MODULE 1

TEACHING AND LEARNING

WITH TECHNOLOGY:
AN INTRODUCTION

LESSON:
1. ICT Competency Standards for Philippine Pre-service Teacher
Education
2. Understanding the Basic Concepts in ICT
3. Roles of ICT in Teaching and Learning

LEARNING OUTCOME:
At the end of the lessons, the students should be able to:

∙ Identify the competency standards of ICT for teaching and learning

in pre-service teacher education;
∙ Unpack the basic concepts of ICT to provide common
understanding for teachers and learners; and
∙ Value the use of ICT in the teaching and learning processes.

INTRODUCTION

If there is one thing that changed the world so fast, it is TECHNOLOGY. While there
exists technology in the past as non-digital technology, the current digital technology has been a
factor that shrunk the world and made it flat. It has provided a new environment for learning, new
ways teachers teach and also the new ways of how learners learn. In the beginning, it has created
a divide between the digital natives and the digital immigrants. However as the years go by, such
divide has become narrower and even blurred. This has led to the new educational revolution in
teaching and learning which has been triggered by technology and resulted to better 1earning
outcomes in the 21st century.
 1

LESSON 1
ICT COMPETENCY STANDARDS
FOR PHILIPPINE PRE-SERVICE
TEACHER EDUCATION

EXCITE

What are competency standards? What are the ICT standards for teaching and learning in
Philippine pre-service teacher education?
Look at the two teachers in the pictures below. What does picture A show of the teacher?
What about picture B?

PICTURE A
 PICTURE B
https://www.theepochtimes.com/traditional https://online.lsu.edu/newsroom/articles/how
teaching-is-good-for-students-and-fits instructional-technology-can-improve
health-regulations-too_3446650.html learning-process/

Who is better equipped to handle the 21st century learners? Teacher A or Teacher B?
Why? Which of the two teachers would you like to become when you graduated? Why?

Give reasons for choosing Picture A:

Give reasons for choosing Picture B:

EXPLORE

ICT Competency Standards (CHED-UNESCO) as provided in the 2017 Policy, Standards

and Guidelines (PSG) for Pre-Service Teacher Education
The program outcomes for teacher education degrees clearly state that every future
teacher: “demonstrate proficiency in the development and utilization of Information,
Communication and Technology (ICT) resources in promoting quality teaching-learning
process.”
To ensure that the program outcomes related to ICT shall be achieved, competencies were
identified to be developed by every pre-service teacher (CHED – UNESCO, Bangkok, 2009).
The ICT Competency Standards is made up of seven domains. Each domain has a set of
competencies. The competencies are expressed in desired learning outcomes. Becoming
st
proficient in the different competencies will enable you to handle learners of the 21 century in
your future classroom.
 These domains and corresponding competencies are found in the Table below:
Table 1: 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

student’s diverse needs

2.3 Develop digital learning resources to enhance teaching-learning

st
2.4 Use ICT tools to develop 21 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
systems 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 community of
learners

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

3
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

Likewise, the Department of Education issued Department of Education Order 42, s. 2017
mandating the use of the Philippine Professional Standard for Teachers (PPST) to start with the
Beginning Teachers who are the fresh graduates from the teacher education program. The
document includes: Show skills in the positive use of ICT to facilitate teaching and learning and
Show skills in the selection, development and use of the variety of teaching and learning
resources including ICT to address learning goals.
st
These competency standards to learn and master will assure the 21 century learners in
your class of a more enjoyable, creative, innovative ways in teaching and learning.

ISTE National Educational Technology Standards For Teachers (NETS* T)

An international organization for educational technology called International Society for
Technology in Education (ISTE), established standards for both teachers and students. These
standards were also referred to in the development of the Philippine ICT Competency standards
which include the following:

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 standard implies that teachers utilize the use of
technology
to plan and design effective learning environments and
experiences.

Standard 3: Teaching, Learning and Curriculum

Teachers should be mindful that in the implementation of
curriculum plan, they have to include 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 of 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
4
who come from diverse background, affirm diversity, promote
safe and healthy use of technology resources and facilitate access
to technology resources for all students.

Likewise, ISTE also developed standards needed for students. These standards will be
used as a guide by teachers to plan technology-based activities in which students achieve success
in learning, communication and life skills.

ISTE National Educational Technology Standards For Students (NETS* S)

From how technology teachers facilitate learners, outcomes of student learning should
indicate that the following standards have been complied with.

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 standard
expects the student to locate, organize, analyze, evaluate,
synthesize and ethically use information from a 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 technology 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 exhibits
 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
operation is a standard that students should comply with. They
too, are expected to further transfer current knowledge to learning
of new technologies.

As pre-service teacher education students now, you will have to master the knowledge and
skills (Learning to Know) for the standards for students. However since you will become teachers

5
in the future, you should harness the same knowledge and skills to become (Learning to Become)
future teachers.
A. ISTE STANDARD for TEACHERS B. ISTE STANDARD for STUDENTS

1. Technology Operations and Concepts 1. Creativity and Innovation

2. Planning and Designing 2. Communication and Collaboration

Learning Environment and
Experiences

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

4. Assessment and Evaluation 4. Critical Thinking, Problem-Solving

& Decision Making

5. Digital Citizenship 5. Productivity and Professional Practice

6. Social, Ethical, Legal and Hu

Technology Operations

ACTIVITY 1

Locate Annex C in CMO 74 or 75 s. 2017. Review the competencies and read the
corresponding Performance Indicators under each of the 7 Domains. Identify one Performance
Indicator for each cluster that you consider as most important and that you are excited to do.
Identify also one Performance Indicator that you consider least important and that you are not
excited to do. Place your answer on the matrix below.
ICT Domain Performance Indicator Most Performance Indicator Least
Important for Us to Do Important for Us to Do

Domain 1

Domain 2

Domain 3

Domain 4

Domain 5
 Domain 6

Domain 7

ACTIVITY 2
STEP 1: Conduct an online survey of at least 10 elementary teachers for those who teach from K
to Grade 6 or 10 high school teachers for those who teach Grade 7 to Grade 12.
The survey on the use of ICT in the Teaching and Learning for Teachers
Dear teachers, please mark check (/) your answer to the following questions YES NO
found below.

1. Do you use technology in your teaching?

2. Are you aware of policies that guide you in the use of ICT?

3. Do you use non-digital learning resources in your teaching?

4. Do you develop digital resources for your learners?

5. Do you use technology tools for classroom activities?

6. Are you expert in the use of technology tools in your classes?

6
7. Do you have facilities to use the technology tools in your classes?

8. Are you aware of the ethical and legal responsibilities in the use of ICT
tools?

9. Are your students learning better with the use of technology tools?

10. Do you enjoy using ICT tools in your teaching?

STEP 2: Consolidate your data.

∙ How many answered Yes or No for each item?

∙ Which of the 10 item/s has more Yes than No answers? Rank the items with more Yes and
rank the items with more No.
∙ What meaning can you derive from your results?

LESSON 2
UNDERSTANDING THE BASIC
CONCEPTS IN ICT
 “I think we need to be careful not to get too specific (i.e. technology = computers) while
at the same time not getting so abroad that our definition of technology includes everything from
pencil and paper to lasers and computers. I’d like to see us define technology in a manner that
looks at electronic tools we use to enhance teaching and learning.” – Sally, grade teacher from
Joy Egbert (2009).

EXCITE

Which word are you familiar with? Mark the word with an X. How many have you
identified? Compare your performance with your classmates.

https://www.123rf.com/photo_27070383_word-cloud-with-e-learning-related-tags.html

EXPLORE
Let us explore various resources to have a clear understanding of this lesson. Let us
unpack some concepts and terms related to technology for teaching and learning. Here are some
terms and concepts that you need to know and understand.
1. Technology – a mix process and product used in the application of knowledge. It also
includes tools from pencil and paper to the latest electronic gadgets and tools for
practical tasks.
2. Information and Communication Technology Literacy or ICT Literacy – the use
of digital technology, communication tools and/or networks to access, manage,
integrate, evaluate, create and communicate information in order to function in a
knowledge society (Guro 21, 2011).
3. Educational Technology – the use of technology in teaching and learning. This
includes both the non-digital (flip charts, pictures, models, realias, etc.) and digital
(electronic tools: hardware, software and connections, etc.).
4. Digital Literacy – the ability to find, evaluate, utilize, share and create contents using
information technologies and the Internet (Cornell University). According to the
 American Library Association (2018), this term refers to the ability to use
information and communication, requiring both cognitive and technical skills
(https://edweek.org downloaded 06-03-18).
5. Digital Learning – any type of learning that is accompanied by technology or by
instructional practice that makes effective use of technology. This encompasses the
application of a wide spectrum of practices which included blended or virtual
learning. It can come as online or offline which utilizes digital technology.
6. Online Digital Tools and Apps – these tools use an Internet connection to access the
information needed. A common example for this is a Skype, a telecommunication
application software product that specializes in providing video chat and voice chat
and voice calls between computers, tablets, mobile devices via Internet and to regular
telephones.
7. Offline Digital Tools and Apps – these tools can still be used even if there is no
Internet access. Among these are Canary Learning, Pocket, Evertone, ibooks, KA
LITE (Gupta, Priyaka, 2017) downloaded in edtech review (July 03, 2017).
8. Instructional Technology – the theory and practice of design, development,
utilization, management, and evaluation of the processes and resources for learning
(Association for Educational Communications and Technology, Seels, B.B. & Richey,
P.C. 1994).
9. Software – program control instructions and accompanying documentation; stored on
disks or tapes when not being used in the computer. By extension, this term refers to
any audiovisual materials (Smaldino, 2005).
10. Multimedia – a sequential or simultaneous use of a variety of media formats in a
given presentation or self-study program (Smaldino, 2005).
11. Internet – a massive network of networks, a networking infrastructure. It connects
millions of computers together globally, forming a network in which any computer
can communicate with any other computer as long as they are connected to the
Internet. This term is generally defined as a global network connecting millions of
computers (https://www.webopedia.com).
12. World Wide Web (www) – also known as the Web which is a graphical environment
on computer networks that allows you to access, view and maintain documentations
8
that can include text, data, sound and videos (Smaldino, 2005). It is a way of
accessing information over the medium of the Internet. It is an information sharing
model that is built on top of the Internet.
13. Web access – the ability of the learner to access the Internet at any point during the
lesson in order to take advantage of the array of available education resources. 14.
Webquest – an inquiry-oriented lesson format in which most or all information that
learners work with comes from the web. These can be created using various programs
including simple word processing documents that include links to websites. 15.
Productivity tools – any type of software associated with computers and related
technologies that can be used as tools for personal, professional or classroom
productivity. Examples: Microsoft Office, Apple works – word processing, grade and
record keeping, web page production, presentation) (KFIT-UNESCO 2016) 16.
Technology Tool – an instrument used for doing work. It can be anything that help you
accomplish your goal with the use of technology. These technology tools can be
classified as:
a. Data/Calculation tools. Examples: spreadsheets, Excels, sketchpads,
probability constructor
b. Design tools – are used to make models and designs, creating and building.
Included here are Family Tree Maker, GollyGee, and Crazy Machines among
others.
c. Discussion tools – There are 4 different approaches that utilize discussion and
 interaction in the Internet. These are threaded discussion forum, Blogging,
Live chat and Video Teleconferencing, Netiquette and Safety on the Net.
d. Email tools – Emails are great communication tools for sending messages,
photographs, videos and other files. It allows you to reach out to others
around the world. Examples: google mail, Ymail, Yahoo mail and many
more.
e. Handheld devices – these include Personal Digital Assistants, Global
Positioning System (GPS), and Geographic Information System (GIS) in the
classroom, Portable electronic keyboards, Digital Cameras, Mobile phones,
Palm, Handheld computers.
17. Webquest – a teacher structured learning experience for the students that is primarily
based on the use of the World Wide Web and typically takes one or more
instructional periods (Bender & Waller, 2011).
18. Blog – an online journal where posted information from both teachers and students
are arranged. There are three kinds of blogs: blogs used for communication, blogs
used for instruction, and blogs used for both (Ferriter & Garry, 2010).
19. Wiki – an editable website usually with limited access, allows students to
collaboratively create and post written work or digital files, such as digital photos or
videos. Wikipedia is one of the most widely recognized of all the wikis (Watters,
2011).
20. Flipped classroom – utilizes a reverse instructional delivery, where the teacher is
required to use the web resources as homework or out of class activity as initial
instruction of the lesson which will be discussed during classtime.
21. Podcast – a video or audio multi-media clip about a single topic typically in the
format of the radio talk show. The two basic functions of podcast are to retrieve
information and to disseminate information (Eash, 2006).
22. Google Apps – a cloud-based teaching tool which is stored in the Google server and
is available for students both at home and in school. It includes the gmail, a free-mail
for all; Google calendar – a tool used for organizational purposes; Google sites that
provide options for developing blogs and wikis; and Google docs that is used for
sophisticated word processing and editing of the document.
23. Vlog – a video blog where is entry is posted as a video instead of the text.

