Course Overview

Technology for Teaching and Learning 1 (TTL1) is a 3-unit introductory course that explores basic knowledge, skills and
values in the use of technology for teaching and learning. This course includes ICT policies and safety issues, media and
technology in various content areas, learning theories and principles in the use and design of learning lessons,
teachinglearning experiences and assessment tasks that utilize appropriate traditional and innovative technologies with
social, ethical and legal responsibility.

Module 1

Introduction to Technology
for Teaching and Learning

Basic Concepts in Technology for Teaching

Lesson 1
and Learning

Abstraction:
Let’s begin by understanding what technology means. The word “technology” is from a Greek word techne
which means craft or art.
Many say that technology is everything from cellphones, computer and televisions to movies and music.
Actually, technology is not just a product of human’s inventions, but a process done in working the outcomes. Technology
refers to all ways that humans utilize their inventions for their needs and desires. In simpler words, it is an application of
a scientific development.

Educational technology, on the other hand, is basically technology’s involvement in the field of education. It is
how people utilize their inventions and discoveries as ways to attained their educational needs and desires, such as
learning. As time goes by, educational technology has had various definitions. But of those definitions, it is from the
Association for Educational Communications and Technology (AECT) was widely acknowledged. AECT (2004) stated
that “educational technology is the study and ethical practice of facilitating learning and improving performance by
creating, using, and managing appropriate technological processes and resources”.

As an overarching concept, educational technology can be understood by differentiating the concepts of

instructional technology and technology in education.

Instructional technology pertains to the theory and practice of developing, designing, integrating, managing and
evaluating pedagogies, processes and resources to achieve learning. Technology in education, on the other hand, is any
application of technology to support the processes involved in education, such as finances, health, foods, grade reporting
and scheduling. It is said that instructional technology is a specific idea of educational technology as it directly deals with
the application of technology in teaching and learning; but technology in education is not similar to what educational
technology is referring to.

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 Historical Development for Educational
Lesson 2
Technology

Abstraction:

Communication plays a very significant role in teaching as it enables the transmission of

information from the sender to the receiver; thus, the ‘ICT’ term was coined. The history of educational technology can
be traced from how the modes of communication are developed.

Due to the lack of knowledge, ancient people utilized traditional technology to facilitate the mode of communication.
These technologies served as a medium to realize learning.

Human voice is the earliest medium of communication. Stories and folklores are
transmitted through oral communication.

Written documents were first seen around the 5th century BC to transmit
manuscripts and other written documents.

After used in India during the 12th century, slate boards and blackboards
were used in the schools around 18th century.

Books were utilized around the 18th century as way to compile information and
compile contents.

Although the traditional form of technology is still used today, the onset of modernization paved way to
technological knowledge. Thus, technological tools were invented.
These tools were used by the government, in the economy, and even in education.

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 Radio were first used in the educational programs around 1920's after the
British Broadcasting Company (BBC) used this for schools.

Filmstrips and filmstrips projectorwere used around 1940's to 1980's in giving

inexpensive programed instructions for educational films.

Overhead projectors were used in lectures presentations for around 1950's to

early 1960's.

Televisions used fiber-optic cable around 1970's to provide picture recpetion

for educational television channels like the National Geographic and the
History channel.

VHS tapes and audio tapes were used around 1970's to 1980's for video and
audio recording.

Computers were adapted from the analytical engines designed by Charles

Babbage, and was used in the field of educational around the 1990's.

The use of computer has even made the invention of digital tools, such as the Internet, more rapid. Computers even
transformed into many versions. According to Jawad Khan (2013), the generation of computers has already five
transitions. This will likely increase as people are continuously designing things digitally; and the education field is no
exemption.

Application:
If educational experiences be traced back according to how teachers utilized traditional and digital technology
in the classes, you have to go back to the time when computers are not the center of the digital world yet.

• When you ask your grandparents, they will definitely say that the mode of teaching during their times were
just the blackboard and the books as fountain of information.
• Their teacher’s lectures act as guide that can provide them the necessary knowledge they need in their
future jobs.

Teachers slowly realize that there are things learners should learn but cannot experience the information by
themselves. With the emergence of technological tools, this gap was gradually addressed. Learners can now visualize
what planets are and realize the physical environment of the other parts of the Earth. Most of these experiences were
accomplished using digital technologies.

• Learners were able to hear the accents of the other nationalities through the use of radio and audio tapes.
• Educational cartoons and images of historical significance were stored in film strips and can be accessed
for instructional purposes.
• Instead of writing in the blackboards, literary texts can just be prepared ahead in acetate films to be flashed
in the overhead projectors.
• Television offers information through multimedia presentations that learners can grasp with clear details.

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 • Computers allow learners to access updated information and personal experiences of the individuals
which are away from them. Learners can also design and craft outputs creatively and accurately with the
use of computers.

The advancement of technology paves a way for the new tools. But that does not mean that the obsolete ones
will be replaced permanently. All of these tools serve a purpose, and are very much useful as long as it aids in realizing
the aim of instruction.

Lesson 3 Roles of Computer in Teaching for

Learning

Abstraction:

As you recall the first time of using computers, struggles persist but the feeling of entertainment has been irreplaceable.
And as you journey towards finishing your studies, computer has become your friend and its role has been more than just
a source of entertainment. Your extensive use of computer has given you support in your studies, just as your previous
teachers utilized this for their instructional tasks.

To be able to understand the functions of computer, Taylor (1980) introduced the tutor, tool and tutee model to visualize
the role and educational functions of computer.

TUTOR TOOL TUTEE

• Computer is used to teach

users specific concepts and
skills.
• Computer dictates what the
users should do and the users
will follow.
• Computer helps facilitate tasks • Computer does tasks based on
and help users work efficiently. the users' instructions.
• Computer gives ways for users • Computer delivers what the
to manage and organize outputs. user asked from it.

The tutor-tool-tutee functions of the computer allows you to move your computer usage from a tutor, to a tool, and
eventually to a tutee. But, understanding the role of a computer and its functions to education is not enough.
For many years, the use of computers has already been studied and subjected to research. Although computers provide
accurate information, it cannot understand how learners engage in the class and develop motivation among themselves.
Moreover, it cannot even identify the learning styles of the learners and guide them on what to do. Thomas and Boysen
(n.d.) highlighted that computer will help learners learn concepts, but not, in any way, substitute the role of the teacher in
the instructional process. It is useful to think that learners should work collaboratively with computers for them to construct
knowledge.

As a learner, you are still on the ways of using computer to satisfy your need for learning information, which computer
can give you with ease. But soon, you will take the role of a teachers, and this role of using the computer will be different

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from how computers work with the teacher. Thus, learning the advantages and benefits of using computer in education
will help future teachers like you.

Computers is an efficient
storage of information for
managing data and retrieval of
such data.
Multimedia resources is
facilitated to offer learners to
Reports and presentations will
learn realistically.
be
beinteractively
interactivelyand
and
meaningfully conducted.
meaningfully conducted

Other references in any forms

Homework, take-home tasks are available to simplify and
Homework, take-home tasks
and other enhance the delivery of difficult
Access to knowledge and and other requirements
requirements may be may be topics.
information is made easy. submitted
submitted online;
online; thus,thus, saving
saving
papers.
papers.

Indeed, the positive effects of computers are inarguable. However, computers also have disadvantage to the teachers
and learners.

Pornographic and violent

Computers may affect the websites may be accessed
Prolonged
Prolonged
use use
of computer
of computer
health and social easily and without consent.
may
maycause
causediscomfort
discomforttoto face-
development if used
face-toface
tofaceinteractions.
interactions.
excessively.

Cheating is done easily.

Study habits may be affected
Cyberbullying may exist for
due to the distractions and
irresponsible users.
diverted attention.

Dependence to computers may

affect learners' way of
understanding and writing
abilites, i.e.
spelling.

