REVIEWER FOR MIDTERM EXAM IN TECHNOLOGY FOR TEACHING AND LEARNING

MODULE 1: TEACHING AND LEARNING WITH TECHNOLOGY: AN INTRODUCTION

 Current Digital Technology – A factor that shrunk the world and made it Flat. It has provided
a new environment for learning, new ways teachers teach and also new ways of how
learners learn.
 In the beginning it has created a divide between digital natives and digital immigrants.
But as the years go by it has become narrower and even blurred. This has led to the
new educational revolution in teaching and learning which has been triggered by
technology and resulted to better learning outcomes in the 21st century.

LESSON 1: ICT COMPETENCY STANDARDS FOR PHILIPPINE PRE-SERVICE TEACHER EDUCATION

 The program outcomes for teacher education degrees clearly states that every future
teacher: “Demonstrates proficiency in the development and utilization of information,
Communication and Technology (ICT) resources in promoting quality teaching-learning
process”.
 To ensure that the program outcomes related to ICT shall be achieved, competencies
were identified to be developed by every pre-service teacher (CHED UNESCO,
BANGKOK, 2009).
 ICT competency Standards – This is made up of 7 domains and each domain has a set of
competencies.
 These competencies are expressed in desired learning outcomes.

ICT COMPETENCY STANDARDS FOR PRE-SERVICE TEACHERS:

Domain 1: Understanding ICT in Education

 1.1 Demonstrates awareness of policies affecting ICT in education.

 1.2 Comply with ICT policies as they affect teaching-learning.
 1.3 Contextualize ICT policies to the learning environment.

Domain 2: Curriculum and Assessment

 2.1 Demonstrate understanding of concepts, principles and theories of ICT system as they
apply to teaching-learning.
 2.2 Evaluate digital and non-digital learning resources in response to student’s diverse
needs.Develop digital learning resources to enhance teaching-learning.
 2.3 Use ICT tools to develop 21st century skills: information media and technology skills,
learning and innovation skills, career skills and effective communication skills.

Domain3: Pedagogy

 3.1 Apply relevant technology tools for classroom activities.

 3.2 Use ICT knowledge to solve complex problems and support student collaborative
activities.
 3.3 Model collaborative knowledge construction in face to face and virtual environments.

Domain 4: Technology Tools

 4.1 Demonstrate competence in the technical operations of technology tools system as they
apply to teaching and learning.
 4.2 Use technology tools to create new learning opportunities to support community of
learners.

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 4.3 Demonstrate proficiency in the use of technology tools to support teaching and learning.

Domain 5: Organization and Administration

 5.1 Manage technology-assisted instruction in an inclusive classroom environment.

 5.2 Exhibit leadership in shared decision-making using technology tools.

Domain 6: Teacher professional learning

 6.1 Explore existing and emerging technology to acquire additional content and pedagogical
knowledge.
 6.2 Utilize technology tools in creating communities of practice.
 6.3 Collaborate with peers, colleagues and stakeholders to access information in support of
professional learning.

Domain 7: Teacher Disposition

 7.1 Demonstrate social, ethical, and legal responsibility in the use of technology tools and
resources.
 7.2 Show positive attitude towards the use of technology tools.

 Department of education Order 42, s. 2017

 Mandates the use of the Philippine Professional Standard for teachers (PPST) to start with
the beginning Teachers who are fresh graduates from the teacher education program.
 This includes to show skills in positive use of ICT to facilitate teaching and learning and
show skills in the selection, development and use of the variety of teaching learning
resources including ICT to address learning goals.

ISTE National Education Technology Standard for Teachers (NETS*T)

 International Society for Technology in Education (ISTE)
 An international organization for educational technology.
 Established standards for both teachers and students.
 These standards were also referred to in the development of the Philippines ICT
Competency standards

Standard 1: Technology Operations and Concepts

 This means that teachers demonstrate a sound understanding of technology operations and
concepts.

Standard 2: Planning and Designing Learning Environment and Experiences

 This standard implies that teachers utilize the use of technology to plan and design effective
learning environments and experiences.

Standard 3: Teaching, Learning and Curriculum

 Teachers should be mindful that in the implementation of curriculum plan, they have to
include strategies for applying technology to maximize students learning.

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Standard 4: Assessment and Evaluation

 Teachers apply technology to facilitate a variety of effective assessment and evaluation

strategies to collect and analyze data, interpret results, and communicate findings to
improve instructional practice and maximize student learning.

Standard 5: Productivity and Professional Practice

 Teachers use technology to engage in on-going professional development and lifelong

learning in support of student learning, increase productivity and to build community of
learners.

