Theories and Principles in the Use and Design of Technology-Driven

Lessons
(Topic 1) The Cone of Experience
"The cone is a visual analogy, and like all analogies, it does not bear an exact and detailed relationship to the complex
elements it represents." - Edgar Dale

In preparing to become a teacher, there are elements that

should be taken into consideration. One way of putting it is the
8M's of teaching and each element contributes to ensuring
effective instruction.

The Eight M's of Teaching

1.Milieu - the learning environment
2.Matter - the content of learning
3.Method - teaching and learning activities
4.Material - the resources of learning
5.Media - communication system
6.Motivation - arousing and sustaining interest in learning
7.Mastery - internalization of learning
8.Measurement - evidence that learning took place.

With reference to the 8 M's of instruction, one element is media.

Another is material. These two M's (media, material) are
actually the elements of the Cone of Experience. Edgar Dale's
Cone of Experience relates well with various instructional media which form part of the system's approach to instruction.

The Cone of Experience is a visual model that shows a

continuum of learning; a pictorial device that presents bands of
experience. It does not strictly define the bands to be mutually
exclusive but allows the fluid movement across the levels. In
fact, the sensory aids may overlap and even blend into one
another. For example, viewing a play is far different from being a
part of it. It is far different listening to somebody explaining the
architectural design from actually executing the plan.

The version of Dale's Cone of Experience with percentages as

to which band will hone higher order thinking skills and engage
learners more may be confusing because it may not necessarily
mean that learning better takes place when materials or
activities belong to the upper level of the cone or that the nature
of involvement is more active if it is in the bottom. For all the
descriptive categorization of learning experiences, other
elements such as students' motivation to be engaged and learn
have to be factored in as well.

The Bands in Dale's Cone of Experience

Direct purposeful experiences - These refer to foundation of

experiencing learning. Using the senses, meaningful knowledge
and understanding are established. This is experiential learning
where one learns by doing.

Contrived experiences - It is in this category that

representations such as models, miniatures, or mockups are
used. There are things or events that may be beyond the
learners grasp and so contrived experiences can provide a
substitute.

Dramatized experiences - These are commonly used as activities that allows students to actively participate in a
reconstructed experience through role playing or dramatization.

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Demonstrations - When one decides to show how things are done, a demonstration is the most appropriate experience.
It is an actual execution of a procedure or a process. A demonstration of how to bake a cake or how to execute the dance
step is an appropriate way of making the learning experience meaningful.

Study trips - These are actual visits to certain locations to observe a situation or a case which may not be available inside
the classroom.

Exhibits - These are displays of models such as pictures, artifacts, posters, among others that provide the message or
information. These are basically viewed, however, there are currently exhibits that allow the viewers to manipulate or
interact with the display and as a result, the exhibit becomes more engaging and fun.

Television and motion pictures - This technology equipment provide a two-dimensional reconstruction of a reality.
These allow learners to experience the situation being communicated through the mediated tools. They provide a feeling
of realism as viewers try to understand the message portrayed by actors in the films.

Still pictures, Recordings, Radio - Still are pictures or images. Together in this category are the audio-recorded
materials or information broadcast through the radio.

Visual symbols - These are more abstract representations of the concept or the information. Examples of these are
information presented through a graph or a chart. For example, a process can be presented using a flow chart.

Verbal symbols - This category appears to be the most abstract because they may not exactly look like the concept or
object, they represent but are symbols, words, codes or formulae.

In addition, Brunner's three-tiered model of learning points out that every area knowledge can be presented and
learned in three distinct steps. 1. Enactive- a series of actions
2.Iconic - a series of illustrations or icons
3.Symbolic - a series of symbols.
With young learners, it is highly recommended that a learner proceed from the ENACTIVE to ICONIC and lastly
to the SYMBOLIC. A young learner would not be rushed to move to immediate abstraction at the highest level without the
benefit of a gradual unfolding. However, when the learner is matured and capable to direct his own learning, it may move
fluidly across the cone of experience.

Dale's Cone of Experience is a tool to help instructors make decisions about resources and activities. As you prepare to
become a teacher, you can use the concept of Dale's Cone of Experience and ask the following questions:
1.Where will the student's experience with this instructional resource fit in the cone?
2.What kind of learning experience will you choose for your students?
3.How will you use the ideas in the cone to enrich your textbooks?
4.What instructional material (digital or non-digital) will you enrich your students' learning experiences?
5.How many senses will your students employ when you use an instructional material taken from a band
of the cone?

With these guide questions to reflect on, there are pitfalls that you should avoid with regard to the use of the Cone of
Experience:
1. using one medium in isolation
2.moving to the abstract without an adequate foundation of concrete experience.
3.getting stuck in the concrete without moving to the abstract hampering the development of our students'
higher thinking skills.

(TOPIC 2) TPACK as a Framework for Technology Driven Teaching and Learning

What is TPACK?
TPACK is a framework that combines the teacher’s three knowledge areas: technological knowledge, content
knowledge, and pedagogical knowledge. This framework shows the interconnectedness of content knowledge with
pedagogical knowledge and the integration of technology in making teaching more engaging, relevant, and effective. It
looks at how these knowledge areas intercept or work together to increase students’ motivation and make the content
more accessibly engaging to students. This framework has significantly influenced practices in teaching because of
research.

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The Technological, Pedagogical and Content Knowledge known as TPACK is a theoretical model describing the
capability of the 21st century teacher. To be relevant to the learners of today, the teachers should be able to blend his
knowledge and capability in the content of the discipline.

TPACK has three main Domains

• Content Knowledge (CK) - It is the ‘WHAT’ - understanding of the content such as language arts, math, science,
history among others. This is composed of Facts, concepts, theories, or principles in a given discipline.
• Pedagogical Knowledge (PK) - is the ‘HOW’. It is the expert’s knowledge in the science of teaching from
educational and learning theories to individual differences to strategies and techniques as well as assessment of
learning.
• Technological Knowledge (TK) - This is the teachers’ knowledge on how to select, use and integrate these tools
in the teaching and learning context. This is not only about the tools but also about the quality of content that
students can access through appropriate applications and sites.

TPACK Intersections
The intersection of the pedagogical and content areas of knowledge is the PCK. This how much competencies the
teachers have in making the students learn concepts and skills. This includes the knowledge of how to use techniques
that can meaningfully address different learning styles
while supporting content with deeper understanding.

