THE POSITIVE USE OF ICT AS TEACHING AND LEARNING RESOURCES

JOEMAR D. SAJONA, RL. MLIS.

_____________________________________________________________________________________

DIGITAL INSTRUCTIONAL MATERIALS

What are Instructional Materials?

 All materials that are designed for use by pupils and their teachers as a learning resource and help
pupils acquire facts, skills, or opinions or develop cognitive processes.
 Instructional materials refer to the human and non-human materials and facilities that can be
used to ease, encourage, improved and promote teaching and learning activities. They are
whatever materials used in the process of instruction. They are a broad range of resource which
can be used to facilitate effective instruction. They indicate a systematic way of designing, carrying
out and employing the total process of learning and communication and employing human and
non-human resources to bring out a more meaningful and effective instruction. (IGI Global, 2017)
http://www.igi-global.com/dictionary/instructional-materials/48956
 Resources that organize and support instruction, such as textbooks, tasks, and supplementary
resources (adapted from Remillard & Heck, 2014 ).

What do we mean by “Technology”?

When you think of the word technology, what comes to mind? It might sound like something from a
scifi show or something that has to run on electricity. Technology makes us think of the very complex, but
energy doesn't have to be complex.

 “Technology” refers to advancements in the methods and tools we use to solve problems or
achieve a goal.
 In the classroom, technology can encompass all kinds of tools from low-tech pencil, paper, and
chalkboard, to the use of presentation software, or high-tech tablets,… and more.
 Technology is a body of knowledge devoted to creating tools, processing actions and extracting
of materials. (Ramey, 2013) http://www.useoftechnology.com/what-is-technology/
 Technology usually involves a specific piece of equipment, but that equipment can be incredibly
simple or dazzlingly complex. It can be anything from the discovery of the wheel, all the way up
to computers and MP3 players. (Wood, David. 2017)

What do we mean by digital?

 Involving or relating to the use of computer technology. (Oxford Dictionary, 2017)

 Electronic technology that generates, stores, and processes data in terms of two states: positive
and non-positive. Positive is expressed or represented by the number 1 and non-positive by the
number 0. Thus, data transmitted or stored with digital technology is expressed as a string of 0's
and 1's. Each of these state digits is referred to as a bit (and a string of bits that a computer can
address individually as a group is a byte). (WhatIs?, 2017)
What are Technology-based Materials?

 These are instructional materials that require the availability of electronic equipment to be used.
 Technology-based materials include software programs, video disks, compact disks, optical disks,
video and audio tapes, data bases, and others.

ICT INTEGRATION MODEL

1. Technological Pedagogical Content Knowledge (TPACK) is a framework that identifies the

knowledge teachers need to teach effectively with technology.

Punya Mishra and Matthew J. Koehler’s 2006 TPACK framework, which focuses on technological
knowledge (TK), pedagogical knowledge (PK), and content knowledge (CK), offers a productive
approach to many of the dilemmas that teachers face in implementing educational
technology (edtech) in their classrooms. By differentiating among these three types of
knowledge, the TPACK framework outlines how content (what is being taught) and pedagogy
(how the teacher imparts that content) must form the foundation for any effective edtech
integration. This order is important because the technology being implemented must
communicate the content and support the pedagogy in order to enhance students’ learning
experience.

According to the TPACK framework, specific technological tools (hardware, software,

applications, associated information literacy practices, etc.) are best used to instruct and guide
students toward a better, more robust understanding of the subject matter. The three types of
knowledge – TK, PK, and CK – are thus combined and recombined in various ways within the
 TPACK framework. Technological pedagogical knowledge (TPK) describes relationships and
interactions between technological tools and specific pedagogical practices, while pedagogical
content knowledge (PCK) describes the same between pedagogical practices and specific
learning objectives; finally, technological content knowledge (TCK) describes relationships and
intersections among technologies and learning objectives. These triangulated areas then
constitute TPACK, which considers the relationships among all three areas and acknowledges
that educators are acting within this complex space.

2. SAMR Model

Dr. Ruben Puentedura has developed what he calls the SAMR model, which provides a framework
to show the impact of technology on teaching and learning. The model moves through various
stages, beginning at a basic level of learning in the substitution phase through to a level where
learning is transformational at the redefinition level.

