TECHNOLOGY FOR TEACHING AND

LEARNING 2

Prepared by;
Krizzette Joy Cuaresma-Escobar, LPT, PhD
Technology for Teaching and Learning 2 course will focus
on the application, design, production, utilization, and
evaluation of Information and Communications Technology
(ICT) materials for teaching and learning in particular subject
specializations and other related programs aligned to the K to
12 curriculum.
• Technology for Teaching and Learning 1
is an introductory course designed to help
you explore the basic knowledge, skills, and
values in the use of technology for teaching
and learning.
 GRADING SYSTEM

• Submission of assigned student activity (online and onsite) - 20%

• Student engagement/forum discussion(online and onsite) -25%
• Quizzes and unit examination - 25%
• Major Examination -30%
 HOW YOU CAN USE OF TECHNOLOGY
TO MOTIVATE YOUR STUDENTS

• Motivate students with videos

• Use technology In and Out of Classroom for Teaching
• Motivate Students with Independent Research
• Motivate Students with Different Apps
• Boost Motivation With Various Technological Devices
• Use Existing Technological Devices in Classroom
 U N I T I : I N T E G R ATI O N O F TE C H N O L O G Y I N
I N S TR U C T I O N

Learning Outcomes
• At the end of this unit, you are expected to:
1. Differentiate the roles of teachers and students of the past and the
digital generation;
2. Exhibit media literacy by understanding the elements of reliable sources;
and,
3. Design technology integrated lesson plans that supports students’
learning.
• In the Philippines, its unarguable that many schools seem to have a hard time coping with
the advancement of 21st century education. This is essentially true in terms of school
facilities and teaching and learning materials. However, as pre-service teachers, you must
remain positive that eventually the nation will be able to move forward similar with the
developing countries. In anticipation of that development in our educational system, you
have to keep yourself abreast with the trends and demands of 21st century education and
be able to equip yourself with the necessary knowledge and skills. Take note that
traditional 20th century educational practices will no longer provide you with the skills you
need to teach our K-12 students effectively on how to become productive citizens in
today’s rapidly changing, global workplace. 
• Technology integration is no longer new to you since this was discussed briefly
in Technology for Teaching and Learning I. This unit aims at elaborating your
understanding of technology integration. As you continue to assimilate
educational technology in your learning designs and use digital media and
computer technologies, it is hoped that you will find yourself shifting from using
traditional teaching and learning strategies to using problem-based and
authentic technology-enriched teaching and learning strategies. 
  TO PI C 1 . T EA C H E R S A N D S T U D E N TS I N TH E
D I G I TA L A G E
 T H E C H A N G I N G R O L E O F TH E TE A C H ER I N T H E
2 1 S T C E N T U RY

• The photo is a colorized photograph of an elementary classroom in the

Philippines during the post-war period. Until now, we can still observe
the same set-up especially in the barrio schools. But during the
transition of our educational system to K-12, the government increased
the budget allocation of the department to build and improve school
buildings. Also, NGOs and private sponsors have joined the campaign in
improving the quality of education in the country. 
 HOW CAN TECHNOLOGY BE USED
EFFECTIVELY?

• Technology help teachers track and assess their students’ as

well as their own performance in the classroom. It can also
be used to facilitate communication between students and
teachers and to create digital records of student growth and
development that can be easily be passed along from grade
to grade.
• To understand how education transformed over the past decades, the illustration below shows different elements
in teaching and learning and how they metamorphosed in today’s new learning environment.
Traditional Learning Environments New Learning Environments
Teacher-centered Instruction Student centered learning
Single-sense stimulation Multisensory 
Single-path progression Multipath progression
Single media Multimedia
Isolated work Collaborative work
Information delivery Information exchange
Passive learning Active/exploratory inquiry-based learning

Factual, knowledge-based learning Critical thinking and informed decision

making
Reactive Response Proactive/planned action
Isolated, artificial context Authentic, real-world context
 B E C TA ( 2 0 1 0 ) , S P E C I F I E D T H E R O L E S O F T E A C H E R S I N T H E 2 1 S T C E N T U R Y I N
TEACHING AND LEARNING. 21ST CENTURY TEACHERS ENSURE TEACHING IS
ENHANCED THROUGH THE INFORMED USE OF TECHNOLOGY DEVELOPING
L E A R N E R S ’ I C T C A P A B I L I T Y. S P E C I F I C A L L Y, 2 1 S T C E N T U R Y T E A C H E R S U S E I C T
TO:

• communicate information and concepts clearly with high quality lessons

and resources
• make learning exciting and engaging for all learners 
• provide adaptive solutions for learners with special needs 
• create a learning environment where learners feel safe and secure 
• extend learning and work in partnership with parents, families and the
community.
 STUDENTS OF THE DIGITAL AGE

• No other than the changing characteristics of our learners that pushes teachers to
re-examine their position in the new learning environment. Again, the proliferation
of digital technology resulted to a generation of learners who are much more
media-centric than previous generations. Children of today do not play anymore
on actual playgrounds, rather they spend most of their time on electronic
playgrounds. Smartphone, tablets, and computers have become powerful media
outlet as their recreational equipment. Many have called this new generation the
digital generation. Today’s students use different technologies to communicate
and to access information from multiple resources. They use computers,
smartphones, tablets, netbooks, and laptops to connect to teachers, friends,
family, and others in their community and all over the world.
• Social media did not only provide recreation to young learners but it also influence the
way they think, communicate, and do school works. Some commentators such as
Prensky (2001) argue that digital natives think and learn fundamentally differently as a
result of their immersion in digital media. They expect to use social media in all other
aspects of their life. Apple Computer, as cited by Gunter & Gunter (2015), describes
these digital students as:
• hyper communicators who use multiple tools to communicate;
• multitaskers who do several things at once with ease; and,
• goal oriented as they pursue multiple goals at the same time. 
Students from Previous Generations Today’s Digital Students

Passive communicators Hyper communicators

Single Taskers Multitaskers

Work oriented Play oriented
Linear Thinking Random access
Nonrelevancy learning Learning has to be relevant and fun

Single sensory input Multisensory input

Text-based first Digital and graphics first

Reality-based Fantasy-based learning

Conventional Speed Twitch Speed

• Adapted from Gunter & Gunter (2015)
•
What therefore is the implication of knowing the characteristics of digital learners?
• As pre-service teachers, you should begin developing strategies on how to bridge the
gap between you and your learners relative to our varying digital characteristics.
There is no way out in this challenge but teachers can use educational technology,
programs and software, and digital media as valuable tools in overcoming this
challenge. When technology is integrated into the curriculum appropriately to achieve
learning targets then we will be able to match our learners’ profile in this age.
• Being adaptive to change is one quality that teachers must possess.
Learning the characteristics of our learners and knowing the demand of
21st century education to us teachers aren’t enough. We must be able to
utilize this information to capacitate ourselves with digital media,
educational software and systems, productivity tools and other
technologies and be able to integrate them effectively to the design of
our instruction.
LET’S DO THIS:
• Let us process the results of your activity. You will be able to see
patterns in the answers. There are answers which are common in both
periods and there are also answers that are different. What do you think
caused these differences and why are there still commonalities? Present
your answer in the class.
_________________________________________________________
_________________________________________________________
_________________________________________________________
___________________________  
 TO P I C 2 . D I G I TA L T E C H N O L O G Y A N D M E D I A
L I TE R A C Y

Learning Objectives
• At the end of the lesson, you are expected to:
1. Define digital technology and media literacy;
2. Determine the advantages and disadvantages of digital technology; and,
3. Demonstrate knowledge on media literacy through situational analysis.
 TH E R I S E O F D I G I TA L TE C H N O L O G Y I N E D U C AT I O N

Looking back at the history of technology and education, Salavati (2016)

narrates how technology in education has evolved as he cited Bates
(2015).
• “…technologies’ role in education goes back at least 2500 years. Oral
communication was the earliest means of education and over time, as
various technologies have been developed, technologies have
increasingly been used to facilitate or support oral communication. Prior
to any technology, in order to learn, one had to memorize by listening
and not reading. 
Transmission of knowledge and information was purely by recitation - but
not writing. In about 5th century BC, written documents were introduced in
ancient Greece. In about 12th century, slate boards were used in India,
while blackboards/chalkboards were initially used in schools in Western
countries around the 18th century. Overhead projectors were used by the
end of World War Two (1950s) for training by the U.S Army and later
became commonly used for lecturing until about the1990s when software
such as PowerPoint was introduced. 
• Audio-conferencing using telephones, which has existed since the
1870s but never became a major tool in education, was first used
around the 1970s to support other types of media. Video-conferencing
with dedicated cable systems and specific conference rooms have been
used since the 1980s. Early in 2000, compressed video technology and
low-cost video servers supported lecture capturing systems and
classroom lecture streaming.”
Term Definition Example