When technology is used in a specific subject area to

enrich and deepen student’s understating of content,
this is the intersection called TCK or Technological-
Content Knowledge. For example, to deepen students’
understanding of a concept or area of study, students
can gather information and collect data and Evidence
using technology tools and present these information
using an application.

Furthermore, TPK which is Technology-Pedagogical

Knowledge is knowing how to select, use or develop
technology to manage student learning. It allows
student to learn content through digital tools. They can
document and record evidence and plot out a strategy
using a collaborative tool where the group can discuss
their action plan while in or out of school. The drawn
plan can be presented using a productivity tool (i.e.
powerpoint presentation or a digital story) to pertinent
persons for feedback. Once approved and given
support, the project can now proceed to the next level-
implementation stage.

The intersection of all knowledge areas is known as the

TPACK. So, TPACK is about what teachers know, how
they teach and how technology is used in the delivery of the lesson to make it more engaging and making learning more
relevant in the 21st century. In conclusion, TPACK will start with content and then pedagogy and layer in technology.
Sometimes, you might get excited about the technological tool and design a lesson around it. Remember, it is NOT about
the technology tool but it is the right blend of the three knowledge areas.

There are relevant video clips that can be viewed thhat will reinforce the understanding of TPACK. Search in YouTube the
following video link
1. What is the TPACK Model?
https://www.youtube.com/watch?
v=yMQiHJsePOM

(Topic 3) SAMR
Another important model in the
integration of technology in instruction
is SAMR.

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SAMR is a model designed to help educators infuse technology into teaching and learning. Developed by Dr. Ruben
Puentedura, the model supports and enables teachers to design, develop, and infuse digital learning experiences that
utilize technology (Nov 9,
2013)

S stands for Substitution. It is literally using technology as an

alternate for the regular item that is employed in augmenting or
assisting instruction. Instead of using a map or a globe in
teaching geography, teachers can use Google map or Google
earth. Instead, showing a location in a map can be substituted
by the use of google map or google earth.

A is Augmentation. In this part of technology integration, there is a functional improvement in the use of a technology
tool. With the google map, you can use the features available such as measuring the distance from one point to another.
You can provide a task by making students utilize this. For example, ask them to measure the distance and get the
estimate time of travel if they start from one point to go to the next point. With this use of the google map, you tap on
certain functions that the application provides. Instruction with technology integrated is enhanced.

M means Modification. In this level, technology is used to redesign a lesson. When studying geography for example,
google applications have panoramio. Using this you can guide students to start uploading their own pictures of places they
may have visited online. A brief description of these places can also be added. If internet connectivity is not available in
the classroom, they can do the task after class. With clear and proper instructions, students can be guided to work on the
assignment.

R is Redefinition. Technology allows the creation of a new concept that has not been previously conceptualized.
Puentedura labels this as the transformation of learning. Students are given the opportunity to create an output based on
what they know and learned using a technology tool or application. So with the ready pictures uploaded in panoramio,
students can probably write the script for a guided tour using his available materials (i.e. pictures) using Google Earth and
start arranging these to be shared through the World Wide Web. It would be good if before the students start posting or
publishing their work online, as a teacher, you can review it just to be sure it is ready to be shared.

(Topic 4) The ASSURE Model

ASSURE model is a guide in crafting an instructional flow that

can guide the teacher in integrating appropriate technology and
media into the instructional process. It also refers to a systemic
approach that the teacher can use when writing an instructional
plan.

This model is composed of six essential steps in planning

instruction. Theoretically, it is a mental framework that a teacher
considers.

❖ The first step of the procedure is Analyze Learners.

With the learner as the center of the instructional process, the initial consideration is to get a clear picture of the
learners' learning styles, age level, interests or preferences, background, special needs and cultural diversity.

❖ The second step of the procedure is State Objectives.

This is the main instruction guide that will direct the flow to reach the target. Known as the learning outcome
expected of the lesson, this statement describes what the learner would be able to perform as a result of the instruction.

❖ The third step is Select Methods, Media and Materials.

Selecting the appropriate way of delivering the lesson and using the applicable media or technology can
effectively make learners acquire understanding of the lesson or gain the competence desired. The teacher has to decide
which strategy, materials or technology would be best considering the learners and the desired learning outcomes.

❖ The fourth step is Utilize Methods, Media and Materials.

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 Having selected the strategy, media and materials is halfway of the task done. Planning how to implement these
entails a lot of consideration. Bearing in mind the learning outcome of the lesson, the teacher decides which part of the
instructional flow will a particular material or technology be employed and the manner on how it will be more effective to
achieve the learning outcome.

❖ The fifth step is Require Learner Participation.

Student engagement is an important element. The learners have to be made to understand their role in taking
accountability of their own learning. Therefore, the teacher has to design sections of the lesson where the learners are
guided to participate in and perform tasks with minimal or no supervision at all.

❖ The sixth and the last element is Evaluate Student Performance.

Assessing learners' performance can take place across phases of the lesson. However, it is emphasized that the
basic rule is that the evaluation should be congruent to the learning outcome provided in the lesson. Some learning
outcomes can be sufficiently evaluated using a pen and paper test but there are other learning outcomes that can be
assessed by using rubric or having a aggregated write-up through the use of a portfolio assessment. The teacher decides
which is appropriate for the intention of the evaluative activity.

In conclusion, the ASSURE process is really just a matter of common sense. However, it is good to follow a regimented
guide to improve your teaching technique. Any effective teacher knows that the perfection of their technique does not
come overnight, and there is always room for improvement. By following the ASSURE process, you will be sure to
improve your teaching for many years to come.

(Topic 4) Models of Technology-Enhanced Instructional Lessons

The conventional way of teaching in this century may outmode

the preference of present learners. The teacher providing the
information while taking the center stage may not hold students’
attention for a longer time. This still works, however, but with the
appropriate use of the right technology tool or application, a
lesson becomes. Engaging.

The learning place can also evolve especially when you consider
the varied roles that learners play. They can learn and perform the
task in any physical or virtual location. There is also the element
of flexibility since learners can tackle assigned tasks at preferred
times or manner of doing them. However, certain agreed rules
have to be established to provide the right amount of guidance without curtailing their ingenuity.

Learners can become...

Contributors - Learners can upload materials such as a video or an audio, post at message, submit an output in a
dropbox or add documents and eBooks and add a picture or contribute to a digital world using a 'popup."

