Technology for Teaching and

Learning 2
Learning Module No. 03#

Learning Module on Technology for Teaching and Learning 2

STUDENT
Name:
Student Number:
Program:
Section:
Home Address:
Email Address:
Contact Number:
Course/Subject Code:

PROFESSOR
Name: Mrs. Pamela R. Ostonal
Academic Department: Department of Teacher Education
Consultation Schedule: Mon-Fri ( 8am – 5pm)
Email Address: prostonal@ccc.edu.ph
Contact Number:0917-130-1241

Learning Module on Technology for Teaching and Learning 2

LEARNING MODULE INFORMATION
I. Course Code EEDM302a, EngM302d, MEM302b, SEM302b
II. Course Title Technology for Teaching and Learning 2
III. Module Number 03
IV. Module Title Technology Tools for Collaboration and Sharing Resources
V. Overview of the Module This module helps to equip prospective teachers among
communities of practice, knowledge for teaching and learning with
the use of technology such as;
• digital and non-digital resources
• becoming information users – SSCC (Search, Sort, Create,
Communicate)
• communities of learning
• revisit project-based learning plan: integration of
collaborative activities.
• online-demonstration

VI. Module Outcomes As for the outcome of the module, you are expected to appraise
importance of technology in providing more essential and efficient
tools in teaching and learning. Apply and visualize the concepts
and ideas corresponding to digital and non-digital resources,
becoming information users – SSCC (Search, Sort, Create,
Communicate), communities of learning, revisit project-based
learning plan: integration of collaborative activities and online-
demonstration.

After reading the lessons in this module, you are expected to:

• use your knowledge in teaching decently and consistently

• demonstrate familiarity with teaching and learning in using
modern technology
• assess the quality of teaching
• illustrate positive values
• illustrate a dependable proficient demeanor

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VII. General Instructions You must allot the necessary time to complete the lessons each
week. If you choose not to complete the lesson using the schedule
provided, you must understand that it is your full responsibility to
complete them by the last day of completion. Time is of the
essence. The module is designed to assess student understanding of
the assigned lessons found within the associated content of the
midterm and final period of the course. The assessment part of the
module is composed of varied types of questions. Pay attention to
the answer to the assessment questions as you move through each
lesson. Your responses to the assessment parts of the module will be
checked and recorded.

Because the assessment questions are available within the whole

completion period and because you can reference the answers to
the questions within the content modules, we will not release the
answers within modules. However, your professors are happy to
discuss the assessments with you during their consultation time,
should you have any questions.
Good luck.
You may not work collaboratively. This is an independent work.
However, you may reach out to your subject professor for further
assistance.

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Lesson 1: Digital and Non-digital Resources

This lesson introduces digital and non-digital resources explore
the possibilities of learning these tools and how to integrate them
seamlessly. They need teaching materials to strengthen
teaching. Teaching resources are defined as digital and non-
digital resources, which affect student information during the
education process (Effiong and Igiri, 2015).

Lesson Objectives:

At the end of this lesson, you should be able to:

• create a diagram showing similarities and differences of digital and non-digital resources,
• explain the characteristics of appropriate instructional materials and technology tools, and
• evaluate the relevance and appropriateness of ICT resources.

Discussion:
When students make full use of the displayed guidance, teaching becomes meaningful. An important
factor in attracting students is when to use teaching materials for the strategies used in teaching. If
used properly, it can increase the interest of classroom activities.

These instructional materials can be presented in a variety of resources. One of the resources is non-
digital resources. Classrooms will always need blackboards or writing boards that can have various
shapes and formats. Black/whiteboards, flip charts, diorama, puppets, glass containers, and alike will
always find their meaning in any classroom.

Non-digital resources have a variety of functions in teaching, including:

1. Promoting meaningful communication and effective learning;
2. Ensuring better retention, which makes learning more durable;
3. By making inaccessible places, overcome limited classroom problems;
4. Provide common experiences that can develop future learning;
5. Encourage participation, especially when students are allowed to manipulate the materials
used (Brown et al., 2005; Effiong and Igiri, 2015).

Non-digital resources are supplementary materials that can help teachers make their presentation
specific, effective, interesting, meaningful and aspiring. Non-digital resources are very helpful to
stimulate and promote students' learning.

According to Wright (1976) cited by Cakir (2006), many media and multiple visual presentation
methods are useful for learners. As long as it is used at the right time and place, all audiovisual materials

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will make a positive contribution to learning. In the teaching process, students will use their own eyes
and ears; but their eyes are essential for learning.

