MIDTERM- TTL

Non digital and Digital Skills and Tools in Delivering Technology-Enhanced Lessons Development
and Use of Non-Digital or Conventional Materials
Introduction
Teaching becomes rewarding when learners get the most from instruction as manifested in their
performance. An importance element in engaging learners is when the strategy used in delivering the lesson
uses an instructional material. When properly and appropriately used, it can spice up a classroom activity.
These instructional materials may come in varied forms. One group refers to the conventional and
non-digital tools. A classroom will always need a chalkboard or a writing board that may come in varied
forms and shapes. Bulletin boards, flip charts, dioramas, puppets, terrarium and the like, will always find their
significance in any classroom.
However, nowadays, lessons can be made more relevant and engaging for learners as digital tools are
integrated. This module presents both non-digital and digital tools. Explore the possibilities of learning
about these tools and how to effectively integrate them in instruction.

Inputs
The teachers need instructional materials to enhance teaching and learning.
Instructional materials are defined as print and non-print items that are rested to impact information to
students in educational process (Effiong&Igiri, 2015). Examples of instructional materials are drawing,
kits, textbooks, posters, magazines, flip chart, newspapers, diorama, pictures, recording, videos and the
like.
Instructional materials have several roles in teaching and learning which include the following: (1)
they promote meaningful communication and effective learning; (2) they ensure better retention, thus
making learning more permanent; (3) they help to overcome the limited classroom by making the
inaccessible accessible; (4) they provide a common experience upon which late learning can be developed;
and (5) they encourage participation especially if students are allowed to manipulate materials used
(Brown et al,.. 2005; Effiong&Igiri, 2015)
Instructional materials are the supplementary materials, which help the teacher to make his/her
presentation concrete, effective, interesting, meaningful and inspiring. In any teaching and learning process,
instructional materials play a vital role as they provide sensory experiences to the learners. The primary aim
of teaching materials is to provide the teachers the layout of the way for teaching in the classroom.
It is important to understand how to develop instructional materials. Instructional materials refer to any
pre existing materials that are being incorporated, as well as those that will be specifically developed for
the objectives (Haigler, 2014).
Below are several factors to consider in developing instructional materials:
1. Develop a story board and working outline based on the subject goals and objectives.
2. Identify existing institutional resources including materials and teaching capability.
3. The teacher may research off the shelf materials that have been developed by others to determinate
if their approach could be useful.
4. Explore the possibility of adapting concepts of other teachers with infringing on anyone’s
copy protected design.
5. Modify existing materials based on the objectives of the lesson.
6. If the instructional materials are effective, you can share them with the teachers.
7. The teacher developer can also sell her/his materials available.
Instructional materials are a great help in stimulating and facilitating the learning of the learners.
According to Wright (1976:1) as cited in Cakir (2006) many media and many styles of visual presentation
are useful to the language learning as long as they are used in the right time, in the right place. In the
teaching and learning process, learners use their eyes as well as their eyes; but their eyes are basic in
learning.
1. Diorama
It will make the classroom to be creative and innovative. It is a fun way to build an exciting scene in small
space. Dioramas are small scenes created of layers of materials, all depicting a similar concept or theme.

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They usually display a historical time period, a nature scene, or a fictional situation. In developing
diorama, you will: (1) chose a concept or theme, (2) research the subject, (3) make a rough sketch of your
ideal diorama, (4) make a list of the items you’ll need and gather your supplies, and (5) select a container
or box.
2. Nature Table
This is a table that contains objects and/or scenes related to the current season, or upcoming festival or a
symbol of an ecosystem. Children love to follow the natural changes that the world offers each month and
classroom decorations reflect these.
3. Writing Board
A writing board can display information written with chalk (chalkboard or blackboard) or special pens
(whiteboard). Although there are usually more effective methods of transmitting information, the writing
board is still the most commonly used visual aid.
Suggestions on Using the Writing Board:
 Keep the board clean
 Use chalk or pens that contrast with the background of the board so that students can
see the information clearly
 Make text and drawings large enough to be seen from the back of the room
 Prepare complex drawings in advance (if very complex, an overhead transparency
or 35 mm slide may be preferable
 Underline headings and important or unfamiliar word for emphasis
 Do not talk while facing the board
 Do not block the students’ views of the board; stand aside when writing or drawing is
completed
 Allow sufficient time for students to copy the information from the board

