Republic of the Philippines

Surigao Del Sur State University

Cantilan Campus
Cantilan, Surigao del Sur
Telefax No. 086-212-5132
Website: www.sdssu.edu.ph

Technology for Teaching and Learning 1

Name: _____________________
Program: ___________________
Year and Section: ____________
Compiled by: Eddilyn A. Buniel, MTTE | eabuniel@sdssu.edu.ph
 Technology for Teaching and Learning 1

DISCLAIMER

This module is a compilation of the works from internet

sources, manuals, and books from different authors and will be
used for educational purposes only.

Due recognition is given to the authors who are the source of

some parts found in this module. The compiler/owner does not
claim copyrights to any part taken from other sources.

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 GENERAL INSTRUCTIONS
A. SCHEDULED COLLECTION OF OUTPUTS
To be announced.
B. CLASS SCHEDULE

The class schedule is also our consultation period. Questions, queries, and clarifications will only be
entertained during the following hours:

Time/Day Course No. Description Program

Monday/Wednesday/Friday (MWF)
Technology for Teaching
1:00 – 2:00PM EDUC8 BTVTED 3A/B/C/D
and Learning 1
Technology for Teaching
3:00 – 4:00PM EDUC8 BTLED3
and Learning 1

Note: There will be a group chat for every section. It will serve as an avenue for me to inform you about the
updates related to our subject, and also for you to ask questions, queries and clarifications.

EXPECTATIONS
A. COURSE REQUIREMENTS
a. Fully answered module
b. General Reflection for the course
c. Final project (to be announced)

B. CLASS POLICIES

1. Academic honesty is expected to students enrolled in this course. Cheating on examinations/ activities,
unauthorized collaboration, plagiarism, and undocumented use of materials from any source, constitute
academic dishonesty.

2. All activities within each module are required.

3. Taking pictures of the module and uploading it to any social media platforms is highly prohibited.

4. COVID 19 gives us constraints in doing the usual teaching and learning process. So, be accountable with
your own learning. If you think you do not fully understand the concepts/ideas/information on the module,
research and read more about it.

5. If you have questions, queries, and clarification about the activities in the module, feel free to ask me
through our group chat. You are only allowed to do so in our official class schedule.

C. GRADING SYSTEM
Requirements - 20%
Class Standing - 40%
Major Exams - 40%
TOTAL 100%

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 LESSON 9: ICT and Conventional Learning Materials to Enhance
Teaching-Learning

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

1. Identify the different learning materials designed to enhance teaching-learning;

2. Discuss the importance of conventional learning materials in the teaching-
learning process;
3. Value the importance of learning materials in teaching – learning process.

LET’S BEGIN!

ACTIVITY 1: What’s on your mind?

Learning material is …

WE’RE ON OUR WAY

Technology provides numerous tools that teachers can use in and out of the classroom
to enhance student learning. Digital technologies offer new opportunities for learning in an
increasingly connected society, in which learning to work with others and collaborate has become
an extremely important skill.

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 LET’S DIG DEEPER

“Teaching materials" is a generic term used to describe the resources teachers use to deliver instruction.
Teaching materials can support student learning and increase student success. Ideally, the teaching materials
will be tailored to the content in which they're being used, to the students in whose class they are being used,
and the teacher. Teaching materials come in many shapes and sizes, but they all have in common the ability to
support student learning.
In the field of education, TLM is a commonly used acronym that stands for "teaching/learning materials."
Broadly, the term refers to a spectrum of educational materials that teachers use in the classroom to support
specific learning objectives, as set out in lesson plans. These can be games, videos, flashcards, project supplies,
and more. Classroom teaching that uses only a teacher lecturing the class, perhaps writing on the chalkboard
or whiteboard, is the classic example of not using any TLM. Using TLM can greatly assist students in the learning
process.