Creators - Students can collate a digital portfolio or commonly known as an ePortfolio or create a virtual poster or an
interactive resource. They can produce a digital story, edit the entries and share.

Communicators - Using technology tools, students can chat with peers, post a reply in a blog and contribute a comment
to the let thread flow. Creating a wiki, editing and adding to it gives the students the chance to communicate their
thoughts. Using the chat room or the web conferencing by Skype creates a new dynamic to what a learning place is.

Collaborators - Capstone projects can be outputs of collaboration. Students can participate in posting ideas in a Forum
where there can be an asynchronous discussion. Using wikis to participate in group work with the aim to accomplish a
task or comment on blogs are a few ways on performing the role of a collaborator in a new idea of a learning place.

Tools must be used as fundamental components of a class as long as they are appropriate and strategically
integrated to facilitate learning for the integration of technology in a lesson is an informed judgement of a qualified and
innovative teacher.

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Blogs
One interesting tool to explore is the blog. It is a webpage that you need to create and where you can write and post your
ideas. These are updated on a regular basis which can inspire or educate those who read it. It is an online journal that
allows you to share with the world what you think or feel.
There are many kinds of blog, and the type will depend on the purpose for which it was created.

Quality of content is crucial in making your blog attractive to readers. Blogging provides benefits and one of which
is it allows you to improve your writing skills. Just in case you will start creating your own blog, explore Wordpress. It is a
blogging platform.

Once you know a digital tool or an application, the next step is to think how you can use the tool when teaching a lesson in
your class.
1. Blogging Ideas
a. Reflect on Reading. Using blogs, post your reflections on a book that you are assigned to read.
b. Picture Prompt. Post a blog on your reflection based on a picture. Students can be given a word limit in writing a
creative piece or an idea.
c. Stat! Given limited time, students post their interpretation of a statistical data provided in class. This can be a
homework assigned to them.
d. DreamOn! In a social studies class, students can post about their dream destinations by describing the culture,
the people and scenic spots. Pictures can be added to enliven the posts.

2. Web Conferencing Ideas

a. Expert Guest Practitioner. Invite somebody who is an expert in a particular field into a web conference (e.g.,
Skype) b. Share and
Compare. Using web conferencing, data from a science investigation can be shared to other groups or students
from other schools.
b. Mediated Tutorial. Through web conferencing, learners can set a time for a tutorial session with an assigned
peer. A variation can be a mediated tutorial by a teacher through any of the following web conferencing tools for
teachers (e.g. Skype, FB Messenger, Meeting Brunner, GoToMeeting, Yugma, WebEx, etc.)

PADLET
Padlet is another tool that can be accessed online and suited for sharing information or content and can allow
engagement of students. Although it can be used for business but with creativity, it can be appropriate for educational
purposes.

One important step to select a tool is to study it and its functions. Identify which one will work for your class while having in
mind the main purpose why you are teaching the lesson. As a result, your students become more engaged than ever
before.

In designing a lesson, always remember that it is not about the technology tool upon which the lesson revolves.
Rather, it has to be the objective of the lesson and the knowledge and skills to be taught that will guide you in selecting
the appropriate tool or aid in order to achieve those objectives. So the following steps may be a good guide:

Step 1: Identify learning objectives based on a topic or content.

1. Determine if the objectives are observable or can be manifested by the learner.
2. Consider the topic or subject matter that needs to be covered the lesson.

Step 2: Determine knowledge and skills.

1. Analyze students' knowledge and skills.
2. Determine how students will be able to learn the knowledge and skills.
3. Look for resources that can be useful in achieving the objectives.

Step 3: Select a tool or an instructional aid to use.

1. Be familiar with the tool you have selected and learn how to use it.
2. Consider the content that needs to be placed in the tool or the information that goes with the use of the tool.

Step 4: Determine the method of assessment.

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 1. Use a criteria to evaluate the technology tool or instructional aid but always considering the content as the most
important criterion.
2. Consider the quality of information, the technological skills needed by the students or how you can present the
technology tool that would suit your objective.

(Topic 5) Innovative Technologies for Assessment Tasks in Teaching and Learning

ICT and Assessment of Learning

Assessment is very important in student learning. There are many approaches to assessment in learning with an
emphasis on the process of learning along with the product of learning. The ultimate measure of student's competence is
performance. Development in Information and Communication Technology (ICT) has thrown open numerous possibilities
for assessing student learning and providing immediate feedback.

Types of Assessment
1. Formative assessment provides feedback and information during the instructional process, while learning is
taking place, and while learning is occurring.
2. Summative assessment takes place after the learning has been completed and provides information and
feedback that sums up the teaching and learning process.
3. Diagnostic assessment can help you identify your students' current knowledge of a subject, their skill sets and
capabilities, and to clarify misconceptions before teaching takes place. Knowing students' strengths and
weaknesses can help you better plan what to teach and how to teach it.
4. Authentic assessment describes the multiple forms of assessment that reflect student learning, achievement,
motivation, and attitudes on instructionally relevant classroom activities.

The Role of ICT in Assessment in Learning

There are new technologies created to provide students with higher level thinking skills, particularly the aspects of creative
and critical thinking, and the opportunity to teach and assess those skills. The use of ICT in assessment is very helpful to
teachers because students information and results of examination can be recorded and stored and can easily be
retrieved. With the use of ICT, the teachers can right away give feedback to students on the results of assessment.
Feedback from the computer during the use of test material improves student performance in later use of the same test
material.

In educational assessment, the use of technology as an innovation and support for teaching and learning (Sindhu, 2013),
is essential to improve instruction and increase performance. With an effective classroom assessment system in place, a
valid demonstration of student learning and progress connected to classroom instruction and experience can be
confirmed.

Tests play a vital role in traditional learning as well as e-learning and this helps the teachers and the learners in measuring
learning. There are many freeware where the teachers can create quizzes and evaluate learning electronically. Online
examination systems seek to efficiently evaluate the test takers thoroughly through a fully automated system that not only
saves time but also gives fast results. It is done in most cases through a Web- Based Online Examination Software. This
online examination will also eliminate the need for monitoring while the exam is being taken.

