LEGACY COLLEGE OF COMPOSTELA

(Formerly:Philippine Institute of Medical Science and Technology)

Dagohoy St., Poblacion Compostela, Davao de Oro

Prof. Ed 106
Technology for Teaching and
Learning 1
 Module 1:
Technology and Learning with Technology: An Introduction
Module Outcomes
A.Identify the competency standard of ICT for teaching and learning in pre-service
teacher education
B. Unpacked the basic concepts of ICT to provide common understanding for teacher
and learner; and
C. Value the use of ICT in the teaching and learning processes.

Introduction
If there is one thing that changed the world so fast, it is TECHNOLOGY. While there exists technology in
the past as non-digital technology, the current digital technology has been a factor that shrunk the world and made
it flat. It has provided a new environment for learning and new ways teachers teach and also the new ways of how
learners learn. In the beginning, it has created a divide between the digital natives and the digital immigrants.
However. as the years go by, such divide has become narrower and even blurred. This has led to the new
educational revolution in teaching and learning which has been triggered by technology and resulted to better
learning outcomes in the 21st century.

Lesson 1
ICT Competency Standards for Philippine Pre-Service
Teacher Education

Lesson outcomes
Identified the competency standards of ICT necessary in teaching for preservice teacher
education
Familiarized with the ISTE National Educational Technology Standards for Teachers

Activity 1
Direction: observe the picture below.

Picture A Picture B
Teacher with Traditional Technology Teacher with Digital Technology
Questions
1. Who is better equipped to handle the 21st century learners, is it Picture A or B? Why?
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2. Which of the two teachers would you like to become when you graduate? Why?
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ICT Competency Standards (CIIED-UNESCO) as provided in the 2017, Policy, Standards

and Guidelines (PSG) for Pre-service Teacher Education
The program outcomes for teacher education degrees clearly state that every future teacher: "demonstrate
proficiency in the development and utilization of Information, Communication and Technology (ICT) resources in
promoting quality teaching-learning process.
To ensure that the program outcomes related to ICT shall be achieved, competencies were identified to be
developed by every pre-service teacher (CHED — UNESCO, Bangkok, 2009.)
The -ICT Competency Standards is made up of seven domains. Each domain has a set of competencies. The
competencies are expressed in desired learning outcomes. Becoming proficient in the different competencies will
enable you to handle learners of the 21st century in your future classroom.
These domains and corresponding competencies are found in the Table below:
Table 1: ICT Competency Standards for Pre-service Teachers
Domain 1: Understanding ICT in Education

1.1 Demonstrate awareness of policies affecting ICT in education

1.2 Comply with ICT policies as they affect teaching-learning

1.3 Contextualize ICT policies to the learning environment

Domain 2: Curriculum and Assessment

2.1 Demonstrate understanding of concepts, principles and theories of ICT systems as they apply to
teaching-learning

2.2 Evaluate digital and non-digital learning resources in response to student's diverse needs

2.3 Develop digital learning resources to enhance teaching-learning

2.4 Use ICT tools to develop 21St century skills: information media and technology skills, learning and
innovation skills, career skills and effective communication skills

Domain 3: Pedagogy

3.1 Apply relevant technology tools for classroom activities

3.2 Use ICT knowledge to solve complex problems and support student collaborative activities
 3.3 Model collaborative knowledge construction in face to face and virtual environments

Domain 4: Technology Tools

4.1 Demonstrate competence in the technical operations of technology tools and systems as they apply to
teaching and learning

4.2 Use technology tools to create new learning opportunities to support community of learning

4.3 Demonstrate proficiency in the use of technology tools to support teaching and learning

Domain 5: Organization and Administration

5.1 Manage technology-assisted instruction in an inclusive classroom environment

5.2 Exhibit leadership in shared decision-making using technology tools

Domain 6: Teacher Professional Learning

6.1 Explore existing and emerging technology to acquire additional content and pedagogical knowledge

6.2 Utilize technology tools in creating communities of practice

6.3 Collaborate with peers, colleagues and stakeholders to access information in. support of professional
learning

Domain 7: Teacher Disposition

7.1 Demonstrate social, ethical, and legal responsibility in the use of technology tools and resources

7.2 Show positive attitude towards the use of technology tools

Likewise, the. Department of Education issued Department of Education Order 42, s. 2017 mandating the use
of the Philippine Professional Standard for Teachers (PPST) to start with the Beginning Teachers who are the fresh
graduates from the teacher education program. The document includes: Show skills in the positive use of ICT to
facilitate teaching and learning and Show skills in the selection, development and use of the variety of teaching
learning resources including ICT to address learning goals.
These competency standards to learn and master will assure the 21 st century learners in your class of a more
enjoyable, creative, innovative. ways in teaching and learning.
Activity 2
Direction: With the use of Table 1 above, can you identify the domain to which each given course learning outcome
belong?
Course Learning Outcomes Competency Domain

1. Explain ICT policies and safety issues as they impact on the teaching-
learning progress

2. Integrate media and technology in various content areas

3. Apply learning theories and principles in the design and

development of lessons through appropriate media and
technologies for teaching learning

4. Formulate teaching-learning experiences and assessment tasks using

appropriate and innovative technologies
 5. Demonstrate social, ethical, and legal responsibility in the use of
technology tools and resources

ISTE National Educational Technology Standards For Teachers (NETS* T)

An international organization for educational technology called International Society for Technology in
Education (ISTE), established standards for both teachers and students. These standards were also referred to in the
development of the Philippine ICT Competency standards which include the following:
Standard 1: Technology Operations and Concepts
This means that teachers demonstrate a sound understanding of technology operations and concepts.
Standard 2: Planning and Designing Learning Environment and Experiences
This standard implies that teachers utilize the use of technology to plan and design effective learning
environments and experiences.
Standard 3: Teaching, Learning and Curriculum
Teachers should be mindful that in the implementation of curriculum plan, they have to -include strategies for
applying technology to maximize student learning.
Standard 4: Assessment and Evaluation
Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies to collect
and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student
learning
Standard 5: Productivity and Professional Practice
Teachers use technology to engage in on-going professional development and lifelong learning in support of
student learning, increase productivity and to build community of learners.

Standard 6: Social, Ethical, Legal and Human Issues

Teachers understand the social, ethical, legal and human issues surrounding the use of technology in support
of student learning who come from diverse background, affirm diversity, promote safe and healthy use of technology
resources and facilitate access to technology resources for all students
Likewise, ISTE also developed standards needed for students. These standards will be used as a guide by
teachers to plan technology-based activities in which students achieve success in learning, communication and life
skills.
ISTE National Educational Technology Standards For Students (NETS* S)
From how technology teachers facilitate learners, outcomes of student learning should indicate that the
following standards have been complied with.
Standard 1: Creativity and Innovation
This standard will produce students who demonstrate creative thinking, construct knowledge, develop
innovative products and processes using technology from existing knowledge.
Standard 2: Communication and Collaboration
This standard requires students to use digital media and environments to communicate and work
collaboratively to support individual learning and contribute to the learning of others-. This includes the use of variety
of media and formats for global awareness with learners from other cultures.
Standard 3: Research and Information Fluency
 Students are expected to apply digital tools to gather, evaluate and use information and plan strategies for
inquiry. This standard expects the student to locate, organize, analyze, evaluate, synthesize and ethically use
information from a variety of sources and media.
Standard 4: Critical Thinking, Problem-Solving and Decision Making
This standard expects the students to use critical thinking skills to plan and conduct research, manage
projects, solve problems and make informed decisions using appropriate digital tools.
Standard 5: Digital Citizenship
It is required by this standard that every technology student becomes a: digital citizen who demonstrates
ethical and legal behavior, exemplified by the practice of safe, legal and responsible use of information. Further, the
student exhibits positive attitude towards the support of technology for collaboration, learning and productivity as a
digital citizen.
Standard 6: Technology Operations and Concept
Sound understanding of technology concepts, systems and operation is a standard that students should
comply with. They too, are expected to further transfer current knowledge to learning of new technologies.
As pre-service teacher education students now, you will have to master the knowledge and skills
(Learning to Know) for the standards for students. However, since you will become teachers in the future,
you should harness the same knowledge and skills to become (Learning to Become) future teachers.

A. ISTE STANDARD for TEACHERS B. ISTE STANDARD for STUDENTS

1. Technology Operations and Concepts 1. Creativity and Innovation

2. Planning and Designing Learning

2. Communication and Collaboration
Environment and Experiences

3. Teaching, Learning and Curriculum 3. Research and Information Fluency

4. Critical Thinking, Problem-Solving &

4. Assessment and Evaluation
Decision Making

5. Productivity and Professional Practice 5. Digital Citizenship

6. Social, Ethical, Legal and Human Issues 6. Technology Operations and Concepts

Quiz 1
Direction: Choose the correct answer. Write only the letter.
1.The ICT competency standards for teachers include all the following EXCEPT one. Which one?
A. digital and non-digital technology
B. enhance financial literacy skills
C. ethical issues on the use of ICT
D. use of technology tools
2. All teachers in the 21st century should be
A. digital citizens C. digital immigrant
B. digital natives D. digital police
3. The use of technology Will enhance the 21 st century skills along
I. development of tools
Il. critical thinking and problem solving
Ill. designing learning environment and spaces
IV. all of the above
A. I only B. II only C. I, II, III D. IV only
4. A universal standard in the use of ICT in teaching and learning in the classroom requires all teachers to EXCEPT
one.
A. use gadgets when teaching
B. understand the issues and safety policies
C. utilize the tools available in the environment
D. buy an expensive computer
5. One of the constraints in the application of ICT for the enhancement of standards among teachers and students is
A. training of technology teachers
B. connectivity of the school
C. availability of qualified teachers
D. lack of awareness about the use of technology
Lesson 2:
Understanding the Basic Concepts in ICT
Lesson outcomes
Defined conceptually or operationally terms that are basic to the
understanding of ICT.
Used the concepts and terms in communicating with peers for further
I think we need to be careful not to get too specific (i.e. technology = computers) while at the same time not getting
broad that our definition of technology includes everything from pencil and paper to laser and computers. I’d like to
see us define technology in a manner that look at electronic tools we use to enhance teaching and learning.” Sally,
grade teacher from Joy Egbert (2009)

Activity 1
Direction: Observe the picture below then write all of the words that familiar with you and give a short definition
based on your own understanding.

