TECHNOLOGY FOR TEACHING AND

LEARNING

KRIZAMARI ARGUZON-DE LEON

LAGUNA UNIVERSITY
 TABLE OF CONTENTS

Course Code
Course Description
Course Intended Learning Outcomes
Course Requirements

Module 1.Teaching and Learning with Technology

Introduction 1
Learning Objectives 1
Lesson 1. ICT Competency Standards for Philippine Pre-Service Teacher
Education 2
Lesson 2. Understanding the Basic Concepts in ICT 6
Lesson 3. Roles of Technology for Teaching and Learning 9
Learning Tasks 16
Summary 17
References 18

Module 2. ICT Policies and Issues: Implications to Teaching and Learning

Introduction 19
Learning Objectives 19
Lesson 1. Policies and Issues on Internet and Implications to Teaching and
Learning 20
A. Definition of ICT and the New ICT Technologies
B. The DICT Roadmaps
C. Some Issues on ICT and Internet Policy and Regulations
D. Implications to Teaching and Learning
Lesson 2. Safety Issues on the Use of ICT including e-Safety Rules 26
Learning Tasks 29
Summary 30
References 30

Module 3. Non-digital and Digital Skills and Tools in Delivering Technology-

Enhanced Lessons
Introduction 31
Learning Objectives 31
Lesson 1. Development and Use of Non-Digital or Conventional Material 32
Lesson 2. Creating ePortfolio as a Technology Tool 35
Lesson 5. Digital Literacy Skills in the 21st Century 38
A. Digital Literacies
B. The Four C’s of the 21st Century Skills
Learning Tasks 40
Summary 41
References 42

LIST OF TABLES

Table 1. ICT Competency Standards for Pre-Service Teachers 2

Table 2. ISTE Standards for Teachers and Students 5

Code: ED 05
Course Description: Technology for Teaching and Learning is a 3-unit course
which will focus on the application, design, production utilization, and
evaluation of information and Communications Technology (ICT) materials for
teaching and learning in Secondary Language (English and Filipino) Education
Programs. The major requirement for this course is an ICT- Integrated and
Project-based Learning Plan aligned to the K to 12 curriculum. All the learning
activities and course requirements will revolve around the student-teacher
developed Learning Plan..

Course Intended Learning Outcomes (CILO):

At the end of the course, students should be able to:

1. Use ICT to develop 21st century skills: Information, Media and
Technology Skills, Learning and Innovation Skills, Life and Career Skills,
and Effective Communication Skills;
2. Develop collaborative activities using technology tools;
3. use open-ended tools;
4. Produce learning resources using technology tools in various subject
areas;
5. Evaluate the relevance and appropriateness of digital and non-digital
resources based on the learning context; and
6. Use technology tools to collaborate and share resources among
communities of practice.

Course Requirements:

 Assessment Tasks - 60%

 Major Exams - 40%
_________
Periodic Grade 100%

Final Grade = Total CS + Final Exam x 70% + 30% of the Midterm

MODULE 1
 TEACHING AND LEARNING WITH TECHNOLOGY

Introduction

Teachers are expected to be resilient with all the changes that time requires. If there is
one thing that changed the world so fast, it is technology. While we have the non-digital technology
before, the current digital technology has been a factor that shrunk the world and made it flat. It
has provided a new environment for learning, new ways teachers teach and new ways of how
learners learn. In the beginning, it has created a divide between the digital natives and the digital
immigrants. However, as the years go by, such divide has become narrower and even blurred.
This has led to the new educational revolution in teaching and learning which has been triggered
by technology and resulted to better learning outcomes in the 21st century.

In this module, you will be learning about the ICT Competency Standards, the DICT
Roadmaps, Issues on ICT and Internet Policy and Regulations and Implications to teaching and
learning.

Learning Outcomes

At the end of this module, students should be able to:

1. Identify the competency standards of ICT for teaching and learning in pre-service teacher
education;
2. Distinguish the basic concepts of ICT to provide common understanding for teachers and
learners;
3. Identify the roles of technology for teaching and learning.
Lesson 1. ICT Competency Standards for Philippine Pre-Service Teacher Education
(Bilbao, P., Dequilla, MAC., Rosano, D., & Boholano, H., 2019)
The program outcomes for teacher education degrees clearly state that every future
teacher: “demonstrate proficiency in the development and utilization of Information,
Communication and Technology (ICT) resources in promoting quality teaching-learning process.”
To ensure that the program outcomes related to ICT shall be achieved, competencies were
identified to be developed by every pre-service teacher .

The ICT Competency Standards is made up of seven domains. Each domain has a set of
competencies. The competencies are expressed in desired learning outcomes. These domains
and corresponding competencies are found in the table below:

Table 1. ICT Competency Standards for Pre-Service Teachers (Bilbao, P., et.al)

Domain 1: Understanding ICT in Education

1.1 Demonstrate awareness of policies affecting ICT in education
1.2 Comply with ICT policies as they affect teaching-learning
1.3 Contextualize ICT policies to the learning environment
Domain 2: Curriculum and Assessment
2.1 Demonstrate understanding of concepts, principles and theories of ICT systems as they
apply to teaching-learning
2.2 Evaluate digital and non-digital learning resources in response to student’s diverse
needs
2.3 Develop digital learning resources to enhance teaching-learning
2.4 Use ICT tools to develop 21st century skills: information media and technology skills:
information media and technology skills, learning and innovation skills, career skills and
effective communication skills
Domain 3. Pedagogy
3.1 Apply relevant technology tools for classroom activities
3.2 Use ICT knowledge to solve complex problems and support student collaborative
activities
3.3 Model collaborative knowledge construction in face to face and virtual environments

Domain 4: Technology Tools

4.1 Demonstrate competence in the technical operations of technology tools and systems
as they apply to teaching and learning
4.2 Use technology tools to create new learning opportunities to support community of
learners

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 Domain 5: Organization and Administration ISTE
5.1 Manage technology-assisted instruction in an inclusive classroom environment National
5.2 Exhibit leadership in shared decision-making using technology tools
Domain 6: Teacher Professional Learning
6.1 Explore existing and emerging technology to acquire additional content and
pedagogical knowledge
6.2 Utilize technology tools in creating communities of practice
6.3 Collaborate with peers, colleagues and stakeholders to access information is support
of professional learning
Domain 7: Teacher Disposition
7.1 Demonstrate social, ethical, and legal responsibility in the use of technology tools and
resources
7.2 Show positive attitude towards the use of technology tools

Educational Technology Standards For Teachers (NETS* T) An international organization for

educational technology called International Society for Technology in Education (ISTE),
established standards for both teachers and students. These standards were also referred to in
the development of the Philippine ICT Competency standards which include the following:

Standard 1: Technology Operations and Concepts

This means that teachers demonstrate a sound understanding of technology operations

and concepts.