One of the advantages of using a web-based exam software or an online examination system is that it gives a high level of
transparency as opposed to the traditional method or remote method. It is almost impossible to compromise exam
questions and evaluations because they cannot also be influenced. Most online exams generate their results instantly and
it is often possible for the exam taker to get information on his results immediately. Some of the major advantages of
online examination are: (1) accessibility and flexibility; (2) time management; (3) save cost; and (4) statistical
analysis.

Security and confidentiality should also be considered. Security needs to be given top priority for any website that you will
add information to. Some schools utilized software for security and privacy of examinations.

Current Trends in Assessment in Learning

Traditional assessment like objective test such as multiple choice, matching type true or false and other paper-and-pencil
test received criticism by some experts in assessment. The 21" century assessment includes:
(1) utilizing multiple measures of assessment (2) increasing the use of technology (3) focus on the growth and
development of the learner, and
(4) differentiating the roles and responsibilities of the teachers, administrators and other stakeholders.

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 In the 21st century, educators and students can no longer afford this disconnect. To help students become college and
career-ready, we
need to teach them how to apply what they are learning in school to the practical and intellectual tasks in their everyday
lives (Wolpert-Gawron, 2010).

The concept of 'classroom' has been shifting in recent years with dedication to purposefully designed learning spaces and
seamless integrations of technologies (Williams, 2017). In the 21st century, we are facing a global economy where
information travels at the speed of light and knowledge of how to harness and sift through that information has become
vital to our personal and national well-being. As an educator, we know that our students must graduate ready to function
in this expanded world.

Educational technology is used to increase the efficiency of education in teaching, learning and assessment.
Computers and related technology are viewed as the future of teaching and learning and as a powerful technological
machine to promote development of learning. Computers can create a more attractive and effective learning environment
(Keser & Ozcan, 2011).

Education technology has introduced new, exciting and innovative ways to engage students in active learning
while online. The teachers
can incorporate active learning activities through technology in fully online lessons, homework modules, and even in-class
online activities. Roblyer and Edwards (2000) as cited in (Keser & Ozcan, 2011) suggested that there are important
reasons for teachers to use technology in education:
motivation, distinctive instructional abilities, higher productivity of teachers, essential skills for information age, and support
for new teaching techniques (cited in Samak, 2006).

Online learning initiatives often fail to engage and teach learners because they are passive in nature-reading
PDFs, flipping through slides,
listening to long lectures. One way to improve these experiences is to focus on incorporating active learning
methodologies.

Active learning is any learning activity in which the student interacts or engages with the material, as opposed to
passively taking in the
information. The parents can also help the learners engage in rich learning experiences at home and during daily activities
such as field trip.

The teacher will give learning activities that are intentional, meaningful and useful. Activities which involve student
interaction with content
can include listening to and/or watching a live or recorded talk, engaging with a written or visual text, engaging with
multimedia, or a combination of these.

(Topic 6) Criteria in Choosing Appropriate Assessment Tools

Assessment methods are the strategies, techniques, tools and instruments for collecting information to determine
the extent to which
students demonstrate desired learning outcomes. Teachers need to select tools to assess student achievement in the
target outcome(s). The selection of tools involves a process to obtain detailed information and the need to keep the
process feasible and manageable. Student learning styles vary widely and their strengths and challenges with respect to
assessment vary as well. Teachers need to consider that variation as they choose assessments for their courses. By
varying the way teachers assess student understanding, they are more likely to offer opportunities for every student to
demonstrate their knowledge.
The first step in attaining competency in selecting appropriate tests involves understanding the purpose or
purposes for which an
assessment is given. According to Mehrens (2001) as cited in MeDivitt and Gibson (n.d.), in its broadest sense, the
purpose of any assessment is to gather data to facilitate decision making. However, many kinds of decisions and many
different types of information may be gained from the use of tests and may serve to facilitate decision making. The
following may be considered in choosing appropriate assessment tools:
(1)goals of assessment
(2)methods of assessment, either direct or indirect; and
(3)the interval in giving assessment.

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 One of the challenges for beginning teachers is to select and use appropriate assessment techniques suited to
the learners' needs. During
teaching, teachers not only have to communicate the information they planned but also continuously monitor students'
learning and motivation to determine whether modifications have to be made (Airasian, 2005). Beginning teachers find
this more difficult than experienced teachers because of the complex cognitive skills required to improvise and be
responsive to students' needs while simultaneously keeping in mind the goals and plans of the lesson (Borko &
Livingston, 1989). The informal assessment strategies teachers most often use during instruction are observation and
questioning.
The teacher may either be utilizing direct or indirect method. Examples of direct method are examinations, written
assignments, oral
presentations and performances, internship supervisor's ratings of student skills, portfolios, score gains between entry and
exit tests, capstone projects, theses and dissertations, etc.
Indirect methods can provide a useful supplement and check on the findings from direct measures. The following
are examples of this
indirect method: Student satisfaction surveys, surveys of students and alumni, exit interviews with graduating students,
student participation rates, reflective essays, data on placement and other measures of post-graduation performance,
etc. The teacher may consider the following characteristics in selecting appropriate assessment tools whether
conventional or ICT-based assessment:
1. Measure the desired level of performance (level of satisfaction, productivity, efficiency,
student performance) 2. Cost effective in terms of effort, time and money
3. Useful that will produce results that provide information that can be used in making decisions to
improve student learning 4. Reasonably accurate and truthful
5.Dependable, consistent responses over time
6.Evidence of being on-going, not once and done

After the discussion of a certain lesson the teacher conducts formative assessment. One of the key
characteristics of formative
assessment is the frequent use of evidence gathered from various methods as feedback. Besides serving as an indicator
of attainment levels, students use this feedback to set goals for the next stage of learning. With this, teachers may utilize
ICT in assessment. It enables both teachers and students to provide valuable feedback on each learner's progress. The
rapid development of ICT has provided teachers with digital platforms that support learning and teaching (Woo et al.,
n.d.). Online task assigned by teachers will assess the collaborative problem-solving construct and the five strands
(Participation, Perspective Taking, Social Regulation, Task Regulation as well as students' Learning and Knowledge
Building skills) according Drigas and Karyotaki (2006). It is also stressed in the same study that large-scale differential
item functioning (DIF) analysis can validate an online problem-solving ability test that minimizes the extraneous differential
effects of students' language background. Thus, online assessment can be incorporated by teachers. ICTs provide the
means for the explicit design and implementation of individualized or collaborative problemsolving tasks through teachers'
interactive scaffolding and immediate feedback supply towards learners (Drigas & Karyotaki, 2006).

