Technology for Teaching

and Learning 1

Jake C. Lumang, MAST-Bio

 Lesson 1

ICT Competency
Standards for Philippines
Pre-Service Teacher
Education
 Objectives:
Identified the competency standards of ICT
necessary in teaching for pre-service teacher
education.
Familiarized with ISTE National
Educational Technology Standards for
Teachers
“ While there exists
technology in the past as
non-digital technology,
the current digital
technology has been a
factor that shrunk the
Who is better equipped to handle 21st century learners? Why?
Which of the two teachers would you like to become when you
graduate? Why?

Teacher A Teacher B
ICT Competency Standards as
provided in the 2017, Policy,
Standards, and Guidelines for Pre-
service Teacher Education
The program outcomes for teacher education
degrees clearly states that every future teacher : “
demonstrate proficiency in the development and
utilization of Information, Communication, and
Technology (ICT) resources in promoting
quality teaching-learning process.”
 ICT Competency Standards for Pre-Service
Teachers
Domain 1: Understanding ICT in Education
1.1 Demonstrate awareness of policies affecting ICT in education
1.2 Comply with ICT policies as they affect teaching-learning
1.3 Contextualize ICT policies to the learning environment

Domain 2: Curriculum and Assessment

2.1 Demonstrate understanding of concepts, principles, and theories of ICT
systems as they apply to teaching-learning
2.2 Evaluate digital and non-digital learning resources in response to
students’ diverse needs
2.3 Develop digital learning resources to enhance teaching-learning
2.4 Use ICT tools to develop 21st century skills: information media and
technology skills, learning and innovation skills, career skills, and effective
communication skills.
Domain 3: Pedagogy
3.1 Apply relevant technology tools for classroom activities
3.2 Use ICT knowledge to solve complex problems and support student
collaborative activities
3.3 Model collaborative knowledge construction in face to face and virtual
environments

Domain 4: Technology Tools

4.1 Demonstrate competence in the technical operations of technology tools
and system as they apply to teaching and learning
4.2 Use technology tools to create new learning opportunities to support
community of learners
4.3 Demonstrate proficiency in the use of technology tools to support
teaching and learning
Domain 5: Organization and Administration
5.1 Manage technology-assisted instruction in an inclusive classroom
environment
5.2 Exhibit leadership in shared decision-making using technology tools.
Domain 6: Teacher Professional Learning
6.1 Explore existing and emerging technology to acquire additional content
and pedagogical knowledge
6.2 Utilize technology tools in creating communities of practice
6.3 Collaborate with peers, colleagues, and stakeholders to access
information in support of professional learning

Domain 7: Teacher Disposition

7.1 Demonstrate social, ethical , and legal responsibility in the use of
technology tools and resources
7.2 Show positive attitude towards the use of technology tools
 DepEd Order 42, s. 2017
The order is mandating the use of Philippine
Professional Standard to start with the Beginning
Teachers who are fresh graduates from teacher
education program.

“ Show skills in the positive use of ICT to facilitate

teaching and learning.”

“ Show skills in the selection, development, and use of

the variety of teaching learning resources including
ICT to address learning goals.”
 International Society for Technology in
Education (ISTE) Standard for Teachers and
Students
Teachers Students
1. Technology Operations and 1. Creativity and Innovation
Concepts
2. Planning and Designing Learning 2. Communication and
Environment and Experiences Collaboration

3. Teaching, Learning, and 3. Research and Information

Curriculum Fluency
4. Assessment and Evaluation 4. Critical Thinking, Problem-
Solving, and Decision Making

