Module 4

ICT in Various Content Areas

Module Overview

“ICT is a skill which is essential in the world we live in. Our pupils need to use the
latest technology to offer them an effective education in the twenty-first century.”

- Jane Rosser-

Lessons in this Module

 21st Century Literacy Skills

 Instructional Design Models
 Technology Enhanced Teaching Lessons exemplars
. ICT Conventional Materials to Enhance Teaching
 Distance Learning
 Relevance and Appropriateness in the use of Technology in Teaching and
Learning

As teachers in the 21st century, we tend to become more resourceful in the usage
of ICT tools in the teaching-learning process. Learning the different tools available will
help us to be equipped in providing quality education to our students. Together with
conventional and non-conventional learning and the materials available, the modalities
and platforms in distance learning will also give us more options in delivering our
course contents effectively.
At the completion of this module, you should be able to:
 identify and describe the elements of 21st-century literacy skills
 discuss the rationale for teaching and learning 21st Century Skills
 write a Personal Lifelong Learning Plan (PLLP).
 introduce an instructional design model
 introduce sample technology-enhanced lessons to support learning
 describe flexible learning environments that enhance collaboration
with the positive use of technology tools in teaching.
 Explain what conventional learning and its implications are.
 Differentiate conventional and non-conventional learning.
 Identify what the different digital learning materials and
conventional learning resources that can support the teaching and learning
process are.
 compare and contrast synchronous and asynchronous learning modalities;
and
 identify what examples of distance learning platforms are.
  define what is instructional material;
 discuss the relevance and appropriateness in the use of technology in
teaching and learning;
 explain the importance of the relevance and appropriateness in using
technology in teaching;
 evaluate technologies and ins tructional materials used by teachers
in teaching

Are you ready? Then start the lessons now!

 Lesson 1

21st Century Literacy Skills

Learning Outcomes

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

 Identify and describe the elements of 21st century literacy skills.
 Discuss the rationale for teaching and learning 21st Century
 Skills. Write a Personal Lifelong Learning Plan (PLLP).

Time Frame 3 days

Introduction

With the upsurge of the 21st century, the whole world has seen a period of
extraordinary change in all territories, regardless of whether it is instruction, worldwide
exchange, and economy, innovation, or society. As of late, the COVID-19 pandemic is
likewise hurling difficulties for a person to adapt to its effects. Usually, for such
occasions, an alternate range of abilities is required that would empower an individual to
adapt up and prevail with regards to confronting the difficulties, all things considered,
prompting his/her comprehensive advancement.
These abilities are tended to as 21st Century Skills/Learning Skills/Transversal
Competencies and so on. The 21st Century Skills are the aptitudes that are required by
a person for his/her all-encompassing turn of events with the goal that he/she can add to
the advancement and improvement of the general public/country and world.
Effective instruction in 21st-century literacies takes an integrated approach,
helping
students understand how to access, evaluate, synthesize, and contribute to the
information. As a forthcoming teacher of the 21st century, you need to be familiar with
the latest literacies, or new fields of learning that you need to illustrate and prioritize
while managing teaching and learning activities. But first, these literacies need to be
established yourself before you can pass them on to your students.

Activity

What D o You A lread y

Know?

To find out how much you

already know about the
concepts discussed in this
lesson. Try to Study the
Framework of 21st-
Century Learning and
answer the KWL below.
 Analysis

To extend the information about the lesson, address the following

issue comprehensively.

In your own words, define 21st Century Skills.

Why is it essential for a teacher to learn the expertise, skills, attitudes and values
required to respond to 21st-century demands?

Characterize and briefly describe some of the core literacies of the 21st century.

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Describe a person who is: information and communications technology (ICT)
literate and media literate.

Explain the need to incorporate the 21st Century Literacy Skills agenda into t h e
educational system?

Cite evidence/s s h o w i n g t h a t 21st-century skills improve teaching and

learning?

21st-century skills are all critical for students to master to achieve success in the
future. Try to review the descriptions of each skill and think of:
A. What would it mean in your subject and grade level in the future?

B. How can you integrate these skills into your lesson plan?

C. How would these skills look like in your classroom?

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 Abstraction

What are 21st Century Skills?

The word ‘abilities of the 21st century’ refers to a wide range of believed
expertise, skills, work habits, and character traits by educators, school reformers, college
professors, employers, and others to be critically important to success in today’s world.
21st Century
Skills refer to the skills that are required to enable an individual to face the challenges
of the 21st-century world that is globally-active, digitally transforming, collaboratively
moving forward, creatively progressing, seeking competent human-resource and quick
in adopting changes.

Wagner (2010) and the Change Leadership at Harvard University identified

another set of competencies and skills. Informed by several hundred interviews with
business, non- profit and education leaders, Wagner stressed that the students need
seven survival skills to prepare for life, work and citizenship in the 21st century: Critical
thinking and problem solving, collaboration and leadership, agility and adaptability,
initiative and entrepreneurialism, effective oral and written communication, accessing
and analyzing information, curiosity and imagination.

21st Century Themes

Global Awareness
 Make use of expertise from the 21st century to consider and fix global problems
 Learning from and engaging with people who represent various cultures,
religions, and lifestyles in a spirit of mutual respect and open dialog in personal,
work and community contexts
 Knowing other nations and traditions through the use of languages other than
English

Financial, Economic, Business and Entrepreneurial

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Literacy
 Knowing how to make the best personal financial decisions
 Understanding the economy’s position in society
 Use entrepreneurial skills to boost profitability and job opportunities in
the workplace

Civic Literacy
 Being able to engage efficiently in public life by learning how to remain
updated and respecting policy processes
 Exercising citizenship rights and responsibilities at the local, state, national
and global levels
 Understanding the consequences of local and global political decisions

Health Literacy
 Obtaining, interpreting and recognizing basic health knowledge and resources
and using them in ways that improve health
 Knowing preventive steps for physical and mental health include a healthy
diet, nutrition, exercise, disease avoidance, and stress management
 Usage of available information to make reasonable decisions to safety
 Establishing and managing personal and family wellbeing priorities
 Understanding regional and international facets of public health and safety

Environmental Literacy
 Demonstrate awareness and understanding of the environment and the
conditions and circumstances that affect it, especially about air, atmosphere,
land, food, energy, water and ecosystems
 Show experience and awareness of the effect of society on the natural environment
(e.g., population growth, economic development, rate of resource use, etc.)
 Investigate and evaluate environmental issues, and draw definite conclusions
on possible solutions
 Take individual and collective action to tackle environmental problems
(e . g ., global action, approaches that encourage action on environmental issues)

Learning and Innovation Skills

Increasingly, learning and creativity skills are recognized as those that

distinguish students who are prepared for ever more dynamic living and working
environments in the
21st century, and those who are not. To prepare students for the future, a focus on
innovation, critical thinking, communication, and teamwork is essential.