Standard 2: Planning and Designing Leaning Environment and Experiences

This standard implies that teachers utilize the use of technology to plan and design
effective learning environments and experiences.

Standard 3: Teaching, Learning and Curriculum

Teachers should be mindful that in the implementation of curriculum plan, they have to
include strategies for applying technology to maximize student learning.

Standard 4: Assessment and Evaluation

Teachers apply technology to facilitate a variety of effective assessment and evaluation

strategies to collect and analyze data, interpret results, and communicate findings to improve
instructional practice and maximize student learning.

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Standard 5: Productivity and Professional Practice

Teachers use technology to engage in on-going professional developments and lifelong

learning in support of student increase productivity and to build community of learners.

Standard 6: Social, Ethical, Legal and Human lssues

Teachers understand the social, ethical, legal and human issues surrounding the use of
technology in support of student learning who come from diverse background, affirm diversity,
promote sale and healthy use of technology resources and facilitate access to technology
resources for all students

Likewise, ISTE also developed standards needed for students, These standards will be used as
a guide by teachers to plan technology-based activities in which students achieve success in
learning, communication and life skills, ISTE National Educational Technology Standards For
Students (NETS* S) From how technology teachers facilitate learners, outcomes of student
learning should indicate that the following standards have been complied with.

Standard 1: Creativity and Innovation

This standard will produce students who demonstrate creative thinking construct
knowledge, develop innovative products and processes using technology from existing
knowledge.

Standard 2: Communication and Collaboration

This standard requires students to use digital media and environments to communicate
and work collaboratively to support individual learning and contribute to the learning of others.
This includes the use of variety of media and formats for global awareness with learners from
other cultures.

Standard 3: Research and Information Fluency

Students are expected to apply digital tools to gather, evaluate and use information and
plan strategies for inquiry. This standard expects the student to locate, organize, analyze,
evaluate, synthesize and ethically use information from a variety of sources and media.

Standard 4: Critical Thinking, Problem-Solving and Decision Making

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 This standard expects the students to use critical thinking skills to plan and conduct
research, manage projects, solve problems and make informed decisions using appropriate
digital tools.

Standard 5: Digital Citizenship lt is required by this standard that every technology

student becomes a digital citizen who demonstrates ethical and legal behavior, exemplified by
the practice of safe, legal and responsible use of information. Further, the student exhibits
positive attitude towards the support of technology for collaboration, learning and productivity as
a digital citizen.

Standard 6: Technology Operations and Concepts

Sound understanding of technology concepts, systems and operation is a standard that

students should comply with. They too, are expected to further transfer current knowledge to
learning of new technologies.

As pre-service teacher education students now, you will have to master the knowledge
and skills (Learning to Know) for the standards for students. However, since you will become
teachers in the future, you should harness the same knowledge and skills to become (Learning
to Become) future teachers.

Table 2. ISTE Standards for Teachers and Students (Bilbao, P., et.al)
A. ISTE STANDARD FOR TEACHERS B. ISTE STANDARD FOR STUDENTS

1. Technology Operations and Concepts 1. Creativity and Innovation

2. Planning and Designing Learning Environment2. Communication and Collaboration

3. Teaching, Learning and Curriculum 3. Research and Information Influency
4. Assessment and Evaluation 4. Critical Thinking, Problem Solving and Decision Making
5. Productivity and Professional Practice 5. Digital Citizenship
6. Social, Ethical, Legal and Human Issues Technology Operations and Concepts

Lesson 2. Understanding the Basic Concepts of ICT (Bilbao, P., Dequilla, MAC., Rosano,
D., & Boholano, H., 2019)
Here are some of the terms and concepts that you need to understand:

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 1. Technology refers to a mix of process and product used in the application or knowledge.
It includes tools from pencil and paper to the latest electronic gadgets and tools for practical tasks.

2. Information and Communication Technology Literacy or ICT Literacy is the use of digital
technology, communication tools and/or networks to access, manage, integrate, evaluate, create
and communicate information in order to function in a knowledge society.

3. Educational Technology refers to the use of technology in teaching and learning.

Educational technology includes both the non-digital (fiip charts, pictures, models, realias, etc.)
and digital (electronic toolIs: hardware, software and connections, etc.).

4. Digital Literacy is the ability to find, evaluate, utilize, share and create contents using
information technologies and the Internet (Cornel University). According to American Library
Association (2018), digital literacy is the ability to use information and communication, requiring
both cognitive and technical skills.

5. Digital learning is any type of learning that is accompanied by technology or by

instructional practice that makes effective use of technology. It encompasses the application of a
wide spectrum of practices which included blended or virtual learning. It can come as online or
off-line which utilizes digital technology.

6. On-line digital tools and apps use an Internet connection to access the information
needed. A common example is Skype. It is a telecommunication application software product that
specializes in providing video chat and voice calls between computers, tablets, mobile devices
via Internet and to regular telephones. Off-line digital tools and apps can still be used even if there
is no internet access.

7. Instructional technology is the theory and practice of design, development, utilization,

management, and evaluation of the processes and resources for learning.

9. Software refers to program control instructions and accompanying documentation,

stored on disks or tapes when not being used on the computer. By extension, the term refers to
any audiovisual materials (Saldino, 2005).

10. Multimedia is a sequential or simultaneous use of a format in a given presentation or self-

study program.

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11. Internet is a massive network of networks, a networking infrastructure. It connects millions of
computers together globally, forming a networking which any computer can communicate with
any other computer as long they are connected to the Internet. It is generally defined as a global
networking connecting millions of computers (https://www.webopedia.com)

12. World Wide Web (www) is also called the Web which is a graphical environment on computer
networks that allows you to access, view and maintain documentations that can include text, data,
sound and videos (Smaldino, 2005 as cited in Bilbao, P., et al). It is a way of accessing information
over the medium of the Internet. It is an information sharing model that is built on top of the
Internet.

13. Web access is the ability of the learner to access the Internet at any point during the lesson
in order to take advantage of the array of available education resources.

14. Webquest is an inquiry-oriented lesson format in which most or all information that learners
work with comes from the web. These can be created using various programs, including simple
word processing documents that include links to websites.

15. Productivity tools refer to any type of software associated with computers and related
technologies that can be used as tools for personal, professional or classroom productivity.
Examples: Microsoft Office, Apple works word processing, grade and record keeping, web page
production, presentation) (KFIT-Unesco 2016 as cited in Bilbao, P., et al).

