St.

Louise de Marillac College of Sorsogon

Higher Education Department
Sorsogon City
nd
2 Semester, S.Y 2020-2021
TECHNOLOGY FOR TEACHING & LEARNING 2
(TECH IN SECONDARY LANG EDUCATION)
TTL2-1

Course: Bachelor of Secondary Education Instructor: Mark Justine L. Llanto

CP Number: 09070116137 Email: llantomarkjustine@gmail.com
Name of Student: ___________________________________ Module No.: 2 & 3

PROMOTING DIGITAL CITIZENSHIP

Promoting Digital Literacy and Citizenship in School

 According to the National Center on Education Statistics, in 2013, 53 percent of 5- to 9-year-olds and 71 percent of 10- to 15-
year-olds used the internet at home, school or elsewhere. Ninety-three percent of teens ages 12 to17 go online, according to The
Pew Research Center, and 71 percent of teens ages 12 to17 have a cell phone, up from 45 percent in 2004
 According to the Future of Privacy Forum, about 90 percent of students today use technology provided or recommended by
their school, up from 70 percent last year.
 Part of the curriculum for graduate students pursuing a master’s degree in education at the University of Michigan includes
teaching digital citizenship to Ann Arbor middle school students.

What is Digital Literacy and Citizenship?

Digital literacy refers to fluency in the use and security of interactive digital tools and searchable networks. This includes the ability to use
digital tools safely and effectively for learning, collaborating and producing. The 2014 report of the Aspen Institute Task Force on Learning and the
Internet, “Learner at the Center of a Networked World,” recommends that states and districts adopt policies to ensure that digital literacy is taught as
a basic skill in schools.
Digital citizenship is a broader term that often incorporates the concept of digital literacy. Digital citizenship is defined as the norms of
appropriate, responsible behavior when using technology. “Digital Citizenship in Schools,” published by the International Society for Technology
in Education, identifies digital literacy as one of nine key elements of digital citizenship:
 Digital Access: Can all users participate in a digital society at acceptable levels if they choose?
 Digital Commerce: Do users have the knowledge and protection to buy and sell in a digital world?
 Digital Communication: Do users understand the various digital communication methods and when each is appropriate?
  Digital Literacy: Have users taken the time to learn about digital technologies and do they share that knowledge with others?
 Digital Etiquette: Do users consider others when using digital technologies?
 Digital Law: Are users aware of laws (rules, policies) that govern the use of digital technologies?
 Digital Rights and Responsibilities: Are users ready to protect the rights of others and to defend their own digital rights?
 Digital Health and Wellness: Do users consider the risks (both physical and psychological) when using digital technologies?
 Digital Security: Do users take the time to protect their information while taking precautions to protect others’ data as well?