Bring your own device (BYOD) learners bring their own technology into the mobile phone is used to browse the internet as part of a research activity
classroom for use as part of the learning activity

E-portfolios learners and teachers create an electronic a student portfolio of artwork is presented online through an
catalogue of work that tracks their learning journey. e-portfolio. This includes scans of their sketches, photographs of displays
This is usually online and often uses multimedia and visits to galleries, written reflections, narrated videos of the artist
files (learner) at work and an audio logbook

Flipped classroom learners discover new content before the lesson learners watch a video at home about how sedimentary rocks are
from online videos or resources and then apply this transformed into metamorphic rocks. In class they work in groups to
knowledge in more personalized work in the collaboratively create a diagram explaining this process of transformation
classroom

Virtual Learning Environment (VLE)  a VLE is an e-learning education system that is web- Moodle 
based, but modelled on conventional face-to face Blackboard
education. It provides access to courses, course Schoology
content, assessments, homework, links to external Google Classroom
resources etc 

Web 2.0  refers to the second generation of the World podcasts, blogs, wikis, RSS (Rich Site Summary – used for updating regularly
Wide Web. Web 2.0 includes features and changing web content), social networking and tagging.
functionality
that were not available before
 W H AT I S D I G I TA L T E C H N O L O G Y ?

• In recent years reference to digital technology in education can be taken

to mean digital processing systems that encourage active learning,
knowledge construction, inquiry, and exploration on the part of the
learners, and which allow for remote communication as well as data
sharing to take place between teachers and/ or learners in different
physical classroom locations (UCLES,2017). This is an expanded notion
of technologies that recognizes their development from mere information
delivery systems and also clarifies their role in classrooms in contrast to
their wider use across schools and learning environments.
 B EN E F I TS O F D I G I TA L TE C H N O L O G I E S I N T H E
CLASSROOM

1. Digital technology fosters dialogic and emancipatory practice.

• Dialogic practice is that in which students are active, engaged and empowered
participants in a conversation from which learning emerges. For example, learners
working on a math modelling program can start to have conversations about what they
see on a computer screen without having to rely on terminology that they may not yet
have.
• Emancipatory practice is that in which an individual student’s ideas go beyond the
learning prescribed by the teacher/syllabus as they draw on knowledge gained outside
formal education to construct understanding. For example, in music lessons learners can
use their own knowledge and expertise of playing instruments or using technology to
construct their own recording environments (perhaps using their mobile phone).
2. Different technologies can improve learning by augmenting and
connecting learning activities.
• For example, in a geography lesson two classes in different schools
may link up via the internet to explore cultural differences in relation to a
particular global issue such as pollution or energy supply. The groups
could work together to understand not just the issue itself but its impact
on communities and individuals by talking to real people.
3. Digital technology can often also be exciting for learners and
offers a potentially more engaging alternative.
• Gamifying education has been a trend recently. Simulation games are
fun and exciting activities that teachers can use to increase the interest
of learners. For example, Minecraft can be a tool for young learners to
build spatial and logical/mathematical intelligence. There are also
several musical apps which learners can download as alternate to real
musical instruments. 
4. Digital technology offers immediate feedback for both the learner
and the teacher.
• Google forms are excellent tools in assessing students’ learning through
objectives tests. It gives the teacher fast results; hence, the teacher will
be able to use the information to diagnose problems on learning and to
improve teaching. 
 MEDIA LITERACY DEFINED

