors' attention. It should be simple and
appealing to the intended audience. The design elements and features on the site be the
searchable databases, animations, graphics, sound files, and transitional pages, should
be clearly labeled. Large images should be presented in thumbnail, with links to the larger
versions. The use of appropriate color is equally important in a website. The principle of
contrast in the choice of color should be observed.

While the above-mentioned evaluation criteria cover the overall elements that make
up a website, it is more important for you teachers to focus on the evaluation of the web
resources or materials you find in the website. After all, the very purpose of surfing is to
search for the correct knowledge, information and data.

Alexander and Tate (1996-1998) cited five criteria for evaluating web resources,
namely: authority, accuracy, objectivity, currency and coverage.

❖ Accuracy - How reliable and free from error is the information? Are there editors
and fact checkers? Almost anyone can publish on the web. Many Web resources
not verified by editors and/or fact checkers. Web standards to ensure accuracy not
fully developed.

❖ Authority - What are the author's qualifications for writing on the subject? How
reputable is the publisher? It is often difficult to determine authorship of Web
resources. If author's name is listed, his/her qualifications are frequently not
mentioned. Publisher's responsibility is often not indicated.

❖ Objectivity - Is the information presented with minimum of bias? To what extent

does the information sway the opinion of the web visitor? Web often functions as
a “virtual soapbox”. The goals/aims of persons or groups presenting the material
are often not clearly stated.

❖ Currency - Is the content of the work up to date? Is the publication date clearly
indicated? The dates are not always included on Web pages. If included, a date
may have various meanings such as:
o Date first created
o Date placed on web
o Date last revised
❖ Coverage - What topics are included in the work? To what depth are topics
explored? Web coverage may differ from print or other media coverage. It is often
hard to determine the extent of web coverage.

LNBaasis 38
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

Challenges of Web Resources

The following are additional challenges of Web resources and their corresponding
coping strategies:

❖ Use of Hypertext Links. The quality of Webpages linked to original webpage may
vary. High quality. Webpage may be linked to poor quality. Web Therefore,
evaluate each Webpage independently.
❖ Use of Frames. Each frame displays a separate webpage. Each frame should
likewise be evaluated separately.
❖ Search Engines can retrieve pages out of context. Always try to return to "home
page to determine the source of information.
❖ Marketing-Oriented Web Pages. In other media, there are usually clear visual
and/or audio distal and audio distinctions between advertising and information. In
the Web distinctions between advertising and information can become extreme
blurred. Try to determine if advertising and informational content are supplied by
the same person or organization.
❖ Blending of Entertainment, Information and Advertising. The Web has brought
"Infomercial" concept to new heights.
❖ Software requirements may limit access. Full access may require additional
software. Browsers may alter the appearance of Webpages. Be aware that
software limitations may alter how much information is obtainable or alter the
appearance of information obtained.
❖ Instability of Web pages. Webpages may move or disappear without notice User
may not be able to refer back to a webpage. Try to determine the stability of your
source. Document the source to the fullest extent possible.
❖ Susceptibility of Web pages to alteration. It can be deliberately altered or
accidentally altered. Verify information using other sources.

The development of evaluation techniques for Web resources is an on-go process.

The continuous emergence of new technology is outpacing the ability to create standards
and guidelines. However, the five traditional Web evaluation technique developed by
Alexander and Tate (1996- updated in 2001) can serve as basic technique, in determining
the authenticity of Web resources.

______________________________________________________________________

Learning Activity

DIRECTIONS: (Individual Learning Activity).

❖ Look for at least one Website that will provide you with the empirical knowledge
and understanding about the true shape of the world. Is it round or is it flat?
❖ Using the five techniques or criteria in evaluating Web resources, assess the
validity and authenticity of your chosen site,
❖ Refer to the five evaluation criteria in doing this activity Write your answers in the
empty spaces provided in the right portion of the column.

LNBaasis 39
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

Title/ Name of your Chosen Site Website Address / URL

_____________________________ _____________________________

WEB EVALUATION CRITERIA INFORMATION/ DATA OBTAINED

FROM THE SITE
ACCURACY

AUTHORITY

OBJECTIVITY

CURRENCY

COVERAGE

LNBaasis 40
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

LESSON 7

TITLE - Introduction to Web Based Instruction

Learning Outcomes

➢ Explain the pedagogical principles behind the development of web-based

instruction
➢ Identify and differentiate the three (3) categories of web-based instruction.
➢ Relate the instructional value of Web-based instruction in promoting non-formal
education and in functional literacy programs

OVERVIEW

The discovery of the World Wide Web in 1993, gave rise to the development of
Web-Based Instruction. When you think of Web-based Instruction, you outright create a
mental picture of the Web as the source or the medium used to deliver instruction. You
can also think of Web-based instruction to connote time and distance in learning.
Lesson 7 introduces Web-based instruction, its brief historical development and
the various categories and teaching approaches. It covers the similarities and differences
of traditional instruction with Web-based instruction.

DISCUSSION

Definition of Web-based Instruction

The use of Web resources has immeasurably increased since the introduction of
the World Wide Web in 1993. The web-based-instruction or the WBI is defined as a
“hypermedia based instructional program which utilizes the attributes and resources of
the World Wide Web to create a meaningful learning environment where learning is
fostered and supported” (Khan, 1997).

According to Lebow (1993), and Perkins (1991), Web-based Instruction or WBI is

defined as the application of a repertoire of cognitively-oriented instructional strategies
implemented within a constructivist and collaborative learning environment, utilizing the
attributes and resources of the World Wide Web.

Distance education is one form of web-based instruction that makes use of web
resources. The concept of distance learning, however, is not new in the educational
arena. Historically, it started with the use of correspondence, use of audio and video
technology, use of television satellites and finally the internet and the World Wide Web.
As distance learning continues to evolve, so are the factors that define it.

Zvacek (2004) identifies the following components of distance learning:

❖ Physical distance that separates teachers and learners;

❖ Use of mechanical or electronic means to deliver content;
❖ Interaction between teachers and students; and

LNBaasis 41
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

❖ The influence of a formal educational organization that outlines the roles of

the participants, expectations and expected outcomes.

As the internet and the web continue to advance in speed and functionalities web-
based instruction is beginning to gain popularity and worldwide acceptance as an
emerging educational practice.

In the Philippines, several higher learning institutions started offering their own
version of WBI programs. We can also observe basic education institutions adopt blended
learning to provide extended learning opportunities to the students. The onset of K to 12
programs prompted the Department of Education or DepEd to use the blended learning
approach in the delivery of senior high school programs. This is seen as a positive
development towards attaining quality education and in addressing the learning styles of
our digital students.
Categories of Web-based Instruction

There are several broad categories of web-based instruction. Siemens and

Tittenberger (2009) cited three broad categories of web-based instructional programs,
namely; augmented, blended (distributed and hybrid) and online (distance).

Augmented
The term augmented came from the root word "augment” which means to improve,
expand, to amplify and increase. Hence, in the augmented category, web-based
instruction is used to extend the physical classroom in order to supplement face-to-face
instruction.

Blended Learning
There are several terminologies associated with blended learning. You must have
heard or encountered in your readings, concepts such as distributed learning, e-learning,
hybrid learning and the like. Do these words mean the same thing? Blended learning is
an instructional method of delivery that combines web-based instruction with face-to-face
classroom instruction.

Online Learning
In online or distance learning category, learning takes place remotely in
asynchronous or in synchronous communication. Online learning is commonly accepted
by adult learners as this instructional method offers flexibility in time and space.

Benefits of Web-based Instruction

The turn of the 21st Century saw the fast development in Information
Communication Technology or ICT. The internet and the web are seen communication
channels that outshine all forms of communication media. These phenomenal growth and
developments have challenged educational institutions here and abroad to transform their
educational practices to address the ever-growing demand of the digital learners. Today,
many educational institutions and organizations are taking advantage of the benefits
offered by web-based instruction. Thus, web-based instruction continues to gain
popularity and worldwide acceptance.

LNBaasis 42
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

Several studies were conducted to investigate the educational value and benefits
of web-based instruction or the WBL. Some scholars and researchers cited the following
benefits and advantage of web-based instruction:

❖ Unparalleled access to instructional resources:

❖ Improvement in learning outcomes (Fletcher, 2001):
❖ Offers engaging and interactive learning experiences that are open, flexible
and distributed (Kahn, 2001),
❖ Can be conveniently modified and redistributed, readily accessed, and
quickly linked to related sources of knowledge, thus establishing a
backbone for "anytime, anywhere" learning (Fletcher & Dodds, 2001):
❖ Support management of large class;
❖ Allows interactions between faculty and students through email, resource
sharing and collaboration:
❖ offers a learner driven collaborative learning environments and
❖ Cost effective

The inherent flexibility feature of the Web serves as a powerful tool in the delivery
of distance education programs. It provides a variety of applications in educational context
ranging from simple course administration and student management to teaching the
entire courses online (Olson & Wisher, 2002).

Application of WBI in Training and in Industry-Based Organizations

Web-based instruction has long been adopted in training and in other industry-
based organizations. E-banking started in early 90% and the practice became widely
accepted. The following are some web-based application programs used in business
industries

Prodmode is a modern full-featured, cloud-based ERP system dedicated to the

apparel and fashion industry. Prodmode offers a better experience. It increases
productivity and greatly reduces error. Push the boundaries of business and get the tools
needs to succeed. Apparel companies use Prodmode in their production processes,
memory management merchandising and sales campaigns by having mobile accessibility
and streamlined data.

The Elastic solution is another Web-based program that features a

Digital/Custom Catalog Builder, Online Order Entry with live ATS and ERP integration,
Orde Visual Assortment Planning and White Boarding tools. It also leverages the
Marketing Assets make it feel like your B2C (Business-to-Client) site (Elastic Suite, n.d.).

Today content providers in training organizations deliver online training programs.

Resource Management organizations use blended learning to deliver their professional
development programs. The primary objective of using blended learning is to cost on
travel expenses and optimize productivity time of their employees.

There are other applications of Web-based programs in almost all facets or our
day-to-day living. This affirms the limitless value of the internet as powerful
communication tool man has ever invented.

______________________________________________________________________

LNBaasis 43
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

Learning Activity

Directions: (This is an individual learning activity)

"Are tomatoes fruits or vegetables"

❖ Visit this website to http://wonderopolis.org/wonder/are-tomatoes-fruits-of-

vegetable

Guide Questions:

▪ Name other fruits that are treated like vegetables

▪ Construct three (3) higher cognitive questions on this subject
▪ To what extent did this website address your predicament at tomatoes?
▪ Relate your acquired knowledge about tomatoes with our environmental issues
and concerns
▪ Write your answers in the space provided.

Fruits that are treated like vegetables:

_______________________________________________________________

Construct three (3) higher cognitive questions about the subject.

1_____________________________________________________________________
___________________2__________________________________________________
______________________________________3_______________________________
_________________________________________________________ .

How did this particular website address your predicament on the classification of
tomatoes?

______________________________________________________________________
______________________________________________________________________
______________________________________.

Cite specific environmental issues and concerns where you can relate your acquired
knowledge about tomatoes.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_________________________________________________________.

LNBaasis 44
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

LESSON 8

TITLE - The Practice of Blended Learning

Learning Outcomes

➢ Identify and describe the various models of blended learning.

➢ Name and critique the different forms of online interaction.
➢ Demonstrate station rotation model of blended learning in a simulated learning
environment.

OVERVIEW

Much has been said and written about blended learning. As an emerging or
developing teaching approach, it has attracted the attention of both the academic and
corporate practitioners in education and in training. While it has started to take it in many
educational institutions worldwide, debates continue to question the nobility of this
teaching practice. As future teachers, the call is timely for you to acquire empirical and
conceptual knowledge and understanding about the promise and practice of blended
learning. Lesson 8 covers blended learning, the various models of blended learning, a
various form of online interaction.

______________________________________________________________________

Learning Activity

Directions: (Individual Learning Activity)

* Watch this video "Perspectives of Blended Learning"

Answer the following guide questions.

▪ How does the video describe today's learners?

▪ Describe the various teaching and management experiences on blended learning
as expressed and shared in the video.
▪ Construct three (3) higher cognitive questions on the various blended learning
perspectives as discussed in the video.
▪ Write your answers in the space provided.

How does the video describe today's learners?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_______________________________________________________________ .

LNBaasis 45
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

In your own words, describe the various teaching and management experiences on
blended learning as expressed and shared in the video.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Construct three (3) higher cognitive questions on the various blended learning
perspectives discussed in the video.

1. ________________________________________________________________
2. ________________________________________________________________
3. ________________________________________________________________

DISCUSSION

Definitions and Development of Blended Learning

The term Blended Learning or BL for short was cited in the previous less one of
the three broad categories of Web-based instruction. Briefly, it was defined an
instructional method of delivery that combines web-based instruction with face-to-face
classroom instruction. However, the body of literature forwarded other definition
expressing the varied perspectives and viewpoints of other scholars and practitioners the
field.

Historically, according to Charles Graham, blended learning is the convergence

between face-to-face learning environments and computer-mediated (or distributed)
learning environments. Blended learning is bridging face-to-face instruction with
computer-mediated instruction. Others describe blended learning as the combination of
virtual and physical learning environments.

