Lesson 1: Development and Use  Suggestions on Using the Writing

of Non-Digital or Conventional Board

Materials
1) Keep the board clean

Diorama 2) Use chalk or pens that contrast

with the background of the board so
 Dioramas are small scenes created the
of layers of materials, all depicting a
similar students can see the information
clearly
concept or theme.
3) Make text and drawings large
 They usually display a historical enough to be seen from the back of
time period, a nature scene, or a the
fictional
room
situation
4) Prepare complex drawings in
 In developing diorama, you will: advance (if very complex, an
1) Choose a concept or theme overhead

2) Research the subject transparency or 35 mm slide may be

preferable)
3) Make a rough sketch of your ideal
diorama 5) Underline headings and important
or unfamiliar words for emphasis
4) Make a list of the items you’ll need
and gather your supplies 6) Do not talk while facing the board

5) Select a container or box 7) Do not block the students’ views

of the board; stand aside when
writing or
Nature Table drawing is completed
 This is a table that contains objects 8) Allow sufficient time for students
and/or scenes related to the current to copy the information from the
season, board
or upcoming festival or a symbol of 4. Flip Chart
an ecosystem
 It is a large or pad of paper, usually
 Children love to follow the natural on a tripod or stand
changes that the world offers each
month and  Suggestions on Using Flip Chart:

classroom decorations reflect these 1) Use wide-tipped pens or markers;

markers with narrow tips produce
3. Writing Board
printing that is difficult to read
 A writing board can display
information written with chalk. 2) Print in block letters that are large
(chalkboard or enough to be read easily from the
back
blackboard) or whiteboard
of the room
3) Use different colored pens to together along the sides by hinges so
provide contrast; this makes the that they can be easily folded up and
pages
carried.
visually attractive and easier to read
 Each board can be of a different
4) Use headings, boxes, cartoons and type, for example, a whiteboard, a
borders to improve the appearance chalkboard, a flannel board and so
of on.
the page  The size of the boards for the
zigzag multi-board depends on what
5) Use bullets (*) to delineate items
you want to
on the page.
use them for.
6) Leave plenty of “white space” and
avoid putting too much information 6. Wall Display
on
 A wall display is a collection of
one page. (crowded and poorly many different types of items and
arranged information is distracting materials put up on a wall to make
and an interesting and informative
display.
difficult to read)
 In a classroom, the display can
7) When pages are prepared in
consist of the students’ own work. In
advance, use every other page. If
every development work it can be used to
convey information to the
page is used, colors will show
community.
through and make text difficult to
read 7. Rope and Pole Display Board
8) Have masking tape available to  This board is consists of two
put pages up around the room during parallel, horizontal poles and tied
loosely together
brainstorming and problem-solving
activities with rope.
9) To hide a portion of the page, fold  Visual aids such as posters can be
up the lower portion of the page and pinned to the rope.
tape it. When ready to reveal the  This kind of display board is
information, remove the tape and let invaluable where there are few solid
the walls for
page drop displaying information.
10) Face the student, not the  It has no solid backing and can be
flipchart while talking made quickly for teaching, training
and when
working with communities
5. Zigzag Board
Guidelines when designing
 It is a multi-board series of three or
conventional instructional
four rectangular boards. They are
materials:
joined
1. Unity – use only one idea for each for “Quick Response”.
visual aid and include a headline
 It allows the readers to decode the
2. Simplicity – make ideas and information at a high rate of speed.
relationships simple and easy to
You can easily read QR codes
recall. Avoid cluttering a
through a QR code scanner. Here’s
visual with too many word, numbers, all you need to do:
or graphics. The audience should be
1. Have a mobile phone with a
able to grasp
camera;
the concept in 10 to 15 seconds
2. Using the mobile phone, download
3. Legibility – make letters big and from Play store or App Store the QR
readable for all in the audience Code
4. Consistency – use the same type Reader/Scanner application. Choose
style and art style an appropriate QR code reader for
your operating system whether IOS
5. Clarity – avoid type that is too
or Android. Once installed in your
small to read; avoid all caps
gadget, you can use it to read the
codes