16. Technology Tool is an instrument used for doing work. It can be anything that help you
accomplish your goal with the use of technology. These technology tools can be classified as:

(a) Data/Calculation tools. Examples: spreadsheets, Excels, Sketchpads, probability constructor

(b) Design tools. These are used to make models and designs, creating and building. Included
here are Family Tree Maker, GollyGee, and Crazy Machines among others.

(c) Discussion tools. There are 4 different approaches that utilize discussion and interaction in the
Internet. These are threaded discussion forum, Blogging, Live chat and Video Teleconferencing,
Netiquette and Safety on the Net.

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(d) Email tools. Emails are great communication tools for sending messages, photographs, videos
and other files. It allows you to reach out to others around the world. Examples are googlc mail,
Ymail, Yahoo mail and many more.

(e) Handheld devices. Handheld devices have become popular among learners. These include
Personal Digital Assistants, global positioning system. (GPS) and geographic information system
(GIS) in the classroom, Portable electronic keyboards, Digital Cameras, Mobile phones, Palm,
Handheld computers, 17. Webquest is a teacher structured research experience for the students
that is primarily based on use of the World Wide Web and typically takes one or more instructional
periods (Bender & Waller, 2011 as cited in Bilbao, P., et al).

18. Blog is an online journal where posted information from both teachers and students are
arranged. There are three kinds of blogs: blogs used for communication, blogs used for
instruction, and blogs used for both (Ferriter & Garry, 2010 as cited in Bilbao, P., et al).

19. Wiki, an editable website usually with limited access, allows students to collaboratively create
and post written work or digital files, such as digital photos or videos. Wikipedia is one of the most
widely recognized of all the wikis (Watters, 2011 as cited in Bilbao, P., et al).

20. Flipped classroom utilizes a reverse instructional delivery, where the teacher is required to
use the web resources as homework or out of class activity as initial instruction of the lesson
which will be discussed during class time.

21. Podcast is a video or audio multi-media clip about a single topic typically in the format of the
radio talk show. The two basic functions of podcast are to retrieve information and to disseminate
information (Eash, 2006 as cited in Bilbao, P., et al).

22. Google Apps is a cloud-based teaching tool which is stored in the Google server and is
available for students both at home and in school. It includes the Gmail, a free-email for all; Google
calendar - a tool used for organizational purposes; Google sites that provide options for
developing blogs and wikis; and Google docs is used for sophisticated word processing and
editing of the document. 23. Vlog is a video blog where each entry is posted as a video instead
of the text. 24. Facebook is a popular social networking site used by students and adults
worldwide to present information on themselves and to the world.

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25. VOIP (voice over internet protocol) is a category of hardware and software that enables people
to use the Internet as transmission medium for telephone calls by sending voice data in packets
using IP rather than traditional circuit transmission.

Lesson 3. Roles of Technology for Teaching and Learning (Bilbao, P., Dequilla, MAC.,
Rosano, D., & Boholano, H., 2019)

As teaching and learning go together, let us explore what would be the roles of technology for
teachers and teaching and for learners and learning. According to Stosic (2015 as cited in Bilbao,
P., et al) educational technology has three domains:

1. Technology as a tutor. Together with the teacher, technology can support the teacher
to teach another person or technology when programmed by the teacher can be a tutor on its
own. The teacher will simply switch on or switch off radio programs, television programs or play
DVDs, or CDs that contain educational programs. There are on-line tutorial educational programs,
too.

2. Technology as a teaching tool. Like a tutor, technology is a teaching tool, but can never
replace a teacher. This is like the handyman, which is just there to be reached. Like any other
tool, it is being used to facilitate and lighten the work of the teacher. It will be good if the teacher
can also create or develop technology tools that are needed in the classroom. Technology as a
learning tool. While the teacher utilizes technology as the tool for teaching, likewise it is an
effective tool for leaning. As a learning tool, it makes learning easy and effective. It can produce
learning outcomes that call for technology-assisted teaching. Even the teachers who are teaching
can utilize similar tools for learning. As a learning tool, it is very interesting that even the elderly
use these tools for learning for life.

A. For Teachers and Teaching

There are numerous roles that technology plays in the job of teachers, as a tool
technology has opened wider avenues in management of resources and management of learning.

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Likewise, it has modernized the teaching-learning environment in schools. Here are some
examples of the myriad of roles that technology can do for teachers and teaching

1. Technology provides enormous support to the teacher as the facilitator of learning. It

transforms a passive classroom to an active and interactive one, with audio-visual aids, charts
and models, smart classrooms, e-learning classrooms which motivate and increase attention level
of learners. Many of these can be searched on the web.

2. Technology has modernized the teaching-learning environment. The teachers are

assisted and supplemented with appropriately structured instructional materials for daily activities.
There are varied available technology-driven resources which can be utilized for remedial lesson
or activities. Likewise there are also a lot of technology-driven resources that can be used for
enrichment purposes. You may search for the examples on the web.

3. Technology improves teaching-learning process and ways of teaching. This will make
the act of teaching more efficient and effective. There are arrays of teaching methods and
strategies that can use technology which are found compatible with learning styles. The multiple
intelligence theory of Howard Gardner tells us that there is a genius in every child. This implies
that there must be varied ways of teaching as there are many varied ways of learning. All the
learning styles can find support from technology, so that teaching will be more effective and
efficient.

4. Technology opens new fields in educational researches. The areas of teaching testing
and evaluation are enhanced by technologies for teaching and learning. Current educational
researchers will no longer find difficulty in interpreting tests, assessment and other evaluation
results. There are available programs that can analyze and interpret results with speed and
accuracy. Reference retrieval is also hastened because many of the research materials are in
digital form. Technology has also provided access to big data that can be processed for problem
solving and inquiry.

5. Technology adds to the competence of teachers and inculcates scientific outlook.

Through the utilization of theories of learning and intelligence, which are explained in references
uploaded in the net, the teachers are encouraged to imbibe skills to source these information with
speed and accuracy.

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 6. Technology supports teacher professional development. With the demand of continuing
professional development for teachers, the availability of technology provides alternative way of
attending professional development online.

For those who are involved as providers of continuing professional development like
trainers, facilitators or organizers, they can level up or enhance their delivery systems with the
support of technology tools.

B. For Learners and Learning

1. Support learners to learn how to learn on their own. All teachers fully understand that
subject matter or content is a means to achieve the learning outcomes. There are three categories
of knowledge according to Egbert (2009 as cited in Bilbao, P., et al 2019): declarative knowledge,
structural knowledge, and procedural knowledge.

a. Declarative knowledge consists of the discrete pieces of information that answers the
questions what, who, when, and where. It is often learned through memorization of facts, drills
and practice. It can be learned by simple mnemonics or conceptual maps. Declarative knowledge
is the fundamental knowledge necessary for students to achieve more complex higher order
thinking such as critical thinking and creativity, inquiry and production.

b. Structural knowledge consists of facts or pieces of declarative knowledge put together

to attain some form of meaning. An example of declarative knowledge is "pencil". The idea that
evolved from a pencil is an understanding that: "it is something used to write." This is referred to
as structural knowledge. It can be presented by concept maps, categorization or classification.

c. Procedural knowledge is knowledge in ' action or the knowledge of how to do something.