 “Media Literacy is a 21st century approach to education. It provides

a framework to access, analyze, evaluate and create messages in a
variety of forms – from print to video to the Internet. Media literacy
builds an understanding of the role of media in society as well as
essential skills of inquiry and self-expression necessary for citizens
of a democracy” 
• What is important to understand is that media literacy is not about
“protecting” the youth from unwanted messages. In the Philippines,
even the national government is pushing for filtered distribution of
information, the fact is, media are so ingrained in our cultural
environment that even if you limit connections, we still cannot escape
today’s media culture. Media no longer just influence our culture. Media
is our culture. 
• Media literacy, therefore, is about helping students become competent,
critical and literate in all media forms so that they control the
interpretation of what they see or hear rather than letting the
interpretation control them. 
• To become media literate is not to memorize facts or statistics about the
media, but rather to learn to raise the right questions about what they
are watching, reading or listening to. Masterman (1989) calls this “critical
autonomy” or the ability to think for oneself. Without this fundamental
ability, an individual cannot have full dignity as a human person or
exercise citizenship in a democratic society where to be a citizen is to
both understand and contribute to the debates of the time.
 BENEFITS OF MEDIA LITERACY IN EDUCATION

1. Meets the needs of students to be wise consumers of media, managers of information and
responsible producers of their ideas using the powerful multimedia tools of a global media
culture. 
2. Engages students. . . bringing the world of media into the classroom connects learning
with “real life” and validates their media culture as a rich environment for learning. 
3. Gives students and teachers alike a common approach to critical thinking that, when
internalized, becomes second nature for life.
4. Provides an opportunity for integrating all subject areas and creating a common
vocabulary that applies across all disciplines. 
5. Helps meet state standards while, at the same time using fresh contemporary media
content which students love. 
6. Increases the ability and proficiency of students to communicate (express) and
disseminate their thoughts and ideas in a wide (and growing) range of print and
electronic media forms – and even international venues. 
7. Media literacy’s “inquiry process” transforms teaching and frees the
teacher to learn along with students -- becoming a “guide on the side”
rather than a “sage on the stage.” 
8. By focusing on process skills rather than content knowledge, students
gain the ability to analyze any message in any media and thus are
empowered for living all their lives in a media-saturated culture. 
How to check reliability of web sources?
1. Authority
• Who authored (wrote) the site?
• Look for an “About” or “More about the Author” link at the top, bottom or
sidebar of the web page.
• Some pages will have a corporate author rather than a single person as
an author.
• If no information about author(s) of the page is provided, be suspicious. 
2. Responsibility
• Who published the site?
• Look at the domain name of the website to learn who is hosting the site.
For instance, the Lee College Library website is:
http://www.lee.edu/library/. The domain name is “lee.edu”. That tells you
that the library’s website is hosted by Lee College. 
3. Purpose
• What is the main purpose of the site? Why did the author write it and the
publisher post it? Is it.....
• to sell a product?
• as a personal hobby?
• as a public service?
• to provide general information on a topic?
• to persuade you of a particular point of view?
4. Quality
• What is the quality of information provided on the website?
• Timelines: When was the website first published? Is it regularly
updated?
• Citations: Websites that cite their sources are considered more reliable.
• Links on the site: Are links on the site to reputable sites?
5. Evaluate
• How does it all add up?
• Compare the information you’ve gathered about your website to your
information needs. Does this website provide an appropriateness of fit
(not all websites will work for all purposes)? A website that is fine for
finding general information on a disease may not work for a nursing
student’s paper.
 TOPIC 3. TECHNOLOGY INTEGRATION MODELS