Basic Concepts in ICT

Let us -explore various resources to have a clear understanding of this lesson. Let us unpack some concepts and
terms related to technology for teaching and learning. You can further find more explanation in this book as you go
along with your lessons or in other references in the library or in the web.
Here are some terms and concepts that you need to know and understand.
1. Technology refers to a mix of process and product used in the application of knowledge. It includes tools
from pencil and paper to the latest electronic gadgets and tools for practical tasks.
2. Information and Communication Technology Literacy or ICT Literacy is the use of digital technology,
communication tools and/or networks to access, manage, integrate, evaluate, create and communicate
information in order to function in a knowledge society (Guro 21, 2011).
3. Educational Technology refers to the use of technology in teaching and learning. Educational technology
includes both the non-digital (flip charts, pictures, models, realias, etc.) and digital (electronic tools.
hardware, software and connections, etc.).
4. Digital Literacy is the ability to find, evaluate, utilize, share and create contents using information
technologies and the Internet (Cornell University). According to American Library Association (2018), digital
literacy is the ability to use information and communication, requiring both cognitive and technical skills
(hpfts:// edweek.org. downloaded 06 03-18).
5. Digital learning is any type of learning that is accompanied by technology or by instructional practice that
makes effective use of technology. It encompasses the application of a wide spectrum of practices which
included blended or virtual learning. It can come as -online or off-line which utilizes digital technology.
6. On-line digital tools and apps use an Internet connection to access the information needed. A common
example is Skype. •It is a telecommunication application software product that specializes in providing video
chat and voice calls between computers, tablets, mobile devices via Internet and to regular telephones.
7. Off-line digital tools and apps can still be used even if there is no internet access. Among these are Canary
Learning, Pocket, Evertone ibooks, KA LITE (Gupta, Prinyaka, 2017) downloaded in edtech review (July 03,
2017).
8. Instructional technology is the theory and practice of design, development, utilization, management, and
evaluation of the processes and resources for learning (Association for Educational Communications and
Technology, Seels, B.B. & Richey, P. C. 1994).
9. Software refers to program control instructions and accompanying documentation; stored on disks or tapes
when not being used in the computer. By extension, the term refers to any audiovisual materials (Smaldino,
2005).
10. Multimedia is a sequential or Simultaneous use of a variety of media formats in a given presentation or self-
study program (Smaldino, 2005).
11. Internet is a massive network of networks, a networking infrastructure. It connects millions of computers
together globally, forming a network in which any computer can communicate with any other computer as
long as they are connected to the Internet. It is generally defined as a global network connecting millions of
computers (https://www.webopedia.com).
12. World Wide Web (www) is also called the Web which is a graphical environment on computer networks that
allows you to access, view and maintain documentations that can include text, data, sound and videos.
(Smaldino, 2005), It is a way of accessing information over the medium of the Internet. It is an information
sharing model that is built on top of the Internet,
13. Web access is the ability of the learner to access the Internet at any point during the lesson in order to take
advantage of the array of available education resources.
14. Webquest is an inquiry-oriented lesson format in which most or all information that learners work with
comes from the web. These can be created using various programs, including simple word processing
documents that include links to websites.
15. Productivity tools refer to any type of software associated with computers and related technologies that can
be used as tools for personal, professional or classroom productivity, Examples: Microsoft Office, Apple
works - word processing, grade and record keeping, web page production, presentation) (KFIT-Unesco 2016)
16. Technology Tool is an instrument used for doing work. It can be anything that help you accomplish your goal
with the use of technology. These technology tools can be classified as:
● Data/Ca1cu1ation tools. Examples: spreadsheets,' Excels, Sketchpads, probability constructor
● Design tools. These are used to make models and designs, creating and building. Included here are
Family Tree Maker, GollyGee, and Crazy Machines among others.
● Discussion tools. There are 4 different approaches that utilize discussion and interaction in the
Internet, these are threaded discussion forum, Blogging, Live chat and Video Teleconferencing,
Netiquette and Safety on the Net.
● Email tools. Emails are great communication tools for sending messages, photographs, videos and
other files. It allows you to reach out to others around the world. Examples are Google mail, Ymail,
Yahoo mail and many more.
● Handheld devices. Handheld devices have become popular among *learners. These include Personal
Digital Assistants, global positioning system, (GPS) and geographic information system (GIS) in
the classroom, Portable electronic keyboards, Digital Cameras, Mobile phones, Palm, Handheld
computers,
17. Webquest is a teacher structured research experience for the students that is primarily based on use of the
World Wide Web and typically takes one or more instructional periods (Bender & Waller, 2011).
18. Blog is an online journal where posted information from both teachers and students are arranged. There are
three kinds of blogs: blogs used for communication, blogs used for instruction, and blogs used for both
(Ferriter & Garry, 2010).
19. Wiki, an editable website usually with limited access, allows students to collaboratively create and post
written work or digital files, such as digital photos or videos. Wikipedia is one of the most widely recognized
of all the wikis (Watters, 2011).
 20. Flipped classroom utilizes a reverse instructional delivery, where the teacher is required to use the web
resources as homework or out of class activity as initial instruction of the lesson which will be discussed
during classtime,
21. Podcast is a video or audio multi-media clip about a single topic typically in the format of the radio talk
show. The two basic functions of podcast are to retrieve information and to disseminate information (Eash,
2006),
22. Google Apps is a cloud-based teaching tool which is stored in the Google server and is available for students
both at home and in school. It includes the Gmail, a free-email for all; Google calendar — a tool used for
organizational purposes; Google sites that provide options for developing blogs and wikis; and Google docs is
used for sophisticated word processing and editing of the document.
23. Vlog is a video blog where each entry is posted as a video instead of the text.
24. Facebook is a popular social networking site used by students and adults worldwide to present information
on themselves and to the world,
25. VOIP (voice over internet protocol) is a category of hardware and software that enables people to use the
Internet as transmission medium for telephone calls by sending voice data in packets using IP rather than
traditional circuit transmission.

Activity 2
Direction: Make a glossary of terms of at least 20 ICT-related terms with each having a conceptual or operational
definition or description. Cite the source of your definition.

Quiz 1
Direction: Choose the correct answer. Write only the letter.
1. How best did you learn about the different concepts in ICT?
A. By memorizing the verbatim definition.
B. By understanding first the meaning and then memorized it.
C. By memorizing first, then understand 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 were 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 C. Computers
B. Internet D. Gadgets
5. What does digital literacy imply?
I Financial and economic literacy
II Media and digital literacy
Ill Basic literacy
IV All of the above
A. I C. I and II
B. II D. I, II, and III
 Lesson 3:
Roles of Technology for teaching and Learning
Lesson outcomes
Identified roles of technology in teaching and learning
Appreciated the value of technology in supporting student learning

Activity 1
Direction: Observe the Picture below.

1. As a student, what are the roles of technology in the picture.

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2. As a future teacher, what are the roles of technology in the picture?
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Roles of Technology for teaching and Learning

As teaching and learning go together, •let us explore what would be the roles of technology for teachers and
teaching and for learners and learning. According to Stosic (2015), educational technology has three domains:
1. Technology as a tutor. Together with the teacher, technology can support the teacher to teach another person or
technology when programmed by the teacher can be a tutor on its own. The teacher will simply switch on or switch
off radio programs, television programs or play DVDs, Or CDs that contain educational programs. There are on-
line tutorial educational programs, too.
2. Technology as a teaching tool. Like a tutor, technology is a teaching tool, but can never replace a teacher. This
is like the handyman, which is just there to be reached. Like any other tool, it is being used to facilitate and lighten
the work of the teacher. It will be good if the teacher can also create or develop technology tools that are needed in
the classroom.
3. Technology as a learning tool. While the teacher utilizes technology as the tool for teaching, likewise it is an
effective tool for learning. As a learning tool, it makes learning easy and effective. It can produce learning
outcomes that call for technology-assisted teaching. Even the teachers who are teaching can utilize similar tools for
learning. As a learning tool; it is very interesting that even the elderly use 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 O 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 that teaching will be more effective and efficient.
4. Technology opens new fields in educational researches. The areas of teaching testing and evaluation are
enhanced by technologies for teaching and learning. Current educational researchers will no longer find difficulty
in interpreting tests, assessment and other evaluation results. There are available programs that can analyze and
interpret results with speed and accuracy. Reference retrieval is also hastened because many of the research
materials are in digital form. Technology has also provided access to big data that can be processed for problem
solving and inquiry.
5. Technology adds to the competence of teachers and inculcates scientific outlook. Through the utilization of
theories of learning and intelligence, which are explained in references uploaded in the net, the teachers are
encouraged to imbibe skills to source this information with speed and accuracy.
6. Technology supports teacher professional development. With the demand of continuing professional
development for teachers, the, availability of technology provides alternative way of attending professional
development online, for those Who are involved as 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 or understand that subject matter or
content is means to achieve the learning outcomes. There are three categories of knowledge according to Egbert
(2009): declarative knowledge, structural knowledge, and procedural of knowledge.
A. Declarative knowledge consists of the discrete pieces of information that answers the questions what,
who, when, and where. It is often learned through memorization of facts, drills and practice, it can be
learned by simple memorization of conceptual maps. Declarative knowledge is the fundamental
knowledge necessary for students to achieve more complex higher order thinking such as critical thinking
the and creativity, inquiry and production.
B. Structural knowledge consists of facts or pieces of declarative knowledge put together to attain some
form of meaning. An example of declarative knowledge is "pencil1”. The idea that evolved from are
pencil is an understanding that: "it is something used to write," This of is referred to ag structural
knowledge, it can be presented by concept maps, categorization or classification,
C. Procedural knowledge is knowledge in action or the knowledge at of how to do something. It is based on
facts but learned through the process of procedural knowledge. Examples include how to of drive a car,
how to use cell phones, or how to speak English. Procedural knowledge is indicated by a performance
task or graphical in representation of concept.
The traditional sources of knowledge are printed books, modules and journals. other sources are primary
source such as information taken from research, However, knowledge or content be learned in many Ways,
But how can technology support the learning of declarative, structural or procedural knowledge? to teach
content, time is always an issue of teachers. Oftentimes; we hear teachers say: “Too many things to teach, too little
time to do,” Technology may be the answer; however, the challenge is for teachers to use technology to learn the
technology first. As facilitator of learning, the teacher guides the students to 1ook for the resources and to utilized
them appropriately. There are varied programs that can be used by students off-line or on-line for students. What
should be necessary is that the students of are engaged; the task should focus on questions like how, why, and which
in addition to Who, What, When and Where.
 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.
According to Shirly (2003) in Egbert (2009), there are three basic communication patterns:
A. Point to point two-way or one-to-one like Internet chat, phone conversation or even face-to-face conversation.
B. One-to-many outbound like a lecture, or television. There is no social interaction.
C. Many40-many like group discussion, buzz session, heads together. This kind of interaction provides
opportunities for social interaction.
Social interaction occurs in two ways where the participants ask for clarification, argue, challenge each other
and work towards common understanding. Social interaction through communication occurs through technology
(directly between two persons via email, a cell phone or other communication technology). It can also Occur around
technology like students discussing about a problem posed by a software program or
Of technology like teachers and students interacting about the worksheet printed from a website. In all the three
modalities, communication occurs and technology is involved.
For this particular role, what are the 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 a school day or a school environment.
B. Enhances students' freedom to express and exchange ideas freely 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 is 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
There are several technology tools and software programs that you will learn in the coming modules.
3. Technology upgrades learners' higher-order-thinking skills: critical thinking, problem solving and
creativity. Twenty-first century learning requires the development of higher-order thinking skills. Technology has a
great role to play in the development and enhancement of these skills. Let's discuss this in the lesson.
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. All of these competencies are covered by Bloom's Taxonomy of Analysis,
Synthesis and Evaluation.
Teachers play a significant role in supporting learners with technology. How?
As a role model, teachers should display and practice critical thinking processes, so that the learners can imitate
them. Here are some ways that teachers can do to develop critical thinking.
A. Ask the right questions,
Most often teachers ask questions to find out if the students can simply repeat the information from
the lesson. Although these are necessary questions like. what, who, when and where, these do not develop
critical thinking. Critical thinking questions should ask for clarity, accuracy, precision, relevance, depth,
breadth and logic.
Clarity: Here are some examples: Can you give 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, while those who have low ability may find the task too difficult.
Thus, there is a need to have activities that are appropriate for the learners. These can be determined by
interview, observations and other forms to determine the level of readiness.
What are some simple ways that teachers should do?
1 Vary the questions asked.
2 Introduce new technologies.
3 Modify the learners’ grouping,
 4 Modify the critical thinking task
5 Encourage curiosity,
By nature, learners are curious. They ask lots of questions all the time. Why is the sky blue? Why do I have to
learn geometry? How do people choose what will they become in the future? Can robots solve the problems of climate
change? How?
These questions will lead to critical thinking, but some of these questions cannot be answered by the teacher. The
unanswered questions are avoided or answered unsatisfactorily. Sometimes teachers shut down the question A that
curtails the first step in critical thinking. The internet as a problem solving and research tool can help find answers to
the questions.
Creativity is characterized as involving the ability to think flexibly, fluently, originally, and elaborately
(Guildford, 1986 & Torrance, 1974 in Egbert, 2009). Flexibly means able to use many points of View while fluently
means able to generate many ideas. Originally implies being able to generate new ideas and elaborately means able to
add details. Creativity is not merely a set of technical skills, but it also involves feelings, beliefs, knowledge and
motivation.
Seven Creative Strategies (Osborn, 1963). These have been simplified into fewer categories. To be creative, one
can use any of these strategies.
1. Substitute Find something else to replace to do what it does.
2. Combine - Blend two things that do not usually go together.
3. Adapt - Look for other ways this can be used.
4. Modify/Magnify/ Minify - Make a change, enlarge, decrease.
5. Put to another use - Find other uses.
6. Eliminate - Reduce, remove.
7. Reverse - Turn upside-down, inside out, front-side back.
All together, the strategies will be labelled as SCAMPER.

What should teacher do to support student creativity? Here are some suggestions:
1. Provide an enriched environment.
2. Teach creative thinking 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,
To do these, the teacher should see to it that right questions are asked, student’s tasks should be appropriate to the
levels of challenge and curiosity is encouraged,
There are several critical thinking tools and technology software that can support critical thinking skills. Some of
these you will encounter in the succeeding modules:
1. Encourages digital production projects
2. Popularizes e-learning modalities
3. Enhances global awareness and citizenship

Activity 2 Reflection
Direction: Write a paragraph about your personal experience on how technology has influenced your life.