As an educational technologist and a practitioner of blended learning, this author

would like to view blended learning as "a combination of strategies and approaches in the
process of teaching and learning using web-driven instructional resources" It is mixing or
combining two or more delivery modes in engaging students in active learning using the
instructional resources of the World Wide Web. The author focuses her definition on the
strategies and approaches because they are the key pedagogical elements in the practice
of blended learning. The simple combination of information coming from the teacher and
the use of Web resources is not what blended learning is all about. It calls for a sound
pedagogical foundation to design, develop and deliver courses online.

Models of Blended Learning

As discussed in the previous lesson, there are three (3) categories of web-based
instruction, namely: Augmented, Blended and Online as cited by Siemens and
Tittenberger (2009). In the case of blended learning, this teaching approach comes in four
(4) models.

LNBaasis 46
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

Horn and Staker (2014), came up with the following graphic visual representation
of blended learning. The graph illustrates the combination of brick-and-mortar classroom
representing the face-to-face instruction with blended learning. It further shows the four
(4) models of blended learning, namely: Rotation Model, Flex Model, A la Carte Model,
and Enriched Virtual Model. Under the Rotation Model are the other four sub-rotation
models, namely; Station Rotation, Lab Rotation, Flipped Classroom and Individual
Rotation. See Figure below.

CLASSROOM BASED-
ONLINE LEARNING
LEARNING

Blended Learning Using Disruptive Innovation to improve School

(Horn and Staker)

1. Rotation Model

In this model, the students rotate on a fixed schedule or at the teacher’s discretion
between learning modalities, at least one of which is online learning. These
activities may include small-group or full-class instruction, group or individual
coaching, and pencil-and-paper assignments. Learning of the stud mostly takes
place on brick-and-mortar campus, except for any homework assignments. There
are four sub-models under this rotation model.

Station Rotation

In this station rotation model, the students experience the rotation within contained
classroom or group of classrooms. The station rotation model different from the
individual rotation model because students rotate through all of the stations, not only
those assigned to them. This model answers the question of many who would wish to

LNBaasis 47
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

use blended learning approach that they can actually use blended learning right inside
the traditional classroom. This approach observes the following simple steps.

Step 1 - Create Collaborative Learning Stations or CLS. Ideally each CLS must
have at least maximum of eight (8) and a minimum of five (5) members Each CLS
must have at least one or two computers, laptop, Ipad or mobile technology preferably
with internet access.

Step 2 - Assign specific learning task for each collaborative learning station. One
condition for the station rotation model is that at least one or two learning tasks must
be web-driven or make use of instructional Web resources.

Step 3 - Give clear and simple directions. Refrain from giving directions orally as
this can create confusion and disorder in the classroom. The best way to do this is to
write the direction for the learning task in a piece of paper or hand-out.

Step 4 - Give ample time for the CLS to complete their assigned learning task. The
teacher should be able to estimate how long each CLS will be able to complete the
given task. The teacher should refrain from talking or giving additional directions to
the class as soon as the students have started performing their assigned learning
task.

Step 5 - After completing the assigned learning task on a specific time allotted, the
students will move or transfer to the next CLS and perform the given task of that CLS.
For example, CLS 1 will move to CLS 2 and CLS2 will move to CLS 3 and so on to
show the physical rotation. This has to be done in an orderly manner. This is the stage
when the students interact with the content.

Step 6 - After the students have completed the rotation to the different CLSs, a
teacher-led open discussion can follow where the teacher pursues, and put in context
the learning experiences of the class from the different learning stations. This is the
teacher-led instruction stage when the teacher interacts with the students.

The teacher can further direct the students to go online or visit a website for
enrichment or assessment.

Station Rotation Model of blended learning is today widely used both in the basic
education and in the higher learning institutions. The delivery of the K to 12 programs
may adopt this model to provide extended learning opportunities for the students.

LAB Rotation Model

It is the same as the station Rotation except that the students rotate to the
computer laboratory or in multimedia room for on line learning stations. This approach
may be used for older students who are more responsible and those with longer class
schedules because the physical rotation may take longer time.

Flipped Classroom
This model allows students to participate in online learning off-site in place
of traditional homework and attend the brick-and-mortar school for face-to-face,
and for teacher-guided practice or projects. The content is primarily delivered

LNBaasis 48
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

Online which makes flipped classroom different from the other rotation models
where the students simply do their homework online at night.

Individual Rotation
In this model, the teacher gives each student enrolled in a particular course
or subjects an individualized playlist and does not necessarily rotate to each
available station or modality. The teacher provides the individual student
schedules.

2. Flex Model

Online learning serves as the primary source of student learning although

at times students are directed to perform offline activities. This model provides the
students with an individualized and customized mobility on more flexible schedules
among learning modalities. The teacher of record is on-site, and students learn
mostly on the brick-and-mortar campus, except for any homework and
assignments. The teacher of record or other adults provide face-to-face support
on a flexible and adaptive as-needed basis through activities such as small-group
instruction, group projects, and individual tutoring assignments. A certified teacher
may be around to supplement the online learning on a regular basis, while in
others; minimal face-to face enrichment is provided. There are several ways this
particular model may be implemented.

3. A La Carte Model

This focus on the course that student takes entirely online along with the
experiences that the student is having at a brick-and-mortar school or learning
center. The teacher of record for the A La Carte course is the online teacher.
Students may have two options either on the brick-and-mortar campus or off-site.
This is different from full-time online learning because it is not a whole-school
experience. Students take some courses a la carte and others face-to-face at brick
and-mortar campus.

4. Enriched Virtual Model

In this model, a course or subject in which students have required for to-
face learning sessions with their teacher and then are free to complete remaining
coursework remotely from the face-to-face teacher. When students located
remotely, online learning serves as the backbone of learning. The practice of
enriched virtual model of blended learning started as full-time rotation Online
schools and later on developed blended programs to extend students' school
experiences. The Enriched Virtual model differs from the Flipped Classroom
because in Enriched Virtual model, students seldom meet face-to-face with their
teachers. It differs from a fully online course because face-to-face learning
sessions are optional and only when required (Horn & Staker, 2014).

Learning Activity

Directions: (Individual Activity)

1. Choose one from the four (4) rotation models of blended learning.
2. Write on the corresponding columns what you believe are the benefits and the
drawbacks of your chosen rotation model.

LNBaasis 49
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

3. On the space provided below, construct 3 higher cognitive questions you may wish
to raise about this particular rotation model.

I chose _____________________________________________ rotation blended

learning model.

Benefits Drawbacks

I would like to raise the following questions about my chosen rotation blended learning
model.
1. _______________________________________________________________
_
2. _______________________________________________________________
_
3. _______________________________________________________________
_

Two Types of Online Communication

Communication, as Wiener (1950) defines it, is a matter of an exchange messages

“between man and machine and between machine and man and between machine and
machine” Communication is the driving force in online learning. There are two types of
communications that can take place in a virtual learning environment namely:
synchronous and asynchronous.

The asynchronous communications do not require a constant bit rate. Examples

email and the World Wide Web. In online learning, asynchronous communications is
associated with learning anytime and anywhere. This usually calls for the use of a
discussion forum tool or other tools in a learning management system. Online teachers
and students can post learning activities and can retrieve the messages or directions
posted in the forum tool at any time.

In contrast the synchronous communication is the opposite of asynchronous.

Synchronous communication takes place in real-time. The word synchronous means
communicating and doing specific task at the same time. In online learning, this type
communication calls for the use of chat rooms and online conferences. This is a
challenging and demanding type of online communication because it takes place in real
time. The problem in access to the internet can, however, serve as a drawback in
synchronous communication.

Today's mobile technologies and use of social media allow users to communicate
both asynchronously and synchronously.

Three Forms of Online Interaction

Interactions play a crucial role in online learning. According to Moore and Kearsley,
"Active learning will not take place in an online environment unless the interaction is
deliberately planned and the teacher encourages it.

LNBaasis 50
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

Thurmond (2003) further defined interaction as:

...the learner's engagement with the course content, other learners, the instructor,
and the technological medium used in the course. True interactions with other learners,
the instructor, and the technology result in a reciprocal exchange of information. The
exchange of information is intended to enhance knowledge development in the learning
environment. Depending on the nature of the course content, the reciprocal exchange
may be absent - such as in the use of paper printed content. Ultimately, the goal of
interaction is to increase understanding of the course content or mastery of the defined
goals (p. 4).

Moore (1989) cited and defined three (3) forms of interaction in distance education;
namely, learner-to-content interaction, learner-to-learner interaction, and teacher to
learner Interaction.

TEACHER TO STUDENT INTERACTION

This form of interaction takes place when the online teacher for example conducts
an open discussion with the students using the chat room, social media technologies and
other tools for online conferences. This type of interaction requires real-time
communication and, therefore, it is synchronous. The chat room is one basic tool teacher-
to-student interaction normally takes place. Developers of learning manager systems
name this particular tool as "Chat Room" and the name outright con informal chatting,
hence, many users of the chat room conduct casual conversation this tool is to serve
delivery of distance learning programs, it should be named "virtual classroom".
In practice, an online teacher serves as a guide and a coach, therefore, they should
refrain from delivering prescriptive lectures, instead, focus on providing guidance in
course of teaching online. The role of online teachers as what practitioners claim, is not
only challenging but demanding in terms of time in preparing instructional plans online
delivery and responding to the other concerns of online students which may be technical
or content related in nature.

STUDENT TO CONTENT INTERACTION

In its most basic definition, student or learner-to-content interaction refers to time

the learner spent interacting with course content including textbooks, PowerPoint lecture
presentations, web pages, and discussion forums (Su, Bonk, Magjuka, Liu, & Lee, 2005).

Interaction with content in the context of online learning can take many forms and
serve a variety of functions. The learner-to-content interaction is demonstrated when
online students are given the opportunity to interact with the lesson or specific subject
matter which may be assigned to them by their online teacher. For example, the online
teacher directs the students to visit a website to read a particular article that covers the
lesson. It can also be demonstrated when online students are assigned to a particular
Web-based instructional material such as a simulation or a tutorial program. This
interaction takes place only between the student and the content without the teacher.

The multitude of Web-based technologies available today such as the blogs, wikis,
YouTube, and Google has dramatically transformed the context of student-content
interaction. The development of Open Educational Resources in various forms further

LNBaasis 51
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

provides teachers and students with an array of instructional resources for student
content interaction.

Brady's (2004) study of the benefits of interactivity within an educational website

shows that student-content interactivity positively influenced learning outcomes
satisfaction, and student time-on-task. As pre-service teachers, you can reflect our
personal experiences as you interact with an instructional site. You can further ask
yourself to what extent your interaction with the site enhances the depth of your
understanding in a particular subject.

STUDENT TO STUDENT INTERACTION

Student-to-student or learner-to-learner interaction is perhaps the most important

of Moores (1989) three forms of online interaction. This type of interaction takes place
between and among online students. If you recall your previous course on teaching
methods and strategies, designing learning activities in a traditional requires your
creativity to prompt and sustain student-to-student interaction. Use of online collaborative
learning activities, problem solving, case-based instruction and other learning task
provides students the opportunities to interact among themselves and teach each other.

In an online learning environment similar learning activity may be applied to some

extent however, they differ on the medium employed to prompt, promote and sustain
student-to-student interaction. In face-to-face classroom environment for example, the
physical presence of the students in engaging with one another is more real because they
can see and observe physical reactions through facial and hand gestures. The complexity
of online environment such as the physical and geographic of teachers and students, the
technological issues and concerns on access and availability along with the pedagogical
and technical orientations of online teachers and students make it more challenging to
design learning activities intended to promote and sustain student-to-student online
interactions.

The proliferation and rapid growth of social media such as Facebook, Twitter,
Instagram and others “yet to come" are today playing a vital force in online student-to
student interaction. The overwhelming usage of social media technologies today calls for
a more serious concern for online teachers and practitioners to be more cautious and
guide online students in using social media communication tools considering the nature
and characteristics of their applications.

Other Forms of Interaction

While Moore's three forms of interaction serve as the basic framework where
scholars and researchers focus their discussion on the subject of interaction, others,
however, continue to argue that there are other types of interactions that are distinct and
important in distance education.

The article on "Modes of Interaction" by Friesen & Kuskis (2012), cited other forms
of online interaction.

LNBaasis 52
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

Learner/ Interface Interaction

This form of interaction according to Hillman, Willis, Guwaderna (1994), is the

process of manipulating tools to accomplish a task. Learner-to-interface interaction
access, skills and attitudes of the learner in the course of his/her interaction or
engagement in a technology mediated learning.

Several reactions were raised on the learner-to-interface interaction. How is this

interaction distinct and different from Moore's three types of interaction? They claim that
all forms of interaction in web-based instruction particularly in distance education are in
principle technology-mediated. Thus, learner-to-interface interaction may not be
considered as a separate form of interaction. However, the acquisition of communication
and technical skills are taken as important in distance education.

Vicarious Interaction

This form of interaction was introduced by Sutton (2000). Just like in classroom
setting, in online learning, not all students get the opportunity to interact directly with other
students or even with their teacher. But these students may interact vicariously. So, what
is vicarious interaction? Sutton (2000), defined vicarious interaction as interaction that is
taking place "when a student actively processes both sides of a dire interaction between
two other students or between another student and the instructor”.

Vicarious interaction, therefore, is an act of reflecting, engaging and processing on

the interactions taking place between and among students and the teacher. This action
does not demonstrate active engagement or direct interaction or participation. The online
student is learning from the on-going interactions and is just waiting for an opportunity to
interact.

