CHAPTER 5

USING ICT RESOURCES FOR LEARNING

Lesson 1 – Characteristic of ICT Tools for Learning

Mathurin (2011) explained that digital learning incorporates the use of technology
into a lesson as a means to learning by use of digital teaching and learning resources. In
simple term, according to the University of Auckland, the term 'digital learning resource'
is used to refer to materials included in the context of a course that support the learner's
achievement of the described learning goals. These materials consist of a wide variety of
digitally formatted resources including; graphics images or photos, audio and video,
simulations, animations, prepared or programmed learning modules (University of
Auckland), data projectors, slide presentation, digital cameras, iPODs (Mathurin, 2011),
Desktop and Laptops, tablets, iPads, Pen drive, Webboards, Scanners, Video games etc.
(Koech, 2020) for learners.

The following are the characteristic of digital technologies according to

e4innovation (2015):

• Across devices - now it is possible to access content across multiple

devices, particularly through cloud services.
• Mobile - the emergence of mobile devices in recent years means it is now
possible to be online anywhere, anytime.
• Dynamic - we constantly co-evolve with technologies, as we start to
incorporate particular tools into our daily practices.
• Personalized - each of us has a different set of tools we use on a regular
basis, making up our own personalized digital environment.
• Connected - we are now part of a global community of peers, through social
networking sites such as FB, Twitter and LinkedIn.
• Ubiquitous - now more than ever almost everywhere has WiFi, so we can
be constantly online.
• Global - there are no longer national boundaries, it is possible to easily
connect with people around the globe
• Robust - most devices are pretty robust and reliable these days, it is rare
for them to go wrong.
• Interactive - a key characteristic of social media in particular is that they
are interactive, the web is no longer a passive consumption space, but an
interactive two-way space.
• Intuitive - it is rare for a site to be badly design, most sites and Apps these
days are pretty intuitive, if they are not then people will not use them.
• Free - there are now many free resources and Apps online, such as Open
Educational Resources and Massive Open Online Courses, although it is

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 worth pointing out that nothing is entirely free, they may for example have
irritating adverts associated with them, or you may need to pay for a
premium version of the service.
• Open - a key characteristic of social and participatory media is that they are
open, making interactions more visible and promoting digital scholarship.

image source: http://hitechamaz.com/educating-technology/

Non digital learning resources are still apparent in literacy classes today such as
handouts like worksheets, operation sheets, assignment sheets etc. (Mathurin, 2011),
textbooks, personal notes (Gutmann et. al., 2015). 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 (Bilbao et. al., 2019).

Learning Activity

In a tabular form, write down the characteristics of two types of learning resources.

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REFERENCES

Bilbao, P. et. al. (2019). Technology for Teaching and Learning 1. Lorimar Publishing Inc.,
776 Aurora Blvd., cor. Boston Street, Cubao, Quezon City, Philippines. ISBN: 978-
621-8035-53-9
e4innovation. Characteristics of digital technologies. Last accessed September 23, 2020
from, http://e4innovation.com/?p=883
Gutmann, J. et. al (2015). Use of Learning Media by Undergraduate Medical Students in
Pharmacology: A Prospective Cohort Study. PLoS ONE.
10.10.1371/journal.pone.0122624. Retrieved from
Koech, D. (2020). List of ICT tools for teaching and learning: Tech devices for teachers
and students. Last accessed September 23, 2020 from https://kenyayote.com/list-
of-ict-tools-for-teaching-and-learning-tech-devices-for-teachers-and-students/
Mathurin, K. (2011). Adult Literacy: Digital learning vs. Non-Digital Learning. Retrieved
September 23, 2020 from
https://static1.squarespace.com/static/54cb2e66e4b049ee78a97b14/t/54cd0661
e4b0a212071db675/1422722657665/Digital-Learning1.pdf
University of Auckland. What do we mean by 'digital learning resources'?. Last accessed
September 23, 2020 from
https://flexiblelearning.auckland.ac.nz/learning_technologies_online/6/1/html/cour
se_files/1_1.html

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Lesson 2 – Relevance and Appropriateness of Digital and Non-Digital
Resources

The purpose of utilizing teaching and learning resources in class is to assist the
teacher with the presentation and transmission of educational content and the
achievement of educational objectives, whilst aiding the students in acquiring knowledge
and profiling different abilities and values (Bušljeta, 2013). Teaching materials come in
many shapes and sizes, but they all have in common the ability to support student
learning (Guyana Ministry of Education).