How Technology Influenced My Life as a Learner

Quiz 1
Direction: Choose the correct answer. Write only the letter.
1. Which statement about technology in teaching and learning is FALSE?
A. Technology has modernized teaching and learning.
B. Use of technology promotes higher order thinking.
C. Millennial teachers are not ready to use of 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. C. 111 only
B. 11 only D. 1, 11 and 111
3. What value does the use of technology give teachers?
I. Provides support for teachers as facilitators of learning
Il. Transforms passive classroom to interactive classrooms Ill. Enhances learners' communication skills
A. I only C. 111 only
B. 11 only D. 1, 11 and 111
4. How can learners- benefit most in the use of technology?
I. Enhances global awareness and citizenship
II. Enables the students to participate in the on-line gaming
III. Increases addiction in internet games
A. I only C. 111 only
B. 11 only D. 1 and 111
5. . In which area of learning has technology given the most influence?
A. Distance learning C. On the job learning
B. Face-to-Face learning D. Blended learning

Module 2:
ICT Policies and Issues: Implication to Teaching and Learning
Module Outcomes
A. Discussed some ICT policies and explained their implications to teaching and
learning
B. Explained some issues that relate to ICT policies
C. Identified 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 a 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, Communication 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
Activity 1

Lesson outcomes
Named Examples of ICT Policies which are applicable to teaching and
Direction: Answer the following questions
1. Would your life as a teacher be also influenced by the new technologies?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

2. Should we leave our lives to be controlled by technology or should we control the utilization of
technology in our lives? How?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

Policies and Issues on Internet and Implications to Teaching and Learning

One way of enhancing and regulating the use of ICT is to formulate and implement policies to guide
appropriate decisions.
Definition of ICT Policy
The Oxford English Dictionary has defined "policy" as a course of action, adopted and pursued by a
government, party, ruler, statesman. It is any course of action adopted as expedient or advantageous. Its operational
definition of policy is a plan of action to guide decisions and achieve outcomes.
Thus, 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.
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. What are needed will be
computer hardware and peripherals, software and for the user, computer
literacy.
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 t 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 ICTs in Basic Education was developed.
 2. Content and application development 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 eSkwe1a for out-of-school youth (OSY) providing them
with ICT-enhanced alternative education opportunities.
5. eQuality Program for tertiary education through-a partnerships with state universities and colleges (SUCs) to
improve quality of IT education and the i use of ICT in education in the county, particularly outside of Metro
Manila.
6. Digital Media Arts Program which builds digital media skills for government using Open Source
technologies. Particular beneficiary agencies include the Philippine Information Agency and the other
government media organizations, the Cultural Center of the 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 statements 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.
Infringement to Civil Liberties or Human Rights. What are specific internet issues on internet policy that
have relationship to civil liberties or human rights? Let’s study the examples that follow,
Issue No. 1: Freedom of Expression and Censorship
Under international human rights conventions, all people are guaranteed the rights for free expression.
However, with the shift from communicating through letter, newspapers and public meetings to electronic
communications and on-line networking, a need to look into how these new means modifies the understanding of
freedom of expression and censorship.
The UN Universal Declaration of Human Rights provides that everyone has the right to freedom of thought,
conscience and religion, likewise the right to freedom of opinion and expression. However there are practices that
violate these provisions in the use of internet.
Some examples are the following:
1. It Individual rights are given up in order to have access to electronic network. Microsoft Network's
(MSN's contracts provide protection of individuals like "upload, or otherwise make available files
that contain images, photographs or other materials protected by intellectual property laws,
including but not limiting to copyright or trademark laws, unless you own or control the rights
thereto or have received all necessary consents to do the same," However Microsoft reserves the
rights, in its sole discretion, to terminate access to any or all MSN sites or services.
2. Censorship restricts the transmission of information by blocking it or filtering the information.
Blocking is preventing access to whole areas of internet based upon the "blacklist" of certain Internet
address, •location or email addresses while filtering is sifting the packets of data or messages as they
move across computer networks and eliminating those considered "undesirable" materials, The
selection of sites that are blocked or filtered has been considered as an issue.

Warning!!!!
"When you are surfing the web, you may think you are anonymous, but there are various ways
that information about you or your activities can be collected without your consent,"

3. Defamation actions may be used to silence critics. This action deters the freedom of expression.
Issue No. 2: Privacy and Security
Privacy policies are an issue. Most commercial sites have a privacy policy. When someone uses a site and
clicks. "I agree" button, it is as if you have turned over private information to any authority that may access it.
 There are several types of privacy as shown by the following examples:
1. For most, privacy means "personal privacy" the right of individuals not to have their home, private life
or personal life interfered with.
2. Privacy of communication refers to. the protection from interference with communication over -the
phone or internet. Respect for privacy of communications is an essential prerequisite for the
maintenance of human relationship via technological communications media.
3. Information privacy is related to the use of computers and communications system which are able to
hold and process information about large numbers of people at a high speed. It is important to ensure
that information will only be used for purposes for which it was gathered and will not be disclosed to
others without consent of, the individuals.
Issue No. 3: Surveillance and Data Retention
The use of electronic communications has enhanced the development of indirect surveillance. In the indirect
surveillance, there is no direct contact between the agent and the subject of surveillance but evidence of activities can
be traced. The new and powerful form of indirect surveillance is dataveillance. Dataveillance is the use of personal
information to monitor a person's activities while data retention is the storage and use of information from
communication systems.

There is very little that can be done to prevent surveillance. What can be done is to change the methods of
working to make surveillance difficult. This is called "counter surveillance" or "information security" if it refers to
computers and electronic communication.
Issue No. 4: E-pollutants
Large amount of e-waste is generated by ICT. These are in particular, terminal equipments used for
computing (PCs, laptops), broadcasting (television and radiosets), telephony (fixed and mobile phones), and
peripherals (fax machines, printers and scanners).
The accumulated e-waste .is due to rapid turnover of equipment due to rapid improvement of software. While
material waste can be destroyed by crushing, toxic material brought about by the different equipment requires utmost
management. The quantities of e-waste are increasing in both developed and developing countries. A very dismal
state is that there is a significant amount of electronic waste that has been shipped from industrial countries to
developing countries, using less environmentally responsible procedure,
Remedies include standardization and regulatory measures to increase the life cycle of equipment before
they become obsolete. Efficient extraction of toxic components and requiring the recycling by both consumers and
equipment vendors are selling must be required,
If not controlled then, e-waste will tremendously affect climate change, damage human lives, and overload the
capacity of the earth in carrying solid waste.
Implications to Teaching and Learning
How do the policy guidelines, projects and issues relate to the teaching and learning?
There are great implications of this lesson to both the teachers who are teaching and the learners who are
learning. A few of these are as follows:
For the Teachers and Teaching
1. Guide the teachers on what they should teach that relate to ICT, and how to teach it. Since ICT
development comes so rapid and fast, teachers might be overwhelmed by its rapid speed. Temperance
in its use is a caution that should be looked at.
2. Technology should never replace any human teacher. The tools are support instructional materials for
the teachers which are available for use. The teacher should learn how to appropriately use them. The
human touch of the teacher is still a vital component in teaching. Teachers should always be reminded
that there are always limitations in the use of the different gadget and tools.
3. There are rules and regulations that govern the use of technology. Caution should be observed to protect
individual privacy. As teachers, you must be aware that the use of technology may jeopardize your
privacy and security.
4. All tie 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
The learners of the 21st Century are even more advanced than some of the teachers. However, learners still
need guidance on how to use, regulate technology use. As there are positive and negative effects of technology use,
learners should know the difference. 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.
Learners should take advantage of the potential of learning support they can derive such as the development of
higher order thinking skills, the development of learning communities through collaboration, the enhancement of
skills to manage the vast resources as 21st century learners and many more.
 Both the teachers and learners should be mindful of the e-waste that are being thrown away to the land and to
the atmosphere. Thus, safety in the use of technology shall be presented in the next lesson.

Activity 2
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. Submit you
output to your teacher but be ready to share the same with the whole class.

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

Title of the Article:____________________________________________________________________________

Source:_____________________________________________________________________________________
Author:_____________________________________________________________________________________

Summary Narrative:

What Lesson have you learned?

What suggestions can you offer?

Submitted by:

Quiz 1
Direction: Choose the correct answer. Write only the letter.
I. What is the importance of an ICT Policy for teaching and learning?
A. It provides a road map 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
B. Information technology
C. Network 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. iSch001 WebBoard
4. Which of the following issues on ICT is directly linked to climate change?
A. Freedom of Expression C. Surveilance
B. e-waste D. Privacy
58 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 the 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.
Lesson 2
Safety Issues on the Ise of ICT including e-safety rules
Lesson outcomes
Identified and explained safety issues on the use of ICT
Listed and applied e-safety rules in the use of ICT

Activity 1
Direction: As a future teacher, create a rule about the safety or the proper used of all the gadgets inside the classroom.
As many as you can.

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 on*line 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 otiH1ine9 internet gaming and many more;
6. Prolonged exposure to on-line 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 so as to protect our future
generation?
e-Safety takes not only of internet technologies but also of electronic communication via, mobile phones,
games consoles and wireless technology. It highlights the need 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 young people in the digital world;
● e-safety emphasizes learning to understand and new technologies in positive way;
● e-safety educates children about the risks well the benefits go we can feel confident online; and
● e-safety supports young learners and adults to develop gaper online behaviors, both in and out of school.
Network Management
1. Safety in the Use of Network in School
1.1 Make clear that no one should log on ag 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 resource through guide e-learning,
1.5 Set up 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 safe 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. The equipment that
keeps the personal information shall be locked when unattended to prevent unauthorized access.
2.2 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 breaktime 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 attends class.
4.2 Any picture taken of children shall be on cameras solely for the purpose.
Setting Up an Educational Technology Room
Schools that plan to dedicate a room where the students can access technologies for learning should include
the following basic safety rules:
1. Provide tiltable tables. These tables can be tilted and adjusted to the height of the users.
2. Provide anti-glare screen filters.
3. Provide adjustable chairs.
4. Provide foot support.
5. Make sure lighting is suitable.
6. Make sure work stations are not cramped.
7. Plan work at a computer so that there are frequent breaks.
More specifically safety rules that can reduce risk of accidents in the working stations should include:
1. No trailing wires across or around the room which people can trip on.
2. Electrical sockets should not be overloaded.
3. Electrical equipment should be safety-tested at least once a year.
4. There should be adequate space around desk for people to move.
5. Bags and obstacles should be stored out of the way.
6. Food and drinks should not be placed near machines.
 7. Heating and ventilation should be suitable for the working environment.
8. Fire extinguishers should be available.
9. Fire exits should be clearly marked and free from clutter.
There are more issues, policies and What have been presented in the lesson may be the minimum that you
should learn. As you explore some more and engage in the different aspects of Technology for Teaching and
Learning, you will find more details

Activity 2
Direction: Search on the internet about the ICT e-safety rules of the other schools. Based on your research create your
own e-safety rules.

Quiz 1
Direction: Choose the correct answer. Write only the letter.
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 C. III only
B. II 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 lighting 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 hate sites
A. I only C. III only
B. II only D. I, II and III
4. Which is NOT TRUE about e-safety in the use of digital technology?
A. Restricts the use of digital technology
B. Facilitates better understanding how to use online facilities
C. Protects young learners and adults from the digital risks
D. Helps users to understand the new technology
5. When working inside a computer laboratory, all of the choices EXCEPT one, is allowed. Which one is allowed?
A. Foods and drinks should be handy on the computer table.
B. One external electrical outlet should have 5 computers connected.
C. Fire extinguishers should be made available.
D. Computer desks should be near each other to allow sharing of information.
 Module 3:
Non-Digital and Digital Skills and Tools in Delivering Technology-
Enhanced Lessons
Module Outcomes
Integrate media and technology in various content areas
Described technology tools that are used in group activities
Used technology tools to collaborate and share resources among
communities of practice
Reflected on the use of technology and on its relevance and
appropriateness
Introduction
Teaching becomes rewarding when as manifested in their performance. An important when the strategy used
in delivering the lesson 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 classroom.
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.

Pre-test:
Direction: Fill in the blank. Write your answer on the answer sheet.
___________1. It is a small scene created of layer of materials, all depicting a similar concept or theme.
___________2. It can display information written with a chalk or special pen.
___________3. It is a multi-board series of three or four rectangular boards.
___________4. It is a board that consist of two parallel, horizontal poles tied loosely together with a rope. Visual aids
such as poster can be pinned to the rope.
___________5. It makes ideas and relationship simple and easy to recall.
___________6. who quote this line “technology will never replace great teacher, but technology in the hands of great
teacher is transformational”?
___________7. What does “QR” means in QR code?
___________8. It is a visual representation of an image such as diagram, chart, or picture presenting information or
data.
___________9. It is an online portfolio.
___________10. It is a compilation of academic work and other forms of educational evidence.
Enumeration
11-15 Give at least 5 ways that an infographic can be used
16-21 Enumerate the 6 stages of Gibb’s Reflective Cycle
22-23 Give at least 2 tools and applications that can be used to work collaboratively with others.
24-26 Give at least 3 digital literacies
27-30 What are the four Cs of the 21st Century Skills

Lesson 1
 Development and Use of Non-Digital or Conventional
Instructional Support Materials
Lesson outcomes
Described the procedures for developing conventional instructional materials
Developed instructional material based on a given topic and strategy
Described the factors to consider, in revising media selections and delivery
systems for given 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 in tile educational process (Effiong &
Igiri, 2015), Examples Of instructional materials are drawings, kits, textbooks posterg5 magazines, flip Chtii't9
newspapers, diorama, pictures, recording videos and the 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 retentions thus making learning more permanent;
(3) they help to overcome the limited by making the inaccessible accessible;
(4) they provide 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; Effiongg & Igiri, 2015),
Activity 1
Direction: Think of a simple instructional material that you had used before. Complete the table below
Topic

Take a picture of the IM’s

Materials that you had used in making the IM’s (bullet form)

Instructional materials
Instructional materials are the supplementary materials, which help the teacher to make his/her presentation
concrete, effective, interesting, meaningful and inspiring, In any teaching and learning process, instructional materials
play a vital role as they provide sensory experiences to the learners. The primary aim of teaching materials is to
provide the teachers the layout of the way for teaching in the classroom.
It is important to understand how to develop instructional materials. Instructional materials refer to any
preexisting materials that are being incorporated, as well as to those that will be specifically developed for the
objectives (Haigler, 2014), There are also several factors to consider in developing instructional materials:
1. Develop a story board and working outline based on the subject goals and objectives.
2. Identify existing institutional resources including materials and teachers' capability.
3. The teacher may research off the shelf materials that have been developed by others to determine if their
approach could be useful.
4. Explore the possibility of adapting concepts of other teachers without infringing on anyone's copy protected
design.
 5. Modify existing materials based on the objectives of the lesson.
6. If the instructional materials are effective, you can share them with other teachers.
7. The teacher developer can also sell her/his materials available.
Instructional materials are a great help in stimulating and facilitating the learning of the learners. According to
Wright (1976: l) as cited in Cakir (2006) many media and many styles of visual presentation are useful to the language
learner. All audiovisual materials have positive contributions to language learning as long as they are used at the right
time, in the right place. In 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 in 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. In developing diorama, you will: (1) choose a
concept or theme, (2) research the subject, (3) make a rough sketch of your ideal diorama, (4) make a list of the items
you'll need and gather your supplies, and (5) select a container or box.