There are also several reactions on Sutton's vicarious interaction. So far, no

evidence that vicarious interaction leads to improved learning in distance education. The
measure of learning is demonstrated in active engagement and interaction with and
among other students, with the teacher and with the content. This active engagement is
seen in the regular posting of messages.

Teacher-to-Content

Another form of interaction is the Teacher-to-Content Interaction as cited by

Friesen and Kuskis (2012).

Online teaching is considered as a complex professional practice. Every online

teacher should not only demonstrate mastery of the subject matter, but equally important
is to have sound pedagogical orientation and skills to deliver online content. Teaching
online is different from teaching in a traditional classroom setting. Teachers cannot do the
same thing as what they do in face-to-face instruction.
The teacher-to-content interaction is primarily the concern of online teachers. It
involves teacher's skills in designing course content, selection of appropriate instructional
web materials, and the use of specific online teaching strategies and approaches.
The development of the Open Educational Resources in the Web poses several
issues and concerns particularly to novice online teacher. This is where the teacher to-

LNBaasis 53
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

content interaction comes into the picture. How will online teachers address the
instructional design, selection, implementation and the evaluation of these online
resources to be used in the delivery of online courses? Please note that these are the key
words you have encountered in the various definitions of educational technology have
learned in the previous lesson.

As pre-service teachers, you have learned in your previous courses about

designing instructional materials, and your creativity has been challenged through your
course projects. Considering copyright and other legal restrictions associated with the
use of some web based instructional resources, teachers ultimately engage in developing
resources for online delivery. In the process of designing and developing customized
online instructional materials, other technical skill considerations may hinder if not
discourage those who might consider online teaching.

The teacher to content interaction is a vital element that immeasurably contributes

to the success of distance education programs. This is the greatest challenge for pre
service, in service and future online teachers have to face as they prepare to become the
21st century educator.

______________________________________________________________________

Learning Activity

Show the three form of online education by making a drawing or sketch on the box
provided below.

Teacher to Student Interaction

Student to Content Interaction

Student to student Interaction

LNBaasis 54
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

LESSON 9

TITLE - Teaching in an Online Learning Environment

Learning Outcomes

❖ Identify and critique the various pedagogical principles and practices in online
teaching
❖ Demonstrate the functions of the different tools and resources in a typical learning
management system.
❖ Design specific learning tasks to show the relationship of social presence,
cognitive presence, and teaching presence in the Community of Inquiry Model.

OVERVIEW

The availability and the instantaneous access to knowledge and information in the
internet and the Web have dramatically changed the practice and the delivery of online
programs. There is a remarkable increase in the number of educational institutions today
that offer online courses. In the local scene, the Department of Education (DepEd) has
required the use of blended learning in the delivery of Kto12 Programs. How equipped
are the teachers both the pre-service and in-service in shifting their traditional classroom
practices to teaching online?

As pre-service teachers, you are currently preparing yourselves academically to

face the new breed of students who are not only technologically savvy but also advanced
in knowledge and information about your subject matter. The teaching online and
teaching in a traditional classroom are not the same. They may share similarities and
differences but teaching online requires sound pedagogical and technological knowledge
and skills.
In the previous lessons, you have learned about web-based instruction, models of
blended learning, and the importance of online interaction.

In this we discuss the various pedagogical principles and practices in online

teaching. It introduces the Community of Inquiry Model, and the familiarity of the different
tools and resources of learning management system.

______________________________________________________________________

Learning Activity

Directions: Use of Venn diagram

❖ Using a Venn diagram, write down the similarities and differences of online
teaching and classroom-based teaching.
❖ At the center of the Venn diagram write their similarities.
❖ Write on the space provided below your discussion.

LNBaasis 55
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

DISCUSSION

Virtual Learning Environment

To succeed in teaching online, one needs to first and foremost understand the
nature and characteristics of the learning environment. In the case of online teaching, the
playing field or the environment where you will teach is "virtual" which means there is
physical and geographic separation of the teacher from the students. As you have learned
from your previous lessons, communication and interaction play a vital role in online
teaching and learning.

In your Venn diagram learning activity, you have cited similarities and differences
of online teaching from the traditional classroom-based teaching. Undeniably, there are
some outstanding features of online environment which offer ease and convenience for
both the teacher and the students but may not be feasible in a traditional classroom
setting.

Teaching in this context offers ease in shifting the time and place of on interaction.
Online content may be presented in various formats in video, text and multimedia. There
is provision for extended access to these online web-based materials capacities of the
net to access huge volumes of content in practically all subjects, and the net's enabling
feature to support human and machine interaction both in synchronous and asynchronous
modalities (Anderson, 2004).
Community of Inquiry Model

LNBaasis 56
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

To understand the context of teaching and learning in an online environment,

Garrison. Anderson and Archer (2000), developed the "community of learning model or
the community of inquiry model". According to this model, genuine learning can only be
achieved if there are sufficient levels of presences". The authors cited three (3)
presences, namely: cognitive presence, social presence, and teaching presence.

What is Community of Inquiry Model? Simply defined, the Community of Inquiry

Model is a group of individuals who collaboratively engage in purposeful critical discourse
and reflection to construct personal meaning and confirm mutual understanding. It is an
educational community of inquiry.

The presences (cognitive, social, teaching) are the independent elements or

components that should be sufficiently high to achieve meaningful online learning. Figure
3 shows the Community of Inquiry Model and how the three presences work within this
framework. This model is comprised of three overlapping circles representing social
presence, cognitive presence, and teaching presence (Garrison, Anderson & Archer,
2000).

The Community of Inquiry Model (Garrison, Anderson & Archer, 2000)

Social presence is "the ability of participants to identify with the community (e.g.,
course of study), communicate purposefully in a trusting environment, and develop inter-
personal relationships by way of protecting their individual personalities" (Garrison, 2009).
It relates to the establishment of positive environment where students can be themselves
and can openly express and share the viewpoints.

In actual practice, how is social presence established and carrier learning

environment, many students may feel isolated and other may not be confident enough to
actively participate in the discussion. This sense of isolation is felt mainly due to the
absence of physical contact coupled with the nature of the medium used for
communication and interaction. It is, therefore, important to establish a sense of
belongingness within this community of le should be able to relate to each other in a
trusting and non-threatening environment.

Cognitive presence is the extent to which learners are able to construct and
confirm meaning through sustained reflection and discourse (Garrison, Anderson, &
Archer 2001)

LNBaasis 57
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

The term cognitive is not new to you. Cognitive refers to mental activity, reasoning
and thinking how continuous thinking, reflecting and discourse result to construction and
shared meaning.

Teaching presence is the design, facilitation, and direction of cognitive social

processes for the purpose of realizing personally meaningful and education worthwhile
learning outcomes (Anderson, Rourke, Garrison, & Archer, 2001).

In the previous lesson, you learned the importance of the role of online teacher in
prompting, promoting and sustaining interaction. In the same vein, we now talk about
“teaching presence" as another component in building the so called 'community of
learners” in a virtual environment. Teaching presence includes teacher's task in
designing, organizing and facilitating learning experiences that should take place first
before the establishment of the learning community.

The following are the three (3) important roles of teachers in creating teaching presence.

▪ Design and organization of the learning experiences

▪ Devising and implementing activities to encourage discourse interaction between
and among students, between the teacher student, and between individual
students and groups of students and content resources.
▪ Engaging in a variety of direct instruction in adding subject expertise (Anderson,
Rourke, Archer, and Garrison (2001).

Figure above shows the interrelationship of these presences in building of Learning or

the Community of Inquiry. The model postulate that meaningful learning online is
achieved when there are sufficient levels of these three components "presences."

______________________________________________________________________

Learning Activity

Directions: (Individual Output)

➢ In the first column of the table below, are the three presences
➢ Opposite each presence, name at least two ways you can do to establish this
presence in an online environment

3 Presences Name Ways to Establish or Create each Presence

SOCIAL PRESENCE

COGNITIVE
PRESENCE

TEACHING
PRESENCE

LNBaasis 58
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

Learning Management Systems

As millennial and digital learners, you have mastered various computer

applications and other mobile apps at the tip of your finger. You also learned from the
previous computer lessons about system and software applications. With what you have
initially learned about web-based instruction and online teaching, this time you will
probably ask yourself, how will I deliver my online lesson? What particular tools and
resources will I use to translate what I have learned about online course delivery? Is there
particular software that will help me deliver my online lesson?
You must have read or heard about "Learning Management System" or LMS. What
is a learning management system? Learning Management System is defined as course
management software used to deliver educational and training programs online. Just like
other software applications such as the Word program you use to write documents, power
point for designing and developing lecture presentations, learning management system
or LMS is a software program that helps you create, manage and deliver online
educational programs. (What's an LMS?, n.d.). It is simply understood as course
organizer.

As an online course organizer, LMS provides tools and resources to help tea
design, develop, manage and deliver online courses.
Tools and Resources of LMS and Their Functions

There are several learning management systems in the market which are available
for educational institutions and business organizations. There are also open-source
learning management systems which institutions can use free of charge. Example of
these LMSs is: Web City, Blackboard, Wizlearn or IVLE. Educational and training
institutions and other organizations can avail of these LMSs through subscription. And for
those who would prefer to use LMS for free, you have the Moodle and Sakai and many
more if you wish to search for them in the Web.

A typical LMS has the following tools and resources to offer which can help users
design, develop and organize their online programs. The following are the tools and
resources:

• Workspace - every LMS provides this specific tool, however, and for some they
may call this with a different name. “My Workspace” is a place where you can keep
personal documents, create new sites, and maintain a schedule, store resources,
and much more.

• Announcement Tool - is another LMS tool where online teacher may use to post
announcement for the class. Usually, the class is alerted to check regularly the
announcement for an update or for other important notice.

• Resources - is a tool designed to serve as a repository of all instructional

materials such as journal articles, PowerPoint lecture presentations, videos and
other multimedia materials. Other LMS may call this a Workbin or by any other
name but serve the same purpose.

LNBaasis 59
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

• Syllabus - This tool is where online course syllabus is posted. Some LMS provide
a template for this tool and online teacher simply fills up the required information
such as title of the course, code course, learning outcomes, class schedules, and
course description.

• Chat Room - This is a virtual classroom where the teacher and students meet in
real-time. This is a tool where synchronous communication takes place. All chat
transcripts are recorded and the online teacher can retrieve them for review.

• Discussion Forum - This is another LMS tool where asynchronous

communication between the teacher and the students and between and among
online students can take place. Other LMS can call this particular tool as
discussion board.

• Assessment Tool - Online teachers can likewise give online tests. This
assessment tool helps teachers to organize and post several types of test.

• Whisper Button - Teachers may use this tool to communicate to a particular

student or a group of students for any particular message intended only for them
and not for the entire class.

Developers and designers of learning management today continue to improve the

features, tools and capabilities of LMS in order to help online teachers in designing and
organizing their online learning programs. A special training is usually conducted for
online teachers in using all these LMS tools and resources.

Classroom Management in a Virtual Learning Environment

In your earlier lesson, you learned that synchronous communication is one type
that requires real time. In online learning, this usually takes place in a chat room. The
teacher creates a chat time for the class and where class discussion is conducted on
specific topic and normally given in advance to the students. In practice, the chat room
serves as a virtual classroom.

The practice of communicating synchronously in an online environment is quite

challenging for many online teachers. The very nature of the internet being fluid and
demanding type of communication medium discourages many practitioners to use this
tool for online class discussion.

To conduct synchronous communication requires a set of skills on the part of

online teachers. These skills include among others, technological skills which refer to the
application of the tools and resources of the learning management system, skills on
designing course content, and selection of the appropriate instructional resources.

As pre-service teachers, you learned from your previous courses in teacher

education about application of the basic principles in classroom management. The use of
the chat room for synchronous communication requires some set of rules or guidelines
for effective teaching and learning to take place in an online environment. In the absence

LNBaasis 60
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

of these guidelines, synchronous session can create a chaotic and disorderly class
meeting in the chat room. The students post anything and at any time, and the teacher or
the online moderator may lose control of the flow of discussion.

The following are simple rules and guidelines to be observed while inside the chat
room.

Guidelines in Moderating Synchronous Session in a Chat Room

❖ The teacher greets the students upon entering the Chat Room. To check the
attendance, you may advise students to state their name and location.
❖ Do not start class discussion if majority of the students are not present.
❖ Spend time to socialize with the students by way of asking light and friendly
questions while waiting for the others to enter the Chat Room.
❖ Advise students not to post their answers unless they are asked to.
❖ Encourage students to reflect on the questions raised by the teacher, and on the
answers of their classmates while waiting for their turn to react or participate in the
discussion.
❖ The teacher should follow up or sustain the discussion by way of encouraging the
students to post their reactions.
❖ Use the messages or whisper button to address specific needs a particular student
or group of students. Avoid reprimanding Chat Room.
❖ Schedule chat session in a group of 10 to 12 students sustain online interaction. If
you have a big class, you may divide them and schedule specific chat session for
each group.
❖ Try to use emoticons to motivate the students and to enliven the discussion. This
is one technique to humanize what technology has dehumanized.
❖ In the event of a need to leave the Chat Room, always post a notes everyone is
aware of your exit. Do the same when you return. (For both the teacher and the
students).
❖ Always encourage students to think and reflect at all times. Prepare questions that
will engage students in higher cognitive thinking.
❖ The teacher or the chat moderator is encouraged to use a different font style and
color for ease in identification.
❖ Predict the closing time for the chat. Summarize class discussions and conclude
the meeting by way of commending the students for their participation.
❖ As a general rule, observe other pointers on netiquette.
❖ Guidelines must be made clear to the students prior to a chat session
(Habulan, 2004).