There is a large number of various and easily accessible teaching materials today,
owing primarily to the internet. However, if these resources are to be used in teaching, it
is necessary to follow the stages of working with teaching and learning resources, the first
of which is, as already pointed out, selection and evaluation. Selection and evaluation are
carried out bearing in mind several key factors (Bušljeta, 2013):

1. Students’ characters and interests. No two students are the same and
differences such as gained knowledge, cultural heritage, social position,
imagination and affinities influence the way an individual observes/analyses an
individual teaching and learning resource. Given the aforementioned
differences, a student who once lived in a war-stricken country is going to
approach the interpretation of a photograph of a city or people destroyed by
war different to someone who never experienced such a thing.

2. Characteristics of teaching and learning resources. Every resource has its

own specific qualities that make it unique and which should be considered if
the resource is to be used in teaching. For example, factors such as
composition, colour, presentation and size, should be considered in the
selection of pictorial teaching and learning resources. It is also necessary to
consider the fact students are going to be demotivated by pictorial teaching and
learning resources which are too complex, too small or presented in an unclear
way. The selection of written teaching and learning resources should involve
factors such as clarity, comprehensibility, length of text and the language used,
which can be too complex or unsuitable and therefore inappropriate for
students of a certain age. On the other hand, when selecting an audio-visual
teaching and learning resource, especially film, we should consider whether its
merit lies solely with creating an experience or if its content is also valuable. To
be specific, for the sake of being attractive and dynamic, some events are often
exaggerated in commercial films whilst others are ignored; irrelevant and false
events are inserted, and certain events are unduly criticized whilst a positive
emphasis is put on others with no solid or true foundation.

3. Using teaching and learning resources can be counterproductive if students fail

to find the meaning of what is being represented by the resource, if they do not
understand it or if they cannot use it independently. It should also be noted that
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 certain teaching and learning resources, such as paintings, photographs,
caricatures and films, largely depend on the subjective experience of the author
who conceived and developed them, but they also depend on the experience
of those who “read” them (students or teachers). On the other hand, tables,
maps, diagrams, laws, legal documents and documentary films most often
communicate scientifically proven facts or results that leave little room for
interpretation by the author and therefore by their “readers”.

4. As a source of knowledge, teaching and learning resources should be helpful

in attaining the various goals and objectives of teaching. Nevertheless, what is
most often the case is choosing those resources that are related to the
curriculum and which represent the key factors related to a particular moment,
epoch, or a particular central thorny question or problem. Arguably, the role of
teaching and learning resources is communicating facts, events and problems,
but we should, at the same time, be careful not to ignore their role in promoting
empathy and creativity in students and the possibility of representing, for
example, the way people lived in a certain age, their worries, prejudices and
doubts.

Additionally, PEI Department of Education enumerated several procedures for

selection of learning resources and these procedures are:

1. In selecting learning resources, professional personnel should evaluate

available resources and curriculum needs and consult reputable, professionally
prepared selection tools/aids and other appropriate sources. The actual
resource should be examined whenever possible.

2. Recommendations for acquisition may involve Department, school board/

district, school, and community personnel, as appropriate.

3. Selection criteria should be considered to evaluate learning resources chosen

for classroom use.

4. Selection criteria should be considered to evaluate gift materials.

5. Selection is an ongoing process which should include the removal of materials

no longer appropriate and the replacement of lost and worn materials still of
educational value.