9
24. Facebook – a popular social networking site used by students and adults worldwide
to present information on themselves and to the world.
25. VOIP (voice over internet protocol) – a category of hardware and software that
enables people to use the Internet as transmission medium for telephone calls by sending
voice data in packets using IP rather than traditional circuit transmission.

ACTIVITY 1: Glossary of Terms

1. These are only few of many terms found in our word cloud. Explore in the web or
reference book how other terms are defined and understood. You can also go over the
Module and discover that there are many terms that we have not included in the list.
2. Make a glossary of terms of at least 10 ICT-related terms with each having a conceptual or
operational definition or description. Cite the source of your definition.
 ACTIVITY 2: Game Show-Wordles
1. Each team (at least 5 members) shall develop a game-show using the assigned words to be
given by their instructor (Online Learning, Blended Learning, Asynchronous,
Synchronous, home Schooling, Modular). Create the game for the whole class. The
purpose of this is to become more familiar with the words and to have a deeper
understanding of them. Write the procedure and submit to your instructor for review. Try
the game in your class when you are ready.

Word Game Show Title:

I. Procedure:

II. No. of Teams Playing:

III. Game Master:

IV. Scoring:

V. Prepared by:

10

LESSON 3
ROLES OF TECHNOLOGY FOR
TEACHING AND LEARNING

EXCITE

Are students of today interested to use technology in order to learn? Do teachers have the
skills to use technology to enhance their learning? With the 4th Industrial Revolution, nobody can
deny the influence of technology in our lives. As future teachers of the 21st century, it is high time
that you prepare yourselves to integrate technology in your classrooms. Using technology is a
tool and a catalyst for change. What then are the roles of technology for teaching and learning?
 EXPLORE

As teaching and learning go together, let us explore what would be the roles of technology
for teachers and teaching and for learners and learning. According to Stosic (2015), educational
technology has three domains:
1. Technology as a tutor
Together with the teacher, technology can support the teacher to teach another
person or technology when programmed by the teacher which can be a tutor on its own.
The teacher will simply switch on or off radio programs, television programs or play
DVDs, or CDs that contain educational programs. There are on-line tutorial educational
programs, too.

2. Technology as a teaching tool

Like a tutor, technology is a teaching tool, but can never replace a teacher. This is
like a handyman, which is just there to be reached. Like any other tool, it is being used to
facilitate and lighten the work of the teacher. It will be good if the teacher can also create
or develop technology tools that are needed in the classroom.

3. Technology as a learning tool

While the teacher utilizes technology as tool for teaching, likewise it is an
effective tool for learning. As a learning tool, it makes learning easy and effective. It can
produce learning outcomes that call for technology-assisted teaching. Even the teachers
who are teaching can utilize similar tools for learning. As a learning tool, it is very
interesting that even the elderly use these tools for learning for life.

A. For Teachers and Teaching

There are numerous roles that technology plays in the job of teachers. As a tool,
technology has opened wider avenues in management of resources and management of
learning. Likewise,

11
it has modernized the teaching-learning environment in schools. Here are some examples of
the myriad roles that technology can do for teachers and teaching.

1. Technology provides enormous support to the teacher as the facilitator of learning. It

transforms a passive classroom to an active and interactive one, with audio- visual aids,
charts and models, smart classrooms, e-learning classrooms which motivate and increase
attention level of learners.

2. Technology has modernized the teaching-learning environment.

The teachers are assisted and supplemented with appropriately structured
instructional materials for daily activities. There are varied available technology-driven
resources which can be utilized for remedial lesson or activities. Likewise, there are also a
lot of technology-driven resources that can be used for enrichment purposes.

3. Technology improves teaching-learning process and ways of teaching. This will make
 the act of teaching more efficient and effective. There are arrays of teaching methods and
strategies that can use technology which are found compatible with learning syles. The
multiple intelligence theory of Howard Gardner tells us that there is a genius in every
child. This implies that there must be varied ways of teaching as there are many varied
ways of learning. All the learning styles can find support from technology, so that
teaching will be more effective and efficient.

4. Technology opens new fields in educational researches.

The areas of teaching testing and evaluation are enhanced by technologies for
teaching and learning. Current educational researchers will no longer find difficulty in
interpreting tests, assessment and other evaluation results. There are available programs
that can analyze and interpret results with speed and accuracy. Reference retrieval is also
hastened because many of the research materials are in digital form. Technology has also
provided access to big data that can be processed for problem solving and inquiry.

5. Technology adds to the competence of teachers and inculcates scientific outlook.

Through the utilization of theories of learning and intelligence, which are explained in
references uploaded in the net, the teachers are encouraged to imbibe skills to source
these information with speed and accuracy.

6. Technology supports teacher professional development.

With the demand of continuing professional development for teachers, the
availability of technology provides alternative way of attending professional development
online. For those who are involved as providers of continuing professional development
like trainers, facilitators or organizers, they can level up or enhance their delivery systems
with the support of technology tools.

B. For Learners and Learning

1. Support learners to learn how to learn on their own.

All teachers fully understand that subject matter or content is a means to achieve
learning outcomes. There are three categories of knowledge according to Egbert (2009):
declarative knowledge, structural knowledge, and procedural knowledge:

a. Declarative knowledge – consists of the discrete pieces of information that

answers the questions what, who, when, and where. It is often learned through
memorization of facts, drills and practice. It can be learned by simple mnemonics
or
12
conceptual maps. It is also the fundamental knowledge necessary for students to
achieve more complex higher order thinking such as critical thinking and
creativity, inquiry andproduction.
b. Structural knowledge – consists of facts or pieces of declarative knowledge put
together to attain some form of meaning. An example of declarative knowledge is
“pencil”. The idea that evolved from a pencils an understanding that: “it is
something used to write.” This is referred to as structural knowledge. It can be
presented by concept maps, categorization or classification.
c. Procedural knowledge – the knowledge in action or the knowledge of how to do
something. It is based on facts but learned through the process of procedural
knowledge. Examples include how to drive a car, how to use a cell phone, or how
to speak English. This knowledge is indicated by a performance task or graphical
representation of a concept.

The traditional sources of knowledge are printed books, modules and journals. Other
sources are primary sources such as information taken from research. However, knowledge or
content can be learned in many ways.

2. Technology enhances learners’ communication skills through social interactions. This

is commonly described as the transmittal of information from one person to another as
single individual or groups of individuals. According to Shirly (2003) in Egbert (2009),
there are three basic communication patterns:

a. Point to point two-way or one-to-one like Internet chat, phone conversation or even
face-to-face conversation.
b. One-to-many outbound like a lecture, or television. There is no social interaction. c.
Many-to-many like group discussion, buzz session, heads together. This kind of
interaction provides opportunities for social interaction.

Social interaction occurs in two ways where the participants ask for clarification, argue,
challenge each other and work towards common understanding. Social interaction through
communication occurs through technology (directly between two persons via email, a cell phone
or other communication technology). It can also occur around technology like students discussing
about a problem posed by a software program or with support of technology like teachers and
students interacting about the worksheet printed from a website. In all the three modalities,
communication occurs and technology isinvolved.

For this particular role, what are the benefits derived from technology supported
communication?

a. Enables any teacher to guide the learners virtuallyand making learning unlimited
because communication and social interaction go beyond a school day or a school
environment.
b. Enhances students’ freedom to express and exchange ideas freely without the
snooping eyes of the teacher face to face.
c. Enables learners to construct meaning from joint experiences between the two or
more participants in communication
d. Helps learners solve problems from multiple sources since there is limitless
resources of information that the teacher can direct or refer the learners
e. Teaches learners to communicate with politeness, taking turns in sending
information and giving appropriate feedback
f. Enhances collaboration by using communication strategies with wider community
and individuals in a borderless learning environment
g. Develops critical thinking, problem solving and creativity throughout the
communication

13
There are several technology tools and software programs that you will learn in the
coming topics.

3. Technology upgrades learners’ higher-order thinking skills: critical thinking,

problem solving and creativity
Twenty-first century learning requires the development of higher-order-thinking
skills. Technology has a great role to play in the development and enhancement of these
skills.

Critical thinking is part of the cluster of higher order thinking skills. It refers to
the ability to interpret, explain, analyze, evaluate, infer and self-regulate in order to make
good decisions. With the use of technology, one will be able to evaluate the credibility of
the source, ask appropriate questions, become open-minded, defend a position on an issue
and draw conclusion with caution. All of these competencies are covered by Bloom’s
Taxonomy of Analysis, Synthesis and Evaluation.

Teachers play a significant role in supporting learners with technology. How? As a

role model, teachers should display and practice critical thinking processes, so that the
learners can imitate them. Here are some ways that teachers can do to develop critical
thinking.

a. Ask the right questions.

Most often teachers ask questions to find out if the students can simply
repeat the information from the lesson. Although these are necessary questions like
what, who, when and where, these do not develop critical thinking. Critical
thinking questions should ask for clarity, accuracy, precision, relevance, depth,
breadth and
logic.
Clarity: Here are some examples: Can you give examples of…
Accuracy: What pieces of evidence support claim?
Precision: Exactly how much…
Breadth: What do you think will the other group say about the issue?

b. Use critical thinking tasks with appropriate level of challenge.