Creating and Utilizing Rubric

A rubric is a set of criteria used to determine scoring for an assignment, performance, or product. This can be
used to score many kinds of
written assignments or exams, papers, projects, speeches or ePortfolios. They are not useful, however, as a grading
mechanism for multiple choice or short answer tests. There are many samples of rubrics online, but the teacher may
consider the learners, objective of the lesson, contextualization and localization. The main purpose of rubrics is to assess
student performances. For some performances, the teacher may observe the student in the process of doing something,
like making their projects, online drill. tutorial, and many more. There are two (2) types of rubric:
1.Analytic rubrics describe work on each criterion separately. It utilizes separate, holistic ratings of specific
characteristics, products, or
behaviors.
2.Holistic rubrics describe the work by applying all the criteria at the same time and enabling an overall
judgment about the quality of the
work. It utilizes holistic rating for a product or behavior.

Technology can be used for assessing student learning in various purposes. By using technology in managing
assessment information data
can be presented in Efferent ways to meet the needs of the students, teachers and administrators. An dectronic
examination which is also called computer-based assessment (CBA), computer-based testing (CBT) or e-exam is a test
conducted using a personal mputer (PC) or an equivalent electronics device, in which the delivery, responses and
assessment are effected electronically. e-exams were developed more than fur decades ago for professional certification

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in the IT industry and progressively nvolving as a preferred alternative to Paper-Pencil-Test (PPT) in schools, universities.
recruiting firms as well as private and public organizations (Bulama Bukar, Bello Baba Ibi, M, 2016). Computer-Based-
Testing is more efficient than Paper-based ists because it is an individualized testing and has faster score reporting within
few minutes after last submission. The students can immediately view the scores on screen and more convenient for
teachers and students.

Computerized delivery of objective tests has more advantages compared to paper-pencil-test which include the following:
1.The creation of item bank of questions invites the possibility of cach student being presented with a paper made
up of different
questions, but of an equivalent standard.
2.Automatic computerized marking facilitates immediate feedback for the students.
3.Students can be invited to sit tests as frequently as they find useful.
4.Computerized recording of results facilitates the analysis of groups responses to questions.

The teacher may consider balance assessments (blend of traditional and ICT based assessment). Although
computerized testing facilities
can provide a rapid means of assessing and providing feedback to large numbers of students, it is essential to consider
their use as part of the overall unit strategy, especially as multiple choice/limited response type questions can lead to an
emphasis on "shallow" learning. Electronic assessment tools are unlikely to reduce significantly the burden of
assessment, but they can be used to promote deeper and more effective learning, by testing a range of skills, knowledge
and understanding. Using computers in assessment does not have to mean more multiple-choice testing to the exclusion
of other assessment techniques. A wide range of innovative assessment methods lend themselves to computer-based
implementation.

It is important to note that teachers should use variety of assessment methods in the classroom. Assessing
students is how the teachers
can evaluate students over the material they are learning in the classroom, and therefore has to be done fairly to
accommodate each and every student's interests and needs. This is why it is important for teachers to use a variety of
different assessments in their classroom.

Paper-and-pencil testing is the most common assessment procedure utilized by teacher to gather formal evidence
about pupil learning. Paper-and-pencil instruments refer to a general group of assessment tools in which students read
questions and respond in writing. This includes tests, such as knowledge and ability tests, and inventories, such as
personality and interest inventories. The process of achievement testing is a chain with many links, including identifying
what to teach, providing good instruction, selecting appropriate test question formats, and reviewing for the test. Some
examples are multiple choice tests, true or false, matching type, analogy, simple recall, and the like.

(Topic 7) Electronic Portfolio

An electronic portfolio which is also known as an ePortfolio, digital portfolio, or online portfolio
(https://en.wikipedia.org/wiki/Electronic_portfolio cite_note- 1) is a collection of electronic evidence assembled and
managed by a user, usually on the Web (Zimmerman, 2012). ePortfolio includes input text, electronic files, images,
multimedia, blog entries, and hyperlinks. ePortfolios are both demonstrations of the user's abilities and platforms for self-
expression.

Types of ePortfolios

1. Ideal portfolio - It contains all work of students. It is not given to provide students a grade.
2. Showcase/Professional ePortfolios - These ePortfolios are primarily a way to demonstrate (showcase) the
highlights of a student's academic career.
3. Documentation portfolio - It involves a collection of work overtime showing growth and improvement reflecting
students' learning of identified outcomes.
4. Learning ePortfolios - These portfolios are typically created by a student as part of a learning activity to
demonstrate learning and the learning process. These portfolios are often shared with other students to elicit peer
feedback. Learning portfolios support the idea of formative feedback as an essential part of the learning process.
5. Evaluation/Assessment ePortfolios - The teacher may utilize this for both formative and summative
assessments feedback.

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 Social, Ethical and Legal Responsibilities in the Use of Technology Tools and Resources

Technology has become an integral part of our lives. It has created a great impact that whether we like it or not, we have
become prone to safety issues. Our privacy can be intruded; our social relationships can be affected. But it is not just
enough that we keep ourselves safe, we should also possess the skills on how we can act responsibly so as not to pose
harm to others. Thus, this Module will walk you through this issue.

(Topic 7) Digital Citizenship vs. Global Citizenship

Since we are considered citizens of the community we live in, then as users of the internet we can also call
ourselves as citizens of the
digital world where we live, learn, and work in an interconnected manner. Digital citizenship is an idea that all persons
using the internet have civic rights and responsibilities. It centers around safe, savvy and ethical use of technology.

How do you describe a good citizen?

How do you describe a good digital
citizen Is there much difference
between the two?

Summing up, a global citizen sees the world as a community in which all people live and prosper together. He/she
understands that his/her
actions contribute to the values of the entire planet, and he/she is concerned on how he/she participates in and
contributes to the entire world. A digital citizen, on the other hand, adheres to guidelines that govern the ethical and
responsible use of technology and acts responsibly in all relationships and interactions in the digital world.

When we mix these two together, it's the perfect recipe for the Global Digital Citizen. A global digital citizen is a
responsible, ethical citizen
leveraging technology to foster community on a global scale through connection and compassion. The Global Digital
Citizen understands that we can govern technology for the benefit of both ourselves and others. It is a citizen that views
the world as an interconnected community. Additionally, the digital citizen realizes that we simultaneously share
technological and human experiences regardless of culture, status, or political/ religious beliefs (Watanabe-Crockett,
2017).