Robert Gordon University Aberdeen presented a method and algorithm in selection

appropriate teaching and learning resources. These method and algorithm shown in
figure 1 and 2 respectively can be used as the basis of virtually all course and curriculum
design.

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 Figure 1. A simplified systems approach to course and curriculum design

Such a process should begin with an examination of the characteristics of the

target population and the topic area to be covered, followed by an analysis of the existing
skills of the students. The next key step should be the formulation of a clear set of
educational aims and outcomes - preferably couched in behavioral terms so that both
teachers and students are clear as to what the latter are expected to achieve. Once this
has been done, thought should be given as to what particular mix of teaching/learning
methods would be most suitable for helping the students to achieve these various aims.
Clearly, the particular methods that are eventually chosen will depend on a large number
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of factors, including the detailed nature of the outcomes in question, any institutional
constraints, any constraints imposed by an award-giving body, student characteristics,
and the background and preferences of the teaching staff involved. They should,
however, be chosen in a systematic way, something that can best be done by looking at
each learning outcome (or related set of learning outcomes) in turn, and asking the
following two questions:

(i) What possible methods could be used to help the students to achieve this
particular learning outcome or set of learning outcomes?

(ii) Which of these methods would probably be most appropriate in the context of
the particular course or curriculum being considered?

There is some general guidance on how to set about choosing which methods to
use with your own students in different situations. It is suggested that you do this by
working through the algorithm shown in Figure 2, which can be thought of as a sub-system
of the overall systems approach to course and curriculum design that is shown in Figure
1. The various stages of the process should be tackled as follows.

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 Figure 2: Algorithm for selecting appropriate teaching and learning methods
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Stage 1: Clarifying your educational objectives

If you are satisfied that you know exactly what your educational objectives are,
whether these are couched in traditional aims/learning outcomes form or in terms of
competence descriptors, proceed directly to Stage 2. If not, refer to an appropriate Course
Module Descriptor (or the equivalent) and find out what they are. If sufficiently detailed
objectives do not already exist, write your own in whatever format is considered
appropriate, using the previous section on 'Specifying the Outcomes of Student Learning'
for guidance.

Stage 2: Provisional selection of teaching/learning method(s)

If you are an experienced teacher, you will probably be able to choose an

appropriate method (or mix of methods) for achieving a particular objective (or group of
objectives) on the basis of 'gut feeling', or 'instinct'. If so, proceed directly to Stage 2. If
not, you may find the following general pointers of some assistance.

Lower-cognitive objectives. Here, the most obvious method is the lecture, and may well
be the best method if your object is to provide your students with an introduction to or
overview of a particular area, or to deal with a key topic in your course. You should,
however, also consider using an individualized-learning method of some sort, e.g.
directed study of a textbook, use of open-learning materials, mediated self-study, CBL or
multimedia, or an assignment or project.

Higher-cognitive objectives. Remember that it is nearly always necessary to get

your students actively involved in the learning process if such objectives are to be
effectively achieved. You should therefore consider backing up any initial teaching by
setting the students an individual assignment or project of some sort, or by making use
of an appropriate group-learning activity (the seminar approach? a group tutorial? a class
discussion? a simulation/game or case study? a mediated feedback session? a group
project?) You may also consider backing up such initial teaching with appropriate
laboratory or studio work.

Affective objectives These are probably the most difficult type of all to achieve.
Although you can generally begin to achieve such objectives through straight-forward
lectures, these will probably need to be backed up by more powerful 'attitude shapers'
such as the use of video, or use of an appropriate group-learning method such as a
simulation/game, a role-playing exercise, a mediated feedback session, a seminar or a
class discussion. A 'real life' experience of some sort can also be highly effective.