LESSON 2 : SELECT AND USE ICT 3. Focus your camera on the QR

TOOLS FOR TEACHING AND code. Click it and the message will
LEARNING be revealed to you.
HOW TO MAKE A QR Code

. Using Mobile Phone and the QR Step 1:Be online

Code
Step 2:Search for a QR Code
 A QR code (quick response code) is generator and ensure that you read
a type of 2D bar code that is used to the information about the
provide easy
application. This is important to
access to information through a ensure your safety in the internet.
smartphone. Example of a QR code There are tons of QR
in this process,
code generators but a few of the
known as mobile tagging, the most popular include KAYWA,
smartphone’s owner points the GOQR.me, Visualead,
phone at a QR code and
and QR Stuff. There are many FREE
opens a barcode reader app which applications online and therefore you
works in conjunction with the can take this
phone’s camera.
chance to use them.
 It is a code that was created by a
Step 3:once you have identified your
Japanese corporation Denso-Wave in
free online QR Code Generator, you
1994.
can now encode the
 Effectively and efficiently
text or the information that you
connecting the physical world with
want.
electronic world, QR stands
Step 4:run it and save it as a jpeg 3) To explain how something
file. Now, you have successfully functions
created your own code which
 By using infographics, you can
you can download. show the intricacy of how something
Step 5:test the QR code using QR complex works. It can reveal the
Code reader or scanner. mechanics behind how an object
works.
Using Laptop and the  Designers can create infographics
Infographics by showing the mechanics behind
 An infographic is a visual intricate objects, processes,
representation or an image such as a concepts.
diagram, chart or
4) To compare
picture representing information or
 Presenting information by
data. It is eye-catching and makes
highlighting similarities and
use of a clear layout, attractive
differences
colors and hues, and caricatures that
provide a cohesive presentation through a visual parallel in an
infographics can turn out more
of the information.
effective
 If it is used to make market
than sometimes expressing it in
products in the increasing visual
words.
world, then infographics
 It is easier to draw comparisons
can also be employed in marketing
with the same information neatly
information and ideas in the teaching
organized.
and learning process.
HOW TO MAKE YOUR
INFOGRAPHICS:
There are many ways for which info
You need the following:
graphics can be used:
1. You need to be online
1) To present survey data
2. Using the PC, laptop or mobile
 Presenting statistical data is highly
phone, search for Canva, Vismen
useful.
or Venngage
 Data are much easier to decode
3. Create or sign up an account if you
and understood if they are presented
still do not have one in order to
by info graphics design your
2) To simplify a complex concept own infographics
 Simplifying data is the core purpose 4. Procedure:
of infographics.
Step 1:Choose the most suitable
It is very effective in summarizing template for your use from the
key points or providing an overview library
of the lesson.
Step 2:You may use images from choice of color, font, theme, etc.
their file or upload your own pictures
d. You can now share your Padlet or
Step 3: Make a cohesive layout online bulletin board to your friends.
containing correct and essential Click
information
Share and allow others to have
Step 4:You can choose a background access to it or you can share through
and font styles the
Step 5:You may change the color of social media account where others
boxes and the text to suit your style can view it.
Step 6:Save the image of the Step 4: If you want to join
infographics someone’s bulletin board, click JOIN
A PADLET.
Step 7: Share the infographic you
have created a. Enter in the dialog box the URL of
the padlet you want to join.
Ipad/Tablet and the Online
Bulletin Board b. Start posting on your friend’s/
classmate’s padlet by clicking the +
Creativity and collaboration are fun!
sign.
A dull and boring bulletin board can
be made
interesting when done online. Posts
when done with themed
backgrounds, stylish fonts
and varied colors become attractive
to the learners. An online bulletin
board is a way of
presenting ideas with a twist and
interest with no cost at all. Here’s
how:
Step 1: Search for
https://padlet.com/
Step 2: Sign up or log-in using any
of your social media account.
Step 3: If you want to make your
own, click MAKE A PADLET.
a. You can choose Start with a
Blank or Pick a Template
b. Start making posts by clicking the
+ sign
c. Make your posts as creative as
you can by clicking Modify and
selecting your
 materials as a physical portfolio but
can have as multimedia productions,
relevant online
links or references, digital stories or
video blogs, powerpoint
presentations, photographs and
other ICT materials.
 The ePortfolio can be private or
can be published and shared publicly
to stakeholders like parents and
friends.
 It is a collection of student
work that exhibit
Steps in constructing an
ePortfolio
Enter your gmail account and look
for Sites. If it is the first time that
you have done this, you need to read
the directions.
2. You scroll down and read further
until you see the icon for Sites
3. When you click it, it will lead you
to another section. This will let you
create a site that you can use as an
ePortfolio.
4. Consider a good label or a title for
your ePortfolio and prepare the texts,
links, multimedia outputs, images or
jpeg files that you want to upload in
the pages of the ePortfolio
Parts of an ePortfolio
Like a book, it has pages or sections.
LESSON 3: Creating ePortfolio as The organization can follow a
a Technology Tool chronological order based
on the activities that you go through
or you can have a thematic
e-Portfolio arrangement. Whatever you
online portfolios are used in creating choose, it will be a display of your
sites. This is called ePortfolio or organizational skills.
digital portfolio. This can be used as Home Page
a digital archive that can contain the
same
This first section is the Home or your This initial phase in writing a
cover page. This is the first thing that reflection is very simple since you
your readers will just need to describe the activity or
the experience to the reader. You can
see. You need to introduce yourself
write a little about the background
and the objectives of your ePortfolio.
on what you are reflecting about by
Usually, there are
including relevant and to-the-point
templates available and each details
provides sections. You can add
Feelings
personal touches such as images
Learners are involved in learning in
or a change of color themes.
an activity or perhaps a lesson can
Pages trigger certain feelings.