Teachers should be mindful of the readiness of the students. Students who
have higher ability may find the task too easy, thus getting bored early, while those
who have low ability may find the task too difficult. Thus, there is a need to have
activities that are appropriate for the learners. These can be determined by
interview, observations and other forms to determine the level of readiness.

What are some simple ways that teachers should do?

1. Vary the questions asked.
2. Introduce new technologies.
3. Modify the learners’ grouping.
4. Modify the critical thinking task.
5. Encourage curiosity.

By nature, learners are curious. They ask lots of questions all the time. Why is the
sky blue? Why do I have to learn geometry? How do people choose what will theybecome
in the future? Can robots solve the problems of climate change? How?

These questions will lead to critical thinking, but some of these questions cannot
be answered by the teacher. The unanswered questions are avoided or answered
unsatisfactorily. Sometimes, teachers shut down the question that curtails the first step in
critical thinking. The internet as a problem solving and research tool can help the answers
to the questions.
14
Creativity is characterized as involving the ability to think flexibly, fluently,
originally, and elaborately (Guildford, 1986 & Torrance, 1974 in Egbert, 2009). Flexibly
means able to use many points of view fluently means able to generate many ideas.
Originally implies being able to generate new ideas and elaborately means able to add
details. Creativity is not merely a set of technical skills, but is also involves feelings,
beliefs, knowledge and motivation.

Seven Creative Strategies (Osborn, 1963).These have been simplified into fewer
categories. To be creative, one can use any of these strategies.

1. Substitute – Find something else to replace to do what it does.

 2. Combine – Blend two things that do not usually go together.
3. Adapt – Look for other ways this can be used.
4. Modify/Magnify/Minify – Make a change, enlarge, and decrease.
5. Put to another use – Find other uses.
6. Eliminate – Reduce, remove.
7. Reverse – Turn upside-down, inside out, front-side back. All together, the
strategies will be labelled as SCAMPER.

What should teacher do to support student creativity? Here are some suggestions:

1. Provide an enriched environment.

2. Teach creative thinking strategies.
3. Allow learners to show what they can do.
4. Use creativity with technology.

Further, teachers can do the following to develop and enhance critical thinking,
problem and creativity. As a future teacher, try these suggestions.

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, or drawing.
4. Use real experiences and material to draw tentative decisions.
5. Involve students in creating and questioning assessment.

To do these, the teacher should see to it that right questions are asked, student’s
tasks should be appropriate to the levels of challenge and curiosity is encouraged.

There are several critical thinking tools and technology software that can support
critical thinking skills. Some of these you will encounter in the succeeding lessons:

1. Encourages digital production projects

2. Popularizes e-learning modalities
3. Enhances global awareness and citizenship

15

ACTIVITY 1: Experience as a Learner

Write a paragraph about your personal experience on how technology has influenced your
life as a learner from elementary, high school and college.

How Technology Influenced My Life as a Learner

 ACTIVITY 2: Expectations as a Future Teacher

Write a paragraph on how you are going to use technology when you will become a
teacher?

How will I use Technology When I Become a Teacher

16

MODULE 2
ICT POLICIES AND ISSUES
IMPLICATIONS TO TEACHING
AND LEARNING

LESSON:
1. Policies and Issues on the Internet and Implications to Teaching
 and Learning
2. Safety Issues Including Digital Safety Rules

LEARNING OUTCOME:
At the end of the lessons, the students should be able to:

∙ Discuss some ICT policies and explain their implications to

teaching and learning;

∙ Explain some issues that relate to ICT policies; and

INTRODUCTION

Globalization is a reality and ICT has become a fundamental part of the process. A
networked society is one in which the entire planet is organized around telecommunicated
networks of computers. The powerful use of network has broken boundaries, provided
opportunities for inclusion and collaboration. However, there will also be a struggle for those
who do not have access or those who are excluded, marginalized and powerless. Thus, a need to
establish policies in the use of ICT is imperative.
As the Department of Information, Communication and Technology (DICT) says: “The
future has arrived. Now we have to ensure that we have a place in it.”

17

LESSON 1
POLICIES AND ISSUES ON
INTERNET AND IMPLICATIONS
TO TEACHING AND LEARNING
 EXCITE

New technologies have become central to the lives of every individual in this planet.
Whether you are talking on the phone, sending electronic mail, going to the bank, using the
library, watching news on television, going to the doctor, catching a flight, or seeing a movie,
you are using ICT. Almost everything that we do in the modern world is influence by the new
technologies.
Would your life as a teacher be also influenced by the new technologies?
Should we leave our lives to be control by technology or should we control the utilization
of technology in our lives? How?

EXPLORE
One way of enhancing and regulating the use of ICT is to formulate and implement
policies to guide appropriate decisions.

Definition of ICT Policy

The Oxford English Dictionary has defined “policy” as a course of action, adopted and
pursued by a government, party, ruler, statesman. It is any course of action adopted as expedient
or advantageous. Its operational definition of policy is a plan of action to guide decisions and
achieve outcomes.
Thus, ICT Policies are needed to put a roadmap or course of actions to be pursued and
adopted by various governments, organizations, entities involving ICT. These include principles
and guidelines in the use of ICT, which cover three main areas: telecommunications (telephone),
broadcasting (radio and television) and Internet.

The New ICT Technologies

More recent technological innovations increased the reach and speed of communications
which can be grouped into three categories:
1. Information Technology – includes the use of computers, which has become indispensable
in modern societies to process data and save time and effort. What are needed will be
computer hardware and peripherals, software and for the user, computer literacy.

18
2. Telecommunication technologies – include telephones (with fax) and the broadcasting of
radio and television often through satellites. Telephone system, radio and TV broadcasting
are needed in this category.
3. Networking technologies – the best known of networking technologies is Internet, but has
extended to mobile phone technology, Voice Over Internet Protocol (VOIP) satellite
communications and other forms of communications are still in their infancy. In addition
 to Internet, this category also includes mobile telephone, cable, DSL, satellite and other
broadband connectivity.

The DICT Roadmap

In our country, the Department of Information and Communication Technology (DICT)
has formulated a roadmap to guide all agencies in the utilization, regulation and enhancement of
ICT. Each project has corresponding policy statements and guidelines.
The ICT for Education (ICT4E) is a program under the DICT that supports all the efforts
of the education section in incorporating the use of ICT as well asin determining and gaining
access to the infrastructure (hardware, software, telecommunications facilities and others) which
are necessary to use and deploy learning technologies at all levels of education. Among the
policy recommended programs that have applications to education teaching-learning are:
1. ICT in Education Masterplan for all levels, including a National Roadmap for Faculty
Development in ICT in Education. A National Framework Plan for ICTs in Basic
Education was developed.
2. Content and application development through the Open Content in Education Initiative
(OCED which converts DepEd materials into interactive multi-media content, develop
applications used in schools, and conduct students and teachers competitions to promote
the development of education-related web content.
3. PheDNET, is a "walled" garden that hosts educational learning and teaching materials and
applications for use by Filipino students, their parents and teachers. All public high
schools will be part of this network with only DepEd-approved multi-media applications,
materials and mirrored internet sites accessible from school's PCs.
4. Established Community eLearning Centers called eSkwela for out-of-school youth (OSY)
providing them with ICT-enhanced alternative education opportunities.
5. eQuality Program for tertiary education through partnerships with state universities and
colleges (SUCs) to improve quality of IT education and the use of ICT in education in the
country, particularly outside of Metro Manila.
6. Digital Media Arts Program which builds digital media skills for government using Open
Source technologies. Particular beneficiary agencies include the Philippine Information
Agency and the other government media organizations, the Cultural Center of the
Philippines, National Commission for Culture and Arts and other government art
agencies, State Universities and Colleges and local government units.
7. ICT Skills strategic plan which develops an inter-agency approach to identifying strategic
and policy and program recommendations to address ICT skills demand- supply type.
All the seven programs were guided by the roadmap that embeds policy statements that
relate to education specifically in the enhancement of human development for teaching and
learning.

Some Issues on ICT and Internet Policy and Regulations Global Issues
Access and Civil Liberties are two sets of issues in ICT Policy which are crucial to the
modern society. The other concern is civil liberties which refer to human rights and freedom.
These

19
include freedom of expression, the right to privacy, the right to communicate and intellectual
property rights.
Access to the Use of Internet and ICT. Access means the possibility for everyone to use
the internet and other media. In richer countries, basic access to internet is almost available to all
with faster broadband connections. There are still countries where access to internet is still a
challenge.
Infringement to Civil Liberties or Human Rights. What are specific internet issues on
internet policy that have relationship to civil liberties or human rights? Let's study the examples
that follow.

Issue No. 1: Freedom of Expression and Censorship

Under international human rights conventions, all people are guaranteed the rights for free
expression. However, with the shift from communicating through letter, newspapers and public
meetings to electronic communications and on-line networking, a need to look into how these
new means modifies the understanding of freedom of expression and censorship.
The UN Universal Declaration of Human Rights provides that everyone has the right to
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.
Some examples are the following:
1. Individual rights are given up in order to have access to electronic networks. Microsoft
Network's (MSN's contracts provide protection of individuals like "upload, or otherwise
make available files that contain images, photographs or other materials protected by
intellectual property laws, including but not limiting to copyright or trademark laws,
unless you own or control the rights thereto or have received all necessary consentsto do
the same. " However Microsoft reserves the rights, in its sole discretion, to terminate
access to any or all MSN sites or services.
2. Censorship restricts the transmission of information by blocking it or filtering the
information. Blocking 1s preventing access to whole areas of internet based upon the
"blacklist" of certain Internet address, location or email addresses while filtering is sifting
the packets of data or messages as they move across computer networks and eliminating
those considered “undesirable” materials. The selection of sites that are blocked or filtered
has been considered as an issue.
3. Defamation actions may be used to silence critics. This action deters the freedom of
expression.

Warning!!!
"When you are surfing the web, you may think you are anonymous, but there are
various ways that information about you or your activities can be collected without your
consent."

Issue No. 2: Privacy and Security

Privacy policies are an issue. Most commercial sites have a 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.
There are several types of privacy as shown by the following examples:

20
1. For most, privacy means "personal privacy" the right of individuals not to have their home,
private life or personal life interfered with.
2. Privacy of communication refers to the protection from interference with communication
over the phone or internet. Respect for privacy of communications is an essential
 prerequisite for the maintenance of human relationship via technological communications
media.
3. Information privacy is related to the use of computers and communications system which
are able to hold and process information about large numbers of people at a high speed. It
is important to ensure that information will only be used for purposes for which it was
gathered and will not be disclosed to others without consent of the individuals.

Issue No. 3: Surveillance and Data Retention

The use of electronic communications has enhanced the development of indirect
surveillance. In the indirectsurveillance, 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 isthe use of personal information to monitor
a person’s activities while data retention is the storage and use of information from
communication systems. There is very little that can be done to prevent surveillance. What can
be done is to change the methods of working to make surveillance difficult. This is called
“counter surveillance” or “information security” if it refers to computers and electronic
communication.