4. Flip Chart
It is a large tablet or pad of paper, usually on a tripod or stand.
Suggestions on Using Flipchart
 Use wide-tipped pens or markers; markers with narrow tips produce printing that is difficult to read
 Print in block letters that are large enough o be read easily from the back of the room
 Use different colored pens to provide contrast; this makes the pages visually attractive and
easier to read
 Use headings, boxes, cartoons and boarders to improve the appearance of the page
 Use bullets to delineate items on the page
 Leave plenty of “white space” and avoid putting too much information on one page. (Crowded
and poorly arranged information is distracting and difficult to read).
 When pages are prepared in advance, use every other page. If every page is used, colors will
show through and make text difficult to read
 Have masking tape, available to put pages up around the room during brainstorming and problem –
solving activities
 To hide a portion of the page, fold up the lower portion of the page and tape it. When ready to
reveal the information, remove the tape and let the page drop
 Face the student, not the flipchart while talking
5. Zigzag board
It is a multi-board series of three or four rectangular boards. They are joined together along the sides by
hinges so that they can be easily folded up and carried. Each board can be of a different type, for example,
a whiteboard, a chalkboard, a flannel board and so on. The size of the boards for the zigzag multi-board
depends on what you want to use them for.
6. Wall Display
Displaying items on a classroom wall is a well-known, tried and tested educational method. A wall display
is a collection of many different types of items and materials put up on a wall to make an interesting and
informative display. In a classroom, the display can consist of

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the students’ own work. In development work it can be used to convey information to the communit
7. Rope and Pole display board
This board consists of two parallel, horizontal poles tied loosely together with rope. Visual aids such as
posters can be pinned to the rope. This kind of display board is invaluable where there few solid walls for
displaying information. It has no solid backing and can be made quickly for teaching, training and when
working with communities.
Guidelines when designing conventional instructional materials:
 Unity – use only one idea for each visual aid and include a headline
 Simplicity – make ideas and relationships simple and easy to recall. Avoid cluttering a visual with
too many words, numbers, or graphics. The audience should be able to grasp should be able to
grasp the concept in 10 to 15 seconds
 Legibility – make letters big and readable for all in the audience
 Consistency – use the same type style and art style
 Clarity – avoid type that is too small to read; avoid all caps
 Quality – make it neat and professional, and remember to proofread

Select and Use ICT Tools for Teaching and Learning

Introduction
The current systems employ technologies by integrating ICT tools and applications in education
and in instruction. ICT stands for Information and Communication Technology. This refers to various
tools and devices or gadgets used in communicating, disseminating, creating storing and managing
information. It is important that learners understand how to use these tools in helping them learn.
A great part of learning is working on information and using it to create something that can be useful and
edifying for humanity. Since the intention of education is to make learners become useful and productive
citizens, the use of ICT tools can be provide a lot of possibilities on how learners can do something with
what they know. Teachers can therefore employ ICT tools in their ways of engaging learner by
communicating, disseminating, and managing information. This direction of integrating ICT tools will reveal
the usefulness of employing ICT tools in a wider range of the teaching and learning process.
It is not necessarily the presence of advanced technology or the use of ICT tools that can ensure the
success in engaging learners, but it still remains that the effective use of ICT tools depends on how the
teacher will use them. There is a variety of ICT tools from which to choose. When employed appropriately,
the potentials of their uses can have bearing on the lesson and the learners’ engagement in the process of
learning. In instruction the ICT tools can be used in the presentation of the lesson, demonstrating a point or
presenting a concept. There are tools that can be used in providing practice or provide the chance to apply
the skills taught. Even working as a team or a group, tools can be employed to facilitate the
accomplishment of the task during the class or even after beyond the face to face session.