It is suggested that these given rules or guidelines must be made clear to the
students prior to a chat session.

LNBaasis 61
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

LESSON 10

TITLE – INSTRUCTIONAL DESIGN IN ONLINE COURSE

DEVELOPMENT

Learning Outcomes

➢ Discuss and put in context the principles of instructional design.

➢ Design an instructional plan for online delivery.
➢ Illustrate the value and application of instructional design principles in materials
development for lifelong learning.

OVERVIEW

Teachers just like architects, engineers, and other professionals are designers. If
architects design houses and buildings, engineers design roads and bridges, so what do
teachers design? Teaching calls for planning and designing. In principle, no teacher
enters a classroom without knowing what to teach and how to teach. The question on
what to teach involves the mastery of the subject matter. On the part of the teacher, it
entails having enough knowledge and understanding of the content. The question on how
to teach focuses on the strategies, methods and the selection of instructional materials
that can best deliver the content.

The pervasive influx of the new and emerging technology in the educational arena
has prompted scholars, learning specialists, and educational technology practitioners to
explore and put in practice the principles of Instructional Design. This is another complex
field of study that many may find it quite technical.

Teaching with technology calls for the understanding of the key principles of
instructional design in the process of preparing instructional plans and developing
instructional materials intended for both classroom-based and online delivery

In this lesson explores the study of instructional design, its definition, models and
usage in the context of online course design and management.

DISCUSSION

Definition of Instruction Design

Several definitions of instructional design or ID you can find in the literature. Just
like the other terms that we have learned in the previous lessons, instructional design is
defined based on one's background knowledge and orientation. A teacher may define this
term in the context of lesson planning while a system or program developer may express
the definition and understanding of instructional design in the context of developing or
producing technology driven programmed instruction.

LNBaasis 62
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

The following are some of the definitions of instructional design:

➢ Instructional Design is the systematic development of instructional specifications

using learning and instructional theory to ensure the quality of instruction. It is the
entire process of analysis of learning needs and goals and the development of a
delivery system to meet those needs. It includes development of instructional
materials and activities and tryout and evaluation of all instruction and learner
activities.

➢ Instructional Design is the systematic process of translating general principles of

learning and instruction into plans for instructional materials and learning.
Instructional design is a systematic approach to planning and producing effective
instructional materials. It is similar to lesson planning, but more elaborate and more
detailed.

➢ Instructional Design is a systematic approach to course development that

ensures that learning goals are accomplished. It is an iterative process that
requires on-going evaluation and feedback. Instructional Design is the art and
science of creating an instructional environment and materials that will bring the
learner from the state of not being able to accomplish certain tasks to the state of
being able to accomplish those tasks. Instructional Design is based on theoretical
and practical research in the areas of cognition, educational psychology, and
problem solving (Siemens, 2002)

From the foregoing definitions of instructional design, let us look into the key concepts
that can make our understanding of ID simple so that we can translate them in actual
practice.

Instructional design is a systematic process which means that it follows a procedural

or sequential approach. It involves application of theories and principles in Learning;
hence, it focuses on the act of learning and the understanding of how people learn. You
can review some of the educational and learning theories and principles you have learned
from the courses you have taken in teacher education. ID also includes the production or
design and development of instructional materials and the technologies to support the
delivery and the achievement of the stated learning goals and outcomes. At this point,
you are beginning to create a mental picture of what instructional design or ID is all about
as you think of your future task as teachers and designers.

To reinforce your understanding about instructional design, let us watch this video.

LNBaasis 63
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

Learning Activity

Direction:

❖ Watch this Video "What is Instructional Design?”

What is Instructional Design?

Source: https://www.youtube.com/watch?v=w0iQgStGND4
❖ Answer the following guide questions.

Write your answers to the space provided below and submit them as an assessment
output.

Name and describe the three (3) major components of instructional design.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Name and discuss the tools necessary in instructional designing.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Write a short personal insight or reaction on the treatment and of presentation of the
subject “What is Instructional Design?"

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

LNBaasis 64
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

Construct three (3) higher cognitive questions on the various discussed in the video.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Instructional Design Models

The instructional design comes in various models. While there are several
models of design, however, and for the purpose of your present course in educational
technology, let us focus our attention on the basic and simple ID models intended for
teachers and novice designers.

The ADDIE Model instructional design is perhaps the most popular and widely
accepted ID model. The acronym ADDIE stands for Analyze, Design, Develop,
Implement, and Evaluate. This is the best-known ID model and commonly used in in
ADDIE model is illustrated in Figure 4.

Figure 4. The ADDIE ModelRetrieved from http://www.instructionaldesignexpert.com/addie.html

Hannafin and Peck Design Model

The Hannafin and Peck design model is another simple ID model that consists only
three (3) phases, namely; needs assessment, design, and develop/implement as shown
in Figure 5. The needs assessment phase is where the designer formulates the program’s
objectives. In practice, it is this stage that challenges the creativity of the designers. The
final phase is development and implementation. It is at this phase where the program or
the plan is put into place. It is also at this phase where the designer makes decision as to
whether or not to continue or revise the program, although this is not the final revision
that will be undertaken by the designer. One outstanding feature of the Hannafin and
Peck design model is that the evaluation is continuous throughout the designing process
(Sortrakul, & Denphaisarn, 2009). This model is the best in developing technology-driven
instructional resources. See Figure 5 for the Hannafin and Peck design model.

LNBaasis 65
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

Figure 5. Hannafin and Peck design Model (Kidder, 2011)

Dick and Carey Design Model

"The Dick and Carey model prescribes a methodology for designing instruction
based on a reductionist model of breaking instruction down into smaller components.
Instruction is specifically targeted on the skills and knowledge to be taught and supply the
appropriate conditions for the learning of these outcomes.” Sortrakul & Denpriál (2009).
Dick and Carey model is a systematic cycle that consists of nine (9) interactive cycles
and a summative evaluation of the whole effectiveness of the instructions shown in Figure
6.

DICK and CAREY Design Model: The systematic design of Instruction (Dick and Carey 1990)

To enhance your understanding on the relationship of the various components of

ID model, let's watch the following short video.

______________________________________________________________________

Learning Activity

Directions:
❖ Watch this video "Dick and Carey Instructional Design Model” McNeil, M. (2013,
May 19). Dick & Carey Instructional Design Model. Retrieved from
https://www.youtube.com/watch?v=n1120cn4bTU
❖ Focus on the flow of the various components in the model.
❖ Write differences or similarities with the other ID models
______________________________________________________________________
______________________________________________________________________

LNBaasis 66
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

ASSURE Model

The ASSURE instructional design model was developed by Hainrich and Molenda
in 1999. The primary goal of this model is to produce an effective teaching and learning
approach (Forest, 2015). This model serves as a guide for teachers in planning and
conducting instruction using instructional technology. There are six (6) simple steps to
follow in the model representing the acronym ASSURE as shown in Figure 7

Figure 7. ASSURE Instructional Design Model

The first (1st) phase in ASSURE model is the analysis of your target students or
audience. Understand their learning styles and know their prior knowledge of the subject
matter you are about to teach. The second (2nd) phase is when the designer states
learning goals and objectives. It is important that at this stage the designer takes into
account the three (3) learning domains namely; cognitive, psychomotor and affective in
stating the learning goals and objectives. The third (3rd) phase is the selection of
instructional materials that will support the delivery of content. There are three (3) options
a designer can take, namely; to select, modify or develop the materials. This is quite a
crucial stage in the model because wrong choice of materials may not result to effective
learning. The fourth (4th) stage in the ASSURE model is the utilization the instructional
materials in teaching and learning process. The teacher at this stage has the task to
create engaging learning activities using the appropriate materials. Fifth (5th) stage of
ASSURE model is requiring learner's participation. At this stage teacher creates engaging
learning activities where the students can participate actively in problem solving and in
critical thinking. Learning activities are designed the students to interact with the teacher
and express their feedback. The sixth (6th) final stage of this model is final measure as
to the extent of learning on the part of the students, and the evaluation of whether or not
the teacher has achieved the stated learning goals and objectives.

In summary, teaching online requires careful planning. While technologies are

drive online learning, the teacher remains the most effective medium to deliver instruction.
However, this calls for enough time in planning and creativity in designing for online
course delivery. Understanding the principles of instructional design can help you prepare
not only your instructional plan but also in developing and producing online instructional
resources.

______________________________________________________________________

LNBaasis 67
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

Learning Activity

Designing an Instructional Plan for Online Delivery

Directions: (This is an individual activity).

❖ Use the template that follows and design a simple instructional plan for
online delivery.
❖ Choose a simple lesson in one particular subject or course (TLE).
❖ Specify the subject/course and the academic level of your target students.

NOTE: Please remember that this instructional plan will reflect both synchronous and
asynchronous learning activities.

Online Instructional Plan Template

Subject / Course: ______________________________________________

Grade or Year: ________________________________________________

Lesson: ______________________________________________________

Sub-topics: Indicate the sub-topics of the lessons here (if applicable)

Learning Outcomes Online Learning Types of Online Students Learning

Activities Communication and Tasks
interaction/LMS
tools to be used
Indicate the specific Learning Activity No. (e.g., Asynchronous Describe the
learning outcome (s) (Indicate the online or Synchronous learning task the
for every online learning activity communication) students will do.
learning activity. here.) (Choose the type of
Example: Reading of interaction for this
online article, particular activity)
interacting with a
specific instructional S-T interaction
software (simulation, S-C interaction
game, tutorial etc.,) S-S interaction
(Indicate the specific
directions for the
online students to LMS tools to be
follow.) used.

(Duration of the
activity)

Indicate the specific Learning Activity Describe the

learning outcome (s) No. ____ learning task the
for every online students will do.
learning activity.
Indicate the specific Learning Activity Describe the
learning outcome (s) No. ___ learning task the
for every online students will do.
learning activity.

LNBaasis 68
PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

Learning Outcomes Online Learning Types of Online Students Learning

Activities Communication and Tasks
interaction/LMS
tools to be used

LNBaasis 69
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

CHAPTER 3

TITLE - THE PEDAGOGY IN

TECHNOLOGY

INTRODUCTION

The advent of information communication technology or ICT has attracted the

attention of scholars in education and the public in general. While schools generally
accept the value of using technology to improve teaching and learning, skeptics on the
other hand raise their doubts as to the readiness of teachers in using these instructional
technologies in terms of their skills and their pedagogical orientation. Several research
studies claim that majority of our teachers fall short not only in their technical skills but
most importantly in their pedagogical orientation in integrating technology in the delivery
of content.

Educational institutions worldwide continue to address this challenge by training

teachers on the effective use of technology in the classroom. However, these training
programs likewise put emphasis on the technology or the machine and their technical
features and capabilities. As a result, teachers either get technologically confused or lost,
or eventually give up. The younger generation of teachers have the advantage over the
older ones because of their early and constant exposure to technology. But their skills are
likewise focused on the technical aspects of the technology. This is a general observation
among teacher users of technology.

Integrating technology for meaningful learning calls for a strong pedagogical

foundation on the part of teachers who will serve as catalysts in this undertaking. Striking
a balance between technology and pedagogy is quite a challenge.

Chapter 1 lessons were designed to enhance your knowledge and understanding

about educational technology. The chronological arrangement and presentation of the
first four (4) lessons in Chapter 1 covered the introduction to educational technology, its
definition, historical evolution, the educational role and functions of computer technology,
and culminated with the lesson on instructional software.

Chapter 2 lessons introduced alternative delivery systems which include five

lessons namely; the Internet and the World Wide Web, the web-based instruction,
teaching in an online environment, the promise and practice of blended learning, and
online course design and management.

These five lessons mainly focused on the various technologies and teaching
practices in the delivery of distance education.

Chapter 3 introduces the importance of pedagogy in technology. This chapter

discusses the value of bridging pedagogy with technology. It covers the live (5) Lessons
which starts where the 10th Lesson in Chapter 2 ends.

LNBaasis 70
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

Lesson 11 - The Pedagogy of Learning

This lesson explores the pedagogy of learning and how technology can support the
process of learning. It examines the act of learning and how the mind works.

Lesson 12 - Technology in Teaching for Understanding

This lesson introduces the teaching for understanding paradigm in the context of
performances. It covers the role of technology in cultivating performances of
understanding.

Lesson 13 - Technology Integration

This lesson discusses the bridging of pedagogy with technology in the process of
integrating technology for meaningful learning. It introduces the SMAR and the TPAK
models of technology integration.

Lesson 14 - Technology in the Constructivist Learning Environment

This lesson introduces the constructivist learning environment and role of technology to
support teaching and learning.

Lesson 15 - Technology Evaluation

This lesson explores the merit and value of technology evaluation. It introduces ways of
evaluating technology programs and initiatives.

LNBaasis 71
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

LESSON 11

TITLE - The Pedagogy of Learning

Learning Outcomes

❖ Tell with confidence the underlying principles

behind the science of learning.
❖ Connect and make an account of the value of understanding the pedagogy of
learning in the context of using technology in teaching and learning.