Here are some examples of non-digital resources;

1. DIORAMA

This will make the classroom creative and innovative. This is a fun way to create exciting scenes
in small spaces. The diorama is a small scene made up of layers of materials, all representing similar
concepts or themes. They usually show fictional situations.

2. BULLETIN BOARD

This table contains objects and / or scenes related to the current season, upcoming festivals or
ecosystem symbols. Children like to follow the changes of nature. The bulletin is provided every month
same with the decoration of the classroom. It also reflects out of these.

3. WRITING BOARD

A writing board can display information written with chalk (greenboard or blackboard) or a
special pen (whiteboard). Although there are generally more efficient methods of transmitting
information, the writing board is still the most widely used visual aid.

4. FLIP CHART

It is a large card board or pad of paper, usually on a tripod or stand.

5. WALL DISPLAY/MURAL

The display of items on classroom walls is a well-known and proven educational method. Wall
displays are a collection of many different types of items and materials and drawings placed on the
wall for interesting and informative displays. In the classroom, the display can be composed of students'
own work. In development work, it can be used to convey educational information to the students

6. ROPE and POST display board

This board consists of two horizontal or vertical posts parallel and loose strings tied together to
display information. This is useful because the poster can be attached to the string. This type of display
board is invaluable without a solid wall to display information. Without strong backing, it can happen
quickly for teaching, training, and community meetings.

But now, with the integration of digital tools, courses can become more relevant and attractive to
students. Digital resources generally consist of separate digital media, including text, video, images,
and sound. These are building blocks and are often used to make composite learning objects, like the

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ones shown above. You may want to use each item to create your own learning resources. The term
"digital learning resources" used here refers to the materials contained in the curriculum environment
that support students in achieving the described learning goals. These materials consist of resources in
a variety of digital formats, including:

1. GRAPHICS IMAGES or PHOTOS

These resources are multimedia artworks that uses digital or high-definition cameras

2. AUDIO and VIDEO

This resource needs the recordings of sounds, filmed situations, interactive multimedia works

3. SIMULATIONS

This resource aids teacher's explanation, and allows learners to test out their ideas and
experiment through multimedia and software applications.

4. ANIMATIONS

This can demonstrate processes which are difficult to describe or show in two dimensions. It uses
software applications to create projects/ideas.

5. PREPARED or PROGRAMMED LEARNING MODULES.

Software manuals or electronic textbook that can be download or upload by the use of
computers and gadgets. And many.

The proper use of digital learning resources can add considerable value to the quality of your teaching
and the student experience. There are many resources available, some of which can be accessed for
free. This exercise invites you to explore the options for these resources and reflect on their potential
value in your topic.

Guidelines when designing regular teaching materials;

1. Unity – For each visual effect that includes a title, please use only one idea.

2. Simplicity – make ideas and relationships simple and easy to remember.

3. Readability – make the letters large, clear and easy to read, suitable for everyone in the
audience.

4. Consistency – Use the same font and artistic style.

5. Clarity – Avoid reading fonts that are too small; avoid using all capital letters.

Application:

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Venn Diagram

Directions: Make a Venn Diagram about what you have understand about the significance and
differences digital and non-digital resources.

Digital Resources Non-Digital Resources

Supporting Details:
____________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
CHARACTERISTICS OF ICT RESOURCES IN TEACHING

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Information and Communication Technologies (ICTs) can be useful in teaching and learning.
Because there are interrelated topics to be covered in education instructions, the use of the
technology will be having many advantages. Various technical tools and resources used to transmit,
store, create, share, or exchange information. These technical tools and resources include computers,
the Internet (websites, blogs, and email), live streaming technologies (radio, TV, and webcasts),
recorded streaming technologies (podcasts, audio and video players, and storage devices). and
phones. (landline or mobile, satellite, videoconference, and alike).

When teachers are digitally literate and well-trained in the use of ICT, these methods can bring
higher-level thinking skills, provide students with creative and personalized choices to express their
understanding, and enable students to respond to technological changes, be better prepared in the
society and workplace.

There are a lot of instructional materials that can be prepared to enhance the teaching-learning
process, and ICT applications can provide additional sources for students to learn on their own.

Computer-Based Instructional Tools and Materials in Teaching

There are many technology tools used in education that support the different types of
instructional materials always use. In Enrichment Activity below are some computer-based instructional
tools, resources and strategies in teaching.