2. Nature Table
This is that contains object and/or scenes related to the
current season, or upcoming festival or a symbol of
ecosystem. Children love to follow the natural changes that the
world offers each months and classroom decoration 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.
Suggestions on Using the Writing Board:
1. Keep the board clean.
2. Use chalk or pens that contrast with the background of the
board so that students can see the information clearly.
3. Make text and drawings large enough to be seen from the back
of the room.
4. Prepare complex drawings in advance (if very complex, an
overhead transparency or 35 mm slide may be preferable).
5. Underline headings and important or unfamiliar words for
emphasis.
6. Do not talk while facing the board.
7. Do not block the students' views of the board; stand aside
when writing or drawing is completed.
8. Allow sufficient time for students to copy the information from the
board.
4. Flipchart
It is a large tablet or pad of paper, usually on a tripod or stand.
Suggestions on Using Flipchart:
1. Use wide-tipped pens or markers; markers with narrow tips produce printing that is difficult to read.
 2. Print in block letters that are large enough to be read easily from the
back of the room.
3. Use different colored pens to provide contrast; this makes the pages
visually attractive and easier to read.
4. Use headings, boxes, cartoons and borders to improve the appearance
of the page.
5. Use bullets (e) to delineate items on the page.
6. Leave plenty of "white space" and avoid putting too much information
on one page. (Crowded and poorly arranged information is distracting
and difficult to read).
7. When pages are prepared in advance, use every other page. If every
page is used, colors will show through and make text difficult to read.
8. Have masking tape available to put pages up around the room during
brainstorming and problem - solving activities.
9. To hide a portion of the page, fold up the lower portion of the page and
tape it. When ready to reveal the information, remove the tape and let
the page drop.
10. Face the student, not the flipchart while talking.

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 consists 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 communities.
Guidelines when designing conventional instructional materials:
1. Unity — Use only one idea for each visual aid and include a
headline.
2. Simplicity -- Make ideas and relationships simple and easy to
recall. Avoid cluttering a visual with too many words, numbers,
or graphics. The audience should be able to grasp the concept in
10 to 15 seconds.
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.
6. Quality Make it neat and professional, and remember to
proofread.

Activity 2
1. With your group design a diorama
 2. Document your project by creating video on how you designed and developed your diorama.
3. Upload it in YouTube and send the link to your teacher.
Rubric for Diorama
(1) – Need improvement (2) – Good (3) – Very Good

Rating

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.

Self-assessment
Yes No

l Have I prepared my instructional materials based on the objective of

. the lesson

2 Have I prepared my instructional materials well in advance?

.

3 Are my instructional materials clear and easy to comprehend?

.

4 Does each instructional material contain only the information needed to

. make my point?

5. Are the texts and images large enough to be seen clearly by the
audience?

6. Was color harmony observed?

Quiz 1
Direction: Choose the correct answer. Write only the letter.
l. 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. Flipchart
2. The following are guidelines in designing instructional materials EXCEPT:
A. Consistency C. Expensiveness
B. Legibility D. Quality
3. Which of the following activity is best to do if a teacher wanted to know how well the students understood the
lesson about "Beauty and the Beast"?
A. Exhibit C. Game
B. Fieldtrip D. Role-play
4. Which is a series of three or four rectangular boards 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
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
Lesson 2
Select and Use ICT Tools for Teaching and Learning
Lesson outcomes
Selected and Used an appropriate digital toll in teaching
Provided alternative ways in incorporating the digital tool in a lesson.

Introduction
The current systems employ technologies by integrating ICT tools and applications in education and in
instruction. ICT stands for Information and Communications Technology. This refers to various tools and devices or
gadgets used in communicating, disseminating, creating, storing and managing information. It is important that
learners understand how to use these tools in helping them learn.

A great part of learning is working on information and using it to create

something that can be useful and edifying for humanity. Since the intention of "Technology will never
education is to make learners become useful and productive citizens, the use of replace great teachers, but
ICT tools can provide a lot of: possibilities on how learners can do something technology in the hands of
with what they know. Teachers can therefore employ ICT tools in their ways of great teachers is
transformational."
engaging learners by communicating, disseminating, and managing information.
This direction of integrating ICT tools will reveal the usefulness of employing George Couros
ICT Tools in a range of the teaching and learning process.

It is.not necessarily the presence of advanced technology or the use of ICT tools that can ensure the success in
engaging learners, but it still remains that the effective use of ICT tools depends oh how the teacher will use them.
There is a variety of ICT tools from which to choose. When employed appropriately, the potentials of their uses can
have bearing on the lesson and the learners' engagement in the process of learning. In instruction the ICT tools can be
used in the presentation of the lesson, demonstrating a point or presenting a concept. There are tools that can be used
in providing practice or provide the chance to apply the skills taught: Even when working as a team or a group, tools
can be employed to facilitate the• accomplishment of the task during, the class or even after beyond the face-to-face
session

Activity 1
Direction: Answer the following questions
1. What is QR code?
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
2. Are you familiar with QR code? Why?
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
3. can you used QR code in your lesson or in teaching your students?
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________

Why ICT integration in Education?

 ICT integration in education allows ease of processing of information, effective accessibility of resources,
easy sharing of resources, expression of creativity and effective collaboration.
Let me walk you through the selection and use of digital tools and how you can integrate it in your lesson.
A. Using mobile phone and QR code
Since ICT allows ease of processing information, here’s an example of how we can read information at a
quicker speed and interesting manner.
Have you seen a symbol like this? This is now popular used in different products, reading materials and even
in museums. This is QR code. Familiarize yourself with a-QR Code. It is a code that was created by a Japanese
corporation Denso-Wave in 1994. Effectively and efficiently connecting the physical world with the electronic world,
QR stands for 'Quick Response.' It allows the
readers to decode the information at a high rate of speed. This is popular in Japan and it is also used by companies as
they attach their QR code in their products. It usually gives a URL linking you to a website or immediately provides
the salient information about the product.

You can easily read QR codes through a QR code scanner. Here's all you need to do:
1. Have a mobile phone with a camera;
2. Using the mobile phone, download from Playstore or App Store the QR Code Reader/Scanner application.
Choose an appropriate QR code reader for your operating system whether IOS or Android. Once installed in
your gadget, you can use it to read the codes.
3. Focus your camera on the QR code. Click it and the message will be revealed

More interesting than reading QR codes is creating your own QR codes.

How will you make your own QR Code?
1. Be online.
2. Search for a QR Code generator and ensure that you read the information about the application. This is
important to ensure your safety in the internet. There are tons of QR code generators out the but a few of the
most popular include Kaywa, and GOQR.me. There are many FREE applications online and therefore you can
take this chance to use them.
3. Once you have identified your free online QR Code Generate you can now encode the text or the information
that you want.
4. Run it and save it as a jpeg file. Now, you have success created your own code which you can download.
5. Test the QR code using your QR Code reader or scanner.
Activity 2
Direction: Scan the code below using a QR code scanner.

Take a look at the table on ten interesting ways to integrate QR Codes in your teaching.
Were you able to think of something similar?
Ten Interesting Ways to Integrate QR Codes in Your Teaching

Create Interactive and Engaging Content Scavenger Hunts

You can enrich the content you teach in a class by using Create an interactive classroom activity such as the
QR Codes that link to other readings and resources. You Scavengers Hunt by using QR Codes that provide
can link to a pdf, a video production, a Website, a directions or instructions resulting in better learner
document, or an audio file among others. engagement.

Share Resources Enhance Classroom Library

Learners can use QR Codes to share educational Create QR Codes of students' brief write-ups about why
resources with each other (e.g. lecture notes, web they enjoy their book and put them right in or on the
content, how-to-do videos. books in the class library. Students can use these QR
 Codes to find out more about the books

Use in Classroom Activities Gather Students Feedback

The QR Code can be used in giving instructions in class You can create surveys, polls, and forms using google
and pin them up inside the classroom instead of forrn and share them with students as QR Codes which
providing them with thick copies of printed materials can be easily scanned and accessed.
giving instruction on how to do an activity.

Provide Help With Homework Research Project

A detailed instruction can be made into a QR Code Make students create QR Codes linking other resources
which students scan at home and use the information to and web content to their research work.
help them comply with their assignments.

Communicate with Parents or Partners Provide Easy Access to Online Content

You can share information to parents on school events Create QR Codes with URLs for students to gain easy
or activities in school. You can also put it in a webpage access to online resources. Sometimes when a long URL
for parents to get information or include it in is given, learners may copy a broken URL version
newsletters, permission slips, etc. You can have them hence, resources become inaccessible.
printed as magnets and parents can get the information.
However, be sure to orient the parents on how to use QR
Codes.

B. Using Laptop and the Infographics

There is an apparent deluge of information around and access to these is made easier through the internet. You
are faced with one major question on how to best interpret it all and put it into one cohesive information that is quick
and clear to read.
In the teaching and learning context, you may be faced with a challenging topic given a short amount of time.
How can you capture and deliver that information simply and effectively while making it engaging and informative as
well? Infographics are an immediate answer to this situation. The infographic is another interesting tool to use in
instruction.
What is an Infographic?
An infographic is a visual representation or an image such as a diagram, chart or picture representing
information or data. It is eye- catching and makes use of a clear layout, attractive colors and hues, and caricatures that
provide a cohesive presentation of the information.
If it is used to market ' products in the increasing visual world, then infographics can also be employed in
marketing information and ideas in the teaching and learning process.
One tool that can be used in creating infographics is Canva (http://www.canva. com). It has several
infographics template for education. You can try out the free design elements and produce one just like a professional
infographic designer. You can start exploring this site .and familiarize yourself with its features. As a gentle reminder,
please take time to read the instructions and navigate around the features to get optimal use of it.
There are many ways for which infographics can be used.
Using infographics:
l) To present survey data
Presenting statistical (Iota such as from surveys can be overwhelming, Infographics can be highly useful. Data
are much easier to decode. They can be made easier and quicker to understand if they are presented in an infographic.
An example is given below.
2) To simplify a complex concept
Simplifying a complex idea is the core purpose of using an infographic. This is a very effective educational
tool as a way of summarizing key Point or providing an overview of a lesson.
3) To explain how something functions
Using infographics, you can show the intricacy of how something complex works. It Can reveal the
mechanics behind how an object works. Designers can create infographics by showing the mechanics behind intricate
objects, processes, concepts.
Below is an example of an infographic created by Jing Zhang (2018) that shows how the phone works while
incorporating a surreal element that appeals to the imagination of the reader. Each component of the phone is
accurately revealed.
4) To compare
Presenting information by highlighting similarities and differences through a visual parallel in an infographic
can turn out more effective than sometimes expressing it in words. It is easier to draw comparisons with the same
information neatly organized.
Assess the given the infographic of a superhero - Batman from the time it was conceived in 1939 to 2013.
5) To present interesting facts
When information or facts are presented all in words, the use o infographics can bring life. If done well, the I
infographics can transform the information into visual image that can attract and engage readers.
If there is a written text, the information may not stand out compared to when it is presented in this format.
Information written in snippets become understandable and more appealing to the eye.
You may view the video blog of, Sara McGuire on The Top 9 Types a Infographic Templates and When to
Use Them (https://venngage.com/blog/9-types-.ö infographic-template/ ).
C. Ipad/Tablet and the Online Bulletin Board
Creativity and collaboration are fun! A dull and boring bulletin board can be made interesting when done
online. Posts when done with themed backgrounds, stylish fonts and varied colors become attractive to the learners.
An online bulletin board is a way of presenting ideas with a twist and interest with no cost at all, Here's how:
Step 1: Search for https://padlet.com/
Step 2: Sign up or log-in using any of your social media account,
Step 3: If you want to make your own, click MAKE A PADLET,
1. You can choose Start with a Blank or Pick a Template.
2. Start making posts by clicking the + sign.
3. Make your posts as creative as you can by clicking Modify and selecting your choice of color, font,
them„ etc.
4. You can now share your Padlet or online bulletin board to your friends. Click Share and allow others
to have access to it or you can share through the social media account where others can view it.
Step 4: If you want to join someone's bulletin board, click JOIN A PADLET.
1. Enter in the dialog box the URL of the padlet you want to join.
2. Start posting on your friend's/classmate's padlet by clicking the + sign
Below is an example

Activity 2
Direction: Create an Infographics about Covid-19 and create QR code of your name and place it on the lower right
corner. Send your output into your teacher.
Quiz 1
Direction: Choose the correct answer. Write only the letter.
1. The following are the varied ways why ICT tools can be integrated in teaching and learning. Which statement gives
the least relevant idea?
a. Allows effective collaboration
b. Facilitates easy processing of information
c. Provides a specific tool
d. Permits easy accessibility and sharing of resources
2. Which among the choices states one educational use of a QR Code?
a. QR stands for 'Quick Response" that allows learners to give answer' quickly.
b. It was created by a Japanese corporation Denso-Wave in 1994.
c. It gives the URL linking to the website.
d. A QR Code can contain instructions for a homework or task of lesson.
3. Which is a visual representation or an image such as a diagram, chart picture representing information or data.
a. Visual aid
b. Infographic
c. Image
d. ICT tool
4. Which ICT tool in education allows effective collaboration?
a. Computing devices
b. Web conferencing
c. camera
d. browser
5. ICT tool is similar to a bulletin board?
a. Mobile device
b, Padlet
c, iPad
d. internet connection
Lesson 3
Create ePortfolio as a Technology tool
Lesson outcomes
Explored the use of a platform such as google site;
Constructed an e-portfolio to document learning

Introduction
In century instruction where independent learning is encouraged, the documentation of a personal learning
journey is a must. Such documentation can help the teacher monitor the process and assess the product of learning.
Doing this requires proper organization through a portfolio.