OVERVIEW

Thinking is learning and learning is thinking". Let's reflect on this simple phrase.
How do we learn and how do we think? Did you really at some point ask yourself how you
think and how you learn? Perhaps you have learned or must have identified how you think
and how you learn by citing your learning styles. You can be an auditory, visual or
kinesthetic learner. But how about the way you think? Is thinking a process of learning?
Can learning takes place without thinking? These are quite intriguing and difficult
questions to answer.

None of the many organs in our body is as mysterious as the brain. For centuries
we have had varied misconceptions and misunderstanding about how the brains works,
grows, and shapes our ability to learn.

The human brain is the center of thinking abilities. We can explore a body of
knowledge in medicine, neuroscience and cognitive psychology to understand what
exactly how her students think. By so doing, she was able to design learning activities
that will address their metacognitive skills.

In this lesson explores the pedagogy of learning and how technology can support
the process of learning.

DISCUSSION

The Thinking Process

Thinking takes place in the brain. And generally speaking, we connect thinking as
an activity that occurs in the brain. If one has a brain damage, thinking and other
psychomotor activities stop to function properly. Sometimes we also describe as person
as "brainy" when we consider his intellectual or cognitive attributes. So when he engages
in thinking, we use our brain. But what exactly happening inside the brain when a person
is thinking?

From the point of view of a computational neuroscientist King (2005), the brain is
a multi-layered ecosystem of hierarchically organized neurons, circuits, networks, and

LNBaasis 72
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

brain areas. The neurons emit pulses called "spikes” that last about 1 milliseconds. Each
neuron fires (emits a spike) on the order of 10 times per second.

King describes the travels and the interactions between and among these neural
spike signals through an extensive multi-layered feedback loops and in synchronized
oscillating firing pattern.

Thinking though poorly understood, involves interactions between signalling

pathways that are carrying information about the world and neurons that are representing
information in "working" (short term) memory. The neural circuits representing working
memory seem to do so via sustained firing until they are deactivated.

And amidst the battle of neurons and spikes signals, decision-making comes out
to be a "winner take all" process where many different neuron clusters representing
alternate action choices compete by inhibiting each other. Evidence supporting each
action choice increases the spiking activity of the neurons representing that choice.
These neurons inhibit the neurons representing other choices, leading to a multi way
competition among neuron clusters until the final choice is made and the winner is
declared (King, 2005). This description of the activities taking place in the brain when we
think is quite technical for us to understand and to have a clear picture how the brain
works. King (2005), however, claims that this description is based on the current theories
and models about how the brain works, but to date, almost none of them have been
proven yet.

From the camp of psychologists, how do they define thinking? Some of their
thoughts about thinking are expressed in the following:
❖ Thinking is the activity of human reason as a process of strengthening the
relationship between stimulus and response.
❖ Thinking can be interpreted to remember something, and questioned
whether there is a relationship between what is intended.
❖ Thinking is processing information mentally or cognitively by rearranging
information from the environment and the symbols are stored in the memory
of his past.
❖ Thinking is a symbolic representation of some event train of ideas in a
precise and careful way that began with the problem (Psychological Review,
2011).

To study further about the human mind, cognitive psychologists developed

different models to represent how the thinking works. One of these models is so called
"information processing model". In this model, the mind is like a computer where thoughts
and memories are chunk into units of knowledge by the brain and decides what to do in
the information. Some information triggers an immediate response. Other units of
information are transferred into long memory for future use (Cherry, 2016).
Another noted cognitive psychologist believes that thinking is conscious and it is
active. It is a cognitive process that can make connections and create meaning. It dialogic
and it is linguistic. He claims that language is essential for thinking (Fernyhough, 2010).

Understanding the process of thinking leads us to wonder and account its

connection to learning. Is thinking an act of learning? Can we learn without thinking?

LNBaasis 73
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

Learning Activity

LEARNING

The term learning is practically part of our everyday language be it in the school,
work place and everywhere. When we use the term learning we usually refers to any
observable changes in behavior, skills, attitudes and perceptions. As the pre service
teachers, this author assumes that you have acquired sufficient knowledge and
understanding of the concept of learning, hence, our discussion in this particular lesson
may serve as a short review to enhance your current views about learning.

Defining learning has long been the principal subject in psychological research.
There is an on-going debate among scholars, researchers and particular lesson may
serve w to define learning. Learning has been defined functionally as changes in behavior
that result from experience or mechanistically as changes in organism that result from
experience (De Houwer, Bames-Holmes & Moors, 2013). This definition seems to focus
on learning as a result of experience. Is the experience being the only source of learning?
Does It follow that unless a person experiences the skills or a concept, learning cannot
take place?

Cognitive Psychology views learning as a study of new cognitive information that

is taken in and how that process occurs. It includes implicit learning that takes into account
previous experience on performance (Examples of psychology, n.d.)

Lachman (1997) noted that most textbook definitions of learning refer to learn as
a change in behavior that is due to experience. He said that this simplistic functional
definition is what every teacher seems to bear in mind when we define learning within the
realm of educational psychology is a step-by-step process in which an individual
experiences permanent, lasting changes in knowledge, behaviors or ways of processing
the world (Goodfriend, n.d.).

LNBaasis 74
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

Types of Learning

There are several ways people learn. Each person prefers one type of learning
over the other. One learning scholar once said" the greatest mistake teachers all over the
world commit is treating all students in the classroom as having the same learning style
and learn at the same rate". You can, therefore, imagine a teacher who applies one type
of learning to about forty (40) students in one class.

Children are great imitators especially in their pre-school age. They learn by
observation. This is one type of learning educational psychologists refer to as
observational learning. This is learning not as a result of our own experiences but by
simply watching or observing others around us. Observational learning comes as instinct
and as natural that we don't even realize it is actually happening. Another type cited by
educational psychologist is cognitive learning which is learning through active and
constructive thought processes, such as using our memory.

A Russian scientist named Pavlov (1849-1936) studied that learning takes place
through conditioning. And there are two types of learning by conditioning. The first one is
called classical conditioning which is learning by associating a particular object around us
and predicting or anticipating what will happen next. The best example of classical
conditioning is the famous Pavlov's study about the dog, the bell and the food and the
action of the ringing of the bell with the food and the action of the dog (McLeo 2013). This
author is sure you are familiar with this study as you have already taken this up in your
previous courses in teacher education. Learning through conditioning, therefore, is our
reaction to an environmental cue that informs us what's going to happen next.

The second type of conditioning is the operant conditioning. This type is associated
with the principle of reward and punishment. Any particular positive behavior gets a
reward and negative one receives punishment. Students normally choose to keep doing
behaviors that receive rewards than choosing to do behaviors that are followed by
punishment. This operant conditioning is a daily practice in schools, in homes, and even
in work places. One gets rewarded for a good behavior and receives punishment for a
bad behavior (Goodfriend, n.d.).

Learning Styles

Understanding the learning styles of the students is crucial for every teacher both
in pre-service and in-service. Learning style is an individual preference on how he learns
best. For several decades, we in education seem to focus on the three major learning
styles, namely; visual, auditory and kinesthetic. The latest findings show that there are
actually seven (7) styles of learning. And if you have studied the multiple intelligence
theory of Howard Gardner (2010) we can rightfully claim that these seven learning styles
were rooted from the multiple intelligence principles. According Mantle (2001) the
following are the seven (7) learning styles based on their intelligences.

1. Linguistic - This type of learner loves to read, write and tell stories. They tend to
memorize places, dates, names, and trivia very easily, and are always
mesmerizing you with their incredible tales. They have a remarkable ability to
repeat back everything you have ever told them, word for word. These students

LNBaasis 75
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

learn best by saying, hearing, and seeing words. Engaging them in scriptwriting
and video production can meet their learning styles.

2. Logical - These are the mathematically inclined learner. They seem to think and
explain things in number. They are logical thinkers and straightforward types of
learners. They continuously ask questions on how things work and how things
relate to one another. This type of students learns best by categorizing, classifying,
and working with abstract patterns or relationships. Use of exploratory environment
and instructional software provide learning opportunities to address this style of
learning.

3. Spatial - These are visual learner. They enjoy dreaming, watching movies and
staying as far away from reality as possible they are very good at working with
colours and pictures, and using mind’s eye. They love to play with educational
computer games because they are visually presented. They think and process
information by visual; hence they are categorized as visual learner.

4. Musical - These learners learn best through rhythm, melody and music. They
prefer to study with background music. They are best at noticing details, pitches,
and rhythms that escape the normal listener. They are excellent at keeping tune,
and are adept at turning the abstract into concrete objects. Their learning style is
expressed in rhythms an interactive instructional software in developing musical
piece creativity.

5. Bodily - These are the physically active learners. They love walk and move
around. They prefer to play sports or engage in an activity that requires physical
movement rather than sitting, listening or reading books. They enjoy field trips s
they learn geography and explore nature. Use of exploratory environment
instructional software can work well with this learning style.

6. Interpersonal - These are the “social butterflies”. They can easily adjust to any
type of social situation, win many friends and can become an excellent leader.
They are generally known as “Peacemakers” because of their skills to mediate
conflicts and settle disagreement in a group. Hence, they learn best in collaborative
learning groups as they love to compare, share and relate interview other people.
Collaborative virtual learning can address this learning style.

7. Intrapersonal - These are the strong willed and independent learners and lean
best alone. They follow their interests and have a deep understanding of
themselves. They can stand out from the crowd without even trying. They are the
“strong and silent type”. They do best in self-paced instruction and individualized
projects. Use of tutorial software can work well with their style of learning.

The above descriptions of the seven learning styles provide teachers to

understanding how students vary in their learning styles. Every student by may manifest
two or more of these learning styles and, therefore, you sensitive and creative in
addressing their learning needs. You that in each learning style, this author have
suggested specific instructional software that can best support these learning
preferences.

In summary, and in this lesson, we have discussed thinking, how the brain works
when we engage in thinking, the types and styles of learning to put pedagogy in learning.
In integrating technology in the teaching and learning process, the first and foremost

LNBaasis 76
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

consideration is the understanding of how people learn. After all, as one author puts it, in
any way we define it, technology is the application of the science of learning.

Learning Activity

DIRECTIONS:

❖ Take this simple online test to identify your learning style.

❖ Open this website URL - http://www.brainboxx.co.uk/a3_aspectspages/vak
quest.html

"Discover your Preferred Learning Style"

❖ You can do this activity in 2 minutes.

❖ In the absence of real-time internet access, answer the test found in Appendix 1
of this book.

LNBaasis 77
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

LESSON 12

TITLE - Technology in Teaching for Understanding

Learning Outcomes

❖ Clarify and tell with confidence the teaching for understanding paradigm.
❖ Demonstrate "performance perspectives” of understanding in learning in the
process of learning.
❖ Decipher the value of using instructional technology in teaching for understanding.

OVERVIEW

The science of learning has evolved through the years. The understanding on how
people learn may be taken and interpreted in different perspectives, however, it will boil
down to how we process knowledge and see their application in various contexts.
In the field of teaching, one commonly used, overused and abused word that we
use to refer to learning is the word "understanding”.
When the curriculum design framework Understanding by Design or popularly
known UBD was introduced by Grant Wigging and Jay Mctighe (2012) they mainly
focused on this term “understanding”.
Lesson 12 explores the concept of understanding and how technology supports
the practice of performance perspective of understanding.

Learning Activity

Directions:

❖ Watch this this video "Use a Learning Theory: Constructivism” Learning for the 21"
century (2012, December 30). Use a Learning Theory: Constructivism Retrieved
from https://www.youtube.com/watch?v=XaSprzCgA
❖ Cite the various ways teacher Tony connected his knowledge of the theory of
constructivism in the examples cited in the video.

How do you demonstrate your understanding about constructivism in various

performances? Give example in real life situations or scenarios.

______________________________________________________________________
______________________________________________________________________

DISCUSSION

What is Understanding?

Regardless of what teachers teach, they face the challenge of how they bring their
students from Point A -what they currently know-to Point B, the learning goals of the
course. Depending on the complexity of the subject or course, the travel from Point A - to

LNBaasis 78
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

Point B can be challenging and unpredictable. And for teachers to succeed in their goal
to ultimately bring their students to Point B, they need to acquire new knowledge and
skills and change their approach to thinking and learning (MeGonigal, K. 2005).

What is understanding? Let's ponder first on the act of knowing. We all have an
acceptable concept of knowing. A student can demonstrate knowing when he can outright
bring forth upon call- knowledge or demonstrate a skill. A student can spew up piles of
knowledge and skills but with little understanding,

You have learned in your previous education courses that there are actually six
facets of understanding, namely; explanation, interpretation, application, perspective,
empathy, and self-knowledge. These six facets assure teachers that if the students can
perform or demonstrate any of these facets, then they assume that the students
understand. But the true meaning of understanding requires more than just demonstrating
these six facets of understanding.

A group of professors at Harvard Graduate School of Education headed by David

Perkins examined and looked into the practices of their colleagues to formulate the
concept of understanding which they call performance perspective. It reflects the general
philosophy of constructivism (Duffy & Jonassen, 1992) and other principle of learning. his
performance perspective helps to simplify the concept of understanding, what learning
for understanding involves, and how to teach for understanding.

Most learning activities in classrooms today are not performances of

understanding because the focus is on knowledge and routine skill building. While
knowledge and skills are important, however, if these are not understood by the student,
then they are of no use. In brief, we view the concept of understanding in terms of
performance. In other words, a student can show his understanding of something in doing
a range of “performances" about the lesson or the topic, such as predicting, and engaging
in thought demand activities. So, learning with understanding means that the learners
spend more time in activities that require them to generalize, cite new examples and carry
them out through applications and in other understanding performances (Perkins 1993).

