Prof Ed 106 Digital and Non Digital

NON-DIGITAL AND DIGITAL SKILLS
AND TOOLS IN DELIVERING

TECHNOLOGY-ENHANCED LESSONS
DEVELOPMENT AND USE OF

NON-DIGITAL OR CONVENTIONAL
INSTRUCTIONAL SUPPORT
MATERIALS
Prof Ed 106
This lesson
explores the
OVERVIEW integration of non-
digital and digital
skills and tools in
delivering
technology-
Overview
OBJECTIVES
•Understand the significance of integrating
non-digital and digital skills in delivering
technology-enhanced lessons.
•Develop proficiency in utilizing educational

technologies while maintaining effective
pedagogy.
•Apply a balanced approach to create
engaging and interactive learning
experiences that cater to O bdiverse
j e c t i v e student
s
INTRODUCTION
• Non-digital skills refer to traditional teaching
abilities such as lesson planning, classroom
management, and pedagogical strategies that
are not reliant on digital tools.
• Digital skills, on the other hand, involve the

ability to effectively use technology in
teaching, including familiarity with educational
software, online resources, multimedia tools,
and platforms for communication and
collaboration. Introduction
Instructional materials are the
supplementary materials, which help
the teacher to make his/her
presentation concrete, effective,
interesting, meaningful and inspiring. In
any teaching and learning process,
instructional materials play a vital role
as they provide sensory experiences to
the learners. (Haigler, 2014)
FACTORS TO CONSIDER IN DEVELOPING
INSRUCTIONAL MATERIALS
1. Develop a story board and 4. Explore the possibility of
working outline based on the adapting concepts of other
subject goals and objectives. teachers without infringing on
2. Identify existing institutional anyone’s copy protected design.
5. Modify existing materials
resources including materials
based on the objectives of the
and teachers’ capability.
lesson.
3. The teacher may research off 6. If the instructional materials
the shelf materials that have are effective, you can share
been developed by others to them with other teachers.
determine if their approach could 7. The teacher developer can
be useful. also sell her/his materials
available.
Fa c t o r s
Instructional materials are a
great help in stimulating and
facilitating the learning of the
learners. According to Wright
(1976:1) as cited in Cakir
(2006) many media and many
styles of visual presentation are
useful to the language learner.
DIORAMA
• It will make the
classroom to be
creative and
innovative.
• Dioramas are small

scenes created of
layers of materials, all
depicting a similar Diorama
DIORAMA
•They usually
display a
historical time
period, a nature
scene, or a fictional
situation. Diorama
IN DEVELOPING DIORAMA YOU
WILL:
1. choose a concept 4. make a list of the

or items you’ll need and
gather your supplies,
2. research the and;
subject,
5. select a container
3. make a rough or box
Developing 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. N a t u r e Ta b l e
NATURE TABLE
• The Nature Table
serves as a bridge
between the
classroom and the
environment,
providing a space
for children to
observe,
investigate, and
learn about the N a t u r e Ta b l e
WRITING BOARD
• A writing board can
display information written
with chalk
(chalkboard or blackboard) or
special pens(whiteboard).
Although there are usually
more effective methods of
transmitting information, the
writing board is still the most
commonly used visual aid. Writing Board
SUGGESTIONS OF USING THE
WHITE BOARD
5.Underline headings and important or unfamiliar
1. Keep the board clean.
words for emphasis.
2. Use chalk or pens that contrast with the

background of the board so that students can see 6.Do not talk while facing the board.
the information clearly.

7. Do not block the students’ views of the board;
3. Make text and drawings large enough to be stand aside when writing or drawing is completed.
seen from the back of the room.
8. Allow sufficient time for students to copy the

4. Prepare complex drawings in advance (if very information from the board.
complex, an overhead transparency or 35 mm
slide may be preferable). Suggestions
FLIP CHART
It is a large tablet
or pad of paper,
usually on a tripod
or stand.
Flip Chart
FLIP CHART
1. Use wide-tipped pens or markers; 4. Use headings, boxes, cartoons and
markers with narrow tips produce borders to improve the appearance
printing that is difficult to read. of the page.
5. Use bullets (•) to delineate items

2. Print in block letters that are large
on the page.
enough to be read easily from the back
of the room. 6. Leave plenty of “white space” and
avoid putting too much information
3. Use different colored pens to provide on one page. (Crowded and poorly
contrast; this makes the pages visually arranged information is distracting
and difficult to read).
attractive Suggestions
FLIP CHART
7. When pages are prepared in 9. To hide a portion of the pa
advance, use every other page.
on Using Flipchart:
If every page is used, colors will
show through and make text
difficult to read.
10. Face the student, not the
8. Have masking tape available flipchart while talking

to put pages up around the
room during brainstorming and
problem - solving activities
Suggestions
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 easily folded up and
carried. Zigzag Board
WALL DISPL AY
Wall display are

important part of any
classroom, as they
make the room appear
more inviting and
create a better learning
environment. Wall Display
ROPE AND POLE DISPL AY
BOARD
This board consists of

two parallel, horizontal
poles tied loosely
together with rope.
Visual aids such as
posters can be pinned
to the rope. Role and Pole
Display Board
ROPE AND POLE DISPL AY
BOARD
This kind of display board
is invaluable where there
are few solid walls for
displaying information. It
has no solid backing and
can be made quickly for
teaching, training and
when working with
communities. Role and Pole
Display Board
GUIDELINES WHEN DESIGNING CONVENTIONAL
INSTRUCTIONAL MATERIALS
1. Unity - Use only one idea for each visual aid and include
a headline.
UNIT DISUNIT
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.
SIMPLE COMPLE
3. Legibility - Make letters big and readable for all in the
audience.
LEGIBL ILLEGIBL
4. Consistency - Use the same type style and
art style.
CONSISTE INCONSISTE
5. Clarity - Avoid type that is too small to read; avoid
all caps.
CLARIFIED VAGUE
6. Quality - Make it neat and professional, and remember
to proofread.
QUALITY LACK OF
THANK
YOU

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NON-DIGITAL AND DIGITAL SKILLS

AND TOOLS IN DELIVERING

DEVELOPMENT AND USE OF

•Develop proficiency in utilizing educational

• Digital skills, on the other hand, involve the

• Dioramas are small

1. choose a concept 4. make a list of the

• This is a table that

2. Use chalk or pens that contrast with the

the information clearly.

8. Allow sufficient time for students to copy the

5. Use bullets (•) to delineate items

8. Have masking tape available flipchart while talking

Wall display are

This board consists of

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