Psychomotor objectives. The only way to achieve such objectives effectively is to

get your students to perform and practice the activity (or group of activities) that you wish
them to learn. This will generally require you to organize laboratory or studio work of some
type, or to provide work-based experience of some sort. Students will, however, often
require to be prepared for such activities through formal lectures and/or demonstrations,
or by getting them to watch a specially-prepared video or multi-media presentation.
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 Interpersonal objectives. Again, the only way to achieve such objectives effectively
is to get your students actively involved. Thus, if you want them to develop written
communication skills, give them a task that involves writing (an essay? producing a
seminar paper? producing a report?). Similarly, if you want them to develop oral
communication skills, put them in a situation where they are required to speak (making
an oral presentation? a simulation/game? a role-playing exercise? a mediated feedback
session? a class discussion?) If you want them to develop interpersonal or leadership
skills, put them in a situation where they have to work as part of (or lead) a team (a group
project? a simulation/game?) or use an appropriate role-playing exercise or mediated-
feedback session.

With multi-faceted objectives or competences that transcend conventional domain

boundaries, it may, of course, be necessary to employ a battery of teaching/learning
methods, or to make use of an integrating activity such as work-based experience or
placement.

Stage 3: Determining whether your students will be comfortable with the chosen
method(s)

There is no point in using methods which your students will not be able to handle
- because they are not sufficiently mature, for example, or because they lack vital pre-
requisite skills or do not have access to essential equipment or facilities. This is a
particularly important consideration when planning things like distance-learning courses,
where it is absolutely essential to make your teaching/learning methods as 'user-friendly'
as possible.

Stage 4: Determining whether you will be comfortable with the chosen method(s)

It is just as important that you yourself feel comfortable with the teaching/learning
method(s) that you are using, for, if you do not, you are very unlikely to use the method(s)
properly. Remember that students are very quick to spot a lecturer who is clearly not fully
competent in what he or she is trying to do - and quite ruthless in making you aware of
this fact. Thus, only use methods that you are confident you can use effectively. If you do
not feel happy with a particular method, choose something else, or, take appropriate steps
to ensure that you will feel comfortable with the method when you use it (e.g. by
undertaking colleague observation or staff development of some sort).

Stage 5: Determining whether the method(s) will be practicable

Here, it is necessary to ask yourself such questions as:

- Will I be able to carry out the instruction on my own, or will I need help?
- If so, will such help be available internally? externally?
- Is suitable accommodation available internally? externally?
- Is there sufficient time available?
- Are any vital items of equipment/facilities available internally? externally?
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 - Are any special resource materials available internally? externally?

If there are any problems that you do not think you will be able to overcome, think
again.

Stage 6: Determining whether you will be allowed to use the method(s)

This is such an obvious question that it is often not even asked, but it is very
important. Make sure that what you are proposing to do is culturally appropriate and
consistent with the Course Regulations and the Course Module Descriptor, If necessary,
find out whether your colleagues/subject leader/year leader/ course leader/Head of
School will be happy with your plans. If not, either persuade them or think again.

Stage 7: Using the chosen method(s) with your students

If your ideas have come through Stages 3-6 unscathed, carry out any preparatory
work needed to put them into practice.

Learning Activity

Refer to your learning activity on chapter 1 lesson 3, write a justification (essay) which
type of resources are appropriate to adopt in delivering the learning activity. What made
you considered in making the decision?

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Subject : TTL 2 – Technology for Teaching and Learning 2
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REFERENCES

Bušljeta, R. (2013). Effective Use of Teaching and Learning Resources. Czech-Polish

Historical and Pedagogical Journal, 5/2, 55–69. doi: 10.2478/cphpj-2013-0014.
Retrieved from https://www.ped.muni.cz/cphpjournal/520132/06.pdf
Guyana Ministry of Education. The Importance of Learning Materials in Teaching. Last
accessed September 23, 2020 from,
https://education.gov.gy/web/index.php/teachers/tips-for-teaching/item/2036-the-
importance-of-learning-materials-in-
teaching#:~:text=%22Teaching%20materials%22%20is%20a%20generic,learnin
g%20and%20increase%20student%20success.&text=Teaching%20materials%2
0come%20in%20many,ability%20to%20support%20student%20learning.
PEI Department of Education (2008). Evaluation and Selection of Learning Resources: A
Guide. PO Box 2000. Charlottetown, Prince Edward Island, Canada, C1A 7N8.
Retrieved from http://www.gov.pe.ca/photos/original/ed_ESLR_08.pdf
Robert Gordon University Aberdeen. Some hints on how to select appropriate
teaching/learning methods. Last accessed September 23, 2020 from,
http://www2.rgu.ac.uk/celt/pgcerttlt/selecting/select24.htm