How is teaching for understanding different from traditional instruction? See figure
8.

TRADITIONAL TEACHING TEACHING FOR UNDERSTANDING

Teaching Knowledge is a product. Understanding is a process.
Teaching is transmission. Teaching is cultivation.
Learning is reception. Learning is constructing.
Students absorb and repeat. Students think, apply, create and critique.
Exams test knowledge acquisition. Exams assess and promote expertise.
Schools support instruction not learning Learning communities share authority and
for understanding. responsibility among members.
Schools are communities of inquiry.
Figure 8 Teaching for Understanding: The Role of ICT and E-Learning Martha Stone Wiske (2013)

The teaching for understanding paradigm is anchored on several learning

philosophies and teaching principles such as the Multiple Intelligence Theory of Howard
Gardner which we have partly discussed in the previous lesson. The various
performances of understanding are seen in the applications of these multiple intelligence.
That good teaching must draw out the performance capability of each and every student.

LNBaasis 79
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

It also reflects the basic tenets of the theory of constructivism that knowledge is
constructed not transmitted, learning is a social dialogical process, students equate
learning with creating meaning from experience and using interactive strategies in
engaging students in solving real world problems.

In summary, we can view teaching for understanding with the multiple of

performances students demonstrate to show understanding. Teachers should be good at
cultivating these performances.

Technology in Teaching for Understanding

The new and emerging technologies of instruction strongly support the paradigm
of teaching for understanding. In the previous lessons, you have learned the five
categories of instructional software, web-based instruction and all about online learning.
When you teach for understanding using technology, your goal is to provide learning
opportunities for the students to engage in creative thinking and meaning making that will
ultimately result to performances of understanding. In online learning for instance,
students can show multiple ways of expressing their understanding through collaborative
group activities, communicating and sharing their learning outputs, posting and
expressing their thoughts and reactions on a given topic, and designing and developing
multimedia projects as performances of understanding. Some of these learning
opportunities may not be feasible in a traditional classroom-based instruction.

Technology has its unique capabilities and features that highly support teaching
for understanding. It offers limitless opportunities for students to express and demonstrate
the progression of their performances that measures understanding. Use of educational
game is another classic example that shows progression in performances because of its
trial-and-error treatment. As users interact with the game, they simultaneously engage in
problem solving, and thereby, show a certain degree of improvement in their
performances. However, not all of these performances guarantee understanding on the
part of the students, hence, there is a need to develop a set of criteria to measure
students' work or performances. These criteria should be made together with the students
so that they are aware how their performances are evaluated.

"Learning by doing has more conditions for success than teaching by telling," says
Wirth professor in learning technologies, Christopher Dede (as cited in Nguyen, 2015).
This tenet has guided his decades of work in developing virtual and augmented realities
for science students. His recent collaborator, associate professor of education, Tina
Grotzer, took more time to warm to simulations. With her background in cognitive
Science, Grotzer came to appreciate the pedagogical value of virtual environments, due
to her particular interest on how learners’ reason about complex causality (Nguyen, 2015)

Technology will continue to serve as catalytic agents of change. As teaching and

learning paradigms continue to evolve and so do the technologies of instruction. Teachers
of the 21st century should strike a balance between pedagogy and technology.

______________________________________________________________________

LNBaasis 80
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

Learning Activity

Directions: (This is an assessment Activity)

❖ Read the following paragraphs.
❖ Answer the guide questions.
❖ Use the space provided below for your answers.

Every morning when this author starts her morning prayer, she always hears birds
singing or producing distinct sounds that usually serve as her background while praying.
The small altar at home is actually located windows in the living room; hence, she can
hear the sounds these birds make. She seems to enjoy that musical sound because it
gives her the feeling inside a cathedral where silence prevails, and only the sounds these
birds make echo. She can further create a mental picture of the sky or heaven and the
angels singing. That makes her feel good to welcome her day.

But as the author listens to these melodious sounds, a series of questions flood
her mind. Are these birds trying to talk to me? If so, what must be their message? Or are
they enchanting her with their musical and soothing sounds? Do birds really sing? Do
they produce the same sound?

From the website about Birds Songs, the author learned the following…….

“The songs a bird sings are usually distinctive to its species. Scientists believe a
bird is born with a "neurological model" of what its song should sound like. The baby bird
learns that song by matching the sounds it hears from its father and male neighbors.
Scientists call this theory the auditor template hypothesis. In this theory, song learning
begins at about ten days after hatching and continues for about 40 days. Baby birds then
practice their songs through the fall and winter. By spring, birds have developed a
"crystallized" song. To communicate, birds combine songs and other vocalizations with
certain behaviors and outward appearances. Males tend to sing more than females, and
they sing more in the spring. Songs help proclaim territory, attract mates, and maintain a
pair bond. Most songbirds have several songs and calls. Birds in the Mimid family (the
mockingbird, catbird, and brown thrasher) have very large repertoires. Scientists believe
that repertoires increase with age and may indicate to females the health and experience
of the male. A songbird uses its syrinx, a vocal organ in its throat, to create a song. A
bird's songs can vary in pitch, tone length, number of notes, and special sounds. The two
halves of the syrinx can produce songs simultaneously so a bird may sing harmonies with
itself, resulting in extremely rich and complex melodies. No human voice can equal this
feat." (Bird Songs (n.d.).

Directions:

❖ Cite possible performance of understanding out of these lessons about songbirds.

❖ What is the new knowledge presented in the website that are in contrast with the
previous perceptions of the praying lady about the sounds that birds produce?
❖ Cite a specific sound to convey a particular message.
❖ Does the theory about songbirds apply to human? Does human voice change in
quality as they age? Describe and cite examples.
❖ Cite other contextual application of the lady's experience in praying.

LNBaasis 81
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

LESSON 13

TITLE - Technology Integration

Learning Outcomes

❖ Clarify technology integration as a process.

❖ Compare and critique the SMAR model with the TPAK
❖ Relate the value of using technology integration models in designing learning
activities

OVERVIEW

The advances in multimedia and telecommunication technologies have

remarkably transformed man's capacity to perform practically all his daily tasks. These
phenomenal developments in information and communication technology have likewise
altered man's ability to think and learn. Technology seems to dictate and shape our com
become productive and functional members of the global community.

The education sector is quite slow in addressing the call to reinvented practices in
t e with the digital language of the time. Technology coating education Teachers and other
educational practitioners remain helpless to survive and remain effective inside the
classroom. They cannot do and expect different results. They simply cannot continue
teaching the taught yesterday

Pre-service and all teachers in general should prepare not technology savvy but
effective users of technology in the delivery of

Integrating technology in teaching and learning is quite a simple language, but

surprisingly quite not simple in actual practice

Lesson 13 focuses on the concept of technology integration. It introduces the

SAMR and the TPAK models of technology integration and the delivery of educational
programs.
______________________________________________________________________

Learning Activity

Directions:

❖ Read and understand the following scenario.

❖ Answer the guide questions.

Scenario

In a science class, teacher Ana showed a short video clip to introduce her lesson
about the process of photosynthesis. After the video presentation, she proceeded to
engage the class in an open discussion about what they have learned from the material.

LNBaasis 82
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

To her surprise the whole class is passive and did not show interest to express their
reactions or their thoughts and even to raise questions about what they have seen in the
video. The class claimed that the concept of photosynthesis as shown in the video is too
complex for them to understand.

Teacher Ana went home quite unhappy with the result of using technology to
deliver her lesson. She believes that she tried her best to use technology in teaching, and
even went to the extent of asking help from her co-teacher to download the material and
have it ready for class presentation.

Guide Questions

▪ Identify the possible problems in the scenario.

▪ Classify these problems and cite other interrelated issues and concern on the use
of technology, teaching strategy and teacher's technology skills as you have
observed in this scenario.
▪ Suggest several solutions to the problems and to the other issues and concerns
you have identified in the scenario.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Understanding Technology Integration

The term technology integration is defined in different views and is practices

different ways. The following are the different views and perceptions of scholars,
practitioners and teachers on the subject of technology integration.

▪ Integrating technology into classroom instruction means more than teach

basic computer skills and software applications in a computer class.
Effective technology integration is achieved when the use of technology is
routine and transparent and when technology supports curricular goals.
▪ Technology integration describes how classroom teachers use technology
to introduce, reinforce, extend, enrich, assess, and remediate student
mastery of curricular targets.

LNBaasis 83
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

▪ Technology integration involves the infusion of technology as a tool to

enhance the learning in a content area of multidisciplinary setting. (Fish,
2011).
▪ Technology integration is using computers effectively and efficiently in the
general content areas to allow students to learn how to apply computer skills
in meaningful ways.
▪ Technology integration is using software supported by the business world
for real-world applications so students learn to use computers flexibly,
purposefully and creatively.
▪ Technology integration is having the curriculum drive technology usage, not
having technology drive the curriculum. It involves organizing the goals of
curriculum and technology into a coordinated, harmonious whole
(Jolene,1999).

If you further explore the body of literature, more meanings and definitions of
technology integration are expressed in different context. But let us analyse only those
that have been cited here. Can you see commonalities in those definitions? For instance,
some of these views are expressed to focus on the nature and ways of technology
applications. Some refer to the curricular support. Others see technology integration as
infusion of technology as a tool to enhance delivery of content.

But what indeed does it take to achieve full integration of technology in teaching
and learning? Are there models that can explicitly describe the systematic integration of
technology in the learning environment? Let us find out in the following models of
technology integration.

Technology Integration Models

The SAMR Model

Dr. Ruben Puentedura (2006) developed the SMAR model that describes
technology integration through the following four levels as shown in Figure 9.

Figure 9. SAMR Model of Technology Integration (Hos-Mcgrane, 2011)

The acronym SAMR represents the four levels of technology integration, namely;
substitution, augmentation, modification and redefinition.

LNBaasis 84
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

• The first level of this SMAR model is substitution where technology is

used as a direct substitute for what you might do already, with no functional
change.
• The second level is augmentation where technology is a direct substitute,
but there is functional improvement over what you did without the
technology.
• The third level is modification where technology allows you to significantly
redesign the task.
• The fourth level is redefinition where technology allows you to do what
was previously not possible (Models for understanding technology
integration, n.d.).

In using the SAMR model, teachers are encouraged to move beyond the
substitution and augmentation levels toward the modification and redefinition levels which
aim for transformation. The SAMR model is quite simple and easy to follow especially for
novice and pre-service teachers. The model, however, requires teachers to have the skill
in selection, design and mastery of the subject matter.

______________________________________________________________________

Learning Activity

Directions:
❖ Watch this video on SAMR Technology Integration Model SAMR Technology
Integration Model

IHeartEdtech (2013, August 2). The SAMR Model of

Technology Integration. Retrieved from
https://www.youtube.com/watch?v=G3c0dVRzv3U

❖ Answer the guide questions.

❖ Confer with your groupmates.
Guide Questions

▪ Rationalize the need to move to the transformation stage which is in modification

and redefinition levels.
▪ Cite specific example of a simple lesson and how you can move from one level to
another showing the use of technology.
▪ Share your group output in class.
________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

LNBaasis 85
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

TPACK Technology Integration Model

One of the more popular technology integration models and today getting its
momentum in education is the Technological Pedagogical Content Knowledge (TPACK)
espoused by Mishra and Koehler (2006), which sets directions for describing use of
technology in learning and in other professional work. This framework attempts to put in
context some of the important qualities of teacher knowledge required for technology
integration in teaching, while addressing the complex, multifaceted, and situated nature
this knowledge. It highlights and describes the complex relationships between three forms
of knowledge, namely; Pedagogical knowledge (PK), content knowledge (CK), and
technological knowledge (TK) as illustrated in Figure 10.

In the TPACK model, the intersections of the circles are important and they
suggest that teachers need to describe what part of the model, any idea for using
technology in the curriculum is addressing. Not all ideas may be in the middle of the
diagram.

• Content Knowledge (CK) is about the subject matter from curriculum documents
and the deep learning of concepts, as well as the higher order thinking and high-
level communication and other processes in the curriculum.
• Pedagogical knowledge (PK) is about the strategies, and techniques used in
Classrooms and other learning situations and environments to ensure curriculum
goals are met.
• Technology knowledge (TK) is about the digital and non-digital technologies and
tools we use in the classrooms.
• Pedagogical content knowledge (PCK) is about knowing what teaching
approaches fit the content and expectations of the subjects.

In the TPACK framework, Technology Knowledge (TK) can combine with Content
Knowledge (CK) to form Technological Content Knowledge (TCK) Technology Knowledge (TK)
and Pedagogical Knowledge (PK) can form Technological Pedagogical Knowledge (TPK); and
Pedagogical Knowledge (PK) and Content Knowledge (CK) can form Pedagogical and Content
Knowledge (PCK). Combining all three knowledge (TPC) can form Technological Pedagogical
and Content Knowledge (TPACK).

Technological Content Knowledge (TCK) is about interpreting your curriculum

through a technology lens and to consider the impact of technology on what is changing
in your curriculum area.

LNBaasis 86
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

Technological Pedagogical Knowledge (TPK) is about the special pedagogical

considerations for using technology within your teaching strategies or perhaps for
considering new pedagogical approaches afforded by the qualities of the software - what
new things can you do, pedagogically? Consider a specific teaching strategy that can
blend well with particular instructional software.