Character Education and Digital Citizenship

Society has changed. In the past it was the norm for families to join together around a dinner
table and talk about the events of the day. People read newspapers and watched or listened to news
broadcasts from professional journalists. These journalists gathered information from trusted
sources, then shared the information with the masses. Today many of these trusted sources of
information are gone. Now it is the responsibility of the individual to determine what information is
correct. Now families who want to learn what members of the household are doing check status
updates, posts, or send texts. As reflected upon by Dr. Jason Ohler, the days of the dining room discussion has gone away and now dining rooms
have been changed to “gathering spaces” (Ohler, 2014).
Technology has changed the dynamics of families, schools, and communities. Introducing technology to children, often at a very young age,
does provide opportunities that their parents did not have. Often technology can allow for creativity on a scale that was unknown in the past. It allows
users to produce information instead of being just consumers of it. With the benefits that technology provides, it also can have pitfalls; loss of
personal interaction, bullying by others through digital tools; oversharing information to others not known to us. These are just a few examples, but
there are other issues that can come along as well. How can we balance the positive aspects of technology, protect from the potential issues, and teach
the values that are needed in a society inundated with these tools?
With the growth in the use of technology in education, there is a need for programs that help students to focus on the positive uses of
technology and be much more discerning in their decisions of what to post, comment, or discuss when using digital technologies. Most people will do
what is right, if they know what the right thing is. To help define these ideas for everyone, a program is needed to help everyone identify the
appropriate thing to do when online. These are the reasons that character education has become a much-discussed topic with the expansion of
technology in schools.
One such program, CHARACTER COUNTS!, comes from the Josephson Institute of Ethics (josephsoninstitute.org). Dr. Josephson came up
with the six pillars of CHARACTER COUNTS!: trustworthiness, respect, responsibility, fairness, caring, and citizenship are the basis for anyone
wanting to work, play, and live together in any society. These pillars are intertwined with the ideals built into digital citizenship. Both are attempting
to reach the same goal: to have people understand and work with one another in a world of mutual esteem. Some may be confused by the idea of
“digital” topics and those in the “real” world. Today those two domains have intersected with one another; it is difficult to find where one ends and
the other begins. Many educators believe that the word digital should and must be removed from citizenship. The hope is that how we act in the real
world should be the same as in the online world, and in a perfect world everyone would act in this way. Until everyone can agree to treat others with
empathy and understanding both on and offline, we will still need to have the term “digital citizenship.”
Another program interested in the topic of character education is the Character Education Partnership (CEP) (https://character.org). They too
have a framework of principles that drive their work. Their 11 principles help schools to understand their mission of the need for character education.
Here are their 11 principles for effective character education (from http://character.org/more-resources/11-principles/):
 1. The school community promotes core ethical and performance values as the foundation of good character.
2. The school defines “character” comprehensively to include thinking, feeling, and doing.
3. The school uses a comprehensive, intentional, and proactive approach to character development.
4. The school creates a caring community.
5. The school provides students with opportunities for moral action.
6. The school offers a meaningful and challenging academic curriculum that respects all learners, develops their character, and helps them to
succeed.
7. The school fosters students’ self-motivation.
8. The school staff is an ethical learning community that shares responsibility for character education and adheres to the same core values that
guide the students.
9. The school fosters shared leadership and long-range support of the character education initiative.
10. The school engages families and community members as partners in the character-building effort.
11. The school regularly assesses its culture and climate, the functioning of its staff as character educators, and the extent to which its students
manifest good character.

DEVELOPING PROBLEM-BASED AND PROJECT-BASED INSTRUCTIONAL PLANS

Problem-based vs. Project-based learning

Project Based Learning (PBL) is a teaching method in which students learn by actively engaging in real-world and personally meaningful
projects. Project Based Learning is a teaching method in which students gains knowledge and skills by working for an extended period of time to
investigate and respond to an authentic, engaging, and complex question, problem, or challenge. On the other hand, Problem-Based Learning (PBL)
is a teaching method in which complex real-world problems are used as the vehicle to promote student learning of concepts and principles as opposed
to direct presentation of facts and concepts. In addition to course content, PBL can promote the development of critical thinking skills, problem-
solving abilities, and communication skills. It can also provide opportunities for working in groups, finding and evaluating research materials, and
life-long learning (Duch et al, 2001).

Teaching Language thru Project-Based Approach

How does PBL differ from ‘doing a project’?

‘Doing a project’ requires students to do a short project that usually has the objective to consolidate the content of a teaching unit. For
example, imagine you have covered the present perfect in the context of life experiences with your teen class at B1 level; you want your students to
practice the new language learnt; you would probably ask them to do a project, e.g. create a class survey about things they have or haven’t done,
collect data and present the results.
In PBL instead, the project is the unit. It is the vehicle for learning and developing skills (Buck Institute of Education, 2018). The aim is to
engage students in solving a real-world problem or answering a driving question, which requires
 an extended period of time
 meaningful language use
  use of life skills - communication & collaboration, creativity, critical thinking, problem solving (21st century skills – 4C)

When does language come into play? Anytime, at different stages of the project through students’ collaborative work and negotiations, access
to authentic sources, and through teacher’s language input. Now, how do plan a PBL lesson? Let’s review key PBL principles first.