It is based on facts but learned through the process of procedural knowledge. Examples include
how to drive a car, how to use a cell phone, or how to speak English. Procedural knowledge is
indicated by a performance task or graphical representation of a concept. The traditional sources
of knowledge are printed books, modules and journals. Other sources are primary sources such
as information taken from research. However, knowledge or content can be learned in many
ways. But how can technology support the learning of declarative, structural or procedural
knowledge? To teach content, time is always an issue of teachers. Oftentimes, we hear teachers
say: "Too many things to teach, too little time to do."

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 Technology may be the answer, however the challenge is for teachers to use technology
to learn the technology first. As a facilitator of learning the teacher can guide the students to look
for the resources and to utilize them appropriately. There are varied programs that can be used
by students off-line or on-line for students. What should be necessary is that the students are
engaged, the tasks should focus on questions like how, why and which in addition to who, what,
when and where.

2. Technology enhances learners' communication skills through social interactions. This is

commonly described as the transmittal of information from one person to another as single
individual or groups of individuals. There are three basic communication patterns:

a. Point to point two-way or one-to-one like Internet chat, phone conversation or even
face-to-face conversation.

b. One-to-many outbound like a lecture, or television. There is no social interaction. Many-

to-many like group discussion, buzz session, heads together.

This kind of interaction provides opportunities for social interaction Social interaction
occurs in two ways where the participants ask for clarification, argue, challenge each other and
work towards common understanding. Social interaction through communication occurs through
technology (directly between two persons via email, a cell phone or other communication
technology). It can also occur around technology like students discussing about a problem posed
by a software program or with support of technology like teachers and students interacting about
the worksheet printed from a website. In all the three modalities, communication occurs and
technology is involved.

For this particular role, what are the benefits derived from technology- supported
communication are as follow:

a. Enables any teacher to guide the learners virtually and making learning unlimited
because communication and social interaction go beyond a school day or a school
environment

b. Enhances students' freedom to express and exchange ideas freely without the
snooping eyes of the teacher face to face

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 c. Enables learners to construct meaning from joint experiences between the two or more
participants in communication

d. Help learners solve problems from multiple sources since there is limitless sources of
information that the teacher can direct or refer to the learners

e. Teaches learners to communicate with politeness, taking turns in sending information

and giving appropriate feedback

f. Enhances collaboration by using communication strategies with wider community and

individuals in a borderless learning environment

3. Develops critical thinking, problem solving and creativity throughout the

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

3. Technology upgrades learners’ higher-order-thinking skills: critical thinking. Problem solving

and creativity Twenty-first century learning requires the development of higher-order thinking
skills. Technology has a great role to play in the development and enhancement of these skills.
Let's discuss this in the lesson. Critical thinking is part of the cluster of higher order thinking
skills. It refers to the ability to interpret, explain, analyze, evaluate, infer and self-regulate in
order to make good decisions.

With the use of technology, one will be able to evaluate the credibility of the source, ask
appropriate questions, become open-minded, defend a position on an issue and draw
conclusion with caution. All of these competencies are covered by Bloom's Taxonomy of
Analysis, Synthesis and Evaluation.

Teachers play a significant role in supporting learners with technology. As a role model,
teachers should display and practice critical thinking processes, so that the learners can imitate
them. Here are some ways that teachers can do to develop critical thinking.

a. Ask the right questions. Most often teachers ask questions to find out if the students
can simply repeat the information from the lesson. Although these are necessary questions like
what, who, when and where, these do not develop critical thinking. Critical thinking questions
should ask for clarity, accuracý, precision, relevance, depth, breadth and logic. Clarity: Here are

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some examples: Can you give examples of ... Accuracy: What pieces of evidence support your
claim? Precision: Exactly how much... Breadth: What do you think will the other group say about
the issue?

b. Use critical thinking tasks with appropriate level of challenge. Teachers should be
mindful of the readiness of the students. Students who have higher ability may find the task too
casy, thus getting bored early, while those who have low ability may find the task too difficult.
Thus, there is a need to have activities that are appropriate for the learners. These can be
determined by interview, observations and other forms to determine the level of readiness.

What are some simple ways that teachers should do?

1. Vary the questions asked.

2. Introduce new technologies.

3. Modify the learners grouping.

4. Modify the critical thinking task.

5. Encourage curiosity.

By nature learners are curious. They ask lots of questions all the time Why is the sky
blue? Why do I have to learn geometry? How do people choose what will they become in the
future? Can robots solve the problems of climate change? These questions will lead to critical
thinking, but some of these questions cannot be answered by the teacher. The unanswered
questions are avoided or answered unsatisfactorily. Sometimes teachers shut down the
question that curtails the first step in critical thinking. The internet as a problem solving and
research tool can help find answers to the questions.

Creativity is characterized as involving the ability to think flexibly fluently; originally, and
elaborately.Flexibly means able to use many points of view while fluently means able to
generate many ideas. Originally implies being able to generate new ideas and elaborately
means able to add details. Creativity is not merely a set of technical skills, but it also involves
feelings, beliefs, knowledge and motivation.

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 There are seven creative strategies which was simplified into fewer categories. To be
creative, one can use any of these strategies.

1. Substitute - Find something else to replace to do what it does.

2. Combine - Blend two things that do not usually go together.

3. Adapt- Look for other ways this can be used.

4. Modify/Magnify/ Minify - Make a change, enlarge, decrease.

5. Put to another use - Find other uses.

6. Eliminate - Reduce, remove.

7. Reverse - Turn upside-down, inside out, front-side back. All together, the strategies
will be labelled as SCAMPER.

What should teacher do to support student creativity? Here are some suggestions:

1. Provide an enriched environment.

2. Teach creative thinking strategies.

3. Allow learners to show what they can do.

4. Use creativity with technology.

Further, teachers can do the following to develop and enhance critical thinking, problem
solving and creativity. As a future teacher, try these suggestions.

1. Encourage students to find and use information from variety of sources both on-line
and off-line.

2. Assist students to compare information from different sources.

3. Allow student to reflect through different delivery modes like writing, speaking, or
drawing.

4. Use real experiences and material to draw tentative decisions.

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 5. Involve students in creating and questioning assessment. To do these, the teacher
should see to it that right questions are asked, student's tasks should be appropriate to the
levels of challenge and curiosity is encouraged.