TPACK is a way of describing how technology pedagogy and content fit together
to enable powerful learning (TPACK Model, n.d.).

To further enhance your understanding about the TPACK model, let us watch the
following videos.

______________________________________________________________________

Learning Activity

Directions: This is a collaborative learning activity.

❖ Watch this video "TPACK in 3 Minutes"

TPACK in 3 minutes Kimmons, R. (2011, March 22). TPACK

in 3 minutes, Retrieved from
https://www.youtube.com/watch?v=OwGpSaTzW58

❖ Answer the following guide questions.

❖ Each group will have to answer a specific guide question.

Guide Questions
❖ Describe the relationship of pedagogical knowledge with content knowledge as
illustrated in the video. (Group 1)
❖ Describe the relationship of technological knowledge with content knowledge.
(Group 2)
❖ Describe the relationship of technological knowledge with pedagogical knowledge.
(Group 3)
❖ Proceed to watch the second video.

Learning Activity

Watch this second video "Explanation of TPACK"

Explanation of TPACK Microsoft Technology Enriched

Instruction (TEI). (2014, February 17). Intro to TPACK.
Retrieved from
https://www.youtube.com/watch?v=eXLdqO0fY3w

LNBaasis 87
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

Guide Questions

❖ How did this video reinforce your understanding of the TPACK model of technology
integration?
❖ Which in the TPACK framework is unclear to you? Why?
❖ As pre-service teachers, how will this TPACK integration model guide you in using
technology in the delivery of instruction?
❖ Write your answers in a clean sheet of paper and submit to your teacher. • This
serves as an assessment output.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Benefits of Effective Technology Integration

When technology is well integrated in the curriculum, its tools and resources
provide learners with extended learning opportunities in formidable ways.

➢ Access to up-to-date, primary source material

➢ Methods of collecting/recording data
➢ Ways to collaborate with students, teachers, and experts around the world
➢ Opportunities for expressing understanding via multimedia
➢ Learning that is relevant and assessment that is authentic
➢ Training for publishing and presenting their new knowledge (What is
successful technology integration? n.d.).

Levels of Technology Integration

When a teacher begins to integrate technology in teaching and learning, the first
and foremost consideration is to decide which of the technology will best deliver his
lesson. In selecting the appropriate technology, a novice teacher might choice the
material in terms of its ease in preparation and the technology skills needed to facilitate
use of this particular material. As you have learned from the TPACK model this is just one
aspect in the process of integrating technology in teaching and learning process. And of
course, the rest such as knowledge of pedagogy and content are equally important.

Figure 11. shows a technology integration matrix that will show the progression of the
technology utilization in the learning environment.

LNBaasis 88
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

Levels of Technology Integration into the Curriculum Entry Adoption Adaptation

As shown in Figure 11., there are five (5) levels of technology integration into the
curriculum, namely; entry, adoption, adaptation, infusion and transformation. In the left
most portion of the matrix are the characteristics of the learning environment, namely
active, collaborative, constructive, authentic and goal oriented. In each level of
integration, you can see the specific description or tasks the students are engaged in. For
example, in the entry level, if we look at it in active learning environment, it says that
information is passively received by the students. When we move to the adoption level, it
describes the conventional use of tools. In the adaptation level, there is a conventional
independent use of tools, some student choice and exploration. When we move further
in the infusion stage, it describes choice of tools, and regular self-directed use. And finally,
is the transformation level, where it shows the extensive and unconventional use of tools
in an active learning environment.

You can continue to ponder on this matrix and you can observe how each level of
technology integration shows the corresponding demonstration of students in a particular
learning environment.

In summary, this technology integration matrix highlights the five main purposes of
technology integration: to help students become more active, collaborative, constructive,
authentic and goal-directed. Each of these areas is broken down into the levels of
integration in a learning environment, and therefore, it is an excellent roadmap for setting
directions in your technology integration practices (Rao, 2014).

LNBaasis 89
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

LESSON 14

TITLE – Technology in the Constructivist Learning Environment

Learning Outcomes

❖ Explain fully the concept of a learning environment.

❖ Discuss and put in context the various constructivist learning principles.
❖ Create a technology-supported constructivist learning environment.

OVERVIEW

There are many ways where learning takes place. It is not only the learning style
that defines the way people learn. During our younger days, we seem to connect learning
to take place in a typical classroom within the confine of a school building. So children go
to school in order to learn. In school, we meet our teachers and our classmates and have
fun. And inside the classroom, children mostly learn from the teacher who serves as the
main source of knowledge and information.

Today, all of us are aware that this traditional picture of the teacher, the classroom,
and the school is gradually, if not totally phasing out due to the emergence of learning
paradigms and the influx of technology in the learning environment. Is the school or the
classroom the only learning environment?

How do we create an environment where the students are provided with varied
learning opportunities to explore, discover and make meaning of the world?

Lesson 14 introduces the concept of learning environment from the constructivist

perspective of learning. It discusses the basic constructivist principles and the role of the
teacher, and the technology in the learning environment.

DISCUSSIONS

Definitions of learning Environment

In this lesson we begin by understanding the concept of "learning environment":

when do we say that an environment is a learning environment?

Learning environment refers to the diverse physical locations, contexts, and

cultures in which students learn. Since students may learn in a wide variety of settings,
such as outside-of-school locations and outdoor environments, the term is often used as
more accurate or preferred alternative to classroom, which has more limited and
traditional connotations—a room with rows of desks and a chalkboard, for example." term
also encompasses the culture of a school or class-its presiding ethos and characteristics,
including how individuals interact with and treat one another- as well as the ways in which
teachers may organize an educational setting to facilitate learning... '(The Learning
Environment, 2013).

LNBaasis 90
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

Designing and developing an effective learning environment is perhaps the

greatest test of teachers' creativity. When we talk about learning environment, the first
thing that comes to our mind is the physical location or set up such as the classroom. In
the above definition, learning environment is more than just its physical components. It
involves teaching and learning goals, learners' characteristics, activities that facilitates
learning, assessment strategies and the culture in the learning environment (Bates, 2014)

Figure 12 illustrates a learning environment from the teacher's perspectives.

Figure 12. A learning environment from a teacher's perspective (Bates, 2015)

Source: "Teaching in the Digital Age" A.W. (Tony) Bates

Figure 12 shows a teacher's perspective of a learning environment. As illustrated

in the model, there are some components where the teacher may have little control, such
as the learner's characteristics and the resources. However, there are other components
such as the choice of the content and learning support where the teacher may have
control. Under each major component are set of sub-components that should be into
account, namely; content, learning activities, feedback, and use of technology
assessment strategies and others where real decisions are to be made.

Bates (2015) further added that it is also possible that a concept of environment
may be drawn from the different perspectives, but he opted to choose teacher's
perspective because after all, it is the teacher who takes the main responsibility in creating
an appropriate learning environment. In effect, the choice and the importance of
components in designing a learning environment depend considerably on one's personal
beliefs and understanding of knowledge, learning and teaching methods.

Given this basic concept of a learning environment, let us now focus on the so
called "constructivist learning environment” and role of technology.

The term constructivist is rooted from the theory of constructivism. In 1961, Jerome
Bruner developed the theory of constructivism. His constructivist theory was influenced
by the earlier theoretical research of Lev Vygotsky and Jean Piaget. I am sure you have
encountered these prominent theorists in in education from your in-teacher education
program. You have also seen a short video on constructivism inn our previous lesson.

Bruner’s constructivist framework supports the belief that learners construct ideas
and concepts based on their existing knowledge. He presented the idea that children

LNBaasis 91
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

could be active problem solvers and capable of exploring more difficult subjects of
instruction.

Today constructivism is the latest catchword in the academic arena. It is not

actually new learning principle; however, this is oftentimes misunderstood and seldom
practiced in the classroom. In a nutshell, the theory of constructivism states knowledge is
constructed not transmitted, that the construction of knowledge is based on experience:
that learning is a social dialogical process; and, therefore, through dialogues and
conversation learning takes place.

Basic Constructivist Principles

To create and develop a technology supported constructivist learning environment,

we need to understand and consider the following constructivist learning principles (Hein,
1991).

❖ Learning is an active process. It requires learners to be engaged in learning

activities that will enable them to construct their own knowledge and understanding
❖ People learn to learn as they learn. The act of learning involves constructing
meaning and constructing systems of meaning. Every meaning we construct
enables us to give meaning to other related senses and perceptions that follow
similar pattern.
❖ Construction of meaning is cognitive. It takes place in the mind. While physical
activities and hands-on experience may be necessary for learning, however, it may
not be sufficient. Teachers need to design learning activities that will involve both
the mind and the hands. This is what Dewey calls reflective activity.
❖ Learning is a social activity. Learning is highly associated with the degree of
interaction we make with other human beings, our teachers, peers, and with our
family and others. Through dialogues and conversations with others makes us
learn.
❖ Learning is contextual. We do not learn isolated facts a we learn in relationship to
other things that we know w prejudices, and our fears. We cannot separate our
learning from our lives.
❖ Knowledge is needed in order to learn. We cannot assimilate new knowledge
without having some structure developed from previous knowledge to build on. So,
whatever we teach, must have a connection to the learner's state, and provide a
path into the subject for the learner based on his previous knowledge.
❖ Learning is not instantaneous. It takes time. In learning we usually recall ideas,
reflect and try on them and eventually use them. And when we ponder on these
cluster of thoughts and ideas, we are actually engaging in meaning therefore, this
takes time.
❖ Motivation is a key component in learning. In any act of learning, motivation plays
a crucial role. Teachers understand that the source of motivation maybe intrinsic
or extrinsic. Motivation here includes an understanding of ways in which the new
knowledge may be used.

LNBaasis 92
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

Traditional Classroom vs Constructivist Classroom

To have a better picture of a constructivist learning environment, Figure 13 shows

a comparison between traditional and constructivist classrooms.

Traditional Classroom Constructivist Classroom

Curriculum begins with the parts of the Curriculum emphasizes big concepts,
Curriculum emphasizes big concepts, beginning with the whole and the whole
whole. Emphasizes basic skills. and expanding to include the parts

Strict adherence to fixed curriculum is Pursuit of student questions and interests

highly valued is highly valued.
Materials are primarily textbooks and Materials include primary sources of
Materials include primary sources of material and manipulative materials.
workbooks.
Learning is based on repetition. Learning is interactive, building on what
the student already knows.
Teachers disseminate information to Teachers have a dialogue with students,
students; students are recipients of students; helping students construct their
knowledge own knowledge.
Teacher's role is directive, rooted in Teacher's role is interactive, rooted in
authority.
Assessment is through testing, correct Assessment includes student works,
answers. answers, observations, and points of view,
as well as tests. Process is as important as
product
Knowledge is seen as inert Knowledge is seen as dynamic, ever
changing with our experiences.
Students work primarily alone. Students work primarily in groups.
Figure 13. Comparing Traditional Classroom and Constructivist
Source: What is Constructivism? (n.d.). Retrieved from

Figure 13 shows significant differences in basic assumptions about knowledge,

students, and learning. However, we have to bear in mind that constructivists
acknowledge that the students are constructing knowledge in traditional classrooms, too.
The focus should rely be on the students and not on the teacher.

Technology in the constructivist learning environment

The use of technology in the learning environment has been highly associated with
the application of the constructivist learning principles. Today's instructional technologies
have features and capabilities to support learning. The emergence and the wide spread
of social media and other online apps support the constructivist principle that learning is
a social activity. It involves interactions between and among with teachers and other.

Instructional technologies have a unique capability and features that can engage
students in critical thinking and meaning making in the process of acquiring new
knowledge and skills. The use of online instructional resources likewise supports
collaborative learning where the students can build a community of learners. Each of
these tools invites collaboration by structuring the kinds of contributions learners can
make, supporting meaningful relationships among those contributions, and guiding

LNBaasis 93
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

students' inquiries. In addition, sophisticated technology communication tools can capture

the cognitive processes learners engage in when solving problems. The interactive and
manipulative features of these communication tools provide learning opportunities for the
students to explore and discover the world and its relationship to their subject of study.

Teacher's Role in Constructivist Learning Environment

Teachers who use information and communication technologies are more likely to
have a constructivist perspective towards teaching and learning. Teachers in
constructivist classrooms assume the following roles:

❖ An expert learner who can guide students into adopting cognitive strategies as
self-testing, articulating understanding, asking probing questions, and reflection;
❖ An organizer of information around big ideas that engage the student’s interest, to
assist students in developing new insights, and to connect them with their previous
learning.
❖ Designer of learner-centered learning activities that will encourage the students to
ask their own questions, carry out their own experiments, make their own
analogies, and come to their own conclusions, and
❖ A guide, a coach, and a mentor in the process of constructing knowledge.

______________________________________________________________________

Learning Activity

Directions: (Collaborative Learning Activity)

❖ Create three (3) collaborative learning groups.