Application:
To further explore the role of computer as tutor, tool and tutee, examples are provided below with aim to
maximize the benefits and minimizing the disadvantages of computer in the teaching-learning process.

TUTOR
• When you were still learning how to use technology independently, you rely on the instructions provided online
through different sites and videos. In this way, you were able to maximize the information provided online. But in
doing this, you should have made sure that you were not abusing your interaction with the computer by searching
malicious contents.

TOOL
• After learning how computer works, you were able to utilize it to record and input data to secure your references
and other files. In this way, you can easily access the data you have stored as compared to the knowledge written
in the notebooks which are often misplaced. However, you have to make sure that the information you stored
should be accurate enough, that is free from errors in content, and from your own work.

TUTEE
• As you start to develop yourself to be a teacher, you are slowly exploring different software that will allow you to
design presentations for your instructions. In this way, you will help enhance the relevance and creativity of your
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 presentations with accurate and up-to-date contents. However, you should make sure that these contents come
from valid sources and will ensure the learners' security for learning.

MODULE SUMMARY
assessment.

• Technology refers to all ways that humans utilize their inventions for their needs and desires. In simpler words,
it is an application of a scientific development.
• Educational technology is the study and ethical practice of facilitating learning and improving performance by
creating, using, and managing appropriate technological processes and resources (AECT, 2004).
• Instructional technology pertains to the theory and practice of developing, designing, integrating, managing and
evaluating pedagogies, processes and resources to achieve learning.
• Technology in education is any application of technology to support the processes involved in education, such
as finances, health, foods, grade reporting and scheduling.
• The history of educational technology can be traced back based on how the modes of communication are
developed.
• Human voice, written documents, slate board and blackboard, and books were some of the traditional
technologies used in ancient education.
• Radio, filmstrips, projectors, televisions, tapes and computers were technological advancements that support
learning in a digital manner.
• All of the tools – traditional or digital - serve a purpose, and are very much useful as long as it aids in realizing
the aim of instruction.
• Computer as a tutor is used to teach users specific concepts and skills.
• Computer as a tool helps facilitate tasks and help users work efficiently.
• Computer a tutee does tasks based on the users' instructions.
• Computer will help learners learn concepts, but not, in any way, substitute the role of the teacher in the
instructional process.
• Learners should work collaboratively with computers for them to construct knowledge.

Module 2

ICT Policies and Safety Issues

in Teaching and Learning

Module Overview

In this module

• ICT National Policies for Teaching and Learning

• Safety Issues in ICT
• Application of ICT Policies in the Teaching and Learning Environment

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 ICT National Policies forTeaching and
Lesson 1 Learning

Abstraction:

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.
Philippines Towards ICT Integration

The Southeast Asian Ministers of Education Organization (SEAMEO) in 2010 reported that the Philippines is categorized
under the Group 2 countries based on the progress of ICT in education. Countries of this level are in the infusing stage.
This means that most of the country’s ICT plans and policies in education are in the process of being integrated in the
existing teaching, learning and administrative practices and policies. However, struggles still prevail for some rural areas
which are still in the emerging stage, the lowest level in the scale. With this, Philippine schools, being in the first level,
need to move up to be able to cope up with Group 1 countries like Malaysia and Brunei Darussalam, which have
developed national ICT in education plans and policies.
Being in the Group 2 countries, Philippines has recognized ICT as an empowering tool that will help boost the
country’s education system. So to foster the use of ICT in education even more, the country developed the Strategic
Roadmap by the Commission for Information and Communications Technology (CICT) to lay down strategies and
programs that will strengthen the country’s ICT sector for the years 2006-2010. The Strategic Roadmap of CICT targets
the following:

Providing Access of ICT to Support Learner’s Education

• The Community e-Center Program

The Community e-Center Program provides accessibility of ICT resources, such
telecommunications and Internet access, to the people living in the different localities of the country. Internet
in Schools (iSchools) project is one focus of this program that gives public high schools connectivity, Internet
training, tech support and monitoring and evaluation.
• National Broadband Plan
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 Providing adequate bandwidth to the community is keep to the ICT development. In this way,
adequate use of ICT will be available in most, if not all, parts of the country. Presented below is the provision
of broadband connectivity in public high schools.

LOCATION TARGET
Key cities and municipalities 100% by 2010, jointly undertaken by the private sector,
LGU’s, DepEd, & CICT
1st, 2nd, 3rd, & 4th class 80% by 2010, jointly undertaken by the private sector,
municipalities LGU’s, DepEd, & CICT
Remaining municipalities 60% by 2010, jointly undertaken by the private sector,
LGU’s, DepEd, & CICT
• Last Mile Initiative
The government believes their role, along with the private sector, in providing ICT services to the
people should ensure a free and fair competition in the marketplace. But with some places are remote and
disadvantaged, the government strived to provide Community e-Centers in these unserved areas. But once
the private sectors initiate for expansion in these areas, the government is prepared to yield its access.
Development Human Capital Through ICT

As part of the Strategic Roadmap, the ICT for Education (ICT4E) program of the Department of Education
strived to hone life-long and values-centered learners, and to produce productive and responsible citizens by enhancing
the curriculum through emphasizing ICT learning targets – basic operations and concepts; social, ethical and human
issues; ICT for producing; ICT for communicating; ICT for researching; and ICT for problem-solving in the Basic Education
Curriculum.
To ensure students ICT skills acquisition, the DepEd developed Assessment Framework which entails on
developing assessment standards, tests and other instruments, conducting training programs, and formalizing
assessment roles. Moreover, this plan is viewed to help widen different assessment methods to efficiently facilitate
assessment planning, collections, analysis and reporting of data and findings. Learners, in return, will be eased for paper-
and-pen tests focusing on multi-dimensional assessment tasks.
Aside from enhancing the curriculum, the competency standards for educations, administrators, school
officials and non-teaching personnel were enhanced and developed. The competency standards serve as guides how
one should perform and work. In this strategic plan, all working in the education field should develop certain threshold
levels of ICT knowledge and skills. This can be done by focusing some areas in education.
• The DepEd designed an Enterprise Architecture (EA) on its first year of implementation with aims on
defining different hardware and systems for pedagogy and development as well as in governance and
management. o The DepEd EA gave attention to the administration and management by achieving the
maximum efficiency and effectiveness of the department’s operations. One prescription emphasized the
minimalization of data reporting from school personnel to emphasize their critical roles in developing
teaching pedagogies of their respective school.
o The DepEd EA gave assistance to teachers in transforming to a more collaborative and learner-
centered teaching methods to attain the 21st century education for all learners. Schools were
trained to develop certain levels of threshold of ICT knowledge and skills.
• The role of the ICT Governance as the body who makes decisions on ICT in DepEd was strengthened.
Through adopting the ICT Governance Framework, the DepEd can evaluate the ICT in relation to the
department’s needs and challenges, direct what ICT plans and policies to propose, and monitor the
performance of the plans and the conformance with the policies.
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 interne, 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

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 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 investigate 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. Individual rights are given up having access to electronic networks. 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 can 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 from E-waste
Large amount of e-waste is generated by ICT. These are, terminal equipment used for computing (PCs,
laptops), broadcasting (television and radio sets), 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 ewaste 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.

9
 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 the issues and many more shall be part of the teaching content as each teacher will be encouraged to use
technology in reaching.

Application:

The list below presents some of the accomplishments of the government in the improving the application
of ICT in education, as reflected in the ICT4E Program of the DepEd.

• Distribution of ICT tools in the schools for the learners

to use in the class

This photo shows the turnover of the computer sets by the

provincial government of Cavite to the public schools of
Indang, Cavite.

This photo shows the “Smarter Schools in Digital

Dumaguete Initiative (SSIDDI)” by the grant-in-aid (GIA)
project of the DOST in partnership with the DepEd.

• Infrastructures build around the schools to improve the

Internet connection

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 This photo shows a Philippine telecommunication company
orients the children on how to use the Internet upon installing
its connection in a certain school.