Issue No. 4: E-pollutants from E-waste

Large amount of e-waste is generated by ICT. These are in particular, terminal equipment
used for computing (PCs, laptops), broadcasting (television and radio sets), telephony (fixed and
mobile phones), and peripherals (fax machines, printers and scanners).
The accumulated e-waste is due to rapid turnover 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 in
both developed and developing countries. A very dismal state is that there is a significant amount
of electronic waste that has been shipped from industrial countries to developing countries, using
less environmentally- responsible procedure.
Remedies include 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 are selling must be required. If not
controlled then, e-waste will tremendously affect climate change, damage human lives, and
overload the capacity of the earth in carrying solid waste.

Implications to Teaching and Learning

How do the policy guidelines, projects and issues relate to the teaching and learning?
There are great implications of this lesson to both the teachers who are teaching and the
learners who are learning. A few of these are as follows:
For the Teachers and Teaching
1. Guide the teachers on what they should teach that relate to ICT, and how to teach it.
Since ICT development comes so rapid and fast, teachers might be overwhelmed
by its rapid speed. Temperance in its use is a caution that should be looked at.
2. Technology should never replace any human teacher. The tools are support
instructional materials for the teachers which are available for use. The teacher
21
should learn how to appropriately use them. The human touch of the teacher is still
a vital component in teaching. Teachers should always be reminded that there are
always limitations in the use of the different gadget and tools.
 3. There are rules and regulations 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.
4. All the issues and many more shall be part of the teaching content as each teacher
will be encouraged to use technology in teaching.

For the Learners and Learning

st
The learners of the 21 century are even more advanced than some of the
teachers. However, learners still need guidance on how to use, regulate technology use.
As there are positive and negative effects of technology use learners should know the
difference. Learners should not only know the benefits of technology use, but they should
also know how they can be protected from the hazards that technology brings to their
lives.
Learners should take advantage of the potential of learning support they Can
derive such as the development of higher order thinking skills, the development of
learning communities through collaboration, the enhancement of skills to manage the
vast resources as 2 century learners and many more.
Both the teachers and learnersshould be mindful of the e-waste that are being
thrown away to the land and to the atmosphere. Thus, safety in the use of technology shall
be presented in the next lesson.

ACTIVITY

Assume yourself as an investigator who would like to inform your learners and
co-teachers about the current issues on technological use.
Search the web and find out articles or cases about:
1. Freedom of expression and Censorship
2. Privacy and Security
3. Surveillance and Security
4. E-pollutants from e-waste

Choose only one article or case that you will work on. Use the template below to answer. Submit
your output to your teacher but be ready to share it with the whole class.

22
Title of the Issue: (Choose from A, B, C, D)
 Title of the Article:
Source:
Author:

Narrative Summary:

What lesson have you learned?

What suggestions can you offer?

Submitted by:

LESSON 2
SAFETY ISSUES ON THE USE OF
ICT INCLUDING E-SAFETY
RULES

EXCITE
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 school and at home. What are the
safety issues that are needed to be addressed by safety policy and guidelines? As future teachers,
do you need to know all of these?

EXPLORE
Some Risks in the Use of ICT and e-Networking

Technology is a phenomenon that seems to be uncontrollable. Despite the so many

benefits for teaching and learning, there are also negative effects or influence on the learners.
Hence as future teachers you have to be aware of how to safeguard learnersin the school
communities where
23
they spend most of their waking hours and also in their homes or facilitiesthat provide
opportunities to use digital technologies like Internet Cafes. Safeguard and protection should be
the primordial role of parents, teachers and schools. There are so many risks that we have to be
aware of in the use of digital technologies. These may include the following:

1. Exposure to inappropriate content, including on-line pornography, extremism (exposure to

violence associated with racist language);
2. Lifestyle websites like self-harms and suicide sites, and hate sites;
3. Cyber-bullying in all forms, receiving sexually explicit images or messages;
4. Privacy issues including disclosure of personal information;
5. Health and wellbeing (amount of time spent on-line, internet gaming and many more,
6. Prolonged exposure to on-line technologies, particularly at an early age; 7. Addiction
to gambling and gaming;
8. Theft and fraud from activities such as phishing;
9. Viruses, Trojans, spyware and other malware; and
10. Social pressure to maintain online networks via texting and social networking sites.

Minor Misuse of ICT

In school, some minor misuse made by learners include the following:

∙ Copying information into assignment and failing to acknowledge the
source (plagiarism and copyright infringement)
∙ Downloading materials not relevant to their studies
∙ Misconduct associated with subject logins, such as using someone else's password ∙
Leaving a mobile phone turned on during class period
∙ Unauthorized taking of pictures or images with mobile phone camera, still or moving

e-Safety

With all of the above concerns and many more, how do we confront all of these so as to
protect our future generation?

e-safety takes care not only of internet technologies but also of electronic communications
via mobile phones, games consoles and wireless technology. It highlights the need to educate
children and young people about the benefits, risks and responsibilities of using information
technology. Here are some issues of o-safety:

∙ e-safety helps safeguard children and young people in the digital world; ∙ e-Safety
emphasizes learning to understand and new technologies in a positive Way, ∙ e-safety
educates children about the risks as well asthe benefitsso we can confident online; and
∙ e-safety supports young learners and adults to develop safer online
behaviors, both in and out of school.

Network Management

1. Safety in the Use of Network in Schools

1.1. Make clear that no one should log on as another user.
1.2. Require all users to always log off when they have finished working
1.3. Maintain equipment to ensure health and safety.
1.4. Provide students with access to content and resources through guided e
learning.
1.5. Set up a clear disaster recovery system in place for critical data that include
secure, remote back up of critical data.
1.6. Secure wireless network to appropriate standards suitable for educational use.
1.7. Install all computer equipment professionally and meet health and safety
standards
24
1.7. Review the school ICT system regularly with regard to health and safety and
security.
2. Password Policy
2.1. Only authorized users will have individual passwords. Users are permitted to
disclose their passwords unless they got permission from the owner or
from the management. The equipment that keeps the personal information
shall be locked when unattended to prevent unauthorized not access.
2.2. Computers should be set to a time out if they become unused for a certain
period of time.

3. Personal mobile phones and mobile devices

3.1. All mobile phones shall be kept away in a box away from the children or
learners and access is only allowed at break-time or at the end of classes or
when needed during the class period.

4. Cameras
4.1. Taking pictures only from parents or caregivers and not from any other
family members or friend while the child attends class.
4.2. Any picture taken of children shall be on cameras solely for the purpose.

Setting Up an Educational Technology Room

Schools that plan to dedicate a room where the students can access technologies for
learning should include the following basic safety rules:
1. Provide tiltable tables. These tables can be tilted and adjusted to the height of the
users. 2. Provide anti-glare screen filters.
3. Provide adjustable chairs.
4. Provide foot support.
5. Make sure lighting is suitable.
6. Make sure work stations are not cramped
7. Plan work at a computer so that there are frequent breaks.

More specifically safety rules that can reduce risk of accidents in the working stations
should include:
1. No trailing wires across or around the room which people can trip on.
2. Electrical sockets should not be overloaded.
3. Electrical equipment should be safety-tested at least once a year 4 There should be
adequate space around desk for people tomove.
4. Bags and obstacles should be stored out of the way.
5. Food and drinks should not be placed near machines.
6. Heating and ventilation should be suitable for the working environment
7. Fire extinguishers should be available.
8. Fire exits should be clearly marked and free from clutter.

There are more issues, policies and rules. What have been presented in the lesson may be
the minimum that you should learn. As you explore some more and engage in the different
aspects of Technology for Teaching and Learning, you will find more details.

25
 ACTIVITY 1: Survey of the e-Safety Rules in Schools 1.
Interview the following persons:
a) ICT Manager/Coordinator
b) Student
c) Teacher
2. Ask the following questions for each:
a) Do you have an ICT facility in school? What compose this facility?
b) Who are allowed to use the facility?
c) What are the policy, guidelines and rules in the use of the facility? d) What
are the e-safety rules that need to be followed by any user? 3. Record all the
information. Separate the answers of an ICT Manager/Coordinator, Student and
Teacher.
4. What are the common in their answers? What are the different?
5. Submit your report.

ACTIVITY 2: Reflection

1. What have I learned?

2. What I want to now more?
3. What will I do with what I learned?

26
 MODULE 3
NON-DIGITAL AND DIGITAL
SKILLS AND TOOLS IN
DELIVERING TECHNOLOGY
ENHANCED LESSONS

LESSON:
1. Development and Use of Non-Digital or Conventional Materials
2. Selection and Use of ICT Tools and Apps in Teaching and
Learning
3. Creating e-Portfolio as a Technology Tool
4. Technology Collaborative in the Digital World
5. Digital Literacy Skills in the 21st Century

LEARNING OUTCOME:
At the end of the lessons, the students should be able to:

∙ Integrate media and technology in various content areas;

∙ Describe technology tools that are used in groupedactivities;
∙ Use technology tools to collaborate and share resources among
communities of practice; and
∙ Reflect on the use of technology and on its relevance and
appropriateness.

INTRODUCTION

Teaching becomes rewarding when learners get the most from instruction as manifested in
their performance. An important element in engaging learners is when the strategy used in
delivering the lesson uses an instructional material. When properly and appropriately used, it can
spice up a classroom activity.

These instructional materials may come in varied forms. One group refers to the
conventional and non-digital tools. A classroom will always need a chalkboard or a writing board
that may come in varied forms and shapes. Bulletin boards, flip charts, dioramas, puppets,
terrarium, and the like, will always find their significance in any classroom. However, nowadays,
lessons can be made more relevant and engaging for learners as digital tools are integrated. This
Module presents both non-digital and digital tools. Explore the possibilities of learning about
these tools and how to effectively integrate them in instruction.
 27

LESSON 1
DEVELOPMENT AND USE OF
NON-DIGITAL OR
CONVENTIONAL MATERIALS

EXCITE

The teachers need instructional materials to enhance teaching and learning 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). Examples of instructional materials are
drawings, kits, textbooks, posters, magazines, flip chart, newspapers, diorama, pictures, recording
videos and the like.

Instructional materials have several roles in teaching and learning which include the
following: (1) they promote meaningful communication and effective learning. (2) they ensure
better retention, thus making learning more permanent; (3) they help to overcome the limited
classroom by making the inaccessible accessible; (4) they provide a common experience upon
which late learning can be developed; and (6) they encourage participation especially if students
are allowed to manipulate materials used (Brown et al., 2005; Effiong & Igiri, 2015).

On the web: Watching the video

Please watch this video YouTube. This is about the Low-Cost and low-Tech Resources for
the classroom.

Video Link: https//www.youtube.com/watch?v=XCKQP7zzYjU

After watching the video clip, answer the following questions:

1. How do you develop simple instructional materials as shown in the video?

2. Complete the table that follows on the appropriate instructional materials to be used based on a specific topic.
Learning Area”
 Topics Sample Instructional Materials

28

EXPLORE

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. The primary aim of teaching materials is to provide the teachers the layout of the
way for teaching in the classroom.