Five Tenets of Global Digital Citizenship

Global digital citizen

This citizen is conscientious, respectful, and compassionate an individual who strives to establish a sense of global
community in all their online and offline relationships, duties, and endeavor. The Global Digital Citizen is defined by 5
unique tenets.
• Personal Responsibility
• Global Citizenship
• Digital Citizenship
• Altruistic Service
• Environmental Stewardship

We define the best assets of the Global Digital Citizen using 5 tenets: Personal Responsibility, Global Citizenship,
Altruistic Service, Environmental Stewardship, and Digital Citizenship (Ribble, 2017). These five tenets are the essence of
what it means to be a great Global Digital Citizen.

Personal responsibility

Personal responsibility includes demonstrating how we manage ourselves in matters such as personal finance, ethical
and moral
boundaries, personal health and wellness, and relationships of every kind, both online or offline. For the student, this kind
of responsibility means taking ownership of his/her learning. Developing a sense of accountability for lifelong learning in
our students prepares them for the workplace. These are places where they must often think and act independently and
take initiatives on their own. Encouraging this in the classroom as early as possible can help students develop high-level
critical thinking and problem-solving abilities to assist them in every aspect of their lives.

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Global citizenship

The Global Digital Citizen understands that technology has dissolved boundaries between all the world's people.
We now communicate,
collaborate, and celebrate across all levels of society. We are now all global citizens. Our students must realize, among
other things, that we aren't isolated from each other anymore. A deep understanding of this new global
interconnectedness can encourage them to be aware of the issues, traditions, values, and cultures of other citizens. This
leads to cultivating understanding, acceptance, compassion, and humility.

Digital citizenship

Digital citizenship covers appropriate and exemplary behavior in our online environments. It's about working
towards making our
transparent digital world safe for ourselves and others. Just like personal responsibility, this involves moving accountability
for appropriate behavior to our students. We teach them how to govern their behavior, act in just and moral ways, and
lead by good example in all online associations. In doing so, they foster independence within themselves and hopefully
light the way for others to do the same.

Altruistic service

Altruism is defined as "having a selfless concern for the well-being of others." The Global Digital Citizens
acknowledge that they share this
world with many different people. These ideals apply to the people we know, but also to those we don't know. These
include embracing the opportunity to exercise charity and goodwill for the benefit of others. The practice of altruistic
service provides opportunities for our students to create meaningful connections to the real world. It gives them the
chance to reach out to others and do things that can make a person's experiences better or easier in everyday life. This
produces a sense of community and well-being for all.

Environmental stewardship

This practice is all about common-sense values and an appreciation for the beauty and majesty that surround us
every day. This facet of Global Digital Citizenship encourages exploring how we can practice the conscientious use of
Earth's resources. Environmental stewardship encourages every student to take a positive stand on personal, local,
regional, national, and international actions regarding the preservation of what is essentially our "environmental
community." This facet of Global Digital Citizenship reinforces the idea that we have one world that we all live on. It's vital
that we respect it and take steps to ensure its beauty and longevity for all future generations (Watanabe-Crockett, 2017).

Why Do We Need to be Global Digital Citizens?

Here's an idea from Watanabe-Crockett (2017).
Personally, we face the daily possibility of online fraud, identity theft, and online bullying. We place our entire
lives and their contents in
the digital stratosphere willingly, and often without considering the consequences. The dangers of this are real. What is
needed is people who will advocate and demonstrate the kind of self-governance that will keep us safe from harm both
online and offline.
Globally, even as technologically intertwined as we are, there is also a level of disconnection in our lives. We are
more connected than ever
and yet often less tuned into others than ever. Global Digital Citizens see the need that all diversity must be recognized,
honored, and cherished for present and future generations. They also see the need for harmony and connection in a
world transforming as rapidly as ours.
Digitally, our Internet is unchecked and growing wild, which is a good thing. Online information is expanding at a
staggering rate. Online
perils do exist, and the Global Digital Citizen sets an example to others on how to navigate them safely and securely. A
good helping of common sense goes a long way in this regard.
Altruistically, we have more means to help others. Thanks to technology. Crowdfunding and crowdsourcing help
us give back to local and
global communities. Social media can become a support network for those of us who are in physical, mental, and
emotional need. The Global Digital Citizen can lead the way.

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 Environmentally we continue to face growing threats such as climate change, resource depletion, industrial
pollution, digital pollution, and
more. Global Digital Citizens seek to combat the biggest challenges to our environmental health. They foster solutions that
work to the benefit of the entire planet.

Elements of Digital Citizenship

Digital citizenship is now a component of digital citizenship and is in fact one of the facets of Global Digital
Citizenship. Under digital
citizenship, there are nine elements: digital access, digital commerce, digital communication, digital literacy, digital
etiquette, digital law, digital rights and responsibilities, digital health and wellness, and digital securities.

Digital access

Equal digital rights and electronic access is the starting point of digital citizenship. Digital access is supposed to
be available to all in the
same manner that education is made sure by the Philippine government to be available to all citizens. Currently, on this
matter, the Republic Act. 10929 was signed on July 25, 2016 requiring all public places in the country to have free internet
access. Public places in this act covers national and local government offices, public basic education institutions, state
universities and colleges and TESDA technology institutions, public parks and barangay reading centers, public airports
and seaports, and public transport terminals. Despite this law, however, many are still deprived of internet access and
therefore deprived of some resources. To become productive citizens, we need to provide and expand access to
technology and we need to be committed that no one is denied digital access.

Digital commerce

Technology users need to understand that a large share of market is being done electronically. Nowadays people
shop through different
websites and even do online transactions for banking. Many other online transactions are occurring including the illegal
downloading, pornography, and others thus a safe and secure online shopping and other commercial transactions have to
be done. With this, an e-commerce act or RA 8972 was signed in July 2000. This Act aims to facilitate domestic and
international dealings, transactions, arrangements, agreements, contracts and exchanges and storage of information
through the utilization of electronic, optical and similar medium, mode, instrumentality and technology to recognize the
authenticity and reliability of electronic documents related to such activities and to promote the universal use of electronic
transaction in the government and general public.