Activity 1
Direction: Answer the following questions
1. What is portfolio?
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
2. What is eportfolio?
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
What is the similarities and differences of Portfolio and ePortfolio?
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________

Create ePortfolio as a Technology tool

Portfolios are one good means of keeping things in order. In a semester work, learning portfolio is a collection
of student work that exhibits students' effort, progress, achievements and competencies gained during the course.
Portfolios may come in many forms. It can look like an album or scrapbook or even a filer where the
documents and evidences are kept. However; nowadays, it is possible to have online portfolios by creating sites. This
is also called the ePortfolio or digital portfolio. This can be used as a digital archive that can contain the same
materials as a physical portfolio but can have more such as multimedia productions, relevant online links or
references, digital stories or video blogs, PowerPoint presentations, photographs and other ICT materials. The
ePortfolio can be' private or can be published and shared publicly to stakeholders like parents and friends.
1. Student ePortfolios can evaluate students' academic progress. They can inform the teacher to adapt and use
instructional strategies when pieces of evidence indicate that they are either learning or not. In other words the
construction of the ePortfolios should start from the beginning and should be an ongoing process. They should
not be reviewed only at the end of the term but navigated around and provided feedback to let the students
know how they are doing.
2. Monitoring students' progress can be highlighted in a portfolio. It may not only contain finished products but
also several versions on how the students improved their work based on the feedback provided by mentors.
Moreover, portfolios can actually determine whether the students have transferred what they have learned' in
new projects or other domains.
3. Portfolios document students' learning growth. They actually encourage the students' sense of accountability
for their own learning process. This may lead them to. see that the learning process is theirs and not anybody
else's. This can make learners reflect from where they have begun to how far they have developed. When they
make decisions on what or what not to include, they get engaged in the process of creating their own. voice in
their portfolio.
Creating an Online Portfolio Using a Site
There are many sites that can be used in creating an ePortfolio. One of which is the google site www.sites.google.com.
If you have a google account, you can start using the available applications. You can also try weebly, or wix, among
others.
Here is a sample of the google site used by a student in creating he ePortfolio.
Steps in constructing an ePortfolio
1. Enter your Gmail account and look for Sites. If it is the first time that you have done this, you need to read the
directions.
2. You scroll down and read further until you see the icon for Sites.
3. When you click it, it will lead you to another section. This will let you create a site that -you can use as an
ePortfolio.
4. Consider a good label or a title for your ePortfolio and prepare the texts, links, multimedia outputs, images or
jpeg files that you want to upload in the pages of the ePortfolio.

Parts of an ePortfolio
Just like a book, the ePortfolio has pages or sections. The organization can follow a chronological order based
on the activities that you go through or you can have a thematic arrangement. Whatever you choose, it will be a
display of your organizational skills.
Home Page
The first section is the Home or your cover page. This is the first thing that your readers will see. So you need
to introduce yourself and the objectives of your ePortfolio. Usually, there are templates available and each provides
sections. You Can add personal touches such as images or a change of color themes.
Pages
The pages that you can add depend on how you would like to organize your ePortfolio. is important is that you need to
construct your ePortfolio at the start of the class. In that way, you can have a fresh start as you try to be conscious in
documenting the activities and learning that goes with each session.
When adding pages, click the icon and decide it will be parallel to your Home Page of it will be it. Just
remember that when you have a template, there are-Wy particular ways that the pages have been arranged. So, you are
starting, it would not be detrimental if you to the template.
Reflections
A major element in a portfolio whether •it is online or, not, is the writing of the reflection. It is thinking-aloud,
a way of documenting what they are thinking. How students are processing the input and the application of what they
have learned into an activity or a project needs to be captured. With the pencil-and-paper test, the chance to get a piece
of their insights or realizations may be nil unless the teacher requires them to do so. However, with the portfolio, they
can show the process of their work. This can be easily monitored.
Sometimes it is difficult to write a reflection and a structure can be helpful. There are many models that can
be used as a guide in writing reflections. One is the Gibb's reflective cycle model (1988).
Gibb's reflective cycle has six stages.
Description. This initial phase in writing a reflection is very simple
since y just need to' describe the activity or the experience to the
reader. can write a little about the background on what you are
reflecting ah
by including relevant and to-the-point details.
1. Feelings. Learners are involved in learning and an -activity
or perhaps a lesson can trigger certain feelings. So at this
point, you can consider and think about how you feel at that
time when you were doing the activity or having the
experience. You need to. discuss your emotions honestly
about the experience but not to forget that this is part of an
academic discourse.
2. Evaluation. When evaluating, discuss how well you think
Figure: Gibb's Reflective Cycle Model (1988) the activity went. Recall how you reacted to the task or
situation and how others reacted. Was the experience a
pleasant one or otherwise? This is also a possible part where you-can perhaps incorporate related readings of
other author's principles or theories
3. Analysis. This part of the write up includes your analysis of what worked well and what have facilitated it or
what may have hindered it. You can also discuss related literature that may have brought about your
experience.
 4. Conclusion. Now, you can write what you have learned from the experience or what you could have done. If
your experience is a good one, you can probably discuss how it can be ensured or how you will further
enhance a positive outcome. On the other hand, if the experience is frustrating eliciting other negative
feelings, perhaps you can discuss how those can be avoided in happening as this leads to the next step Action
Plan.
5. Action Plan. At the end of your reflection, you write what action you need to take so that you will improve
the next time such as consult an' expert for some advice or read a book that will provide answers to your
queries. You make plans on how you can address what went wrong so that you can take the right step to
succeed in achieving the task. If you did well and feel good about it, then you can plan out how you can
further enhance a good work.
When showing examples of your work, can upload word file, excel data, pictures, jpeg or pdf files, PowerPoint
presentations among others but, a brief description explains the reason why the file in uploaded has to be written. This
will guide the readers as you also reflect on how relevant or significant the material is to you.
What is great about writing a reflection is it allows you to embrace learning and start taking accountability of it.
After all, you owe it to yourself and no matter what the teacher does inside the classroom, as a learner decision
whether you want to learn or not. With an ePortfolio, you try to capture your Personal journey of learning.
(Adapted from: Gibbs, G. (1988)' Learning by doing: a guide to teaching and learning methods. Oxford: Further
Education Unit.)
Administrating the ePortfolio
Before publishing your ePortfolio for the world to see your work, you can control who can see your work. The
icon for sharing the site can be managed by entering the email address of the person with whom you want to share it.
Assessing an ePortfolio using a Rubric
Evaluating an e-Portfolio using a rubric, is a consistent application of learning expectations, learning
outcomes or standards. It should tell the students the between learning or what will be taught and the assessment or
what will be evaluate Rubrics are simple and easy to understand. The items in the rubric should mutually exclusive,
Students can see connections between learning (what will be taught) assessment (what will be evaluated) by
making the feedback they receive from teachers clearer, more detailed, and more useful in terms of identifying
communicating what students have learned or what they may still need to learn.
Category Inadequate (1) Apprentice (2) Competent (3) Exemplary (4) Score

Selection Most work 'samples are Few work samples Most work samples All work samples are
not related to the are related to the are related to the clearly and directly
of Work
objectives of the objectives of the objectives of the related to the objectives
Samples ePortfolio. ePortfolio. of the ePortfolio.
ePortfolio.

Use of No use of audio/ video,
Multimedia or graphics. The photos
and audio or video are
distracting from the
content of the portfolio.
The use of audio/ The use of audio/ visual/ The use of audio/ visual/
visual/ graphics/ graphics/ photographs is graphics/ Photographs is
photographs is included, included and appropriate. integrated seamlessly
but used randomly and into work samples
without purpose.

Reflection Reflections are missing, A few reflections Most of the reflections All reflections clearly
and those that are there describe why work describe why work describe why work samples
do not describe why the samples in the portfolio samples in the portfolio in the portfolio demonstrate
work samples demonstrate achievement and growth.
demonstrate achievement. Most do demonstrate achievement Reflections also include
achievement. not include student's and growth. Some student's ability to critique
ability to critique their reflections also include their own work and provide
own work and provide student's ability to critique suggestion for enhancement
suggestions for their own work and
enhancement. provide suggestions for
enhancement

Creativity Layout is simple, The layout lacks The layout serves its The layout serves its
and Purpose Pages/links are missing. purpose and style purpose and shows purpose and
some creativity. shows creativity. The
layout and design is
reflective of organized
thinking.

Ease of Few links work. Little The site is missing The site has most required The site has all required
Navigating effort reflected in quality required pages or tabs, pages or tabs, and pages or tabs, is well
and organization. and is poorly organized. shows logical organized, labeled and is
organization and labeling. easy to navigate
 Category Inadequate (1) Apprentice (2) Competent (3) Exemplary (4) Score

Text The ePortfolio is The ePortfolio is often The ePortfolio is The ePortfolio is easy to
Elements difficult to read due to difficult to read due to generally easy to read. read. Fonts and type size
inappropriate use of inappropriate use of Fonts and type size vary vary appropriately for
fonts, type size for fonts, type size. for appropriately for headings headings, subheadings and
headings, subheadings headings, subheadings and subheadings and text. text allowing for ease of
and text and font styles. and text and font styles. scanning.

Color of background,
Color of background, Color of background, fonts, and links generally Color of background, fonts,
fonts, and links decrease fonts, and links allow enhance the readability and links enhance the
the readability of the for readability of the of the text in most of the readability and aesthetic
text, are distracting and text in most of the ePortfolio. quality throughout.
used inconsistently ePortfolio.
throughout the
ePortfolio.

Writing There are more than 6 There are 4 or more There are few errors in There are no errors in
Conventions errors in grammar, errors in grammar, grammar, mechanics grammar and mechanics.
mechanics requiring mechanics requiring requiring minor editing
major editing and editing and revision. and revision.
revision.

TOTAL

Activity 2
1. Create your own ePortfolio (compilation of my outputs in Technology for Teaching and Learning 1)
www.sites.google.com/new (for the guide in making online ePortfolio you can search it on the YouTube)
2. In your ePortfolio, you have to create Table of Content, Introduction
3. Put all of your output in your ePortfolio and in every output make a reflection.
4. Publish your output and share it with your teacher.
Quiz 1
Direction: Choose the correct answer. Write only the letter
1. Which of the following statements is INCORRECT based on the idea of using an ePortfolio in assessing student
learning?
A. An ePortfolio contains students' reflections that discuss how they were able to accomplish the task and what they
have learned from the lesson.
B. Although it contains evidence of students' work and documentations of their outputs, it may be limited to
examination or quiz results.
C. Although challenging, students' progress can be seen as they include exhibits of their work from the initial attempts
to half-way of finishing their Work and to the finished product.
D. An ePortfolio is very much similar to the physical portfolio for it contains essentially the. same required- outputs
although digital materials are easily uploaded in the former platform.
2. Which element of an ePortfolio is the most essential?
A. Uploaded scenic images C. Written reflections
B. Clearly stated intentions D. Complete documentation of activities
3. When you plan to improve the next time you pursue a similar activity or task by studying further or collaborating
with others, which part of Gibb's Reflective Cycle is being described?
A. Description B. Analysis C. Action Plan D. Conclusion
4. Which statement do you consider most disagreeable?
A. An ePortfolio can be soft files that can serve as
B. Writing reflections on what use of Gibb's Reflective Cycle
C. The use of an ePortfolio is an integrated in instruction.
D. Constructing an ePortfolio is administrator requires more advanced skills.
5. when employing the alternative assessment of student’s learning using an ePortfolio, constructing it at the start of
the term is essential for it provides the learner’s time to document the process of how they are learning throughout the
course. This statement is ____.
A. True B. False C. Unclear D. Debatable
Lesson 4
Technology Collaborative Tools in the Digital World
Lesson outcomes
Identified and explored collaborative tools or applications that can be
integrated in instruction
Built a platform or an online account that can be used for a collaborative
work

Introduction
The learners of this generation are a new kind of breed and it is important that teachers understand how to deal
with them. They seem to thrive in collaborative learning. They like to connect to the social networking sites. Creating
and producing something are what they prefer to do rather than become consumers of information inside the
classroom. They like to be mobile either physically or virtually as they traverse from point to point or site to site.
Apparently, they seem to .be investing a huge amount of their time in a digital social environment although they can
be more self-directed in choosing what they want to learn, how they want to learn and' when they want to learn.