5. Productivity and Professional 5. Digital Citizenship

Practice
6. Social, Ethical, Legal and Human 6. Technology Operations and
 ISTE’s Standards for Teachers
Standard 1: Technology Operations and Concepts
This means that teachers demonstrate a sound understanding of
technology operations and concepts.
Standard 2: Planning and Designing Learning
Environment and Experiences
This implies that teacher utilizes the use of technology to plan and
design effective learning environments and experiences
Standard 3: Teaching, Learning, and Curriculum
This includes strategies for applying technology to maximize student
learning
Standard 4: Assessment and Evaluation
 Teachers apply technology to facilitate a variety of effective assessment
and evaluation strategies to collect and analyze data, interpret results, and
communicate findings to improve instructional practice and maximize
student learning.
Standard 5: Productivity and Professional Practice
 Teachers use technology to engage in on-going professional development
and lifelong learning in support of student learning, increase productivity
and to build community if learners.
Standard 6: Social, Ethical, Legal, and Human Issues
 Teachers understand the social, ethical, legal, and human issues
surrounding the use of technology in support of student learning who come
form diverse background, affirm diversity, promote safe and healthy use of
technology resources and facilitate access to technology resources for all
students.
 ISTE’s Standards for Students
Standard 1: Creativity and Innovation
 This standard will produce students who demonstrate creative thinking,
construct knowledge, develop innovative products and processes using
technology from existing knowledge.
Standard 2: Communication and Collaboration
 This standard requires students to use digital media and environments to
communicate and work collaboratively to support individual learning and
contribute to the learning of others. This includes the use of variety of media
and formats for global awareness with learners from other cultures.
Standard 3: Research and Information Fluency
 Students are expected to apply digital tools to gather, evaluate, and use
information and plan strategies for inquiry. This standards expects the
student to locate, organize, analyze, evaluate, synthesize, and ethically use
information from variety of sources and media.
Standard 4: Critical Thinking, Problem-Solving and
Decision Making
 This standard expects the students to use critical thinking skills to plan and
conduct research, manage projects, solve problems and make informed
decisions using appropriate digital tools.
Standard 5: Digital Citizenship
 It is required by this standard that every student becomes a digital citizen
who demonstrates ethical and legal behavior exemplified by the practice of
safe, legal, and responsible use of information. Further, the student exhibit
positive attitude towards the support of technology for collaboration,
learning and productivity as a digital citizen
Standard 6: Technology Operations and Concepts
 Sound understanding of technology concepts, systems and operations is a
standard that students should comply with. They too, are expected to
further transfer current knowledge to learning of new technologies
 Lesson 2

Understanding the Basic

Concepts in ICT
 Objectives:
Defined conceptually or operationally terms
that are basic to the understanding of ICT
Used the concepts and terms in
communicating with peers for further
understanding.
What’s the difference
between USB and
Flash drive?
Are you familiar with
the gamers’ language
Are you familiar with these words and phrases?
Technology Off-line digital Web access Discussion tools Google apps
tools and apps

ICT Instructional Webquest Email tools Vlog

technology

Educational Software Productivity Handheld Social media

Technology tools devices

Digital Literacy Multimedia Technology tools Blogs Networking

Digital Learning Internet Calculation tools Flipped Screencast

classroom
On –line digital World wide web Design tools Podcast Google drive
tools and apps

Instruction:
Create a brief and simplified operational definition of each vocabulary assigned to you. Share your
answer to the Group Chat so everyone can read and learn from your answer.
 Lesson 3

Roles of Technology for

Teaching and Learning
 Objectives:
Identified roles of technology in teaching
and learning
Appreciated the value of technology in
supporting student learning
 Are students of today
interested to use technology
in order to learn?
Do teachers have the skills to
use technology to enhance
their teaching?
 3 Domains of Educational Technology
(Stosic, 2015)

1. Technology as a tutor- technology can support the

teacher to teach another person or technology when
programmed by the teacher can be a tutor on it’s own.
2. Technology as a teaching tool- like any other tool, it
is being used to facilitate and lighten the work of the
teacher. It has also opened wider avenues in management
of resources and management of learning.
3. Technology as a learning tool- technology makes
learning easy and effective, as well as modernizing the
teaching-learning environment in schools.
 For Teachers and Teaching
1. Technology provides enormous support to the teacher as the
facilitator of learning.
2. Technology has modernized the teaching-learning
environment.
3. Technology improves teaching-learning process and ways
of teaching.
4. Technology opens new fields in educational researches.
5. Technology adds to the competence of teachers and
inculcates scientific outlook.
6. Technology supports teacher professional development
For Learners and Learning
1. Support learners to learn on their own

3 categories of knowledge (Egbert, 2009)

1. Declarative knowledge
2. Structural knowledge
3. Procedural knowledge

Remember:
Knowledge or content can be learned and sourced
in so many ways.
 Cont…

2. Technology enhances learners’ communication

skills through social interactions

3 Communication Pattern (Egbert, 2009)

1. Point to point, one-to-one or two-way like chat, phone
conversation, or face-to-face conversation.
2. One-to-many like lecture or television. There is no social
interactions.
3. Many-to-many like group discussion, buzz session.
Provides rich experience for social interaction
Cont…
Social interactions through communication
occurs:
1. Through technology like via email, phone call or
other communication technology
2. Around technology such as student discussing
about the problem posed by a software
3. With support of technology like teacher and
students interacting about a worksheet printed from a
website.
Cont…
3. Technology upgrades learners’ higher-order-
thinking skills: critical thinking, problem solving
and creativity

Critical thinking refers to the ability to interpret,

explain, analyze, evaluate, infer, and self regulate in
order to make good decisions.