This photo shows some of the community e-centers built to

allow access in the technological world, including the learners
for their education.

• Training for teachers and other school staff on

enhancing their ICT skills

This photo shows the discussion of ULEAD Central Learning

Community CEO Dacanay on the Use of Technology for
Education during the DepEd ICT Summit in Baguio City.

This photo shows workshop conducted by the

UNESCO Bangkok at the SEAMEO INNOTECH Center,
Philippines on supporting competencybased teacher-training
reforms to facilitate ICTpedagogy integration.

• Partnership of the government to the public agencies

and non-governmental organizations

This photo shows the partnership between the DepEd and the
foreign agencies, World Vision and ProFuturo Foundation, in
a certain school at Malabon City to launch the nationwide
Digital Education project.

This photo shows the a computer set donated by the

Marubeni Scholarship Foundation together with the San

Roque Power Corporation at the Bobon Elementary School

at San Nicolas, Pangasinan. • Building an online

storage of instructional materials by the DepEd

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 This photo shows the DepEd Commons that stored
all the instructional materials needed by the
teachers of the DepEd in teaching their specialized
field.

Lesson 2 Safety Issues in ICT

Abstraction:

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 must be aware of how
to safeguard learners in the school communities where they spend most of their waking hours and 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 on-line, 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

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 With all the above concerns and many more, how do we confront all of these so as to protect our future
generation?
e-safety takes care not only of Internet technologies but also of electronic communications via mobile phones,
games consoles and wireless technology. It highlights the 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 a positive way;
• e-safety educates children about the risks as well as the benefits so we can feel
confident online; and
• e-safety supports young learners and adults to develop safer online behaviors, both in
and out of school.
Network Management

1. Safety in the Use of Network in Schools

1.1. Make clear that no one should log on as another user.
1.2. Require all users to always log off when they have finished working.
1.3. Maintain equipment to ensure health and safety.
1.4. Provide students with access to content and resources through guided e-learning.
1.5. Set up a clear disaster recovery system in place for critical data that include secure, remote back
up of critical data.
1.6. Secure wireless network to appropriate standards suitable for educational use
1.7. Install all computer equipment professionally and meet health and safety standards.
1.8. Review the school ICI system regularly with regard to health and safety and security.
2. Password Policy
2.1. Only authorized users will have individual passwords. Users are not permitted to disclose their
passwords unless they got permission from the Owner or from the management. The equipment that keeps the
personal information shall be locked when unattended to prevent unauthorized access. Computers should be set
to a time out if they become unused for a certain period.
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 workstations 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.
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 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.

To fully ensure the users with their right of using the ICT, an enabling legal policy is institutionalized by the
government. Part of these legalities is securing the personal and social safety of you and your learners in using ICT.
• Data Privacy Act 2012 (Republic Act 10173)
This law is established by the National Privacy Commission to protect the basic right to privacy of
the citizens while ensuring a smooth flow of information to promote innovation and growth, which all the
citizens, and offices and agencies should abide. It aims to give protection to all forms of information – private,
personal or sensitive.
Because of the increasing importance of ICT in all fields of work, the protection of personal data
collected should be strengthened. A trustworthy legal environment that ensures data privacy will likely result
in higher trust and confidence for the Philippine ICT environment.
• Cybercrime Prevention Act of 2012 (Republic Act 10175)
This law is signed by President Aquino on September 12, 2012 which sought to protect and
safeguard the value of computer, computer systems, networks, and database, with the confidentiality and
availability of information and stored from all forms of misuse, abuse and illegality. A Cybercrime and Cyber-
fraud Prevention law helped provide the legal basis for enforcing security measures and protecting the general
public interest.
• Freedom of Information Law (Executive Order No. 2, s. 2016)
This law is passed by President Duterte to allow the Filipino citizenship to information that concerns
the public. It is the right that gives access to official records, documents and papers about the official acts,
transactions or decision. This law also gives clear guidelines on public access to government data, sharing of
information among government agencies, and the utilization of information obtain under such law by the
recipient government agency or private sector.

Application:

Observing the following safety issues in education helps your and your learners’ interaction with the ICT
tools. This will likely increase the benefit you obtained from these tools. So, here are some of the ways on how you can
lessen, if not eradicate, the safety issues listed in the previous section of this lesson.
In order to prevent accidents as you conduct classes or prepare your lessons, these are good suggestions that you can
follow.
• Trailing Cables: To lessen this instance in learning and teaching, these cables should be placed inside a series
of cable ducts or just tapes, or under the carpet.
• Spilt Drinks or Food: It is better if you and your learners should place the foods and drinks away from
computers.
• Overloaded Power Sockets: This often happens in the classroom when you and your learners are something
bulks of work to beat the deadline. Better use different sockets and make sure that there is a fire extinguisher
nearby if unexpected events may happen.
• Heavy Falling Objects: Digital projectors and speakers, for example, should be placed on strong tables and
shelves whenever used in the class as you are teaching the lesson.
For the health-related issues, you can also follow the suggestions as you accomplish your academic tasks.
• Eye-Strain: To lessen this, looking away from time to time to be able to exercise the muscles of the eye and
taking regular break are helpful ways to avoid this problem.
• Back and Neck Ache: There are different ways to avoid this problem. Using adjustable and ergonomic chair
and taking regular breaks will help. Lastly, adjusting the keyboard and monitor at the correct height of the user
lessen your chance of experiencing back and neck pain.
• Repetitive Strain Injury (RSI) in Wrists and Hands: To solve this problem, using a wrist-rest is a good support
while typing ang using a mouse. Taking regular breaks may also help.
The legal basis of people’s interaction in ICT is advantageous to those who observe the proper usage of it.
So, it is good if you use the laws mentioned above to your benefit.

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 • Data Privacy Act 2012 (Republic Act 10173): With this law, you are guided not to reveal information from your
learners, like their parents’ names, location and learner reference number (LRN). Moreover, scores they
obtained from your class should also be taken with confidentiality.
• Cybercrime Prevention Act of 2012 (Republic Act 10175): In this law, you and the learners are guided to treat
everyone and every information online with respect and appropriately. Interactions, such as exchange of ideas
and online conversation, must ensure the security of rights of those involved. You should maintain
professionalism in all aspect, as much as possible.
• Freedom of Information Law (Executive Order No. 2, s. 2016): This law informs you and your learners to
always keep yourselves informed. As the saying goes, “ignorance of the law excuses no one”. Rules, policies
and laws should be understood before interacting to a certain situation, such as involving in cyberbullying and
other unacceptable online practices.

Application of ICT Policies in the Teaching

Lesson 3
and Learning Environment

Abstraction:
The key to a successful implementation of ICT in education is careful planning and teachers’ empowerment towards ICT
use. With that, the DepEd has an ICT4E Program that will cater these opportunities for development. The plans and
programs listed in the Strategic Roadmap were slowly realized through adopting various strategies that implement ICT
in the teaching-learning process and the education in genera9l. The UNESCO’s International Institute for Educational
Planning listed considerations and application of how ICT is integrated in education, and will be discussed based on how
it can be manifested in the Philippine schools.
• Digital culture and digital literacy: Digital literacy is a skill of searching for and producing information
through the use of media for the society. This resulted to a digital culture that impacts the construction
and distribution of information and power around the world. With that, the Philippine schools utilize the
ICT to foster digital literacy among learners in order to prepare them for their future work.
o One laptop per child: Although less expensive laptops are advised to be used to attain the 1:1
basis, developing countries, like the Philippines, still finds it hard provide one laptop per child.
Instead, the country just built a computer laboratory to cater the needs of the learners for computer
access in the schools.
o Tablets: Tablets are small computers that the learners can use by themselves anytime at any place.
It allows learners to explore application that they can use for learning. However, it is still far from
reality for the Philippine public schools. Only some prestigious private schools of the country require
this from their learners, like the De Salle schools.
o Interactive White Boards or Smart Boards: Interactive white boards allow you and the learners to
display, manipulate, drag, click or copy images. Handwriting, changes of projected images and
ideas, and interactive activities are easily facilitated using these boards. However, only a few public
schools utilize this board for class discussion.
o E-readers: E-readers are electronic devices that contains numerous books and other files in digital
form, which allows easy use, access and sharing of references. Although there are no e-readers
freely given to the learners, other storage devices, such as flash drives, are utilized by the learners
in the class. o Flipped Classrooms: In this model, classroom is transformed by allowing you to
discuss and practice concepts at home for the learners to continue enhancing the idea in the
school. This interaction is facilitated by computer-guided instructions and interactive learning
activities. In the Philippine setting, this is facilitated using social media sites in which you introduce
the lesson through giving your learners a series of online resources to explore and be enhanced in
the classroom afterwards. However, it is not used as a medium of instruction since not all learners
can access the Internet.
• ICT and Teacher Professional Development: As mentioned in the first sentence of this section, the
success of integrating ICT in the learning assessments and in facilitating instructions, resources and
learners’ interaction depends on the ability of the teacher, like you, to incorporate ICT along the process.