Standard 6: Social, Ethical, Legal and Human Issues

 Teachers understand the social, ethical, legal and human issues surrounding the use of
technology in support of student learning who come from diverse background, affirm
diversity, promote safe and healthy use of technology resources and facilitate access to
technology resources for all students.

ISTE Also developed standards needed for students. These standards will be used as a guide by
teachers to plan technology-based activities in which students achieve success in learning,
communication and life skills.

ISTE National Educational Technology Standards for Students (NETS*S)

Standard 1: Creativity and Innovation

 This standard will produce students who demonstrate creative thinking, construct
knowledge, and develop innovative products and processes using technology from existing
knowledge.

Standard 2: Communication and Collaboration

 This standard requires students to used digital media and environments to communicate
and work collaboratively to support individual learning and contribute to the learning of
others.
 This includes the use of variety of media and formats for global awareness with learners
from other cultures.

Standard 3: Research and Information Fluency

 Students are expected to apply digital tools to gather, evaluate and use information and plan
strategies for inquiry.
 This standard expects the student locate, organize, analyze evaluate, synthesize and
ethically use information from a variety of sources and media.

Standard 4: Critical Thinking, Problem-solving and decision Making

 This standard expects the students to use critical thinking skills to plan and conduct
research, manage projects, solve problems and make informed decisions using
appropriate digital tools.

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Standard 5: Digital Citizenships

 It is required by this standard that every technology student becomes a digital citizen
who demonstrates ethical and legal behavior, exemplified by the practice of safe, legal
and responsible use of information.

Standard 6: Technology Operations and Concepts

 Sound understanding of technology concepts, systems and operation is a standard that

students should comply with.

LESSON 2: UNDERSTANDING THE BASIC CONCEPTS IN ICT

1. Technology - Refers to a mix of process and product used in the application of knowledge.
 Includes tools from pencils and paper to the latest electronic gadgets and tools for
practical tasks.
2. Information and Communication Technology Literacy (ICT literacy) – The use of digital
technology, communication tools and/or networks to access, manage, integrate, create and
communicate information in order to function in a knowledge society.
3. Educational Technology – Refers to the use of technology in teaching and learning.
 Includes both the non-digital and digital hardware, software and connections.
4. Digital Literacy – The ability to find, evaluate, utilize, share and create contents using
information technology and the internet.
 The ability to use information and communication, requiring both cognitive and
technical skills.
5. Digital Learning – Any type of learning that is accompanied by technology or by instructional
practice that makes effective use of technology.
 It encompasses the application of a wide spectrum of practices which included blended
or virtual learning. It can come as online or off-line which utilizes digital technology.
6. On-line Digital tools and Apps – This uses an internet connection to access the information
needed.
7. Skype – A telecommunication application software product that specializes in providing
video chat and voice calls between computers, tablets, mobile devices via Internet and to
regular telephones.
8. Off-line digital tools and Apps – This can still be used even if there is no internet access.
9. Instructional Technology – The theory and practice of design, development, utilization,
management, and evaluation of the processes and resources for learning.
10. Software – Refers to program control instructions and accompanying documentation; stored
on disks or tapes when not being used in the computer.
11. Multimedia – A sequential or simultaneous use of a variety of media formats in a given
presentation or self-study program.
12. Internet – A massive network, a networking infrastructure.
 This connects millions of computers together globally, forming a network in which any
computer can communicate with any other computer as long as they are connected to
the internet.
 Generally defined as a global network connecting to millions of computers.