 SUBSTITUTION – Technology acts as a direct tool substitute, with no functional change. For
example, students may type up notes on a word processor instead of writing by hand in an
exercise book.

 AUGMENTATION – Technology still acts as a direct tool substitute, but with functional
improvements. Taking the example of typing on a word processor, augmentation means
that the learning process can become more efficient and engaging. Images can be added,
text can be hyperlinked and changes to the text itself can be made quickly.

These first two stages of the SAMR model represent enhancements of existing ways of
working. Digital technology is not necessary in order to carry out the learning task. The
 technology simply provides a digital medium for learning to take place, which may enhance
learning.

 MODIFICATION - By this stage technology not only enhances the learning activity, it also
significantly transforms it. An example might be students setting up a blog in which they
open up their work to a worldwide audience. The blog means that students are much more
accountable for the work they present, so will tend to spend more time refining their
written work. In this way, both student learning and literacy improve.

 REDIFINITION - This level requires the teacher to think about learning activities that were
previously inconceivable without the use of technology. This could be for instance, a Google
Hangout session that takes place between students from different countries in order for
students to swap information about their home countries in real-time. Likewise, the use
of Google Docs for students in different parts of the world to collaborate on a shared
assignment facilitates learning opportunities that would be impossible without such
technology.

The modification and redefinition levels represent transformational stages in terms of

student learning, as the technology is actively helping to transform the way in which learning
can occur.

3. Technology Integration Matrix

The Technology Integration Matrix (TIM) was developed to help guide the complete task of
evaluating technology integration in the classroom. It provides a common vocabulary for
pedagogically sound technology integration for teachers, school leaders, coaches, researchers,
evaluators, and professional development facilitators.

The theoretical framework of the TIM is based in constructivist learning theory and research
related to teacher practice. In contrast to other models for technology integration, the TIM is
designed to evaluate a lesson, as opposed to rating a teacher or judging a discrete task.

The TIM incorporates five interdependent characteristics of meaningful learning environments:

active, collaborative, constructive, authentic, and goal-directed.
 These characteristics are associated with five levels of technology integration: entry, adoption,
adaptation, infusion, and transformation.

4. 21st Century Skills

Learning and Innovation Skills

 Learning and innovation skills are what separate students who are prepared for
increasingly complex life and work environments in today’s world and those who are not.
 Creativity and Innovation
 Critical Thinking and Problem Solving
 Communication and Collaboration

Information, Media and Technology Skills

 Information Literacy
  Media Literacy
 ICT (Information, Communications and Technology)

Literacy Life and Career Skills

 Flexibility and Adaptability

 Initiative and Self-Direction
 Social and Cross-Cultural Skills
 Productivity and Accountability
 Leadership and Responsibility

Characteristics of a Digital Native

1. Geographically mobile generation

2. Tremendous possibilities
3. Shift to tablet-based education
4. Computer influence childrens’ literacy
5. Global virtual friends replace real ones
6. Less exposed to physical interactions
7. Share personal information with “friends”
8. Tend to forget their online security
9. Process information very fast
10. Are always connected
11. Able filter information
12. Differentiate relevant and irrelevant

DIGITAL CITIZENSHIP

A digital citizen refers to a person utilizing information technology (IT) in order to engage in society,
politics, and government. K. Mossberger, et al. (2011) define digital citizens as "those who use the Internet
regularly and effectively".(Ohler, 2015) Digital citizens understand digital citizenship, which is the
appropriate use of technology (Virtual Library, 2018).
People characterizing themselves as digital citizens often use IT extensively, creating blogs, using social
networks, and participating in online journalism. Although digital citizenship potentially begins when any
child, teen, and/or adult signs up for an email address, posts pictures online, uses e-commerce to buy
merchandise online, and/or participates in any electronic function that is B2C or B2B, the process of
becoming a digital citizen goes beyond simple Internet activity. In the framework of T.H. Marshall's
perspective on citizenship's three traditions (liberalism, republicanism, and ascriptive hierarchy), digital
citizenry can occur alongside the promotion of equal economic opportunity, as well as increased political
participation and civic duty. Digital technology can lower the barriers to entry for participation as a citizen
within society.