Learning Objectives
• At the end of the lesson, you are expected to:
1. Distinguish the different forms of knowledge in the TPACK Model; and,
2. Identify the level of technology integration using SAMR and PICRAT of
educational practices.
T E C H N O L O G I C A L PE D A G O G I C A L C O N T E N T
K N O W L E D G E ( T PAC K )
• When mastery of educational technology has established itself as an essential competency
for teachers, it first referred to the conventional instructional materials used in the
classroom. In the dawn of the 20th century, our system of education has been influenced by
advanced technologies like computer and the internet. Today, not only the materials we use
in the classroom are influenced by technology but technology was able to introduce
paradigm shifts in our methods of delivering education. In this premise that teachers aren’t
trained not only with their pedagogical skills but also how they can effectively integrate
advance technologies in their lesson. In other words, technology made its attachment to the
educational system indispensable. Indispensable that may educators and researchers
attempted to define, describe, and formalized technology integration. In 2006, Punya
Mishra and Matthew J. Koehler of Michigan State University introduced Technological
Pedagogical Content Knowledge (TPACK) framework.  
• TPACK is the most commonly used technology integration model among
educational researchers (Kimmons, 2018). The objective of TPACK is to
offer teachers with a framework that is useful for understanding the role of
technology in the educational process. In essence, TPACK argues that
educators work with three types of core knowledge on a daily basis:
technological knowledge, pedagogical knowledge, and content knowledge. 
• Content knowledge is knowledge of one's content area such as science,
math, or social studies. 
• Pedagogical knowledge is knowledge of how to teach. 
• Technological knowledge is knowledge of how to use technology tools.
• When we merge content knowledge and pedagogical knowledge
together, a hybrid domain emerges called Pedagogical Content
Knowledge (PCK). 
• Another hybrid is Technological Content Knowledge (TCK). This
describes teachers’ practical knowledge of how content can be delivered
using technology. However, TCK also involves the ability of teachers to
make decisions on which specific technological tools might be best
suited for specific subject matters, learners, and classrooms.
Meanwhile, technology and pedagogy combine to describes teachers’
understanding of how particular technologies can change both the
teaching and learning experiences by introducing new pedagogical
innovations. This is Technological Pedagogical Knowledge (TPK). For
example, games are known strategies to boost the interest of our learners
to a topic. Today, there are many educational games available online that
teachers can choose from. But in doing so, teachers should know how to
integrate this technology to their art of teaching. 
• Ultimately, TPACK is the domain of knowledge in which technology,
pedagogy, and content intersects to generate a meaningful learning
experience. Hence, educators need to know that simply using
technology in a classroom is not adequate to yield legitimate meaningful
technology integration. Teachers must instead recognize how
technology, pedagogy, and content knowledge interrelate with each
other to create and design a learning experience that is meaningful for
students. 
The SAMR Model of Technology Integration
• The SAMR Model is a framework  for technology integration created by Dr. Ruben Puentedura in 2013. It
classifies four different degrees of technology integration in education. The acronym "SAMR"
stand for Substitution, Augmentation, Modification, and Redefinition. Unlike TPACK, this framework presents
graduations on how technology is used by teachers in the classroom. These graduations can typify teachers
on how effective they are in technology integration.
•  
 Level Definition Examples Functional Change

Substitution   Computer technology is Students print out No functional change in teaching and learning.  There may
used to perform the same worksheet, finish it, pass well be times when this the appropriate level of work as
task as was done before it in. there is no real gain to be had from computer technology.
the use of computers.  One needs to decide computer use based on any other
possible benefits. This area tends to be teacher centric
where the instructor is guiding all aspects of a lesson.
 Augmentation     Computer Technology Students take a quiz There is some functional benefit here in that paper is
offers an effective tool to using a Google Form being saved, students and teacher can receive almost
perform common tasks. instead of using pencil immediate feedback on student level of understanding of
and paper. material.  This level starts to move along the teacher /
student centric continuum. The impact of immediate
feedback is that students may begin to become more
engaged in learning.
 Modification This is the first step over Students are asked to There is significant functional change in the classroom.
the line between enhancing write an essay around the  While all students are learning similar writing skills, the
the traditional goings-on of theme "And This I reality of an authentic audience gives each student has a
the classroom and Believe...". An audio personal stake in the quality of the work.  Computer
transforming the classroom. recording of the essay is technology is necessary for this classroom to function
Common classroom tasks made along with an allowing peer and teacher feedback, easy rewriting,
are being accomplished original musical and audio recording.  Questions about writing skills
through the use of soundtrack.  The increasingly come from the students themselves.
computer technology.  recording will be played in
front of an authentic
audience. 
 Redefinition          Computer technology A classroom is asked to  At this level, common classroom tasks and computer
allows for new tasks that create a documentary technology exist not as ends but as supports for student
were previously video answering an centered learning.  Students learn content and skills in
inconceivable.  essential question related support of important concepts as they pursue the
to important concepts. challenge of creating a professional quality video.
Teams of students take  Collaboration becomes necessary and technology allows
on different subtopics and such communications to occur.  Questions and discussion
collaborate to create one are increasingly student generated.
final product.  
• In summary, all of the stages in the SAMR deal with technology use that
functionally improves what is happening in the classroom. This model is
helpful for preservice teachers and even to those who are already in the
field to consider the question: what effect is using the technology having
on my practice? If the technology is simply substituting previous
practice, then it is a less meaningful use of technology. Whereas
technology use that transforms or redefines classroom practice is
considered to be more valuable.
PICRAT