Examples of Teaching/Learning Materials

Activity-based learning employs a variety of teaching/learning materials and focuses on student interaction to
learn new concepts. Context-specific learning materials enhance the process.

o Story Books
Story books make great teaching-learning materials. For example, a middle school teacher can use a book
like "The Hatchet" by Gary Paulson, a gripping story of a boy, 13, who finds himself alone in a desolate
wooded area in Canada, with only a hatchet (a gift from his mother) and his wits to help him survive. A
teacher can read this book to the class as a whole, then have students write a brief essay summarizing
the book and explaining what they thought of the story. And at the elementary school level, book reports
provide a great way to have students engage with the books they read, either individually or together with
the class.
o Manipulatives
Manipulatives are physical items such as gummy bears, blocks, marbles, or even small cookies that assist
student learning. Manipulatives are especially helpful in the younger primary grades, where students can
use them to help solve subtraction and addition problems.
o Samples of Student Writing
Having students write can be an effective teaching method. But students often have difficulty thinking of
topics. That's where student writing prompts can be useful. Writing prompts are brief partial sentences
designed to help spark student writing, such as "The person I admire the most is... " or "My biggest goal
in life is..." Just be sure to give students the parameters of the assignment, such as a single paragraph for
younger pupils or a full, multi-page essay for older students.

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 o Videos
In the current digital age, there are plenty of websites that offer free educational videos for kids. Videos provide
real, visual images that can help enliven learning, but you need to be careful to choose videos that have real
educational value. Websites that offer free learning videos include the Khan Academy, which offers videos
on basic and advanced math, English grammar and literature, science, and even SAT preparation.
o Games
Games can be useful in teaching students everything from money and grammar to social skills. Sight words
bingo, for example, can help students learn their basic sight words, but there are also relatively inexpensive
bingo games that teach money skills, Spanish, telling time, and even English grammar. More active, outside
games such as basketball or kickball can help students learn social skills, such as taking turns, sharing,
working as a team, and being a good loser or gracious winner.
o Flashcards

Even in this age of computers and internet-based learning materials, flashcards can be particularly useful for
students with learning disabilities such as dyslexia. Printing high-frequency words, also known as sight words,
on the front of flashcards with short definitions on the back can create a good learning tool for students who
have auditory or visual learning styles.
o Model Clay
Younger students, such as those in kindergarten through third grade, can learn using model clay. For
example, a teacher might have young students make letters of the alphabet using clay. But you can also use
clay to teach concepts to older students. Teachers have been known to use model clay to teach plate
tectonics, the theory of how the Earth's surface behaves.
o Overhead Projector Transparencies
In this modern age, don't forget about the value of old-fashioned overhead transparencies. A teacher can use
overhead projector transparencies to teach counting skills, such as for numbers up to 100, and visually
demonstrate how charts and graphs work. Better even than a whiteboard or blackboard, transparencies allow
you or students to write numbers, create problems, circle, and highlight features and easily wipe away
markings with a paper towel or tissue.
o Computer Software and Apps

Plenty of learning computer software is available online. Interactive software programs can help English
language learners study grammar and other elements of the English language. And apps, such as for tablet
computers and even smartphones, offer instruction in everything from foreign languages to information on the
Common Core Standards as well as university-level lectures and lessons for students—many of the apps are
free.
o Visual Aids
Visual aids can be teaching tools designed for the entire classroom, such as posters showing basic site words,
class rules, or key concepts about important holidays or lessons. But they can also be used the help students
individually, particularly visual learners or those having difficulty organizing their work or their thoughts.
Graphic organizers, for example, are charts and tools used to visually represent and organize a student's
knowledge or ideas. Graphic organizers can help students learn math and they are good tools for teaching
special education students and English language learners.

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 HOW FAR HAVE WE GONE?