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13. World Wide Web (WWW) – Also called the web which is a graphical environment on
computer networks that allows you to access, view and maintain documentations that can
include text, data, sound and videos (Smaldino,2005)
 A way of accessing the information over the medium of the internet.
 An information sharing model that is built on top of the internet.
14. Web access – The ability of the learner to access the internet at any point during the lesson
in order to take advantage of the array of available education resources.
15. Web quest – An inquiry-oriented lesson format in which most or all information that
learners work with comes from the web.
 These can be created using various programs, including simple word processing
documents that include links to websites.
 A teacher structured research experience for the students that is primarily based on
use of the World Wide Web and typically takes one or more instructional periods.
16. Productivity tools – Refers to any type of software associated with computers and related
technologies that can be used as tools for personal, professional or classroom productivity.
17. Technology Tool – An instrument used for doing work.
 It can be anything that help you accomplish your goal with the use of technology.
a. Data/Calculation Tools – Examples are spreadsheets, Excels, sketchpads, probability
constructor.
b. Design Tools – These are used to make models and designs, creating and building.
Included here are Family Tree maker, Golly Gee, and Crazy Machines among others.
c. Discussion Tools – There are 4 different approaches that utilizes discussions and
interaction in the internet. These are threaded discussion forum, blogging, live chat and
Video Teleconferencing, Netiquette and Safety on the Net.
d. Email Tools – This is a great communication tools for sending messages, photographs,
videos and other files.
 It allows you to reach out to the others around the world. Examples are Google
mail, Ymail, Yahoo mail and many more.
e. Handheld devices – These include personal Digital Assistants, global positioning system
(GPS), and Geographic Information system (GIS) in the classroom, Portable electronic
keyboards, Digital cameras, Mobile phones, Palm, Handheld Computers.
18. Blogs – An online journal where posted information from both teachers and students are
arranged.
 There three kinds of blogs; blogs used for communication, blog used for
instruction, and blog used for both.
19. Wiki – An editable website usually with limited access, allows students to collaboratively
create and post written work or digital files.
 Wikipedia is one of the most widely recognized of all the wikis.
20. Flipped Classroom – Utilizes a reverse instructional delivery, where the teacher is required
to use the web resources as homework or out of class activity as initial instruction of the
lesson which will be discussed during class time.
21. Podcast – A video or audio multi-media clip about a single topic typically in the format of the
radio talk show.
 The two basic functions of podcast are to retrieve information and to disseminate
information.
22. Google Apps – A cloud-based teaching tool which is stored in the Google server and is
available for students both at home and in school.
a. Google Calendar – A tool used for organizational purposes.

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b. Google Sites – Provide options for developing blogs and wikis.

c. Google Docs – Used for sophisticated word processing and editing of the document.
23. Vlog – Is a video blog where each entry is posted as a video instead of the text.
24. Facebook – A popular social networking site used by students and adults worldwide to
present information on themselves and to the world.
25. VOIP (Voice over internet protocol) – A category of hardware and software that enables
people to use the Internet as transmission medium for telephone calls by sending voice data
in packets using IP rather than traditional circuit transmission.

LESSON 3: ROLES OF TECHNOLOGY FOR TEACHER AND LEARNING

According to Stosic (2015), educational technology has three domains:

1. Technology as a tutor – Together with the teacher, technology can support the teacher to
teach another person or technology when programmed by the teacher can be a tutor on its
own.
2. Technology as a teaching tool – Like a tutor, technology is a teaching tool, but can never
replace a teacher. Like any other tool, it is being used to facilitate and lighten the work of
the teacher.
3. Technology as a learning tool – While the teacher utilizes technology as the tool for
teaching, likewise it is an effective tool for learning.

 FOR TEACHERS AND TEACHING:

As a tool, technology has opened wider avenues in management of resources and management of
learning. Likewise, it has modernized the teaching-learning environment in schools.

1. Technology provides enormous support to the teacher as the facilitator of learning - It

transforms a passive classroom to an active and interactive one, with audio-visual aids,
charts and models, smart classrooms, e learning classrooms which motivate and increase
attention level of learners.
2. Technology has modernized the teaching-learning environment – The teachers are assisted
and supplemented with appropriately structured instructional materials for daily activities.
3. Technology improves teaching-learning process and ways of teaching – This will make the
act of teaching more efficient and effective. There are arrays of teaching methods and
strategies that can use technology which are found compatible with learning styles.
4. Technology opens new fields in educational researches – The areas of teaching testing and
evaluation are enhanced by technologies for teaching and learning.
5. Technology adds on the competence of teachers and inculcates scientific outlook –
Through the utilization of theories of learning and intelligence, which are explained in
references uploaded in the net, the teachers are encouraged to imbibe skills to source this
information with speed and accuracy.
6. Technology supports teacher professional development – With the demand of continuing
professional development for teachers, the availability of technology provides alternative
way of attending professional development online.

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 FOR LEARNINERS AND LEARNING:

1. Support learners to learn how to learn on their own – All teachers fully understand that subject
matter or content is a means to achieve the learning outcomes.

Three categories of knowledge According to Egbert (2009):

a. Declarative Knowledge – This consists of the discrete pieces of information that answers the
question what, who, when, and where. It is often learned through memorization of facts,
drills and practices.
 The fundamental knowledge necessary for students to achieve more complex
higher order thinking such as critical thinking and creativity, inquiry, and
production.
b. Structural Knowledge – This consists of facts or pieces of declarative knowledge put
together to attain some form of meaning.
c. Procedural knowledge – This is knowledge in action or the knowledge of how to do
something. This is based on facts but learned through the process of procedural knowledge.
 This is indicated by a performance task or graphical representation of a concept.
o Printed books, modules and Journals – The traditional sources of knowledge.