15
 Fortunately, the DepEd has been conducting trainings, seminars and workshops about using ICT in your
field of specialization. Moreover, trainings for supervisors, educators and decision makers are constantly
done in order to help their schools foster an ICT-enhanced environment.
• Ensuring Benefits of ICT investments: To ensure the investments in ICT benefit the learners,
infrastructure in ICT, stable and affordable Internet connectivity and security measures must be provided
to the schools. With your advancement in ICT aspects, such as your ICT literacy skills, pedagogical
settings and the uses of ICT in your discipline, you can effectively implement the curriculum and reflect
local culture that supports learning for your learners. This is what the DepEd has been doing especially
in building Internet sites in the barrios and contextualizing the content of the lessons.
• Resource Constrained Contexts: As a developing country, the Philippine public schools find it difficult to
require learners to bring their own laptop, smartphones or tablets to be used in the teaching-learning
process. With that, the department has conducted several updates to improve the technical support for
ICT infrastructures. Monitoring the software of each computer, building additional infrastructures to cater
slow Internet speed, and solving electrical connections were some of the problems that addressed by
the DepEd to maximize the use of ICT.

Application:

By improving these aspects of ICT in education, the increase of performance among learners
and teachers are likely manifested. A report of the Southeast Asian Ministers of Education Organization (SEAMEO) in
2010 entitled Report: Status of ICT Integration in Education in Southeast Asian Countries highlighted one best feature of
technology-enhanced lesson in the Philippines. This was a study conducted to determine the effect of using Intel
Classmate PC in teaching Mathematics at Alabang Elementary School found a significant difference in the assessment
of pupils and on the teachers’ self-assessment. The exposure of pupils to this kind of technology allows development of
their comprehension of concepts, higher-order thinking skills, and ability to articulate views. With these improvements,
an increase of learners’ achievement, attention and interest in class, and collaboration were manifested. Moreover,
teacher’s efficiency and effectiveness were observed after the conduct of the study.
Through the partnership of the Intel Teach Programme of the Intel Philippines and the Department of Education, learning
is enhanced using technological media apart from the information presented in the textbooks and other printed materials.
The report of SEAMEO even highlighted a few examples of how a class PC tools and application enhanced lessons
today.
• Instead of copying and writing data from the references, lessons were focused more on analyzing and
thinking critically.
• Activities are enhanced using a fast Internet research and communication.
• Creativity is encouraged from the learners as they are asked to make multimedia presentations, rather
than written documents.
• Difficult lessons, like Math problems, can be presented using a game-like software.
• Assessment tasks will be administered efficiently using computers.
• Monitoring, communicating and collaborating with the learners, grouped or individually, makes
classroom management easier and fast as you strive to keep them focused and engaged.
Only if the learners can have the accessibility of the different PC tools and the fast Internet connection, the
effects of ICT in education would have been its maximum. Hopefully, the transformation of education to an ICT-enhanced
environment for learning will soon be realized.

MODULE SUMMARY
assessment.

• The act of the governments of Southeast Asian countries (SEAMEO Member Countries) bringing the ICT into
schools gives opportunities for learners analyze information, solve problems, communicate collaboratively and
compete in the 21st century market.

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• The SEAMEO in 2010 reported that the Philippines is categorized under the Group 2 countries based on the
progress of ICT in education, which means that it is in the infusing stage where most of the country’s ICT plans
and policies in education are in the process of being integrated in the existing teaching, learning and
administrative practices and policies.
• To foster the use of ICT in education even more, the Philippines developed the Strategic
Roadmap by the Commission for Information and Communications Technology (CICT) to lay down strategies
and programs that will strengthen the country’s ICT sector for the years 2006-2010.
• To improve the ICT integration in education, the Strategic Roadmap focused on the three aspects - ensuring
the accessibility of the ICT as support for learners’ education, development of human capital in education for
sustaining human development through the ICT for Educarion (ICT4E) Program, and the development of
business to enhance competitiveness in the global ICT market.
• In the field of education, the focus of ICT in the human capital is manifested through the ICT for Education
(ICT4E) program of the Department of Education that looks into the following aspects – development of the
school personnel, and strengthen school governance and management; enhancement of the competency
standards for educations, administrators, school officials and non-teaching personnel; and the emphasis on
the vital role of the community in strengthening the performance of the schools around them.
• To prevent unwanted situations to happen while using ICT tools, the following should be looked into – trailing
cables, spilt drinks or foods, overloaded power sockets, and heavy falling objects.
• Excessive use of ICT tools may cause eye-strain, back and neck pain, and repetitive strain injury (RSI) in
wrists and hands.
• To fully ensure the users with their right of using the ICT, an enabling legal policy is institutionalized by the
government.
• In the field of education, the safety precautions, health-related risks and ICT laws do have implications in the
teaching-learning process.
• The UNESCO’s International Institute for Educational Planning listed considerations and application of how
ICT is integrated in education as follows – digital culture and digital literacy, ICT and teacher professional
development, ensuring benefits of ICT investments, and resource constrained contexts.
• Only if the learners can have the accessibility of the different PC tools and the fast Internet connection, the
effects of ICT in education would have been its maximum.

Module3

Theories and Principles in the

Use and Design of Technology

Module Overview

In this module

• Technology Integration
• SAMR Model
• TPACK Model
• Dale’s Cone of Experience

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 Lesson 1 Technology Integration

Objectives:

Abstraction:
Although technology integration appears as if technology is just used in the field of education, ideas and
practices on its conduct varies tremendously. The list below presents the various vies and perceptions of educators and
scholars about technology integration.

- Integrating technology in the classroom goes beyond just teaching basic computer skills and different
software applications. To make it effective, technology integration is achieved when routine and
transparency is achieved and that it supports curricular goals.
- Technology integration explain how teachers utilize technology in the classroom by introducing,
reinforcing, extending, enhancing, assessing, and remediating learners’ mastery of curricular targets.
- Technology integration is infusing technology as a tool to enrich learning of a specific content for a
multidisciplinary setting.
- Technology integrations allows learners’ use of computer in an effective and efficient manner to give
them opportunities in applying these skills in meaningful ways.
- Technology integration is making the curriculum drive technology usage, not making technology drive
the curriculum. It involves making curriculum and technology work in ways that it creates a coordinated
and harmonious whole.

By analyzing the different ideas on technology integration present above, commonalities may be observed. For
instance, one may see that it focuses on the nature and ways of how technology is integrated. Other may discuss its
importance for curricular support. Also, people can also see it as the use of technology to enhance the delivery of content.

As discussed, technology integration aims in supporting curricular activities. These are some of the ways of
how the integration of technology in the curriculum offers extended learning opportunities in formidable ways.