ACTIVITY 2: Discussion

1. As future teachers, what do you think is the importance of conventional learning materials in the
teaching-learning process?
Answer:

2. If you were to choose a certain learning material to be utilized in your future class, what will it be and
why?
Answer:

WALK THE EXTRA MILE

ACTIVITY 3: Interview
Direction: Interview a public school teacher (Primary or Secondary) regarding his/her best practices utilizing
various learning materials. Do the interview via Google meet, Zoom, or any other online medium (if in case the
latter is not accessible, you can do one on one interview BUT make sure to follow health safety protocols such
as wearing of facemask, face shield, and sanitize from time to time. Document the interview through a video
compilation with a minimum of 3 minutes and a maximum of 5 minutes. Title your video compilation with “Best
Practices in using Learning Materials”. Do it creatively. Good luck!

REFERENCES

https://education.gov.gy/web/index.php/teachers/tips-for-teaching/item/2036-the-importance-of-learning-
materials-in-teaching
https://unevoc.unesco.org/fileadmin/up/emergingtrendsinictforeducationandtraining.pdf
https://www.scribd.com/presentation/435484309/ICT-and-Conventional-Learning-Material
https:// www.researchgate.net/post/How_can_ICT_be_used_to_improve_teaching_and_learning

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 LESSON 10: Distance Learning

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

1. Define distance learning;

2. Discuss synchronous and asynchronous learning modalities;
3. Appreciate the value of various learning modalities in the new normal setting.

LET’S BEGIN!

ACTIVITY 1: Mnemonic Device

Direction: Based in your own understanding, create a mnemonic device using the first letters of distance
learning.

D-
I-
S-
T-
A-
N-
C-
E-

L-
E-
A-
R-
N-
I-
N-
G-

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 WE’RE ON OUR WAY

Distance learning, also called distance education, e-learning, and online learning, form of education in
which the main elements include physical separation of teachers and students during instruction and the use of
various technologies to facilitate student-teacher and student-student communication. Distance learning
traditionally has focused on nontraditional students, such as full-time workers, military personnel, and
nonresidents or individuals in remote regions who are unable to attend classroom lectures. However, distance
learning has become an established part of the educational world, with trends pointing to ongoing growth.

LET’S DIG DEEPER

Online education has grown in popularity and accessibility, attracting students with its schedule-friendly
format options. These formats can be grouped broadly into two categories: synchronous and asynchronous.
Synchronous learning is online or distance education that happens in real time, often with a set class schedule
and required login times. Asynchronous learning does not require real-time interaction; instead, content is
available online for students to access when it best suits their schedules, and assignments are completed to
deadlines. Programs can also use a hybrid learning model, which includes a blend of both formats.

Synchronous learning
Synchronicity means doing something at the same time, and with learning, it’s no different. Synchronous
learning refers to a learning event in which a group of participants is engaged in learning at the same time. There
is real-interaction with other people
For that, they should be in the same physical location, such as a classroom, or at the same online
environment, such as in a web conference, where they can interact with the instructor and other participants.
There is real-interaction with other people.
In a corporate training scenario, this type of learning occurs when there is in-person training or live
webinars where the employees or customers can participate at the same time.
The benefits of synchronous learning
• Interaction between participants.
• Exchange of knowledge and experience between participants.
• Real-time feedback for the instructor.
• Training happens on a fixed schedule.

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Advantages of synchronous learning

o Classroom Engagement
If you like active discussion, immediate feedback, and personal interactions with peers and instructors,
you’ll probably prefer a synchronous learning experience. This format can be especially helpful if you’re just
beginning the transition from a traditional classroom to an online setting. Live videoconferencing, lecture
broadcasts, and chatting in real time in a messaging client can offer much of the personal engagement available
in a classroom, while also allowing you the comforts of home and no commute time. Plus, you won't ever have
to worry about germs during cold and flu season.
o Dynamic Learning
For some learning styles, a synchronous online format is actually an improvement over classroom
learning because it allows for a more dynamic exploration of topics, ideas, and concepts. There is a speed and
immediacy to synchronous online learning; videoconferencing makes it possible to ask peers and TAs questions
and receive answers mid-lesson, and not being in a lecture hall means you can do your own research on the
side without disrupting class. If you thrive at a swift pace, surrounded by competing and complementary ideas,
a synchronous format might suit you well.
o Instructional Depth
With synchronous online learning, you interact regularly and frequently with your professors and can get
to know them. This provides regular opportunities for face-to-face discussion, individual guidance, and
mentorship without having to schedule independent appointments. If you do your best work when you have
accessible and supportive instruction, you’re probably a synchronous learner.
Disadvantages of synchronous learning

