QUEZONIAN EDUCATIONAL COLLEGE, INC.

College Department

Course Code: PEC-PCK4 Course Description: Technology for Teaching and Learning 1

Course Learning Outcomes:

1. Explain ICT policies and safety issues as they impact on the teaching-learning process.
2. Identify learning theories and principles applied in the design and development of lessons through
appropriate media and technology for teaching and learning.
3. Integrate media and technology in various content areas.
4. Formulate teaching-learning experiences and assessment tasks using appropriate and innovative
technologies
5. Demonstrate social, ethical and legal responsibility in the of technology tools and resources.

Unit 3: Non-digital and Digital Skills and Tools in Delivering Technology-Enhanced Lessons

Lesson 1: Non-Digital and Digital Skills and Tools in Delivering Technology-Enhanced Lessons
Teaching becomes rewarding when learners get the most from instructions as manifested in their
performance. An important element in engaging learners is when the strategy used in delivering
the lessons 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 classrooms. 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. The teachers need instructional
materials to enhance teaching and learning. Instructional materials are defined as print and non-
print items that are rested to impact information to students into educational process (Effiong and
Igiri,2015). Examples of instructional materials are drawings, kits, textbooks, posters, magazines,
flipchart, newspapers, diorama, pictures, recording videos and like.
Instructional materials have several roles in teaching and learning which include the following: (1)
they promote meaningful communication and effective learning; (2) they ensure better retention,
thus making learning more permanent; (3) they help to overcome the limited classroom by
making the inaccessible accessible; (4) they provide a common experience upon which late
learning can be developed; and (5) they encourage participation especially if students are
allowed to manipulate materials used ( Brown et al.,2005; Effiong and Igiri, 2015). Instructional
materials are the supplementary materials, which help the teacher to make his/her presentation
concrete, effective, interesting, meaningful and aspiring. Instructional materials are a great help in
stimulating and facilitating the learning of the learners.
According to Wright (1976:1) as cited in Cakir (2006) many media and many styles of visual
presentation are useful to the language 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

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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 a small space. Dioramas are small scenes created of layers of materials, all depicting a
similar concept or theme. They usually display a historical time period, a nature scene, or a
fictional situation.

2.NATURE TABLE
This is a table that contains objects and/or scenes related to the current season, or upcoming
festival or a symbol of an ecosystem. Children love to follow the natural changes that the world
offers each month and classroom decorations reflect these.

3. WRITING BOARD
    A writing board can display information written with chalk (chalkboard or blackboard) or special
pens (whiteboard). Although there are usually more effective methods of transmitting information,
the writing board is still the most commonly used visual aid.

4. FLIP CHART
    It is a large tablet or pad of paper, usually on a tripod or a stand.

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 consist 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 community.

GUIDELINES when designing conventional instructional materials;

1. Unity - Use only one idea for each visual aid include a headline.
2. Simplicity - Make ideas and relationships simply and easy to recall.
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.

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Activities
Task 1
A. Discuss the importance of the following in the teaching-learning process:

Non-Digital Tools Importance to Teaching and Learning Process

Flip Chart

Wall display

Chalk board

Diorama

Nature Table

B. Browse the net for additional non-digital instructional materials. (Provide at least 5)
1. ________________ 4. ________________
2. ________________ 5. ________________
3. ________________

C. Choose the best answer from the options given:

1. Teacher A was assigned in a mountain school, and she wanted to present instructional
materials to her class. What should be presented first if she wanted to do it in logical
presentation?
a. Real objects c. Pictures and illustrations
b. Diorama d. Flipcharts

2. The following are guidelines in designing instructional materials EXCEPT:

a. consistency b. legibility c. expenseness(cost) d. quality

3. Which of the following activity is bets to do if a teacher wanted to know how well students
understood the lesson about “Beauty and the Beast”?
a. Exhibit b. Fieldtrip c. Game d. Role-play

4. Which is a series of three or four rectangular board which are joined together along the sides
by hinges so that they can be easily folded up and carried?
a. Zigzag board c. Flip chart
b. Bulletin board d. Writing Board

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 5. Teacher B is a newly-hired teacher. She wants to discuss the lesson about tree planting. What
is the BEST instructional material that she should use?
a. Flip chart c. Diorama
b. Nature table d. Writing board

Task 2
1. Develop instructional materials based on your own field of specialization and topic discussion.

