MODULE 3:

NON-DIGITAL AND
DIGITAL SKILLS AND
TOOLS IN
mo

DELIVERING
Technology-
Enhanced Lessons
 Non-Digital Resources or Tools-
are materials that are traditionally used by
mo

the teachers to their students in teaching

their lessons. It includes the use of

textbook, chalk, board, marker, charts

 Digital tools are online platforms or

software applications leveraged by

mo
businesses or individuals to perform quick

and optimized functions that ordinarily could

be difficult. Refers to mobile devices,

computers, applications, or online

mo
 LESSON 1:
DEVELOPMENT
AND USE OF
mo

NON-DIGITAL
OR
LESSON OUTCOMES:
• DESCRIBED THE PROCEDURE
FOR DEVELOPING
CONVENTIONAL
INSTRUCTIONAL MATERIALS.
mo

• DEVELOPED INSTRUCTIONAL
MATERIAL BASED ON A GIVEN
TOPIC AND STRATEGY
• DESCRIBED THE FACTORS TO
CONSIDER IN REVISING
iNSTRUCTI Defined as print and
non-print items that
ONAL are rested to impact
MATERIALS information to
students into
educational process
(Effiong and
Igiri,2015)
 (1) they promote
ROLES OF meaningful
IM’S IN communication and
TEACHING effective learning;

AND (2) they ensure better

retention, thus making
LEARNING learning more
permanent;
 (3) they help to
ROLES OF overcome the limited
IM’S IN classroom by making the
inaccessible accessible;
TEACHING (4) they provide a
AND common experience

LEARNING upon which late learning

can be developed;
 (5) they encourage
ROLES OF participation especially if
IM’S IN students are allowed to
manipulate materials
TEACHING used ( Brown et al.,2005;
AND Effiong and Igiri, 2015).

LEARNING
 • Supplementary materials,
iNSTRUCTI which help the teacher to

ONAL make his/her presentation

concrete, effective,
MATERIALS interesting, meaningful and
aspiring.
• The primary aim of teaching
materials is to provide the
teachers the layout of the way
for teaching in the classroom.
 1. Develop a story board and
Factors working outline based on the

to subject goals and objectives.

2. Identify existing institutional
consider resources including materials
in and teachers' capability.

developi 3. The teacher may research off

the shelf materials that have
ng im’s been developed
 4. Explore the possibility of
Factors adapting concepts of other
to teachers without infringing on
anyone's copy protected
consider design.
in 5. Modify existing materials
developi based on the objectives of the

ng im’s lesson.
dioram
as
Dioramas are small scenes created of
layers of materials, all depicting a
similar concept or theme. They usually
display a historical time period, a nature
scene, or a fictional situation.
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.
white
board
A writing board can display
information written with chalk
(chalkboard or blackboard) or special
pens (whiteboard).
flip chart
It is a large tablet or pad of
paper, usually on a tripod or a
stand.
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.
wall
display
A wall display is a collection of
many different types of items and
materials put up on a wall to make
an interesting and informative
display.
rope and pole
display board
This board consist of two parallel,
horizontal poles tied loosely
together with rope.Visual aids such
as posters can be pinned to the
rope.
GUIDLINES when designing
conventional instructional
materials
1. Unity - Use only one idea for each visual
aid include a headline.
2. Simplicity - Make ideas and relationships
simply and easy to recall.
3. Legibility - Make letters big and readable
for all in the audience.
GUIDLINES when designing
conventional instructional
materials
4. Consistency - Use the same type style and
art style.
5. Clarity - Avoid type that is too small to
read; avoid all caps.
6. Quality – make in neat and professional,
and remember to proofread.
 LESSON 2 :
LESSON 2LESSON 2 : SELECT AND USE ICT TOOLLESSON 2LESSON 2 : SELECT AND USE ICT TOOLS FOR TEACHING AND LEARNING :
SELECT AND USE ICT TOOLS FOR TEACHING AND LEARNINGLESSON 2 : SELECT AND USE ICT TOOLS FOR TEACHING AND
LEARNINGLESSON 2 : SELECT AND USE ICT TOOLS FOR TEACHING AND LEARNINGLESSON 2 : SELECT AND USE ICT TOOLS FOR TEACHING