o Rigid Schedule
If you’ve chosen online learning because of your hectic and unpredictable work schedule, synchronous
learning may cause problems. If your job as a registered nurse keeps you on call at strange hours, or your
parenting responsibilities render you fully occupied during the day time, or your hobby as an amateur storm-
chaser means that you have to be ready to roll at a moment’s notice, you may have a hard time keeping up with
the set schedule of a synchronous online course. If flexibility is the number one reason that you’ve chosen the
online route, having to adapt to a synchronous learning schedule may defeat the purpose.
o Technical Difficulties
If your work or life requires extensive travel and you often find yourself completing coursework in weird
places like coffee shops, airport terminals, and hotel lobbies, synchronous learning might add to your stress. The
constant search for a wireless signal becomes even more dire when you’re on the clock for a videoconference,
lecture, or even an exam. For synchronous learners, technical difficulties like spotty internet, crashing hard
drives, and dying batteries can become full-fledged, GPA-tanking disasters. Instead of logging in and sitting for
your exam, you can end up sputtering profanities at your computer. And who has the time for that?

Asynchronous learning

If synchronous learning takes place at the same time, asynchronous learning refers to the opposite. The
instructor, the learner, and other participants are not engaged in the learning process at the same time. There is
no real-time interaction with other people.

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 An example of this method in corporate training is creating online content with pre-recorded videos or
publishing an on-demand online exam.
The benefits of asynchronous learning
• Participants can learn in their own time and schedule
• Less work for trainers and HR managers
• Automated tasks reduce repetitive work such as giving online classes and grading exams
• Employees and customers spend less time in a classroom or amphitheater during work hours
So, what are the differences between synchronous and asynchronous learning?

Synchronous learning Asynchronous learning

Traditional classroom Recorded class
Instant messaging Email
Immediate feedback from instructor Sending a question and waiting for
and peers an answer
Phone call Recorded voice message
Online training courses (without live
In-person training
video)
Live webinar Recorded webinar
Group-paced Self-paced
Same time Different times

HOW FAR HAVE WE GONE?

ACTIVITY 2: Discussion
1. In your own words, differentiate synchronous and asynchronous learning.
Answer:

10| Page Technology for Teaching and Learning 1

 WALK THE EXTRA MILE

ACTIVITY 3: Reflection
1. What is the impact of distance learning in the teaching-learning process?

REFERENCES

https://www.britannica.com/topic/distance-learning/Modern-distance-learning
https://thebestschools.org/magazine/synchronous-vs-asynchronous-education/
http://educatorstechnology.com/2012/06/33-digital-skills-every-21st-century.html
http://www.edtechteacher.org/gafe

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 LESSON 11: Technology Tools in a Collaborative Classroom
Environment

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

1. Define flexible learning environment;

2. Determine various technology tools that enhances collaboration;
3. Reflect on the use of technology and on its relevance and appropriateness.

LET’S BEGIN!

ACTIVITY 1: What’s on your mind?

Flexible learning environment is …

WE’RE ON OUR WAY

Flexible learning is a method of learning where students are given freedom in how,
what, when and where they learn. Flexible learning environments address how physical space
is used, how students are grouped during learning and how time is used throughout teaching.
With space, students may be given dedicated breakout rooms to work collaboratively. Schools
may restructure traditional schedules to provide students with time for collaboration and other
activities such as guest speakers or performances to assist their understanding of a topic.

