Semi-Detailed Lesson Plan in

Technology for Teaching

I. Objectives
At the end of the lesson, the students are expected to:

a. Identify and describe 21st-century literacy skills, discuss rationale, and write a
Personal Lifelong Learning Plan (PLLP);
b. Introduce instructional design model, technology-enhanced lessons, and
flexible learning environments;
c. Explain conventional and non-conventional learning, identify digital and
conventional resources, and compare synchronous and asynchronous
modalities; and
d. Define instructional material, discuss relevance of technology, and evaluate its
use in teaching;

II. Subject Matter

Topic: ICT in Various Content Areas
Reference:SCRIB Module
Materials: PowerPoint Presentation, laptop, and projector

III. Procedure
a. Routinary Activities

a1. Greetings

a2. Classroom Rules

( The teacher will tell the student what are the
classroom rules)
1.Respect Everyone:
2.Listen When Others Speak
3.Follow Directions Promptly
4.Raise Your Hand

a3. Review
( The teacher will let the students raise their hands to
answer)
Theories and Principles in the Use and Design of Technology-driven Lessons

B. Motivation
(The teacher will present different pictures and allow the students to
give their own interpretation of the pictures based on the question the
teacher will be asking)
 1. What is your observation on the pictures?
2. What does the pictures represent?
3. What comes into your mind when you see the picture?

C. Presentation and Discussion

A. 21st Century Skills

Generally used to refer to certain some competencies such collaboration,
digital literacy, critical thinking, and problem-solving that advocates believe
schools need to teach to help students thrive in today's world.
Digital Literacy Skills
Digital Literacy means having the skills you need to live, learn, and work in a
society where communication and access to information is increasingly
through digital technologies like internet platforms, social media, and mobile
devices.
Digital literacy skills include:
o Media
o Information
o ICT Literacy

MEDIA
Media is the plural form of medium, which (broadly speaking) describes any
channel of communication.
Several forms of Media
1. TRADITIONAL MEDIA
2. Digital Media
3. Computer Media
4. Mass Media
5. Social Media
Media Literacy
It is a 21st century approach to education. It provides a framework to access,
analyze, evaluate, create, and participate with messages in a variety of forms
from print to video to the internet.
INFORMATION
Information in digital literacy skills required that students need to know to
search accurately and then to evaluate the information they found, our critical
thinking guide will help you develop these skills.
ICT LITERACY
It is the ability to use tools of information of communication technology to
define ones information problem clearly, access information efficiently,
evaluate the reliability, authority and bias of sources.

B. Instructional Design
The process by which Instruction is improved through the analysis of learning
needs and systematic development of learning experiences.
Blooms Revised Taxonomy
defines the six levels of cognitive learning starting with the simplest at the
bottom and moving up through the levels to the most complex, or deepest
learning.

Bloom's Revised Taxonomy

defines the six levels of cognitive learning starting with the simplest at the
bottom and moving up through the levels to the most complex, or deepest
learning complex or deepest learning there are six.
CREATING
EVALUATING
ANALYZING
APPLYING
UNDERSTANDING
REMEMBERING

Gagne's Nine Events of Instruction

Robert Gagné proposed a series of events that are associated with and
address the mental conditions for learning. Gagne identified the mental
conditions needed for learning in adults.
1. GAIN THE STUDENT'S ATTENTION
2. INFORM STUDENTS OF OBJECTIVES
3. STIMUATE RECALL OF PRIOR LEARNING
4 PRESENT THE CONTENT
5.PROVIDE LEARNER GUIDANCE
6. ELICIT PERFORMANCE
7. PROVIDE FEEDBACK
8. ASSESS PERFORMANCE
9. ENHANCE RETENTION AND TRANSFER TO THE JOB
ADDIE MODEL
-It is an instructional design model developed in the year 1970
- It serves as a framework in designing and developing educational and
training in order to create effective

Disadvantages of ADDIE Model

 Rigid linear process that must be followed in order

 Time-consuming and costly
 Inflexible to adapt unforeseen project changes
 Does not allow for iterative design

Merills Principles of Instruction

 It is a problem-based theory
 Founded by M. David Merrill, a noted educational researcher and
teacher. He suggests that in order for effective learning, the learners
should be able to Jearn anfet experience the information for them to
apply it in the realworld.
 The learner's experience should center on problem solving which
involves a multi-phase process of activation, demonstration,
integration.

Advantages

 It is a concise mode for the creation of learning experience.