Creativity is characterized as involving the ability to

think flexibly(to use many points of view), fluently (generate
many ideas), originally (generate new ideas), and elaborately
(able to add details).
Tips for teaching Critical Thinking
1. Ask the right questions.
2. Vary the questions asked
3. Use and modify critical thinking tasks
with appropriate level of challenge.
4. Introduce new technologies.
5. Modify the learners’ groupings.
6. Encourage curiosity.
Tips for teaching Creativity
1. Provide an enriched environment.
2. Teach creative thinking strategies.
3. Allow learners to show what they can
do.
4. Use creativity with technology.
 Seven Creative Strategies (Osborn, 1963)
Substitute- find something else to replace to do what it
does
Combine- blend two things that do not usually go
together
Adapt- look for other ways/usage of a tool or thing
Modify/Magnify/Minify- make a change, enlarge,
decrease
Put to another use- find other uses
Eliminate- reduce, remove
Reverse- turn upside-down, inside-out, front side-back.
As a future teacher…
1. Encourage students to find and use information from
variety of sources both on-line and off-line.
2. Assist students to compare information from
different sources.
3. Allow students to reflect through different delivery
modes like writing, speaking, and drawing.
4. Use real experiences and material to draw tentative
decisions.
5. Involve students in creating and questioning
assessment.
 Lesson 4

Policies and Issues on

Internet and Implications
to Teaching and
Learning
 Objectives:
Named examples of ICT Policies which are
applicable to teaching and learning.
Discuss some issues that relate to the ICT
policy
“The powerful use of network has
broken boundaries, provided
opportunities for inclusion and
collaboration. However, there will
also be a struggle fro those who have
mo access or those who are excluded,
marginalized, and powerless.”
ICT Policies
Operational definition of policy means it is a plan of
action to guide decisions and achieve outcomes
ICT Policies are needed to put roadmap or course of
actions to be pursued and adopted by various
governments, organizations, and entities involving
ICT. These policies includes principles and guidelines
in the use of ICT which cover three main areas:
Telecommunication (telephone)
Broadcasting (radio and television)
Internet
The New ICT Technologies
1. Information Technology- includes
computers, which has become indispensable in
modern societies to process data and save time and
effort.
2. Telecommunication technologies- includes
telephones, fax machine, and the broadcasting of
radio and television through satellites.
3. Networking technologies- the best known
networking technologies is internet along with
satellite communications, mobile phones, fiber
cables, DSL, and other broadband connectivity.
The DICT Roadmap
The Department of Information and Communication
Technology (DICT) has formulated a roadmap to guide
all agencies in the utilization, regulation, and
enhancement of ICT.
The ICT for Education (ICT4E) is a program under
DICT that supports all efforts of the education sector
in incorporating the use of ICT as well as in
determining and gaining access to hardware, software,
telecommunications facilities and others which are
necessary to use and deploy learning technologies at
all levels of education.
Some Issues on ICT
1. Freedom of Expression and
Censorship
2. Privacy and security
3. Surveillance and Data Retention
4. E-pollutants from E-waste
Issue 1: Freedom of Expression and
Censorship
The UN Universal Declaration of Rights provides that
everyone has the freedom of thought, conscience, and religion,
likewise the right to freedom of opinion and expression.
However, there are practices that violate these provisions in the
use of internet.
 1. Individual rights are given up in order to have access to electronic
networks.
 2. Censorship restricts the transmission of information by blocking it or
filtering the information.
 3. Defamation actions may be used to silence critics.

Blocking means preventing access to whole areas of certain internet address,

location or email addresses.
Filtering is sifting the packets of data or messages as they move across
computer networks and eliminating those considered “undesirable” materials.
 Issue 2: Privacy and Security
Most commercial sites have privacy policy. When someone
uses a site and clicks “I agree” button, it is as if you have
turned over private information to any authority that may access
it.

Types of Privacy
 1. Personal privacy- the right of individuals NOT to have their
home, private life, and personal life interfered with.
 2. Privacy of communication- refers to protection from
interference with communication over phone or internet.
 3. Information privacy- related to the use of computers and
communications. It is important to ensure that information will
only be used for purposes for which it as gathered and will not be
disclosed to others without consent of the individuals.
Issue 3: Surveillance and Data Retention

The use of electronic communications has enhanced the

development of indirect surveillance. In the indirect
surveillance, there is no direct contact between the agent
and the subject of surveillance but evidence of activities
can be traced.
The new and powerful form of indirect surveillance is
dataveillance. Dataveillance is the use of personal
information to monitor a person’s activities while data
retention is the storage and use of information from
communication systems.
 Issue 4: E- pollutants from E-
waste
The accumulated e-waste is due to rapid turnover and disposal of
equipment due to rapid improvement of software.