2. Technology Enhances Learner’s Communication skills through social interaction – This is

commonly described as the transmittal of information from one person to another as single
individual or groups of individual.

According to Shirly (2003) in Egbert (2009), there are three basic communication patterns:

a. Point to point two-way or One-to-one – Like internet chat, phone conversation or even
face-to-face conversation.
b. One-to-many outbound – like a lecture, or television. There is no social interaction.
c. Many-to-Many – Like group discussion, buzz session, heads together.
 This kind of interaction provides opportunities for social interaction.
o Social Interactions Occurs in Two-Ways where the participants ask for clarification, argue,
challenge each other and work towards common understanding.
o Social Interaction occurs through technology (directly between two persons via email, a cell
phone or other communication technology). It can also occur around technology like students
discussing about a problem posed by a software program or with support of technology like
teachers and students interacting about the worksheet printed from a website.
o In all three modalities, communication occurs and technology is involved.

3. Technology upgrades learners’ higher-order-thinking skills: Critical thinking, problem solving

and creativity– Twenty-first century learning requires the development of higher-order-thinking
skills. Technology has a great role to play in the development and enhancement of these skills.

A. Critical thinking – Part of the cluster of higher-order-thinking skills.

 It refers to the ability to interpret, explain, analyze, evaluate, infer and self-regulate in
order to make good decisions.
 With the use of technology, one will be able to evaluate the credibility of the source, ask
appropriate questions, become-open minded, defend a position on an issue and draw
conclusion with caution.

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Teachers plays a significant role in supporting learners with technology.

o As a role model, teachers should display and practice critical thinking processes, so that the
learners can imitate them.
o Ask the right question – Most often, teachers ask questions to find out if the students can
simple repeat the information from the lesson.
o Question like what, who, when, and where do not develop critical thinking.
o Critical thinking questions should ask for clarity, accuracy, precision, relevance, depth,
breadth and logic.
o Use critical thinking tasks with appropriate level of challenge – Teachers should be mindful
of the readiness of the students. Students who have higher ability may find the task too
easy, thus getting bored early, while those who have low ability may find the task too
difficult.

B. Creativity – This is characterized as involving the ability to think flexibly, fluently, originally, and
elaborately.
 Flexibly – This means to be able to use many points of view
 Fluently – Means to be able to generate many ideas.
 Originally – Implies being able to generate new ideas
 Elaborately – Means being able to add details.
o Creativity is not merely a set of technical skills, but it also involves feelings, beliefs, knowledge
and motivation.
o Seven Creative Strategies according to Osborn 1963:
1. Substitute – Find something else to replace to do what it does.
2. Combine – Blend two things that do not do what it does.
3. Adapt – Look for other ways this can be used.
4. Modify/Magnify/Minify – Make a change, enlarge, decrease.
5. Put to another use – Find other uses.
6. Eliminate – Reduce, remove.
7. Reverse – Turn upside-down inside-out, front-side back.

All together the strategies will be labelled as SCAMPER.

MODULE 2: ICT POLICIES AND ISSUES: IMPLICATION TO TEACHING AND LEARNING

 Globalization is a reality and ICT has become a fundamental part of the process.
 Networked Society – One in which the entire planet is organized around telecommunicated
networks of computer.
 As the department of Information, Communication and Technology (DICT) says: “The future
has arrived. Now we have to ensure that we have a place in it.”

LESSON 1: POLICIES AND ISSUES ON INTERNET AND IMPLICATIONS TO TEACHING AND LEARNING

 New technologies – It has become central to the lives of every individual in this planet.
 Almost everything that we do in the modern world is influenced by the new
technologies.

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o One way of enhancing and regulating the use of ICT is to formulate and implement policies to
guide appropriate decisions.
 Policy – a course of action, adopted and pursued by a government, party, ruler, and statesman.
 a plan of action to guide decisions and achieve outcomes.

Three main areas covered in principles and guideline in the use of ICT:

1. Telecommunication (telephone)
2. Broadcasting (radio and television)
3. Internet

 THE NEW ICT TECHNOLOGIES (3 CATEGORIES)

1. Information Technology – Include the use of computers, which has become indispensable in
modern societies to process data and save time and effort.
 Needed: Computer hardware, peripherals, software, and computer legacy.
2. Telecommunication Technologies – Include telephones and the broadcasting of radio and
television often through satellites.
 Needed: Telephone system, radio and TV broadcasting.
3. Networking technologies – The best known of networking technologies is Internet.