Creativity and Innovation

Think Creatively
 Using a large variety of methods to generate concepts (such as brainstorming)
 Creating new and exciting innovations (both revolutionary and incremental)
 Create, refine, evaluate and assess your thinking to improve P a g eand
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 creative efforts

Work Creatively with Others

 Effectively create, introduce and pass on new ideas to others
 Be responsive and receptive to new and diverse perspectives; job input
and feedback
Demonstrating originality and inventiveness in the workplace and recognizing
the actual drawbacks of introducing new ideas
 See failure as an opportunity to learn; know that creativity and innovation are
a long-term, cyclical cycle of minor successes and regular errors

Implement Innovations
 Act on new ideas to make a concrete and meaningful difference to the area
where the invention takes place

Critical Thinking and Problem Solving

Reason Effectively
 Using the different forms of reasoning (inductive, deductive, etc.) according to
the situation

Use Systems Thinking

 Analyze how portions of a whole communicate with each other to achieve
overall results in complex systems

Make Judgments and Decisions

 Analyze and appraise facts, points, statements, and beliefs effectively
 Analyze and analyze essential alternative perspectives
 Synthesize and connect the knowledge and the arguments
 Interpret details and conclude using the best possible methodology
 Grant serious thought to learning experiences and processes

Solve Problems
 Solve different forms of unknown issues, both conventionally and innovatively
 Identify and ask essential questions which explain different perspectives and
lead to better solutions

Communication and Collaboration

Communicate Clearly
 Articulate thoughts and ideas effectively in several ways and contexts using
vocal, written and nonverbal communication skills
 Hear to decode meaning effective ly like information, beliefs, attitudes,
and intentions
 Using contact for a variety of purposes (for example, educating, instructing,
motivating and persuading)
 Using various media and technologies, and know-how P to a g determine
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 their performance a priori and their effect
 Effectively interact in can contexts (including multi-lingual ones)

Collaborate with Others

 Demonstrating the ability to work with diverse teams efficiently and respectfully
 Exercise flexibility and expertise to help make the sacrifices possible to achieve
a shared goal
 Assume mutual responsibility for collaborative work, and respect each team
member’s contributions

Information, Media and Technology Skills

In the 21st century, people live in a technology and media-sufficient

environment, characterized by different characteristics, including 1) exposure to an
abundance of information, 2) rapid improvements in technology resources, and 3) the
opportunity to collaborate and make individual contributions on an unparalleled scale.
Citizens and staff, useful in the 21st century, must be able to demonstrate a variety of
practical and critical competencies in information, media, and technology thought.

Information Literacy

Access and Evaluate Information

 Effectively (time) and productively (sources) access information;
 Assess details objectively and skillfully

Use and Manage Information

 Using details correctly and creatively for the specific issue or question
 Manage information exchange from a large variety of sources
 Apply a clear understanding of ethical/legal problems concerning access to and
use of information

Media Literacy

Analyze Media
 Know how and why media messages are created, and for what purposes
 Examine how people understand terms differently, how principles and opinions
are integrated or omitted, and how media can affect attitudes and behaviors
 Apply a clear understanding of ethical/legal problems related to access and use
of media
Create Media Products
 Know-how and why media messages are created, and for what purposes
 Examine how people understand terms differently, how principles and opinions
are integrated or omitted, and how media can affect attitudes and behaviors
 Apply a clear understanding of ethical/legal problems related to access and use
of media

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ICT (Information, Communications and Technology) Literacy

Apply Technology Effectively

 Using t e c h n o l o g y a s a n i n s t r u m e n t f o r s t u d y i n g , a r r a n g i n g ,
a n a l y z i n g a n d communicating information
 Using modern t e c h n o l o g y ( computers, PDAs, media players, GPS,
etc.), communication/networking tools, and social networks to access, handle,
incorporate, analyze and generate information that works in a knowledge
economy successfully
 Apply a clear understanding of ethical/legal problems related to access to and
use of information technology

Life and Career Skills

Life and work environments today need much more than analytical skills and
knowledge of content. In the globally competitive knowledge age, the ability to manage
the diverse living and work environments requires students to pay close work in
improving appropriate life skills and career skills.

Flexibility and Adaptability

Adapt to Change
 Respond to diverse tasks, employment, schedules and contexts
 Work successfully in an uncertain world and with shifting goals

Be Flexible
 Effectively integrate feedback
 Addressing praise, failures, and criticism
 Understand, negotiate and balance different views and beliefs for achieving
workable solutions, particularly in multicultural environments

Initiative and Self-Direction

Manage Goals and Time

 Set expectations with parameters of measurable and intangible performance
 Tactical (short term) and strategic (long term) alignment goals
 Using resources, and effectively control workload

Work Independently
 Track, describe, prioritize and execute tasks without direct supervision

Be Self-directed Learners
 Go beyond the necessary skills or curricula to develop and enhance one’s
learning and knowledge
 Demonstrate commitment to developing skills to professional level
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  Demonstrate dedication to Lifelong Learning
 A critical reflection on past experiences to guide future development

Social and Cross-Cultural Skills

Interact Effectively with Others

 Know when listening is necessary, and when to speak
 Behave properly, professionally

Work Effectively in Diverse Teams

 Respect cultural differences and collaborate with people from all walks of life
and community effectively
 Respond openly to opposing ideas and beliefs
 Profit from social and cultural differences to generate new ideas and
boost innovation and job effectiveness

Productivity and Accountability

Manage Projects
 Set and achieve targets, particularly when faced with challenges and
conflicting pressures
 Prioritize, schedule and execute work to achieve the desired outcome

Produce Results
 Demonstrate added qualities associated with the development of high-quality
outputs. Including the ability to work positively and ethically, efficiently
manage time and tasks, multi-task, participate actively, be consistent and prompt,
present yourself professionally and with a proper mark, collaborate and
cooperate with teams, value, and appreciate the diversity of groups and be
responsible for outcomes.

Leadership and Responsibility

Guide and Lead Others

 Using organizational and problem-solving skills to influence others and direct
them towards an objective
 Leverage other people’s abilities to reach a shared goal
 Encourage others to do their very best by example and selflessness
 Demonstrate honesty and ethical actions in exerting authority and control

Be Responsible to Others
 Act professionally with broader group values in mind

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What is 21st Century Literacy Skill?

Information, both from the traditional sources

like Books, Newspapers, etc. and other digital
sources like the Internet sites, social media,
Apps, etc. is to be used effectively and
judiciously by students. It is to be seen carefully
by the teachers that information available is
used at all levels of Bloom’s Taxonomy, they
must be able to recall, understand, apply,
interpret, assess the information provided, and
build new knowledge.