❖ Review all the key concepts discussed in this pa “Technology in the Constructivist
Learning Environment”.
❖ Focus on the basic constructivist learning principles and how supports the
constructivist approach in teaching and learning,
❖ Design a short PowerPoint presentation that will deliver key come this particular
lesson.
❖ Visualize each concept using images available in the Web.
❖ Avoid textual presentation. Keep it short and simple. Your chosen visuals should
carry the message.
❖ Start this learning activity by preparing a storyboard. Below is an example of a
storyboard.
❖ The storyboard is divided into two columns. Under the Text Column are all the text
or words that will come out in your PowerPoint slide. And under the Visuals Column
are the short descriptions of the visual or picture you will use in your PowerPoint
presentation.
❖ Each box in the storyboard represents one PowerPoint slide and on convey one
single concept.
❖ The storyboard should show the chronological arrangement of ideas and concepts.
❖ Use your storyboard as a guide in designing your PowerPoint Presentation
❖ Make a maximum of ten (10) slides.

LNBaasis 94
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

Example of a Story Board

TEXT VISUAL
Slide 1- Title Slide Write the title of your Describe the symbolic visual or picture that
presentation here you plan to get from the Web or from other
Example: sources which you will use for slide 1-Title
“Technology in the Constructivist slide.
Learning Environment" Example:
Presenter: Group 1 Look for a picture of children in the
classroom working together to solve a
problem. Or look for a symbolic picture to
convey the 21" century learning

Slide 2 - Concept Presentation Do the same with the rest of the concepts in
(Write the full text here but limit them to a each slide. Write only a brief description of
maximum of 3 simple sentences.) Do the the visual you plan to use. Remember: Do
same with the rest of the slide boxes. not put the actual image or picture here just
a brief description of your visual.

Slide 3 - Concept Presentation

Slide 4 - Concept Presentation
Slide 5 - Concept Presentation
Slide 6 - Concept Presentation
Slide 7 - Concept Presentation
Slide 8 - Concept Presentation
Slide 9 - Concept Presentation
Slide 10 – Closing slide The closing slide should not show any
visual. Just a simple “Thank you”
Note: you can prepare the storyboard of your group in a separate paper following the format.

No group is allowed to proceed in designing their PowerPoint presentation without

completing their story board output. This is a performance-based assessment with two
separate outputs, the story board and the PowerPoint presentation.

You can use this space.

TEXT VISUAL

LNBaasis 95
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

LESSON 15

TITLE - Technology Evaluation

Learning Outcomes

❖ Present with confidence the concept of technology evaluation.

❖ Illustrate the various evaluation methods that may be used in technology
evaluation.
❖ Account for the importance of technology evaluation in the context of effective
teaching and learning.

OVERVIEW

Several lessons in this book have discussed the remarkable contributions of

information and communication technology in transforming education today. The body of
literature presents hundreds of various practices in using technology not only for
educational purposes but also applications in practically every facets of man's life.

However, users are overwhelmed with the magical effects of technology so much
so they have not seriously looked into the merit and value of technology. This is where
the concept of evaluation comes into the picture.

In some organizations the conduct of technology evaluation is primarily intended

to seek funding. They need to know whether a particular program works or fail to achieve
the expected outcomes. At times, these evaluation initiatives stop there and did not
pursue how best they can improve the implementation.

Lesson 15 discusses the value of technology evaluation. It introduces several ways

evaluating technology in the context of teaching and learning.

______________________________________________________________________

Learning Activity

Directions: Collaborative Learning

❖ Meet your group. (Use Messenger to meet your group member)

❖ Each member should cite at least two (2) aspects in technology applications in
teaching and learning that should be evaluated.
❖ Cite at least two (2) reasons why you have chosen these specific areas evaluation.
❖ Leader of the group should discuss the outputs and check commonalities in the
various areas they have cited.
❖ Share your group's output in class (messenger).

______________________________________________________________________
______________________________________________________________________

LNBaasis 96
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

DISCUSSION

Definition of Testing, Assessment and Evaluation

The first lesson in Chapter 1 introduced you to the field of Educational Technology.
Several meanings were forwarded by several scholars and educational technologists. If
you can recall, there are four major areas that comprise the field of educational
technology, namely; selection, design, implementation and evaluation. In this lesson, let
us focus on the subject of evaluation in general and technology evaluation in particular.

Let us begin understanding these three (3) interrelated concepts. What is testing?
What is assessment? What is evaluation? When we want to measure the value, the worth
or benefits of an object or a program, these three (3) concepts usually get into our mind.
Are they the same? Do they mean the same thing?

To address your curiosity, let us start with this term "testing". Testing is an
intervention or an approach we use to examine a person's knowledge of something in
order to determine what he or she knows or has learned. It comes in a form of a test or a
quiz. In effect, a test, a quiz or sometimes called "examination" are designed to measure
one's level of knowledge and skills based on a predetermined learning goals.

In an educational context, assessment is the process of describing, collecting,

recording, scoring, and interpreting information about learning. It is the process of
documenting knowledge, skills, attitudes and beliefs, usually in measurable terms. The
goal of assessment is to make improvements, as opposed to simply being judge
(Differences between testing, assessment, and evaluation, 2014).

Evaluation on the other hand, is simply defined as a process of making judgements

based on a criteria and evidence. It is a systematic determination of a subject's me worth
and significance, using a set of standards. According to Cambridge dictionary (2016)
evaluation is to judge or calculate the quality, importance, amount, or something. But
several scholars and practitioners in this field of study, define evaluation in a broader
perspective particularly when applied in educational settings.

In the context of learning technology, these judgments usually concern the

educational value of innovations, or the pragmatics of introducing novel teaching
techniques and resources. Less frequent, but still important, are judgments about the
costs of such innovations.

What is Technology Evaluation?

Historically, technology evaluation started in United States of America at the end

of 1960s when large-scale applications of technology began to affect dramatically the life
of citizens. It is in the same period where the negative effects of technology rise and have
called the attention of the public, hence, the clamor to look into the merit and value of
technology, and gave birth to the so called "technology evaluation" (Bakouros, 2000).

Technology evaluation is a set of principles, methods and techniques and tools for
effectively assessing the potential value of a technology and its contribution to a company,
a region or an industrial sector. It is an effective approach for an organization in examining
new ideas, identifying and analyzing probable causes or potential change, develop and

LNBaasis 97
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

plan solutions, and finally select and implement a proposed technology (Introduction to
technology evaluation/assessment, 2001).

The following are the other definitions of technology evaluation:

➢ Technology evaluation is a class of policy studies, which systematically

examine the effects on society that may occur when a technology is
introduced, extended or modified. It emphasizes those consequences that
are unintended, indirect or delayed (Bakouros, 2000). In the context of
learning, technology evaluation may focus on the learning outputs when use
of a particular technology has been introduced in the learning environment.

➢ Technology evaluation is an attempt to establish an early warning system

to detect, control, and direct technological changes and developments so
as to maximize the public good while minimizing the public risks (Bakouros,
2000). In educational practice, technology evaluation can look into the
problems and other issues in the course of using technology. The use of
formative type of evaluation for example can address these problems in the
process of using the technology.

➢ Technology evaluation is a form of policy research, which provides a

balanced appraisal to the policy maker. Ideally, it is a system to ask the right
questions and obtain correct and timely answers. It identifies policy issues,
assesses the impact of alternative courses of action and presents findings.
It is a method of analysis that systematically appraises the nature,
significance, status, and merit of a technological program ((Bakouros,
2000). As a research methodology, technology evaluation can provide a
comprehensive coverage of technology program or initiative that can serve
as a guide in decision making of educational leaders and managers in
examining the merit and value of a technology program.

Types of Evaluation

Evaluations come in different types depending on the object or be evaluated and

the purpose of the evaluation. Generally, there are two evaluations, namely; the formative
evaluation and the summative evaluation

Formative evaluation is one type of evaluation which is normally conducted the

development of a program (Scriven, 1991) intended to ensure that the instruction or a
technology program are achieved by means of identifying prohibited areas and
consequently provide remedies for improvement (Weston. Men & Bordonaro, 1995). This
type of evaluation is intended to support the pro improvement while the program is still in
its formative stage.

Summative evaluation is another type of evaluation which is usually conduct the

end of an operating period of a program or project. It is intended to guide decisions
makers on whether or not to continue, adopt or modify the program. Depending the results
of the summative evaluation, it can likewise lead to the suspension of the program

LNBaasis 98
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

In addition, summative evaluation focuses on examining the effects or outcomes

of a project or a program. It describes what happens subsequent to delivery of the
program or technology; assessing whether the program have caused the outcome and
determining the overall impact to the organization in general and to the participants in
particular.

In technology related programs and projects, both evaluation methods are helpful
in providing stakeholders ongoing feedback for program modifications (formative) as well
as review of long-term progress on major program goals and objectives (summative), and
provide periodic report to the grantors, organizations and other stakeholders.

Goals of Technology Evaluation

The primary goal of most evaluation studies is to generate useful feedbacks to the
various stakeholders. In an educational setting, any technology program or initio usually
gets the lion share of its operating budget. Technology is seen as an expensive
undertaking; hence, top level management is quite concerned not only of its impact on
the quality of students' learning outcomes, but also on its overall cost effectiveness.

As discussed earlier, formative and summative evaluation have their respective

goals that provide useful feedback to the stakeholders.

Methods of Evaluation

There are several methods one can use in technology evaluation. The choice of
method is actually based on the careful consideration of which me appropriate to the
actual evaluation object, the availability of the given evaluation purpose. The following
are some of the most common evaluation method.

➢ Qualitative methods cover a wide range of methods using several types

of evaluation. They can provide insights into the complex dynamics of the
actual intervention. Qualitative methods may involve stakeholders in the
different stages of evaluation process which can greatly enhance the
learning effects hence, they may be participatory in execution.

➢ Quantitative methods are used to analyze large amount of data,

particularly expressed in numbers. The analysis using these methods is less
the vulnerable to the evaluator's own judgement, thus making it well fit to
draw conclusions that can be considered as “objective". In some cases, and
for as long as the large amount of data is available, sophisticated statistical
methods make it possible to conclude with a great degree of certainty.
➢ Experimental and quasi experimental methods are particularly well
suited to draw conclusions about causality, whether a development
intervention is actually the cause of changes observed. These methods can
tell whether an intervention works or not with high degree of certainty - or at
least the level of certainty can be precisely estimated.

All sets of evaluation methods are quite taxing particularly the quantitative has
because it is oftentimes linked to rigor. It is something that greatly enhances reliability
because it allows external scrutiny into most parts of the analysis.

LNBaasis 99
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

A subset of methods is found in what is called impact evaluations, based on

experimental or quasi experimental evaluation designs, but involving other methods as
well. When data is available, impact evaluations enable the most precise estimate of the
actual effects of an intervention.

The final choice of which method to be used is dependent of which questions the
evaluator wants to answer, because different methods may not be able to provide the
appropriate answer to the same questions, and the type of data available (Evaluation
methods, 2016)

Benefits of Technology Evaluation

The following are some of the benefits or advantage technology evaluation in educational
settings.

❖ Provides short- and long-term feedbacks to stakeholders as basis for

decision making
❖ Measures the value and merit of technology program initiative:
❖ Guides in the selection and procurement of instructional and other system;
❖ Guides in setting strategic directions in educational program management.

To acquire an in-depth understanding about evaluation in general, you may review

your previous course in Methods of Research because this particular lesson is under the
discipline of research. Having a strong foundation of knowledge and skills in research,
one can further explore other techniques and approaches on how to conduct technology
evaluation.

______________________________________________________________________

Learning Activity

Directions: Create three (3) Collaborative Learning Stations

❖ Each CLS will have to do a specific learning task.

❖ Follow the direction for your CLS.
❖ Each CLS is given ten (10) minutes to do the learning task.

Collaborative Learning Station 1

Direction:
❖ List down ten (10) terminologies you have encountered in this lesson on
“Technology Evaluation”.
❖ Go the web and type in “How to make a word puzzle”.
❖ Create a word puzzle out of the ten terminologies you have listed down
❖ Follow the steps in creating a word puzzle.

Collaborative Learning Station 2

Direction:
❖ Draw a Venn diagram to show the differences and similarities of Formative from
Summative Evaluation.
❖ Make use of the resources on the Web to substantiate your answers.

LNBaasis 100
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

❖ Draw your Venn diagram on the board or use a PowerPoint to present your output
in class.

Collaborative Learning Station 3

Direction:
❖ Look for a specific example of technology program or project which you believe
requires the use of formative evaluation.
❖ Construct at least three (3) specific questions you want the formative evaluation to
answer.
❖ Cite other sources of your data.
❖ Use the resources in the Web to guide you in doing this learning activity.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

LNBaasis 101
 PED08 TECHNOLOGY FOR TEACHING AND LEARNING SLSULUCENA2021

REFERENCES:

Habulan, Nenita V. Ed. D., Pedagogical Foundations in Educational Technology

(Technology for Teaching – Learning 1), Lorimar Publishing, Inc., 2016

Brenda B. Corpuz, Paz I. Lucido. Educational Technology I. Lorimar Publishing Inc.

(2008)

Garo, Candelaria D. Teaching Educational Technology. National Bookstore, Inc. (2004)

Information and Communication Technology by Rommel M. Andong, Enrique I. Florencio

(2008)

Lucido, Paz 1. Educational Technology2. Selection, Production and Utilization of

Appropriate Technology tools for Instruction. Books. Atbp. Publishing corp (2007)

Namy B. Garcia et al., Essential of Computer by Namy B. Garcia: (2004)

Teaching Educational Technology by CandelariaGaro (2004)

Theories and Principles of Educational Technology by Candelaria D. Garo (2008)

http:/edtech.twinsles.com/rb/

www.deped.gov.ph

LNBaasis 102