SELECT AND USE ICT

AND LEARNINGLESSON 2 : SELECT AND USE ICT TOOLS FOR TEACHING AND LEARNING
S FOR TEACHING AND LEARNING : SELECT AND USE ICT TOOLS FOR TEACHING AND LEARNINGLESSON 2 : SELECT AND USE ICT TOOLS
FOR TEACHING AND LEARNINGLESSON 2 : SELECT AND USE ICT TOOLS FOR TEACHING AND LEARNINGLESSON 2 : SELECT AND USE ICT
TOOLS FOR TEACHING AND LEARNINGLESSON 2 : SELECT AND USE ICT TOOLS FOR TEACHING AND LEARNING

TOOLS FOR TEACHING

AND LEARNING
 Intended Learning Outcomes
1. Selected and used an
LESSON 2LESSON 2 : SELECT AND USE ICT TOOLLESSON 2LESSON 2 : SELECT AND USE ICT TOOLS FOR TEACHING AND LEARNING :
SELECT AND USE ICT TOOLS FOR TEACHING AND LEARNINGLESSON 2 : SELECT AND USE ICT TOOLS FOR TEACHING AND

appropriate tool in teaching

LEARNINGLESSON 2 : SELECT AND USE ICT TOOLS FOR TEACHING AND LEARNINGLESSON 2 : SELECT AND USE ICT TOOLS FOR TEACHING
AND LEARNINGLESSON 2 : SELECT AND USE ICT TOOLS FOR TEACHING AND LEARNING
S FOR TEACHING AND LEARNING : SELECT AND USE ICT TOOLS FOR TEACHING AND LEARNINGLESSON 2 : SELECT AND USE ICT TOOLS
FOR TEACHING AND LEARNINGLESSON 2 : SELECT AND USE ICT TOOLS FOR TEACHING AND LEARNINGLESSON 2 : SELECT AND USE ICT

2. Provided alternative ways in

TOOLS FOR TEACHING AND LEARNINGLESSON 2 : SELECT AND USE ICT TOOLS FOR TEACHING AND LEARNING

incorporating the digital tool in

the lesson
 LESSON 2LESSON 2 : SELECT AND USE ICT TOOLLESSON 2LESSON 2 : SELECT AND USE ICT TOOLS FOR TEACHING AND LEARNING :
SELECT AND USE ICT TOOLS FOR TEACHING AND LEARNINGLESSON 2 : SELECT AND USE ICT TOOLS FOR TEACHING AND
LEARNINGLESSON 2 : SELECT AND USE ICT TOOLS FOR TEACHING AND LEARNINGLESSON 2 : SELECT AND USE ICT TOOLS FOR TEACHING
AND LEARNINGLESSON 2 : SELECT AND USE ICT TOOLS FOR TEACHING AND LEARNING
S FOR TEACHING AND LEARNING : SELECT AND USE ICT TOOLS FOR TEACHING AND LEARNINGLESSON 2 : SELECT AND USE ICT TOOLS
FOR TEACHING AND LEARNINGLESSON 2 : SELECT AND USE ICT TOOLS FOR TEACHING AND LEARNINGLESSON 2 : SELECT AND USE ICT
TOOLS FOR TEACHING AND LEARNINGLESSON 2 : SELECT AND USE ICT TOOLS FOR TEACHING AND LEARNING
 what is ict?
This refers to various tools
LESSON 2LESSON 2 : SELECT AND USE ICT TOOLLESSON 2LESSON 2 : SELECT AND USE ICT TOOLS FOR TEACHING AND LEARNING :
SELECT AND USE ICT TOOLS FOR TEACHING AND LEARNINGLESSON 2 : SELECT AND USE ICT TOOLS FOR TEACHING AND