Activity
View the short video clip, The 21st Century Learner. Connect to: https://www.youtube.com/watch/c0xa98cy-Rw

Pay close attention to the message and write a reflection about the 21 st century learner based on the video.

Reflection

Technology Collaborative Tools in the Digital World

One way to engage students is to give them a challenge and a chance to work together. An example is when
you give them an issue to discuss which they can continue talking about even if they are outside of the class. Students
may continue the discussion and share information or come up with an agreement by texting, emailing, chatting, or
using the online document. Once they have, they can move to the next step of presenting their agreements or
resolutions to the whole class.
Normally in a regular classroom, teachers may have discouraged students from conversing with classmates
during individual work, but sometimes there are positive things that can come out of it as students talk about the task
assigned to them or as they work themselves of a complicated task.
There are a lot of available tools and applications that can be used to work collaboratively with others. Some
of these are Skype, wikis, blog, google form, web conferencing, Realtime board, among others. You need to explore
each application to be familiar with the features.
1. Skype is a software application allowing you to do a videoconferencing for free. All you need is to create an
account and can be used for a video meeting.
2. Wiki is a software that allows you to create a page or a selection of pages designed to allow you to post or
write, edit, or upload a link quickly. This is good when students need to work together to complete a task even
if they are not physically together. A task such as writing a paper together, planning a presentation or
surveying ideas from team members can be managed by a wikispace that efficiently allows one to document
the contribution of each member in the team. Work can be extended virtually and asynchronously.
3. Blogging In blogging, it is journaling your ideas to which others can react allowing a thread of discussion to
take place and which can be used online. It is the abbreviation of weblog. It would help if you provide
direction when using a weblog.
 a Use weblog with a clear instructional objective. It is an opportunity to explore the skill of communicating
ideas. Like in a writing class you guide students on how to design the whole blog or upload materials
support students in developing critical communication.
b Guidance on what and how to post will be needed. Teach the students that the blogging is for educational
purposes and is different a personal blog, Proper or formal language variety should be used. A writing
would help to guide your students' posts,
c With easy access to information, a major obligation is to teach the students to use multiple source and to
cite them appropriately.
d Writing about your ideas is a personal act but it is important that you are taught to make blogs personal
without revealing too much of personal information such as contact information and too personal
pictures. When writing blogs, you write your reflections but safeguarding yourself is also an important
consideration.
e It may help if you can look for very good examples of blogs. There are online and print publications that
review blogs and you can use the information to guide you toward getting good models.
4. Google Group or Google Form is an application that can be used in a collaborative documentation of ideas
contributed by members of the team. Having a google account will come very handy and you can easily have
access to a variety of applications.
Activity 2
Direction: In the internet, look for an online educational vlogger. Then complete the table below
Name of the Vlogger:

Topic:

Link:

Summary of his/her vlog

Your Reflection

Quiz 1
Direction: Choose the correct answer. Write only the letter.
l. Ms. Sheena dreams to invite a famous resource person from another country but she can't afford to spend for the
transportation of the said person, how could she integrate technology in her lesson and enable her class listen to that
person?
A. Podcasting C. Web conferencing
B. Instant messaging D. Distant communication
2. In technology integration, what should be our primary concern?
A. It must be new and user friendly.
B. It must be updated and relevant to Filipino setting.
C. It must stimulate and maintain student interest.
D. It must be suited to the lesson objective.
3. Which is a good example of tapping the learners' ingenuity in technology integration?
A. They will be made to create a digital story of a certain topic and present it in class.
B. They will be made to listen attentively to the presentation that the teacher prepared.
C. They will be made to comment on how to improve a certain presentation.
D. They will be made to bring computing tools to school such as mobile phones.
4. If the teacher wants his/her learners to create an online journal, which do you think would be the best tool to use?
A. Wiki B. Blog C. Email D. Messenger
5. All your learners are on Facebook. How can you ensure that they learn despite constant use of this social
networking site?
A. Prohibit them not to use Facebook again.
B. Create a Facebook page where you can post assignments and supplementary materials of your lesson.
C. Post your photos and thoughts so they can comment on it.
D. Create a prank account and stalk them to discover what they say and post on Facebook.
Lesson 5
Digital Literacy Skills in the 21st Century
Lesson outcomes
Identified and described the elements of digital literacies
Conducted a self-evaluation on level of digital literacy skill

Introduction
The 21st Century has redefined digital literacy. It has broadened its perspective to include other aspects of the
21st context. These literacies include (1) Cyber Literacy or Digital Literacy, (2) Media Literacy, (3) Arts and
Creativity Literacy, (4) Financial Literacy, (6) Multicultural Literacy or Global Understanding.
This lesson will focus on digital skills and digital literacy as a response to the 21st Century developments. The
millennial students are generally tech-savvy, digital natives. They practically know how to go about a tablet, an ipad,
smartphones or laptops better than anyone else. This suggests their digital skills.
However, are all students digital literates?
Thinking on how to use the digital tools, accessing information, and exhibiting ways of working in a globally
competitive contexts, together with skills in living in the 21st Century refer to the digital literacies.

Activity 1
Direction: Take the digital literacy skills self-inventory and find out how confident you are when working online by
putting a check mark (✓) in the corresponding column
Digital Literacy Skills – Finding, Using, Creating Information and Not Somewhat Very
Understanding Digital Practices Confident Confident Confident

Selecting the right tool when you need to locate, use or present information

Presenting your digital identity online

Identifying and communicating with an expert online

Using online tools and sites to search or share information online

Recognizing owner of ideas and information found online through citations

Distinguishing the search engine to get information

Knowing the information that can be search in the web

Using the right key word to search for the related online materials

Using social networking sites as a source of information

Scanning or skimming a page of a sites of a site or a blog among others to

get the relevant information quickly

Signing up in pertinent sites having experts and authorities in the discipline

to be updated with information they can provide

Using materials in a variety of online media (i.e Videos, Podcast, sites, etc)

Assessing the credibility of an online resources

Citing correct reference to other person’s work found online

Using bookmarking to organize and legally share files

 Posting comments to online forum, blogs or Vblogs, or web pages while
observing netiquette

Writing and posting online views or ideas suited to the target readership or
audiences

Collaborating with other online in creating and sharing documents or

presentation

Suing multimedia to capture the information or messages (i.e recording and

editing a digital story, video or a podcast)

Communicating with others through online modality (e.g. skype, forums’,

social networking sites, etc)

What are digital literacies?

Digital literacies are the individual's capabilities to be able to effectively and responsibly function and perform
in a digital society. The term 'digital literacy' was coined by Paul Gilster in 1997 and it came from the discussion of
the concepts on (a) visual literacy when images and non-verbal symbols try to capture the knowledge; (b)
technological literacy requiring one to be able to use technology in addressing a need; (c) computer literacy, which in
the 1980s started to become a household item manipulated to achieve one's target; and (d) information literacy which
refers to the finding, evaluating, using and sharing of information.
In the teaching and learning context, digital literacy is an important competence. In school, it has become a
buzzword which refers to the ability to access, process, understand, utilize, create media content using information
technologies and the internet (Hsieh, 2012). Study the varied digital literacies discussed below.
The Digital Literacies
● Media Literacy – is one's ability to critically read information or content and utilize multimedia in creatively
producing communications.
● Information Literacy – is locating information from the web and interpreting while evaluating its validity in
order that it can be shared.
● ICT Literacy – is knowing how to select and use digital devices, applications or services to accomplish tasks
requiring the use of the internet.
● Communications and Collaboration – are one's capabilities in being able to participate in the digital
networks in the teaching and learning context.
● Identity Management – is being able to understand how to ensure safety and Security in managing online
identity and foster a positive digital reputation.
● Learning Skills – are ways of knowing how to study and learn in a technology_ enriched environment; this is
knowing how to utilize technology in addressing the need to learn efficiently.
● Digital Scholarship – is being able to link and participate in professional and research practices.
Once important component of digital literacy is having an in-depth Understanding of concepts requiring
essential core skills. These core skills are known as the Cs of the 21st Century Skills.
The Four Cs of the 21st Century Skills
The four C’s of the 21st Century skills refer to critical thinking, creativity, communication and collaboration.
To perform well in this century, you need to develop and enhance these skills namely creativity, critical thinking,
communication and collaboration. All of these 21st century skills are essentials for students to do well in school and
succeed in the workplace.
1. Critical thinking is learning how to solve problems. It teaches students not to accept immediately claims
without seeking the truth. It is the ability to differentiate facts from opinions and not only just learn a set of
facts or figures but also discover these for the sake of knowing what ought to be.
2. Creativity requires students to think out of the box and to take pride in what is uniquely theirs. It means that
they will be able to look at a problem from multiple perspectives-including can propose multiple possibilities
and alternatives to address a problem and they need to take calculated risks. Creativity encourages students to
think beyond the expectations of conventions. However, creativity may not ensure success all the time but it
may lead to another direction that can actually be a better way of figuring out how to solve the problem those
that others may not see.
 3. Communication makes students express their ideas in the clearest and organized manner. Through varied
modes - face-to-face, technologically mediated or a blended medium, they need to know how to efficiently
and clearly convey ideas.
4. Collaboration happens when students know how to work well with others to accomplish a given task or solve
a problem at hand- This is a 21st essential. When students are made to work with others in a pair or in a team,
they are given the chance to practice how to relate with others. They may be working with classmates they do
not really prefer to work but with guidance, you can teach them to tap on the capabilities of each member of
the team and collaboratively achieve the goal. Eventually when they leave school, they will definitely see the
need to know how to collaborate with others in order for them to accomplish a job, and you have prepared
them for it. In other words, collaboration teaches students that groups can create something bigger and better
than you can on your own.
In addition to the 4C's, there are Citizenship and Character. Citizenship is known as netizenship in the virtual
world. This is making the person consider how one behaves accordingly by observing the norms and rules that are in
accordance with what are sociably and virtually acceptable. As a result, one is projecting a reputable digital identity
which is his or her character.

Digital Literacy Skills vs. Digital Literacy

Digital Literacy Skills are required in the 1'3ired world. These skills vary texts to images to multimedia.
Future teachers who will be handling students considered as tech savvy should equip themselves competencies and
fluencies needed to handle the fast-emerging tools and applications that should be able to handle even artificial
intelligences.
Digital skills Digital Literacy

1. Evaluate the appropriate digital channel for online

1. Sending an email or text
communication with peers, teachers and parents.

1. Identify the benefits and drawbacks of each digital tool.

2. Using Microsoft office/ Google 2. Evaluate critically which tool is most effective for the
project at hand.

3. Tweeting, posting to Facebook, uploading a 1. Navigate the social media safely to protect oneself
Video to YouTube, or posting a photo to
Instagram 2. Identify hate propaganda and fake news.

l. Evaluate the information online.

a. Is the site legitimate?
4. Researching from the worldwide web. b. Is the author an expert?
c. Is the information current or dated?
d. Is the idea neutral or biased?

Lynch (2017), identified eight digital literacy skills needed to become digitally literate. These are:
1. Coding - Coding is a universal language. Basic understanding of HTML, CSS and the like will create a shared
understanding of what can be done with the web pages.
2. Collaboration. - The use of Google Docs among others allows student to begin experimenting with effective
online collaboration.
3. Cloud software. - This is essential part of document management. The cloud is used to store everything from
photos to research projects, to term papers and even music.
4. Word Processing Software. - Google, Microsoft Online Drop Box are available for storage and management
solutions.
5. Screencasting. - A screencast is a video recording using the computer screen, and usually includes an audio.
On the other hand, when you take a picture on the screen of your computer, it is called a Printscreen. Both can
be used in explaining topics as well as providing a visual support to clarify what you are thinking. While the
printscreen is a picture, the screencasting is a video screen capture which is a great way to share ideas and is
easy to use for novice video creator.
6. Personal Archiving. - Students should be taught the concepts of meta. data, tagging, keywords and categories
to make them aware how are they represented online.
 7. Information evaluation. - Critical thinking to weed out fake news Is a crucial 21st century skill. The use of
tools and skills needed to process information are very much needed.
8. Use of social media. - Social media serves different purposes depending on the user, the technology and the
need. For example, students should realize that Twitter can be useful for staying current on the latest news in
the field.
Digital literacy has been defined in many ways that is understandable by both digital natives and digital
immigrants. Teachers and students should not only be proficient in how to use (digital skills) but they need to see the
information and media technology to find, evaluate, create and communicate information requiring both cognitive and
technical skills.