In Growing Up Digital: How the Net Generation

Is Changing Your World, gives the following
eight reasons why students use technology:

 Freedom of expression
 Facility to use it as per likings
 Multiple resources of information
 Open interaction
 Blend of work and play
 Connecting and collaborating
 Exploring and Innovating

Tabular presentation of the basis, purpose, and strategy in the digital classroom.
Basis • Accessing Information
• Collaborating
• Communicating
• Using Information
• Analysing Information
• Interpreting Information
• Creating New Information
Purpose IMT makes the learning environment more exciting than
a traditional classroom environment and helps
the students perform better in their respective
Strategy Digital classroom •careers.
With traditional blackboard, digital interactive boards
should be placed in the classroom.
• This will aid in the teaching-learning process.
In teaching
of lesson related to space, teachers can show videos
of space to children for long-lasting memories.
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 Activities that develop 21st Century Literacy skills

Know-How
The teacher must show the children
how to look for the details and where to
look.
Then the teacher will give them topics to
explore and will see how children are
seeking and if they were following her
instructions or not.

Design an App
Students will be asked to identify a
problem (environment/ societal
/school-
related) and design an App using ICT to
offer a viable solution to it. Even if they
do not
have the technical know-how to create
an
App, they will plan it on paper by
preparing
a detailed write-up on the why, what, how,
etc. of the App. This would also enhance
their critical thinking and decision making.

Designing a Blog, Website, PPT

Ask children to design a PPT or blog and see how they do that. Tell them what all
can be done in the PPT or blog. This will help children to get information about how to
use
Powerpoint and Microsoft word etc.

Application

Would you love to find out how much the module has taught you? Start
this mission, and complete it.

Identify the literacy areas in which you are great, right, or weak. Then build a
personal life plan to fix the places where you are still weak and strengthen those you
already are good or strong. In writing your Own Lifelong Learning Plan (PLLP), you
can use the template in the activity as a reference, which includes the following:

 The seven 21st century literacies

 Your level of competency for each literacy
 Activities that will help improve or enhance literacy
 Time Frame
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 Support/Resources Needed
 Barriers/Challenges
 Solutions/Action Points

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 Closure

The key competitiveness challenge of the next decade is developing an

integrated, 21st-century public education system that prepares Filipino’s to
succeed. Addressing this challenge requires stable, forward-thinking leadership from
government, policy-makers, and teachers. This lesson gave you details on the
experience, skills, attitudes, and values to help you prepare to be an efficient teacher in
the 21st century.

Congratulations! It shows that you are already familiar with the contents of
this lesson. You can now proceed to the next experience of this module.

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 Lesson 2

Instructional Design Models

Learning Outcomes

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

 Introduce instructional design model
 Introduce sample technology- enhanced lessons to
support learning;

Time Frame 3 days

Introduction

As an aspiring teacher, you are being exposed to various techniques and strategies
in the teaching-learning process. With this, you were able to be given a chance to
choose different instructional models that you may think is the best model in your
teaching. In this lesson, you will understand better how these instructional models work
and their appropriateness in the topic given.

Activity

Back to the future!

~If you could turn the clock fast and see yourself in a classroom as a teacher, who are
you as a teacher? Let’s find out and try to fill in the information on the semantic web.

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 SETUP OF
STUDENTS

ENVIRONMENT
My Future Your presence as
Classroom a teacher

MOOD OF
LEARNER'S

Analysis

To extend the information about the lesson, address the following

issue comprehensively.

What makes the learning process successful?

What factor creates an ideal environment for learning?

What is your ideal classroom environment?

What classroom scenario is your greatest fear?

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 How does a teacher affects the mood of learners in the learning process?

What do you think is your greatest asset as a teacher? Why?

Abstraction

Instructional Design Model

An instructional model serves as an anchor wherein the journey to learning is
rooted. There are various instructional designs created to keep track of the efficiency of
the instructions. Through different models of instructions, teachers were able to draw
some inspirations on the different techniques and strategies patterned on the models of
instructions. Nevertheless, teachers should bear in mind that there is such no such thing
as a perfect model. Still, it will be in the appropriateness of the model and how the
teacher processes the learning for such a model to be effective.
In a nutshell, different instructional design models to be mentioned in this lesson
are as follows:
 Gagne’s Nine Events
 Blooms Revised Taxonomy
 ADDIE
 Merrill’s Principles of Instructions

As aspirant teachers, I want you to have an in-depth knowledge of the different

instructional models for you to be able to make use of them appropriately in your future
career as a leader inside the classroom in the process of learning.
A. Gagne’s Nine Events of Instructions
Robert Gagne has created Nine Events of Instructions that have been widely used in the
educative process. This Instructional model has focused on providing teachers,
instructors, and facilitators in the academe an organized process efficiently designed to
help maintain efficiency in the teaching-learning process.

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 Gain Inform Stimulate
Attention Learner Recall

Elicit Provide Present

Performance Guidance Information

Provide Assess Enhance

Feedback Performance Retention

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 Figure 1: Gagne’s Nine Events of Instructions

Here is additional information on the Nine Events of Instruction developed by Gagne:

a. Preparation
1. Gain Attention (reception)-this is the part wherein the teacher must get the
attention of the learners and keep them focus while the content of the lesson is
about to be delivered.
2. Inform Learner of Objective (expectancy) this is to lay down your expectation and
focus on the learning. An announced objective (s) helps learners have an
overview of how their performance will be assessed and the value of the content
in the future.
3. Stimulate Recall of Prior Information (retrieval) – this is based on the
schema theory wherein student’s prior knowledge will be linked and associated
with the newly introduced knowledge.
b. Instruction and Practice
4. Present Information (selective perception) - this is where the new content will
be systematically organized for the learning process to be achieved. One
important matter to be considered is the varied learning style of learners; this
differentiated instruction is highly recommended.
5. Provide Guidance (semantic encoding)-this is where facilitation of the
learning
process should be taken into high consideration especially when learners are
drawing in new knowledge and associating it to their prior knowledge to avoid a
negative transfer.
6. Elicit performance (responding)-this can be in the form of individualized or
grouped; output-based or process-based, and outright performance or
homework.
7. Provide Feedback (reinforcement) - this is one of the essential parts wherein
learners
will be able to understand whether the learning process is a success or needs to
be enhanced or revisit.
c. Assessment and Transfer
8. Assess Performance (retrieval)- this is one of the most anticipated parts of
the student’s performance wherein they were able to know if the expected
outcome or the learning objectives has been met or there is a need for them to
expound their knowledge.
9. Enhance Retention Transfer (generalization) - This is an additional input to
allow learner’s retention of new knowledge. This can be in the form of
additional reinforcement through practices and summarization.