 THE DICT ROADMAP

o ICT for education (ICT4E) – a program under the DICT that supports all the efforts of the
education sector in incorporating the use of ICT.
o Programs that have applications to education teaching-learning programs:
1. ICT in Educations Masterplan for all levels
2. Open Content Education Initiative (OCEI)- converts DepEd materials into interactive multi-
media content
3. PHeDNET – A walled garden that hosts educational learning and teaching materials and
applications for use by Filipino students their parents and teachers.
4. eSKwela for out of school youth (OSY)- ICT enhanced alternative education
5. eQuality Program – to improve quality of IT education and the use of ICT in education in the
country.
6. Digital Media Arts – a program which builds digital media skills for government using Open
source technologies.
7. ICT skills strategic plan – develops an inter-agency approach to identifying strategic, policy,
and program recommendations to dress ICT skills demand-supply type.

 SOME ISSUES ON ICT AND INTERNET POLICY AND REGULATIONS

o GLOBAL ISSUES
1. Access and Civil liberties - are two sets of issues in ICT policy which are crucial to modern
society.
 Civil liberties – refers to human rights and freedom.
 These include freedom of expression, the right to privacy, the right to communicate
and intellectual property rights.
 Access – Means the possibility for everyone to use the internet and other media.
2. Access to use of Internet and ICT
3. Infringement to civil liberties and human rights

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o ISSUES ON INTERNET POLICY THAT HAVE RELATIONSHIP TO CIVIL LIBERTIES

ISSUE 1: FREEDOM OF EXPRESSION AND CENSORSHIP

 The UN Universal Declaration of Human Rights provides that everyone has the right to
freedom of thought, conscience and religion, likewise the right to freedom of opinion and
expression.
 Individual rights are given in order to have access to electronic networks.

 Microsoft Network’s – Provide protection of individuals.

 Censorship – Restricts the transmission of information by blocking it or filtering the information.
 Blocking – Preventing access to whole areas of internet based upon the “Blacklist” of certain
Internet address.
 Filtering – sifting the packets of data or messages as they move across computer networks and
eliminating those considered undesirable materials.
 Defamation – This action deters the freedom of expression.

ISSUE 2: PRIVACY AND SECURITY

 When someone uses a site and clicks “I agree” button, it is as if you have turned on
private information to any authority that may access it.
 Privacy means “personal privacy” the right of individuals not to have their home, private
life or personal life interfered with.
 Privacy communication – Refers to the protection from interference with communication over
the phone or internet.
 Respect for privacy of communications is an essential prerequisite for the maintenance
of human relationship via technological communications media.
 Information privacy – related to the use of computers and communication system which are
able to hold and process information about large numbers of people at a high speed.

ISSUE 3: SURVEILLANCE AND DATA RETENTION

 The use of electronic communications has enhanced the development of indirect

surveillance.
 Indirect surveillance – there is no direct contact between the agent and the subject of
surveillance but evidence of the activities can be traced.
 Dataveillance – The new and powerful form of indirect surveillance.

-the use of personal information to monitor a person’s activities.

 Data retention – is the storage and use of information from communication system.
 Counter Surveillance – The changing of the methods of working to make surveillance difficult.
 Information security – if it refers to computers and electronic communication.

ISSUE 4: E-POLLUTANTS FROM E-WASTE

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

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 IMPLICATIONS TO TEACHING AND LEARNING

 Since ICT development comes so rapid and fast, teachers might be overwhelmed by its rapid
speed.
 Technology should never replace any human teacher.
 The human touch of the teacher is still a vital component in teaching.
 Teachers should always be reminded that there are always limitations in the use of the
different gadget and tools.
 As teachers, you must be aware that the use of technology may jeopardize your privacy and
security.
 The Learner of 21st Century are even more advanced than some of the teachers.

LESSON 2: SAFETY ISSUES ON THE USE OF ICT INCLUDING E-SAFETY RULES

 Using technology is not a risk by itself, but how it is used will be vulnerable to risks. When
improperly used, it will pose danger to the users in school and at home.
 Some Risks in the use of ICT and E-networking
 Technology - a phenomenon that seems to be uncontrollable

RISKS THAT WE HAVE TO BE AWARE OF IN THE USE OF DIGITAL TECHNOLOGIES:

1. Exposure to inappropriate content, including online pornography, extremism.

2. Lifestyle website like self-harms and suicide sites, and hate sites.
3. Cyber-bullying in all forms, receiving sexually explicit images or messages.
4. Privacy issues including disclosure of personal information.
5. Health and well-being.
6. Prolonged exposure to online technologies, particularly at an early age.
7. Addiction to gambling and gaming.
8. Theft and fraud from activities such as phishing.
9. Viruses, Trojans, spyware and other malware.
10. Social pressure to maintain online networks via texting and social networking sites.