Take Note: No Answer, No Score. Use books and search engine sites to see the definition of each
instructional tools and resources. Paraphrase the definition according to your own understanding and
how it help to create instructional materials.

All you need to do is to:

A. Give two (2) to three (3) computer-based instructional tools and resources. What is the reason
why do it help to create the following?

1. Instructional Charts

This is any visual representation of information. Diagrams, diagrams, tables, flowcharts,

and charts are examples of graphic organizers. For example, in a math classroom, when
learning equations in a straight line, graphs on the coordinate plane should be used so that
students can see how to draw straight lines. In language arts, Venn diagrams and diagrams are
clear teaching tools used when comparing or analyzing events in literature. All of these graphic
organizers allow students to really see the relationships between ideas. This is essential for
learning, especially for students who are more visually oriented. In your mind, it is always easier
to see clear relationships than abstract ideas.

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Example:
a. Microsoft Word It does not only allow you to create documents, but it also
has a provision to allow you to create charts or graphs that
will add to the visual appeal of your data representation.

b.

c.

d.

2. Posters

Digital posters are digital images or dynamic graphics that display information relevant to
the audience. As the name suggests, this is what it means. Information displayed on the digital
billboard may include start time and ticket availability for upcoming events, public service
announcements, or announcements of new product lines. These are just a few examples of the
many use cases for digital signage.

a.

b.

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c.

3. Educational Apps (aligned with your respective major: Elementary Subjects, English/Language,
Math, Science)

It helps students keep up with the pace of knowledge by providing a huge interactive
user interface. Similarly, one of the main reasons why educational apps change the education
industry is by providing and adding a variety of creative games options, these creative games
trigger brainstorming and let your creativity unleash.

a.

b.

c.

4. Slide/Presentation

A slide is a page of a presentation. A group of slides can be collectively referred to as a

slide platform. A slide show is an exhibition of a series of slides or images on an electronic device
or projection screen.

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a.

b.

c.

5. Worksheets/Forms

These are types of tables that allows you to enter and view data in a grid. Excel
worksheets have built-in functions like controls, such as comments and data validation. Cells are
similar to text boxes, you can enter and format them in a variety of ways.

a.

b.

c.

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6. Pamphlets

A pamphlet is an unbound book (that is, without a hardcover or bound). It can be made up of
a single sheet of paper (called a leaflet) printed on both sides and folded in half, thirds or a
quarter, or it can be made up of several pages folded in half and bound with saddle folds to
assemble composition to create a simple book.

a.

b.

c.

7. Journals

The journal are records of insights and personal experiences of the students. This can also be
used as teaching aids for teachers to manage the interaction of reflection and intuition in the
classroom.

a.

b.

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c.

8. Bulletin boards

Technically, a teacher can develop an online bulletin board where he or she may post some
activities or information that are helpful for the students’ acquisition of competencies.

a.

b.

c.

Summary of the Lesson:

• Non-digital resources are supplementary materials that can help teachers make their
presentation specific, effective, interesting, meaningful and aspiring.

• Digital resources generally consist of separate digital media, including text, video, images, and
sound.

• ICT - Information and Communication Technologies

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Lesson 2: Characteristics of an Effective and

Efficient Instructional Tools
This lesson will teach as how we use technology to ensure interaction
with digital content. As digital learning content becomes more and
more common, one of the challenges our teachers face is how to
ensure that students engage in the content they consume. Unlike
traditional textbooks, digital content tends to easily gets your
attention.

Lesson Objectives:

At the end of this lesson, you should be able to:

• create a multimedia presentation and universal design for learning as an instructional material.
• evaluate the characteristics of an effective and efficient instructional tools, and
• explain the characteristics of an effective and efficient instructional tools.

Discussion:

Using technology alone is not enough to learn other skills. Effective ICT-based teaching materials are
carefully planned and designed. This means that the preparation of instant messaging must be
carefully planned and the development of instant messaging must be supported to achieve the
learning objectives of the class. When planning, training on the job and formulating any form of ICT
strategic plan, action plan and intervention materials, competence should be the primary
consideration.