Digital communication

It is another element of Digital Citizenship that we seem to be embracing wholeheartedly. Digital communication
is the electronic exchange
of communication which includes emailing, texting, instant messaging, utilizing cell phones, etc. As digital communication
continues to grow, it is important that we do not forget how to communicate face to face. We have to utilize digital
channels of communication to enhance our ability to communicate, but do not allow it to replace our ability to
communicate.

Digital literacy

As digital citizens, it is our responsibility to develop and continually enhance our technological knowledge. We
should support and
encourage the acquisition of technological knowledge by others. We should model the positive and proactive use of
technology for good causes, personal and professional growth and education.

Digital Etiquette

This refers to the electronic standards of conduct or procedure. This is often seen as one of the most pressing
problems when dealing with Digital Citizenship. Imagine a teenager who spreads hate speech about a classmate online.
Or one who browses Facebook while attending Mass. Browsing social media sites have become so addictive that young
people tend to lose distinction between what is appropriate and what is not. It begins with rules. It is not enough however
to create rules and policies, everyone must be taught to become responsible digital citizens.

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Digital Law

Digital law refers to the electronic responsibility for actions and deeds. The digital world is so huge that there
should be order, discipline,
and ethical use. Plagiarism, copyright infringement, hacking of information, identity theft are crimes that are commonly
violated by online users. As digital citizens, we must be aware of these illegal behaviors so that we can avoid them and
report those who illegally engage in them.

Digital Rights and Responsibilities

"For every right, there is a corresponding duty and for every privilege, there is a corresponding responsibility." The
privileges of digital
access come along with responsibility. Just as the Philippine constitution protects us with rights of being Filipino citizens
such as the right to privacy, we also have the responsibility to be cautious in our online activities such as posting our
photos and videos online.

Digital Health and Wellness

Our physical and psychological well-being in a digital technology world should be a priority. Many illnesses have
become associated with
technology use such as carpal tunnel syndrome, eyestrain and childhood obesity as an effect of children's prolonged
sitting in front of the computer screen. Technology has also posed an inherent danger of addiction and threat from online
predators. Thus, children and adults alike must learn how to protect themselves as digital citizens through education and
training.

Digital Security

How to keep oneself secure in any community is a major concern. If we keep our homes safe with gates and
locks, we also need to protect
the information that we provide online with privacy setting and strong passwords. We also need to have virus protection
and backups of our data. As responsible digital citizens, we must know how to keep our data, our money, and our identity
from all hazards in the digital world.

Digital citizenship is very similar to our citizenship in our immediate community. There are social, ethical and legal
issues involved in our
day to day dealings with people and the surroundings. It is not just about recognizing and dealing with online hazards. It is
about building safe places and communities, understanding how to manage personal information, and about being savvy
using our online presence to grow and shape our world in a safe, creative way, inspiring others to do the same
(Blackboard, 2018). As a global digital citizen, we need to be conscientious and compassionate; we should strive to
establish a sense of global community in all our online and offline relationships, duties and endeavors (Global Digital
Citizen Foundation).

(Topic 8) Netizenship and Netiquette in Online Communities

The Philippines, being considered as social media capital of the world, has a need to stress social media
education and etiquette among
online users. The interview conducted with parents and teachers of high school students in the above example
underscored the need to use social media responsibly. All agreed for the inclusion of social media etiquette in the
education curriculum either as a separate subject or integrated in good manners and right conduct. Social media can
attain many things in terms of social good (Brutas, 2015). How can social media be used to affect positive change?

While working online we all create a digital tattoo and we leave digital footprints. We have to remember that our digital
world is permanent,
and with each post, we leave a digital footprint. By doing self-reflecting before we self-reveal, we are able to consider how
what we share online can impact ourselves and others (www.commonsensemedia.org).

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 Scrutinizing the term again, a netizen, according to the Merriam-Webster Dictionary (26 April 2018) is an active
participant in the online
community of the internet. The medical dictionary refers to it as an internet citizen who uses networked resources, which
connotes civic responsibility and participation. Thus netizenship means citizenship in the internet or in the virtual world.

As responsible netizens, we are all expected to support a healthy interaction on the internet. A netiquette, or the rules of
socially accepted behavior online have to be observed in writing an email, in texting, and other communications on the
web.

Below are some netiquette guidelines:

1.Protect your reputation. Whether in real or in virtual world, you are the same person. Do only what is appropriate and
share information that does not harm you as a person.

2.Respect others. Respect begets respect. Treat everyone with respect even if you have not seen him/her in person. Be
judicious about what you say on your own and other's pages.

3.Express yourself clearly and use emoticons. Communication online is difficult because emotions are not evident during
communication.
Miscommunication usually takes place because your facial expression and your body language cannot be seen and the
tone of your voice cannot be heard. Thus, emoticons are readily available to show your emotions.

4.Remember the intellectual property. Ideas online are products of intelligence of others. If you need to cite them,
acknowledge the authors. You definitely do not want to steal properties of others.

5.Check spelling, grammar and punctuation. Since your face cannot be seen online, you will be judged according to your
posts. Good writing means good manners. We do not want to waste other people's time reading our post which is
incomprehensible. 6. Pause before you post. Take note that whatever you post becomes permanent therefore think
twice or thrice before you click send.

7. Do not share your personal information. Sharing your personal information online is like going around the streets
wearing a shirt printed with your name, birthday, address, name of parents, etc. You definitely do not want to reveal all
these to many people. Besides, providing all these publicly will make you prone to identity theft.

8. Think about who or what you are representing. As a son/daughter, you represent your family. As a student, you
represent your school. You do not want your family or school to be put to shame by what you do.

Each of us has a significant contribution to the kind of community we have in the virtual world. As the Association of
American Medical Colleges (2015 in www. cyberbullying.org) says it, "We are responsible for the 'public face' that the
connected world sees". Consequently, our individual digital reputation is shaped by our posts on social media.

(Topic 9) Intellectual Property Rights on the Development and Use of Digital Materials

Plagiarism.org reported that...