MINOR MISUSE OF ICT

1. Copying information into assignment and failing to acknowledge the source.

2. Downloading materials not relevant to their studies.
3. Misconduct associated with subject logins, such as using someone else’s password.
4. Leaving a mobile phone turned on during class period.
5. Unauthorized taking of pictures and images with mobile phone camera, still or moving.

 E-safety – Takes care not only of internet technologies but also electronic communications via
mobile phones, game consoles and wireless technology.
 It highlights the need to educate children and young people about the benefits, risks and
responsibilities of using information technology.

Issues of e-safety:

a. E-safety helps safeguard children and young people in the digital world.
b. E-safety emphasizes learning to understand and new technologies in a positive way.

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c. E-safety educates children about the risks as well as the benefits so we can feel confident
online.
d. E-safety supports young learners and adults to develop safer online behaviors, both in and
out of school.
 NETWORK MANAGEMENT
1. Safety in the use of Network in Schools
2. Password Policy
3. Personal mobile phones and mobile devices
4. Cameras

MODULE 3: ON-DIGITAL AND DIGITAL SKILLS AND TOOLS IN DELIVERING TECHNOLOGY-ENHANCED

LESSONS

 An important element in engaging learners is when the strategy used in delivering the lesson
uses an instructional material. When appropriately used, it can spice up a classroom activity.
 A classroom will always need a chalkboard or a writing board that may come in varied forms
and shapes.

LESSON 1: DEVELOPMENT AND USE OF NON-DIGITAL OR CONVENTIONAL MATERIALS

 Instructional Materials – defined as print and non-print items that are rested to impact
information to students in the educational process.
 teachers use this to enhance teaching and learning
 the supplementary materials, which helps the teacher to make his/her presentation
concrete, effective, interesting, meaningful, and inspiring.

Instructional materials roles in teaching and learning:

1. They promote meaningful communication and effective learning

2. They ensure better retention, thus making learning more permanent
3. They help to overcome the limited classroom by making the inaccessible accessible
4. They provide a common experience upon which late learning can be developed
5. They encourage participation especially if students are allowed to manipulate materials
used.

 Digital natives are also known as Digital learners.

 In any teaching and learning process, instructional materials play a vital role as they provide
sensory experiences to the learners.
 The primary aim of teaching materials is to provide the teachers the layout of the way for
teaching in the classrooms.

SEVERAL FACTORS TO CONSIDER IN DEVELOPING INSTRUCTIONAL MATERIALS:

1. Develop a story board and working outline based on the subject goals and objectives.
2. Identify existing institutional resources including materials and teachers’ capability.
3. The teacher may research off the shelf materials that have been developed by others to
determine if their approach could be useful.
4. Explore the possibility of adopting concepts of other teachers without infringing on anyone’s
copy protected design.
5. Modify existing materials based on the objectives of the lesson.

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6. If the instructional materials are effective, you can share them with other teachers.
7. The teacher developer can also sell his/her materials available.

TYPES OF INSTRUCTIONAL/TRADITIONAL MATERIALS

1. Diorama – A fun way to build an exciting scene in a small space.

a. -small scenes created of layers of materials all depicting a similar concept or theme.
2. Nature Table – A table that contains objects and /or scenes related to the current season, or
upcoming festival or a symbol of an ecosystem.
3. Writing board – It can display information written with chalk
 Although there are usually more effective methods of transmitting information, the
writing board is still the most commonly used visual aids.
4. Flip charts – A large tablet of pad of paper, usually on a tripod or stand.
5. Zigzag Board – A multi-board series of three or four rectangular boards.
6. Wall display – Displaying items on a classroom wall.
 a collection of many different types of items and materials put up on wall to make
an interesting and informative display.
7. Rope and pole display board – This board consists of two parallel, horizontal poles tied
loosely together with ropes.

Guidelines when designing conventional instructional materials:

 Unity – Use only one idea for each visual aid and include a headline.
 Simplicity – Make ideas and relationships simple and easy to recall.
 Legibility – Make letters big and readable for all in the audience.
 Consistency – Use the same type style and art style.
 Clarity – Avoid type that is too small to read; avoid all caps
 Quality – Make it neat and professional, and remember to proofread.

