TEACHING AND LEARNING

TOPICS
ICT Competency Standards for Philippine Pre-service Teacher Education
Understanding the Basic Concepts in ICT
Roles of ICT in Teaching and Learning

LEARNING OUTCOMES
At the end of the lesson, students should be able to:
Identify the competency standards of ICT for teaching and learing in
pre-service teacher education;
Unpack the basic concepts of ICT to provide common understanding
for teachers and learners; and
Value the use of ICT in the teaching and learning processes.

Introduction

If there is one thing that changed the world so fast, it is TECHNOLOGY. While
there exists technology in the past as non-digital technology, the current digital technology
has been a factor that shrunk the world and made it flat. It has provided a new environment
for learning, new ways teachers teach and also the new ways of how learners learn. In the
beginning, it has created a divide between the digital natives and the digital immigrants.
However as the years go by, such divide 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 1earning outcomes in the 21st century.

TOPIC 1: ICT Competency Standards for Philippine Pre-Service

Teacher Education
“One of the most important aspects of technology in education is its ability to level the
field of opportunity for students.” – John King, U.S. Secretary of Education

Technology can be a powerful tool for transforming learning. It can help affirm and
advance relationships between educators and students, reinvent our approaches to learning and
collaboration, shrink long-standing equity and accessibility gaps, and adapt learning experiences to
meet the needs of all learners. Moreover, technology has provided a new environment for learning,
new ways teachers teach and also the new ways of how learners learn.

However, to realize fully the benefits of technology in our education system and provide
learning experiences, educators need to use technology effectively in their practice. Furthermore,
education stakeholders should commit to working together to use technology to improve Philippine
education. These stakeholders include leaders, teachers, faculty and other educators,

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researchers, policymakers, funders, technology developers, community members and
organizations, and learners and their families. (https://tech.ed.gov/netp/introduction/)

ICT Competency Standards (CHED-UNESCO) as provided in the 2017 Policy, Standards

and Guidelines (PSG) for Pre-Service Teacher Education

The program outcomes for teacher education degrees clearly state that every future teacher:
“demonstrate 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).

The ICT Competency Standards is made up of seven domains. Each domain has a set of
competencies. The competencies are expressed in desired learning outcomes. Becoming proficient
in the different competencies will enable you to handle learners of the 21st century in your future
classroom.

These domains and corresponding competencies are found in the Table below:

Table 1: ICT Competency Standards for Pre-Service Teachers

Domain 1: Understanding ICT in Education

1.1 Demonstrate 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 systems
as they apply to teaching-learning
2.2 Evaluate digital and non-digital learning resources in response to student’s
diverse needs
2.3 Develop digital learning resources to enhance teaching-learning
2.4 Use ICT tools to develop 21st century skills: information media and technology
skills, learning and innovation skills, career skills and effective communication
skills
Domain 3: 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 and
systems as they apply to teaching and learning
4.2 Use technology tools to create new learning opportunities to support community
of learners
4.3 Demonstrate profiency in the use of technology tools to support community of
learners
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

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 tools and resources
7.2 Show positive attitude towards the use of technology tools

Likewise, the Department of Education issued Department of Education Order 42, s. 2017
mandating the use of the Philippine Professional Standard for Teachers (PPST) to start with the
Beginning Teachers who are the fresh graduates from the teacher education program. The document
includes: Show skills in the positive use of ICT to facilitate teaching and learning and Show skills
in the selection, development and use of the variety of teaching and learning resources including
ICT to address learning goals.

These competency standards to learn and master will assure the 21st century learners in
your class of a more enjoyable, creative, innovative ways in teaching and learning.

ISTE National Educational Technology Standards For Teachers (NETS* T)

An international organization for educational technology called International Society for
Technology in Education (ISTE), established standards for both teachers and students. These
standards were also referred to in the development of the Philippine ICT Competency standards
which include the following:

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 student learning.

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.

Likewise, 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)

From how technology teachers facilitate learners, outcomes of student learning should
indicate that the following standards have been complied with.

Standard 1: Creativity and Innovation

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

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 Standard 2: Communication and Collaboration
This standard requires students to use 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 to 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.

Standard 5: Digital Citizenship

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. Further, the student exhibits positive
attitude towards the support of technology for collaboration, learning and
productivity as a digital citizen.