Activity 2
Direction: make a reflection based on your answer on the digital literacy skills self-inventory about what are the
things you have to improve into yourself.
Reflection

Quiz 1
Direction: Choose the correct answer. Write only the letter.
1. The following statements indicate that Maria understands digital practice. Which one does NOT support the idea?
a. Maria is aware of the different types of users found online.
b. Maria understands that as she uses the internet, she leaves a digital footprint.
c. Maria knows how to look for an expert online who can be a resource person related to her specialization.
d. Maria knows when to change her search strategy such as browsing in the web to locate needed information.
2. Which digital literacy skill refers to the ability to locate information related to an assigned topic given by a teacher
in class?
a. Turning on the computer in order to search
b. Using key words related to the topic
c. Adding comments to blogs found online
d. Producing a digital story on the assigned topic
3. Which literacy is referred as a core skill in the 21st century essential in developing the ability to work well with
others by tapping on each other’s talents and skills?
a. Creativity
b. Critical Thinking
c. Collaboration
d. Citizenship
4. Which is the ability to see information and media technology to find, evaluate, create and communicate information
that require cognitive and technical skills.
a. Digital Skills
b. Digital Literacy
c. Digital Intelligence
d. Digital Aptitude
5. Dhana decides to produce a digital story on her student teaching experiences. Which digital literacy skill does she
exhibit?
a. Communication and Collaboration Literacy
b. Digital Scholarship Literacy
c. Identity Management Literacy
d. Media Literacy
 Module 4:
Flexible Learning Environment
Module Outcomes
Described a flexible learning environment and the different
platforms used for flexible learning
Recognized how innovative teachers use online resources and
educational sites and portals for online distance learning
Reflected on the use of technology and o its relevance and
appropriateness

Introduction
Distance learning is a form of learning without a face-to-face contact with the teacher and delivered via
telecommunications. In the past, this involved correspondence courses wherein the student corresponded with the
teacher via mails. This turned out to be beneficial since universities added students without having to construct
classrooms while they enjoy being able to work anytime and anywhere at their convenience. With the advent of newer
technologies, distance learning is delivered via computer - based media thus called online learning or e-learning. This
made classrooms borderless and learning boundless. This was enhanced by the emergence of web 2.0 tools which
made collaborative learning easier
Pre-test:
Direction: Fill in the blank. Write your answer on the answer sheet.
__________1. What is LMS?
__________2. What is MOODLE?
__________3. What LMS that was created by Martin Dougiamas?
__________4. It is an LMS platform that is only accessible by a google account.
__________5. Who created the Edmodo?
__________6. Who created the Schoology?
__________7. What is MOOC?
__________8. What mode of flexible learning that the course participants meet in a virtual classroom and discuss a
topic in the lesson?
__________9. What mode of Flexible learning when questions or tasks are posted and course participants answer the
question or post their reply at any time most convenient to them?
__________10. It is a combination of a learning activities wherein a part of the lesson is delivered online while the
other part is handled in actual physical setting of a classroom.
__________11. It is defined as a group of individuals who communicate and participates and connects on a regular
basis.
__________12. It is an American video-sharing website where users can upload, view, and even share video clips or
multimedia productions.
Enumeration
13-14 Give at least 2 examples of LMS
15-16 What are the two modes of Flexible learning?
17-22 What are the kinds of Blended Learning?
23-25 Give at least 3 social networking sites

Lesson 1
 Online Distance Education and Communities of Learner
Lesson outcomes
Identify flexible learning through online communications
(Synchronous/Asynchronous modality)
Described flexible learning environment that enhances collaboration with the
use of technology tools

Activity 1
Direction: Answer the following questions
1. What I know
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
2. What I want to know
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________

Flexible Learning Environment

Learning nowadays is viewed differently. The present generation of learners has access to information at their
fingertips. The teacher is no longer seen •as basically the dispenser of knowledge but rather as one who expertly
directs the learners to take their own track in searching for answers to questions raised inside the classroom. Then they
bring these back to the class for further discussion until perhaps resolutions are agreed. They can search the web and
discover a breadth of information related to the lesson. They even have the patience to stay in front of the computer
for an unusually longer time in search for more articles and multimedia materials that simplify a challenging topic.
That is why they can sometimes learn more than what is confined in the four comers of the classroom.
Every chance or comer becomes a learning space. It is clear that learning takes place anywhere and this adds
to the concept of flexibility in the learning environment. With technology, students can possibly continue to join class
sessions even if they are not physically around. The learning space becomes virtual or mediated. The library is not
only a physical structure where they can read published books but has also become virtual.
Online Distance Learning
Online distance learning is not a new concept. Some schools, higher education institutions in the country, and
educational agencies such as the Southeast Asian Ministers of Education Innovations in Education Technology
(SEAMEOINNOTECH) provide this mode of learning. It allows flexibility in learning to a certain extent.
The Different Platforms
The flexible mode of learning uses a platform such as Moodle, Google Classroom, Edmodo, Schoology, etc.
These are free programs designed for educational purposes. It has features that are patterned after the instructional
activities of a teacher in a physical classroom. When you use this, you can actually hold a lesson, post questions for
discussion, hold an online chat discussion, give assessment activities and provide references or links to online
instruction and facilitating of learning.
Moodle was created by Martin Dougiamas, founder and CEO or Moodle. MOODLE stands for Modular
Object-Oriented Dynamic Learning Environment which is an open source software. It is a Learning Management
System (LMS) that supports teaching and learning.
Below is an image map that we created patterned after the previous UMS 'format of SEAMEO INNOTECH.
Online distance education classes are conducted using this.

Google Classroom and Edmodo

Google Classroom is a free service for teachers and students. It is an l,MS platform that is accessible google
account. You can create classes and perform roles and functions as a facilitator of learning. In 2008, Edmodo was
created by Nic Borg, Jeff O'Hara, and Crystal Hutter.
 Martina (2015) compare Edmodo and Google Classroom in her blog. Although she discussed several
commonalities, there are apparently differences but with technology, thing evolve in a short time what is clear is that
they were created as an apps that can integrate well with classroom activities. The decision lies in the teacher who will
determine what works best in her teaching and learning context. Both are amazing tools that can be explored.
Schoology
Schoology is another LMS founded in the 2009 by Jeremy Friedman, Ryan Hwang, Tim Trinidad and Bill
Kindler.
You can actually create your online distance education learning system using any of these platforms.
MOOCs
Another recent modality to learning is the Massive Open Online Course (MOOC). It is a model for delivering
learning content online to any person who wants to take a course: It allows one to pursue learning even outside of
university or higher education formal structure. Those who are working can enroll in MOOCS with no limit on
attendance. As long as you are willing to learn, you can engage in an area of discipline and learn. It allows
interconnectedness among peoples in the world to discuss and share recent developments in their common field of
interest.
EDUCAUSE is a nonprofit association with the mission is to advance higher education through the use of
information technology. The link herein Provides succinct video explaining about MOOCs. (Please view URL:
https://library.educause.edu/topics/teaching-and-learning/massive-open-online-course-mooc)
Synchronous and Asynchronous
In the flexible learning mode, the activities can be done in two ways: (l) synchronous and (2) asynchronous.
An online chat at real time is a Synchronous session. Course participants meet in a virtual classroom and
discuss a topic in the lesson. So wherever they are situated in the world, they agree on a scheduled session and log in
to join the live class. The LMS has this feature. The teacher called as the online tutor facilitates the discussion. Ideas
are posted in an actual live class. One cannot lecture and take all the time in explaining. In this mode, the course
participants are made to be engaged in the flow of discussion that is why, the online tutor has to plan out the
instruction guide in facilitating the discourse.
Using the Skype in holding a live class is another example. Members of the class log-in in their Skype account
at a given time to join the video conferencing.
Another important feature is the Asynchronous session. This is when questions or tasks are posted and course
participants answer the question or post their reply at any time most convenient to them. They can still participate in
the discussion by replying to the post. One advantage is that you can take your time when replying. The LMS
mentioned in this lesson has a feature that can allow an asynchronous session.
In the image map, there is a column of icon labeled as LIVE CLASS and FORUM. If you click the LIVE
CLASS it will lead you to enter the virtual classroom to attend the synchronous session while the icon labelled
FORUM is responsible for allowing class participants to join the asynchronous sessions.
If you do not use any of the learning management system, asynchronous discussion can be in the form of a
blog or even a video blog (vblog). A topic of great importance is discussed by bloggers who can be the teacher or any
of the class member. Since it is openly accessible, anyone from the class once informed about it can respond or
comment on it and which can also be responded to by the other blogger. The process creates a thread. This is like an
actual face-to-face discussion or an online chat but the response and comments posted may take a short while.
Nevertheless, revisiting the FORUM or the BLOG is needed to read the reaction of others.
Blended Learning
Another way of handling flexible learning is by combining modalities of instructional delivery. Blended
learning is a combination of a learning activities wherein a part of the lesson is delivered online while the other part is
handled in actual physical setting of a classroom.
Kinds of Blended Learning
1. Model -1: Face-to-Face Driver
In the face-to-face model, the teacher delivers the curricula most of the time and utilizes online learning at
certain times with the purpose to augment or provide an alternative experience. Instruction is provided in a computer
laboratory or assigned tasks are uploaded online.

2. Model 2: Rotation
In a particular course or subject, students rotate on a fixed schedule between learning online in a one-to-one,
self-paced learning environment and being inside the classroom with a face-to-face teacher. This is the model that is in
between the traditional face-to-face learning and online learning.
3. Model 3: Flex
This model uses an online platform that delivers most of the course. Support to learning is provided as needed
through on-site support or by an online tutor who facilitates the tutorial or small group sessions. Sessions can be
arranged into synchronous or asynchronous. Course participants may work on their tasks at any convenient time as
long as it is within the confines of the course duration.
4. Model 4: Online Lab
The online-lab model uses an online platform in delivering the course but located in a physical classroom or
computer laboratory. Since the lessons are in modular format and available in the online program, teacher assistants
supervise these classes. However, they may not provide the needed expertise if learners seek assistance. Furthermore,
students who are enrolled in an online Lab model of blended learning may be enrolled in a traditional classroom
courses at the same time and therefore have block schedules.
5. Model 5: Self-Blend
The self-blend Model is a system provided by the school where the students can choose the courses they
would like to have in addition to their typical brick-and-mortar classroom classes. This model is always remote - a
major nice from the Online Lab.
6. Model 6: Online Driver
The online-driver model utilizes a platform and a teacher that delivers all curricula. Students remotely work
on their program most of the time. If ever there is a face-to-face component, it is made optional or if ever it is required
for, the students to go to the physical learning environment such as in a school, then it can be extracurricular activities
augmenting the curriculum.
Planning and managing blended learning experiences are very similar to planning and managing a brick-and-
mortar school with courses or subjects integrating technology. It needs to be system-wide as the school makes a Plan'
develops guidelines for students to follow for the use of technology in a blended format and provide a resource guide.
A lot of preparation is needed in designing a blended format. Technology has to be prepared. The back-end and front-
end infrastructures of blended learning have to be put in place as well as the content in varied multimedia formats.
Teachers and teacher’s assistant who will act as online tutors and assistants need to be pedagogically capacitated.
Online Communities of Learning / Social Networking
When we consider online networking, internet users immediately refer to Facebook. Everybody seems to have
a Facebook account and uses this to communicate. If in the teaching and learning situation, you work on information,
data and collaborate with classmates, friends, teachers and other members of society, then social networking can also
be appropriately employed as an educational tool.
What is Networking
When productive relationships are cultivated, networking works best. A network is defined as that group of
individuals who communicates and connects on a regular basis. If an individual has a personal network of people, one
can tap on the potential contacts for social, educational or professional purposes.
They say that there is a great need to connect because whom one knows matters. Sometimes one needs to link
with them because they have what one needs. However, the challenge is how to shift the network from people who
can provide the favors into establishing the relationship that will entitle him or her to be called 'a friend', one who can
be trusted as a collaborator in working on an assigned task by the teacher.
Social Networking Platforms
Different ways to communicate with friends can be through the internet or mobile devices. One can have a
personal page where a profile can be built in a social networking site. Through this site, one can contact friends or
share resources and interests. Communication through a chat format can either be one-on-one or in a group. Topics
being discussed can be posted and made known therefore read by many or it can be discreet through a direct chat a
feature allowing one to have a certain privacy on matters considered as such.
Social networking services have been evolving for more than a decade. Initially. these social networking
services allowed users to construct their personal profile so that other contacts may know the relevant information
about them. At present, these have now evolved to sharing of multimedia resources. Even having immediate and direct
contact with friends in real time is easily accessible through these sites.