SUGGESTED STEPS IN DEVELOPING INSTRUCTIONAL MATERIALS:

1. Find existing materials that may be adopted or amended to meet your need.
2. Use tools to create new instructional materials that help plan and carry out the development
process.
3. Implement preproduction activities before materials are created.
4. Schedule the crafting of the story board.
5. When developing content, provide contextualizing elements.

LESSON 2: SELECT AND USE OF ICT TOOLD FOR TEACHING AND LEARNING

 The current system employ technologies by integrating ICT tools and applications in
education and in Instruction.
 ICT – This refers to various tools and devices or gadgets used in communicating, disseminating,
creating, storing and managing information.
 ICT stands for Information and Communication Technology.
 Technology – This works like a passage that allows the world to see you or permits you to get to
see others as well.

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ICT integration in education – Allows ease of processing of information, effective accessibility to

resources, easy sharing of resources, expression of creativity and effective collaboration.

A. USING MOBILE PHONE AND THE QR CODE

QR (Quick Response) code – This is now popularly used in different products, reading materials, and
even in museums.

 It allows the readers to decode the information at a high rate of speed.

 It usually gives a URL that linking you to a website or immediately provides the salient
information about the product.
 It is a code that was created by a Japanese corporation Denso-Wave 1994.

B. USING LAPTOP AND THE INFOGRAPHICS

Infographics – A visual representation or an image such as a diagram, chart or picture representing

information or data.

 This is eye catching and makes use of a clear layout, attractive colors and hues, and
caricatures that provide a cohesive presentation of the information.

WAYS FOR WHICH INFORGRAPHICS CAN BE USED:

1. To provide survey data – Presenting statistical data such as from surveys van be
overwhelming. Data are much easier to decode. They can be made easier and quicker to
understand if they are presented in an infographic.
2. To simplify a complex concept – Simplifying a complex idea is the core purpose of using an
infographic.
3. To explain how something functions – It can reveal the mechanics behind how an object
works.
4. To compare – Presenting information by highlighting similarities and differences through a
visual parallel in an infographics van turn out more effective than sometimes expressing it in
words.
5. To present interesting facts – When infographics or facts are presented all in words, the use
of infographics can bring life.

C. IPAD/TABLET AND THE ONLINE BULLETIN BOARD

 Online bulletin board – a way of presenting ideas with a twist and interest with no cost at all.

LESSON 3: CREATING EPORTFOLIO AS A TECHNOLOGY TOOL

 Documentation of a personal learning journey – This can help the teacher monitor the
process and assess the product of learning.
 A cluttered bag reflects a disorganized owner.
 Portfolios – One good means of keeping things in order.
 A collection of student work that exhibits student’s effort, progress, achievements and
competencies gained during the course.
 This may come in many forms. It can look like an album or scrapbook or even a filer
where the documents and evidences are kept.

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 E Portfolio/Digital portfolio – This is used as a digital archive that can contain the same
materials as a physical portfolio.
 Student ePortfolios – This can evaluate the students’ academic progress.
 The construction of ePortfolios should start from the beginning and should be an ongoing
process.
 Monitoring student’s progress can be highlighted in a portfolio. It may not only contain
finished products but also several versions on how the students improved their work based
on the feedback provided by mentors.
 Portfolio can actually determine whether the students have transferred what they have
learned in new projects or other domains.
 Portfolio document student’s learning growth.

PARTS OF AN E PORTFOLIO:

Just like a book, the ePortfolio has pages or sections.

1. Home page – This is the first thing that your reader will see.
2. Pages – The pages that you can add depend on how you would like to organize your
ePortfolio.
3. Reflections – A major-element in a portfolio whether it is online or not. A way of
documenting what they are thinking.
 Gibb’s reflective cycle – One of the helpful guide in writing a reflection.

GIBB’S 6 STAGES OF REFLECTIVE CYCLE

1. Description – This initial phase in writing a reflection is very simple since you just need to
describe the activity or the experience to the reader.
2. Feelings – At this point, you can consider and think about how you feel at that time when
you were doing the activity or having the experience.
3. Evaluation – Discuss how well you think the activity went. This is also a possible part where
you can perhaps incorporate related readings of other author’s principles or theories.
4. Analysis – This part of the write up includes your analysis of what worked well and what
have facilitated it or what may have hindered it.
5. Conclusion – Write what you have learned from the experience or what you could have
done.
6. Action plan – End of the reflection. Write what action you need to take so that you will
improve the next time.

Administering the ePortfolio – You can control who can see your work.

Assessing an e Portfolio using Rubric – A consistent application of learning expectations. Learning

outcomes or standards.