 Focuses on the learner's success
 The four phases encourage the facilitator to organize an instruction
centered on motivating the learner's learning experience.
 The First Principles will give the learner the opportunity to practice the
lesson and implement what was learned into future experiences.
Disadvantages
>This theory is dependent on teaching styles and implementation,
>May vary among the learning environment.

C. TECHNOLOGY ENHANCED TEACHING

WHAT IS TECHNOLOGY ENHANCE LEARNING?

-IS THE USE OF TEHNOLOGY SUCH SMARTPHONES, INTERACTIVE
WHITEBOARJSAND ETC. COMPUTERS, IT PROVIDES LEARNING
THROUGH COLLABORATIONS AND INTERACTIONS WITH FRAMEWORK
TO IMPROVE THE QUALITY OF EDUCATION SYSTEM.

WHY USE TECHNOLOGY ENHANCED LEARNING?

- It enhance accessibility, enable a variety of learn approaches, offer reased
flexibility, support collaboration and communication and encourages the
development of skills for digital age.

WHY IS TECHNOLOGY ENHANCED LEARNING AND TEACHING

IMPORTANT?
- It provides students easy-to-access information, accelerated learning, and
fun opportunities to practice what they learn. It also enables student to adjust
to their own pace of learning and teachers or educators are no longer limited
to the textbooks that their institutions.

D. TECHNOLOGY ENHANCED TEACHING LESSON EXEMPLAR"

(identifying the possibilities of technology integration)

TECHNOLOGY INTEGRATION
is the use of technology resources, computers, mobile devices like smart
phones and tablets, digital cameras, social media platforms and networks,
software applications, the Internet, etc. in daily classroom practices, and in the
management of a school.
TYPES OF TECHNOLOGY INTEGRATION
•Online Learning and Blended Classrooms
· Project-Based Activities Incorporating Technology
• Game-Based Learning and Assessment
•Learning with Mobile and Handheld Devices
• Instructional Tools like Interactive Whiteboard and Student
Response Systems
• Web-based Projects, Explorations, and Research
· Student- Created Media like Podcasts, Videos or Slideshow
•Collaborative Online Tools like Wikis or Google Docs it

FRAMEWORKS FOR TECHNOLOGY INTEGRATION

Two commonly used models for technology integration are known as:

 SAMR (Substitution, Augmentation, Modification, Redefinition)

 TPACK (Technological Pedagogical Content Knowledge)

LEVELS OF TECHNOLOGY INTEGRATION.

 Sparse- Technology is rarely used or available.

  Basic- Technology is used or available occasiontally/often in a lab
rather than the classroom.
 Comfortable- Technology is used in the classroom on a fairly regular
basis.
 Seamless- Students employ technology daily in the clas sroom using a
variety of tools to complete assignments and create projects that show
a deep understanding of content.

LEVELS OF TECHNOLOGY INTEGRATION.

 Sparse- Technology is rarely used or available.

 Basic- Technology is used or available occasionally/often in a lab
rather than the classroom.
 Comfortable- Technology is used in the classroom one fairly regular
basis.
 Seamless- Students employ technology daily in the classroom using a
variety of tools to complete assignments and create projects that show
a deep understanding of content

E. DIGITAL LEARNING RESOURCES

Is 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, including blended and virtual
learning.

F.ICT Conventional Materials to Enhance Teaching Learning Outcomes

WHAT ARE TEACHING RESOURCES?

teaching aids are tools which the teachers or tutors or whoever is involved in
the field of teaching including laboratory assistants in the science labs of
schools to help the learners in a way that can make them easily understand
and comprehend what is taught to them.

CONVENTIONAL LEARNING RESOURCES

 Conventional Learning resources or the usual traditional teaching aids

and resources.
 It is the traditional, normal, and standard use of learning resources or
devices and procedures that help to make teaching and learning more
interesting. More stimulating, more reinforcing, and more effective.
 G. Distance Learning
The distance learning process is an educational process where students
receive instructions through online classes, video recording, video
conferencing, or any other audio\visual technology medium. It enables people
to receive education without having to be physically present in the classroom.

Types of Online Distance Learning

1.Asynchronous Distance Learning
2.Synchronous Distance Learning

H. Relevance and Appropriates in the use of Technology in Teaching

and Learning

 Meet “educational aims

 Supports creativity and critical thinking
 Facilitate learning and improve performance
 Engage students and creates motivated learners
 Facilitate communication
 Enhance individual learning and growth

D. Activity
(the students will be grouped into 2 and they will be given jumbled written words
they will be given 5 minutes to arrange the words)
Group1 Group 2
CSYRHOAOUS NCSORYHOUS

Ans. ASYNCHRONOUS Ans. SYNCHRONOUS