and devices or gadgets used

LEARNINGLESSON 2 : SELECT AND USE ICT TOOLS FOR TEACHING AND LEARNINGLESSON 2 : SELECT AND USE ICT TOOLS FOR TEACHING
AND LEARNINGLESSON 2 : SELECT AND USE ICT TOOLS FOR TEACHING AND LEARNING
S FOR TEACHING AND LEARNING : SELECT AND USE ICT TOOLS FOR TEACHING AND LEARNINGLESSON 2 : SELECT AND USE ICT TOOLS
FOR TEACHING AND LEARNINGLESSON 2 : SELECT AND USE ICT TOOLS FOR TEACHING AND LEARNINGLESSON 2 : SELECT AND USE ICT

in communicating,
TOOLS FOR TEACHING AND LEARNINGLESSON 2 : SELECT AND USE ICT TOOLS FOR TEACHING AND LEARNING

disseminating, and creating,

storing and
 “Technology will never replace
great teachers, but technology
LESSON 2LESSON 2 : SELECT AND USE ICT TOOLLESSON 2LESSON 2 : SELECT AND USE ICT TOOLS FOR TEACHING AND LEARNING :
SELECT AND USE ICT TOOLS FOR TEACHING AND LEARNINGLESSON 2 : SELECT AND USE ICT TOOLS FOR TEACHING AND

in the hands of great

LEARNINGLESSON 2 : SELECT AND USE ICT TOOLS FOR TEACHING AND LEARNINGLESSON 2 : SELECT AND USE ICT TOOLS FOR TEACHING
AND LEARNINGLESSON 2 : SELECT AND USE ICT TOOLS FOR TEACHING AND LEARNING
S FOR TEACHING AND LEARNING : SELECT AND USE ICT TOOLS FOR TEACHING AND LEARNINGLESSON 2 : SELECT AND USE ICT TOOLS
FOR TEACHING AND LEARNINGLESSON 2 : SELECT AND USE ICT TOOLS FOR TEACHING AND LEARNINGLESSON 2 : SELECT AND USE ICT
TOOLS FOR TEACHING AND LEARNINGLESSON 2 : SELECT AND USE ICT TOOLS FOR TEACHING AND LEARNING

teachers is transformational.”
- George Couros
 Using • is a code that was
Mobile created by a Japanese
LESSON 2LESSON 2 : SELECT AND USE ICT TOOLLESSON 2LESSON 2 : SELECT AND USE ICT TOOLS FOR TEACHING

Phone corporation Denso-Wave

AND LEARNING : SELECT AND USE ICT TOOLS FOR TEACHING AND LEARNINGLESSON 2 : SELECT AND USE ICT TOOL
FOR TEACHING AND LEARNINGLESSON 2 : SELECT AND USE ICT TOOLS FOR TEACHING AND LEARNINGLESSON 2 :
SELECT AND USE ICT TOOLS FOR TEACHING AND LEARNINGLESSON 2 : SELECT AND USE ICT TOOLS FOR TEACHING
AND LEARNING
S FOR TEACHING AND LEARNING : SELECT AND USE ICT TOOLS FOR TEACHING AND LEARNINGLESSON 2 : SELECT

and the in 1994.

AND USE ICT TOOLS FOR TEACHING AND LEARNINGLESSON 2 : SELECT AND USE ICT TOOLS FOR TEACHING AND
LEARNINGLESSON 2 : SELECT AND USE ICT TOOLS FOR TEACHING AND LEARNINGLESSON 2 : SELECT AND USE ICT
TOOLS FOR TEACHING AND LEARNING

QR • QR stands for “Quick

Code Response”.
 • QR CODE is popular in
Using
japan and it is also used
Mobile
by companies as they
LESSON 2LESSON 2 : SELECT AND USE ICT TOOLLESSON 2LESSON 2 : SELECT AND USE ICT TOOLS FOR TEACHING