It is important to understand how to develop instructional materials. Instructional

materials refer to any preexisting materials that are being incorporated, as well as to those that
will be specifically developed for the objectives (Haigler, 2014). There are also several factors to
consider in developing instructional materials:

1. Develop a story board and working outline based on the subject goals and objectives. 2.
Identify existing institutional resources including materials and teachers capability. 3. The
teacher may research off the shelf materials that have been developed by others to determine
if their approach could be useful.
4. Explore the possibility of adapting concepts of other teachers without infringing on
anyone's copy protected design.
5. Modify existing materials based on the objectives of the lesson.
6. If the instructional materials are effective, you can share them with other teachers.
7. The teacher developer can also sell her/his materials available.

Instructional materials are a great help in stimulating and facilitating the learning to 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. All audio- Visual materials have positive
contributions to language learning as long as they are used at the right time, in the right place. In
the teaching and learning process, learners use their eyes well as their ears; but their eyes are
basic in learning.

1. Diorama

It will make the classroom to be creative and innovative. It is a fun way to build an
exciting scene in a small space. 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. In developing diorama, you will: (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'll need and gather your supplies, and (5) select a container or box.
 https://www.google.com/search?q=diorama+FOR+TEACHING&tbm=isch&ved=2ahUKEwji-_2rnNryAhUtzIsBHcLFBJgQ2-
cCegQIABAA&oq=diorama+FOR+TEACHING&gs_lcp=CgNpbWcQA1CYkQNY0qEDYIikA2gAcAB4AIABAIgBAJIBAJgBAKABAaoBC2d3cy13aXota
W1nwAEB&sclient=img&ei=6ZQtYaLjPK2Yr7wPwouTwAk#imgrc=J8q7lgluFAiAOM

29
2. 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. Children love to follow the natural changes
that the world offers each month and classroom decorations reflect these.

https://www.google.com/search?q=NATURETABLE&tbm=isch&ved=2ahUKEwjJ9oPKnNryAhUNKqYKHcITDn4Q2-
cCegQIABAA&oq=NATURETABLE&gs_lcp=CgNpbWcQAzIGCAAQChAYOggIABCxAxCDAToICAAQgAQQsQM6BQgAEIAEOgQIABBDOgcIABCxAxBDOgYIABAFEB5Q6dsyWOO
LM2CJjzNoAXAAeASAAZIKiAHSRZIBCzEuNC0xLjUuNS4xmAEAoAEBqgELZ3dzLXdpei1pbWewAQDAAQE&sclient=img&ei=KZUtYYk
jdSYBcKnuPAH#imgrc=P5SmAuVRweW8IM

3. 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.
Suggestions on Using the Writing Board:
1. Keep the board clean.
2. Use chalk or pens that contrast with the background of the board so that
students can see the information clearly.
3. Make text and drawings large enough to be seen from the back of the room.
4. Prepare complex drawings in advance (if very complex, an overhead
transparency or 35 mm slide may be preferable).
5. Underline headings and important or unfamiliar words for emphasis.
6. Do not talk while facing the board.
7. Do not block the students' views of the board; stand aside when writing or
drawing is completed.
8. Allow sufficient time for students to copy the information from the board.
https://www.google.com/search?q=WRITING+BOARD&tbm=isch&ved=2ahUKEwjmy6j3n9ryAhUez4sBHcHnBsEQ2-
cCegQIABAA&oq=WRITING+BOARD&gs_lcp=CgNpbWcQAzIFCAAQgAQyBQgAEIAEMgUIABCABDIFCAAQgAQyBQgAEIAEMgUIABCABDIFCAAQgA
QyBQgAEIAEMgUIABCABDIFCAAQgAQ6CwgAEIAEELEDEIMBOggIABCABBCxAzoICAAQsQMQgwFQva0UWPPFFGCnyxRoAHAAeACAAdwBiAHeE
5IBBTAuOC41mAEAoAEBqgELZ3dzLXdpei1pbWfAAQE&sclient=img&ei=rZgtYabBEZ6er7wPwc-biAw#imgrc=Hb7J5zt8uy1VCM

30
4. Flip chart
It is a large tablet or pad of paper, usually on a tripod or stand.
Suggestions on Using Flipchart:
1. Use wide-tipped pens or markers; markers with narrow tips produce printing
that is difficult to read.
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 borders to improve the appearance of the
page.
5. Use bullets (●) to delineate items on the page.
6. Leave plenty of “white space” and avoid putting too much information on one
page. (Crowded and poorly arranged information is distracting and difficult to
read).
7. When pages are prepared in advance, use every other page. If every page is
used, colors will show through and make text difficult to read.
8. Have masking tape available to put pages up around the room during
brainstorming and problem - solving activities.
9. To hide a portion of the page, fold up the lower portion of the page and tape it.
When ready to reveal the information, remove the tape and let the page drop 10.
Face the student, not the flipchart while talking.
https://www.google.com/search?q=FLIP+CHART&tbm=isch&ved=2ahUKEwiP6MGZodryAhU0NaYKHQiOAewQ2-
cCegQIABAA&oq=FLIP+CHART&gs_lcp=CgNpbWcQAzIHCAAQsQMQQzIECAAQQzIFCAAQgAQyBQgAEIAEMgQIABBDMgUIABCABDIFCAAQgAQyBQgAE
I
AEMgUIABCABDIFCAAQgAQ6CAgAEIAEELEDUNu_EVjDzhFg09QRaABwAHgAgAHYAogBlBiSAQUyLTMuN5gBAKABAaoBC2d3cy13aXotaW1nwAEB&sclient
=img&ei=AZotYc_jGrTqmAWInIbgDg#imgrc=ks-fjpKnnvIAFM&imgdii=elT-Ci3MlpU-BM

5. 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. Each
board can be of a different type, for example, a whiteboard, a chalkboard, a flannel board and
so on. The size of the boards for the zigzag multi-board depends on what you want to use
them for.

31

https://www.google.com/search?q=zigzag+board&tbm=isch&ved=2ahUKEwiLsZGdp9ryAhUJB5QKHT1oAZIQ2-
cCegQIABAA&oq=zigzag&gs_lcp=CgNpbWcQARgAMgQIABBDMgUIABCABDIECAAQQzIECAAQQzIICAAQgAQQsQMyBAgAEEMyBAgAEEMyBAgAEE
MyCwgAEIAEELEDEIMBMgUIABCABDoHCAAQsQMQQ1DMDFj0GWDcK2gAcAB4AIABpgOIAeQOkgEHMi0yLjMuMZgBAKABAaoBC2d3cy13aXotaW1
nwAEB&sclient=img&ei=U6AtYcu7J4mO0AS90IWQCQ#imgrc=aH3xIR5UaPPu-M

6. Wall display
Displaying items on a classroom wall is a well-known, tried and tested educational method. 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. In a classroom, the display can consist of the
students' own work. In development work it can be used to convey information to the
 community.

https://www.google.com/search?q=teachers+wall+display&tbm=isch&ved=2ahUKEwjysoGip9ryAhWvyIsBHUuQCu0Q2-
cCegQIABAA&oq=teachers+wall+display&gs_lcp=CgNpbWcQAzoECAAQQzoFCAAQgAQ6CAgAELEDEIMBOggIABCABBCxAzoHCAAQsQMQQzoGCAAQ
BRAeOgYIABAIEB46BAgAEB46BAgAEBg6BggAEAoQGFDSpglY9cIJYKvHCWgAcAB4AIABwQOIAd4rkgEJMC43LjguMy4zmAEAoAEBqgELZ3dzLXdpei1
pbWfAAQE&sclient=img&ei=XaAtYbKQNa-Rr7wPy6Cq6A4#imgrc=Kk0wV3j8ZuEFBM

7. Rope and Pole display 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. 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.

Guidelines when designing conventional instructional materials:

1. Unity – Use only one idea for each visual aid and include a headline.
2. Simplicity – Make ideas and relationships simple and easy to recal1. 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 type style and art style
5. Clarity – Avoid type that is too small to read, avoid all caps.
6. Quality – Make it neat and professional, and remember to proofread.

32

https://www.google.com/search?q=Rope+and+Pole+display+board&tbm=isch&ved=2ahUKEwioi8Ptp9ryAhUay5QKHWd9CXUQ2-
cCegQIABAA&oq=Rope+and+Pole+display+board&gs_lcp=CgNpbWcQAzIECAAQQzIFCAAQgAQyBQgAEIAEMgUIABCABDIFCAAQgARQ5O0LWOTtC2D
X_wtoAHAAeACAAaAFiAGgBZIBAzUtMZgBAKABAaoBC2d3cy13aXotaW1nwAEB&sclient=img&ei=_KAtYaidDpqW0wTn-qWoBw#imgrc=10X__5PIIwiZeM
 ACTIVITY 1: Discussion

1. Give the importance of the following in the teaching-learning process.

a) Flipchart:
__________________________________________________________________
__________________________________________________________________ b)
Wall display:
__________________________________________________________________
__________________________________________________________________ c)
Chalkboard:
__________________________________________________________________
__________________________________________________________________ d)
Diorama:
__________________________________________________________________
__________________________________________________________________ e)
Nature table:
__________________________________________________________________
__________________________________________________________________

2. Surf in the internet some additional non-digital instructional materials. Cite your
references.

33

ACTIVITY 2: Development of Instructional Materials

Develop instructional materials based on your field of specialization and topic discussion.
Below are the rubric for rating your project.
Needs Good Very Rating
Improveme (2) Good
nt (1) (3)

1. The instructional materials

explicitly identify the learning
objectives.
 2. The instructional materials support
teachers in helping students identify,
examine, and consider learning
objectives.

3. The instructional materials support

teachers in helping students articulate
their initial ideas about the lesson.

4. The instructional ask students to

demonstrate their understanding
about the lesson.

5. The instructional materials

provide students to ask question.

TOTAL

LESSON 2
SELECT AND USE ICT TOOLS
FOR TEACHING AND LEARNING

EXCITE
Look inside your bags or your pockets and find out the kind of gadgets you carry.

The class can draw answers to the following questions:

1. What do the information gathered tell about the group?
2. How would gadgets affect teaching or learning of content?

These ICT tools, gadgets or equipment interface with your ways of living. You use them
to communicate, you think using them, or you create something with them. Others know where
your present location is or who your friends are. Technology works like a passage that allows the
world to see you or permits you to get to see others as well.
34
How do you describe yourself teaching a lesson inside the classroom? What will you do
to engage student learning? Will you use technology? Why or why not?

If you will employ digital tools and gadgets such as mobile phone, iPad or tablet, or the
usual multimedia projector in teaching, how will you use them? In what ways will you use blogs
or wiki space in your lesson? Can Facebook be useful in instruction?

EXPLORE

The current systems employ technologies by integrating ICT tools and applications in
education and in instruction. ICT stands for Information and Communications Technology. This
refers to various tools and devices or gadgets used in communicating, disseminating, and
creating, storing and managing information. It is important that learners understand how to use
these tools in helping them learn.

A great part of learning is working on information and using it to create something that
can be useful and edifying for humanity. Since the intention of education is to make learners
become useful and productive citizens, the use of ICT tools can provide a lot of possibilities on
how learners can do something with what they know. Teachers can therefore employ ICT replace
tools in their ways of engaging learners by communicating, disseminating, and managing
information. This direction of integrating ICT tools will reveal the usefulness of employing ICT
Tools in a wider range of the teaching and learning process.