Rubric in Creating Instructional Materials

Needs
Very Good Good
Improvement Rating
(3) (2) (1)
1. The instructional materials explicitly
identify the learning objectives.
2. The instructional materials support
teachers in helping students identify,
examine, and consider learning
objectives.
3. The instructional materials support
teachers in helping students articulate
their initial ideas about the lesson.
4. The instructional materials ask
students to demonstrate their
understandings about the lesson.
5. The instructional materials provide
students to ask questions.
TOTAL
Other Comments:

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Lesson 2: Understanding the Basic Concepts in ICT

Lesson Objectives:
1. Define conceptually or operationally terms that are basic to the understanding of ICT and
educational technology.
2. Use the concepts and terms in communicating with peers for further understanding.

Educational Technology
Descriptions
Terms
Technology  machinery and equipment developed from the application of
scientific knowledge.
 the branch of knowledge dealing with engineering or applied
sciences.
ICT Literacy  the ability to use digital technology, communication tools, and/or
networks to define, access, manage, integrate, evaluate, create,
and communicate information ethically and legally in order to
function in acknowledge society
Educational Technology  A complex, integrated process involving people, procedures,
ideas, devices and organization for analyzing problems and
devising, implementing, evaluating and managing solutions to
those problems, involved in all aspects of human learning.
 A field involved in applying a complex, integrated process to
analyze and solve problems in human learning.
Technology in Education  The application of technology to any of those processes involved
in operating the institutions which house the educational
enterprise.
Instructional Technology  Refers to those aspects of educational technology that “are
concerned with instruction as contrasted to designs and
operations of educational institutions
Technology Integration in  the use of technology resources (computers, digital cameras, CD-
Education ROMs, software applications, the Internet, etc.) in daily classroom
practices, and in the management of a school.
 Using “learning technologies to introduce, reinforce, supplement
and extend skills
Educational Media  channels or avenues or instruments of communications.
E.g. books, magazines, newspapers, radio, television, Internet
Digital Literacy  having the skills you need to live, learn, and work in a society
where communication and access to information is increasingly
through digital technologies like internet platforms, social media,
and mobile devices
Digital Learning  learning facilitated by technology that gives students some
element of control over time, place, path and/or pace
Flipped Classroom  pedagogical approach in which direct instruction moves from the
group learning space to the individual learning space, and the
resulting group space is transformed into a dynamic, interactive
learning environment where the educator guides students as they
apply concepts and engage creatively in the subject matter.

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 Game-based Learning  using games to teach specific content.
 presents a structured end-to-end approach which immerses
learners in a simulated experience using game mechanics in to
reinforce learning.
Massive Open Online  free online courses available for anyone to enroll.
Course (MOOC)  provides an affordable and flexible way to learn new skills.
Gamification  the use of game thinking, approaches, and elements in a context
different from the games.
 an integration of game elements and game thinking in activities
that are not games.
 main use is to foster engagement.

Examples:
 Separating students into groups to compete on assignments or
activities.
 Enabling students to earn points for behavior or completion of
assignments and allowing them to spend the points on rewards.
 Timed flash cards or worksheets
Podcast  an episodic series of spoken word digital audio files that a user
can download to a personal device for easy listening. (Wikipedia)
 a series of spoken word, audio episodes, all focused on a
particular topic or theme, like cycling or startups.
 Click the link below for more information about podcast
https://www.youtube.com/watch?v=9dXKGJ7jLsk
Google Apps for  a free service provided to schools for cloud based storage,
Education (GAFE) content creation and collaboration by Google. (sites.google.com)
 includes Gmail, Calendar, Docs, Drive, Sheets and Sites
Vlog  stands for a video blog or video log, and refers to a type of blog
where most or all of the content is in a video format.
 Vlog posts consist of creating a video of yourself where you talk
on a particular subject such as reporting or reviewing a product or
an event.
Wiki  a collaborative tool that allows students to contribute and modify
one or more pages of course related materials.
 collaborative in nature and facilitate community-building within a
course.
 a web page with an open-editing system.

Activities
1. Make a glossary of terms of at least 10 ICT-related terms with each having a conceptual or
operational definition or description. Cite the source of your definition.
2. Create a wordle / wordcloud of ICT related terms.