Phone
AND LEARNING : SELECT AND USE ICT TOOLS FOR TEACHING AND LEARNINGLESSON 2 : SELECT AND USE ICT TOOL
FOR TEACHING AND LEARNINGLESSON 2 : SELECT AND USE ICT TOOLS FOR TEACHING AND LEARNINGLESSON 2 :
SELECT AND USE ICT TOOLS FOR TEACHING AND LEARNINGLESSON 2 : SELECT AND USE ICT TOOLS FOR TEACHING

attach their qr code in AND LEARNING

S FOR TEACHING AND LEARNING : SELECT AND USE ICT TOOLS FOR TEACHING AND LEARNINGLESSON 2 : SELECT

and the
AND USE ICT TOOLS FOR TEACHING AND LEARNINGLESSON 2 : SELECT AND USE ICT TOOLS FOR TEACHING AND
LEARNINGLESSON 2 : SELECT AND USE ICT TOOLS FOR TEACHING AND LEARNINGLESSON 2 : SELECT AND USE ICT

their products.
TOOLS FOR TEACHING AND LEARNING

QR
• it usually gives a url
Code
linking in you to a website
how to make a qr
Step 1:Be online
code
Step 2:Search for a QR Code generator and ensure
that you read the information about the, most popular
include KAYWA, GOQR.me, Visual aid, and QR Stuff.
how to make a qr
Step 3:once you have identified your free online QR
code
Code Generator, you can now encode, the text or the
information that you want.
how to make a qr
Step 4:run it and save it as a jpeg file. Now, you have
successfullycode
created your own code which you can
download.
how to make a qr
Step 5:test the QR code using QR Code reader or
scanner. code
en Interesting Ways to Integrate QR Codes
in your Teaching 3. Use in classroom activities
1. Create Interactive and Engaging Content
You can enrich the content you teach The QR in code
a can be used in
class by using QR Codes that link to instructions
other in class and pin them up
readings and resources. You can link tothe classroom instead of providing th
a pdf,
thick copies of printed materials
a video presentation, a website, a document,
or an audio file among others instruction on how to do an activity
4. Provide help with homework
2. Share Resources A detailed instruction can be made in
Learners can use QR codes to share code which students scan at home an
educational resources with each other the information
(e.g. to help them comply
lecture notes, web content, how-to-do assignments
videos)
en Interesting Ways to Integrate QR Codes
You can share
in your
5. Communicate with Parents or Partners
information to
Teaching
7. Enhance Classroom Library
Create QR codes of students’ brief wr
parents on
school events or activities in school. You
about why they enjoy their book and
can right in or on the books in the c
also put it in a webpage for parents to Students can use these QR codes to fi
get more about the books
information or include it in
8. Gather students feedback
newsletters,
permission slips, etc. you can have You can create surveys, polls, and for
them google form and share them with stud
printed as magnets and parents can get QR codes which can be easily scanne
the
accessed.
information. However, be sure to
en Interesting Ways to Integrate QR Codes
9. Research Projectin your Teaching
Make students create QR codes
linking other
resources and web content to their
research
work

10. Provide Easy Access to Online

Content
Create QR codes with URLs for
students to
using laptop and infographics
infographics
• a visual representation or an image such as a
diagram, chart or picture representing
information or data
• It is eye-catching and makes use of a clear
layout, attractive colors and hues, and
caricatures that provide a cohesive presentation
of the information.
 using infographics
1) To present survey data
• Presenting statistical data is highly useful.
• Data are much easier to decode and understood if they
are presented by info graphics
2) To simplify a complex concept
• Simplifying data is the core purpose of infographics.
• It is very effective in summarizing key points or
providing an overview of the lesson.
 using infographics
3) To explain how something functions
• By using infographics, you can show the intricacy of how
something complex works. It can reveal the
mechanics behind how an object works.
• Designers can create infographics by showing the
mechanics behind intricate objects, processes, concepts.
4) To compare
• Presenting information by highlighting similarities and
differences through a visual parallel in an infographics can
turn out more effective than sometimes expressing it in
 using infographics
5) To present interesting facts
• When information or facts are presented all in words, the use of
infographics can bring life. If done well, the infographics can
transform information into visual image that can attract and
engage readers.
• If there is a written text, the information may not stand out
compared to when it is presented in this format.
• Information written in snippets become understandable and
more appealing to the eye.
steps on how to make your
infographics
steps on how to make your
infographics
 Ipad/Tablet and the Online
steps:

Bulletin Board
Step 1: Search for https://padlet.com/
 Ipad/Tablet and the Online
Step 2: Sign up or log-in using any of your social media account.