• access to up-to-date, primary source materials

• efficient methods of data collection and recording
• collaboration of learners, teachers and experts around the world
• opportunity for expression and clarifying understanding through multimedia resources and outlets
• relevance of learning and authenticity of assessment
• training for publishing and presenting new knowledge

Based on the benefits listed when technology is integrated in the class, learners will really develop as they
undergo through the process. As a teacher, you have to make sure how to address this. One thing that will help you realize
this is by learning the levels of technology integration.

According to Baker (2014) in his work on Technology Integration Matrix as presented on the next page, there
are 5 levels of technology integration in the curriculum: entry, adoption, adaption, infusion, and transformation. In the left
portion, the matrix emphasized the characteristics of the learning environment: active, collaborative, constructive,
authentic, and goal-directed. Each level of integration process proceeds from the meaningful level (from the left) to the
most relevant level (to the right). For example, in an active learning environment, the entry level shows a passive reception

18
 of technology. As it progresses until it reaches the transformative level, the use of technology has become extensive and
unconventional, which is really the most difficult to achieve among the five levels.

Application:

For example, a topic in a TLE class about dress-making places learners in a constructive environment in with
they should design a dress as their outcome in the class. In the entry level, technology will serve as a tool that will show
sample of a creative and nice dress for little girls. In the adoption level, materials and steps in making a dress are slowly
shown to orient learners how dresses are made. In the adaption level, learners get to choose what materials work best
for their chosen concept. In the infusion level, technological advancements will help learners design their own dress using
their chosen materials and identified steps of making it. When they reach the transformation level, the learners are now
expected to extensively use technology in a way to share their own unique craft and are willing to help new ones to design
their own as well.

This technology integration matrix emphasizes five main purposes of technology integration that your learners
should develop, which we have already discussed on what your learning environment should be. To make your learners
active, collaborative, constructive, authentic, and goal-directed, you have to make sure that you integrate technology in a
transformative way so make technology a relevant tool in constructing learning.

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 Lesson 2 SAMR Model

Abstraction:

SAMR model of technology integration is developed by Dr. Ruben Puentedura as shown in the figure on the next page.
In this model, technology integration is categorized into four different degrees – substitution, augmentation, modification,
and redefinition. The first two degrees belong to the enhancement stage. In this stage, technology’s role is mainly to enrich
and develop learners’ outputs even more with the use of technology. In the last two stages, learners’ outputs are being
developed in a way that it presents a different perspective, but still delivers the main concept of the output. For every level,
refer to the figure on the next page for a brief discussion.

Although teachers like you are encouraged to help learners move beyond the enhancement stage, it should also be
remembered that the SAMR model is a spectrum, rather than a ladder. This does not mean that the redefinition level is
the best choice for a particular lesson. At some point, there are lessons that just need replacement of traditional tools to
technological tools, and there are some lessons as well that need technology in order to experience learning which is not
possible without its use. So as teacher, you need to be skillful enough to discern what degree should be focused and how
design it for the instructional process.

Application:
There are some academic situations that can be applied using the SAMR model of technology
integration. The list is presented below.
Degree Sample Academic Scenarios
Substitution • When teaching a government lesson in the Constitution, you may use electronic
or web-based version of the documents instead of a hard copy, that is impractical
due to the large number of pages.
• You may ask your learners to prepare a PowerPoint or Prezi presentation of their
reports.

20
 Augmentation • To supplement the ideas on the topic about the
Amendments of the Constitution, you may choose to insert a video clip of how
equal protection under the law was enforced during the amendment process.
• You may ask the learners to visit interactive links to relevant supreme court
decisions.

Modification • To summarize the contents of the amendments, you create a graphic organizer
using the different multimedia resources that presents ideas and synthesize
contents of the existing materials.
• You may ask learners to use cloud-based workspace like the Google Classroom
to allow them to propose a modern idea on how amendment is done and solicit
responses from their classmates.

Redefinition • After the completion of the class’ group works and soliciting feedback from their
classmates, learners may use technology to connect with several places away to
discuss how constitutional amendments impact their lives.
• You may ask the learners to interact real-time with the citizens of different places
to examine the difference in their constitutional philosophy.

Lesson 3 TPACK Model

Abstraction:

The Technological Pedagogical Content Knowledge (TPACK) by Mishra and Koehler has become a widely-recognized
model of technology integration lately. In this model shown in the previous page, a direction is set in the use of technology
for learning. It attempts to contextualize important qualities of your knowledge with your adept teaching skills, as you
address the complex and multifaceted nature of this knowledge. It describes the relationships between the three forms of
knowledge: Pedagogical Knowledge (PK), Content Knowledge (CK), and Technological Knowledge (TK).

21
 In this model, the intersection formed by three or two circles provided description on what idea of using technology for
teaching is addressed. The following describes what each acronym of the model means.

• Content Knowledge (CK) concerns on your knowledge about the subject matter as given by the
curriculum. It is based on how deep your learning in your discipline, as well as the higher order thinking
and high-level communication in the curriculum.
• Pedagogical Knowledge (PK) concerns on your knowledge about teaching practices, strategies, learning
environments, and other teaching-learning situations. It also gives emphasis on how you apply theories
and values towards your classroom management, lesson planning, and assessments.
• Technological Knowledge (TK) concerns on your knowledge about the skills in manipulating and using
technological media in teaching. It encompasses how you utilize the different educational technologies
to support learning.
• Pedagogical Content Knowledge (PCK) concerns on your knowledge about what teaching methods and
strategies should be used in order to enhance the delivery of the learning content.
• Technological Pedagogical Knowledge (TPK) concerns on your knowledge about how you utilize
technological advancements as you incorporate it to your teaching practices in order to improve the
development of your lesson even more.
• Technological Content Knowledge (TCK) concerns on your knowledge about the impact of technological
perspectives in understanding and gathering learning content for your subject area.

TPACK is the way of describing the different combinations and interest based on the three areas of content,
pedagogy, and technology in order design an effective teaching lesson and content using the educational technology.

Application:
Presented below is a list of how the areas of TPACK model are applied in the instructional process.
TPACK Areas Sample Instructional Situations
Content Knowledge (CK) Because you are convinced on the content offered by your references, you used
to go in the library of your school to enhance the content of your lesson.

22
 Pedagogical Knowledge (PK) To learn from the experiences of your colleagues from their seminar, you took
notes on the various teaching strategies that will work well in teaching learners
how to read.

Technological Knowledge (TK) Whenever you have spare time, you visit the Computer Laboratory in order to
learn how to create presentation using the Prezi software application.

Pedagogical Content Knowledge After learning that not all strategies will work in every subject matter, just like how
(PCK) conducting experiments is very useful in sciences but not in language-related
subjects, you seek to broaden your teaching repertoire through relating the
different teaching strategies to the learning competencies of your subject matter.

Technological Pedagogical Upon hearing the different online sites that provides useful information, you
Knowledge (TPK) designed learning interactions among your learning (pedagogy) by utilizing an
online platform and be presented using an online software.

Technological Content Knowledge Since computational methods of advanced statistical tools are imeconsuming, you
(TCK) let your learners utilize the different statistical software, just the the SPSS, in order
for them to perform a specific statistical tool and generate an interpretation from it.

Since the TPACK model provided you a holistic concept of utilizing content, pedagogy, and technology towards an
effective way of integrating technology in education, you have to remember certain ideas on its implementation.

• Learning concepts can be represented using technology.

• Pedagogy allows you to communicate content in various ways using technology.
• As different learning contents have different skills levels, technology is a good tool to realize this matter.
• When technology is integrated, it is important to understand the different background of your learners,
including their education experience and exposure to technology. • Technology can work well with
learners’ prior knowledge, and may be used to hone new ones.

Lesson 4 Dale’s Cone of Experience

Abstraction:

The Cone of Experience of Edgar Dale, as presented in the next page, is visual model that presents the band of
experience for the learners that is arranged according to the degree of abstraction. As the learner proceeds to the top of
the pyramid, the more abstract the experience becomes. However, this does not mean that the degree of difficulty
increases as well. Dale pointed out important ideas that should be remembered in using this model.