It is not necessarily the presence of advanced technology or the use of ICT tools that can
ensure the success in engaging leaners, butit remains that the effective use of ICT tools depends
on how the teacher will use them. There is a variety of ICT tools from, which to choose. When
employed appropriately, the potentials of their uses can have bearing on the lesson and the
learners' engagement in the process of learning. In instruction, the ICT tools can be used in the
presentation of the lesson, demonstrating a point or presenting a concept. There are tools that can
be used in providing practice or provide the chance to apply the skills taught. Even when
working as a team or a group, tools can be employed to facilitate the accomplishment of the task
during the class or even after beyond the face-to-face session.

Figure 1. ICT in Education

35
Looking at the figure above, 1CT integration in education allows ease of processing of
information, effective accessibility to resources, easy sharing of resources, expression of
creativity and effective collaboration. All these are easily done using the gadget you have in your
pockets or backpacks.

Let me walk you through the selection and use of a digital tool and how you can integrate
it in your lesson.

A. Using Mobile Phone and the QR Code

Since ICT integration allows ease of processing of information, here's an example of how
we can read information at a quicker speed and in an interesting manner.

Have you seen a symbol like this one below? This is now popularly used in different
products, reading materials, and even in museums. This is a QR code.

What is a QR Code?
Are you familiar with a QR Code?

Familiarize yourself with a QR Code. It is a code that was created by a Japanese

corporation Denso-Wave in 1994. Effectively and efficiently connecting the physical world with
the electronic world, QR stands for Quick Response.' it allows the readers to decode the
information at a high rate of speed. This is popular in Japan and it is also used by companies as
they attach their QR code in their products. It usually gives a URL linking you to a website or
immediately provides the salient information about the product.

You can easily read QR codes through a QR code scanner. Here is all you need to do:
1. Have a mobile phone with a camera;
2. Using the mobile phone, download from Playstore or App Store the QR Code
Reader/Scanner application. Choose an appropriate QR code reader for your operating
system whether 10S or Android. Once installed in your gadget, you can use it to read
the codes.
3. Focus your camera on the QR code. Click it and the message will be revealed toyou.

More interesting than reading QR codes is creating your own QR codes. How will you make your
own QR Code?

HOW TO MAKEA QR CODE

Step 1: Be online.
Step 2: Search for QR Code .generator and ensure that information & about the
application. This is important to ensure your safety in the internet. There are tons
of QR code generators out there, but a few of the most popular include Kaywa,
GOQR.me, Visualized, and QR Stuff. There are many FREE applications online
and therefore you can take this chance to use them.
Step 3: Once you have identified your free online QR Code Generator, you can now encode
36
the text or the information that you want.
Step 4: Run it and save it as a jpeg file. Now, you have successfully created your own
code which you can download.
Step 5: Test the QR code using your QR Code reader or scanner.

ACTIVITY 1: Self-Introduction
Using your QR Code Reader or Scanner, find out the given text encoded in the QR
 code. Dyadic Work: Perform the instruction and share what you have
read.

Take a look at the table on ten interesting ways to integrate QR Codes in your teaching. Were you
able to think of something similar?
Ten Interesting Ways to Integrate QR Codes in Your Teaching

Create Interactive and Engaging Content Scavenger Hunts

You can enrich the content you Create an interactive classroom activity
teach in a class by using QR Codes that such as the Scavenger's Hunt by using QR
link to other readings and resources. You Codes that provide directions or QR Codes
can link to a pdf, a video production, a that provide directions or instructions
website, a document, or an audio file resulting in better learner engagement.
among others.

Share Resources Enhance Classroom Library

Learners can use QR Codes to Create QR Codes of students' brief

share educational resources with each write-ups about why they enjoy their book
other (e.g. lecture notes, web content, and put them right in or on the books in
how-to-do videos. the class library. Students can use these
QR Codes to find out more about the
books.

Use in Classroom Activities Gather Students Feedback

The QR Code can be used in giving You can create surveys, polls, and
instructions in class and pin them up forms using google form and share them
inside the classroom instead of providing with students as QR Codes which can be
them with thick copies of printed materials easily scanned and accessed.
giving instruction on how to do an
activity.

Provide Help With Homework Research Project

A detailed instruction can be made Make students create QR Codes

into a QR Code which students scan at linking other resources and web content to
home and use the information to help their research work.
them comply with their assignments.

Communicate with Parents or Partners Provide Easy Access to Online Content

37
 You can share information to Create QR Codes with URLs for
parents on school events or activities in students to gain easy access to online
school. You can also put it in a webpage resources. Sometimes when a long URL
for parents to get information or include is given, learners may copy a broken
it in newsletters, permission slips, etc. URL version hence, resources become
You can have them printed as magnets inaccessible.
and parents can get the information.
However, be sure to orient the parents
on how to use QR Codes.

ACTIVITY 2: Decode Me

Let’s test whether your QR Code reader works. Scan the following QR Codes and provide
appropriate responses in the space provided.

1.

2.

3.

4.
38
 5.
B. Using Laptop and the Infographics
There is an apparent deluge of information around and access to these is made easier
through the internet. You are faced with one major question on how to best interpret it all and put
it into one cohesive information that is quick and clear to read.

In the teaching and learning context, you may be faced with a challenging topic given a
short amount of time. How can you capture and deliver that information simply and effectively
while making it engaging and informative as well? Infographics are an immediate answer to this
situation. The infographic is another interesting tool to use in instruction.

As a group, study the infographic and agree on a definition of the tool.

(Source: Customer Magnetism Internet marketing Agency https://www.customermagnetism.com/what-is-an-infographic/)

An infographic is 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.

If it is used to market products in the increasing visual world, then 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). It

has several infographics template for education. You can try out the free design elements and
produce one just like a professional infographic designer. You can start exploring this site and
familiarize yourself with its features. As a gentle reminder, please take time to read the
instructions and navigate around the features to get optimal use of it.

39
There is an apparent deluge of information around and access to these is made easier through the
internet. You are faced with one major question on how to best interpret it all and put it into one
cohesive information that is quick and clear to read.
 ACTIVITY 3: On your own

1. Look at this sample infographic. What

information is it giving?

2. What part of the design do you like?

3. If you will change it, describe how your

design will look?

There are many ways for which infographics can be used. Using

infographics: 1. To present survey data

Presenting statistical data such asfrom surveys can be overwhelming, Infographics

can be highly useful. Data are much easier to decode. They can be made easier and
quicker to understand if they are presented in an infographics. An example is given
below.

40
 2. To simplify a complex concept

Simplifying a complex idea is the core purpose of using an infographics. This is a

very effective educational tool as a way of summarizing key points or providing an
overview of a lesson.

3. To explain how something functions

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.

Below is an example of an infographic created by Jing Zhang (2018) that shows how the
phone works while incorporating a surreal element that appeals to the imagination of the reader.
Each component of the phone is accurately revealed.

https:/dribble.com/shots/1075558-how-your
iPhone-is-made by Jing Zhang

41
 4. To compare

Presenting information by highlighting similarities and differences through a visual

parallel in an infographic can turn out more effective than sometimes expressing it in words. It is
easier to draw comparisons with the same information neatly organized.

Assess the given the infographic of a superhero Batman from the time it was conceived in
1939 to 2013.

(Source: Image: Bob Al-Greene, Mashable Design by @emillendo)

Would you say that it is effective? Why or why not? _______________________________

What are the key elements that the designer clearly employed to show a visual starting
point?________________________________________________________________________

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 the information into visual image that can
attract and engage readers.

If there is a written text, the information may notstand out compared to when it is
presented in this format. Information written in snippets becomes understandable and more
appealing to the eye.

You may view the video blog of Sara McGuire on The Top 9 Types of Infographic
Templates and When to Use Them (https://venngage.com/blog/9-types-of-infographic-template/)

How will you make your own Infographics? You need the following:
1. You need to be online.
2. Using the PC, laptop or mobile phone, search for Camva, Vismen or Venngage among
others.
3. Create or sign up an account if you still do not have one in order to design your own
infographics.
4. Procedure:
Step 1: Choose the most suitable template for your use from the library.
Step 2: You may use images from their file or upload your own pictures.
Step 3: Make cohesive layout containing correct and essential information.
Step 4: You can choose a background and font styles.
Step 5: You may change the color of boxes and the text to suit your style and add
stunning filters to add flair
Step 6: Save the image of the infographics.
Step 7: Share the infographic you have created
 42

ACTIVITY 4: Creating Infographic

Choose a lesson from a textbook. Identify a concept or segment of the lesson that you can
choose as a content material. Use the information by creating and designing an infographic that
captures the essential information using the steps you learned earlier. You may use Canva or any
other tools in the web. Be ready to share your output to the class.

Use the space provided for your plan and designs your infographic.

1. Lesson Title:

2. Concept being focused:

3. Identify bits of important information/facts /ideas for the content material.

4. Design an infographic that captures the essentialinformation.0 Expand your understanding

of using infographics.

Choose a lesson from a textbook. Identify a concept or segment of the lesson that you can
choose as a content material. Use the information by creating and designing an infographic that
captures the essential information using the steps you learned earlier. You may use Canva or any
other tools in the web. Be ready to share your output to the class.

C. Ipad/Tablet and the Online Bulletin Board

Creativity and collaboration are fun! A dull and boring bulletin board can be made
interesting when done online. Posts when done with themed backgrounds, stylish fonts, and
varied colors become attractive to the learners. An online bulletin board is a way of presenting
ideas with a twist and interest with no cost at all. Here's how:

Step 1: Search for https://padlet.com/

Step 2: Sign up or log-in using any of your social media account.
Step 3: If you want to make your own, click MAKE A PADLET.
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
Step 4: If you want to join 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.

ACTIVITY 5: Connect and Explore

Using your gadget, connect to the web and explore on the following educational
application tools.
1. Quiz Maker https://testmoz.com/
 2. Poll Maker http://www.proprofs.com
3. Storytelling Online - http://www.storylineonline.net/

43
4. Rubrics Library- http://school. discoveryeducation.com/schrockguide/assess.html
5. Online Journal - http://penzu.com/
6. Mind Map Tool - https://www.edrawsoft.com/freemind.php
7. Interactive Poster - http://www.glogster.com/
8. Graphic Organizers http://www.educationoasis.com/printables/graphic
organizers/
9. Making a Podcast https://www.buzzsprout.com/how-to-make-a-podcast
10. Cartoon http://www.toondoo.com

LESSON 3
CREATING E-PORTFOLIO AS A
TECHNOLOGY TOOL

EXCITE
st
In 21 century instruction where independent learning is encouraged, the documentation
of a personal learning journey is a must. Such documentation can help the teacher monitor the
process and assess the product of learning. Doing this requires proper organization through a
portfolio.
Open your bag. How organized is it? Is everything kept in the right location? Can you
easily locate what you are looking for? Does it have pockets to keep your things? A cluttered bag
reflects a disorganized owner.
Learning is likened to it. If ideas are organized in a good location, learning is surely easier
and meaningful.