Standard 6: Technology Operations and Concepts

Sound understanding of technology concepts, systems and operation is a standard
that students should comply with. They too, are expected to further transfer current
knowledge to learning of new technologies.

As pre-service teacher education students now, you will have to master the knowledge and
skills (Learning to Know) for the standards for students. However since you will become teachers
in the future, you should harness the same knowledge and skills to become (Learning to Become)
future teachers.

A. ISTE STANDARD for TEACHERS B. ISTE STANDARD for STUDENTS

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

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 TOPIC 2: Understanding the Basic Concepts in ICT

“I think we need to be careful not to get too specific (i.e. technology = computers) while at
the same time not getting so abroad that our definition of technology includes everything from
pencil and paper to lasers and computers. I’d like to see us define technology in a manner that
looks at electronic tools we use to enhance teaching and learning.” – Sally, grade teacher from Joy
Egbert (2009).

Let us explore various resources to have a clear understanding of this lesson. Let us unpack
some concepts and terms related to technology for teaching and learning. Here are some terms and
concepts that you need to know and understand.

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

2. Information and Communication Technology Literacy or ICT Literacy – the use of

digital technology, communication tools and/or networks to access, manage, integrate,
evaluate, create and communicate information in order to function in a knowledge society
(Guro 21, 2011).

3. Educational Technology – the use of technology in teaching and learning. This includes
both the non-digital (flip charts, pictures, models, realias, etc.) and digital (electronic tools:
hardware, software and connections, etc.).

4. Digital Literacy – the ability to find, evaluate, utilize, share and create contents using
information technologies and the Internet (Cornell University). According to the
American Library Association (2018), this term refers to the ability to use information and
communication, requiring both cognitive and technical skills (https://edweek.org
downloaded 06-03-18).

5. Digital Learning – any type of learning that is accompanied by technology or by

instructional practice that makes effective use of technology. This encompasses the
application of a wide spectrum of practices which included blended or virtual learning. It
can come as online or offline which utilizes digital technology.

6. Online Digital Tools and Apps – these tools use an Internet connection to access the
information needed. A common example for this is a Skype, a telecommunication
application software product that specializes in providing video chat and voice chat and
voice calls between computers, tablets, mobile devices via Internet and to regular
telephones.

7. Offline Digital Tools and Apps – these tools can still be used even if there is no Internet
access. Among these are Canary Learning, Pocket, Evertone, ibooks, KA LITE (Gupta,
Priyaka, 2017) downloaded in edtech review (July 03, 2017).

8. Instructional Technology – the theory and practice of design, development, utilization,

management, and evaluation of the processes and resources for learning (Association for
Educational Communications and Technology, Seels, B.B. & Richey, P.C. 1994).

9. Software – program control instructions and accompanying documentation; stored on

disks or tapes when not being used in the computer. By extension, this term refers to any
audiovisual materials (Smaldino, 2005).

10. Multimedia – a sequential or simultaneous use of a variety of media formats in a given

presentation or self-study program (Smaldino, 2005).

11. Internet – a massive network of networks, a networking infrastructure. It connects

millions of computers together globally, forming a network in which any computer can
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 communicate with any other computer as long as they are connected to the Internet. This
term is generally defined as a global network connecting millions of computers
(https://www.webopedia.com).

12. World Wide Web (www) – also known as 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). It is a way of accessing information
over the medium of the Internet. It is an information sharing model that is built on top of
the Internet.

13. 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.

14. Webquest – 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.

15. Productivity tools – any type of software associated with computers and related
technologies that can be used as tools for personal, professional or classroom productivity.
Examples: Microsoft Office, Apple works – word processing, grade and record keeping,
web page production, presentation) (KFIT-UNESCO 2016)

16. Technology Tool – an instrument used for doing work. It can be anything that help you
accomplish your goal with the use of technology. These technology tools can be classified
as:
(a) Data/Calculation tools. Examples: spreadsheets, Excels, sketchpads, probability
constructor
(b) Design tools – are used to make models and designs, creating and building. Included
here are Family Tree Maker, GollyGee, and Crazy Machines among others.
(c) Discussion tools – There are 4 different approaches that utilize discussion 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 – Emails are great communication tools for sending messages,
photographs, videos and other files. It allows you to reach out to others around the
world. Examples: 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.