• Each band of experience stands for the experiences that are fluid, extensive, and continually interact. This
means that various kinds of experiences often overlap and blend into one another. Learners may choose to
just watch demonstrations, or experience the tasks by themselves afterwards.
• Learning must not necessarily use the bands of experience systematically from base to the top of the cone.
Teaching may not always begin in the direct experiences, but rather to the most appropriate experience that

23
 cater the needs and abilities of the learners in a learning situation. Our daily interaction helps learn by doing
and these are concrete levels of learning that is natural in our lives, regardless of our age level.
• Using one kind of sensory experience is not necessarily more educationally useful. Sensory experiences are
mixed and interrelated. In a lecture, learners do not just listen, but also read the content and the lecturer’s
facial expressions.
• Overemphasizing the direct experience in learning a concept is risky. When learners are so reliant to concrete
experiences, meaningful generalization may be obstructed. To continue learning throughout life, a balance
between concrete and symbolic experiences should be observed.

Based on the model, the cone is categorized into three sub-groups – direct experiences (where learners are actively
involved in doing learning tasks), iconic experiences (where learners observe as learning is constructed), and symbolic
experiences (where learners critically think and analyze the symbols presented for learning). In these sub-groups, there
are different bands of experience that you can use in your future learning activities.

Direct Experiences

• Direct purposeful experiences – As the very bottom and foundation of learning, the five senses are utilized
in order for the learners to be involved in learning themselves.
• Contrived experiences – Since some learning are not accessible to learners, conventional and digital
instructional materials, which will be discussed in the first lesson the fifth module, will be designed to process
real-life experiences accessible to learners’ perception and understanding.
• Dramatized experiences – Since some learning experiences have undergone in the past or are not accessible
for learning, experiences may be reconstructed to create a similar scenario using the same elements of the
situation.

Iconic Experiences

• Demonstrations – These are visualized explanation of significant fact, idea or process using photographs,
drawings, displays, or guided motion through showing how these things are done.
• Study trips – These are visits to places in which learning is made closer to the learners as important ideas
are not within the context of the classroom.
• Exhibits – These are displays to be seen by the learners which showcase the best work to represent the entire
concept. The pictures, models, charts, and posters may just to the eyes of the learners only, though there are
some exhibits that allow them a sensory experience.

24
 • Television and motion pictures – These are audio-visual display of a certain situation or event in order to
bring these experiences closer to the learners. With the creativity of the films used, learners get to explore the
different perspective of portraying the message and events of what has been watched.
• Still pictures, radio and recordings – These are visual and auditory devices used to express an idea of the
concept. Still pictures may be pictures and photographs, while radio and recordings are audio records to
broadcast events and discussions.

Symbolic Experiences

• Visual symbols – The images portrayed may not be seen in the environment around you, since these are
highly abstraction representations of reality.
• Verbal symbols – These are not objects nor images that usually express idea, but are written symbols
incorporated in an abstract way for learning. Written words belong in this category.

Application:
The Cone of Experience has provided guide on how instructional tasks are designed in the classroom. The
examples below present how the bands of experience are utilized in the teaching-learning process in any discipline. The
first set of examples below shows directexperience scenarios.

Direct purposeful experiences

By letting learners how to manipulate a microscope, they can be able to operate and see every part themselves, rather
than just showing them an image to be followed by a discussion on how each part functions.
Contrived experiences
It’s very hard to find a cadaver just to discuss how the organs of the digestive system are
arranged, so a mock-up will be used for learners to explore how parts are placed. Moreover,
learning how to read the clock means using a tool that will allow learners to play with its
fingers, instead of really using a clock.

Dramatized experiences

To be able to offer the learners a reminiscing time of the Passion of Jesus Christ, a MAPEH
teacher may ask the learners to depict what had happened by performing the “Senakulo”.
Also, learners may also simulate what may be the scenario when an earthquake hits a
specific place, rather than just discussing circumstances.

Based on the examples of direct experiences above, the learners are engaged directly in a way that they can perform
and reflect what they have done. In this, learning takes place actively. This time, scenarios will be given about iconic
experiences.

Demonstrations

Sometimes, the resources in the classroom are just limited that the learners cannot operate and use those individually.
So, a TLE teacher may just show to the class how to make a pancake or Mathematics teacher may just present statistical
tools solved using a statistical software in front of the class.

Study trips

Usually, Science teachers organize field trip so that learners can visit a planetarium, plant farms, and zoo. In this way,
the learners will be exposed more of what really is the physical environment that allows diversity to prosper.

Exhibits

Throughout the quarter, the teacher asked the learners in their art class to compile all the paintings, collages, and mosaics
they have made. Then, the teacher asked them to select their best work that depicts the work of the famous artists. In this
presentation, learners of different classes visited the exhibit and was oriented with significance of their work.

25
Television and motion pictures

Literature teachers may use educational films to demonstrate legends and myths. The Odyssey may be taught
well with the aid of the videos so that the learners can really visualize the characters and its settings, and will eventually
understand the story clearly.

Still pictures, radio and recordings

In their topic about speaking, an English teacher may utilize audio recordings so that every after the class, the learners
still have records to access whenever they can. In this way, the class may utilize the audio to improve their speaking skills.

Based on the examples of the iconic experiences above, the learners get to observe learning as they watch and listen
from the objects and situations given to them. Through this observation, the learners can perform a mental process for
the information to make sense.

Visual symbols

Geography teachers always ask the learners to read maps and identify the significant places. Moreover, Science teachers
may design infographics to illustrate relationship of objects and scientific process that the learners have to understand.

Verbal symbols

Mathematics teacher always give, or sometimes create a formula, so that the learners can efficiently perform mathematics
processes in solving problems.

These examples above on the symbolic experiences utilize materials which do not exist around us, but are structures
made by people in order to facilitate critical understanding. Learning is done in a complex way and requires greater mental
load in order to fully grasp what it means.

Technology can still be applied in the Cone of Experience, especially in realizing iconic and symbolic experiences. As
you can see, digital technology is very useful in order to present educational films, images, audio and other technological
resources. As a matter of fact, the absence of technological tools may not realize the bands of experience in the complex
level of the cone. Even if traditional tools are inevitable, digital media has made significant contribution in realizing the
usability of the learning materials under each band of experience.

MODULE SUMMARY
assessment.

• Technology integration may be viewed based on different ideas – one may focus on the nature and ways of
how technology is integrated, other sees its importance for curricular support, and some emphasizes the use
of technology to enhance the delivery of content.
• Technology integration offers learning opportunities and facilitate an effective and efficient teaching-learning
process.
• Baker’s Technology Integration Matrix emphasizes 5 levels of technology integration in the curriculum: entry,
adoption, adaption, infusion, and transformation; and emphasized 5 characteristics of the learning
environment: active, collaborative, constructive, authentic, and goal-directed.
• The SAMR model of technology integration emphasized how technology should move from just a mere tool
to an instrument in crafting high-quality outputs.
• The four levels of SAMR model are substitution, augmentation, modification, and redefinition.

26
 • The first two levels of SAMR model enrich and develop learners’ outputs even more with the use of
technology; and the last two levels allows learners’ outputs to develop in a way that it presents a different
perspective, but still delivers the main concept of the output.
• The Technological Pedagogical Content Knowledge (TPACK) attempts to contextualize important qualities of
your knowledge with your adept teaching skills, as you address the complex and multifaceted nature of this
knowledge.
• The TPACK model describes the different combinations and interest based on the three areas of content,
pedagogy, and technology in order design an effective teaching lesson and content using the educational
technology.
• The Cone of Experience of Edgar Dale is visual model that presents the band of experience for the learners
that is arranged according to the degree of abstraction. • The Cone of Experience is categorized
into three sub-groups – direct experiences (where learners are actively involved in doing learning tasks),
iconic experiences (where learners observe as learning is constructed), and symbolic experiences (where
learners critically think and analyze the symbols presented for learning).
• The bands of experience under the cone starts with the most concrete experience up to the most complex
one – direct purposeful experiences, contrived experiences, dramatized experiences, demonstration, study
trip, exhibits, educational television and motion pictures, still pictures and recordings, visual symbols, and
verbal symbols.
• Technology play significant role in the Cone of Experience especially in realizing iconic and symbolic
experiences.