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 LET’S DIG DEEPER

Flexible learning refers to the ability to customize one’s pace, place and mode of learning.
With pace, for example, students may take accelerated programs or engage in part-time learning
to ensure they have time to work on the side. Learning can take place in a variety of settings,
including in the classroom, at home via the Internet, while commuting or as part of a work-study
program. Mode refers to the way that content is delivered by technology, typically through blended
learning, fully online courses or technology-enhanced experiences.

"Collaboration is essential in our classrooms because it is inherent in the nature of how

work is accomplished in our civic and workforce lives. Fifty years ago, much work was
accomplished by individuals working alone, but not today. Much of all significant work is
accomplished in teams, and in many cases, global teams." - The National Education Association,
An Educator's Guide to the "Four C's"

Collaboration is one of the most essential ingredients to fostering 21st century skills and
deeper learning in the classroom. The Harvard education specialist Tony Wagner has argued that,
because knowledge is now available on every internet-connected device, the ability to collaborate
has become far more important for students than academic knowledge. Did you know that it was
a collaborative school computer club that brought together two minds that would change the future
of technology forever? Those two minds were Bill Gates and Paul Allen, the founders of Microsoft.
Collaboration doesn’t just fuel social and emotional skills ...it fuels innovation.

Here are some of tech tools for facilitating collaboration and fueling innovation in the
classroom:

1. Google Apps for Education

The Google Drive apps enable students and teachers to collaborate more effectively on
papers, spreadsheets, and presentations. The beauty of the Google Suite for Education is: several
people can contribute simultaneously, so it’s truly designed for collaboration. There is a limit of 50
simultaneous collaborators for Google Docs and Sheets, so there’s space for an entire class.
There is a limit of 200 total viewers and editors in Google Docs and Sheets.

Another great feature of Google Apps is that they automatically save your work, so
students’ work will never be lost. There’s also never a need to keep several iterations of a
document because the revision history feature allows you to revert to previous versions of the
document (to find revision history: go to the File menu and select “See revision history”).

2. Kahoot:
Kahoot is a game-based classroom response system that gives educators an engaging
way to test the knowledge of their students. Teachers and educators LOVE Kahoot...and we even
use it at our GoGuardian team meetings and Harry Potter trivia contests (yes we are that nerdy).
Kahoot can be used to boost collaboration through encouraging students to be the leaders and
“quiz-makers”: to research, create, and present their own quizzes to the class.

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 3. Flip Grid:

Flip Grid is a video discussion community for your classroom that uses student voices to
promote collaboration, discussion, and engagement. With Flip Grid, you can type a question and
create a link for a “grid”. Students respond to the question in video format (kids get to be the “talking
heads”) and are added to the “grid” of all the responses. Flip Grid is a great way to build the
communicational skills of your students, while facilitating collaboration.

4. MindMeister:
MindMeister is a collaborative web-based tool that enables groups to brainstorm on one “mind
map” document during the early phases of group work. Students can continue to use the document
for collaborating during the course of a project. MindMeister teaches students to work as a team to
manage and plan projects effectively, and to break complex tasks down into smaller, more
manageable parts.

5. Google Hangouts:
Google Hangouts is a great way to bring remote groups of students together to communicate
and collaborate. With Google Hangouts, inviting a guest speaker into the classroom has never been
easier ….Google Hangouts enables anyone from around the world to “visit” a school. You can also
use Hangouts on Air to record video, so you can record the day’s class and post a link to it on your
class’ website for students that were absent. Google Hangouts is also a great vehicle for connecting
and collaborating with other classrooms...within your own school or across the globe!

HOW FAR HAVE WE GONE?

ACTIVITY 2: Discussion

1. Advantages of technology tools in a classroom environment.

Answer:

2. Disadvantages of technology tools in a classroom environment.

Answer:

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 WALK THE EXTRA MILE

ACTIVITY 3: Reflection
Direction: Reflect on the use of technology and on its relevance and appropriateness.