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Subject : TTL 2 – Technology for Teaching and Learning 2
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Lesson 3 – Assessment Tool for Selecting Relevant and Appropriate
Digital and Non-Digital Resources

Evaluation represents the final stage of working with teaching and learning
resources. The purpose of evaluation is to evaluate the effectiveness of a particular
teaching and learning resource in attaining the goals and objectives of teaching; in other
words, its contribution to the processes of understanding, linking and interpreting,
developing desirable skills and adopting certain values of students (Bušljeta, 2013).
Teaching and learning resource selection are an important aspect of teaching and
learning activities, which can largely decide what and how teachers teach and what
students learn (Shi, 2014).

Proper instruction in any subject discipline may bring students in contact with
ideas, beliefs, values, and practices other than those that their backgrounds may have
led them to accept. Each item is judged on its merits as an entire piece, not by portions
or out-of-context selection (Guthrie et. al., 2017).

The following are the general criteria proposed by Guthrie et. al (2017) used in
selecting and evaluating instructional materials and will support multiple means of
representation:

• aligned to the curriculum and the objectives of the instructional program;

• appropriate for recommended age/grade levels;
• accurate in terms of content;
• reflective of the pluralistic in nature;
• representative of differing viewpoints;
• appropriate format for the subject matter;
• recent copyright date as appropriate to the subject;
• acceptable literary style and technical quality;
• cost effective in terms of use.

Criteria’s for evaluating instructional materials is very important to make teaching

effective and meaningful, below are examples of rating scale and checklist rubric
respectively for selecting appropriate teaching and learning resources:

Rating Scale for evaluating the selection of Instructional Materials

Factors Rating

A. Content Poor Fair Good Excellent

(1) (2) (3) (4)

• Aligns with curriculum and standards, and is

current, valid and reliable, with real world
examples. Design to meet the interest of the
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 individual learners from various skills levels.
Enhances conceptual understanding and
engages higher order thinking skills. Free from
bias.
B. Equity and Accessibility
• Materials are durable, easily stored,
transported and are universally accessible.
Materials are easily updated and are
adaptable and customizable to match the
resources of the school.
C. Appropriateness
• Materials are durable, easily stored,
transported and are universally accessible.
Materials are easily updated and are
adaptable and customizable to match the
resources of the school.
D. Presentation
• Comprehensiveness of student and teacher
resources; alignment of instructional
components; organization of instructional
materials; readability of instructional materials;
pacing of content; ease of use and durability of
materials.
E. Learning
• Motivational strategies; teaching a few "Big
Ideas;" explicit instruction; guidance and
support; active participation of students;
targeted instructional strategies; targeted
assessment strategies.
F. Cost
• The materials used for teaching should not be
expensive, as long as it eyes captivating and
catches the attention of the students then it is
an effective instructional material.

In order to ensure the quality of their materials, learning resource creators should
employ a rigorous product development process focused on the needs of the learner.
Obtaining answers to the following questions may help you determine the highest quality
materials for your use (Press Page Production).