Below are the expected characteristics of the teaching tools used in the classroom.
• Enhances Instructional Effectiveness
• Promotes Active Learning
• Develops Critical Thinking
• Accommodates Differentiated Instruction
• Motivating
• Multisensory

Descriptions of Learning Environment That Uses Interactive Technologies

Traditional Learning Environment New Learning Environment

Teacher-centered instruction Student-centered instruction

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Single-sense stimulation Multisensory stimulation

Single-path progression Multipath Progression
Single media Multimedia
Isolated work Collaborative work
Information delivery Information exchange
Passive learning Active, exploratory, inquiry-based learning
Factual, knowledge-based learning Critical thinking and informed decision-making
Reactive response Proactive/planned action
Isolated, artificial context Active, real-world content

Enrichment Activity:
Creating Multimedia Presentation
I. Directions: Create a multimedia presentation aligned with the learning plan (OBTLP-
outcomes-based teaching and learning plan).

Remember these three (3) steps:

1. Reviewing Learning Plan
2. Explore Presentation Software Application
3. Planning the Content

Part 1: Lesson Preparation

Subject and Year Level:

Lesson Title/Topic:

Learning Objectives:

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Target Date of Presentation:

Part 2: Multimedia Presentation (Assume that, these are the content of your presentation)
Slide 1: Title of your Presentation and your name

Slide 2: Objectives of the presentation or the intended learning outcomes

Slide 3: Something to generate interest in the topic (e.g. a quote, photo, video, or chart)

Slide 3: First Main Idea

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Slide 4: Support of Main Idea (e.g. examples, short quiz, chart, etc.)

Slide 5: Second Main Idea

Slide 6: Support of Second Main Idea (e.g. examples, mini quiz, chart, etc.)

Slide 5: Third Main Idea

Slide 6: Support of Third Main Idea (e.g. examples, mini quiz, chart, etc.)

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Slide 10: Summary

Slide 11: List of references used

UNIVERSAL DESIGN FOR LEARNING (UDL)

The concept of UDL is a very important concept in preparing instructional tools in teaching. The
concept stemmed originally from the UD principles, as well as from research in neuroscience on how
the brain learns (Rose and Meyer, 2002). Learning differs among individuals and in every development.
According to Dalton et al (2019), universal design for learning applies the concepts of accessibility and
inclusion beyond physical environments to design teaching and learning opportunities in ways that are
varied, accessible and engaging for all students, including those with differing needs and/or disabilities.
In this way, appealing to the broadest range of diversity in our student populations, the framework of
UDL strives to remove discriminatory practices, as the learning needs of most students are taken into
account when instruction is designed.
Professional practitioners and academicians share their thoughts about UDL principles. These
principles are very important for us to appreciate how we can integrate the concept in our ICT-
pedagogy integration.

A. National Disability Authority (2020)

The National Disability Authority cited the following 7 Principles of Universal Design which were
developed by Ronald Mace and group in the North Carolina State University.

Principle 1: Equitable Use

The design is useful and marketable to people with diverse abilities.

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Guidelines:
a. Provide the same means of use of all users: identical whenever possible; equivalent when not.
b. Avoid segregating or stigmatizing any users.
c. Provisions for privacy, security, and safety should be equally available to all users.
d. Make the design appealing to all users.

Principle 2: Flexibility in Use

The design accommodates a wide range of individual preferences and abilities.

Guidelines:
a. Provide a choice in methods of use.
b. Accommodate right- or left-handed access and use.
c. Facilitate the user’s accuracy and precision.
d. Provide adaptability to the user’s pace.

Principle 3: Simple and Intuitive Use

Use of the design is easy to understand, regardless of the user’s experience, knowledge,
language skills, or current concentration level.

Guidelines:
a. Eliminate unnecessary complexity.
b. Be consistent with user expectations and intuitions.
c. Accommodate a wide range of literacy and language skills.
d. Arrange information consistent with its importance.
e. Provide effective prompting and feedback during and after task completion.

Principle 4: Perceptible Information

The design effectively communicates necessary information to the user, regardless of the
ambient conditions or the user’s sensory abilities.

Guidelines:

a. Use different modes (pictorial, verbal, tactile) for redundant presentation of essential
information.
b. Provide adequate contrast between essential information and its surroundings.
c. Maximize “legibility” of essential information.

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d. Differentiate elements in ways that can be described.

e. Provide compatibility with a variety of techniques or devices used by people with sensory
limitations.

Principle 5: Tolerance for Error

The design minimizes hazard and the adverse consequences of accidental or unintended
actions.

Guidelines:
a. Arrange elements to minimize hazards and errors: most used elements, most accessible;
hazardous elements eliminated, isolated, or shielded.
b. Provide warnings of hazards and errors.
c. Provide fail safe features.
d. Discourage unconscious action in tasks that require vigilance.

Principle 6: Physical Effort

The design can be used efficiently and comfortable and with a minimum of fatigue.