Bulletin Board
 Ipad/Tablet and the Online
Step 3: If you want to make your own, click MAKE A PADLET.

Bulletin Board
a. You can choose Start with a Blank or Pick a Template
b. Start making posts by clicking the + sign
c. Make your posts as creative as you can by clicking Modify and
selecting your choice of color, font, theme, etc.
d. You can now share your Padlet or online bulletin board to your
friends. Click Share and allow others to have access to it or you can
share through the social media account where others can view it.
 Ipad/Tablet and the Online
Bulletin
Step 4: If you want to joinBoard
someone’s bulletin
board, click JOIN A PADLET.
a. Enter in the dialog box the URL of the
padlet you want to join.
b. Start posting on your friend’s/ classmate’s
padlet by clicking the + sign.
 LESSON 3:
LESSON 2LESSON 2 : SELECT AND USE ICT TOOLS FOR TEACHING AND LEARNING : SELECT AND USE ICT TOOLS FOR TEACHING AND

Creating ePortfolio as a
LEARNINGLESSON 2 : SELECT AND USE ICT TOOLS FOR TEACHING AND LEARNINGLESSON 2 : SELECT AND USE ICT TOOLS FOR TEACHING
AND LEARNINGLESSON 2 : SELECT AND USE ICT TOOLS FOR TEACHING AND LEARNINGLESSON 2 : SELECT AND USE ICT TOOLS FOR
TEACHING AND LEARNING

Technology Tool
lesson outcome:
• Explored the use of a
LESSON 2LESSON 2 : SELECT AND USE ICT TOOLS FOR TEACHING AND LEARNING : SELECT AND USE ICT TOOLS FOR TEACHING AND

platform such as a
LEARNINGLESSON 2 : SELECT AND USE ICT TOOLS FOR TEACHING AND LEARNINGLESSON 2 : SELECT AND USE ICT TOOLS FOR TEACHING
AND LEARNINGLESSON 2 : SELECT AND USE ICT TOOLS FOR TEACHING AND LEARNINGLESSON 2 : SELECT AND USE ICT TOOLS FOR
TEACHING AND LEARNING

google site
• Constructed an e-
 The 21st century
instruction where
LESSON 2LESSON 2 : SELECT AND USE ICT TOOLS FOR TEACHING AND LEARNING : SELECT AND USE ICT TOOLS FOR TEACHING AND

independent learning
LEARNINGLESSON 2 : SELECT AND USE ICT TOOLS FOR TEACHING AND LEARNINGLESSON 2 : SELECT AND USE ICT TOOLS FOR TEACHING
AND LEARNINGLESSON 2 : SELECT AND USE ICT TOOLS FOR TEACHING AND LEARNINGLESSON 2 : SELECT AND USE ICT TOOLS FOR
TEACHING AND LEARNING