1. How best did you learn about the different concepts in ICT?
a. By memorizing the definition verbatim from the definition.

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 b. By understanding first the meaning and memorizing
c. By memorizing first, then understanding the meaning.
d. a and b

2. When did educational technology become part of teacher’s conversation in a learning action cell
(LAC) with their peers?
a. During the digital age with the use of computers
b. After World War 2, when there many inventions
c. During the 21st century when there was a digital superhighway
d. During the time instructional support materials were used

3. What is the fastest way to find the meaning of a word in the Webster?
a. Ask a friend in the library.
b. Text the teacher to ask.
c. Google the word in the internet
d. Use another dictionary in the library

4. Which of the following encompasses all these concepts?

a. Technology b. Internet c. Computers d. Gadgets

5. What does digital literacy imply?

I. Financial and economic literacy
II. Media and digital literacy
III. Basic literacy
IV. All of the above

a. I b. II c. I and II d. I, II and III

Lesson 3: Roles of Technology for Teaching and Learning

Lesson Objectives:
1. Identify roles of technology in teaching and learning.
2. Appreciate 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 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.

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2. Technology as a teaching tool
- Like a tutor, technology is a teaching tool, but can never replace 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 for
learning. As a learning tool, it makes learning easy and effective. It can produce learning
outcomes that call for technology-assisted learning. Even the teachers who are teaching can
utilize similar tools for learning. As a learning tool, it is very interesting that even the elderly
uses 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 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.

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 5. Technology adds to the competence of teachers and inculcates scientific outlook
Through the utilization of theories of learning intelligence, which are explained in references
upload in the net, the teachers are encouraged to imbibe skills to source 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 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); declarative knowledge, structural
knowledge and procedural knowledge.

a. Declarative knowledge – consists of 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.
(knowing/recognizing)

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 to write”. This is referred
to as structural knowledge. It can be presented by concept maps, categorization or
classification. (understanding/explain/describe)

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 the research. However,
knowledge or content can be learned in many ways.

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.
Three basic communication patterns according to Shirly (2003) in Egbert (2009):

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 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, buzz session, heads together. This kind of interaction
provides opportunities for social interaction.

Benefits derived from technology supported communication

a. Enables any teacher to guide the learners virtually and making learning unlimited
because communication and social interaction go beyond school day or a school
environment.
b. Enhances students’ freedom to express and exchange ideas free without the snooping
eyes of the teacher face to face.
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 are 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.
g. Develops critical thinking, problem solving and creativity throughout the
communication.

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

solving and creativity

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.

Some ways that teachers can do to develop critical thinking:

a. Ask the right questions.
Critical thinking questions should ask for clarity, accuracy, precision, relevance, depth,
breadth and logic.
Clarity : Here are 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 easy, thus getting bored early, those who have low ability may
find the task too difficult. These can be determined by interview, observations and other
forms to determine the level of readiness.

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 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.

Creativity is characterized as involving the ability to think flexibly, fluently, originally and
elaborately (Guildford, 1986 & Torrance, 1974 in Egbert, 2009)

Seven Creative Strategies (Osborn, 1963). 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

Suggested activities to support student’s creativity

1. Provide an enriched environment.
2. Teach creative teaching 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.
5. Involve students in creating and questioning assessment.

Activities
Task 1. Write a paragraph about your personal experience on how technology has influenced your life as
a learner from elementary, high school and college.
How Technology Influenced My Life as a Learner

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

How will I use Technology when I Become a Teacher

Task 3. Look for articles in the world wide web that tells about the roles of technology in teaching and
learning. (at least 3 articles)

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Task 4-A. Reflect on the question:
How does the role of technology change the teaching learning environment?

Task 4-B. Choose the correct answer from the options given.
1. Which statement about technology in teaching learning is FALSE?
a. Technology has modernized teaching and learning.
b. Use of technology promotes higher order thinking skills.
c. Millennial teachers are not ready to use technology in teaching.
d. To teach in the 21st century, technology use is indispensable.

