Lesson 2:

Understanding the Basic Concepts in ICT

1. Defined conceptually or operationally terms that are basic to the

understanding of ICT.
2. Used the concepts and terms in communicating with peers for further
understanding.

In this modern and advancing age, technology is a powerful complement to traditional

teaching methods in higher education. Professors can help maintain students’ interest
and excitement by using technologies to provide a variety of instructional techniques
and presentations in the class.

A computer is powerful, indeed. Its power “derives from its capability of performing
the information processing cycle with speed, reliability, and accuracy; its capacity to
store large amounts of data and information; and its capability of communicating
with other computers” (Shelly, Cashman, Gunter, & Gunter, 2004, p. 1.11).

“I think we need to be careful not to get too specific (i.e. technology = computers)
while at the same time not getting to broad that our definition of technology includes
everything from pencil and paper to lasers and computers. I’d like to see us define
technology in a manner that looks at electronics tools we use to enhance teaching and
learning”. Sally, grade teacher from Joy Egbert (2009).

Let us explore various resources to have a clear understanding of this lesson. Let us
unpack some concepts and terms related to technology for teaching and learning. You
can further find more explanation in this book as you go along with your lessons or in
other references in the library or in the web.
Here are some terms and concepts that you need to know and understand.
1. Technology refers to mix of process and product used in the application of
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
use of digital technology, communication tools and/or networks to access,
manage, integrate, create and communicate information in order to function in
a knowledge society (Guro 21, 2011).
3. Education Technology refers to the use of technology in teaching and
learning. Educational technology includes both the non-digital (flip charts,
pictures, models, realias, etc.) and digital (electronic tools: 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 (Cornell University).
According to American Library Association (2018), digital literacy is the
 ability to use information and communication, requiring both cognitive and
technical skills (https://edweek.Org downloaded 06-03-18).
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 includes
blended or virtual learning. It can come as online or offline which utilizes
digital technology.
6. Online digital tools and apps use an Internet connection to access the
information needed. A common example are Zoom and Google meet. It is a
telecommunication application software product specializes in providing video
chat and voice calls between computers, tablets, mobile devices via Internet.
7. Offline digital tools and apps can still be used even if there is no internet
access. A common example is canary learning.
8. Instructional technology is the theory and practice of design, development,
utilization, management, and evaluation of the processes and resources for
learning (Association for Educational Communications and Technology,
Seels, B.B. & Richey, P.C. 1994).
9. Software refers to program control instructions and accompanying
documentation; stored on disks or tapes when not being used in the computer.
10. Multimedia is a sequential or simultaneous use of variety of media formats in
a given presentation of self-study program (Smaldino, 2005).
11. Internet is a massive network of networks, a networking infrastructure, it can
connect millions of computers together globally, forming a network in which
any computer can communicate with any other computer as long as they are
connected to the Internet. It is generally defined as a global network
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). 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 of 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).
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.
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.
d. Email tools. Emails are great communication tools for sending
massages, photographs, videos and other files. It allows you to reach
out to others around the world.
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. 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, 2011).
18. Wiki, an editable website usually with limited access, allows students to
collaboratively create and post written work or digital files, such as digital
photos and videos. Wikipedia is one of the most widely recognized of all the
wikis (Watters, 2011).
19. Vlog is a video blog where entry is posted as a video instead of the text.
20. Podcast is a video or audio milt-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).
21. 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.
22. Facebook is a popular social networking site used by students and adults
worldwide to present information on themselves and to the world.
LESSON 3
ROLES OF TECHNOLOGY FOR TEACHING AND LEARNING

3. Identified roles of technology in teaching and learning

4. Appreciated the value of technology in supporting student learning

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), 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 online 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.
3. Technology as a learning tool. While the teacher utilizes technology as the
tool for teaching, likewise it is an effective tool for learning. 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 used 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. 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 or
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
encourage to imbibe skills to source this information with speed and
accuracy.
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 provides 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): 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 performance by 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
teacher says: “Too many things to teach, too little time to do.” 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 utilized them appropriately, there are varied programs that can
be used by students offline or online 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 Learner’s 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.
According to Shirly (2003) and Egbert (2009), 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.
c. Many-to-many like group discussion. 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 cellphone 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, the benefits derived from technology supported
communication are as follows:
 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 learners to construct meaning from joint experiences between the
two or more participants in communication.
c. Help learners solve problems from multiple sources since there is limitless
sources or information that the teacher can direct or refer to the learners.
d. Teaches learners to communicate with politeness, taking turns in sending
information and giving appropriate feedback.
e. Enhances collaboration by using communication strategies with wider
community and individuals in a borderless learning environment.
f. Develops critical thinking, problem solving and creativity throughout the
communication.

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

problems solving and creativity. 21st 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.

Critical Thinking is a 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 these competencies are
covered by Bloom’s Taxonomy of Analysis, Synthesis, and Evaluation.

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, accuracy, precision, relevance, depth
breadth and logic.
Clarity: here are some examples: Can you give example of …
Precision: exactly how much…
Accuracy: what pieces of evidence support your claim?
Breadth: what do think with the issue with regards to …

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 to easy, 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 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?

a. Vary the question asked
b. Introduced new technologies
c. Modify the leaners’ grouping
d. Encourage curiosity

Creativity is characterized as involving the ability to think flexibly, fluently,

originally, and elaborately (Guilford, 1986 & Torrance, 1974 in Egbert, 2009).
Flexibility 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.

Seven Creative Strategies (Osborn, 1963). These have been 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 up-side down, inside out, front-side back.
What teacher should do to support student creativity? Here are some suggestions:
a. Provide enriched environment.
b. Teach creative thinking strategies.
c. Allow learners to show what they can do.
d. Use creativity with technology.

Further, the 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 students to reflect through different delivery modes like writing,
speaking, or drawing.
4. Use real experiences and material to draw tentative decisions.
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 encourage.
 ACTIVITY # 2
NAME: ____________________________ DATE:______________

BASIC CONCEPTS IN ICT & ROLES OF TECHNOLOGY IN EDUCATION

I. EXPLORE WITH A PARTNER

1. Make a glossary of terms of at least 15 ICT-related terms with each having a
conceptual or operational definition of description. Cite the source of your
definition.
II. Answer briefly but comprehensively. (Individual work)
1. Write a paragraph about your personal experience on how technology
influenced your life as a learner.

2. Write a paragraph on how you are going to use technology when you will
become a teacher.