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 Events of Instruction Techniques
Gaining Attention  Pose thought to provoke questions
(reception)  Present an intriguing problem
 Present meaningful and relevant challenges
Informing Learners of the  Describe what they will be able to do after the
objective (s) session
(expectancy)  Describe the required performance and its criteria
 Explain how the learning will benefit them
Stimulate recall of prior  Ask a question on their previous experience
information  Ask about their understanding of the
(retrieval) previous concepts
 Give a similar situation to what they will be learning
Present Information  Organize content in easy to understand manner
(selective perception)  Chunk information
 Use multiple delivery methods, a variety of texts,
and graphics as well as approaches.
Provide Guidance  Concept mapping for an association, graphics to
(semantic coding) make visual associations
 Mnemonics to cue and prompt learning; analogies
on knowledge construction
 Case studies for a real-world application
Elicit Performance  Have the learner demonstrate the acquired behavior
(responding) or knowledge of the content
 Ask thought-provoking questions
 Have the learner apply the knowledge to a
scenario or case study.
Provide Feedback  Be positive
(reinforcement)  Be objective
 Deliver focused and concise feedback on areas of
student’s control
Assess Performance  Written test, oral questioning, short essays or
(retrieval) questionnaires, etc.

Enhance Retention  Have them summarize the content

Transfer (generalization)  Have them generate examples
 Have them create concept maps

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B. Bloom’s Revised Taxonomy
There are six levels of cognitive learning, according to the revised version of
Bloom’s Taxonomy. Each level is conceptually different. The six levels are
remembering, understanding, applying, analyzing, evaluating, and creating.
Using Bloom's Revised Taxonomy in Assessment
These levels can be helpful for the learning outcomes to be categorized most
appropriately according to the level of cognitive needs and demands as well as the
ability of the learner. This, the teacher was able to pattern his/her learning objectives
accordingly. Further, teachers will be able to assess according to his/ her understanding
of the different cognitive levels.
Create

Evaluate

Analyze

Apply

Understand

Remember

Figure 2: Bloom’s Level of Cognitive Learning

1. Remember- is a simple retrieval, recall, and recognition of essential and

relevant knowledge from long-term memory
- simple identification of the different parts of speech in a sentence, tell the
basic
step in the dance or label food according to its category (go, glow, grow)

2. Understand-to demonstrate comprehension by explaining facts

-summarize a story, rephrase an article, and outline the steps in case of
emergency

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 3. Apply-use information or skill and relate it to a new situation
-translation of the local dialect to the second language, demonstrate the different
approaches of teaching, execute the basic step in dancing
4. Analyze- break material into its constituent parts and determine how the parts
relate to one another and/or to an overall structure or purpose
-compare and contrast the similarities and differences of land and water animals,
analyze the relationship between different characters in a play, analyze
the
relationship between various members of the family according to
group
5. Evaluate- is to make judgments based on criteria and standards
-determine the quality of the manuscript according to a given standard, judge
whether methods used in a demonstration of the product is valid or not, determine
the fallacies on an article based on criteria
6. Create- put elements together to form a new coherent or functional whole;
reorganizing elements into a new pattern or structure
-compose a poem, write a thesis, and write an essay of an
event
Bloom’s Level
of Cognitive Learning Outcome Verbs
Learning
Remember cite, define, describe, identify, label, list, match, name, outline,
quote,
Understand recall, report,arrange,
abstract, reproduce,articulate,
retrieve, show, state, tabulate,
associate, and tell. clarify,
categorize,
classify,
compare, compute, conclude, contrast, defend, diagram, differentiate,
discuss, distinguish, estimate, exemplify, explain, extend, extrapolate,
generalize, give examples of, illustrate, infer, interpolate, interpret,
match, outline, paraphrase, predict, rearrange, reorder, rephrase, represent,
Apply restate,
apply, summarize,
calculate, transform,
carry and out,translate.
classify, complete, compute,
demonstrate,
dramatize, employ, examine, execute, experiment, generalize, illustrate,
implement, infer, interpret, manipulate, modify, operate, organize,
outline, predict, solve, transfer, translate, and use.
Analyze analyze, arrange, break down, categorize, classify, compare,
connect,
contrast, deconstruct, detect, diagram, differentiate, discriminate,
distinguish, divide, explain, identify, integrate, inventory, order,
Evaluate organize, relate,
appraise, separate,
appraise, and structure.
argue, assess, compare, conclude, consider,
contrast,
convince, criticize, critique, decide, determine, discriminate, evaluate,
grade, judge, justify, measure, rank, rate, recommend, review, score,
select, standardize, support, test, and validate.
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Create arrange, assemble, build, collect, combine, compile, compose, constitute,
construct, create, design, develop, devise, formulate, generate,
hypothesize,

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 integrate, invent, make, manage, modify, organize, perform, plan,
prepare, produce, propose, rearrange, reconstruct, reorganize, revise,
rewrite, specify, synthesize, and write.

C. ADDIE
The ADDIE model is the generic process traditionally used by instructional
designers and training developers. The five phases—Analysis, Design, Development,
Implementation, and Evaluation—represent a systematized process of instruction
wherein the learning process is established in a framework of the organized flow of
knowledge effective transfer.

Analysis

Evaluation Design

Implementation Development

Figure 3: ADDIE Model

1. Analysis phase- this phase introduces the focus of the lesson-the goals
and objectives; also, learning environment, learner’s prior knowledge, cognitive
level, and learning style are
2. Design phase -is a systematic and specific phase wherein the different parts in
the process of learning such as crafting learning objectives, assessment
instruments, as well as appropriate contents and materials to name a few, will
be taken into consideration

3. Development phase -is the output of the design phase where content will
be assembled where the developers create and assemble the content assets that
were created in the design phase

4. Implementation phase-a procedure for training the facilitators and the

learners is developed. The facilitators’ training should cover the course
curriculum, learning outcomes, method of delivery, and testing procedures.
Preparation of the learners includes training them on new tools (software or
hardware), student registration.

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 5. Evaluation phase-is consists of two parts: formative and summative.
Formative evaluation is carried throughout the process of learning, while
summative is where the learner’s comprehension.
The content of the unit will be assessed at the end of the process.
ADDIE Phases Possible Outcome
Analysis an analysis of training needs and a training plan
Design an overview of the course design and storyboards/prototypes.
Development Course Content
Implementation Your courses are live in the LMS and learners can start to take and complete
courses
Evaluation An evaluation report and actionable changes for the current or future courses

D. Merril’s Principles of Instructions

Dr. David Merrill set of fundamental principles of instruction that can lead
to effective, efficient, and engaging instruction. Merrill's purpose was to identify the
prescriptive principles common to various design theories and models.

Integration Activation

PROBLEM

Application Demonstration

Figure 4: Merril’s Principles of Instruction

Purpose of Each Principle

1. Problem-Centered: Learning is promoted when learners are engaged

in solving real-world problems.