REFERENCES

https://tophat.com/glossary/f/flexible-learning/
https://www.goguardian.com/blog/technology/5-tech-tools-for-classroom-collaboration/
http://www.emergingedtech.com/2014/05/20-excellent-free-tools-for-interactive- collaboration-experiences-in-
the-classroom/

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 LESSON 12: Innovative Technologies for Teaching-Learning and
Assessment Task

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

1. Identify technology assisted tools in assessing learning;

2. Demonstrate proficiency in the formulation of teaching-learning experiences
using innovative technologies;
3. Value the importance of ICT integration in teaching-learning process and in
assessing tasks.

LET’S BEGIN!

ACTIVITY 1: Word Puzzle

Direction: Look for the words related to ICT and Assessment in Learning (Vertically and horizontally).
Highlight the words you found and write it down below.

R A B C D E T E A C H I N G G H J I F N S C
U T A S D F G V B J R U D S V H T N I U O G
B A S S E S S M E N T E O L E A R N I N G J
R S W E T I O N K O O L O P C S N O G T U K
I K F V U T E C H N O L O G Y U I V N G J L
C S A E U I O P L B L Z A C G B G A U I O Y
S Y U I P R O C E S S N I O M L W T B H U U
E G Y U I O K L E X P E R I E N C E S U I R

1. 6.
2. 7.
3. 8.
4. 9.
5. 10.

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 WE’RE ON OUR WAY

Assessment is basically used to get an insight into a student's current knowledge. Current
knowledge indicates that the student’s knowledge base is always changing and judgements about a
student’s current knowledge will have to be made over a time interval. A student’s grades, his
promotion, placement as well as a suitable curriculum are all dependent on assessment. When used
in a learning objective, the definition for the behavioral verb to assess means to lay down the conditions
under which the behavior specified in a particular specific objective may be found.

LET’S DIG DEEPER

Technology is supposed to play in effective and efficient assessment of learning. The

technology in modern times has reshaped the teaching learning process as it offers various number
of tools that can be used in the classroom to enhance the learning to a great extent. Technology
has the ability to support teachers by assessing students' learning in terms of their performance in
the classroom. The use of ICT in assessment is now common where it utilizes digital devices which
help in construction of assessment tasks for students. It helps in delivery of assessment tasks. Not
only construction or delivery, the ICT has the ability to give grades or feedback to students. It is
essential for schools to encourage themselves to strengthen their commitment to developing a
better assessment practice which can support teachers, students and other stakeholders (Marina,
2015).
Geoffrey (2011) in his Teacher's Handbook that was one-Assessment stated that the
assessment which is based on ICT can be taken up with many technological devices. These
devices include desktop or laptops, smart phones, iPads etc. ICT based assessment has the
capability to use various kind of formats like as text, videos, images and sounds. Teachers in
teaching learning process can use these modern technologies to build their assessment, to convey
these tasks to those students for which it is made. After that the teacher can assign the grades to
the students based on the conducted assessment. Computers can also be helpful in analyzing the
responses of the students. Not only analyzing the responses, it can give feedback to students as
well as to teachers regarding the quality of the questions asked. The assessment based on ICT is
also used to test the different types of capabilities in the students. There strengths and weakness
can also be analyzed. There are various kinds of tasks which are not suitable for the computer to
evaluate them but most of the time the technology becomes a powerful tool in carrying out the tasks
which are very much tough for a common human being to evaluate in a little span of time.

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 (a) Computer Assisted Assessment (CAA): Computer-assisted assessment is used to assess
learning and performance of the students. It includes all types of assessments whether
formative or summative assessment and which is then conveyed with the assistance of these
modern technologies. Delivery of the assessment is made online as well as offline. Computer
Assisted Assessment follows the formative assessment where it helps the students to check
their knowledge. It is basically done to know whether the student has learned the task or not
and to give timely feedback to the students which mainly teaches the teacher educator to know
the best way to teach any subject. The initial hope of this study had been that CAA yields better
results for students and would also engage them creatively on a stronger level and therefore
increase satisfaction (Schoen and Keegan, 2016). Examples of computer assisted assessment
are the OMR that is used to grade MCQs and various other database programs that help in
recording student marks.