While material waste can be destroyed by crushing, toxic material

brought about by the different equipment requires utmost
management. The quantities of e-waste are increasing both in
developed and developing countries.

Remedies includes standardization and regulatory measures to

increase the life cycle of equipment before they become obsolete.

Efficient extraction of toxic components and requiring the recycling

by both consumers and equipment vendors must be required.
 Implications for Teachers
Guide the teachers on what they should teach that relate to ICT, and
how to teach it.

Technology should never replace any human teacher. The tools are
support instructional materials for the teachers which are available for
use. The human touch of the teacher is still a vital component in
teaching. Teachers should be reminded that there are always
limitations in the use of the different gadget and tools.

There are rules and regulation that govern the use of technology.
Caution should be observed to protect individual privacy. As teachers,
you must be aware that the use of technology may jeopardize your
privacy and security.

All the issues and many more shall be part of the teaching content as
each teacher will be encouraged to use technology in teaching.
 Implications for Learners
Learners still need guidance on how to use and regulate
technology use. As there are positive and negative effects of
using technology, learners should know the difference.
Learners should not only know the benefits of using technology,
but they should also know how they can be protected from the
hazards that technology brings to their lives.
Learners should take full advantage of the potential of learning
support they can derive such as the development of HOTS, the
development of learning communities through collaboration, the
enhancement of skills to manage the vast resources as 21st
century learners and many more.

** Both the teachers and learners should be mindful of the e-waste

that are being thrown away to the land and atmosphere.
 Lesson 5

Safety Issues on the Use

of ICT including e-Safety
Rules
 Objectives:
Identified and explained safety issues on the
use of ICT
Listed and applied e-safety rules in the use
of ICT
“Using technology is not a risk
by itself, but how it is used
will be vulnerable to risks.
When improperly used, it will
pose danger to the users in
the school and at home.”
Some risks in the use of ICT and e-Networking
Exposure to inappropriate content including pornography and
extremism.
Lifestyle websites like self-harms and suicide sites, and hate sites.
Cyber bullying in all forms and receiving sexually explicit images
or messages
Privacy issues including disclosure of personal information.
Health and well-being
Prolonged exposure to on-line technologies, particularly at an early
age.
Addiction to gambling and gaming.
Theft and fraud from activities such as phishing.
Viruses, trojans, spyware, and other malware
Social pressure to maintain online networks via texting and social
networking sites.
 Minor Misuse of ICT
Copying information into assignments and failing to
acknowledge the source (plagiarism and copyright
infringement)
Downloading materials not relevant to their studies.
Misconduct associated with subject log-ins, such as
using someone else passwords.
Leaving mobile phones turned on during class
period.
Unauthorized taking of pictures or images
e-Safety highlights the need to educate children and young people
about benefits, risks, and responsibilities of using information technology.

e-Safety helps safeguard children and young

people in the digital world.
e-Safety emphasizes learning to understand new
technologies in a positive way.
e-Safety educates children about the risks as well
as the benefits so we can feel confident online.
e-Safety supports young learners and adults to
develop safer online behaviors, both in and out of
school.
Network Management
Ensure safety measure in the use of
network in schools.
Implements password policy. Users are not
permitted to disclose their passwords unless
given permission form account owner or
management.
All mobile phones and devices shall be kept
away during class sessions,
Taking of pictures should not be allowed.
Setting Up an Educational Technology
Room
Provide tiltable table.
Provide anti-glare screen filters.
Provide adjustable chairs.
Provide foot – support.
Make sure lighting is suitable.
Make sure work stations are not cramped.
Plan work at a computer so that there are
frequent breaks.
 Safety Rules in Educational Technology Room
No trailing wires across or around the room which people can trip
on.
Electrical sockets should not be overloaded.
Electrical equipment should be safety-tested at least once a year.
There should b adequate space around desk for people to move
comfortably.
Bags and obstacles should be stored out of the way.
Food and drinks should not be placed near machines.
Heating and ventilation should be suitable for the working
environments.
Fire extinguishers should be available.
Fire exits should be clearly marked and free from clutter.
 Lesson 6