• Kimmons (2018) provided a model that may serve as a helpful starting point for teachers to
begin thinking about technology integration. Building off from previous technology
integration models, PICRAT assumes that there are two foundational questions that a
teacher must ask about any technology use in their classrooms. These include:

1.What is the students' relationship to the technology? (PIC: Passive, Interactive, Creative) 
2.How is the teacher's use of technology influencing traditional practice? ((RAT: Replace,
Amplify, Transform), Hughes et.al, 2006)
• These two questions were mapped in the matrix below. It is a two-dimensional grid where
the relationship of students to technology is in the vertical dimension while the teachers’
use of technology is differentiated in the horizontal dimension. By answering these two
questions, teachers can get a sense for where any particular practice falls.
SUMMARY

21st Century teachers are expected to use ICT to:

• deliver greater flexibility and choice of lessons and teaching techniques 
• communicate information and concepts clearly with high quality lessons
and resources
• make learning exciting and engaging for all learners 
• provide adaptive solutions for learners with special needs 
• create a learning environment where learners feel safe and secure e
• extend learning and work in partnership with parents, families and the
community.
 LEARNERS IN THE 21ST CENTURY ARE:
• hyper communicators who use multiple tools to communicate;
• multitaskers who do several things at once with ease; and,
• goal oriented as they pursue multiple goals at the same time. 
• Digital technology in education can be taken to mean digital processing systems that encourage active learning,
knowledge construction, inquiry, and exploration on the part of the learners, and which allow for remote
communication as well as data sharing to take place between teachers and/ or learners in different physical
classroom locations (UCLES,2017).
• Media Literacy is a 21st century approach to education. It provides a framework to access, analyze, evaluate and
create messages in a variety of forms – from print to video to the Internet. Media literacy builds an understanding of
the role of media in society as well as essential skills of inquiry and self-expression necessary for citizens of a
democracy
• TPACK offers teachers with a framework that is useful for understanding the role of technology in the educational
process. In essence, TPACK argues that educators work with three types of core knowledge on a daily basis:
• technological knowledge
• pedagogical knowledge
• content knowledge
• SAMR model of technology integration stands for Substitution,
Augmentation, Modification, and Redefinition, which presents
graduations on how technology is used by teachers in the classroom.
• PICRAT is a two-dimensional grid where the relationship of students to
technology is in the vertical dimension while the teachers’ use of
technology is differentiated in the horizontal dimension.
 U N I T 2 : I C T U TI L I Z ATI O N I N D EV EL O PI N G 2 1 S T
C E N TU RY S KI L L S

Information (IT) is defined as the study or use of electronic equipment,

especially computers for storing, analyzing and sending out information.
Communication technology (CT) is the process of sending, receiving and
exchanging information. ICT literacy basically involves using digital technology,
communication tools and/or access, manage, integrate, evaluate and create
information in order to function in a knowledge society. 
How technology has influenced the 21st century learner? Education is
embarking on major changes to students’ learning and knowledge acquisition.
Technology has influenced and changed the way students solve problems,
research information and learn. Information is readily current and accessible
through the internet.
Learning Outcomes
At the end of this unit, you are expected to:
1. Demonstrate skills in rating the different software and hardware for
teaching and learning use.
2. Solving problems on how technology embarks changes.
Topic 1: Utilization in Developing 21st Century Skills
• Learning Objectives
At the end of the lesson, you are expected to:
1. To integrate the four major skills to enhance the use of technology
2. To enhance their skills as to adapting the major changes in the digital
literacy.
Presentation of Content
• How to use Information technology actively? 
• Learners use computer-based services to search and find relevant information
• Learners retrieve relevant information.
• Learners decode information in variety of forms (written, statistical and graphic)
• Learners critically evaluate information of different fields of knowledge.
• Learners can use computer-based services to write, analyze, present and
communicate information
• Learners can use information technologies to create networks of co-learners and
to share, collaborate and construct knowledge.
ICT- Characteristics
• Efficiency- faster, cheaper, fewer steps, less people, less paper work
• Effectiveness- most interactive, fewer error, customized, personalized,
achievable, transparent searchable
• Innovation- new products, new technology
Attributes of Computer based technology
• Multi-sensory delivery: Text, graphics, animation, sound and video
• Active learning: enhanced learner interest
• Co-operative learning: positive group/social interaction
• Communication Skills-: one-to-one, one-to-many, many-to-many
• Multicultural education: link students from across the country/around the
world
• Motivation: greater learner engagement (time).
Points for Review
• Students should be familiar with basic concepts of ICT
• Students should feel confident about using computers
• Students should be able to use graphics appropriately
• Students should be familiar with using computers to communicate
• Students should be aware of how ICT changes job
• Students can build and use robots to perform experiments
• Students should be able to use computers in art
• Students should be able to use computers in dance and music
• Students should be able to use computers for modeling and simulation
• Students should be able to use a simple statistical package
• Students should be able to use suitable graphics tools
• Students should be able to create and play music using hardware and software
 21 S T CENTURY LEARNING SKILLS