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 Quality Assurance Checklist for Instructional Materials

Elements YES NO

1. How was content determined?

• Did content creator consult state curriculum committees,
authors, digital media experts, independent experts/reviewers,
national standards organizations, national advisory groups?
• Did content creator study an established research base and
new research findings?
• Is there a plan for customized correlations to state standards?
2. Was there research and planning for quality?
• Were content experts identified?
• Were educators surveyed?
• Did the content creator develop and produce a prototype?
• Was the prototype reviewed with authors, digital media experts
and educators?
• Was the development plan revised to reflect input from content
authors, digital media experts and educators?
• Was the prototype revised and retested?
3. How was early product development handled?
• Did the development team include authors, content experts,
graphic artists, digital media developers and other specialists?
• Did development team create customized correlations to state
standards?
• Did authors, digital media developers and content area experts
create and evaluate first draft?
• Are teacher editions/interface and ancillary materials created
at the development stage?
4. How was initial editing and review process conducted?
• Did the publisher document all facts from at least two
independent sources?
• Was content reviewed for accuracy and usability (for digital
materials) by academic reviewers, independent readers,
evaluators, master teachers, digital media developers and
instructional designers?
• Was content copy edited, fact-checked and proofread?
• Were changes from authors, editors, digital media developers
and reviewers incorporated into the initial product?
• Was a first printing or beta test (digital materials) sent to
teachers and students for their feedback?
5. Were quality reviews of beta test or first printing conducted?

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Subject : TTL 2 – Technology for Teaching and Learning 2
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 •
Were student and teacher editions sent to independent
reviewers for complete content read and to test usability (for
digital materials)?
• Were comments solicited from teachers and state review
committees?
• Did the publisher and/or author(s) research and verify
accuracy of error reports through independent content
authorities?
• Were any errors or technical issues corrected and tested?
6. Are there continuing quality reviews?
• Is there a process to receive and review comments from
students, teachers, academics and review committees?
• Are text, photographs, charts and graphs, art and digital
interfaces corrected for errors or clarifications?
• How are errata/updates distributed if errors are found?
7. Are subsequent editions/versions forthcoming?
• What is the process for determining if a subsequent edition or
revised version will be produced?
• Are authors, developers and editors aware of public comments
on the material? Are they involved in decision to revise
material?
• Is the process for creating revised materials as rigorous as for
initial materials?
8. Do the materials include copyrighted works from photographers, artists or
authors?
• If the materials include photographs, graphic illustrations or
text that may not be in the public domain and subject to
copyright, have rights and permissions been secured to ensure
use of the material does not infringe upon the rights of others?
Produced by the Association of American Publishers (AAP) and the Software & Information Industry
Association (SIIA)

Learning Activity

Create a rubric/rating scale/checklist to the relevance and appropriateness of digital and

non-digital resources.

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Subject : TTL 2 – Technology for Teaching and Learning 2
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REFERENCES

Bušljeta, R. (2013). Effective Use of Teaching and Learning Resources. Czech-Polish

Historical and Pedagogical Journal, 5/2, 55–69. doi: 10.2478/cphpj-2013-0014.
Retrieved from https://www.ped.muni.cz/cphpjournal/520132/06.pdf
Press Page Production. Quality Assurance Checklist for Instructional Materials. Retrieved
from https://presspage-production-
content.s3.amazonaws.com/uploads/1508/qualityassurancechecklistforinstructio
nalmaterials.pdf?10000
Guthrie, S. et. al. (2017). Carroll County Public Schools Selection, Evaluation, and
Adoption of Instructional Materials. 125 North Court Street, Westminster, Maryland
21157. Retrieved from
https://www.carrollk12.org/instruction/curriculum/Documents/Selection%20Evalu
ation%20and%20Adoption%20of%20Instructional%20Materials%20Handbook_r
evised%204.19.17.pdf
Shi, J. (2014). Criteria for teaching/learning resource selection: facilitating teachers of
Chinese to work with English-speaking learners. Thesis (M.Ed. (Hons.)) --
University of Western Sydney, 2014.
http://handle.uws.edu.au:8081/1959.7/uws:32138. Retrieved from
https://researchdirect.westernsydney.edu.au/islandora/object/uws:32138

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Subject : TTL 2 – Technology for Teaching and Learning 2
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