Three Principles of Digital Citizenship

Digital Citizenship is a term used to define the appropriate and responsible use of technology among
users. Three principles were developed by Mark Ribble to teach digital users how to responsibly use
technology to become a digital citizen. The three principles include: respect, educate, and protect. Each
principle contains three of the nine elements of digital citizenship.[26]

1. Respect: the elements of etiquette, access, and law are used to respect other digital users.
2. Educate: the elements of literacy, communication, and commerce are used to learn about the
appropriate use of the digital world.
3. Protect: the elements of rights and responsibilities, security, and health and wellness are used to
remain safe in the digital and non-digital world.

SOCIAL MEDIA IN EDUCATION

What is Social Media?

Social media is a communication tool that allows users to interact with, and contribute to, content online.
It includes popular online social networks such as Pinterest, Twitter, Instagram, YouTube, and Facebook,
with new platforms emerging. Although social media has a large presence in news and entertainment,
when used in the learning setting for educational purposes it has the potential to facilitate
communication, augmenting the student experience and improving outcomes, by:

 Encouraging interaction and engagement among students

 Nurturing a student-centric learning setting
 Extending the learning environment beyond the classroom
 Facilitating the flow of information between students, faculty, and the campus community

Why would I use social media in my teaching?

Current research suggests that social media may be used to improve communication between students,
instructors, and the surrounding campus community. While many different types of communication tools
are available in the learning setting, the advantage of using popular social media platforms is that most
students arrive to campus as fluent users of these virtual tools. Whether or not instructors adopt social
media as an education tool, chances are their students already have created a class-specific Facebook
group, use Twitter to share course information, or use another social media platform to communicate
with other students outside of class.

What are some ways I can use social media in my courses?

One way to begin integrating social media into the classroom is to ask other instructors, TAs or students
what they are doing. In addition to these sources, here are some ideas for ways instructors can use
social media as a teaching and learning tool:

 Use Twitter to hold a real-time course discussions that include remote learners.
o Implementing Live Twitter Chat Discussion Sessions
o Teaching with Twitter: Podcast and getting started
 Encourage students to create course-specific, virtual study groups over social media. This
enables students to share information about upcoming assignments, coordinate in-person
student groups, or comment privately about course related issues.
o How Social Media Can Help Students Study
  Complete a collaborative assignment over social media.
o Collaborative Online Projects: Wikis
 Connect with other students or campus organizations over Facebook to learn about co-
curricular activities.
o Keeping remote collect students connected: Virtual student unions provide
communities for online learners
 Stay informed about a variety of campus events by following specific campus groups over
Facebook or Twitter.
o Social Media: A tool to increase college students’ engagement and success
 Facilitate a class discussion over social media in place of an LMS discussion board (e.g. Canvas
discussion board), posting questions on a course specific social media account, inviting students
to respond to the prompt, and add to the conversation.
o The Advantage of Facebook Groups in Education
o Facebook groups as LMS
 Create an assignment that requires students to connect with social media content to complete.
o How-to use social media platforms to create meaningful learning assignments
 Hold office hours over social media.
o Virtual office hours
 Disseminate research findings and course information through a popular social media platform.
o The impact of social media on the dissemination of research: results of an experiment

Social Media in Classroom

Prepare:

 Review social media privacy settings. Students and instructors may be unfamiliar with social
media privacy settings. Review these settings before the start of the course and be prepared to
answer student questions.
 Be transparent about the use of social media in the classroom. Set clear expectations about the
use of social media in the course description and syllabus. Ensure that students know how social
media will be used in the classroom setting prior to enrollment. Include this information in course
requirements and suggest any alternatives that may meet these requirements.
 Provide an option to opt out. If students are required to use social media in the course, or for a
specific assignment, provide an easily accessible alternative for students who do not want, or are
not able, to use social media, such as an alternative assignment or accommodation. Students who
don’t want to use their personal account may consider using a course-specific social media
account.
 Stay up-to-date. Social media features, privacy settings, and student behaviors in relation to social
media change frequently. Keep this ever-evolving environment in mind during course planning.