(Distance Learning) is
encouraged, the
portfolio
• Portfolios are one good means of
keeping things in order.
• It is a collection of student work
that exhibits students progress,
achievements and
ePortfolio
• Student ePortfolio can
evaluate students’ academic
progress.
• Monitoring students’ progress
can be highlighted in a portfolio.
• Portfolios document students’
Creating an Online
Portfolio Using a Site
Creating an Online
Portfolio Using a Site
Creating an Online
3. When you click it, it will lead you to
Portfolio Using a Site
another section. This will let you create a
site that you can use as an ePortfolio.
4. Consider a good label or a title
for your ePortfolio and prepare
the texts, links, multimedia outputs,
Creating an Online
Portfolio Using a Site
parts of an eportfolio
parts of an eportfolio
pages
-The pages that you can add depend on how you would
like to organize your ePortfolio.
-It is important is that you need to construct your
ePortfolio at the start of the class.
-When adding pages, click the icon and decide whether it
will be parallel to your Home Page or it
will be under it.
parts of an eportfolio
parts of an eportfolio
parts of an eportfolio
Reflections
-A major element in a portfolio whether it is online or
not, is the writing of the reflections.
-It is thinking-aloud, a way of documenting what they
are thinking
-portfolio can show the process of their work.
Six Stages of Gibb’s
Reflective Cycle
Six Stages of Gibb’s
Description
Reflective Cycle
This initial phase in writing a reflection is very simple since
you just need to describe the activity or the experience to
the reader.
Feelings
Learners are involved in learning in an activity or perhaps a
lesson can trigger certain feelings.
evaluation
discuss how well you think the activity went. Recall how
Six Stages of Gibb’s
Analysis
Reflective Cycle
This part of the write up includes your analysis of what
worked well and what have facilitated it or what may have
hindered it.
Conclusion
write what you have learned from the experience or what
you could have done.
Action Plan
At the end of your reflection, you write what action you
Administrating the
ePortfolio
• Before publishing your ePortfolio for the
world to see your work, you can control
who can see your work
• The icon for sharing the site can be
managed by entering the email address
of the person with whom you want to
Assessing an ePortfolio
• Evaluating an ePortfolio using a rubric, is a
using a Rubric
consistent application of learning expectations, learning
outcomes or standards.
• It should tell the students the link between learning
or what will be taught and the assessment or what will
be evaluated.
• Rubrics are simple and easy to understand. The items in the
rubric should be mutually exclusive
• Students can see connections between learning (what will be
taught) and assessment (what will be evaluated) by making
 LESSON 4:
TECHNOLOGY
COLLABORATIVE TOOLS
IN THE DIGITAL WORLD
LEARNING OUTCOME:
• Identified and explored
collaborative tools or applications
that can be integrated in
instruction
• Build a platform or an online
TECHNOLOGY AS A
COLLABORATIVE TOOL
• One way to engage these students
is to give them a challenge and a
chance to work together.
• Students may continue the
discussion and share information or
come up with an agreement by
skype a software
application allowing
you to do a
videoconferencing
for free. All you
need is to create an
account and can be
 -a software that allows
wiki you to create a page or a
selection of pages
designed to
allow you to post or
write, edit, or upload a
link quickly.
-Work can be
blogging
it is journaling your
idea to which others
can react allowing a
thread of discussion to
take place and which
can be used online.
It is the abbreviation of
weblog.
It would help if you provide direction
when using a weblog
a. Use weblog with a clear instructional objective.
b. Guidance on what and how to post will be needed.
c. With easy access to information, a major obligation is to
teach the students to use multiple source and to cite them
appropriately.
d. Writing about your ideas is a personal act but it is important
that you are taught to make blogs personal without revealing
too much of personal information such as contract information
and too personal pictures.
e. It may help if you can look for very good examples of blogs
Google
is an application that
Group or can be used in a
Google collaborative
documentation of
Form
ideas contributed by
members of the team.
LESSON 5:
DIGITAL
LITERACY
SKILLS IN
learning outcome
1. Identify and describe the
elements of digital literacies
2. Conduct a self-evaluation on
level of digital literacy skill
introduction
The 21st century has redefined digital literacy. It has
broadened its perspective to include
other aspects of the 21st context. These literacies
include:
1. Cyber Literacy
2. Media Literacy
3. Arts and Creativity Literacy
4. Financial Literacy
 This 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 suggests their digital
skills.
Thinking on how to use the digital tools,
accessing information, and exhibiting ways of
working in a globally competitive contexts,
what are digital literacies?
Digital literacies are the individual’s capabilities to be able to
effectively and responsibly function and perform in a digital
society.
The term digital literacy was coined by Paul Gilster in
1997 and it came from the discussion of the concepts on
a) Visual literacy
b) Technological literacy requiring one to be able to use technology
in addressing a need
c) Computer literacy, which in the 1980s started to
become a household item manipulated to achieve one’s target
d) Information literacy which refers to the finding, evaluating,
what are digital literacies?
In the teaching and learning context,
digital literacy is an important competence.
In school, it has become a buzzword
which refers to the ability to access,
process, understand, utilize create media
content using information technologies and
the internet (Hsieh, 2012)
The Digital Literacies
• Media Literacy – is one’s ability
to critically read information or
content and utilize multimedia in
creatively producing communications
• Information Literacy – is locating
information from the web and
The Digital Literacies
• ICT Literacy – is knowing how to select
and use digital devices, applications or
services to accomplish tasks requiring
the use of the internet
• Communications and Collaboration
– are one’s capabilities in being
able to participate in the digital
The Four C’s of
the 21st
Critica is learning how to solve
problems. It teaches
l students not to
accept immediately claims