Principles of PBL in a nutshell

1. Self-directed learning through student-led activities
2. An extended project over an extended period of time
3. A key driving question leading to an investigation and clear outcomes
4. A high quality product (audio-visual/digital/physical) shared with an audience (live/virtual) as a tangible project outcome that demonstrates
students’ knowledge and skills
5. Core skills development: 21C skills; citizenship, intercultural competence, digital literacy (also developed through the CLIL 4C framework)
6. Student Role: choice (investigation process & tools, sources, output mode, outcomes), self- & peer-evaluation, relevant feedback on own and
others’ work to enhance results
7. Teacher role: poses a driving question, stimulates discussion and creativity, sets goals, provides language input & corrective feedback, works as
a facilitator at each stage

Planning a PBL lesson

Inspired by the PBL framework by Harding Da Rosa above and her call to make PBL ‘your own’, I have designed my own framework.
Imagine you want to teach the present perfect in the context of life experiences to teens at B1 level. Here’s a sample PBL lesson outline:

STAGE 1 Driving question

Brainstorm & Define ‘Which things do you think teens should try before (going to
university)?’
Brainstorm categories & ideas
e.g. extremes sports, low-emissions travelling, learning Hindi or coding
Define aspect
Trying an unforgettable experience or Learning a new skill?

STAGE 2 Use SMART mnemonics to suggest outcomes

Goal setting & Collaborate
Present data to answer the driving question
Designate & Collaborate to decide
How to investigate - online poll, school/class survey, interviews,
readings
Sources of information - research existing data, collect new data
How to present findings - infographics, video animation, article
 Output mode - oral/written, both
Language input
Questions ‘Have you ever...?’ ‘Have you tried …yet?’ ‘Why or Why
not?’
Collaborate to reach goals
Collect data/information
Find most suitable way to present it

STAGE 3 Share & Evaluate project outcomes

Compare & Enhance Teacher/groups use THINK mnemonics to give feedback
Groups reflect on feedback & take it on board

STAGE 4 Review work

Review & Produce Create products

STAGE 5 Present outcomes to a live/virtual audience

Present & Self-assess Self-assess performance

Basic Parts of Learning Plan for English/Filipino

Based on DepEd Order No. 70, s. 2012 “(3) To enable the teachers to do other meaningful teaching-related tasks, which include, but not
limited to preparing instructional aids, assessing learners’ portfolios and conducting learning interventions, the following Guidelines on the
Preparation of Daily Lessons (DLs) are issued:”
a. Teachers who have been in the service for more than two (2) years, private school experience included, shall not be required to
prepare detailed lesson plans (DLPs). They may adopt the Daily Lesson Logs (DLLs) which contain the following entries:
 Lesson as cited in the TG/TM reference materials with the page/s number;
 Learners’ Material used such as Activity Sheets, Modules, other materials with the page number reference;
 Remarks indicating number of learners within mastery level; number of learners needing enrichment/refinement lessons; and
 Other activities include the interventions given to the pupils/ students who did not master the lesson(s) in the previous day.
b. Teachers with less than two (2) years teaching experience shall be required to prepare DLPs which shall include the following:
 Objectives;
 Subject Matter;
  Procedure;
 Assessment; and
 Assignment.

Click here for Sample Detailed Lesson Plan:

https://depedtambayan.net/sample-detailed-lesson-plan-in-english/
References:
 Deye, Sunny (2017). Promoting Digital Literacy and Citizenship in School. Retrieved from
https://www.ncsl.org/research/education/promoting-digital-literacy-and-citizenship-in-school.aspx
 https://www.econcordia.com/home/sor/references/Understanding%20digital%20citizenship%20ribble%202015.pdf
 Conca, MAria. All about PBL: How to Learn a Language through Projects. Retrieved from https://ihworld.com/ih-journal/ih-journal-blog/all-
about-pbl-how-to-learn-a-language-through-projects/

“It is a thousand times better to have common sense without

education than to have education without common sense.”
Robert Green Ingersoll