Practice:

 Get students thinking about social media and their privacy. Encourage students to review their
privacy settings frequently and to adjust as appropriate. Students should be familiar with how
their content is shared and who has access to it.
 Be responsive to student preferences and needs. Don’t assume all students are familiar with
social media or have the needed hardware to access it in your class. Assess student preferences,
 knowledge of and comfort with social media. Consider making a change to how social media is
used in the classroom, and be prepared to connect students to the resources they need to fully
participate in your course.
 Protect information. Instructors should take care not to reveal any personal data about students
in their use of social media, including posting images or recordings that may identify students.
 Let students initiate contact requests. Students should be the ones to initiate any friend requests
or contact over social media. As an instructor, you should never initiate a one-on-one social
conversation with a student over social media.
 Take care with responses to students. If a student initiates social dialogue over social media, it is
not considered part of the educational record, but it is still important to respond with care.

VISUAL DESIGN AND GRAPHICS

The elements and principles of design are the building blocks. The elements of design are the things that
make up a design. The Principles of design are what we do to those elements. How we apply the principles
of design determines how successful the design is.

 The Elements of Design

1. LINE – The linear marks made with a pen or brush or the edge created when two shapes meet.
2. SHAPE – A shape is a self-contained defined area of geometric (squares and circles), or organic
(free formed shapes or natural shapes). A positive shape automatically creates a negative
shape.
3. DIRECTION – All lines have direction – Horizontal, Vertical or Oblique. Horizontal suggests
calmness, stability and tranquility. Vertical gives a feeling of balance, formality and alertness.
Oblique suggests movement and action
4. SIZE – Size is simply the relationship of the area occupied by one shape to that of another.
5. TEXTURE – Texture is the surface quality of a shape – rough, smooth, soft hard glossy etc.
6. COLOUR – Color is light reflected off objects. Color has three main characteristics: hue or its
name (red, green, blue, etc.), value (how light or dark it is), and intensity (how bright or dull it
is).

 The Principles of Design

1. BALANCE – Balance in design is similar to balance in physics. A large shape close to the center
can be balanced by a small shape close to the edge. Balance provides stability and structure
to a design. It’s the weight distributed in the design by the placement of your elements.
2. PROXIMITY – Proximity creates relationship between elements. It provides a focal point.
Proximity doesn’t mean that elements have to be placed together, it means they should be
visually connected in some way.
3. ALIGNMENT – Allows us to create order and organization. Aligning elements allows them to
create a visual connection with each other.
 4. REPETITION – Repetition strengthens a design by tying together individual elements. It helps
to create association and consistency. Repetition can create rhythm (a feeling of organized
movement).
5. CONTRAST – Contrast is the juxtaposition of opposing elements (opposite colors on the color
wheel, or value light / dark, or direction – horizontal / vertical). Contrast allows us to
emphasize or highlight key elements in your design.
6. SPACE – Space in art refers to the distance or area between, around, above, below, or within
elements. Both positive and negative space are important factors to be considered in every
design

 Different File Formats and Features

1. JPEG - JPEG stands for Joint Photographic Experts Group, and it’s extension is widely written
as .jpg. The most used image file format is used to store photos all over the world.

This file format has different qualities like low, medium and high. If you need a high quality
image, then you need to choose less compressed options for JPEG. The most common uses
of photos with this format is to post on social media, share on email, publish on websites,
and more.

Since JPEG takes less space on your memory cards, you can store more images easily with
this file format. Though the quality can easily be compromised in editing a JPEG image.

When to Use JPEG Image Format:

 For images with a lot of different colors, like photographs
 To reduce the file size of highly detailed images

2. PNG, stands for Portable Network Graphics. It’s an important file format that helps a lot in
editing an image. You can use it for complete transparent backgrounds or drop shadows
(partial transparency) for the great effects.

This image format will not let you loose the quality and details of the photos. The file size
can be bigger in PNG, so it is best for small images like logos.

When to Use PNG Image Format:

 For images with transparent backgrounds
 For small images like logos
 When you want to retain the quality of a detailed image, and file size doesn’t matter

3. GIF, stands for Graphics Interchange Format, and it’s quite similar to PNG when you talk about
the quality of the images. You can create animations for the web using this format.