Thinki the truth. It is the ability to

without seeking

ng differentiate
facts or figures but also
creativ requires students to think out and
be able to look at a problem from
ity multiple perspectives including
proposing multiple possibilities and
alternatives to
address a problem and take the
risk. Creativity encourages students
to think beyond
what is expected of them.
The Digital Literacies
• Identity Management – is being able to
understand how to ensure safety and security in
managing online identity and foster a positive
digital reputation.
• 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
communi makes students express
cation their ideas in the clearest
and organized
manner. Through varied
modes – face-to-face,
synchronous or
asynchronous, they
need to know how to
efficiently and clearly
collaborA
HAPPENS WHEN
TION STUDENTS KNOW
HOW TO WORK
WELL WITH
OTHERS TO
ACCOMPLISH A
GIVEN TASK OR
SOLVE A PROBLEM
In addition to the 4C's, there are
Citizenship and Character. Citizenship
is known 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 are sociably and virtually
acceptable. As a result, one is
Lynch (2017) identified eight (8) digital literacy skills needed
1. Coding – coding is
to become digitally literate:
a universal language.
Basic understanding of HTML, CSS and
the like will create a shared
understanding of what can be one with
the web pages.

2. Collaboration – the use of Google Docs

among others allows student to begin
experimenting with effective online
collaboration
 3. Cloud
Lynch software
(2017) identified – (8)
eight this is essential
digital literacy skillspart
needed
toof document
become management. The cloud is
digitally literate:
used to store everything from photos to
research projects, to teAm papers and
even music

4. Word Processing Software – Google,

Microsoft Online Drop Box are available
for
storage and management solutions
5. Screen casting – a screencast is a video recording
Lynch
using (2017) identified
the computer eight (8)
screen, anddigital literacy
usually skillsan
includes needed
audio. On
become the other
digitally hand, when you take a picture on
literate:
the screen of your computer, it is called Print screen.
Both can be used in explaining topics as well as
providing a visual support to clarify what you are
thinking. While the print screen is a picture, the screen
casting is a video screen capture which is a great way
to share ideas and it’s easy to use for novice video
creator.

6. Personal Archiving – students should be taught the

concepts of meta-data, tagging, keywords and
categories to make them aware how they are
Lynch (2017) identified eight (8) digital literacy skills needed
7. Information evaluation – critical thinking to weed
to become digitally literate:
out fake news is crucial in the 21st century skill.
The use of tools and skills needed to process
information are very much needed.

8. Use of social media – social media serves

different purposes depending on the user, the
technology and the need. For example, students
should realize that Twitter can be useful for staying
current on the latest news in the field
 Digital Skills DIGITAL LITERACY

1. Evaluate the appropriate

digital
1. Sending an channel for online
email or text communication with
peers, teachers, and parents

1. Identify the benefits and

drawbacks of
each digital tool
2. Using Microsoft 2. Evaluate critically which
 Digital Skills DIGITAL LITERACY

3. Tweeting, Posting to 1. Navigate the social media

Facebook, safely to
Uploading a Video to protect oneself
YouTube, or 2. Identify hate propaganda
posting a photo to and fake
Instagram news

1. Evaluate the information

online
a. Is the site legitimate?
b. Is the author an expert?