Non-digital and Digital

Skills and Tools in
Delivering Technology-
Enhanced Lesson
 Objectives:
Described the procedures fro developing
conventional instructional materials.
Developed instructional materials based on
a given topic and strategy.
Described the factors to consider in revising
media selections and delivery systems for
given instruction.
“ Teaching becomes
rewarding when learners get
the most from instruction as
manifested in their
performance.”
 Definition
Instructional materials are defined as print
and non-print items that are rested to impact information to
students in the educational process (Effiong & Igiri, 2015). Such
instructional materials include drawing, kits, textbooks, posters,
magazines, flip charts, newspapers, diorama, pictures, realia,
recording videos and the like. IM’s are supplementary materials
which help the teacher make his/her presentation and class
concrete, effective, interesting, meaningful, and inspiring.
Instructional materials refer to preexisting
materials that are incorporated, as well as to those that
will be specifically developed for the objectives of the
lesson (Haigler, 2014).
 Roles of IM’s (Effiong & Igiri, 2015)
Promote meaningful communication and effective
learning.
Ensure better retention, thus making learning more
permanent
Help to overcome the limited classroom by making
inaccessible accessible.
Provide a common experience upon which late
learning can be developed.
Encourage participation especially if the students
are allowed to manipulate materials used.
 Factors to consider in developing IM’s
Develop a story board and working outline based on the
subject goals and objectives.
Identify existing institutional resources including materials
and teachers’ capability
Explore the possibility of adapting concepts of other
teachers.
Modify existing materials based on the objectives of the
lesson.
If the instructional materials are effective, you can share
them with other teachers.
The teacher developer can also sell her/his materials
aailable
Types of Instructional
Materials
Diorama- small scenes created of layers of materials, all depicting a similar
concept or theme. Diorama usually display a historical time period, a nature scene, or
fictional situation.

Tips:
1. Choose a concept or theme.
2. Research the subject.
3. Make a rough sketch of
your ideal diorama.
4. Make a list of the items you
will need.
5. Gather listed items and
supplies
6. Select a container or box
7. Assemble your diorama
Nature Table- This is a table that contains objects and/or scenes
related to the current season, or upcoming festival or a symbol of an ecosystem.
 Writing Board – can display information written with
chalk or special pens. It is still the most commonly used visual aid
Tips:
1. Keep the board clean.
2. Use chalk or pens that contrast with the background of the board so
that students can see information clearly.
3. Make text and drawings large enough to be seen from the back of the
room.
4. Prepare complex drawings in advance.
5. Underline headings and important or unfamiliar words for emphasis.
6. Do not talk while facing the board.
7. Do not block the students’ view of the board; stand aside when
writing or drawing is completed.
8. Allow sufficient time for students to copy information from the board.
 Flip Chart- a large pad of paper, usually on a tripod or stand
Tips:
1. Use wide-tipped pens or marker.
2. Print in block letters that are large enough to be read easily
from the back of the room.
3. Use different colored pens to provide contrast; this makes
the pages visually attractive and easier to read.
4. Use headings, boxes, cartoons and boarders to improve the
appearance of the page.
5. Use bullets to delineate items in the page.
6. Leave plenty of “white spaces”.
7. Face the student, not the flipchart while talking.
Zigzag Board-It is a multi-board series of three or four
rectangular boards. They are joined together along the sides by hinges
so that they can be folded up and carried. Each board can be of
different type.
Wall display- is a collection of many different types of items and materials put up
on a wall to make interesting and informative display. The display can consists of students’
own work.
Rope and Pole display board- consists of two-
parallel, horizontal poles tied loosely together with rope. Visual aids such as
posters can be pinned to the rope.
 Guidelines in designing conventional IM’s
1. Unity – use only one idea for each visual aid and
include a headline.
2. Simplicity – make ideas and relationships simple and
easy to recall. Avoid cluttering a visual with too many
words, numbers, or graphics. The audience should be
able to grasp the concept in 10 to 15 seconds.
3. Legibility – make letters big and readable for all in the
audience.
4. Consistency – use the same font and art style.
5. Clarity – avoid type that is too small to read; avoid all
caps.
 Lesson 7

Select and Use ICT Tools

for Teaching and
Learning
 Objectives:
Selected and used an appropriate digital
tool in teaching
Provided alternative ways in incorporating
the digital tools in the lesson
“ Technology will never
replace great teachers, but
technology in the hands of
great teachers is
tranformational.”
-George Couros
 Information and Communication
Technology
Refers to various tools, devices, gadgets,
and technologies used in communicating,
disseminating, creating, storing, and
managing information.
It is not necessarily the presence of
advance technology or the use of ICT
tools that can ensure the success in
engaging learners, but it still remains that
the effective use of ICT tools depends on
 ICT in Education

Allows
Effective
Collaboration

Easy
Allows
Processing of
Creativity
Information
Why ICT
Integration
in
Education?