17. Webquest – a teacher structured learning experience for the students that is primarily
based on the use of the World Wide Web and typically takes one or more instructional
periods (Bender & Waller, 2011).

18. Blog – an online journal where posted information from both teachers and students are
arranged. There are three kinds of blogs: blogs used for communication, blogs used for
instruction, and blogs used for both (Ferriter & Garry, 2010).

19. Wiki – an editable website usually with limited access, allows students to collaboratively
create and post written work or digital files, such as digital photos or videos. Wikipedia is
one of the most widely recognized of all the wikis (Watters, 2011).

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 (Eash, 2006).

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 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. It includes the Gmail, a free-mail for all;
Google calendar – a tool used for organizational purposes; Google sites that provide
options for developing blogs and wikis; and Google docs that is used for sophisticated word
processing and editing of the document.

23. Vlog – a video blog where is 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.

TOPIC 3: Roles of Technology for Teaching and Learning

“Technology will never replace great teachers, but in the hands of great teachers, it’s
transformational.” – George Couros

As teaching and learning go together, let us explore what would be the roles of technology
for teachers and teaching and for learners 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 which can be a tutor on its own.
The teacher will simply switch on or off radio programs, television programs or play
DVDs, or CDs that contain educational programs. There are on-line tutorial educational
programs, too.

2. Technology as a teaching tool

Like a tutor, technology is a teaching tool, but can never replace a teacher. This is
like a handyman, which is just there to be reached. Like any other tool, it is being used to
facilitate and lighten the work of the teacher. It will be good if the teacher can also create
or develop technology tools that are needed in the classroom.

3. Technology as a learning tool

While the teacher utilizes technology as tool for teaching, likewise it is an effective
tool for learning. As a learning tool, it makes learning easy and effective. It can produce
learning outcomes that call for technology-assisted teaching. Even the teachers who are
teaching can utilize similar tools for learning. As a learning tool, it is very interesting that
even the elderly use these tools for learning for life.

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A. For Teachers and Teaching
There are numerous roles that technology plays in the job of teachers. 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. Here are some examples of
the myriad roles that technology can do for teachers and teaching.

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. There are varied available technology-driven
resources which can be utilized for remedial lesson or activities. Likewise, there are also a
lot of technology-driven resources that can be used for enrichment purposes.

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 syles. The multiple intelligence theory of Howard Gardner tells us that there is a
genius in every child. This implies that there must be varied ways of teaching as there are
many varied ways of learning. All the learning styles can find support from technology, so
that teaching will be more effective and efficient.

4. Technology opens new fields in educational researches.

The areas of teaching testing and evaluation are enhanced by technologies for
teaching and learning. Current educational researchers will no longer find difficulty in
interpreting tests, assessment and other evaluation results. There are available programs
that can analyze and interpret results with speed and accuracy. Reference retrieval is also
hastened because many of the research materials are in digital form. Technology has also
provided access to big data that can be processed for problem solving and inquiry.

5. Technology adds to 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 these 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. For those who are involved as providers of continuing professional development
like trainers, facilitators or organizers, they can level up or enhance their delivery systems
with the support of technology tools.

B. For Learners 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
learning outcomes. There are three categories of knowledge according to Egbert (2009):
declarative knowledge, structural knowledged, and procedural knowledge:

a. Declarative knowledge – consists of the discrete pieces of information that answers

the questions what, who, when, and where. It is often learned through memorization
of facts, drills and practice. It can be learned by simple mnemonics or conceptual maps.
It is also the fundamental knowledge necessary for students to achieve more complex
higher order thinking such as critical thinking and creativity, inquiry and production.

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 b. Structural knowledge – consists of facts or pieces of declarative knowledge put
together to attain some form of meaning. An example of declarative knowledge is
“pencil”. The idea that evolved from a pencilis an understanding that: “it is something
used to write.” This is referred to as structural knowledge. It can be presented by
concept maps, categorization or classification.

c. Procedural knowledge – the knowledge in action or the knowledge of how to do

something. It is based on facts but learned through the process of procedural
knowledge. Examples include how to drive a car, how to use a cell phone, or how to
speak English. This knowledge is indicated by a performance task or graphical
representation of a concept.

The traditional sources of knowledge are printed books, modules and journals. Other
sources are primary sources such as information taken from research. However, knowledge or
content can be learned in many ways.