This image format has less color range, so it’s not suitable for all photos. Like PNG, the GIF
images can be transparent, but it doesn’t support partial transparency which means no
shadow effects.
 When to Use GIF Image Format:
 For simple images like icons that have very few colors
 For animated images

PODCASTING

 A digital audio file made available on the Internet for downloading to a computer or mobile
device, typically available as a series, new installments of which can be received by subscribers
automatically. (Dictionary.com)
 Podcasting involves the online publication of digital files (audio, video, or other formats) within a
channel to which others can subscribe.
 Podcasts are usually streamed online by viewers using a computer or mobile device. Free Podcast
Apps for Teachers:
1. VoiceThread - "Create and share dynamic conversations around documents, snapshots,
diagrams and videos -- basically anything there is to talk about. You can talk, type, and draw
right on the screen. VoiceThread takes your conversations to the next level, capturing your
presence, not just your comments."
2. iPadio - "The iPadio app lets you record up to 60 minutes of high quality audio and then add
titles, descriptions, images, and geo-locate your recording before it is instantly uploaded to
your ipadio.com account or cross-posted to your Twitter, Facebook, Wordpress, Posterous,
Blogger, Live Spaces, or LiveJournal accounts. Each audio clip also comes with its own
selection of embed codes, which you can grab off your online ipadio account, meaning you
can also put your recording on your website."
3. Mobile Podcaster - "Mobile Podcaster is an iPhone & iPad podcast publishing application that
lets you record and publish audio recordings and podcast episodes (up to 15 minutes long)
directly to your WordPress website (both Wordpress.org and Wordpress.com)."
4. Cinchcast - "With the Cinchcast app, users can quickly capture and publish a high quality
recording of any length and attach an image and text information to the recording. The
recording is automatically saved to the users account on the Cinchcast platform, where it can
easily be published to any website or blog and can be syndicated to iTunes. Users can also
share content directly on Facebook, Twitter, or with an email to any of their contacts directly
from the app."

VIDEOS IN EDUCATION

 “How to” Videos

 Interviewing an Expert or Expert Presentation
 Animations, Animated screenshots
 Video case studies/ simulations
 Documentaries
 Students create their own video

Instructional Videos

 These videos provide straightforward help to users.

  The most popular kind are the “How-to” videos where these are used to show the process,
procedures and different stages of doing something concrete.
 It is also used as a demonstration method to show experts in practice.

Digital Storytelling

 Teachers can use Digital Storytelling in many ways, from helping students learn to conduct
research, synthesize large amounts of content, and gain expertise in the use of digital tools.
 it also can help students gain expertise in writing down their ideas in a script, and creating a
storyboard of their plan as they create stories.
 They present their ideas and knowledge in an individual and meaningful way.

Types of Digital Stories

 Personal Narratives
 Stories that Examine Historical Narratives
 Stories that Inform

WIKIS AND BLOGS

 Wiki is an online application that allows users to contribute to or edit its content. Meaning “quick”
in the Hawaiian language, wiki is a creative and open environment where everyone has a voice.
The significance of wiki lies in the fact that there is no assigned “leader” or “head writer”.
 A wiki is a website which allows people to add, modify, or delete the content.
 Wikis are usually created collaboratively. These are usually used in classes for collaborative
projects.
 Google site, Wikipedia, Wikiversity, Wikispaces, etc.

E-LEARNING PLATFORMS

 Edmodo - a "social learning platform" website for teachers, students, and parents. Good for
posting assignments, creating polls, embedding video clips, create learning groups, posting “e-
quizzes”, and creating a calendar of events and assignments.
 Moodle - a free software e-learning platform, also known as a Learning Management System