Allows Easy Effective

Sharing of Accessibility
Resources to Resources
 Wiki

Instant
messaging
Allow
Web
Effective
conferencing
Collaboration
Social
Networking

Forums/Chats
 Smart Phones

Accounting
PC
Tools

Computing
Tablet
Easy Devices
Processing of
Information Wearable
Data Loggers
Devices

Statistical
Phablet
Tool
 Search Engines

Metadata

Effective
Accessibility to Browser
Resources

Web Indexing

Database
 Sensor
Networks

Internet

Allow Easy
Sharing of Infrared
Resources

Bluetooth

1G/2G/3G/4G
 Digital
Audio
Recorder
Screen
Text
Casting
Allows Multimedi
Animation
Creativity a

Websites Video

Camera Graphic
 Using Mobile Phone and QR Code
QR Code was created by a Japanese
corporation Denso-Wave in 1994.
QR stands for Quick Response.
QR allows the readers to decode
information at a high rate of speed.
QR also connects you to a website or
immediately provides the salient
information about the product
 How to generate QR Code?

1. Be online.
2. Search for a QR Code generator and ensure
that you read the information about the
application. There are tons of QR code
generators out there, but a few of the most
popular include Kaywa, GOQR.me, Visualead,
and QR Stuff.
3. Once you have chosen and downloaded your
free online QR Code Generator, you can now
encode the text or the information that you
 10 Interesting Ways to Integrate QR
Codes in Your Teaching
Create Interactive and Engaging Scavenger Hunts
Content - Create an interactive classroom
- You can enrich the content you activity such as Scavenger Hunts by
teach in a class by using QR codes using QR codes that provides
that link to other readings and directions or instructions resulting in
resources. You can link to a pdf, a better learner engagement
video production, a website, a
document, or an audio file.
Share Resources Enhance Classroom Library
- Learners can use QR codes to share - Create QR codes of students’ brief
educational resources such as lecture write-ups about why they enjoy their
notes, web content, how-to-do book and put them right in or on the
videos with each other. books in the class library. Students
can use these QR codes to find out
more abut the books
 Cont.
Use in Classroom Activities Gather Students Feedback
- The QR code can be used in giving - You can create surveys, polls, and
instructions in class an din them up forms using Google form and share them
inside the classroom instead of with students as QR codes which can be
providing them with thick copies of easily scanned and accessed.
printed materials giving instruction on
how to do an activity
Provide Help with Homework Research Project
- A detailed instruction can be made into - Make students create QR codes linking
a QR code which students scan at home other resources and web content to their
and use information to help them research work
comply with their assignments.
Communicate with Parents and Provide Easy Access to Online
Partners Content
- You can share information to parents - Create QR codes with URL (Uniform
on school events or activities in school. Resource Locator) for students to gain
You can also put it in a webpage for access to online resources.
parents to get information or include it
in newsletters, permission slips, etc.
However, be sure to orient the parents
on how to use QR Codes.
 Using Laptop and Infographics
An infographic is a visual representation or an
image such a diagram, chart, or picture
representing information or data. It is eye-catching
and makes use of a clear layout, attractive color
and hues, and caricatures that provide a cohesive
presentation of the information.
Infographics can also be employed in marketing
information and ideas in the teaching and learning
process.
One tool that can be used in creating infographics
is Canva (http://www.canva.com)
 To compare

To simplify a
To present
complex
survey data
concept

Usage of
Infographics

To explain
To present
how
Interesting
something
facts
functions
Samples of Infographics
iPad/ Tablet and the Online Bulletin Board
A dull and boring bulletin board can be made
interesting when done online. An online bulletin
board is a way of presenting ideas with twist
and interest with no cots.
Online bulletin boards are interactive as well as
attractive to the learners with its themed
background, stylish fonts, and different colors to
choose.
* Explore www.padlet.com
 Educational Application Tool
Quiz maker – https://testmoz.com/
Poll Make – http://www.proprofs.com
Storytelling online – http://www.storylineonline.net/
Rubrics Librart –
http://school.discoveryeducation.com/schrockguide/assess.html
Online Journal – http://penzu.com
Mind Map Tool – https://edrawsoft.com/freemind.php
Interactive Poster – http://www.glogster.com
Graphic Organizer –
http://www.educationoasis.com/printables/graphic-organizers/
Making a Podcast – https:www.buzzsprout.com/how-to-make-a-
podcast
Cartoon – http://www/toondoo.com
 Lesson 8