A. COLLABORATION SKILLS

• Create Learning Activities That are Complex.

• Prepare students to be part of a team
• Minimize opportunities for discussion and consensus
• Focus on strengthening and stretching expertise
B. COMMUNICATION SKILLS
• Verbal
• Non-Verbal
• Written
• Listening
• Visual
C. CRITICAL THINKING SKILLS
• Observation
• Analysis
• Interpretation
• Reflection
• Evaluation
• Inference
• Explanation
• Problem Solving
• Decision Making
D. PROBLEM SOLVING SKILLS
• Active listening
• Analysis
• Research
• Creativity
• Communication
• Dependability
• Decision making
• Team -building
Summary 
• ICT is a generic term referring to technologies, which are being used for
collecting, storing, editing and passing on information in various form
(SER, 1997). Knowing the four major skills in using ICT can be an edge
on how to attain the use of technology in the 21st century. It helps meet
the end of products that will utilize to be more effective on the use of
technology in the utilization of teaching and learning.
 U N I T 3 : P R O B L E M - B A S E D A N D P R O J E C T- B A S E D I N S T R U C T I O N A L
PLAN DEVELOPMENT

Problem-based learning originated in the 1960s, and is a student-centered

teaching pedagogy. Students learn about a subject through problem
solving, and usually work in groups to solve the problem where there is
often no right answer to it. In short, 'it empowers learners to conduct
research, to combine theory and practice and to apply knowledge and
skills to develop a viable solution to a given problem' (Savery, 2006).
Project-based learning is rooted in John Dewey and William Kilpatrick 's
research and dates back to 1918 when the term was first used (Edutopia,
2014). Project-based learning is an instructional method in which students
learn by studying a specific topic, problem or obstacle. This encourages
constructive learning, challenges students and allows for reasoning in
higher order (Savery, 2006). Students are solving real-world issues and
finding solutions by completing a project. Students do have some input
over the project they are going to be working on, how the project is going
to finish and the final product.
Learning Outcomes
At the end of this unit, you are expected to:
1.Discuss the Problem-based and Project-based approaches.
2. Identify the different ICT tools that can be utilized in learning
 TO PI C 1 . P R O B LE M - B A S E D A N D PR O J EC T- B A S ED
APPROACHES

Learning Objectives
At the end of the lesson, you are expected to:
1. Discuss the Problem-based and Project-based approaches.
2. Identify the different ICT tools that can be utilized in Problem-based learning and
Project-based approaches.
3. Select ICT tools appropriate for Problem-based learning and Project-based
approaches
4. Integrate appropriate ICT tools in the Problem-based and Project-based
approaches instructional plan
 PR O B L E M - B A S E D A N D P R O J EC T BA S ED
APPROACHES 

• The distinction between problem-based learning and project-based learning is that

students who complete problem-based learning also share the results with the
teacher and collectively set the learning goals and outcomes. Project-based learning,
on the other hand, is a method where objectives are set. It's also relatively organized
in the way the teaching takes place.
• Project-based learning is often multidisciplinary and more complex, whereas
problem-based learning is more likely and shorter to be a single subject. Project-
based learning usually follows general steps whereas problem-based learning
provides concrete steps. Importantly, project-based learning also includes realistic
projects that solve real-world problems while problem-based learning uses situations
and cases that may be less real-life relevant (Larmer, 2014);
• In sum up, the value of performing active learning with students is possibly
worthy and not the actual name of the mission. All problem-based and project-
based learning has its place in today 's classroom and can facilitate learning in
the 21st Century.
 TO P I C 2 . I C T TO O LS I N P R O B LE M - B A S E D A N D
P R O J E C T- B A S E D A PP R O A C H E S