Guidelines:

a. Allow user to maintain a neutral body position.

b. Use reasonable operating forces.
c. Minimize repetitive actions.
d. Minimize sustained physical effort.

Principle 7: Size and Space for Approach and Use

Appropriate size and space are provided for approach, reach, manipulation, and use,
regardless of user’s body size, posture, or mobility.

Guidelines:

a. Provide a clear line of sight to important elements for any seated or standing user.
b. Make reach to all components comfortable for any seated or standing user.
c. Accommodate variations in hand and grip size.
d. Provide adequate space for the use of assistive devices or personal assistance.

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B. Center for Academic and Faculty Development (2020)

The Center for Academic and Faculty Development of Durham College cited the following 3
UDL Principles. These principles are deemed important to educators as we are often challenged to
design and deliver curriculum for an increasingly diverse student population. Each student learns
differently and can benefit from having a variety of learning formats to choose from, flexible
assessments and tools to help with organization of new information and skills. UDL provides us with a
variety of strategies and resources to help meet diverse learning needs, improve accessibility to
learning opportunities and increase student success.

Principle 1: Provide Multiple Means of Representation

Present information and content in different ways.

Principle 2: Provide Multiple Means of Action and Expression

Differentiate the ways that students can express what they know.

Principle 3: Provide Multiple Means of Engagement

Stimulate interest and motivation for learning.

The above cited concepts and principles of Universal Design Learning are very helpful to
rationalize why it is important for every teacher to not just pick any instructional tool for the sake of
having one and for the teacher to integrate technologies without understanding some learning
principles. Teachers must be vigilant, innovative and creative in choosing and/or in developing
instructional materials to ensure that the above cited UDL principles will be put to practice. This is a very
important endeavor to put mathematics and science learning become a lifelong learning experience
for students.

Application:
Understanding UDL

I. Direction: Answer the questions that satisfy each box.

Part A: National Disability Authority (2020)

1. How will the following UDL principles guide you in delivering your learning plan?

Learning Plan Topic:

Learning Plan Objectives:

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UDL Principles Practical Application in the Implementation of my Learning Plan

Principle 1: Equitable Use

Principle 2: Flexibility in Use

Principle 3: Simple and

Intuitive Use

Principle 4: Perceptible
Information

Principle 5: Tolerance for Error

Principle 6: Physical Effort

Principle 7: Size and Space for

Approach and Use

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Part B: Center for Academic and Faculty Development (2020)

2. How do you understand this statement in he light of the three (3) principles of UDL?

Principle 1:

Provide Multiple Means of

Representation

Principle 2:

Provide Multiple Means of

Action and Expression

Principle 3:

Provide Multiple Means of

Engagement

3. What other questions do you have about Universal Design for Learning, based on your
own opinion, experience and current context as a pre-service teacher?

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

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Summary of the Lesson:

➢ Characteristics of the teaching tools used in the classroom.
• Enhances Instructional Effectiveness
• Promotes Active Learning
• Develops Critical Thinking
• Accommodates Differentiated Instruction
• Motivating
• Multisensory

➢ UNIVERSAL DESIGN FOR LEARNING (UDL)

A. National Disability Authority (2020)

Principle 1: Equitable Use

Principle 2: Flexibility in Use
Principle 3: Simple and Intuitive Use
Principle 4: Perceptible Information
Principle 5: Tolerance for Error
Principle 6: Physical Effort
Principle 7: Size and Space for Approach and Use

B. Center for Academic and Faculty Development (2020)

Principle 1: Provide Multiple Means of Representation

Principle 2: Provide Multiple Means of Action and Expression
Principle 3: Provide Multiple Means of Engagement

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Lesson 3: ICT TOOLS FOT COLLABORATION AND

SHARING RESOURCES
A lot of literature points out that one of the most important skills developed among students is
collaboration. This skill must be developed as it is taught to students in schools because it is very
important in the workplace. Collaboration is also important to help them (as future teachers) achieve
the results of the course. One of the most commonly used and cited is the 21st century classroom. The
framework is designed to help professionals integrate the skills, knowledge and experience students
need to succeed in work and life. In the context of basic knowledge teaching, students must also learn
the basic skills for success in today's world, such as critical thinking, problem solving, communication
and collaboration skills (Battelle for Kids, 2019).