There are several critical thinking tools and technology software that can support critical
thinking skills. Some of these you will encounter in the succeeding modules:

1. Encourages digital production projects

2. Popularizes e-learning modalities

3. Enhances global awareness and citizenship

Assessment Task 1-1

Answer the quiz assigned in iLearnU. Be present in google meet for a graded
recitation, date is to be announced in the messenger group chat.

Assessment Task 1-2

Write a paragraph on how you are going to use technology when you become a teacher.
Discuss the possible pros and cons of doing so in no less than 100 words.

Summary

In this module, we have learned that:

 ICT stands for Information, Communication and Technology.

 Philippine ICT Strands include:

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 - Technology Operations Communications
- Planning and Designing Learning Environment and Experiences
- Teaching, Learning and Curriculum
- Assessment and Evaluation
- Productivity and Professional practice
- Social, Ethical, Legal and Human Issues
 Roles of Technology:
- Technology as a tutor
- Technology as a teaching tool
For teaching:
- It provides enormous support to the teacher as a facilitator.
- Technology has modernized the teaching and learning environment.
- Technology improves teaching-learning process and ways of teaching.
- Technology opens new fields in educational researches.
- Technology adds to the competence of teachers and inculcates
scientific outlook.
- Supports teacher professional development.
For learners:
- Supports learners to learn how to learn on their own.
- Enhances learners’ communication skills through social interactions.
- Upgrades higher order thinking skills.

References

Bilbao, P., Dequilla, MAC., Rosano, D., & Boholano, H., 2019. Technology for
Teaching and Learning. Lorimar Publishing Inc. Quezon City, Manila, Philippines

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 Webopedia: IT & Computer Dictionary, Study Guides & Reviews. (2021). Retrieved
10 August 2021, from https://www.webopedia.com/

MODULE 2
ICT Policies and Issues: Implications to Teaching
And Learning

Introduction

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 Globalization is the reality has become a fundamental part of the process. A networked
society is one in which the entire planet is organized around telecommunicated networks of
computers. The powerful use of network has broken boundaries, provided opportunities for
inclusion and collaboration. However, there will also be a struggle for those who do not have
access or those who are excluded, marginalized and powerless. Thus a need to establish policies
in the use of ICT is imperative.

Learning Outcomes

At the end of this module, students should be able to:

1. Determine the implications of ICT policies to teaching and learning;

2. Distinguish issues that can be related to ICT policies; and

3. Identify safety concerns on Internet including digital safety rules.

Lesson 1. Policies and Issues in Internet and Implications to Teaching and Learning
(Bilbao, P., Dequilla, MAC., Rosano, D., & Boholano, H., 2019)

One way of enhancing and regulating the use of ICT is to formulate and implement policies to
guide appropriate decisions.

Definition of ICT Policy

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 The Oxford English Dictionary has defined "policy" as a course of action, adopted and pursued
by a government, party, ruler, and statesman. It is any course of action ‘adopted as expedient or
advantageous. Its operational definition of policy is a plan of action to guide decisions and achieve
outcomes.

Thus, ICT Policies are needed to put a roadmap or course of actions to be pursued and
adopted by various governments, organizations, entities involving ICT. These include principles
and guidelines in the use of ICT which cover three main areas: telecommunications (telephone),
broadcasting (radio and television) and Internet.

The New ICT Technologies most recent technological innovations increased the reach and
speed of communications which can be grouped into three categories:

1. Information Technology - includes the use of computers, which has become indispensable
in modern societies to process data and save time and effort. What are needed will be computer
hardware and peripherals, software and for the user, computer literacy.

2. Telecommunication technologies include telephones (with fax) and the broadcasting of

radio and television often through satellites. Telephone system, radio and TV broadcasting are
needed in this category.

3. Networking technologies the best known of networking technologies is Internet, but has
extended to mobile phone technology, Voice over Internet Protocol (VOP) satellite
communications and other forms of communications are still in their infancy. In addition to
Internet, this category also includes mobile telephone, cable, DSL, satellite and other broadband
connectively.

The DICT Roadmap

In our country, the Department of Information and Communication Technology (DICT) has
formulated a roadmap to guide all agencies in the utilization, regulation and enhancement of ICT.
Each project has corresponding policy statements and guidelines.

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 The ICT for Education (ICT4E) is a program under the DICT that supports all the efforts of the
education sector in incorporating the use of ICT as well as in determining and gaining access to
the infrastructure (hardware, software, telecommunications facilities and others) which are
necessary to use and deploy learning technologies at all levels of education.

Among the policy recommended programs that have applications to education teaching-
learning are:

1. ICT in Education Master Plan for all levels, including a National Roadmap for Faculty
Development in ICT in Education. A National Framework Plan for ICTs in Basic Education was
developed.

2. Content and application development through the Open Content in Education Initiative
(OCE) which converts DepEd materials into interactive multi-media content, develop applications
used in schools, and conduct students and teachers competitions to promote the development of
education-related web content.

3. PheDNET, is a "walled" garden that hosts educational learning and teaching materials and
applications for use by Filipno students, their parents and teachers. All public high schools will be
part of this network with only DepEd-approved multi-media applications, materials and mirrored
internet sites accessible from school's PCs.

4. Established Community eLearning Centers called eSkwela for out-of-school youth (OSY).
providing them with 1CT-enhanced alternative education opportunities.

5. eQuality Program for tertiary education through partnerships with state universities and
colleges (SUCs) to improve quality of IT education and the use of ICT in education in the country,
paticularly outside of Metro Manila.

6. Digital Media Arts Program which builds digital media skills for government using Open
Source technologies. Particular beneficiary agencies include the Philippine Information Agency
and the other government medía organizations, the Cultural Center of the Philippines, National
Commission for Culture and Arts and other government art agencies, State Universities and
Colleges and local govermment units.

7. ICT skills strategic plan which develops an inter-agency approach to

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 Identifying strategic and policy and program recommendations to address ICT skills demand-
supply type. All the seven programs were guided by the roadmap that imbeds policy statements
that relate to education specifically in the enhancement of human development for teaching and
learning. Some Issues on ICT and Internet Policy and Regulations Global Issues Access and Civil
Liberties are two sets of issues in ICT Policy which are crucial to the modern society. The other
concern is civil liberties which refer to human rights and freedom. These include freedom of
expression, the right to privacy, the right to communicate and intellectual property rights. Access
to the Use of Internet and ICT.