(b) Computer Adaptive Testing (CAT): In the recent development in technology is the use of
computer adaptive testing which enhances the testing process to a great extent. While a
student is subjected to answer questions, the technology is capable of adjusting the level of
the difficulty. The technology accesses how a student is answering the questions and how
much mistakes the student is making, Based on that concept the technology will adjust the
other questions accordingly. If the student is making many mistakes while answering the
questions, the software will take the student back to the previous questions. Further, the
technology is capable of putting questions from previous learned content as well. As the
technology is increasing its area, it became as the easiest method to use it in the educational
contexts. (Khoshsima and Toroujeni, 2017).

(c) E-Portfolio: Electronic portfolio is a process of gathering of e-evidence collected and maintained
by a person on the web. Such kind of e-evidence include written text, files, multimedia, images
and hyperlinks. The Eportfolios is basically useful for assessing the abilities of the person. The
person maintaining these kinds of portfolios online is having an eye on his strengths and
weaknesses. An e-portfolio works as a learning record for the person where his achievements
can be analyzed by the person himself or another person. These kinds of records are related
to learning of a person to a great extent. We are usually having two kinds of portfolios i,e. the
traditional and e-portfolio. The main gape is that in the traditional and e-portfolio is only the
sharing or making the progress or achievement available online. (Donaire et. al., 2010).

(d) Digital Rubrics: A rubric is basically a criterion which is set for the work of the students. The
rubrics has included descriptions in the subjective manner about the performance of the
students. Rubrics is mainly used to have a look at the key constituents of an assignment.
Rubrics assume the expectation from students before the start of the learning activity. They
make students aware of the thing that learning is to make integrated with the necessary skills.
After making the use of a rubric, the student are able to access their weakness. The way of
assessment in rubrics follows the formative type of assessment as student is able to know the
weakness in any area where he/she needs to improve. UIJRT | United International Journal
for Research & Technology | Volume 01, Issue 03, 2019 All rights are reserved by UIJRT.COM.
40 Teachers in the schools can extend their support to students in the construction of a rubric.

18| Page Technology for Teaching and Learning 1

 (e) Online Assessment: Online assessment is usually followed when any instructor needs any
information pertaining to some content. The assessment is made online where an instructor sets
some sort of a questionnaire to get it filled from the opponent. With the help of the emerging
technology, it is easy for instructors to design an online test and get the response of that test via
web. There are a lot of agencies working under this platform. Some of them are free while most
are paid.

(f) Survey Tools: There are many online survey tools like survey monkey, poll daddy or lime survey.
These kinds of tools can be used to collect feedback from students regarding any matter. In some
situations where we are creating a survey of bipolar set of opinions, this kind of web-based tools
can be used.

(g) Wikis: A wiki is a website that allows users to collaboratively edit and create content. A very
good example of a wiki is Wikipedia, a collaboratively created online encyclopedia. The Wikis are
becoming very much popular now a day. Because it facilitates collaboration among learners. The
contribution made in wiki by the learners can be assessed by the teachers as well. Therefore, it
can be very much helpful while using it as a tool for accessing peers.