Inputs
A. Using Laptop and the Infographics
There is an apparent deluge of information around and access to these is made easier through the
Internet. You are faced with one major question on how to best interpret it all and put it into one cohesive
information that is quick and clear to read.
In the teaching and learning context, you may be faced with a challenging topic given a short
amount of time. How can you capture and deliver that information simply and effectively while making it
engaging and informative as well? Infographics are an immediate answer to this situation. The infographic
is another interesting tool to use in instruction.
An inforgraphic is a visual representation or an image such aa diagram, chart or picture
representing information or data. It is eye-catching and makes use of a clear layout, attractive colors and
hues, and caricatures that provide a cohesive presentation of the information.
If it used to market products in the increasing visual world, then inforgraphics can also be employed in
marketing information and ideas in the teaching and learning process.
One tool that can be used in creating infographics is Canva. It has several infographics template

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for education. You can try out the free design elements and produce one just like a professional
infographic designer. You can start exploring this site and familiarize yourself with its features. As a
gentle reminder, please take time to read the instructions and navigate around the features to get optimal
use of it.
There are many ways for which infographics can be used. Using
infographics:
1. To present survey data
Presenting statistical data such as from surveys can be overwhelming. Infographics can be highly
useful. Data are much easier to decode. They can be made easier and quicker to understand if they are
presented in an infographics.
2. To simplify a complex concept
Simplifying a complex idea is the main purpose of using an infographics. This is a very
effective educational tool as a way of summarizing key points or providing an overview of a lesson.
3. To explain how something functions
Using infographics, you can show the intricacy of how something comples works. It can reveal the
mechanics behind how an object works. Designers can create infographics by showing the mechanics
behind intricate objects, processes, concepts.
4. To compare
Presenting information by highlighting similarities and differences through a visual parallel in an
infographic can turn out more effective than sometimes expressing it in words. It is easier to draw
comparisons with the same information neatly organized.
5. To present interesting facts
When information or facts are presented all in words, the use of infographics can bring life. If
done well, the inforgraphics can transform the information into visual image that can attract and engage
readers.
If there is a written text, the information may not stand out compared to when it is presented in
this format. Information written in snippets becomes understandable and more appealing to the eye.

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 Creating ePorfolio as a Technology Tool

Introduction
Open your bag. How organized is it? Is everything kept in the right location? Can you easily locate
what you are looking for? Does it have pockets to keep your things? A cluttered bag reflects a disorganized
owner.
Learning is likened to it. If ideas are organized in a good location, learning is surely easier and
meaningful.