Access means the possibility for everyone to use the internet and other media. In richer
countries, basic access to internet is almost available to all with faster broadband connections.
There are still countries where access to internet is still a challenge. Infringement to Civil Liberties
or Human Rights. What are specific internet issues on internet policy that have relationship to civil
liberties or human rights? Let's study the examples that follow. Issue No. 1: Freedom of
Expression and Censorship Under international human rights conventions, all people are
guaranteed the rights for free expression. However, with the shift from communicating through
letter, newspapers and public meetings to electronic communications and on-line networking, a
need to look into how these new means modifies the understanding of freedom of expression and
censorship. The UN Universal Declaration of Human Rights provides that everyone has the right
to freedom of thought, conscience and religion, likewise the right to freedom of opinion and
expression. However there are practices that violate these provisions in the use of internet.

Some examples are the following:

Issue Number 1: Individual rights are given up in order to have access to electronic
networks. Microsoft Network's (MSN's contracts provide protection of individuals like "upload, or
otherwise make available files that contain images, photographs or other materials protected by
intellectual property laws, including but not limiting to copyright or trademark laws, unless you
own or control the rights thereto or have received all necessary consents to do the same. "

22
However Microsoft reserves the rights, in its sole discretion, to terminate access to any or all MSN
sites or services.

2. Censorship restricts the transmission of information by blocking it or filtering the

information. Blocking is preventing access to whole areas of ICT policies and issues. Internet
based upon the blacklist of certain Internet address, location email addresses while filtering is
sifting the packets of data or messages as they move across computer networks and criminating
those considered “undesirable" material the selection of sites that are blocked or filtered has been
considered as an issue.

Issue No. 2: Privacy and Security Privacy policies are an issue.

Most commercial sites have a privacy policy. When someone uses a site and clicks I agree
button, it is as if you have turned over private information to any authority that may access it.
There are several types of privacy as shown by the following examples:

1. For most, privacy means "personal privacy" the right of individuals not to have their
home, private life or personal life interfered with.

2. Privacy of communication refers to the protection from interference with communication

over the phone or internet. Respect for privacy of communications is an essential prerequisite for
the maintenance of human relationship via technological communications media.

3. Information privacy is related to the use of computers and communications system

which are able to hold and process information about large numbers of people at a high speed. It
is important to ensure that information will only be used for purposes for which it was gathered
and will not be disclosed to others without consent of the individuals.

Issue No. 3: Surveillance and Data Retention

The use of electronic communications has enhanced the development of indirect

surveillance. In the indirect surveillance, there is no direct contact between the agent and the
subject of surveillance but evidence of activities can be traced. The new and powerful form of
indirect surveillance is dataveillance. Dataveilance is the use of personal information to monitor a
person's activities while data retention is the storage and use of information from communication
systems. There is very little that can be done to prevent surveillance. What can be done is to

23
change the methods of working to make surveillance difficult. This is callcd "counter surveillance"
or "information security" if it refers to computers’ and electronic communication.

Issue No. 4: E-pollutants from E-waste

Large amount of e-waste is generated by TCT. These are in particular, terminal equipment
used for computing (PCs, laptops), broadcasting (television and radios), telephone (fixed and
mobile phones), and peripherals (fax machines, printers and scanners) The accumulated e-waste
is due to rapid turnover of equipment due to rapid improvement of software. While material waste
can be destroyed by crushing, toxic material brought about by the different equipment requires
utmost management. The quantities of e-waste are increasing in both developed and developing
countries.

A very dismal state is that there is a significant amount of electronic waste that has been
shipped from industrial countries to developing countries, using less environmentally- responsible
procedure. Remedies include standardization and regulatory measures to increase the life cycle
of equipment before they become obsolete. Efficient extraction of toxic components and requiring
the recycling by both consumers and equipment vendors are selling must be required. If not
controlled then, e-waste will tremendously affect climate change, damage human lives, and
overload the capacity of the earth in carrying solid waste.

Implications to Teaching and Learning

How do the policy guidelines, projects and issues relate to the teaching and learning?
There are great implications of this lesson to both the teachers who are teaching and the learners
who are learning. A few of these are as follows:

For the Teachers and Teaching

1. Guide the teachers on what they should teach that relate to ICT, and how to teach it.
Since ICT development comes so rapid and fast, teachers might be overwhelmed by its rapid
speed. Temperance in its use is a caution that should be looked at.

2. Technology should never replace any human teacher. The tools are support
instructional materials for the teachers which are available for use. The teacher should learn how
to appropriately use them. The human touch of the teacher is still a vital component in teaching.

24
Teachers should always be reminded that there are always limitations in the use of the different
gadget and tools.

3. There are rules and regulations that govern the use of technology. Caution should be
observed to protect individual privacy. As teachers, you must be aware that the use of technology
may jeopardize your privacy and security.

4. All the Issues and many more shall be part of the teaching content as each teacher will
be encouraged to use technology in teaching.

For the Learners and Learning

The learners of the 21" Century are even more advanced than some of the teachers.
However, learners still need guidance on how to use, regulate technology use. As there are
positive and negative effects of technology use learners should know the difference. Learners
should not only know the benefits of. Technology use, but they should also know how they can
be protected from the hazards that technology brings to their lives. Leaners should take
advantage of the potential of learning support they can derive such as the development of higher
order thinking skills, the development of learning communities through collaboration, the
enhancement of skills to manage the vast resources as 21st century learners and many more.
Both the teachers and learners should be mindful of the e-waste that are being thrown away to
the land and to the atmosphere. Thus, safety in the use of technology shall be presented in the
next lesson.

Lesson 2: Safety Issues on the Use of ICT including e-Safety Rules (Bilbao, P., Dequilla,
MAC., Rosano, D., & Boholano, H., 2019)

As future teachers, do you need to know all of these? Explore Some Risks in the Use of
ICT and e-Networking Technology is a phenomenon that seems to be uncontrollable. Despite the
so many benefits for teaching and learning, there are also negative effects or influence on the
learners. Hence as future teachers you have to be aware of how to safeguard learners in the
school communities where they spend most of their waking hours and also in their homes or

25
facilities that provide opportunities to use digital technologies like Internet Cafes. Safeguard and
protection should be the primordial role of parents, teachers and schools. There are so many risks
that we have to be aware of in the use of digital technologies. These may include the following:

1. Exposure to inappropriate content, including on-line pornography, extremism (exposure

to violence associated with racist language);

2. Lifestyle websites like self-harms and suicide sites, and hate sites;

3. Cyber-bullying in all forms, receiving sexually explicit images or messages,

4. Privacy issues including disclosure of personal information;

5. Health and well-being (amount of time spent on-line, internet gaming and many more;
6. Prolonged exposure to on-line technologies, particularly at an early age;

7. Addiction to gambling and gaming;

8. Theft and fraud from activities such as phishing;

9. Viruses, Trojans, spyware and other malware; and

10. Social pressure to maintain online networks via texting and social networking sites.

Minor Misuse of ICT in School

Some minor misuse made by learners include the following:

1. Copying information into assignment and failing to acknowledge the source (plagiarism
and copyright infringement)

2. Downloading materials not relevant to their studies

3. Misconduct associated with subject logins, such as using someone else's password

4. Leaving a mobile phone turned on during class period

5. Unauthorized taking of pictures or images with mobile phone camera, still or moving e-
Safety

26
 With all of the above concerns and many more, how do we confront all of these so as to
protect our future generation? C-safety takes care not only of internet technologies but also of
electronic communications via mobile phones, games consoles and wireless technology. It
highlights the need to educate children and young people about the benefits, risks and
responsibilities of using information technology.