Creating ePortfolio as a
Technology Tool
 Objectives:
Explored the use of platform such as a
Google site
Constructed an e-portfolio to document
learning
“ In the 21 st
century
instruction where
independent learning is
encouraged, the
documentation of a personal
learning journey is a must.”
 Portfolio and ePortfolio
Porfolio is a collection of student work that exhibits
students’ effort, progress, achievements, and competencies
gained during the course.
Portfolios may come in many forms. It can look like album
or scrapbook or even a filer where documents and
evidences are kept.
ePortfolio or Digital portfolio is a digital archive that
contain the same materials as physical portfolio but can
have more such as multimedia productions, relevant online
links, digital stories, blogs, ppt, photographs, and other ICT
materials.
ePortfolios can be private or can be published and shred
publicly to stakeholders like parents and friends.
 Student ePortfolios can evaluate students’
academic progress.
ePortfolios can inform the teacher to
adapt and use instructional strategies
when pieces of evidence indicate that they
are either learning or not. The
construction of ePortfolios should start
from the beginning and should be an
ongoing process. ePortfolios should not
be reviewed only at the end of the term
but navigated around and provided
 Monitoring students’ progress can be
highlighted in a portfolio
ePortfolios may not only contain finished
products but also several versions on how
students improved their work based on the
feedback provided by mentors. Moreover,
portfolios can actually determine whether
the students have transferred what they
have learned in new projects or other
domains.
 Portfolios document students’
learning growth
ePortfolio actually encourage the students’
sense of accountability fro their own
learning process. This may lead them to see
that the learning process is theirs and not
anybody else’s. This can make learner
reflect from where they have begun to how
far they have developed. When students
make decisions on what or what not to
include, they get engaged in the process of
ePortfolio using Google Sites
 Reflections in Portfolio
A major element in a portfolio whether it is
online or not, is the writing of reflection. It is
thinking-aloud, a way of documenting what
the students are thinking. How students are
processing the input and the application of
what they have learned into an activity or a
product needs to be captured.
Reflections will show the process of
students’ work.
Gibbs’s Reflective Cycle (1988)

Gibbs' Reflective Cycle was developed by

Graham Gibbs in 1988 to give structure to
learning from experiences.  It offers a
framework for examining experiences, and
given its cyclic nature lends itself particularly
well to repeated experiences, allowing you to
learn and plan from things that either went
well or didn’t go well. It covers 6 stages:

Description of the experience

Feelings and thoughts about the experience

Evaluation of the experience, both good and

bad

Analysis to make sense of the situation

Conclusion about what you learned and what

you could have done differently

Action plan for how you would deal with

similar situations in the future, or general
changes you might find appropriate.
Description
Here you have a chance to describe the situation in detail. The main points to
include here concern what happened. Your feelings and conclusions will come later.

Helpful questions:
What happened?
When and where did it happen?
Who was present?
What did you and the other people do?
What was the outcome of the situation?
Why were you there?
What did you want to happen?
Feelings
Here you can explore any feelings or thoughts that you had during the experience
and how they may have impacted the experience.

Helpful questions:
What were you feeling during the situation?
What were you feeling before and after the situation?
What do you think other people were feeling about
the situation?
What do you think other people feel about the
situation now?
What were you thinking during the situation?
What do you think about the situation now?
Evaluation
Here you have a chance to evaluate what worked and what didn’t work in the situation. Try to be as objective and honest as possible. To get
the most out of your reflection focus on both the positive and the negative aspects of the situation, even if it was primarily one or the other.

Helpful questions:
What was good and bad about the experience?
What went well?
What didn’t go so well?
What did you and other people contribute to the
situation (positively or negatively)?
Analysis
The analysis step is where you have a chance to make sense of what happened. Up until now you have
focused on details around what happened in the situation. Now you have a chance to extract meaning
from it. You want to target the different aspects that went well or poorly and ask yourself why. If you
are looking to include academic literature, this is the natural place to include it.

Helpful questions:
Why did things go well?
Why didn’t it go well?
What sense can I make of the situation?
What knowledge – my own or others (for
example academic literature) can help me
understand the situation?
Conclusions
In this section you can make conclusions about what happened. This is where you summarise your learning and highlight what
changes to your actions could improve the outcome in the future. It should be a natural response to the previous sections.

Helpful questions:
What did I learn from this situation?
How could this have been a more positive situation
for everyone involved?
What skills do I need to develop for me to handle a
situation like this better?
What else could I have done?
Action plan
At this step you plan for what you would do differently in a similar or related situation in the future. It can also be extremely
helpful to think about how you will help yourself to act differently – such that you don’t only plan what you will do differently,
but also how you will make sure it happens. Sometimes just the realization is enough, but other times reminders might be
helpful.