EXPLORE
Portfolios are one good means of keeping things in order. In a semester work, a learning
portfolio is a collection or Student work that exhibits students’ effort, progress, achievements and
competencies gained during the course. Portfolios may come in many forms. It can look like an
album or scrapbook or even a filer where the documents and evidences are kept. However,
nowadays, it is possible to have online portfolios by creating sites. This is also called the
ePortfolio or digital portfolio. This can be used as a digital archive that can contain the same
materials as a physical portfolio but can have more such as multimedia productions, relevant
online links or references, digital stories or video blogs, PowerPoint presentations, photographs
and other 1CT materials. The ePortfolio can be private or can be published and shared publicly to
stakeholders like parents and friends.

1. Student ePortfolios can evaluate students’ academic progress. They can inform the teacher
to adapt and use instructional strategies when pieces of evidence indicate that they are
 either learning or not. In other words, the construction of the ePortfolios should start from
the beginning and should be an ongoing process. They should not be reviewed only at the
end of the term but navigated around and provided feedback to let the students know how
they are doing.

44
2. Monitoring students’ progress can be highlighted in a portfolio. It may not only contain
finished products but also several versions on how the 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.

3. Portfolios document students' learning growth. They actually encourage the students' sense
of accountability for their own learning process. This may lead them to see that the learning
process is theirs and not anybody else's. This can make learners reflect from where they have
begun to how far they have developed. When they make decisions on what or what not to
include, they get engaged in the process of creating their own voice in their portfolio.

Creating an Online Portfolio Using a Site

There are many sites that can be used n creating an ePortfolio. One of which is the google
site. If you have a google account, you can start using the available applications. You can also try
weebly, or wix, among others.

Here is a sample of the google site used by a student in creating her ePortfolio.Steps in
constructing an ePortfolio

Steps in Constructing an e-Portfolio

1. Enter your Gmail account and look for Sites. If it is

the
first time that you have done this, you need to read
the
directions.

2. You scroll down and read further until you see the
icon
for Sites.

3. When you click it, it will lead you to 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, images or
Jpeg files that you want to upload in the pages of the
ePortfolio.

45
Parts of an ePortfolio

Just like a book, the ePortfolio has pages or sections. The organization can follow a
chronological order based on the activities that you go through or you can have a thematic
arrangement. Whatever you choose, it will be a display of your organizational skills.

Home Page
The first section is the Home or your cover page. This is the first thing that your
readers will see. So you need to introduce yourself and the objectives of your ePortfolio.
Usually, there are templates available and each provides sections. You can add personal
touches such as images or a change of color themes.

Pages
The pages that you can add depend on
how you would
like to organize your e-Portfolio. What is
important is that you
need to construct your e-Portfolio at the start of
the class. In that
way, you can have a fresh start as you try to be conscious in
documenting the activities and learning that goes with each
session.

When adding pages, click the icon and decide whether it will be parallel to your
Home Page or it will be under it. Just remember that when you have a template, there a
particular ways that the pages have been arranged. So, you are starting, it would not be
detrimental if you conform to the template.

Reflections
A major element in a portfolio whether it is online or not, is the writing of the
reflection. It is thinking-aloud, a way of documenting what they are thinking. How
students are processing the input and the application of what they have learned into an
activity or a project needs to be captured. With the pencil- and-paper test, the chance to
get a piece of their insights or realizations may be nil unless the teacher requires them to
do so. However, with the portfolio, they can show the process of their work. This can be
easily monitored.

Sometimes it is difficult to write a reflection and a structure can be helpful. There

are many models that can be used as a guide in writing reflections. One is the GibbS
reflective cycle model (1988).
 Figure: Gibb's Reflective Cycle Model (1988)

46
Gibb's reflective cycle has six stages.

Description. This initial phase in writing a reflection is very simple since you must need to
describe the activity or the experience to the reader. You can write a little about the background
on what you are reflecting about by including relevant and to-the- point details.

Feelings. Learners are involved in learning and an activity or perhaps lesson can trigger certain
feelings. So at this point, you can consider and think about how you feel at that time when you
were doing the activity having the experience. You need to discuss your emotions honestly about
the experience but not to forget that this is part of an academic discourse.

Evaluation. When evaluating, discuss how well you think the activity went. Recall how you
reacted to the task or situation and how others reacted. Was the experience a pleasant one or
otherwise? This is also a possible part where you can perhaps incorporate related readings of
other authors’ principles or theories.

Analysis. This part of the write up includes your analysis of what worked well and what have
facilitated it or what may have hindered it. You can also discuss related literature that may have
brought about your experience.

Conclusion. Now, you can write what you have learned from the experience or what you could
have done. If your experience is a good one, you can probably discuss how it can be ensured or
how you will further enhance a positive outcome. On the other hand, if the experience is
frustrating eliciting other negative feelings, perhaps you can discuss how those can be avoided in
happening as this leads to the next step -- Action Plan.

Action Plan. At the end of your reflection, you write what action you need to take so that you will
improve the next time such as consult an expert for some advice or read a book that will provide
answers to your queries. You make plans on how you can address what went wrong so that you
can take the right step to succeed in achieving the task. If you did well and feel g0od about it,
then you can plan out how you can further enhance a good work.

When showing examples of your work, you can upload word file, excel data, pictures,
jpeg or pdf files, PowerPoint presentations among others but, a brief description explainsthe
reason why the file in uploaded hasto be written. This will guide the readers as you also reflect on
how relevant or significant the material is to you.

What is great about writing a reflection is it allows you to embrace your own learning and
start taking accountability or it. After all, you owe it to yourself and no matter what the teacher
does inside the classroom, as a learner you can make the decision whether you Want to learn or
not. With an e-Portfolio, you try to capture your personal journey of learning.

(Adapted from: Gibbs, G. (1988) Learning by doing: a guide to teaching and learning
methods. OxJou: Furtner Education Unit.)

Administrating the e-Portfolio

Before publishing your e-Portfolio 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 share it.

Assessing an e-Portfolio using a Rubric

Evaluating an e-Portfolio using a rubric is a consistent application of learning

expectations, learning outcomes or standards. Itshould 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.

47
Students can see connections between learning (what will be taught) and assessment
(what will be evaluated) by making the feedback they receive from teachers clearer, more
detailed, and more useful in terms of identifying and communicating what students have learned
or what they may still need to learn.
Category Inadequate (1) Apprentice (2) Competent (3) Exemplary (4) Score

Selection of Most work Few work Most work All work samples
Work Samples samples are not samples are samples are are clearly and
related to the related to the related to the directly related to
objectives of objectives of objectives of the e the objectives of the
the e-Portfolio. the e Portfolio Portfolio. e Portfolio.

Use of Multimedia No use of audio/ The use of The use of audio/ The use of audio/
video, or audio/ visual/ visual/ visual/
graphics. The photographs is photographs is graphics
visual/ graphics included but included and / photographs
photos and used randomly appropriate. is
audio or video and without integrated
are distracting purpose. seamlessly into
from the work samples
content of the
randomly and
portfolio.

Reflection Reflections are A few Most of the All reflections

missing, and reflections reflections clearly describe
those that are describe why describe why why work
there do not work samples in work samples in samples in the
describe why the portfolio the portfolio portfolio
the work demonstrate demonstrate demonstrate
samples achievement. achievement and achievement and
demonstrate Most do not growth. Some growth. Reflections
achievement. include student's reflections also also include
ability to critique include student's student's ability to
their own work ability to critique critique their own
and provide their own work work and provide
suggestions for and provide suggestions for
enhancement. suggestions for enhancement.
enhancement.
 Creativity and Layout is The layout lacks The layout serves The layout serves
Purpose simple. purpose and style. its purpose and its purpose and
Pages/links are shows some shows creativity.
missing. creativity. The layout and
design is reflective
of organized
thinking.

Ease of Navigating Few links The site is The site has most The site has all
work. Little missing required required pages or required pages or
effort reflected pages or tabs, and tabs, and shows tabs, is
in quality and is poorly logical well-organized,
organization. organized. organization and labeled and is easy
labeling. to navigate.

Text Elements The e-Portfolio The e-Portfolio is The e-Portfolio is The e-Portfolio is
is difficult to often difficult to generally easy to easy to read. Fonts
read due to read read due to read. Fonts and and type size vary
due to inappropriate use type size for appropriately for
inappropriate of fonts, type size headings, headings
use of fonts, for headings, subheadings and , subheadings and
type size for subheadings and text. text allowing for
headings, text and font Color of ease of scanning.
subheadings styles. background, fonts, Color of
and text and Color of and links background, fonts,
font styles. background, fonts, generally enhance and links enhance
Color of and links allow the readability of the readability and
background, for readability of the text in most aesthetic quality
fonts, and links the text in most of the e Portfolio. throughout.
enhance ability of the e Portfolio.
of the text, are
distracting and
used in
consistently
throughout
the e
Portfolio.

Writing There are more There are 4 or There are few There are no errors
Conventions than6 errors in more errors in in grammar
grammar errors in grammar, an
mechanics grammar, mechanics d mechanics.
requiring major mechanics requiring minor
editing and requiring editing editing and
revision. and revision. revision.

TOTAL:

48

ACTIVITY 1: Creating an e-Portfolio

1. Create a Home Page and at least two other pages. Decide what the other two pages of your
class site will be for and label each one.
2. Be sure to introduce each page and upload materials as well.
3. Share your e-portfolio with others. To allow them to enter your site, click Share or
Sharing and Permission. This is your role now as your site administrator. You may
decide later to click Publish or open your site and your e-Portfolio for the, whole world to
see. When you finally publish, the moment you check google, you can be seen through
your e-Portfolio. In other words, you can be googled.

So just a precaution, when you are still building your e-Portfolio, you may limit access to
it. Consider fine-tuning the whole material by editing and checking uploaded materials. These
may need proper citations of resources, too.
 ACTIVITY 2: Self-Assessment
Using the rubric, assess your own e-Portfolio.

1. What score did yougive yourself?

2. Do you think you can still enhance your work?

3. How will you improve you work?

4. What plans do you have to enhance what you have created so far?

LESSON 4
TECHNOLOGY
COLLABORATIVE TOOLS IN
THE DIGITAL WORLD

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. They like to
connect to the social networking sites. Creating and producing something are what they prefer to
information inside the classroom. They like to be mobile either physically or virtually as they
traverse from point to point or site to site. Apparently they seem to be investing a huge amount of
their time in a digital social environment although become consumers of do rather than they can
be more self-directed in choosing what they want to learn, how they want to learn and when they
want to learn.

49

EXCITE
st
View the short video clip, The 21 Century Learner, if you have Internet connection.
Connect to: https://www.youtube.com/watch?v=cdxa98cy-Rw

Pay close attention to the message and write down key concepts or terms used to describe
the 21st century learner. Scribble all the words that can be recalled in the space provided.
 EXPLORE
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 you give them an issue to discuss which they can continue talking about even if
they are outside of the class. Students may continue the discussion and share information or come
up with an agreement by texting, emailing, chatting, or using the online document. Once they
have agreed, they can move to the next step of presenting their agreements or resolutions to the
whole class.