The pages that you can add depend So at this point, you can consider
on how you would like to organize and think about how you feel at the
your ePortfolio. What is time when you were doing the
activity or having the experience.
important is that you need to You need to discuss your emotions
construct your ePortfolio at the start honestly about the experience but
of the class. In that way, you can not to forget that his is part of an
have a fresh start as you try to be academic discourse.
conscious in documenting the
activities and learning that goes with Evaluation
each session.
When evaluating, discuss how well
When adding pages, click the icon you think the activity went. Recall
and decide whether it will be parallel how you reacted to the task or
to your Home Page or it will be situation and how others reacted.
under it. Just remember that when Was the experience a pleasant one
you have a template, there are or otherwise?
particular ways that
This is also a possible part where you
can incorporate related readings of
other author’s principles or theories.
Reflections
Analysis
A major element in a portfolio
whether it is online or not, is the This part of the write up includes
writing of the reflections. It is your analysis of what worked well
and what have facilitated it
thinking-aloud, a way of
documenting what they are thinking or what may have hindered it. You
can also discuss related literature
that may have brought about your
Gibb’s Reflective Cycle Model experience.
(1988)
Six Stages of Gibb’s Reflective
Cycle:
Description
Conclusion
Now, you can write what you have  Students can see connections
learned from the experience or what between learning (what will be
you could have done. If your taught) and assessment (what will be
experience is a good one, you can evaluated) by making the feedback
probably discuss how it can be they receive from teachers clearer,
endured or how you will more detailed, and more useful in
terms of identifying and
further enhance a positive outcomes.
communicating what students have
On the other hand, if the experience
learned or what they may still need
is frustrating eliciting other negative
to learn.
feelings, perhaps, you can discuss
how those can be avoided in
happening as this leads to the next
step – Action Plan
Action Plan
At the end of your reflection, you
write what action you need to take
so that you will improve the next
time such as consult an expert for
some advice or read a book that will
provide answers to your queries.