2. How did technology open new fields of educational research?

I. Enabled researchers to process data faster and more accurate
II. Created research tools with rigor to collect data
III. Provided different ways of collecting information for evaluation

a. I only b. II only c. III only d. I, II and III

3. What value does the use of technology give teachers?

I. Provides support for teachers as facilitators of learning
II. Transforms passive classroom to interactive classrooms
III. Enhances learners’ communication skills

a. I only b. II only c. III only d. I, II and III

4. How can learners benefit most in the use of technology?
I. Enhances global awareness and citizenship
II. Enables students to participate in the online gaming
III. Increases addiction in internet games

a. I only b. II only c. III only d. I, II and III

5. In which area of learning has technology given the most influence?
a. distance learning b. face-to-face learning c. on the job learning d. blended learning

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Unit 2: ICT Policies and Issues: Implications to Teaching and Learning

Learning Outcomes:
1. Discuss some ICT policies and explained their implications to teaching and learning.
2. Explain some issues that relate to ICT policies
3. Identify safety concerns on Internet including digital safety rules.

Introduction
Globalization is a reality and ICT 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 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.
As the Department of Information, Communications and Technology (DICT) says, “The future has
arrived. Now we have to ensure that we have a place in it.”

Lesson 1: Policies and Issues on Internet and Implications to Teaching and Learning

Lesson Outcomes:
1. Name examples of ICT Policies which are applicable to teaching and learning.
2. Discuss some issues that relate to the ICT policy

ICT Policy
What is a policy?
 A course of action, adopted and pursued by a government, party, ruler, statesman.
-Oxford English dictionary
 Any course of action adopted as expedient or advantageous.
 A plan of action to guide decisions and achieve outcomes (operational definition)

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.

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The New ICT Technologies
More 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.

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 (VOIP) 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
connectivity.

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.
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 Masterplan for all levels, including a National Roadmap for Faculty Development
in ICT in Education. A national Framework Plan for ICT’s in Basic Education was developed
2. Content and application development through the Open Content in Education Initiative (OCEI)
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 Filipino 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 ICT-enhance alternative education opportunities.
5. eQuality Program for tertiary Education through partnerships with state universities and colleges
(SUC’s) to improve quality of IT education and the use of ICT in education in the country,
particularly outside of Metro Manila.
6. Digital Media Arts Program which builds digital media skills for government using Open Source
technologies, Particularly, beneficiary agencies include the Philippine Information Agencies and

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 the other government media organizations, the Cultural Center of Philippines, National
Commission for Culture and Arts and other government art agencies, State Universities and
Colleges and local government units.
7. ICT skills strategic plan which develops an inter-agency approach to identifying strategic and policy
and program recommendations to address ICT skills demand-supply type.
All the seven programs were guided by the roadmap that embeds policy statement 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.
Issues on ICT
1. Freedom of Expression
2. Privacy and Security
3. Surveillance and Data Retention
4. E-pollutants from E-waste

Implications to Teaching and Learning

For the Teachers and Teaching
1. Guide the teachers on what they should teach that relate to ICT, and how to teach it.
2. Technology should never replace any human teacher.
3. There are rules and regulations that govern the use of technology
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
1. Learners need guidance on how to utilize, regulate technology use.
2. 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.
3. Learners should take advantage of the potential of learning support brought by technology.

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Activities
Task 1. Assume yourself as an investigator who would like to inform your learners and co-teachers about
the current issues on technology use.
Search the web and find out articles or cases about:
A. Freedom of Expression and Censorship
B. Privacy and Security
C. Surveillance and Data Retention
D. e-pollutants from e-waste
Choose only one or two articles or cases that you will work on. Use the template below to answer.

Title of the Issue: (Choose from A, B, C, D) ex. Privacy and Security

Title of Article: ______________________________________________________________
Source: ___________________________________________________________________
Author: ____________________________________________________________________

4.Summary Narrative:
Give an overview of the article or case that you have read

What lessons have you learned?

What suggestions can you offer?

Submitted by:

_____________________
Name of Student

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Task 2. Choose the letter of the options in each of the items.
1. What is the importance of an ICT Policy for teaching and learning?
a. It provides a roadmap in education where ICT is utilized.
b. It censors all the activities of schools so that it will be uniform in ICT use.
c. It is a requirement of the DICT in the Philippines.
d. It serves as a basis for closing internet cafes near the school.