Here are some issues of e-safety: e-safety helps safeguard children and young people in
the digital world; e-safety emphasizes learning to understand and new technologies in a positive
way; e-safety educates children about the risks as well as the benefits so we can feel confident
online; and C-safety supports young learners and adults to develop safer online behaviors, both
in and out of school.

1. Safety in the Use of Network in Schools

1.1. Make clear that no one should log on as another user.

1.2. Require all users to always log off when they have finished working.

1.3. Maintain equipment to ensure health and safety.

1.4. Provide students with access to content and resources through guided e-learning.

1.5. Set up a clear disaster recovery system in place for critical data that include secure,
remote back up of critical data.

1.6. Secure wireless network to appropriate standards suitable for educational

1.7. Install all computer equipment professionally and meet health and safety standards
use.

1.8. Review the school ICT system regularly with regard to health and safety and security.

2. Password Policy

2.1 Only authorized users will have individual passwords. Users are not permitted to
disclose their passwords unless they got permission from the owner or from the management.
The equipment that keeps the personal information shall be locked when unattended to prevent

27
unauthorized access. Computers should be set to a time out if they become unused for a certain
period of time.

3. Personal mobile phones and mobile devices

3.1 All mobile phones shall be kept away in a box away from the children or learners and
access is only allowed at break time or at the end of classes or when needed during the class
period.

4. Cameras

4.1. Taking pictures only from parents or caregivers and not from any other family member
or friend while the child attends class.

4.2. Any picture taken of children shall be on cameras solely for the purpose. Setting up
an Educational Technology Room Schools that plan to dedicate a room where the students can
access technologies for learning should include the following basic safety rules:

1. Provide tiltable tables. These tables can be tilted and adjusted to the height of the users.

2. Provide anti-glare screen filters.

3. Provide adjustable chairs.

4. Provide foot support.

5. Make sure lighting is suitable.

6. Make sure work stations are not cramped.

7. Plan work at a computer so that there are frequent breaks.

More specifically safety rules that can reduce risk of accidents in the working stations
should include:

1. No trailing wires across or around the room which people can trip on.

2. Electrical sockets should not be overloaded.

3. Electrical equipment should be safety-tested at least once a year,

28
 4. There should be adequate space around desk for people to move.

5. Bags and obstacles should be stored out of the way.

6. Food and drinks should not be placed near machines.

7. Heating and ventilation should be suitable for the working environment.

8. Fire extinguishers should be available.

9. Fire exits should be clearly marked and free from clutter.

Assessment Task 1-1

Answer the quiz assigned in iLearnU. Be present in google meet for a graded
recitation, date is to be announced in the messenger group chat.

Assessment Task 1-2

With your respective groups, work on this. The rest of the instructions will be posted in our gc and will
be discussed in our google meet.
Activity: Panel Forum
Subject Matter: Groups’ Outputs (Four Topics)
Panel Speakers: Four Speakers (One speaker for each topic)

A. Freedom of Expression and Censorship

B. Privacy and Security
C. Surveillance and Data Retention
D. e-pollutants from e-waste

Summary

29
 The ICT for Education (ICT4E) is a program under the DICT that supports all the efforts
of the education sector in incorporating the use of ICT as well as in determining and gaining
access to the infrastructure (hardware, software, telecommunications facilities and others) which
are necessary to use and deploy learning technologies at all levels of education.

- . ICT in Education Master Plan for all levels

- Content and application development through the Open Content in Education
Initiative
- PheDNET, is a "walled" garden that hosts educational learning and teaching
materials and applications for use by Filipno students
- Established Community eLearning Centers called eSkwela for out-of-school youth
(OSY).
- eQuality Program for tertiary education
- Digital Media Arts Program
- ICT skills strategic plan

References

Bilbao, P., Dequilla, MAC., Rosano, D., & Boholano, H., 2019. Technology for
Teaching and Learning. Lorimar Publishing Inc. Quezon City, Manila, Philippines

MODULE 3
NON-DIGITAL AND DIGITAL SKILLS AND TOOLS IN
DELIVERING TECHNOLOGY-ENHANCED LESSONS

Introduction

30
 Teaching becomes rewarding when learners get the most from instruction as manifested
in their performance. An important 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.

Learning Outcomes

At the end of this module, students should be able to:

1. Integrate media and technology in various content areas;

2. Describe technology tools that are used in group activities;

3. Utilize technology tools to collaborate and share resources among communities of practice;

4. Distinguish the relevance and appropriateness of the use of technology.

Lesson 1. Development and Use of Non-Digital or Conventional Materials (Bilbao, P.,

Dequilla, MAC., Rosano, D., & Boholano, H., 2019)

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

31
instructional materials. Instructional materials refer to any preexisting materials that are being
incorporated, as well as to those that will be specifically developed for the objectives (Haigler,
2014 as cited in Bilbao, P., et al., 2019).

There are also 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 teachers' capability.
3. The teacher may research off the shelf materials that have been developed by others to
determine if their approach could be useful.
4. Explore the possibility of adapting concepts of other teachers without 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 other 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. Many media and many styles of visual presentation are useful to the language learner.
All audio- visual materials have positive contributions to language learning as long as they are
used at the right time, in the right place. In the teaching and learning process, learners use their
eyes as well as their ears; 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 a small space. Dioramas are small scenes created oI layers of materials, all
depicting a similar concept or theme. They usually display a historical time period, a nature
scene, or a fictional situation. In developing diorama, you will: (1) choose a concept or theme,
(2) research the Subject, (5) 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.

32
 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:

1. Keep the board clean.

2. Use chalk or pens that contrast with the background of the board so that students can
see the information clearly.
3. Make text and drawings large enough to be seen from the back of the room.
4 Prepare complex drawings in advance (if very complex, an overhead transparency or 35
mm slide may be preferable).
5. Underline headings and important or unfamiliar words for emphasis.
6. Do not talk while facing the board.
7. Do not block the students' views of the board; stand aside when writing or drawing is
completed.
8. 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:
1. Use wide-tipped pens or markers; markers with narrow tips produce printing that is difficult to
read.
2. Print in block letters that are large enough to be read easily from the back of the room.
3. Use different colored pens to provide contrast this makes the pages visually attractive and
easier to read.
4. Use headings, boxes, cartoons and borders to improve the appearance of the page.
5. Use bullets () to delineate items on the page.
6. 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).
7. 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.
8. Have masking tape available to put pages up. Around the room during brainstorming and
problem - solving activities.