2. Technology enhances learners’ communication skills through social interactions.

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

Social interaction occurs in two ways where the participants ask for clarification,
argue, challenge each other and work towards common understanding. Social interaction
through communication 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. In all the
three modalities, communication occurs and technology is involved.

For this particular role, what are the benefits derived from technology supported
communication?

a. Enables any teacher to guide the learners virtually and making learning unlimited
because communication and social interaction go beyond a school day or a school
environment.
b. Enhances students’ freedom to express and exchange ideas freely without the
snooping eyes of the teacher face to face.
c. Enables learners to construct meaning from joint experiences between the two or
more participants in communication
d. Helps learners solve problems from multiple sources since there is limitless
resources of information that the teacher can direct or refer the learners
e. Teaches learners to communicate with politeness, taking turns in sending
information and giving appropriate feedback
f. Enhances collaboration by using communication strategies with wider community
and individuals in a borderless learning environment
g. Develops critical thinking, problem solving and creativity throughout the
communication

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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.
Critical thinking is 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. All of these competencies are covered by Bloom’s Taxonomy of
Analysis, Synthesis and Evaluation.

Teachers play a significant role in supporting learners with technology. How?

As a role model, teachers should display and practice critical thinking processes, so
that the learners can imitate them. Here are some ways that teachers can do to develop critical
thinking.

a. Ask the right questions.

Most often teachers ask questions to find out if the students can simply repeat
the information from the lesson. Although these are necessary questions like what,
who, when and where, these do not develop critical thinking. Critical thinking
questions should ask for clarity, accuracy, precision, relevance, depth, breadth and
logic.
Clarity: Here are some examples: Can you give examples of…
Accuracy: What pieces of evidence support claim?
Precision: Exactly how much…
Breadth: What do you think will the other group say about the issue?

b. 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. Thus, there is a need to have
activities that are appropriate for the learners. These can be determined by
interview, observations and other forms to determine the level of readiness.

What are some simple ways that teachers should do?

1. Vary the questions asked.
2. Introduce new technologies.
3. Modify the learners’ grouping.
4. Modify the critical thinking task.
5. Encourage curiosity.
By nature, learners are curious. They ask lots of questions all the time. Why is the sky
blue? Why do I have to learn geometry? How do people choose what will they become in the
future? Can robots solve the problems of climate change? How?
These questions will lead to critical thinking, but some of these questions cannot be
answered by the teacher. The unanswered questions are avoided or answered unsatisfactorily.
Sometimes, teachers shut down the question that curtails the first step in critical thinking. The
internet as a problem solving and research tool can help the answers to the questions.
Creativity is characterized as involving the ability to think flexibly, fluently, originally,
and elaborately (Guildford, 1986 & Torrance, 1974 in Egbert, 2009). Flexibly means able to
use many points of view fluently means able to generate many ideas. Originally implies being
able to generate new ideas and elaborately means able to add details. Creativity is not merely
a set of technical skills, but is also involves feelings, beliefs, knowledge and motivation.

Seven Creative Strategies (Osborn, 1963).These have been simplified into fewer
categories. To be creative, one can use any of these strategies.
1. Substitute – Find something else to replace to do what it does.
2. Combine – Blend two things that do not usually go together.
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.

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 All together, the strategies will be labelled as SCAMPER.

What should teacher do to support student creativity? Here are some suggestions:
1. Provide an enriched environment.
2. Teach creative thinking strategies.
3. Allow learners to show what they can do.
4. Use creativity with technology.

Further, teachers can do the following to develop and enhance critical thinking,
problem and creativity. As a future teacher, try these suggestions.
1. Encourage students to find and use information from variety of sources both on-
line and off-line.
2. Assist students to compare information from different sources.
3. Allow studens to reflect through different delivery modes like writing, speaking,
or drawing.
4. Use real experiences and material to draw tentative decisions.
5. Involve students in creating and questioning assessment.

To do these, the teacher should see to it that right questions are asked, student’s tasks
should be appropriate to the levels of challenge and curiousity is encouraged.

There are several critical thinking tools and technology software that can support
critical thinking skills. Some of these you will encounter in the succeeding lessons:
1. Encourages digital production projects
2. Popuralizes e-learning modalities
3. Enhances global awareness and citizenship

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