There are varied platforms available where one can create a personal account. Some of these popular social
networking sites include Facebook, MySpace, Twitter, Flicker, YouTube, and Linkedln among others.
Facebook apparently is the biggest social networking site founded in 2004 based in Menlo Park, California.
The most popular social network apparently is Facebook. Used by most people, it allows users to post their profile,
blogs, pictures and videos. Facebook lets one share status updates, news articles with friends and family. Although it
started as a way for college students to connect and socialize, it expanded its services allowing people ages 13 and up
to use a Facebook account for personal or even business reasons.
Twitter does not only provide social networking service but it also gives online news. Breaking news has
taken a new twist with this social network website. Friends or colleagues may tell that they saw the breaking news on
Twitter.
Twitter is the site where users post and interact with messages called "tweets," restricted only to 140
characters. Only registered users can post tweets, but those who are not can only read them. One of the main features
of Twitter is it enables people to post their thoughts immediately. Founded in 2006, Twitter is based in San Francisco,
California, United States.
Linkedln is another social networking website for work. When one is trying to find a job and may not have
contacts, Linkedln helps Ollie search for career connections. It may contain one's resume for potential employers to
see.
The website lets one upload his educational qualifications, skills, Work history, and relevant experiences.
One's connections can even endorse and this helps employers who can message the one concerned and talk about the
possibility of employment. Launched in 2003, this is a popular social site in the e professional world.
Google + is designed to be a total communication social network. Launched in 2011, Google is its parent and
it is more advantageous if it is kept as a browser for users are connected even if they are outside Google+ site. Users
can make friends and remained up to date with old friends without leaving their Gmail account.
To distinguish connection, Google creates circles and the four standard circles refer to friends, family,
acquaintances and those being followed. Users can actually create as many circles as they intend.
Youtube is an American video-sharing website where users can upload, view, and even share video clips or
multimedia productions. It is a free social network site to join and use. Since it is owned by Google, YouTube prefers
a Google account to make it easier and streamlined- Some people think that YouTube is not a social network. It is
such as it allows the users to share personal videos, view other uploaded multimedia clips and make connections with
friends and acquaintances. Just like with other social networking sites, users can either make their videos private or
public. Based in San Bruno, California, the service was created in February 2005.
Pinterest is another social media tool that like YouTube, is often thought of as otherwise. Pinterest was
designed as a catalogue of ideas or project ideas by its founder Ben Silberman. This is an excellent choice for those
who have a passion for creativity. Users must have an account to use Pinterest an email account or a Facebook
account can be used in signing up to Pinterest, and if users will use Facebook, their wall would be ready to post pins
without linking with Facebook.
Instagram is a platform where users share visual stories. This system allows users to post photos with
captions allowing followers to like or comment on one's posts. Photos shared have a wide range of coverage - trips,
food, business products. Since the site is free, advertisers can use Instagram to reach a wide and are follower base.
Instagram account can be private or made public. It is the best social networking site for photography.
Tumblr is a networking site that combines social media and blogging. Its main goal is to simplify social
media and blogging. Users can post whatever they like such as photos, videos, quotes, music, links.
This is a social media that makes it very easy and straight forward to search just about anything.
MySpace is another popular social networking website where members can make friends, post blogs and
photos, videos. It was acquired by Specific Media in 2011 and based in Beverly Hills California. MySpace had its
dose of crisis but came back stronger and rebranded to focus on music. Personal users can use MySpace to keep up
with their favorite artists, have an update on the music industry, see what their friends are listening to, and connect
with people who have similar music preferences. It is a fitting social networking website for music.
Flickr (pronounced "flicker") is an image and video hosting flickr website that was created by Ludicorp in
2004 and acquired by Yahoo. It offers massive online photo storage.
Bebo is a social networking website with the backronym "Blog Early, Blog Often". It was invented to answer
the question what the name meant. It was founded by husband-and-wife team Michel and Xochi Birch in January
2005 at their home in San Francisco.
With the fast development and vast coverage of innovations that address the mediated communicative needs
in the virtual reality, it is expected that there will be more interactive features of social networking sites that will be
readily available for the users in the upcoming days.
The Benefits of Using Social Networking Sites
Using social networking websites opens an array of benefits for users. The world has become a global village
through connectivity. The connection has transcended space and borders. Getting connected to family and friends is
now just a few clicks away. It is an easy access to keeping in touch with friends, or keeping tabs on family. It provides
opportunities for making friends with others who share similar interests and passion.
A major advantage of social networking websites is that they provide information. News and views of others
around the world can be easily accessed instantly at one's fingertips. It easily allows one to transmit information or
update contacts on what one thinks or how now feels.
Social networking websites can support learning or augment educational activities. Young learners are well-
acquainted with social networking sites and regard them as just a part of the day-to-day activities and school-related
discussions. Even after school period. learners can continually connect as they collaborate to accomplish a task or
homework using a social networking website. Announcements on assignments or instructions for the upcoming work
can be conveniently delivered to concerned individuals through the social networking sites.
The Dangers of Using Social Networking Sites
Just as there are benefits of having an account in a social networking site or using it in the teaching and
learning contexts, there are risks to consider as well. Teachers as well as parents are wary of youngsters using social
networking sites due to many negative publicity and real incidents connected to the wrong use of social networking
websites.
One major risk is making friends with strangers who may actually be a predator or a cyberbully. No one
initially recognizes the true nature of an acquaintance or one who seemingly poses as a friend. Sometimes, a youngster
gets bullied by others who may not even be connected as friends in a social networking website. There are also trolls
who actually instigate conflict, misunderstanding or emotional response by eliciting anger or ill feelings from other
users through social media. They post messages that are inflammatory or controversial. Topping these risks is also the
danger of users getting hooked on internet and may learn to ignore the real world. Their ability to socialize is
incapacitated as they devote hours or days on gaming Or using the computer manifesting abuse to themselves. That is
why teachers and Parents or guardians are protective to the extent of disallowing youngsters to use the internet and
social networking sites without realizing that such act denies the opportunity to explore the educational potential it can
serve.
Safeguarding Oneself when Engaging in Social Networking Sites
You need to understand and take precautionary measures to safeguard yourself in social networking websites.
Networking can be confined and monitored within the school system. Students can use social networking
platforms designed for educational purposes that will allow students to post, share and discuss insights gained from an
activity. Some of these sites are SuperClubs Plus, Learner Journey, ScuttlePad, among others. One drawback,
however, is that sometimes youngsters are not enticed to use these social networking platforms because they are not as
attractive as Facebook or Twitter. When young users prefer to use a social networking website that is outside of the
school's system, teach them to stay safe through some precautionary measures:
1. A social networking account has passwords and log-in details. Secure passwords and keep them private.
2. Log out every time you use public computers.
3. Regularly check privacy settings of social networking websites so that only direct friends or those
particularly known can see the posts.
4. Online posts are saved and may become a permanent part of their online reputation. As you use the
internet, you leave a digital footprint which can be traced back to you.
5. Do not accept invites from contacts unless you know them personally or you are sure of their identity.
6. Seriously consider the effect of possible posts on others before deciding to do so. If posts (i.e. text,
picture, video) could be considered offensive or humiliating another person, then you refrain from posting
or uploading it.
7. Using appropriate language is essential. The tone when communicating or sending social networking
messages should be respectful.
8. Better be safe than sorry. You should accept friends and connections when you are sure of the person's
identity. Personally, meeting someone you only met online is discouraged. Even if the sincerity of having
a personal meeting looks convincing, it would be better if you will be accompanied.
9. When there is an indication of harassment or abuse, it is advised that you report this by clicking the report
button of abuse. it is better still to talk to friends or trusted adults about the case.
10. Bullying takes place even in social networking websites. Cyberbullying uses the site's messages, updates,
and other functions to harass, intimidate, humiliate, taunt, or pick on the individual. When this happens,
you can do the following actions:
a ignore the behavior by not responding at all;
b block the person;
c click the report button of abuse; or
d talk to a trustworthy adult about it.
Connecting with friends and having an active life on social networking websites have its rewards. However,
when one is not taking precautionary steps, there is also imminent danger. It is more beneficial if you understand both
its potential and its pitfalls. When used properly and in the right measure, it can bring more benefits. Only then can
social networking sites lead to one's growth and ensure a productive life.

Activity 2
Direction: Examine your social networking profile. In which sites are you active? Put a check mark(✓) in the
appropriate box.
Social Network Sites Not at all Rarely Sometimes Most of the time

Facebook

Twitter
 Linked

Google +

YouTube

Pinterest

Instagram

Tumblr

Myspace

Flickr

Bebo

1. Can you think possibilities on how you can use your social network site as an educational tool? Describe clearly
how you can appropriately utilize it in your lesson.
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________

Quiz 1
Direction: Choose the correct answer. Write only the letter.
l. The following are learning management systems EXCEPT one. Which is it?
A. Moodle B. Google C. Schoology D. Edmodo
2. Which statement expresses the right action in case there is an indication of bullying?
A. Ignore the behavior by not responding at all. C. Learn to fight back.
B. Block the person D. Talk to a trustworthy adult about it.
3. Just as there are benefits in using social networking sites, there are also risks that accompany it. Which statement is
the best paraphrase?
A. Learners can continually connect as they collaborate to accomplish a task or homework using a social networking
website.
B. One major risk is making friends with strangers who may actually be a predator or a cyberbully.
C. Teachers and parents or guardians are protective to the extent of disallowing youngsters to use the internet and
social networking sites.
D. There are payoffs and pitfalls when one is active in social networking sites.
4. Which situation BEST defines blended learning?
A. It is a combination of online lessons and actual lessons in a physical setting.
B. Learning is ubiquitous which allows learners to learn anytime, anywhere and in any manner.
C. Social networking websites provide information that can be incorporated in instruction.
D. It can employ synchronous and asynchronous modality of delivery.
5. Which online tool is a clear example using asynchronous mode?
A. Online chat B. Blog C. Blended learning Sites D. Site

Lesson 2
Online Resources, Educational Sites and Portals

Lesson outcomes
Identify Educational sites and portals suitable to the subject area
Selected an appropriate resource portal or educational site in relation to the
identified subject area
Activity 1
Direction: Visit the site https://www.educatorstechnology.com/ then make a reflection about your experience as you
visit the sites.
Reflection

Educational Sites and portals

A lot of information is found in the net. These can be explored and studied to determine their relevance to the
lesson. There are concerned parties that host educational services through websites and portals. Like a door, the portal
opens to a virtual room where activities, tools, applications, articles provide ideas and suggest ways on the use of
technology tools.
One example that can be further explored is Educational Technology and Mobile Learning. This blog site is a
rich repository of tools and applications assembled and curated for teachers and educators by teachers. They evidently
understand the pedagogical needs, hence, the arrangement of categories with corresponding suggested sites or tools
and even applications for android or iPads. Tools, applications, ed tech charts, books, links and many more are found
in categories arranged by subject area or competency.
The administrator of this site allows users to download, print and share the materials just as long as proper
citation is done and that the materials are shared free of charge. If you are interested in implementing Free Educational
Technology in the classroom, the administrator highly encourages you to share this blog site.
What is the right mindset of a teacher in using the digital tool?
With the fast-paced development of technology, educational sites, portals, or applications, change is
inevitable. Working on a particular tool at the moment will for sure change, as designers continually work to upgrade
the features and design the tool to integrate new aspects. This is expected. That is why, knowing a digital tool and its
features may not be enough because there is a tendency of it evolving through time.
As you prepare to become a teacher by learning how to utilize these digital tools, you need to have the right
mindset or a way of thinking how these tools can be effectively integrated in the lesson. A lot of teachers may find it
daunting to use a technology tool in a lesson. The anxiety to explore the possibility can be Overwhelming, but for one
who has the openness to learn and continuously study the features of the tool can possibly lead to a more productive
way of designing a technology-enhanced lesson.
Hold on to the positive attitude and openness to learn. Nurture the curiosity and sustain the passion to improve
practice. Persevere as you learn to adapt to the evolving digital tool. once you get the habit of exploring the tools
perhaps taking one step at a time and expanding your ideas on how to creatively use the appropriate tool in a class you
will eventually see your transformation as a teacher who is becoming more relevant and effective in teaching content
while at the same time develop learners, capacity to be creative and think critically, and become collaborative and
effective communicators in the 21st century.

Activity 2
Direction: Read at least one article in this web site https://www.educatorstechnology.com/ then complete the table
below.
Title:

When it was published:

Summary
 Reflection

Quiz 1
Direction: Choose the correct answer. Write only the letter.
l. Which characteristics are necessary for teachers to be able to adapt to the current demands of teaching using the
evolving digital tools?
I. Openness to learn
Il. Positive attitude
Ill. Curiosity
IV. Perseverance
A. I only
B. I and III
C. II and IV
D. I, II, III and IV
2. Why should modem teachers need not necessarily be experts in technology but should rather be experts of the
habits of the mind?
A. They should understand how their learners learn.
B. They need to exhibit skills in the use of technology.
C. They need to possess patterns of intellectual behaviors that lead to productive actions.
D. They need to understand and master the correct use of technological tools and applications.
3. If you want to make comics online, which is NOT an appropriate tool to use?
A. Pixton
B. MakeBeliefsComix
C. Public Domain Photos
D. Tondoo
4. Which is an appropriate tool to use when making a survey?
A. PollDaddy
B. EndN0te
C. Corkboard Remember
D. Padlet
5. What can the Easy Test Maker do?
A. Make the test. B. Score essay test.
C. Create test with choices. D. Write questions for the test.