2. Activation: The purpose of the activation phase is to create activities that

build on existing knowledge before exposure to new information. Activating
prior knowledge prepares your learners to connect new incoming information
with existing knowledge.

3. Demonstration: The purpose of the demonstration phase is to create

activities that demonstrate your learners the steps and procedures.
Demonstrating knowledge requires the learners to be mentally active, but
they are not participating physically.

4. Application: The purpose of the application phase is to create activities

that give your learners opportunities to apply what they are learning.
Application of P a g e 92 | 188
 new information provides the learner's opportunities to do something, such as
practice a procedure, play a game, answer a question, etc.

5. Integration: The purpose of the integration phase is to create activities that

help your learners select and express what they learned and how they
may use it. Integrating new knowledge helps the learners connect what they
are learning to their work or their lives.

Application
Illustrate the (a) presence and (b) the importance of the different Instructional
models in a classroom setting.

Closure

Understanding the basic concept of the Instructional Design models is like

finding the blueprint in the teaching-learning process. With it, you, as an aspiring
teacher, will be able to have in-depth knowledge of not just what to teach but how to
teach, exploring endless possibilities and wonderful experience inside the
P a g e 93 | 188
classroom. Thus,

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 creating an unforgettable holistic teaching-learning experience together with
your excellent students in the near future. In this lesson, along with your grasping the
concepts of the different models, allows you to have a glimpse of who you will be.
Good luck, future teacher!

You can now proceed to the next experience of this module.

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 Lesson 3

Technology Enhanced Teaching

Learning Outcomes

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

 describe flexible learning environments that
enhance collaboration with the positive use of technology tools
in teaching.

Time Frame 2 days

Introduction

Hi! Welcome to Lesson 1. I assumed that you already understood the previous
module. This lesson will give you background and perspectives on Technology-
Enhanced Teaching.
Are you ready? Let’s begin!

Activity

Try this!

 Identify all feasible technological tools that can be applied in your locality.
Cite at least 5 technological tools.

 Draw a concept map which links the technological tools that

contributes teaching learning process.

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 Analysis

To extend the information about the lesson, address the following

issue comprehensively.

 How does enhanced technology affects the learners in the learning process?

 How can enhanced technology teaching assist the learners in their

learning process?

Abstraction

Enhanced Technology Teaching

Teachers should seek out technology that enhances student learning. Most
students come to our courses with a strong foundation in the use of technology and
expert instructors to incorporate it into their teaching. Some caution is necessary to
avoid using technology merely for effect, without knowing how it will enhance
learning. Take the time to determine which technologies will support and to improve
student learning, and learn how to use them.

Fig.1 Specific types of teaching and learning tools

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 Technology provides numerous tools that teachers can use in and out of the
classroom to enhance student learning. This page provides an introduction to some of
the most common.
1. Blackboard
Teachers might use the course management system
Blackboard. It focuses on online learning delivery but supports a range of uses, acting as
a platform for online content, including courses, both asynchronous based and
synchronous based.
(You can use the short, engaging Blackboard that helps your students get comfortable
in Blackboard. Your students can do training and learning gaps, utilizing analytical data
and reporting and choose which ones they want, or they can view multiple videos in a
row about a particular topic.)

2. Classroom Response Systems

("clickers")
One way to encourage student engagement is by using electronic devices that
allow students to record their answers to multiple-choice questions and will enable you
to display the results instantly. The anonymity encourages participation, and their
responses help the teacher know when further discussion is needed. The use of
clickers can also catalyze discussion.
Clicker systems let you pose a question and have students respond with a device
that looks like a TV remote. Several websites provide an alternative that allows students
to respond with a cell phone or laptop. Schools should encourage faculty to use the web
solution “Poll Everywhere,” but either technology enables many strategies for engaging
students.

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 3. Online Projects and Collaboration
Tools
Technology can support student collaboration on creating new knowledge,
reflecting on what they are learning, or working together to achieve a deeper
understanding of course material. These articles provide ideas about their use and
misuse. Online tools provide many new options. Students can collaborate on projects,
collect and synthesize information, and write for different types of audiences.
Example:
Teaching in the Cloud: Using Online Collaboration Tools to Enhance Student
Engagement (discusses jointly edited Google Docs, Google Sites, wikis, cloud storage
of video projects, crowdsourced research, Google Spreadsheets for data aggregation,
Piazza, and class blogs; also considers issues of IT support, ease of use, and student
privacy).

3. Information Visualization Tools

Technology can also clarify and stimulate thought by transforming words into
pictures. There are some tools to help lead your students to think more critically by
encouraging them to structure information visually. Visualization tools can help you
make information clearer to students, either by providing you with clearer visuals or,
better yet, assigning them to use visuals to make connections. Visualization tools can
help you create information clearer to students, either by providing you with clearer
visuals or, better yet, assigning them to use visuals to make connections.
Example: Make Infographics in the Classroom (help your students deepen their
understanding by showing connections, mapping, creating timelines, etc.).

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5. Flipping the Classroom
Sometimes a great way to move them toward higher levels of understanding is to
move
the lecture out of the classroom and use the in-person time for interactions that require
applying, synthesizing, and creating. "Flipping" doesn't have to use techno logy, but
tools such as videos, podcasts, online quizzes, and the like can help in and out of class
activity work together. These resources explain the theory underlying this teaching
method and provide practical suggestions for making it work.
Example:

Flipping the Classroom: Simply Speaking (video gives clear demonstration and
examples).

6. Games
What could be more engaging than a good game, a game may lead to deeper learning
and give some examples of their use in higher
education.

Ex. Reacting to the Past (Elaborate games set in the past, in which students are
assigned roles informed by classic texts in the history of ideas).

7. Converting a Face-to-Face Course to an Online

Course
Teaching online, whether in a hybrid course or a wholly-online course, requires
different techniques and different tools. Without the F2F contact, professors will need
to be even clearer about setting and articulating expectations for digital work and
participation. Encouraging interaction between professor and student and among
students is an additional challenge, as is monitoring student learning as the course
P a g e 100
progresses. The online environment requires the use of basic technologies to |digitize
188
course materials as well as mastery of the university's learning management system.
And various tools

P a g e 101 | 188
 like Skype allow synchronous communications, while blogs and Twitter can
encourage asynchronous interaction. Here are some ideas to get you started.
Example:

Synchronous learning is instruction and collaboration in “real time” via the

Internet.
It typically involves tools, such as:

 Live chat
 Audio and video conferencing
 Data and application sharing
 Virtual "hand raising"
Asynchronous learning methods use the time-delayed capabilities of the Internet.
It typically involves tools, such as:

 E-mail
 Threaded discussion
 Newsgroups and bulletin boards

Application
Let us test your learnings from the lesson. You will generate ideas to provide a
presentation by using a teaching and learning tool that is available to your local places.
Your teacher will give allotted time to prepare your presentation and will be graded
using the given criteria.