33
9. 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. 10. 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
the students' own work. In development work it can be used to convey information to the
community.

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 are 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:

1. Unity-Use only one idea for each visual aid and include a headline.
2. 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
the concept in 10 to 15 seconds.
3. Legibility - Make letters big and readable for all in the audience.
4. Consistency Use the same type style and art style.
5. Clarity - Avoid type that is too small to read; avoid all caps.

34
Lesson 2. Creating ePortfolio as a Technology Tool (Bilbao, P., Dequilla, MAC., Rosano, D.,
& Boholano, H., 2019)

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, achievements 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. This can be used
as a digital archive that can contain 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 arc cither
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 how 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 learning growth. They actually encourage the 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 get engaged in the process of creating their own voice in their portfolio.

Creating an Online Portfolio Using a Site

35
 There are many sites that can be used in creating an 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. Here is a sample of the google site used by a student
in creating her ePortfolio.

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 create 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 the 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 a display of your organizational skills.
 Home Page
The first section is the Home or your cover page. This is the first thing that 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.

 Reflections

A major clement 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

36
captured. With the pencil- and-paper test, the chance to get a piece of their insights or
realizations may be nil 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 (1988).

A 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-tile-point details.

Feelings. Learners are involved in learning and an activity that can trigger certain feelings.
So at this point, you can consider think about how you feel at that time when you were doing the
activity having the experience. You need to discuss your emotions honestly undo the
experience but not to forget that this is part of an academic discourse.

Evaluation. When evaluating, discuss how well you think the activity went exactly how you
reacted to the task or situation and how others react experience a pleasant one or otherwise?
This is also a possible pit where you can perhaps incorporate related readings of other author s
principles or theories.

Analysis. This part of the write up includes your analysis of what works 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 the 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 refection, you write what action you need to take so that you
will improve the next time such as consult an expert for some advice 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.

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 When showing examples of your work, you can upload word 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 also reflect
on how relevant or significant the material is 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.

Lesson 3. Digital Literacy Skills in the 21st Century (Bilbao, P., Dequilla, MAC., Rosano, D.,
& Boholano, H., 2019)

Digital literacies are the individual's capabilities to be able to effectively and responsibly
function and perform in a digital society. The term 'digital literacy was known as:
(a) Visual literacy when images and non-verbal symbols try to capture the knowledge
(b) Technological literacy requiring one to be able to use technology in addressing a need;
(c) Computer literacy, which in the 1980s started to become a household item manipulated
to achieve one's target; and
(d) Information literacy which refers to the finding, evaluating, using and sharing of
information.
In the teaching and learning context, digital literacy is an important competence. In
school, it has become a buzzword which refers to the ability to access, process, understand,
utilize, -create media content using information technologies and the internet.
The Digital Literacies Media Literacy is one's ability to critically read information or
content and utilize multimedia in creatively producing communications. Information Literacy is
locating information from the web and interpreting while evaluating its validity in order that it can
be shared, ICT Literacy - is knowing how to select and use digital devices, applications or
Services to accomplish tasks requiring the use of the internet.
Communications and Collaboration are one's capabilities in being able to participate in
the digital networks in the teaching and learning context. Identity Management is being able to
understand how to ensure safety and security in managing online identity and foster a positive
digital reputation.

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 Learning Skills are ways of knowing how to study and learn in a technology. This is
knowing how to utilize technology in addressing the need to learn patiently. Digital Scholarship
is being able to link and participate in professional and research tactics. One important
component of digital literacy is having an in-depth understanding of concepts requiring essential
core skills. These core skills are known as the Cs of the 21 Century Skils.

The Four Cs of the 21" Century Skills

The four C's of the 21st Century Skills refer to Critical thinking. Creativity communication
and collaboration. To perform well in this century you need to develop and enhance these skills
namely creativity, critical thinking, communication and collaboration. All of these 21st century
skills are essentials for students to do well in school and succeed in the workplace.

1. Critical thinking is learning how to solve problems. It teaches students not to accept
immediately claims without seeking the truth. It is the ability to differentiate facts from opinions
and not only just learn a set of facts or figures but also discover these for the sake of knowing
what ought to be.

2. Creativity requires students to think out of the box and to take pride in what is uniquely
theirs. It means that they will be able to look at a problem perspectives-including possibilities
from multiple propose multiple can and alternatives to address a problem and they need to take
calculated risks. Creativity encourages students to think beyond the expectations of
conventions. However, creativity may not ensure success all the time but it may lead to another
direction that can actually be a better way of figuring out how to solve the problem | those that
others may not see.

3. Communication makes students express their ideas in the clearest and organized manner.
Through varied modes face-to-face, technologically mediated or a blended medium, they need
to know how to and clearly convey ideas.

4. Collaboration happens when students know how to work well with others to accomplish a
given task or solve a problem at hand. This is a 21st essential. When students are made to work
with others in a pair or in a team, they given the chance to practice how to relate with others.
They may be working with classmates they do not really prefer to work with but with guidance,
you can teach them to tap on the capabilities of each member of the team and collaboratively

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achieve the goal. Eventually when they leave school, they will definitely see the need to know
how to collaborate with others in order for them to accomplish a job, and you have prepared
them for it.

In our words, collaboration teaches students that groups can create something that is
better than you can on your own. In addition to the 4C's, there are Citizenship and Character.
Citizenship is known as netizenship in the virtual world. This is making person consider how one
behaves accordingly by observing the norms and rules that are in accordance with what are
sociably and virtually accepted. As a result, one is projecting a reputable digital identity which is
his or her character.

Assessment Task 1-1

Answer the quiz assigned in iLearnU. Be present in google meet for a graded
recitation, date is to be announced in the messenger group chat.

Assessment Task 1-2

Answer the assignment assigned in iLearnu.

Summary

 Non-Digital Instructional Materials

- Diorama

- Nature Table

- Writing Board

- Flip Chart

- Zigzag Board

- Wall Display

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 - Rope and Pole Display Board
 Parts of ePortfolio
- Home Page
- Pages
- Reflection
 Stages of Reflection
- Description
- Feelings
- Evaluation
- Analysis
- Action Plan
 Four C’s of the 21st Century Skills
- Critical Thinking
- Creativity
- Communication
- Collaboration

References

Bilbao, P., Dequilla, MAC., Rosano, D., & Boholano, H., 2019. Technology for
Teaching and Learning. Lorimar Publishing Inc. Quezon City, Manila, Philippines

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