It is essential to develop collaborative skills among students to make them inclusive and
productive in the classroom and society. If students are assigned tasks to promote cooperation with
their peers, they will learn to value the contributions and ideas of their peers. In addition, they will learn
to adapt to the work and learning styles of their peers, which will ultimately help them prepare for the
workplace, which will require the collaboration of workers and stakeholders with different personalities,
skills and knowledge.

Lesson Objectives:

At the end of this lesson, you should be able to:

• identify the relevance of collaboration in real-life situations,
• participate in the exploration of ICT tools for collaboration
• use innovative technological tools for collaboration in the development of learning plans

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Discussion

There are a lot of collaboration tools that were proven to be very useful in the field of education. These
collaboration tools have been cited as supportive tools that facilitate the meeting of different minds
even if they are geographically dispersed. This section presents various collaboration tools which were
shared by the following researches.
Online Collaboration tools to facilitate a professional learning community

The following platforms were shared by Julie Moore (2018) that supported the Critical Friends Groups
(CFG) works. CFG is a professional learning community that is founded on learning from authentic works
in the community. Moore (2018) shared that the following platforms were used for the CFG works to
attain the community’s expressed goals.

1. Text-based Chat

The use of text-based chat in a community has been seen as an advantage both for teachers and
students when they are able to collaborate their ideas and thoughts which are abstract and difficult.
Through this, students can communicate with other students around the world to solve challenging
math or science problems.
One of the good features of text-based chat is its text chat tool that allows other people or the
members of the learning community to see when another member is typing.

2. Skype

This application allows for a more free-flowing conversation and requires less preparation for the
facilitators. CFG initially used the audio-conferencing capabilities of Skype but they found the ability
to hear each other a nice change from the work associated with typing in text chat.

3. Wimba Live Classroom

This is similar to other synchronous online classroom tools such as GoToMeeting. In Wimba, you can
share audio, push PowerPoint slides, push websites and share your desktop. There is a video
component to Wimba, but it only allows for one video stream at a time and follows whoever is
speaking. There is also a text chat feature. There are easy ways to indicate yes/no and raise your hand
in Wimba, so it was easy that you had a comment or question. Turn talking was easier as names
appeared alphabetically in the user window. The quick polling feature to indicate that we were ready
for the next protocol step. The PowerPoint feature can be used as a meeting organizer and was used
along with the text chat for “permanence” of some questions and comments.

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4. Google+ Hangouts

Google+ Hangouts allows for video of all of the participants the ability to share documents via links in
the chat window or sharing directly through Google Docs. with video, it is very easy to tell when
someone had a question or comment. This allows the discussion to flow freer and allowed the facilitator
to play less of a “traffic cop” role. Video also aided turn-taking. Google+ Hangouts gives participants
the ability to easily share agendas and collaborate on documents via GoogleDocs.

5. Zoom.us

The latest technology tried by CFG is Zoom.us. Zoom.us allows for high definition, multi-point video and
audio. It also has a chat feature and screen sharing capabilities. It offers the ability to share a screen
and collaboratively annotate it.

6. Kahoot!

KAHOOT! is a web-based platform that allows users to easily create and play interactive, multiple-
choice-style games. Through the use of KAHOOT! games, the students and teachers were able to play
their way into substantive and student-centered discussions.

Enrichment Activity:
Recall your knowledge, ideas and experiences on employing ICT Collaboration tools
and accomplish the following Schema Map:

Collaboration Tools for Teaching

Schema
(prior knowledge)

New Learning

Misconceptions

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RESEARCH COLLABORATION TOOLS

One of the significant activities that can be done together by mathematics or science teachers
and students is to do research. As they do research together, the opportunity to share resources and
inputs can be aided by technological tools. In a research that was conducted by Staley and McCallum
(2010), they were able to share some online tools that have emerged to be useful in the conduct of
collaborative activities with medical practitioners.

1. Epernicus (http://www.epernicus.com)

Epernicus is a professional networking and expertise locator for current and former research scientists.
User accounts are free but require registration upon which answers questions about his or her research
area and institution. Detailed information within Epernicus profiles creates automatic network
connections formed by shared expertise, methods, or institutional relationships. Epernicus also provides
private networking platforms available to individual institutions through their Epernicus Solutions
services.

2. RefWorks-COS Research Support Suite (http://www.cos.com) and (http://www.csa.com)

This subscription-based product is actually a suite of tools designed to provide support throughout the
entire research process. Available from ProQuest, the suite is made up of some very familiar products
from the former Community of Science, including COS Expertise and COS Funding Opportunities, as
well as a few new additions currently available on the CSA Illumina Platform.