Closure

The implementation of technology in schools helps close that gap. Technology

can enhance relationships between teachers and students. Technology helps make
teaching and learning more meaningful and fun. Students are also able to collaborate
with their classmates through technological applications.

By incorporating technology strategically, educators can enhance the learning

experience and increase student engagement and curiosity. The future of learning lies in
striking the most effective balance between digital and in-person educational
experiences. Good luck, future teacher!

You can now proceed to the next experience of this module.

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 Lesson 4

ICT Conventional Materials to Enhance Teaching

Learning Outcomes
At the end of the lesson, you are expected to:
 Explain what conventional learning and its implications
 are. Differentiate conventional and non-conventional
 learning.
Identify what the different digital learning materials and conventional
learning resources that can support the teaching and learning process
are.

Time Frame 3 days

Introduction
This lesson will help you understand the implications of both conventional and
non- conventional ICT materials to the teaching and learning process. Are you excited to
learn? If yes, let us start!

Activity
Let us activate your prior knowledge!

Instructions: Remember and identify the conventional learning

materials below using the box of words. Good luck!

Chalk board Text books Manipulatives

Flip charts Model Flash

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1. What have you noticed on the learning materials presented in the
activity?

2. Why they are identified as conventional materials?

3. Do you think that using these conventional learning materials enhances

learning and teaching? Why or why not?

Analysis

What conventional learning materials can you remember that your teachers used in
your classes?

Are those materials helpful in your learning experience?

Based on the activity above, describe what conventional learning materials are.

Enumerate the difference between conventional learning materials and non-

conventional learning materials?

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 Abstraction
Conventional or traditional learning refers to a learning method
wherein teachers and students interact face-to-face and is limited to the
corners
of the classroom. This type of learning is teacher-centered, meaning the students
in
a conventional classroom passively receive the information being provided by
the teachers.

Conventional VS. Non-conventional Learning

Conventional learning Non-conventional
1. Teacher-centered. 1. Student-centered.
2. Students learn via face-to-face 2. Students can learn wherever
classroom learning. they are.
3. Students passively receive 3. Interactive learning.
information. 4. Infinite access to information.
4. Students have limited access to 5. Student can decide what they
information. want to learn and when they
5. Teacher decides the course of want to learn it (self-paced).
learning. 6. Audio-visual and technology
6. Learning by listening and based learning.
memorization. 7. Most of the materials are
7. Materials are cheap and easy to expensive and is difficult to
use. use/manipulate.

Learning and teaching are more meaningful, efficient, and fun if we

incorporate the usage of learning or instructional materials.
These learning or instructional materials may come in different forms. One of
these mentioned groups is called conventional or non-digital learning tools.

Source: Educational Technology 2 by Mark Jay Peña

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 1. Conventional or non-digital tools or learning/instructional materials are those
materials used in regular and “conventional or traditional” classrooms.
The usual conventional or non-digital tools or learning/instructional materials
are the following: textbooks, charts, flip charts, pictures, posters, atlases, globes, maps,
flashcards, worksheets, blackboards/chalkboards/whiteboards, bulletin boards, science
lab apparatus and materials, models, diorama, dictionaries, encyclopedias,
manipulatives, and others. These learning materials are beneficial and highly accessible
to both teachers and students. They are also very simple, easy, and quick to
use/manipulate. However, today, lessons can be taught and learned more easily by the
use of non-conventional or digital learning tools because they are more engaging,
especially to the 21st-century learners who are mostly audio-visual and digital native
learners.
Source: Education 2.0: Blueprint for the 21st-century classroom by Amol Aurora

2. Non-conventional or digital tools or learning/instructional materials are

those learning materials that are not commonly used in a traditional classroom.
These materials are also identified as modern teaching tools. These materials
include computers and laptops, calculators, slideshow presentations, e-books,
radio, educational CDs, DVDs, audiotapes, interactive whiteboards/smartboards,
television, mobile phones and tablets, and others.

Since you already know what conventional and non-conventional learning is and
identify what some of the conventional and non-conventional tools are, let us now learn
more about each of the tools.

I. Conventional or non-digital tools

1. Textbooks
Textbooks are a collection of contents and
information in a particular subject and level that are
printed and published. Books are designed to aid both
the students and the teachers in the lessons and topics
of the subject/s.

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 2. Charts and Flip Charts
Charts and flipcharts are educational visual aids that are
usually mounted on the wall or in its stand. It is a pad of
paper fastened together; it includes pictures and
representations based on a specific lesson. The pages are
flipped to view the other lessons or topics.

3. Pictures and Posters

Pictures are visual aids used to teach or present a more

realistic view of the topics. Educational images are usually
used to depict stories, places, events, people, and others.
While posters are visual aids that are used to depict symbols,
icons, and even includes pictures. They are more
comprehensive since captions and labels are present.

4. Atlases, Globes, and Maps

Atlases, globes, and maps are used in

teaching mostly geography-related lessons
because they provide an accurate
visualization of the geographical,
topographical, political, meteorological, and
some other features of the Earth.

5. FlashCards
Flashcards are usually used as an aid in drill
activities in English, Filipino, Math, and Science subjects.
This material has pictures, symbols, math
operations,
sentences, and phrases that help in the development of
quick retrieval of information, which promotes mental
ability.

6. Worksheets

Worksheet refers to a printed paper or a set of printed

paper with activities, drills, and questions for the student to
complete and answer. They are used by the teachers to
determine the students’ previous knowledge, outcomes, and
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 7. Blackboards/Chalkboards/Whiteboards

These are boards that are usually made from

wood, sophisticated plastic, fiber and even glass. These
boards are usually used by the teachers to write and draw
examples from the lesson that the students must write.
These boards are also used in drills such as board works
in math and spelling drills in English and Filipino. Almost
all classrooms have these kinds of boards.

8. Bulletin Boards

Bulletin boards are boards with

designs and artistic materials. They
are used in giving up-to-date
information, announcements, posting
of public information, display of
students' works and lessons, and more.
It is usually wall-mounted and placed
strategically for everybody to see it.

9. Dictionaries, Encyclopaedias, and Thesaurus

These are comprehensive reference books used by teachers

and students to find the meaning of any word and or idea. They
contain a collection of facts, knowledge, and other essential data.

10. Manipulatives

Manipulatives are various objects that

help the students to manipulate and play.
These objects are usually helpful in math and
logic. It helps the students to understand the
concepts through actual manipulation.

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 11. Science Lab Apparatus and Materials
Science laboratory apparatus and materials are
used inside the laboratory with caution to exercise
safety. These materials are used to demonstrate
science activities and perform experiments. These are
very useful since they enforce motivation and
curiosity in science.