ICT Integration in Teaching-Learning Process

Schools use a diverse set of ICT tools to communicate, create, disseminate, store, and
manage information. In some contexts, ICT has also become integral to the teaching-learning
interaction, through such approaches as replacing chalkboards with interactive digital whiteboards,
using students’ own smartphones or other devices for learning during class time, and the “flipped
classroom” model where students watch lectures at home on the computer and use classroom time
for more interactive exercises. When teachers are digitally literate and trained to use ICT, these
approaches can lead to higher order thinking skills, provide creative and individualized options for
students to express their understandings, and leave students better prepared to deal with ongoing
technological change in society and the workplace. ICT issues planners that includes: considering
the total cost-benefit equation, supplying and maintaining the requisite infrastructure, and ensuring
investments are matched with teacher support and other policies aimed at effective ICT use.
Digital culture and digital literacy: Computer technologies and other aspects of digital culture
have changed the ways people live, work, play, and learn, impacting the construction and
distribution of knowledge and power around the world. Graduates who are less familiar with digital
culture are increasingly at a disadvantage in the national and global economy. Digital literacy—the
skills of searching for, discerning, and producing information, as well as the critical use of new
media for full participation in society—has thus become an important consideration for curriculum
frameworks.

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 Digital literacy is being built through the incorporation of information and communication
technology (ICT) into schools. Some common educational applications of ICT include:

 One laptop per child: Less expensive laptops have been designed for use in school on a
1:1 basis with features like lower power consumption, a low cost operating system, and
special re-programming and mesh network functions. Despite efforts to reduce costs,
however, providing one laptop per child may be too costly for some developing countries.

 Tablets: Tablets are small personal computers with a touch screen, allowing input without
a keyboard or mouse. Inexpensive learning software (“apps”) can be downloaded onto
tablets, making them a versatile tool for learning. The most effective apps develop higher
order thinking skills and provide creative and individualized options for students to express
their understandings.

 Interactive White Boards or Smart Boards: Interactive white boards allow projected
computer images to be displayed, manipulated, dragged, clicked, or copied.
Simultaneously, handwritten notes can be taken on the board and saved for later use.
Interactive white boards are associated with whole-class instruction rather than student-
centered activities. Student engagement is generally higher when ICT is available for
student use throughout the classroom.

 E-readers: E-readers are electronic devices that can hold hundreds of books in digital form,
and they are increasingly utilized in the delivery of reading material. Students—both skilled
readers and reluctant readers—have had positive responses to the use of e-readers for
independent reading. Features of e-readers that can contribute to positive use include their
portability and long battery life, response to text, and the ability to define unknown words.
Additionally, many classic book titles are available in e-book forms.

 Flipped Classrooms: The flipped classroom model, involving lecture and practice at home
via computer-guided instruction and interactive learning activities in class, can allow for an
expanded curriculum. There is little investigation on the student learning outcomes of
flipped classrooms. Student perceptions about flipped classrooms are mixed, but generally
positive, as they prefer the cooperative learning activities in class over lecture.

ICT can provide diverse options for taking in and processing information, making sense of
ideas, and expressing learning. Over 87% of students learn best through visual and tactile
modalities, and ICT can help these students ‘experience’ the information instead of just reading
and hearing it. Mobile devices can also offer programs (“apps”) that provide extra support to
students with special needs, with features such as simplified screens and instructions, consistent
placement of menus and control features, graphics combined with text, audio feedback, ability to
set pace and level of difficulty, appropriate and unambiguous feedback, and easy error correction.

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 HOW FAR HAVE WE GONE?

ACTIVITY 2: Reflection
Reflect on the following statements:
1. As a future teacher, how will you integrate ICT in teaching-learning process and in assessing tasks?

2. As a future teacher, what is the importance of ICT in assessing students’ learning?

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 WALK THE EXTRA MILE

ACTIVITY 3

Direction: Teachers need to make sure that their learners are actively listening and participating in their
class discussions. One of the strategy to keep the students attentive is through creating a lively and exciting
learning experience. Therefore, as a future teacher, formulate a lesson plan utilizing innovative technologies in
facilitating teaching-learning experiences.

REFERENCES

https://uijrt.com/articles/v1i3/UIJRTV1I30006.pdf
https://eppi.ioe.ac.uk/cms/Default.aspx?tabid=462
https://educationaltechnology.net/assure-instructional-design-model/
https://learningportal.iiep.unesco.org/en/issue-briefs/improve-learning/curriculum-and-materials/information-
and-communication-technology-ict

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