A survey of over 63,700 US undergraduate and 9,250 graduate students over the course of three years (2002-2005) --
conducted by Donald McCabe, Rutgers University--revealed the following:
1. 36% of undergraduates admit to "paraphrasing/copying few sentences from Internet source without footnoting it"
2. 24% of graduate students self report doing the same
3. 38% admit to "paraphrasing/copying few sentences from written source without footnoting it"
4. 25% of graduate students self report doing the same
5. 14% of students admit to "fabricating/falsifying a bibliography"
6. 7% of graduate students self report doing the same
7. 7% self report copying materials "almost word for word from a written source without citation"
8. 4% of graduate students self report doing the same
9. 7% self report "turning in work done by another"
10. 3% of graduate students self report doing the same
11. 3% report "obtaining paper from term paper mill"
12. 2% of graduate students report doing so

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The Josephson Institute Center for Youth Ethics surveyed 43,000 high school students in public and private schools and
found that:
“One out of three high school students admitted that they used the Internet to plagiarize an assignment”

What does the survey data imply?

Intellectual Property Right

Intellectual property protection is important in fostering innovation. Without protection of ideas, individuals will not
be able to enjoy the full
benefit of their inventions, and they would not be compensated for their creations. This encourages innovation without the
fear that a competitor will steal the idea and/or take the credit for it.

Intellectual property, according to World Intellectual Property Organization (WIPO), refers to creations of the mind such as
inventions; literary
and artistic works; signs; and symbols, names and images used in commerce. An intellectual property right is a right held
by a person or by a company to have exclusive rights over these. Internationally, these intellectual properties are
protected by the World Intellectual Property Organization to which the Philippines is one of the 191 member states. In our
country, we have the Intellectual Property Office of the Philippines (IPOPHIL) which administers and implements state
policies in relation to intellectual property. This office was created through Republic Act 8293. This act defines intellectual
property to include copyright and related rights; trademarks and service marks, geographic indications; industrial designs;
patents; layout designs (topographies) of integrated circuits; and protection of undisclosed information. In the education
setting, copyright and related rights are the ones applicable.

Copyright
Copyright refers to the legal right given to the owner of the original work or intellectual property. These "works" are original
intellectual creations in the literary and artistic domain protected from the moment of their creation which include the
following:

1. books, pamphlets, articles and other writings;

2. periodicals and newspapers;
3. lectures, sermons, addresses, dissertations prepared for oral delivery, whether or not reduced in writing or other
material forms; 4. letters;
5. dramatic or dramatico-musical compositions, choreographic works or entertainment in dumb shows;
6. musical compositions, with or without words;
7. works of drawing, painting, architecture, sculpture, engraving, lithography or other works of art; models or designs
for works of art;
8. original ornamental designs or models for articles of manufacture, whether or not registrable as an industrial
design, and other works of applied art;
9. illustrations, maps, plans, sketches, charts and three-dimensional works relative to geography, topography,
architecture or science; 10. drawings or plastic works of a scientific or technical character,
11. photographic works including works produced by a process analogous to photography; lantern slides;
12. audiovisual works and cinematographic works and works produced by a process analogous to cinematography or
any process for making audio- visual recordings;
13. pictorial illustrations and advertisements;
14. computer programs; and
15. other literary, scholarly, scientific and artistic works.

The internet is a very rich source of these materials, and we should be careful in using them. These works are protected
by the sole fact of
their creation, irrespective of their form or mode of creation as well as of their content, quality and purpose. Now that copy
and paste are very accessible commands in our computer toolbars, we should try not to violate the copyright laws
otherwise we could be accused of copyright infringement. Copyright infringement is the use of works without permission
where the copyright holder has the exclusive right to reproduce, distribute, display or perform the protected work, or to
make derivative works. Proper citations should be used when including them in our output.

Below are the guidelines on online use of copyrighted materials by Smaldino, Lowther and Russel (2012):
1. Contrary to popular opinion, all material on the internet is copyrighted unless stated otherwise. It is copyrighted
even if it does not display the copyright symbol.

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 2. An email is an original work, fixed in a tangible medium of expression, that is covered by copyright. Hence it is
recommended that you should not forward any email without permission, in consideration of both copyright and
Privacy Act.
3. Downloading an article from a newspaper's website, making copies, and distributing them to your students prior to
a class discussion on the topic is permissible following the current photocopying guidelines which permits making
multiple copies for classroom use. The exception would be individually bylined, copyrighted articles, or articles
from a source specifically designed for the educational market where such articles cannot be copied legally for
class distribution (adapted from Becker, 2003).
4. You cannot post students' essays, poems, or other works on the school website unless you have permission of
the students and their parents or guardians.
5. Educators should treat copyrighted materials from the internet the same way they do to print formats. The best
guideline is to always obtain permission. When in doubt, ask!

Copyright Infringement vs. Plagiarism

Another violation on intellectual property is plagiarism. Although plagiarism and copyright infringement are related ideas,
these two are different. Plagiarism, according to plagiarism.org, is an act of fraud; it involves both stealing someone else's
work and lying about it afterward. Plagiarism.org further elaborates the following as plagiarism:

1. turning in someone else's work as your own

2. copying words or ideas from someone else without giving credit
3. failing to put a quotation in quotation marks
4. giving incorrect information about the source of a quotation
5. changing words but copying the sentence structure of a source without giving credit
6. copying so many words or ideas from a source that it makes up most of your work, whether you give credit or not
(see our section on "fair use" rules)
For images, videos and music, the following are counted as plagiarism:
1. Copying media (especially images) from other websites to paste them into your own papers or websites.
2. Making a video using footage from others' videos or using copyrighted music as part of the soundtrack.
3. Performing another person's copyrighted music (i.c., playing a cover).
4. Composing a piece of music that borrows heavily from another composition.

In other words, plagiarism refers to copying the work of another and claiming it as one's ideas or without proper attribution
while copyright infringement is copying one's work without obtaining permission. In this sense, copyright infringement is a
violation of the right of the copyright holder while plagiarism is a violation of the right of the author. We must note that not
all authors are copyright holders; there are cases when the publisher owns the copyright. In addition, copyright
infringement is a legal violation while plagiarism is an ethical violation.

________________________________________________>>>>>><<<<<<____________________________________
____________

Topic Reporting
Assignments
(Topic1) The Cone of Experience

(Topic2) TPACK as a Framework for Technology Driven Teaching and Learning

(Topic 3)SAMR

(Topic 4) Models of Technology-Enhanced Instructional Lessons

(Topic 5) Innovative Technologies for Assessment Tasks in Teaching and Learning

(Topic 6) Criteria in Choosing Appropriate Assessment Tools

(Topic 7) Digital Citizenship vs. Global Citizenship

(Topic 8) Netizenship and Netiquette in Online Communities

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(Topic 9) Intellectual Property Rights on the Development and Use of Digital Materials

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