Eastern Mindoro College

BONGABONG, ORIENTAL MINDORO

Tel. No.(043)-283-5479; email_1945 @ yahoo.com
COLLEGE DEPARTMENT

NAME: COURSE:
DATE: TECHNOLOGY FOR TEACHING & LEARNING 1 ROOM:
CONTACT NO. PROFESSOR:
EMAIL ADD: RATING:

LESSON 3: ROLES OF TECHNOLOGY FOR TEACHING AND LEARNING

WEEK 3_ , 3 HOURS
I. FOCUS:
At the end of this module, you should be able to:
• Identified roles of technology in teaching and learning
• Appreciated the value of technology in supporting student learning

II. INTRODUCTION: Are students of today interested to use technology in order to learn? Do teachers
have the skills to use technology to enhance their teaching? 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 classroom. Using technology is a tool and a
catalyst for change. What then are the roles of technology and learning?

III. STRATEGIES
A. ACTIVITY: TURN UP YOUR KNOWLEDGE
➢ Excite

Task 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

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Task 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?

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B. ABSTRACTION AND GENERALIZATION

GEAR UP YOUR MIND!

Highlights:
➢ LESSON 3: ROLES OF TECHNOLOGY FOR TEACHING AND LEARNING

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 can be a tutor on its own. The teacher will simply
switch on or switch 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 the 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 the 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”.

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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, it has
modernized the teaching-learning environment in schools. Here are some examples of the myriad of
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-visuals aids, charts and
models, smart classrooms, e-learning classrooms which motivate and increase attention level of
learners. Many of these can be searched on the web.

2. Technology has modernized the teaching-learning environment. The teachers are assisted and
supplemented with appropriately structured instructional materials for daily activities. These 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. You may search for the examples on the web.

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 styles. 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 problems 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 this information with speed and accuracy.

6. Technology support 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.

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B. For Learners and Learning

1. Support learners to learn how to learn on their own. All teachers fully understand that subject matters
or content is a means to achieve the 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 conceptual maps. Declarative knowledge is the fundamental
knowledge necessary for students to achieve more complex higher order thinking such as critical
thinking and creativity, inquiry and production.

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 pencil is an understanding that: “it is something used to write.” This is referred to as structural
knowledge. It can be presented by concepts maps, categorization or classification.

c. Procedural knowledge is 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 t drive a
car, how to use a cell phone, or how to speak English. Procedural 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.

But how can technology support the learning of declarative, structural or procedural knowledge? To
teach content, time is always an issue of teachers. Oftentimes, we hear teachers says: “Too many
things to teach, too little time to do.” Technology may be the answer; however, the challenge is for
teachers to use technology to learn the technology first. As a facilitator of learning, the teacher can
guide the students to look for the resources and to utilized them appropriately. There are varied
programs that can be used by students off-line or on-line for students. What should be necessary is
that the students are engaged, the tasks should focus on questions like how, why and which in
addition to who, what, when and where.

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 o
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.

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c. Many-to-many like group discussion, buzz session. There is no 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 trough
technology (directly between two persons via email, a cellphone 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 is involved.

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

a. Enables any teacher to guide the learners virtually and 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. Help learners solve problems from multiple sources since there is limitless sources of
information that the teacher can direct or refer to the learners
e. Teachers’ 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

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

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. Let’s
discuss this in the lesson.

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.
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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 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.

Clarify: Here are some examples: Can you give examples of …

Accuracy: What pieces of evidence support your 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 they become
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 find to the questions.

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Creativity is characterized as involving the ability to think flexibly, fluently, originally and
elaborately (Guildford, 1986 & Torrance, 1974 in Egbert, 2009). Flexibility means able to use many
points of view while 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 it 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, decrease
5. Put to another use – Find other uses.
6. Eliminate – Reduce, remove.
7. Reverse – Turn upside-down, inside out, front-side back.

Altogether, 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. Allows 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 solving
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 different sources.
3. Allow student 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 modules;

1. Encourages digital production projects

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

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C. APPLICATION/ ANALYSIS/ASSESSMENT

1. On the Web
Look for articles in the world wide web that talks about the role of technology in teaching and
learning.
Exchange

Task 3: Make a group summary of Task 1 and Task 2

1. Form a group 5 members.
2. Share what you have written in Task 1 and Task 2.
3. Make a summary of all members’ answers for Task 1 and Task 2.
4. Share the result to the whole class.

Examine

A. Reflect on the question: How does the role of technology change the teaching-learning environment?
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B. The test items that follow will find out what you have learned in Lesson 3.

Choose the correct answer from the options given.

1. Which statement about technology in teaching and learning is FALSE?

A. Technology has modernized teaching and learning.
B. Use of technology promotes higher order thinking.
C. Millennial teachers are not ready to use of technology in teaching.
D. To teach in the 21st century, technology use is indispensable.

2. How did technology open new fields of educational research?

I. Enabled researchers to process data faster and more accurate
II. Created research tools with rigor to collect data
III. Provided different ways of collecting information for evaluation

A. I only C. III only

B. II only D. I, II and III
3. What value does the use of technology give teachers?
I. Provides support for teachers as facilitators of learning
II. Transforms passive classroom to interactive classrooms
III. Enhances learners’ communication skills.
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A. I only C. III only

B. II only D. I, II and III

4. How can learners benefit most in the use of technology?

I. Enhances global awareness and citizenship
II. Enables the students to participate in the on-line gaming
III. Increases addiction in internet games

A. I only C. III only

B. II only D. I and II

5. Which area of learning has technology given the most influence?

A. Distance learning C. On the job learning
B. Face-to-Face learning D. Blended learning

Prepared by:
MR. JAYMAR B. MAGTIBAY
Instructor

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