12. Models
Models are three-dimensional representation or replicas of
the actual/real things being taught. It may be smaller, more
significant, or
even the same size as the exact thing. Models are used in teaching
since they simulate first-hand experience/s. They can be viewed,
examined,
and manipulated by both the learners and the students.

13. Diorama

Dioramas are realistic scenic displays usually used

in exhibits. Dioramas include three-dimensional characters
such as people and animals and things such as buildings,
equipment, vehicles, and others placed in a three-
dimensional ground with flat, scenic background. Some
examples are jungle scene, cityscapes, under the ocean,
farms, and others.

II. Non-conventional or digital tools

1. Computers and Laptops

Computers and laptops are used in education as a tool

for storing data, accessing and processing information
using engines and applications. Students and teachers can
also access the World Wide Web using these devices and
can connect to projectors to project presentations.

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 2. Slideshow Presentation

Slideshow presentations using projectors

are used in education to project slideshow
presentations, videos, clips, and more. The
use of applications can access this. It is
beneficial to the teachers and students since it
aids in learning by the projection of quality
videos of the lessons that are difficult to
explain.

3. E-Books
E-books are an electronic copy of published
books. E-books are present in applications or
downloadable materials that can be accessed using
devices like tablets, laptops, mobile phones, etc.

4. Radio

Radios and Televisions are electronic devices that air or

broadcast programs, news, and music. Radios and
televisions are used in education as a venue to air or
broadcast educational programs and lesson when the places
are not reachable, they lack teachers, and if the area or
country is experiencing a
calamity or emergency as distance learning must be practiced.

5. Educational CDs, DVDs, and Audiotapes

CDs, DVDs, and Audiotapes

are digital storage of video or audio
lessons. They contain music,
speeches, drama, stories, poetry, pre-
recorded lessons, and others.

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 6. Mobile Phones and Tablets

Mobile phones and tablets are handheld devices that are very useful in learning.
These devices can be used to access the internet, almost all applications, even e-books
and can be used as a calculator, map, converter, etc.

7. Interactive Whiteboards/Smart
Boards
Smart boards or interactive boards
are used by some school in the world.
They are
large screen that is mounted on the
wall. These boards can access the internet
and can
project videos, pictures, and others.
These boards are very promising since it
motivates
the learners because of its interactive nature.

Application

Two pictures are presented below: a traditional classroom that practices

conventional learning and a modern classroom which practices non-conventional learning.
Analyze what are their major differences including their advantages and disadvantages.

Modern Classroom Traditional Classroom

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P a g e 112 | 188
 Closure

Great job! You have just finished Lesson 4 of this module. If there are parts of the
lesson which you need clarification, please ask your instructor during your face-to-face sessions.

Now, if you are ready, please proceed to Lesson 5 of this module, which will
discuss distance learning. Kudos!

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 Le
sson 5

Distance Learning
Learning Outcomes
At the end of the lesson, you should be able to:

 Describe what distance learning is and identify its advantages

and disadvantages.
 Compare and contrast synchronous and asynchronous
learning modalities.
 Identify what examples of distance learning platforms are.

Time Frame 2 days

Introduction
This lesson contains information on how learning is practiced using different
modalities in distance learning. This lesson also provides a list of platforms that are
used in distance learning. If you are excited to know them, let us start now!

Activity

Picture Analysis.

Instructions: Analyze the picture below and answer the questions provided.

1. What is/are being practiced in the picture?

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2. What do you think is/are the reason/s why distance learning is
recommended?

3. Enumerate the advantages and disadvantages of distance learning?

Analysis

Can students learn via distance learning?

What are the challenges that would be encountered in the practice of distance
learning?

What are some of the platforms you know that facilitate distance learning?

What is your opinion on distance learning?

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 Abstraction
Distance learning is also known as remote learning, is a form of
education wherein there is little or no face-to-face learning or what we call
residential
learning between the students and their teachers. Distance learning can be done
anywhere,
usually at home.

There are a lot of reasons why people choose or practice distance or

remote learning. Here are some of the examples:

 Borderless learning. Students can

enroll in programs being offered online
by schools abroad.

 Flexible schedule. Students can choose

to enroll in courses that fit their
timetable.

 Learners can save. Because you can

learn from your own home, you can
save
from transportation fees, allowances, and even books and other resources.

 Self-paced learning. Learners can accomplish their modules/tasks at a

convenient time, pace, and whenever they are ready without being forced.

 Numerous programs and course offerings. There are a lot of programs and
courses being offered by schools for distance learners. They have the same standards
and quality as on-site learning.

 Increase employability. Since most of the schools that offer distance learning are
well- known and provides quality education, earning certificates from the courses or
programs finished by these institutions will give an advantage to your curriculum
vitae and increase your chance to be employed.

 Back up during calamities and emergencies. Due to natural calamities and or

health emergencies, learning institutions resort to distance learning to continue the
education of the students when face-to-face or residential learning cannot be
practiced.

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Disadvantages of Distance Learning

 High chances of distraction. Students most likely to be distracted during

distance learning since most of their homes are not suitable or conducive for
learning. Losing focus and losing track of deadlines is also a big problem since there
are no teachers or students at their side to remind and motivate them.

 Hidden costs. Even if courses and programs offered in distance learning by

schools are much cheaper than residential learning, there are some hidden costs
involved. For
example, buying gadgets, installing computers or internet routers, paying
electricity bills, and others.

 Access to technology. Since most of the platforms in distance education

require gadgets and digital tools, some students cannot access them due to the lack
of these said gadgets. Students coming from the low-income sectors of the
community don’t have any access to devices needed for this type of learning.

 Compromised quality. Since distance education promotes self-paced learning,

the quality of education can be compromised since individual students cannot exhibit
some of the outcomes of the lessons. Some needed to be collaborative, and some
required actual laboratory experience, and some needed the supervision of the
instructors

 Problems on the network. Some areas have limited source of internet connection
or network service. Since some of the activities in distance learning need to be done
online, the difficulty will arise when there is no sufficient network signal or internet
connection.

 Production of materials and resources. Learning institutions must prepare

materials to be used in distance learning. Problems will arise if there is an
emergency or a calamity wherein materials are not developed due to the nature of
unpreparedness on the given situations.
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 Types of Distance Learning Modes

I. Synchronous Learning - instructor-facilitated

learning that requires all the participants to be
virtually present at the same time. Tests and other
assessments are scheduled and timed. Learning
using this modality can be conducted using:
a. Virtual classrooms – is an online
environment wherein students and teachers can communicate, interact, view
and present lessons and discussions, and actively engage with the learning
resources available while teaming up or doing the tasks individually all in
just one setting.
b. W e b conferencing – is a service available online wherein teachers and
students can conduct classes, conferences, meetings, training, and other
activities virtually.
c. Educational televisions and radios – These are technologies that air and
broadcast programs, lessons, and other educational stints to the general
public. This is widely used in places that are experiencing calamities and
emergencies such as volcanic eruptions and disease outbreaks.
d. L e a r n i n g Management Systems (LMSs) – are online software
a pplications used to deliver course materials, educational training, program
development , and others.