3. Research Crossroads (http://www.researchcrossroads.org)

This is designed to provide transparent access to publicly funded research. Research Crossroads
aggregate funding, publication, clinical trial, and grant data from government and private research
agencies. Profiles are based on publicly available data, but researchers may also login to update their
own information – with about 12,000 profiles being updated this way to date. Researchers can use the
service to maintain a public profile and search for other researcher or organizational profiles, as well
as search for funding awards, opportunities, and clinical trials.

4. SciVee (http://www.scivee.tv)

SciVee is a multimedia community that provides social networking, collaboration and communication
applications for publishers, societies and researchers-across K-12 to professional levels. The core of

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SciVee’s services is a platform on which community members share videos describing their work or
publicizing aricles, posters, or presentations.

5. Connotea (http://www/connotea.org), CiteULike (http://citeulike.org), and 2Collab

(http://www.2collab.com)

Several of the top social bookmarking tools designed to handle reference management are produced
by major publishing groups, including Connotea, a product of the Nature Publishing Group, CiteULike
from Springer, and 2Collab form Elsevier. Overall, these tools also share a few common design features,
including

a. One-click browser button that allows users to instantly add citations to hosted bookmark libraries;
b. Tagging with keywords to assist in organizing and searching across other user libraries;
c. User profiles that include bibliographies of published material, areas of expertise, and ongoing
research activities; and
d. Group functions that allow users who have common interests to share or discover references,
as well as set privacy settings for collaboration.

Recommendations for effectively employing online collaboration tools (OCTs) in teaching

It is not enough that you use online collaborative tools as supplementary strategy in teaching
mathematics and science. It is but apposite for teachers to be guided by some principles in selecting
and in employing these tools in mathematics and science teaching. Herschock and LaVaque-Manty
(2012) shared the following recommendations for effectively implementing collaboration tools in
teaching which were contributed by their respondents in their research.

• Carefully select specific instructional strategies

a. Start-up cost
b. IT support
c. Tool overload
d. Accessibility
• Protect students and their privacy
• Resist the myth of “The Tech-Savvy Student”
• Develop guidelines for equitable and inclusive participation
• Actively foster and sustain desired student engagement

When considering an OCT, asking yourself the following can be helpful:

• How large is my class and how many students can cater/will use this tool?
• To what extent should I incentivize participation?

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• Who will keep up with this tool, and how carefully?

• Whom should I credit?
• How will I optimally sequence activities to promote engagement?
• What are the criteria of successful performance?
• Are there opportunities to integrate student-generated OCT content into face-to-face
sessions?

Application
Exploring other Collaboration Tools

I. Directions: Browse the following sites and note the key features of each. After which note some
teaching and learning activities where these tools can be fully utilized.

Collaboration Key Features Skills to be develop

Tools

Planbook.com

Google Drive

BeeCanva

Slack

Podio

ShowDocument

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ThinkBinder

Edio

Dilgo

Flipgrid

VideoAnt

Padlet

Vimeo

WeTransfer

PeerDeck

Peergrade

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Summary of the Lesson:

ONLINE COLLABOATION TOOLS
• Text-based Chat
• Skype
• Wimba Live Classroom
• Google+ Hangouts
• 5Zoom.us
• Kahoot! and etc.

RESEARCH COLLABORATION TOOLS

• Epernicus
• RefWorks-COS Research Support Suite
• Research Crossroads
• SciVee
• Connotea
• CiteULike
• 2Collab and etc.

Recommendations for effectively employing online collaboration tools (OCTs) in teaching

• Carefully select specific instructional strategies
e. Start-up cost
f. IT support
g. Tool overload
h. Accessibility
• Protect students and their privacy
• Resist the myth of “The Tech-Savvy Student”
• Develop guidelines for equitable and inclusive participation
• Actively foster and sustain desired student engagement

When considering an OCT, asking yourself the following can be helpful:

• How large is my class and how many students can cater/will use this tool?
• To what extent should I incentivize participation?
• Who will keep up with this tool, and how carefully?
• Whom should I credit?
• How will I optimally sequence activities to promote engagement?
• What are the criteria of successful performance?
• Are there opportunities to integrate student-generated OCT content into face-to-face
sessions?

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LESSON 4: ENGAGING IN A COMMUNITY OF LEARNING (COL)

“A community of learners can be defined as a group
of people who share values and beliefs and actively
participate in mutual learning: teachers from students,
students from teachers and students from students. By
doing so, they created a learning-centric
environment in which students and educators can
actively and intentionally accumulate knowledge
together. The learning community connects,
cooperates and provides support. Peers are
interdependent. In a sense, they have a common responsibility to learn and share resources and
opinions, while maintaining an environment of unity and mutual respect”.