Helpful questions:
If I had to do the same thing again, what would I do
differently?
How will I develop the required skills I need?
How can I make sure that I can act differently next
time?
 Assesing an ePortfolio using
Rubric
Evaluating an ePortfolio using a rubric, is a consistent
application of learning expectations, learning outcomes
or standards. It should tell the students the connections
between learning ( what will be taught) and evaluated
( what will be evaluated).
Rubrics provide a cleared, more detailed, and more
useful terms in identifying and communicating what
students have learned or what they may still need to
learn.
Rubrics are simple and easy to understand. The items in
the rubric should be mutually exclusive.
 Lesson 9

Technology Collaborative
Tools in the Digital
World
 Objectives:
Identified and explored collaborative tool
and applications than can be integrated in
the instruction.
Built platform or an online account that can
be used for a collaborative work.
“ The learners of this generation
are a new kind of breed and it is
important that teachers understand
how to deal with them.. They seem
to thrive in collaborative learning
and like to connect to the social
networking sites.”
 Technology as a Collaborative Tool
One way to engage students is to give them a challenge
and a chance to work together. An example is when a
teacher gie students an issue to discuss which they can
continue talking abut even if they are outside of the class.
Students can continue discussing and sharing information
or come up with an agreement by texting, emailing,
chatting, or using online document.
There are a lot of available tools and applications that can
be used to work collaboratively with others. Some of
these are skype, wikis, blog, google form, web
conferencing, among others.
 Skype, Wiki, Blog, Google Group/Google
Form
Skype- is a software application allowing you to do a
videoconferencing for free.
Wiki- is a software that allows you to create pages
designed to allow you to post, edit, or upload a link
quickly. This is good when students need to work
together to complete a task even if they are not
physically together.
Blogging- journaling of ideas to which others can
react allowing a thread of discussion to take place.
Google Group/Google Form- is an application that
can be used in collaborative documentation of ideas
contributed by members of the team.
 Lesson 10

Digital Literacy Skills in

the 21 Century
st
 Objectives:
Identified and described the elements of
digital literacies.
Conducted a self-evaluation on level of
digital literacy skill.
“ The millennial students are generally
tech-savvy, digital natives. They
practically know how to go about a
tablet, an ipad, smartphones, or
laptops better than anyone else. This
is digital skills. However, are all
students digital literates?”
 Digital Literacies
In school, digital literacies refer to the ability to access,
process, understand, utilize, create media content using
information technologies and the internet (Hsieh,2012).
Digital literacies are individual's capabilities to be able to
effectively and responsibly function and perform in a digital
society. This term was coined by Paul Gilster in 1997 based
on:
 Visual literacy when images and non-verbal symbols try to capture the
knowledge.
 Technological literacy requiring one to be able to use technology in
addressing a need
 Computer literacy, which in 1980s started to become a household item
manipulated to achieve one’s target.
 Information literacy which refers to the finding, evaluating, using, and
sharing of information.
 Different Digital Literacies
Media Literacy – one’s ability to critically read information or
content and utilize multimedia in creatively producing
communications.
Information Literacy – is locating information form the web and
interpreting while evaluating its validity.
ICT Literacy - knowing how to select and use digital devices,
applications or services to accomplish tasks requiring the use of
the internet.
Communication and Collaboration - one’s capabilities in being
able to participate in the digital networks in the teaching and
learning context.
Identity Management - is being able to understand how to
ensure safety and security in managing online identify and foster
a positive digital reputation.
Cont.
Learning Skills – are ways of knowing how to study
and learn in a technology-enriched environment; this
is knowing how to utilize technology in addressing
the need to learn efficiently.
Digital Scholarship - is being able to link and
participate in professional and research practices

One important component of digital literacy is

having an in-depth understanding of concepts
requiring essential core skills. These are known
as the Cs of 21st century.
The 4C’s of the 21st Century Skills
In addition to 4C’s, there
are Citizenship and
Character.
Citizenship is knows as
netizenship in the virtual world.
This is making the person
consider how one behaves
accordingly by observing the
norms and rules that are in
accordance with what is
sociably and virtually
acceptable. As a result, one is
projecting a reputable digital
identity which is his/her
character.
Digital Literacy Skills- needed to become digitally literate.
8 Digital Literacy according to Lynch (2017).
Coding
Collaboration
Cloud softwares
Word Processing softwares
Screencasting
Personal archiving
Information evaluation
Use of social media
Digital Skills support Digital Literacy
Digital Skills Digital Literacy

1. Sending an email or text 1. Evaluate the appropriate digital channel

for online communication with peers,
teachers and parents.
2. Using Microsoft office/Google 1. Identify the benefits and drawbacks of
each digital tool.
2. Evacuate critically which tool is most
effective for the project at hand.

3. Tweeting, posting to Facebook, 1. Navigate the social media safely to

Uploading a video to YouTube, or posting a protect oneself.
photo to Instagram 2. Identify hate propaganda and fake news.
4. Researching from the world wide web 1. Evaluate the information online
a. is the site legitimate
b. Is the author an expert
c. is the information current or dated.
d. Is the idea neutral or baised