Administrating the ePortfolio

 Before publishing your ePortfolio for
the world to see your work, you can
control who can see your work
 The icon for sharing the site can be
managed by entering the email
address of the person with whom you
want to share it.
Assessing an ePortfolio using a
Rubric
 Evaluating an ePortfolio using a
rubric, is a consistent application of
learning expectations, learning
outcomes or standards.
 It should tell the students the link
between learning or what will be
taught and the assessment or what
will be evaluated.
 Rubrics are simple and easy to
understand. The items in the rubric
should be mutually exclusive
LESSON 4: TECHNOLOGY
COLLABORATIVE TOOLS IN THE
LESSON 5: DIGITAL LITERACY
DIGITAL WORLD
SKILLS IN THE 21ST CENTURY

TECHNOLOGY AS A
What are digital literacies?
COLLABORATIVE TOOL
 Digital learners are the individual’s
One way to engage these students is
capabilities to be able to effectively
to give them a challenge and a
and responsibly function and perform
chance to work together.
in a digital society.
Give them an issue to discuss which
The term digital literacy was coined
they can continue talking about even
by Paul Gilster in 1997 and it came
if they are outside of the class.
from the discussion of the concepts
Students may continue the
on
discussion and share information or
come up with an agreement by a) Visual literacy
texting, emailing, chatting or using
the online document. b) Technological literacy requiring
one to be able to use technology in
addressing a need
Collaborative Tools: c) Computer literacy, which in the
1980s started to become a
1. Skype is a software application
household item manipulated to
allowing you to do a
achieve one’s target
videoconferencing for free. All you
d) Information literacy which refers
need is to create an account and can
to the finding, evaluating, using and
be used for a video meeting.
sharing of information
2. Wiki is a software that allows you
to create a page or a selection of
pages designed to allow you to post The Digital Literacies
or write, edit, or upload a link quickly.
Media Literacy – is one’s ability to
Blogging in blogging is journaling critically read information or content
your idea to which others can react and utilize multimedia in creatively
allowing a thread of discussion to producing communications
take place and which can be used
online. It is the abbreviation of Information Literacy – is locating
weblog. It would help if you provide information from the web and
direction when using a weblog. interpreting while evaluating its
validity in order that it can be shared
Google Group or Google Form is
an application that can be used in a ICT Literacy – is knowing how to
collaborative documentation of select and use digital devices,
ideas contributed by members of the applications or services to
team. Having a google account will accomplish tasks requiring the use of
come very handy and you can easily the internet
have access to a variety of Communications and
application. Collaboration – are one’s
capabilities in being able to Collaboration
participate in the digital networks in
happens when students know how
the teaching and learning context
to work well with others to
(synchronous/asynchronous)
accomplish a given task or solve a
Identity Management – is being problem at hand.
able to understand how to ensure
safety and security in managing
online identity and foster a positive Citizenship and Character are also
digital reputation. added to the 4C’s
Learning Skills – are ways of Citizenship
knowing how to study and learn in a
technology-enriched environment; is known as netizenship in the
this is knowing how to utilize virtual world. This is making the
technology in addressing the need to person consider how one behaves
learn efficiently accordingly by observing the norms
and rules that are in accordance with
Digital Scholarship – is being able what are sociably and virtually
to link and participate in professional acceptable.
and research practices
The Four C’s of the 21st Century
Skills Digital Literacy Skill vs. Digital
Literacy
These 4C’s are important for
students to do well in school and Digital Literacy Skills are required in
succeed in the workplace. the wired world. These skills vary
from texts to images to multimedia.
Critical Thinking Future teachers who will be handling
students considered a tech savvy
is learning how to solve problems.
should equip themselves with
It teaches students not to accept
competencies and fluencies needed
immediately claims without seeking
to handle the fast emerging tools
he truth.
and applications that should be able
Creativity to handle even artificial intelligences.
requires students to think out and Lynch (2017) identified eight (8)
be able to look at a problem from digital literacy skills needed to
multiple perspectives including become digitally literate:
proposing multiple possibilities and
1.Coding – coding is a universal
alternatives to address a problem
language. Basic understanding of
and take the risk
HTML, CSS and the like will create a
Communication shared understanding of what can be
one with the web pages.
makes students express their
ideas in the clearest and organized 2. Collaboration – the use of Google
manner. Through varied modes – Docs among others allows student to
face-to-face, synchronous or begin experimenting with effective online
asynchronous, they need to know collaboration
how to efficiently and clearly convey
ideas. 3. Cloud software – this is essential
part of document management. The cloud
is used to store everything from photos to
research projects, to tem papers and even
music

4. Word Processing Software –

Google, Microsoft Online Drop Box are
available for storage and management
solutions

5. Screen casting – a screencast is a

video recording using the computer
screen, and usually includes an audio. On
the other hand, when you take a picture
on the screen of
your computer, it is called Print screen.
Both can be used in explaining topics as
well as providing a visual support to clarify
what you are thinking. While the print
screen is a picture, the screen casting is a
video screen capture which is a great way
to share ideas
and it’s easy to use for novice video
creator.