– “What is Community of Learners”

(2nd Paragraph)
IGI Global (2020)
Lesson Objectives:

At the end of this lesson, you should be able to:

• Engage in a community of learning for teachers and learners
• Design a collaborative activity using appropriate technology tools
• Showcase learning plans integrating all the necessary and appropriate ICT tools for teaching
and learning

Functions and Features of Communities of Learning (COLs)

No man is an island. This maybe is a cliché, but it will always remain to be true and useful for
the attainment of any work goals. With the demands of the 21st Century classrooms and workplaces,
the need to have a community to help you achieve your teaching and learning goals is of prime
importance. After all, “it takes a village of educate a child” is undoubtedly true.

This need is directed to the development of Communities of Learning or COLs. A Community

of Learning is a group of education and training providers working together to help learners achieve
their full potential. Each Community of Learning sets shared goals or achievement challenges based
on the particular needs of its children and youths. The Community of Learning works with students,
their parents, and communities to achieve those challenges. By collaborating and sharing expertise,
students’ learning pathways are supported and their transition through the education system
improves as proven by research. This approach also provides more opportunities for parents, families
and communities to be involved with their children and young people’s learning.

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IGI Global (2020) cited the following descriptions and concepts of COLs taken from various
sources:

1. The collection of participants in a course who work cooperatively and collaboratively in solving
tasks that lead to consensus and collective understanding of ideas.

2. A community of learners “can be defined as a group of people who share values and beliefs and
who actively engage in learning from one another-learners from teachers, teachers from learners,
and learners from learners. They thus create a learning-centered environment in which students and
educators are actively and intentionally constructing knowledge together. Learning communities are
connected, cooperative, and supportive. Peers are interdependent in that they have joint
responsibility for learning and share resources and points of view, while sustaining a mutually
respectful and cohesive environment”

3. Defined as a group of people who share values and beliefs and who are actively engaged in
learning from one another.

4. A group of people who: 1) share a joint enterprise that is understood and continually negotiated
by its members, 2) have a mutual engagement that binds members together into a social entity, and
3) have created a shared repertoire of communal responses (ways of thinking, being, and doing)
that members have developed over time.

5. Group of teachers who are actively engaged in collectively constructing meaning. In our research,
the broad community of learners was the group of teachers taking the practicum course together.

6. An instructional model based on all members of a group actively contributing to the structure and
direction of shared endeavors.

7. A group of learners on the edge of new learning and under continuous reflection, the
new community learning comes in various shapes and sizes; it is not one size fits all mentality

8. This term is an overarching understanding of the group of students, also including the instructional
facilitator, who come together with the intention to learn information while also supporting the larger
group’s instructional understandings and efforts. This term reflects a philosophical understanding, that
learning is not a singular activity but, instead, is a socially supported effort.

9. A place where student learners are made to feel that their prior knowledge, the knowledge that
they are acquiring, and the skills that they are learning to acquire future knowledge are all tied
together.

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Enrichment Activity:

1. Make a word cloud for COMMUNITY inside the box and explain why you have listed those
words.

This is an example of a word cloud:

Explanation:

__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

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Module 3 Assessment:

Using a video editor, make a video presentation/vlog (depending on your creativity) that describes
your personality and why you choose teaching as your future profession.

Duration: Minimum of 3 minutes and maximum of 5 minutes.

Criteria of Grading:

Content – 50%
Creativity – 20%
Neatness – 20%
Originality – 10%
100%

Send your videos to your course/subject professor via e-mail. (E-mail of your professor is written
above). The submission date is same as the submission of the modules.

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Suggested Links (Optional):

https://www.igi-global.com/dictionary/innovative-instructional-strategies-for-an-online-community-of-
learners/4744

References/Attributions:
Espigue et al, (2021) Technology for Teaching and Learning 2, pages 119-165, ISBN 978-621-451-003-0,
Lorimar Publishing (2021)

http://edutechwiki.unige.ch/en/Community_of_learning

Gonçalves, L (2021). Communities of Practice: Everything You Need To Know, Retrieved on April 19,
2021 from https://adaptmethodology.com/communities-of-practice/

Images:
https://ph.images.search.yahoo.com/search/images

Learning Module on Technology for Teaching and Learning 2