2. Which of the following does NOT belong to the cluster of technologies?

a. Telecommunication technology c. Networking technology
b. Information technology d. Industrial technology

3. The DICT policy statements include the creation of all the following programs, EXCEPT ____.
a. eQuality Program c. ICT Pedagogy
b. eSkwela d. iSchool WebBoard

4. Which of the following issues on ICT is directly linked to climate change?

a. Freedom of Expression c. Surveillance
b. e-waste d. Privacy

5. As a teacher, how will you appropriately use technology for teaching and learning so that your
learners will benefit most?
a. Assign them to search in the web all the topics you are teaching.
b. Maximize the use of technology tools as your support in teaching.
c. Ask each student to buy a gadget that they can use.
d. Make your lessons an open source all the time.

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Lesson 2: Safety Issues on the Use of ICT including e-Safety Rules

Lesson Outcomes:
1. Identify and explain safety issues on the use of ICT.
2. List and apply e-safety rules in the use of ICT.

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 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 online 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 online, internet gaming and many more;)
6. Prolonged exposure to online 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:

 Copying information into assignment and failing to acknowledge the source (plagiarism and
copyright infringement)
 Downloading materials not relevant to their studies
 Misconduct associated with subject logins, such as using someone else’s password
 Leaving a mobile phone turned on during class period
 Unauthorized taking of pictures or images with mobile phone camera, still or moving

e-Safety
With all of the above concerns and many more, how do we confront all of these as to protect our
future generation?

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 e-safety takes care not only of internet technologies but also of electronic communications via
mobile phones, games consoles and wireless technology. It highlights the needs 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 your people in the digital world;
 e-safety emphasizes learning to understand and new technologies in positive way;
 e-safety educates children about the risks as well as the benefits so we can feel confident
online; and
 e-safety supports your learners and adults to develop safer online behaviors, both in and out of
school.
Network Management
1. Safety in the Use of Network in Schools
1.1 Make clear that no one should log 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 use.
1.7 Install all computer equipment professionally and meet health and safety standards.
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.
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 attend class
4.2 Any picture taken of children shall be on cameras solely for the purpose.

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Task 1. Self-check
Choose the correct answer from the options given.
1. A friend would like to ask for your email password, because your email address was used for an
urgent matter. As a rule, in privacy, what action will you take?
I. Voluntarily give my password to my friend.
II. Deny the request of my friend even if it is urgent.
III. Open my email by myself and print the email that is addressed to my friend.

a. I only b. II only c. III only d. I, II and III

2. Which of these is a minor infraction in the use of digital facility?

a. Unauthorized taking of pictures or images with mobile phone camera
b. Logging off when finished working
c. Making sure that lightning is adequate
d. Using anti-glare screen filters.

3. Which is a risk in the use of ICT, thus a need to establish policies and rules for e-safety?
I. Prolonged exposure to online technologies, particularly at an early age
II. Cyberbullying in all forms
III. Lifestyle websites like self-harms and suicide sites and hates
a. I only b. II only c. III only d. I, II and III
4. Which is NOT TRUE about e-safety in the use of digital technology?
a. Restricts in the use of digital technology
b. Facilitates better understanding how to use online facilities
c. Protects young learners and adults from digital risks
d. Help users to understand the new technology.

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References:
http://webspace.ship.edu/hliu/etextbook/e-assessment/ict-assess.pdf
https://www.igi-global.com/dictionary/taxonomy-collaborative-learning/13651
https://www.westernsydney.edu.au/studysmart/home/study_skills_guides/digital_literacy/what_is_digital_lit
eracy
https://gosa.georgia.gov/about-us/what-digital-learning
https://www.schoology.com/blog/digital-learning
https://omerad.msu.edu/teaching/teaching-strategies/27-teaching/162-what-why-and-how-to-implement-a-
flipped-classroom-model
http://www.game2change.co.za/gamification-game-based-learning/
https://trainingindustry.com/articles/learning-technologies/game-based-learning-vs-gamification-do-you-
know-the-difference/

Reference Book:
Bilbao, P., Dequila, M. A. C., Rosano, D. A., & Boholano, H. (2019). Technology for Teaching and
Learning 1 (2019th ed.). LORIMAR PUBLISHING, INC.

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 QUEZONIAN EDUCATIONAL COLLEGE, INC.
Atimonan, Quezon

PEC-PCK4 – TECHNOLOGY FOR TEACHING AND LEARNING 1

Name: ________________________ Course/Year: ________

Instructor: _____________________ Date Submitted: ______

Unit 1. Lesson 1

Unit 1. Lesson 2

Unit 1. Lesson 3

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