6. Personal Archiving – students ICT POLICIES AND

should be taught the concepts of meta- ISSUE:
data, tagging, keywords and categories to IMPLICATIONS TO TEACHING AND
make them aware how they are LEARNING
represented online.
ICT POLICY
7. Information evaluation – critical
thinking to weed out fake news is crucial in According to oxford policy Dictionary
the 21st century skill. The use of tools and “POLICY” is a course of action,
skills needed to process information are
adopted and pursued by a
very much needed.
government, party, ruler, and
statesman.
8. Use of social media – social media
serves different purposes depending on
- It is any course of action adopted as
the user, the technology and the need. For
expedient or advantageous.
example, students should realize that
Twitter.
Its operational definition of policy is a
plans of action to guide decisions
and achieve outcomes.

NEW ICT TECNOLOGIES

1. Information Technology-
includes the use of computers, which
has become indispensable in modern
societies to process data and save
time and effort

2. Telecommunication- includes
telephones (with fax)and the
broadcasting of radio and TV eskwela for out-of-school youth
broadcasting are needed in category. (OSY):

3. Networking technologies- Best • Quality Program for tertiary

known of networking technologies is education through
internet, but has extended to mobile partnerships with state
phone technologies. Voice Over universities and colleges
Internet Protocol (VOIP) satelline (SUC’s).
communications and other forms of
communication. • Digital Media Arts Program
which builds digital media
DICT ROAD MAP skills for government using
• Department of Information Open Source technologies.
and Communication
Technology (DICT)
• ICT skills strategic plan which
- is the executive department of the develops an inter agency approach
Philippine government responsible to identifying strategic and policy
for the planning, development and and program recommendation to
promotion of the country's address ICT skills.
information and communications.
ISSUES ON ICT AND INTERNET
The Department of Information and POLICY AND REGULATION:
Communication Technology (DICT)
formulates a roadmap to guide all ISSUE NO 1 Freedom of
agencies in the utilization, regulation Expression an Censorship
and enhancement of ICT.
-Under international human rights
AMONG THE POLICY convention, all people are
RECOMMENDED PROGRAMS guaranteed the rights for free
THAT HAVE APPLICATION TO expression. However, with the shift
EDUCATION TEACHING LEARNING from communicating through letter,
ARE: newspapers, and public meetings to
electronic communications and
• ICT in Education Masterplan online net working, a need us look
for all levels, including a into how these new means modifies
National Roadmap for Faculty the understanding of freedom of
Development in ICT in expression and censorship.
Education.
• Content and application ISSUE NO 2: Privacy and Security
development through the
Open Content in Education - Privacy policies are an issue. Mest
Initiative (OCEI). commercial sites have a privacy
policy. When someone uses a site
• PheDNET, is a "walled" garden and clicks. " Agree" button, it is as if
that hosts educational learning you have to turned over private
and teaching materials and information to any authority that
applications for use by Filipino may access it.
students, their parents and
teacher. ISSUE NO.3: Surveillance and
Data Retention
Established Community
el.earning Centers called - The uses of electronic
communications has enhanced the
development of indirect surveillance. derive such as the
In indirect surveillance, there is no development of higher order
direct contact between the agent thinking skills, the
and the subject of surveillance but development of learning
evidence of activities can be traced. communities through
collaboration, the
ISSUE NO. 4: E-pollutants from E- enhancement of skills to
waste manage the vast resources as
21 century and many more.
-The accumulated e-waste is due
to rapid turnover of equipments due
to rapid improvement of software.
While material waste can be
destroyed by crushing.