Module 4

The Pedagogy in Technology

Module Overview

In this module

• The Pedagogy in Learning

• Instructional Design Models
• Technology in the Constructivist Learning Environment

Lesson 1 The Pedagogy in Learning

Objectives:

Abstraction:

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 Thinking is an active process in the brain. When one’s brain is damaged, thinking is greatly affected. Also, a
person being called “brainy” has good intellectual attributes. This is because the brain holds an ecosystem of neurons,
circuits, networks, and brain areas that produce pulses through a multi-layered feedback loops in a synchronized
oscillating firing pattern. Sustained firing brings information to the “working” (short-term) memory. When attended to,
this information will be stored longer.
For the psychologists, however, thinking is expressed based in the following thoughts:
• Thinking is human reason as a process of strengthening the relationship of stimulus and response.
• Thinking is understood based how one remembers, and how related are the intended ideas.
• Thinking is a mental and cognitive process which rearranges information perceived in the environment
and stored based on their memory from the past.
• Thinking is a systematic flow of ideas in a careful and precise way which is triggered by a problem.

Since thinking is a very intrinsic process that is hard to observe, understanding the thinking process paves
way for teachers, like you, to account its connection to learning. As part of humans’ everyday process, learning helps
them improve by showing observable changes in their behavior, skills, attitudes, and perceptions. With the growing
importance of observing learning, scholars have been debated on its definition. Here are some of the ideas they believed
is the definition of learning.
• Learning is a change of one’s behavior as a result of their experience.
• Learning is a cognitive process of conceptual information that is taken in and how that process occurs.
• Learning is a realm of educational psychology that undergoes step-by-step process of taking
experiences and knowledge permanently, and obtaining behaviors and ways of the processing world.

Understanding learning may be simple, but ensuring learning is a complicated task that you should master,
since there are many ways how your learners learn. Of your 40 learners, each of them has learning preference which
may not be the same to any of the class or yours. So, it is considerable to say that learners should not be treated in the
classroom as having the same learning style and the same learning rate.

Pavlov, one of the most famous theorists that made impact in the field of education, highlighted that learning
takes place through conditioning. This can be done using either of the two processes:
• Classical conditioning – In this, learning is based on the how the learners will respond to the particular
object presented for them. In Pavlov’s study on the dog, the bell, and the food, the ringing of the bell
followed by the food makes the dog salivate whenever a bell is rung. With this, learning is a reaction to
an environmental cue that will tell you what happen next to your learners.
• Operant conditioning – In this, learning is strengthened using rewards and punishment. In Skinner’s
study, a rat placed in a cage knows that whenever it presses a button, a food comes out and when it
steps of to something, it will be electrocuted. So as a teacher, you will know that a good behavior of
the learners should be rewarded and bad behavior will be given a punishment.

Understanding the learning styles of your learners is also something that you should remember. Learning
style is a learners’ preference on how they learn best. Until now, studies are still on-going as what really are the learning
styles of a learner. The latest findings, however, included seven styles of learning presented in the next page. But as
you look into it, you can see that these are just anchored based on Gardner’s Multiple Intelligences.

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 Application:
A fun and effective school should engage their learners in an active thinking and learning processes. In
respond to this, differentiated instructions have been integrated in some academic institutions. To be able to know how
to diversify your classes in order to cater how your learners learn, identifying their learning styles is a very helpful
stepping stone. In the appendix, you get to know your own learning style, and details on your task well be presented.
For now, these are the instructional implementations of each learning style of your learners.

Aural Visual Verbal

These learners worked well when
they listen to music and rhythms.
When learning,
listening to and working with musical
pieces enhaces their productivity in
learning.
These learners are good in working
with colors and
pictures, and using the "mind's
eye". Using computer games and
interactive visuals will likely enhance
their learning.
These learners can memorize facts
and trivia easily, and are good in
narrating tales. Since they're good at
playing with
words, they can perform well by
writing and talking.

Physical Logical Social

These learners love to move and
walk. Playing sports and exploring
outside will likely
improve their learning, so they can
perform well in an exploratory
environment.
These learners are straightforward.
As they are logical-
thinkers, exposing them to an
inquisitive environment that will
allow them to organize patterns
likely helps them.
These learners are socially good as
they work
collaboratively. They can be
peacemakers are they share,
facilitate and organize people's ideas
in the group.

Solitary
These learners are
strongwilled and independent.
Fun
of working alone, they do well
in self-paced instructions and
can deepen their reflection as
they learn concepts.

The learning styles described above shows how learners vary considerably. As future teachers, you need to understand
that your learners may manifest two or three learning styles, and you have to be creative enough in addressing their
learning styles as their learning strengths. With the aid of technology, your teaching pedagogy will be widened enough
as you design instructional plans in making your learners learn effectively.

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 Lesson 2 Instructional Design Models

Objectives:

Abstraction:

Planning a lesson is never an easy task. It stretches from the moment you know what to teach to your learners to the
time you evaluate how much your learners have learned. As teachers, you really have to equip yourself on the different
ways how to design your instruction. With the many definitions and ideas about instructional design, it can be summed
up into this one. Instructional design is systematic approach of teaching. It includes taking consideration on how learners
learn and understand based on the different theories of education. Moreover, this also includes developing instructional
materials and activities in consideration to the learners’ styles of learning that will also support the achievement of the
learning outcomes.
Although a complicated concept, instructional design is supported by some models. Although there are various
instructional design models in education, learning the basic and simple models will be a good starting point for you. In
this lesson, you will learn three of those.

ADDIE Model

The ADDIE Model, as presented below, is a five-step approach developed by the U.S. Air Force. This model is
applicable in fields when it comes to planning, including in the field of education. Below are the things you need to
consider in every stage as you utilize the ADDIE Model as your instructional design.

This design is also applicable in teaching using technology as your mode of delivery. Using this model, educational
implementers, like you, are guided how to plan their instructions in consideration to their learners’ resources, how to
organize the content that their learners can grasp despite minimal interaction, and how to assess their learners
holistically.

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ASSURE Model

Unlike the ADDIE Model, the ASSURE Model is an instructional design model that is exclusively made for educational
application. The ASSURE Model, as shown in the next page, was developed by Hainrich and Molenda in 1999. This
model was first made to make an effective teaching-learning process. And now, it serves as guide for you to plan and
conduct your instruction using the different technological aids in learning.

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Hannafin and Peck Model

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 Application:
As mentioned, the ADDIE Model and ASSURE Model are somewhat similar when we consider on its
application. The table below illustrates an instructional process of integrating technology in the class anchored to the
two models.
Parts of a Lesson Sample Instructional Activities
Levels of ADDIE Model Levels of ASSURE Model
Planning Analysis Analyze Learners
In this stage, the learning styles of your learners In this stage, the learning styles of your learners
are identified and their prior knowledge was are identified and their prior knowledge was
considered. considered.

Design State Objectives

In this stage, the learning objectives were crafted
in consideration with the three domains of
learning. Moreover, the appropriate instructional
activities and technological aids were identified.
Development
In this stage, the learning environment is set
according to what was planned, and the
instructional materials were placed as they
should be. Pilot testing of these materials are
done if needed.
In this stage, the learning objectives were crafted
in consideration with the three domains of
learning.
Select, Modify, or Design
In this stage, the learning materials to be used in
the lesson are identified. You may choose to
select from the existing, modify the existing, or
design a new material for the lesson.