Online Education Technology Tools for Teachers

 Educational technology tools is whatever stuff [apps] you need to use to support the practice of
effective teaching and learning. (Norman, 2018)
 Creating dynamic experiences in the classroom to motivate learners to participate and learn
interactively. Sample Online Technology Tool for Teachers:
1. Menti.com (Free Trial) - is an interaction tool that can be used to have students actively
participate in your lectures. It allows students to anonymously give their opinions on
questions (in forms such as multiple-choice, open-ended or scales) that you can prepare in
advance.
2. AnswerGarden (Free) - is a new minimalistic feedback tool. Use it for real time audience
participation, online brainstorming and classroom feedback.
 3. ClassMarker (Free Trial) - ClassMarker's secure, professional web-based testing service is an
easy-to-use, customizable online Test maker for business, training & educational assessment
with Tests & Quizzes graded instantly saving you hours of paperwork.
4. FlexiQuiz (Free) – Powerful online test and quiz maker. Create, send and analyses your test,
quizzes and assessments. Quickly create courses or online tests for your students. You can
make your test public or just publish it for your class or school with our private test options.
5. RubiStar (Free) - is a free tool to help teachers create quality rubrics.
6. Plicker (Free) - is a powerfully simple tool that lets teachers collect real-time formative
assessment data without the need for student devices. Tailor instruction with instant
feedback.
7. Padlet (Free) – will let you create beautiful boards, documents and webpages that are easy to
read and fun to contribute

There are tons of FREE Digital Resources in the Internet!

1. GIMP – image manipulation

2. Inkscape – digital illustration/ vector graphics
3. Sketchup – 3D modeling
4. Blender – 3D modeling, animating
5. Audacity – Sound recording/editing/ composing
6. LMMS– Music composing
7. Scratch – basic programming, animating, game building

Some links that would help:

 http://digitaltoolsforteachers.blogspot.com/
 http://www.edudemic.com/tag/gamification/
 http://www.edutopia.org/blogs/beat/game-based-learning
 http://familyinternet.about.com/od/resources/tp/programmingforkids.htm
 http://www.edudemic.com/future-of-education-technology/
 http://sketchupprojects.com
 http://c4lpt.co.uk/top100tools
 http://christykeeler.com/EducationalVirtualMuseums.html
 http://www.free-ppt-templates.com
 http://vimeo.com/7836865

REFERENCES:

 Pastiggi, Will. (2014). “The SAMR Model”. Technology for Leaners. Accessed Last” April 22, 2019.
URL: https://technologyforlearners.com/the-samr-model/
 “Digital Citizen”. (2019). Wikipedia. Accessed Last: April 22, 2019. URL: https://en.wikipedia. org
/wiki/Digital_citizen
 “Social Media in the Classroom: Opportunities, Challenges, and Recommendations”. (2019).
University of Washington Information Technology. Accessed Last: April 22, 2019. URL:
https://itconnect .uw.edu/learn/research/ecar-social-media/
 “Principles of Design”. (2015). J6 Design. Accessed last April 22, 2019. URL: http://www.j6design.
com.au/6-principles-of-design/
 “Digital Instructional Materials Frequently Asked Questions” sdcoedimr.net/index_htm_
files/eHandbookFAQs.pdf
 Ref: Kurt, Serhat. (2018). “Technological Pedagogical Content Knowledge (TPACK) Framework”.
Educational Technology. Accessed Last: April 22, 2019. URL: https://educationaltechnology.net/
technological- pedagogical-content-knowledge-tpack-framework/
 “TPACK” tpack.org
 “Partnership for 21st Century Skills” www.p21.org
 ”TLA 2009 Annual Conference” http://faculty.coe.uh.edu/brobin/TLA/pages/03.htm
 “Top ten uses of video in education” http://www.videoaktiv.org/index.php?id=200
 “Characteristics of a Digital Native” http://www.techlearning.com/article/7074
 “Teaching with Technology” http://www.washington.edu/teaching/teaching-
resources/engaging-students-in-learning/teaching-with-technology-2/
 “What is Open-Source Software?” http://opensource.com/resources/what-open-source
 “Benefits of Open-Source in Education” http://www.osv.org.au/index.cgi?tid=5
 “Digital Natives, Digital Immigrants” http://www.marcprensky.com/writing/Prensky%20-
%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
 http://www.oxforddictionaries.com/us/definition/american_english/digital-native
 “Educational Uses of Digital Storytelling” http://digitalstorytelling.coe.uh.edu/index.cfm
 http://www.igi-global.com/dictionary/instructional-materials/48956