IMPLICATIONS TO TEACHING AND

LEARNING

 FOR THE TEACHERS AND

TEACHING

1. Guide the teachers on what they

should touch that relate to ICT. and
how to teach it

2. Technology should never replace

any human touches. The tools are
support instructional materials for
the teachers which are available for
use.

3. There are rules and regulations

that govern the use of technology.
Caution should be observed to
protect individual privacy.
Lesson 2:Safety issues on the
4. All the issues and many more shall use of ict including e-safety rules
be part of the teaching content as
cach teacher will be enconcraged to
used technology in teaching. Some risks in the Use of ICT and
e-Networking:
•
 FOR THE LEARNERS AND • Exposure to inappropriate
LEARNING content (pornography,
extremism, violence)
• Learners of 21 century are
even more advanced than • Lifestyle websites promoting
some of the teachers, self-harm, suicide, or hate
however, learners still need
guidance on how to use, and • Cyberbullying, including
regulate technology use receiving explicit images or
Learners should take messages
advantage of the potential of
learning support they can
 • Privacy issues (sharing and properly associated with using
personal information) the internet, and the self-protection
from computer crime.

• Health risks (excessive screen Takes care not only of internet

time, internet gaming technologies but also of electronic
addiction) communications via mobile phones,
game consoles and wireless
• Early-age prolonged exposure technology.
to online technologies
Gambling and gaming Here are some issues of e-
addiction safety :

• Online fraud and theft e-safety helps safeguard and young

(phishing attacks) people in the digital world.
Malware threats (viruses, e-safety emphasizes learning to
Trojans, spyware) understand new technologies in a
positive way.
Social pressure from texting
and social media e-safety educates children about the
risks as well as the benefits so we
Minor misuse of ICT can feel confident online.

In school some minor misuse made e-safety supports young learners and
by learners including the following: adults to develop safer online
behavior both in and out of school.
Copying Information into assignment
and falling to acknowledge the NETWORK MANAGEMENT
source (plagiarism and copyright
infringement). Is the process of administering and
managing computer networks.
Downloading materials not relevant
to their studies. It covers the procedures, methods,
and tools need to effectively operate,
Misconduct associated with subject administrative, and maintain
logins, such as using someone else’s networks.
password.

Leaving a mobile phone turned on

during class period.
Safety in the use of networks in
Unauthorized taking of pictures or schools
images with mobile phone camera
still or moving. Make clear that no one should log on
as another user.
e-Safety
Require all users to always log off
A rule that trying to be safe on the when they have finished working.
internet. Maintain equipment to ensure health
and safety
Is the act of maximizing a user’s
awareness of personal safety and Provide students with access to
security risks to private information content and resources through
guided e-learning. Basic safety rules:

Set up a clear disaster recovery 1. Provide tiltable tables. These

system in place for critical data that tables can be tilted and
include secure, remote, backup of adjustable to height of the
critical data. users.

Secure wireless network appropriate 2. Provide anti-glare screen

standards suitable for educational filters.
use.
3. Provide adjustable chairs.
Install all computer equipment
professionally and meet health and 4. Provide foot support.
safety standards. 5.
Make sure lighting is suitable.
Review the school ICT system
regularly with regard to health and 6. Make sure work stations are
safety and security. not cramped.
7.
1. Password Policy Plan work at a computer so
that there are frequents
Only authorized users have breaks.
passwords
Safety rules that can be reduce
Passwords should not be shared risk of accidents in the
networking stations should
Devices storing personal data must include:
be locked when unattended
No trailing wires to avoid tripping
Automatic timeout settings for hazards
computers
Do not overload electrical sockets
2. Personal mobile phones and
mobile devices Yearly safety tests for electrical
equipment
Phones should be stored in a secure
area away from learners Keep workspace clear for easy
movement
Use is only allowed during breaks or
when necessary for class activities Store bags & obstacles away safely

No food or drinks near machines

3. Camera Ensure proper heating & ventilation

Only parents or caregivers may take
pictures Fire extinguishers must be available

Photos of children should be used Clear & marked fire exits with no
only for approved purposes clutter

Setting up an educational
technology room