II. Asynchronous Learning – self-directed and

self- paced learning mode that does not require
students to be virtually present. Learning using this
modality can be conducted using:
a. Modules – just like this material that you are
using, modules are developed to help
learners’ access education during distance
learning without having the trouble to
access
the internet and buy gadgets. Modules include comprehensive lessons
and
activities that help achieve learning outcomes even if done using self-
paced learning.
b. W e b -based courses – are uploaded courses and lessons on the internet.
They can be accessed from the different programs or course offerings of
learning
Institutions. Some of them are required to pay to be enrolled, while some
P a g e 118 | 188
 are free.
c. Video and audiotapes – These materials are pre-recorded copies of
instructors giving discussions and presentations. This is useful to learners
who have access to gadgets but don’t have the freedom of time to join the
scheduled meeting or don’t have any sufficient access to the internet.

Distance Learning Platforms

These are the Learning

Quipper, Management System
Moodle, and Synchronous (LMS) used to give
Schoology lessons, online quizzes,
tests, and other activities.

Serves as online virtual

Google
classrooms. Students can
Classroom and Synchronous
pass their works here and
Edmodo
interact with each other.

Proquest and It is used to access e-

E-brary Asynchronous books, online journals,
and other online learning
materials.

It is used to provide pre-recorded

Youtube Asynchronous lectures and other video
references.

It is used to provide pre- recorded

Coursera, Udacity, video lectures, online lessons and
and edX Asynchronous modules, and other references.

Phet™ Interactive Asynchronous Used in science laboratory

Simulations activity simulations.

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 It is used to conduct video chat,
Zoom, FB Synchronous meetings, conferences, and online
messenger consultations.

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 Application
Reflective Journal

What made you choose modular learning Are you effectively learning using modular
over synchronous online learning? distance learning?

What distance learning platform would best suit you if you have not chosen
modular
learning?

Closure

Great work! Lesson 5 of this lesson you've just started. If you need
clarification regarding parts of the experience, please ask your instructor during your
face-to-face sessions.

If you're ready now, please proceed to this module's Lesson 6. Kudos, you guys!

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 Lesson 6

Relevance and Appropriateness in the use of

Technology in Teaching and Learning
Learning Outcomes

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

 define what is instructional material;
 discuss the relevance and appropriateness in the use of technology
in teaching and learning;
 explain the importance of the relevance and appropriateness in using
technology in teaching;
 evaluate technologies and instructional materials used by teachers
in teaching

Time Frame 2 days

Introduction
Hello and welcome to another lesson of this module! This lesson introduces the
Relevance and Appropriateness in the use of Technology in Teaching and Learning.
Technology can do so much in the teaching and learning process. It can enhance the
teacher-student relationship, it helps the teaching and learning process fun and more
engaging, and it facilitates collaboration to the students. However, some things need to
be considered in using technology for it to be useful in the teaching and learning process.
This lesson will help you have a better understanding of the use of technology in
teaching and learning, which would greatly help you in future endeavors. So, what are
you waiting for? Let’s buckle up and enjoy the lesson!

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 Activity

Think of a text book that you like the most and answer the
following questions by filling out the blank.

Title of the book:

I like this book because:

This book caught my interest because:

This book suits me because:

I can easily understand the book because:

Analysis
After answering the activity above, you now have an idea about our lesson.
But before we proceed to abstraction, consider the following questions below:
1. Why should teacher must have a deep understanding of how to utilize technology
in the teaching and learning process appropriately?

2. Is relevance and appropriateness of using technology in teaching necessary?

Defend your answer.

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 3. Is instructional material important for teachers? Why?

4. The textbook is an example of instructional material. What do you think are

the things that we need to consider in selecting instructional materials like
books?

Abstraction

In teaching, it is vital to consider the relevance and appropriateness of

using technology in teaching and learning. If we employ well-planned instructional
strategies with relevant and appropriate technology and media, we prepare our students
for 21 st- century careers (Smaldino et al. 2014). Utilizing appropriate technology in the
teaching and learning process is indispensable for us teachers. What works for one
does not necessarily work for all? We need the right tool for the right job.
When talking about utilizing technology appropriately, we are not only talking
about how to use technology appropriately but also, and we are talking about
Instructional Technology. Instructional Technologies includes the instructional design
process, which provides for analysis, design, development, evaluation, and
implementation of instructional systems and other learning environments
(https://uncw.edu/ed/mit/faq.html). It also includes the proper selection of instructional
materials. Instructional material should constitute the appropriate utilization of
technology.
But what is an instructional material? It is a device that aids the teacher in the
teaching-learning process. They do not replace the teacher but aids the teacher. It can be
traditional resources (e.g., textbook, workbooks, etc.), graphic organizers (e.g., graphs,
charts, tables, etc.), teacher-made resources (e.g., handouts, worksheets, etc.), and other
forms of instructional material (e.g., audio, audio-visual, electronic interactive, etc.).
Since instructional material is indispensable for teachers, we need to select carefully.

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 What are the things that we need to consider in
selecting instructional material based on
appropriateness and feasibility?

1. The principle of appropriateness –

- Does it meet the standards (general and
specific goals of the subject)?
- Is it appropriate to the intended level?

2. The principle of 3. The principle of cost

authenticity – (Economy)
- Is the material - Can the students
accurate? afford the cost of the
- Is the material up-to- material?
date? - Does the cost equate
- Is the information of the quality of the
the material material?
dependable?

4. The principle of interest 5. The principle of

- Does the material catch Organization and balance
the interest of the - Is it well organized and
learners? balanced?
- Does the material stimulate - Is the purpose clearly
students’ curiosity? stated?
- Does the material - Is there a logical
motivates the students? organization, clarity,
- Does the material and accordance with the
encourage creativity and principle of learning?
imaginative response
among users?

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 Application
Interview at least three (3) teachers (through text, messenger, email, and other
means available) and ask the following questions below. Consolidate the data after the
interview and make a conclusion and reflection based on the data collected.

1. How often do you use technology in teaching?

2. In your own opinion, why is it essential to utilize appropriate technology in the
teaching and learning process?
3. Have you ever been on a dilemma in selecting which instructional material is best
for the class? How do you solve that dilemma?
4. What are the factors that you always consider before selecting appropriate
instructional material for the class?

Conclusion

Reflection

Closure
Well-done! I am so happy because you were able to answer the activities and
tasks for this lesson. I’m sure that you have gained some insights and experiences from
this lesson. Now you are ready to move on to the next part of this coursepack. Enjoy the
lesson and keep up the excellent work!

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