Technology Collaborative tools in the Digital World

TECHNOLOGY AS A COLLABORATIVE TOOL

1. Skype – A software application allowing you to do a video conferencing for free.

2. Wiki – A software that allows you to create a page or a selection of pages designed to allow
you to post or write, edit, or upload a link quickly.

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3. Blogging – Journaling your ideas to which others can react allowing a thread of discussion to
take place and which can be used online.
-It is the abbreviation of weblog.
4. Google Group/Google Form – An application that can be used in a collaborative
documentation of ideas contributed by members of the team.

DIGITAL LITERACY SKILLS IN THE 21ST CENTURY

The 21st century has redefined digital literacy. It has broadened its perspective to include other
aspects of the 21st context. These literacies include Cyber literacy or digital literacy, Media literacy,
Arts and Creativity Literacy, Financial Literacy, Multimedia Literacy or Global Understanding.

Tech savvy/Digital Natives – They practically know how to go about a tablet, an ipad, smartphones or
laptops better than anyone else.

Digital literacy – You need to be equipped with these skills to be abreast with the demands in the
workplace.

Digital Literacies – Individual’s capabilities to be able to effectively and responsibly function and
perform in a digital society.

The term “Digital literacy” was coined by Paul Gilster in 1997 and it came from the discussion of the
concepts on visual literacy when images and non-verbal symbols try to capture the knowledge;
technology literacy requiring one to be able to use technology in addressing a need; Computer
literacy which in 1980s started to become a household item manipulated to achieve one’s target;
and information literacy which refers to the finding, evaluating, using and sharing of information.

The Digital Literacies:

Media Literacy – One’s ability to critically read information or content and utilize multimedia in
creatively producing communications.

Information literacy – Is locating information from the web and interpreting while evaluating its
validity in order that it can be shared.

ICT Literacy – Is knowing how to select and use digital devices, applications or services to accomplish
tasks requiring the use of the internet.

Communication and Communication – Are one’s capabilities in being able to participate in the digital
networks in the teaching and learning context.

Identity Management – Is being able to understand how to ensure safety and security in managing
online identity and foster a positive digital reputation.

Learning Skills – Are ways of knowing how to apply and learn in a technology enriched environment;
this is knowing how to utilize technology in addressing the need to learn efficiently.

Digital Scholarship – Is being able to link and participate in professional and research practices.

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

requiring essential core skills. These core skills are known as The C’s of the 21st Century Skills.

The Four C’s of the 21st century skills:

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Critical Thinking – Is learning how to solve problems. It teaches students not to accept immediately
claims without seeking the truth.

-The ability to differentiate facts from opinions and not only just learn a set of facts
or figures but also discover these for the sake of knowing what ought to be.

Creativity – Requires students to think out of the box and to take pride in what is uniquely theirs.

-This means that they will be able to look at a problem from multiple perspective.

Communication – This makes the students express their ideas in the clearest and organized manner.

Collaboration – This happens when students know how to work well with others to accomplish a
given task or solve the problem at hand.

-This teaches students that group can create something bigger and better than you
can on your own.

Citizenship – Known as netizenship in the virtual world.

-This making the person consider how one behaves accordingly by observing the norms
and rules that are in accordance with what are sociably and virtually acceptable.

Character - Projecting of a digital identity.

DIGITAL LITERACY SKILLS VS DIGITAL LITERACY

Digital Literacy skills – These skills vary from text to images to multimedia.

Future teachers who will be handling students considered as the tech savvy should equip themselves
with competencies and fluencies needed to handle the fast emerging tools and applications that
should be able to handle even artificial intelligences.

Lynch (2017) – he/she identified the eight digital literacy skills needed to become digitally literate
even artificial intelligences.

Coding – A universal language. This is basic understanding of HTML, CSS and the like will create a
shared understanding of what can be done with the web pages.

Collaboration – The use of Google docs among others allows student to begin experimenting with
effective online collaboration.

Cloud software – This is essential part of document management. This is used to store everything
from photos to research projects, to term papers and even music.

Word processing software – Google, Microsoft online Drop box are available for storage and
management solutions.

Screen casting – A video recording using computer screen, and usually includes an audio.

Print screen – When you take a picture on the screen of your computer.

Personal Archiving – Students should be taught the concepts of meta-data, tagging, keywords and
categories to make them aware how they are represented online.

Information Evaluation – The use of tools and skills needed to process information.

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Use of social media – This serves different purpose depending on the user. For example, students
should realize Twitter can be useful for staying current on the latest news in the field.

Teachers and students should not only be proficient in how to use (digital skills) but they need to see
the information and media technology to find, evaluate, create and communicate information
requiring both cognitive and technical skills.

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