Inputs
In 21st century instruction where independent learning is encouraged, the
documentation of a personal learning journey is a must. Such documentation can help the teacher monitor
the process and assess the product of learning. Doing this requires proper organization through a portfolio.
Portfolios are one good means of keeping things in order. In a semester work, a learning
portfolio is a collection of student work that exhibits students’ effort, progress, achievement and
competencies gained during the course.
Portfolios may come in many forms. It can look like an album or scrapbook or even a filer where the
documents and evidences are kept. However, nowadays, it is possible to have online portfolios by creating
sites. This is also called the ePortfolio or digital portfolio by creating sites. This also called the same
materials as a physical portfolio but can have more such as multimedia productions, relevant online links or
references, digital stories or video blogs, powerpoint presentations, photographs and other ICT materials.
The ePortfolio can be private or can be published and shared publicly to stakeholders like parents and
friends.
1. Student ePortfolios can evaluate students’ academic progress. They can inform the teacher to
adapt and use instructional strategies when pieces of evidence indicate that they are either learning
or not. In other words the construction of the ePortfolios should start from the beginning and
should be an ongoing process. They should not be reviewed only at the end of the term but
navigated around and provided feedback to let the students know what they are doing.
2. Monitoring students’ progress can be highlighted in a portfolio. It may not only contain finished
products but also several versions on how the students improved their work based on the feedback
provided by mentors. Moreover, portfolios can actually determine whether the students have
transferred what they have learned in new projects or other domains.
3. Portfolios document students’ sense of accountability for their own learning process. This may lead
them to see that the learning process is theirs and not anybody else’s. This can make learners reflect
from where they have begun to how far they have developed. When they make decisions on what or
what not to include, they got engaged in the process of creating their own voice in their portfolio.
Creating an Online Portfolio Using a Site
There are many sites that can be used in creating and ePortfolio. One of which is the google site. If you
have a google account, you can start using the available applications. You can also try weebly, or wix
among others.
Steps in Constructing an ePortfolio
1. Enter your gmail account and look for Sites. If it is the first time that you have done this, you
need to read the directions.
2. You scroll down and read further until you see the icon for Sites
3. When you click it, it will lead you to another section. This will let you to creater a site that you can
use as an ePortfolio.
4. Consider a good label or a title for your ePortfolio and prepare the texts, links, multimedia
outputs, images or jpeg files that you want to upload in the pages of ePortfolio.
Parts of an ePortfolio
Just like a book, the ePortfolio has pages or sections. The organization can follow a chronological order based
on the activities that you go through or you can have a thematic arrangement. Whatever you choose, it will be
display of your organization skills.
Home Page
The first section is the Home or your cover page. This is the first your readers will see. So you need to
introduce yourself and the objectives of your ePortfolio. Usually, there are templates available and each
provides sections. You can add personal touches such as images or a change of color themes.
Pages
The pages that you can add depend on how you would like to organize your ePortfolio. What is important
is that you need to construct your ePortfolio at the start of the class. In that way, you can have a fresh start
as you try to be conscious in documenting the activities and learning that goes with each session.
When adding pages, click the icon and decide whether it will be parallel to your Home Page or it will be
under it. Just remember that when you have a template, there are particular ways that the pages have been
arranged. So, if you are starting, it would not be detrimental if you conform the template.
Reflections
A major element in a portfolio whether it is online or not, is the writing of the reflection. It is
thinking-aloud, a way of documenting what they are thinking. How students are processing the input and
the application of what they have learned into an activity or a project needs to be captured. With the
pencil-and-paper test, the chance to get a piece of their insights or realizations maybe unless the teacher
requires them to do so. However, with the portfolio, they can show the process of their work. This can be
easily monitored.
Sometimes it is difficult to write a reflection and a structure can be helpful. There are many models
that can be used as a guide in writing reflections. One is the Gibb’s reflective cycle model (1998)
 Gibb’s Reflective Cycle Mode (1988)

Gibb’s Reflective Cycle has six stages

Description. This initial phase in writing a reflection is very simple since you just need to describe the
activity or the experience to the reader. You can write a little about the background on what you are
reflecting about by including relevant and to-the-point details. Feeling. Learners are involved in learning
and an activity or perhaps a lesson can trigger certain feelings. So, at this point, you can consider and think
about how you feel at that time when you were doing the activity or having the experience. You need to
discuss your emotions honestly about the experience but nit to forget that this is part of an academic
discourse.
Evaluation. When evaluating, discuss how well you think the activity went. Recall how you reacted to the
task or situation and how the others reacted. Was the experience a pleasant one or otherwise? This also a
possible part where you can perhaps incorporate related reading of other author’s principles or theories.
Analysis. This part of the write up includes your analysis of what worked well and what have facilitated it
or what may have hindered it. You can also discuss related literature that may have brought about your
experience.
Conclusion. Now you can write what you have learned from the experience or what you could have done.
If your experience is a good one, you can probably discuss how it can be ensured or how you will further
enhance a positive outcome. On other hand, if the experience is frustrating eliciting other negative
feelings, perhaps you can discuss how those can be avoided in happening as this leads to the next step –
Action Plan.
Action Plan. At the end of your reflection, you write what action you need to take so that you will
improve the next time such as consult an expert for some advices or read a book that will provide
answers to your queries. You make plans on how you can address what went wrong so that you can take
the right step to succeed in achieving the task. If you did well and feel good about it, then you can plan
out how you can further enhance a good work.
When showing examples of your work, you can upload file, excel data, pictures, jpeg or pdf files,
powerpoint presentations among others but, a brief description explains the reason why the file in
uploaded has to be written. This will guide the readers as you can also reflect on how relevant or
significant the material to you.
What is great about writing a reflection is it allows you to embrace your own learning and start
taking accountability of it. After all, you owe it to yourself and no matter what the teacher does inside the
classroom, as a learner you can make the decision whether you want to learn or not. With an ePortfolio,
you try to capture your personal journey of learning.
Administrating the ePortfolio
Before publishing your ePortfolio for the world to see your work, you can control who can see your
work. The icon for sharing the site can be managed by entering the email address of the person with whom
you want to share it.
Assessing an ePortfolio using a Rubric
Evaluating an e-Portfolio using a rubric, is a consistent application of learning expectations, learning
outcomes or standards. It should tell the students the link between learning or what will be taught and the
assessment or what will be evaluated. Rubrics are simple and easy to understand. The items in the rubric
should be mutually exclusive.
Students can see connections between learning (what will be taught) and assessment (what will be
evaluated) by making the feedback they receive from teachers clearer, more detailed, and more useful in
terms of identifying and communicating what students have learned or what they may still need to learn.