Conduct of the Implementation Utilize Materials

Lesson In this stage, the learning process is conducted.
The learning objectives are delivered to the
class, along with the use of instructional
materials and other technological media. As a
teacher, you also have to realize your activities.
In this stage, the teaching-learning activities are
implemented as planned based on the set
learning objectives. Also, the instructional media
were utilized in the process.
Require Learner Response
In this stage, learners’ participation is ensured.
Through the activities designed by you, the
learners were able to engage and participate
actively.

Assessment and Evaluation Evaluation

Evaluation In this stage, an assessment is conducted to test
the extent to which the learners have learned
and the objectives have been attained.
Moreover, this is the stage where the
instructional plan is evaluated.
In this stage, an assessment is conducted to test
the extent to which the learners have learned
and the objectives have been attained.
Moreover, this is the stage where the
instructional plan is evaluated.

Based on the instructional situations presented on the table, the activities can be chunked to fit on the levels of Hannafin
and Peck Design Models. The needs assessment part is the analysis part of both models will fit on these levels. The
design part covers the rest of the planning stage. The development and implementation part concerns on the conduct
of the lesson including the assessment. Although it is a 3-level model of instructional design, the evaluation and revision
is done immediately. If you noticed that your learners are not engaging, you can immediately change what you have

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been planned and not wait for their low test scores to implement these changes. In this way, evaluation and revision
has been part of the product, not just a product.

Technology in the Constructivist Learning

Lesson 3
Environment

Objectives:

Abstraction:

Since learning is the main goal of education, an environment should also be conducive in making learning possible for
learning. So what is really a learning environment?
Learning environment refers to the various physical settings, cultures, and contexts in which learners’ learning is
achieved. This idea stretches more than what the traditional concept of classroom, but also includes outside-of-school
locations. Also, school culture is also given importance in this definition that includes the learners’ interaction and your
instructional plans to facilitate learning.

Designing a conducive learning environment is challenging to every teacher’s creativity. As shown in the image above,
it is a teacher’s perspective of learning environment that comprises many factors under consideration. Although learners’
characteristics and resources are factors in which you have minimal control, many factors still lie on your decision as
teachers. Factors such as content, learning activities, feedback, technology use, and assessment strategies are still in
your discretion which needs appropriate decision prior to its implementation in the class. So, what is really the concern
of designing an effective learning environment?

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Effectively engaging your learners in your learning environment may be likely attained in a “constructivist learning
environment”. As discussed in Bruner’s constructivist theory, learners construct new knowledge based on their existing
knowledge and experience. As leaning is constructed and not transmitted, learners should be actively engaged in
problem solving and exploration of a more difficult situation through healthy and supported social interaction.

To be able to understand what lies in a constructivist learning environment, you have to understand the constructivist
learning principles. Presented in the next page are these principles by Hein.

People learn to learn as they Construction of meaning is

learn. Learning
Learning is an active process.
involves making meaning.
Learners should be engaged When learners learn, they make
actively to construct their own meaning to other
knowledge. related ideas within the pattern.
cognitive. Learning
activities and hands-on
experience should be
supplement with cognitive
activities to make relfections.

Learning involves language. Learning is a social activity. Learning is contextual.

Learning is supported by
appropriate language in the
classroom. Talking to
someone or oneself may improve
learning.
Healthy and informative
connection with learners'
classmates and teachers helps
promote learning.
Learning should be beyond
theories and concepts, but
on the relationship of ideas to the
things the learners' knowledge,
belief, and lives

Knowledge is needed in order to Learning is not instantaneous. Motivation is a key component. As

learn. Prior
knowledge of the learners should
be activitely
facilitated. What is taught should
be connected what they have
learned.
Learning
involves engagement and
reflection. In order to ponder
what was
experiences, considerable time
should be given.
motivation
drives learners to succeed, it
should be understood that
learners may be motivated once
they know they their new
knowledge is useful.

These principles help you understand that constructivist learning places the learners in the center of the spectrum. In
designing your learning environment, it is an utmost consideration that the structure and ambiance of the classroom
should be learner-centered.

Application:
To clearly visualize and apply constructivist perspective in a learning environment, the table below shows a
comparison between traditional and constructivist classroom.

Traditional Classroom Constructivist Classroom

The curriculum starts with the parts of a whole by emphasizing The curriculum looks into the whole first, and then proceed to
the basic skills. understanding its parts.
Adherence to the curriculum is strictly observed. Learners’ questions and interests are pursued.

Textbooks and workbooks are Primary sources and manipulative materials are used.
main materials.
Learners learn through repetitions. Learners interact as they build ideas based on what they
know.
Teachers give information for the learners to receive. Teachers converse with their learners for them to construct
knowledge.
Teacher directs the class. Teacher’s role is negotiated and interactive.

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 Assessment is testing with correct answers. Assessment includes process based on learners’ works,
observations, and points of view.

Knowledge is viewed to be inert. Knowledge is viewed as dynamic and changing.

Learners work alone. Learners work collaboratively.

As learning in the constructivist classroom is open, the use of technology is very likely. As users of technology, you can
really see that these technologies have the features and capabilities in supporting learning. There are applications that
will require learners’ critical thinking and meaning making skills in the process of building new knowledge and skills.
They can also explore more of what they have learned and discover the world and its relationship through updated
information.

Moreover, social media supports social interaction by you and your learners online. Each of the tools in
these technologies help learners to work in collaboration with their classmates in order to exchange relevant ideas,
guide other’s queries, and solve difficult problems.

Upon learning how these technologies work in the class, you have to make sure that as a teacher, you also have the
constructivist perspective towards teaching and learning. The roles of a teacher in a constructivist classroom listed
below will likely help you:

• Teachers can be an expert learner who can guide learning in learning cognitive strategies such as
asking probing questions, articulating understanding, and selfreflection.
• Teachers can be an organizer of information of learners’ big ideas through assisting them in making
new insights and connecting them to their previous learning.
• Teachers can be designer of learner-centered learning activities that will engage them in asking own
questions, carrying out experiments, and making conclusions.
• Teachers can be a mentor and coach in helping them sustain their motivation towards learning.

MODULE SUMMARY
assessment.

• Since thinking is a very intrinsic process that is hard to observe, understanding the thinking process paves
way for teachers, like you, to account its connection to learning.
• Learning is a realm of educational psychology that undergoes step-by-step process of taking experiences
and knowledge permanently, and obtaining behaviors and ways of the processing world.
• Pavlov, one of the most famous theorists that made impact in the field of education, highlighted that learning
takes place through conditioning – classical and operant.
• Learning style is a learners’ preference on how they learn best.
• Learners may vary based on their learning style – aural, verbal, visual, physical, logical, social and solitary.
• With the aid of technology, your teaching pedagogy will be widened enough as you design instructional plans
in making your learners learn effectively.
• Instructional design is systematic approach of teaching. It includes taking consideration on how learners
learn and understand based on the different theories of education.
• The ADDIE instructional design model provides educational implementers a guide how to plan their
instructions in consideration to their learners’ resources, how to organize the content that their learners can
grasp despite minimal interaction, and how to assess their learners holistically.
• Although the same as the ADDIE model, the ASSURE instructional design model is an instructional design
model that is exclusively made for educational application which was first made to make an effective
teaching-learning process.

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• The Hannafin and Peck Design Model of Instruction emphasizes that the evaluation process should be
continuously done throughout the process of instruction.
• Learning environment refers to the various physical settings, cultures, and contexts in which learners’
learning is achieved.
• Effectively engaging your learners in your learning environment may be likely attained in a “constructivist
learning environment”.
• As leaning is constructed and not transmitted, learners should be actively engaged in problem solving and
exploration of a more difficult situation through healthy and supported social interaction.
• The principles of constructivism help teachers to understand that constructivist learning places the learners
in the center of the spectrum.
• As learning in the constructivist classroom is open, the use of technology is very likely. • The teacher’s roles
in the constructivist learning environment are expert learner, organizer of information, designer of learner-
centered activities, and a mentor and coach.
• Learners should work collaboratively with computers for them to construct knowledge.

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