Importance and reasons of ICT Tools in teaching and learning

• 1. Those learning ICT tools are inexpensive-you probably already have them in your
classroom or school.
• 2. They are generic-this means the students and teachers are widely available and
commonly used.
• 3. Content-free-Challenges children creatively with this kind of program.
• 4. Technology-controlled children-ICT becomes an instrument for learning in a variety of
ways and demands
• 5. Build ICT capability for students and ICT literacy-this is enhanced by promoting and
scaffolding ICT learning in key learning areas.
ICT Tools in developing problem-based and project based-learning
1. Word processing has close links to literacy and language development. Being proficient in word
processing skills is something which students will continually use and build on throughout their
school career.
2. Blogs are an excellent way for students to collaborate and communicate using an online word
processor. 
3. Wikis ('What I Know Is'): These can be a repository of knowledge for students and like blogs,
the possibilities for wikis are wide open. There can be research projects, writing projects, and
library projects just to name a few.
4. Emails -
great for developing online literacy skills. We all write differently online and for different audien
ces too.
5. Web creation and design: These are really online word processors and so the possibilities in
literacy lessons are endless but can be limited to the teacher's own capabilities in ICT.
6. Web searching (Information literacy skills): The ability to find information is a vital skill to
have in the 21st century strategies are available to navigate electronic texts and the internet
Where are the signposts and clues are shown.
7. Drawing and graphics programs: Visual literacy is equally relevant today than ever before.
Imagine demonstrating to your students how to use one of these drawing or graphics programs
so that they can use it creatively in order to add an image to a newspaper article, to understand
how pictures can sometimes tell a thousand words just by the color, expressions or medium used
8. Digital video: Harness the power of video to help students develop their language skills. 
9. Spreadsheets and Databases: it is an information opportunity for the teaching and
reinforcement of a range of higher-order language skills, such as keyword selection and the
skimming and scanning of text.
 TO P I C 3 . D E V E L O P I N G P R O B LE M - B A S ED A N D
P R O J E C T- B A S E D LE A R N I N G PL A N S

Steps to prepare a PBL should be considered. The steps stated below should be kept
in mind in the process of learning:
1. Determining the theme, goals and sub-themes, and making groups: After searching
for various resources, students can offer questions for a framework project. Questions
are classified with new problems created. Students help to form plans for PBL.
2. Groups prepare and define project works and plans: The group members work
together to prepare a project plan. They 're looking for answers to the questions like
where and how they're going, what they're doing. By planning their studies, they select
resources, define roles and distribute plans. Therefore, they divide labor among
themselves.
3. Implementing the PBL plans including materials and equipment needed: Group
members analyze the data and information in an organized manner. They are
looking for answers to the questions, collecting data, organizing information,
interviewing resource people, combining and summing up findings.
4. PBL Presentation planning and reporting: Students decide on key points of the
presentation. After planning what sort of a presentation will be made, they ensure
the preparation of materials necessary for presentation.
5. Presentation of calendar of activities: Presentations are made in class and at
other specified locations (at other classrooms, at other schools, etc.) and input is
given to the teacher.
6. Establish checkpoints and assessing evaluation of reports.
7. Gathering of salient reports and information related to PBL.
8. Evaluation and overview of problem/project-based plans.: Students share
feedback about the project with the teacher and other students, and make the
necessary comments.
 T H E M A I N S T EP S O F P B L LE A RN I N G C A N B E LI S TE D
D I F F ER EN T LY:  

(1) Setting goals

(2) Determination and definition of the work to be done or the subject to be dealt with
(3) Equipment formation
(4) the characteristics of the final report and the delivery form;
(5) make calendar for the analysis
(6) establishing checkpoints
(7) assessing the evaluation requirements and the extent of sufficiency
(8) gathering information;
(9) information structure and reporting;
(10) overview of project / project related issues
Summary 
• In this lesson, we discussed the differences between problem-based and
project-based learning which can be effectively be used in order to engage
learners in different activities, assignments and outputs by using higher plane
of thinking. 
• The used of different ICT tools that can give specific skills to be employed and
other activities or platform used to accomplish or outputs of the learners.