Technology Collaborative Tools in the Digital World

Introduction
The learners of this generation are new kind of breed and it is important that teachers understand
how to deal with them. They seem to thrive in collaborative learning. They like to connect to the social
networking sites. Creating and producing something are what they prefer to do rather than become
consumers of information inside the classroom. They like to be mobile either physically or virtually as
they traverse from point to point or site to site. Apparently they seem to be investing a huge amount of
their time in a digital social environment although they can be more self-directed in choosing what they
want to learn, how they want to learn and when they want to learn.

Inputs
Technology as a Collaborative Tool
One way to engage students is to give them a challenge and a chance to work
together. An example is when you give them an issue to discuss which they can continue talking
about even if they are outside the class. Students may continue the discussion and share
information or come up with an agreement by texting, emailing, chatting, or using the online
document. Once they have agreed, they can move to the next step of presenting their agreements or
resolutions to the whole class.
Normally in a regular classroom, teachers may have discouraged students from conversing
with classmates during individual work, but sometimes there are positive things that can come out
of it as students talk about the task assigned to them or as they work themselves of a complicated
task.
There are a lot of available tools and applications that can be used to work
collaboratively with others. Some of these are skype, wikis, blog, google form, web
conferencing, Realtimeboard, among others. You need to explore each applications to be
familiar with the features.
1. Skype is a software application allowing you to do a videoconferencing for free. All
you need is to create an account and can be used for a video meeting.
2. Wiki is a software that allows you to create a page or a selection of pages designed to
allow you to post or write, edit, or upload a link quickly. This is good when students
need to work together to complete a task even if they are not physically together. A task
such as writing a paper together, planning a presentation or surveying ideas from team
members can be managed by a wikispace that efficiently allows one to document the
contribution of each member in the team. Work can be extended virtually and
asynchronously.
3. Blogging, it is journaling your ideas to which others can react allowing a thread of
discussion to take place and which can be used online. It is the abbreviation of weblog.
It would help if you provide direction when using a weblog.
A. Use weblog with a clear instructional objective. It is an opportunity to explore the
skill of communicating ideas. Like in a writing class, you can guide students on
how to design the whole blog or upload materials and support students in
developing critical communication.
B. Guidance on what and how to post will be needed. Teach the students that the
blogging is for educational purposes and is different from a personal blog. Proper
or formal language variety should be used. A writing prompt would help to guide
your students’ posts.
C. With easy access to information, a major obligation is to teach the students to use
multiple source and to cite them appropriately.
D. Writing about your ideas is a personal act but it is important that you are taught
to make blogs personal without revealing too much of personal information such
as contact information and too personal pictures. When writing blogs, you write
your reflections but safeguarding yourself is also an important consideration.
E. It may help if you can look for very good examples of blogs. There are online
and print publications that review blogs and you can use the information to
guide you toward getting good models.
Google Group or Google Form is an application that can be used in a collaborative
documentation of ideas contributed by members of the team. Having a google account
will come very handy andyou can easily have access to a variety of applications.
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