Normally in a regular classroom, teachers may have discouraged students from

conversing with classmates during individual work, but sometimes there are positive things that
can come out of it as students talk about the task assigned to them or as they work themselves of
a complicated task.

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 Realtimeboard,
among others. You need to explore each application to be familiar with the features.

1. Skype is a software application allowing you to do a videoconferencing for free. All you
need is to create an account and can be used for a video meeting.

2. Wiki is a software that allows you to create a page or a selection of pages designed to
allow you to post or write, 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 A task such as
Writing a paper together, planning a presentation or surveying 1deas from team members
can be managed by a wikispace that efficiently allows one to document the contribution
of each member in the team. Work can be extended virtually and asynchronously.

3. Blogging. In blogging, it is journaling your ideas 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.

50
a) Use weblog with a clear instructional objective. It is an opportunity to explore the
skill of communicating ideas. Like in a writing class, you can guide students on
materials and support on how to design the whole blog or upload materials and
support students in developing critical communication.
b) Guidance on what and how to post will be needed. Teach the students that the
blogging is for educational purposes and is different from a personal blog. Proper
or formal language variety should be used. A writing prompt would help to guide
your students’ posts.
 c) With easy access to information, a major obligation is to teach the students to use
multiple sources 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
contact information and too personal pictures. When writing blogs, you write your
reflections but safeguarding yourself is also an important consideration.
e) It may help if you can look for very good examples of blogs. There are online and
print publications that review blogs and you can use the information to guide you
toward getting good models.

4. Google Group or Google Form is an application that can be used in a collaborative

documentation of ideas contributed by members of the team. Having a google account will
come very handy and you can easily have access to a variety of applications.

ACTIVITY 1
Gather data from millennials by asking 20 respondents on how they want to learn. Gather
the needed information. Craft a simple questionnaire and gather information in a manner that
suits your preference. The following are options that you can pursue:

1. Conduct a survey using pen and paper.

2. Personally/ virtually interview your resource persons.
3. Let them answer the following: How do you want to learn?
By reading the textbook
By surfing the internet
By taking down notes
By listening to the teacher
Others (please specify):
4. Present data gathered using MS Word by showing the visual representation or the picture
and be able to explain it in class. You may use the online word cloud generator (e.g.
tagxedo, wordle, etc) or you may draw it manually if you do not have the access to an
internet. Below are examples of tagxedo.

5. Using a collaborative
tool, discuss and plan out your team's answers to the following

51
questions:
a) What have you realized after getting information about how the millennials learn
better?
b) As a pre-service teacher, what actions will you take as you prepare yourself to
handle these types of learners?
 c) How will you handle your lessonsin order that you will make 1earners become
more engaged and effectively take accountability of their own learning?

LESSON 5
DIGITAL LITERACY SKILLS IN
THE 21ST CENTURY

The 21st century has redefined digital literacy. It has broadened its perspective to include
other aspects of the 2ist context. These literacies include (1) Cyber Literacy or Digital Literacy,
(2) Media Literacy, (3) Arts and Creativity Literacy, (4) Financial Literacy, (5) Multicultural
Literacy or Global Understanding.

st
This topic will focus on digital skills and digital literacy as a response to the 21 Century
developments.

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 suggests
their digital skills.

However, are all students’ digital literates?

Thinking on how to use the digital tools, accessing information, and exhibiting ways of
st
working in a globally competitive contexts, together with skills in living in the 21 Century refer
to the digital literacies.

EXCITE

Do you feel confident when you search for information in the internet? Do you easily
locate relevant resources? Do you think you are capable of optimizing the use of the online tools
such as Facebook or google when studying or doing school work? How do you manage your
digital identity?

The skills you need to be able to perform well in the situations are known as ‘digital
st
literacy.’ In the 21 century, you need to be equipped with these skills to be abreast with the
demands in the workplace.

Take the Digital Literacy Skills Self-inventory and find out how confident you are when
working online by putting a tick mark [√]in the corresponding column.

52
Digital Literacy Skills – Finding, Using, Not Somew Very
Creating Information and Understanding Confident hat Confident
 Digital Practices Confide
nt

Selecting the right tool when you need to locate, use

or present information

Presenting your digital identity online

Identifying and communicating with an expert online

Using online tools and sites to search or share

information online

Recognizing owner of ideas and information found

online through citations

Distinguishing the search engines to get information

Knowing the information that can be searched in the web

Using the right key words to search for related

online materials

Using social networking sites as a source of information

Scanning or skimming a page of a site or a blog

among others to get the relevant information
quickly

Signing up in pertinent sites having experts and

authorities in the discipline to be updated with
information they can provide

Using materials in a variety online media (i.e.

videos, podcast, sites, among others)

Assessing the credibility of an online resource

Citing correct reference to other person’s work found

online

Using bookmarking to organize and legally share files

Posting comments to online forum, blogs or Vblogs, or

web pages while observing netiquette

Writing and posting online views or ideas suited to the

target readership or audiences

Collaborating with others online in creating and

sharing documents or presentations

Using multimedia to capture the information or message

(i.e. recording and editing a digital story, video or a
podcast

Communicating with others through online modality

(e.g. skype, forums, blogs, social networking sites,
etc.)

What have you realized after taking the Digital Literacy Skills Self-Inventory?
 EXPLORE
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 when images and non
verbal symbols try to capture the knowledge; (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; and (d) information literacy which refers to

53
the finding, evaluating, using and sharing of information.
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).
Study the varied digital literacies discussed below.

The Digital Literacies

Media Literacy – one’s ability to critically read information or content and utilize multimedia in
creatively producing communications.

Information Literacy – locating information from the web and interpreting while evaluating its
validity in order that it can be shared.

ICT Literacy – knowing how to select and use digital devices, applications or services to
accomplish tasks requiring the use of the internet.

Communications and Collaboration – one’s capabilities in being able to participate in the digital
networks in the teaching and learning context.

Identity Management – being able to understand how to ensure safety and security in managing
online 1dentity and foster a positive digital reputation.

Learning Skills – 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 – being able to link and participate in professional and research practices.

One important component of digital literacy is having an in-depth understanding of

st
concepts requiring essential core skills. These core skills are known as the Cs of the 21 Century
Skills.

The Four Cs of the 21st Century Skills

st
The four C’s of the 21 century skills refer to critical thinking, creativity,
communication, and collaboration. To perform well in this century, you need to develop and
enhance these skills, namely creativity, critical thinking, communication and collaboration. All of
st
these 21 centuryskills are essentialsforstudentsto do well in school and succeed in the
workplace.

1. Critical thinking is learning how to solve problems. It teaches students not to accept
immediately claims without seeking the truth. It is the ability to differentiate facts from
opinions and not only just learn a set of facts or figures but also discover these for the
sake of knowing what ought to be.

2. Creativity requires students to think out of the box and to take pride in what is uniquely
theirs. It means that they will be able to look at a problem from multiple perspective –
including can propose multiple possibilities and alternatives to address a problem and they
need to take calculated risks. Creativity encourages students to think beyond the
expectations of conventions. However, creativity may not ensure success all the time but
it may lead to another direction that can actually be a better way of figuring out how to
solve the problem those that others may not see.

3. Communication makes students express their ideas in the clearest and organized manner.
Through varied modes – face-to-face, technologically mediated or a blended medium,
they need to know how to efficiently and clearly convey ideas.

54
4. Collaboration happens when students know how to work well with others to accomplish a
st
given task or solve a problem at hand. This is a 21 essential. When students are made to
work with others in a pair or in a team, they are given the chance to practice how to relate
with others. They may be working with classmates they do not really prefer to work with
but with the guidance, you can teach them to tap on the capabilities of each member of the
team and collaboratively achieve the goal. Eventually, when they leave school, they will
definitely see the need to know how to collaborate with others in order for them to
accomplish a job, and you have prepared them for it. In other words, collaboration teaches
students that groups can create something bigger and better that you can on your own.

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 projecting a reputable digital identity which is his or her character.

Digital Literacy Skills vs. Digital Literacy

Digital Literacy Skills are required in the wired world. These skills vary from texts to
images to multimedia. Future teachers who will be handling students considered as tech savvy
should equip themselves with the competencies and fluencies needed to handle the fast emerging
tools and applications that should be able to handle even artificial intelligences.
Lynch (2017) identified eight digital literacy skills need to become digitally literate.
These are:

1. Coding – a universal language. Basic understanding of HTML, CSS and the like will
 create a shared understanding of what can be done with the web pages.

2. Collaboration – the use of Google Docs among others allows student to begin
experimenting with online collaboration.

3. Cloud software – this is essential part of document management. The cloud is used to
store everything from photos to research projects, to term papers and even music. 4. Word
Processing Software – Google, Microsoft Online Drop Box are available for storage and
management solutions.

5. Screencasting – a video recording using the computer screen, and usually includes an
audio. On the other hand, when you take a picture on the screen of your computer, it is
called a Printscreen. 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
screencasting is a video screen capture which is great way to share ideas and is 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 are they represented online.

st
7. Information evaluation – critical thinking to weed out fake news is a crucial 21 century
skills. 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 literacy has been defined in many ways that is understandable by both digital
natives and digital immigrants. Teachers and students should not only be proficient in how to use
(digital skills) but they need to see the information and media technology to find, evaluate, create
and communicate information requiring both cognitive and technical skills.

55
Here are examples of how Digital Skills or Proficiency 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 digitaltool.
2. Evaluate critically which tool is most
effective for the project at hand

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

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

4. Researching from the worldwide 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 biased?
 ACTIVITY 1: Matching Column
Match column A with column B by drawing a line connecting the key

points. Column A Column B

A. Participating in the digital networks foe 1. Media Literacy

learning and research
B. Adopting, adapting and using of digital 2. Communication and Collaboration
devices, application and services C.
Critically reading and creatively 3. Learning skills
producing academic and professional
communications in wide range of media
D. Managing digital reputation and online
activity 4. ICT Literacy
E. Participating in emerging academic,
professional and research practices that 5. Career and Identity Management
depend on digital systems
F. Finding, interpreting, evaluating,
managing and sharing systems 6. Digital Scholarship
G. Studying and learning effectively in
technology-rich environments 7. Information Literacy

ACTIVITY 2: Navigating Sites:Putting to Test Information Literacy Skill

Apply your digital literacy skills on information literacy by searching for the identified sample
sites. Navigate around each site and share what information can be found in each. Share ow you
will make use of the information or content that you can retrieve from those sites.

1. Professor Garfield with URL: https://www.professorgarfield.org/pgf_home.html 2.

Common Sense Media with URL: https://www.commonsense.org/education/digital
citizenship#digcit-program
3. Lesson Plan Booster: Digital Literacy and Online Ethics with URL:

56
https://www.educationworld.com/a_lesson/lesson-plam-booster/cyber-ethics.shtml

Based on the result of your Digital Literacy Skills Self-Inventory, in which following
area(s) do you find yourself least confident?

a) Understanding digital practices

b) Locating information
c) Using information
d) Creating information

What action do you plan to take? Discuss this to the class and share your action plan.
57