Republic of the Philippines

ZAMBOANGA CITY STATE POLYTECHNIC COLLEGE

Region IX, Zamboanga Peninsula
R.T. Lim Blvd., Zamboanga City

TECHNOLOGY FOR TEACHING & LEARNING 2

MODULE 1
Course Code: TLE 10
Course Description: Technology for Teaching and Learning 2
Date Developed: February 2021 Date Revised:
Document No: ZCSPC-LM2020 Issued by: ZCSPC - CTE
Prepared by:
ROBYN P. TOLENTINO
email: robyntolentino@gmail.com call/message: 09268155828
Mon-Wed-Thu – 1:00-2:00 P.M.
Reviewed by:

Recommending Approval: PROF. MARGIE B. JANDA, RGC

Approved by: Dr. ELIZABETH JANE P. SEBASTIAN

VISION MISSION INSTITUTIONAL CORE VALUES

ZCSPC as the leading Provide effective and OUTCOMES Love of God,
provider of globally efficient services through Globally competitive Social Responsibility,
competitive human advance technological graduates who can Commitment/
resources. studies and researches for perform advanced Dedication to the
the empowerment of the technological competencies Service, and
nation’s human resources. in their field of Accountability
specialization.

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INTRODUCTION
Welcome to Zamboanga City State
Polytechnic College, the premier higher education
institution in Zamboanga Peninsula, one of the
Centers of Development in Teacher Education
Institutions in the country and an ISO accredited
institution as recognized by the Commission on
Higher Education. It is our pride and honor, that you
choose ZCSPC as your school of choice.

With the current situation under a NEW NORMAL condition due to COVID19
Pandemic, our school is now trying to find ways and means to provide accessible and
quality tertiary education. It is for this reason that the administration has decided to offer
flexible learning education using two modalities: Blended and Distance Learning
education. In as much as we limit that actual and physical face-to-face mode of delivery,
each college has decided to come up with printed module to cater those students who
cannot avail online learning modalities.

This module has been prepared to guide you in your learning journey with the use
of the Guided and Self-directed learning activities prescribed to finish your course. Each
module includes reading materials that have been chosen to help you understand the
ideas and concepts introduced by the module.

For this semester, your class in Gender and Society focuses on basic
understanding of gender issues and concerns in our ever-evolving society. Exercises and
assessments of learning activities are provided to test your comprehension and apply the
concepts that you have learned from this module. After accomplishing all modules, you
are expected to do the following:

 Demonstrate understanding of learning environments that promote fairness,

respect, and care to encourage learning
 Demonstrate an understanding of knowledge of learning environments that
are responsive to community contexts
 Demonstrate content knowledge and its application within and/or across
curriculum teaching areas

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  Demonstrate understanding of supportive learning environments that
nurture and inspire learner participation; and
 Demonstrate knowledge and understanding of differentiated teaching to suit
the learner’s gender, needs, strengths, interests, and experiences.

HOW TO USE THIS MODULE

This is a self-study module particularly designed to help you study with little or no
intervention from your teacher. Please follow very carefully the instructions on how to use
this module so you can fully benefit from it.

• The lessons on this module is logically organized. Every lesson is connected to the
next and necessary for a better understanding of the next topic. Hence, please do
not skip a page. Read every page of this module and do every task that is asked of
you.

• Read the Table of Contents so that you will have a good grasp of the entire course.
Having an overview of what you are about to study will help you see the
interrelationships of the concepts or knowledge that you are about to learn.

• Every lesson or unit begins with the learning objectives. The objectives are the
target skills or knowledge that you must be able to gain or perform after studying
the entire lesson/unit.

• Take the post test, activity or practice exercise given at the end of the lesson or
unit. Do this only when you have thoroughly read the entire lesson or unit. When
answering every activity, test, or exercise, please answer them honestly without
looking at the answer key. The answer key is given to you for you to check your
own progress and monitor your own understanding of the lesson. The knowledge
you will gain depends on how much effort and honesty you put into your work.

• Please pay attention to the Study Schedule on page 4. This will guide you and make
sure that you do not lag behind. Lagging behind will result to cramming and
eventually affects your understanding of the lesson.

• Know what it takes to pass the course. Please refer to the Evaluation and Grading
System on page 5 and 6 respectively.

• If you encounter difficult words which are not found in the Glossary page of this
module, take some time to locate the meaning of these words in a dictionary. You
will fully understand your lesson if you exert extra effort in understanding it. There
is no room for laziness and complacency. College students are expected to be
independent learners.

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 • If there is anything in the lesson which you need clarifications on, do not hesitate to
contact your instructor or professor at the appropriate time.

• You will be evaluated by your instructor or professor to check how much knowledge
and skills you have gained. The result of this evaluation will form a big chunk of
your grade. So please do well and do not waste time.

• Remember that you are the learner. Do not let other people do any of the tasks on
your behalf. Doing so is a form of cheating which will not benefit you but will only put
you at a disadvantage in the long run. Remember that cheating in your schoolwork is
a form of deception. You are not fooling anyone but yourself.

• Lastly, as ZCSPians you must always be guided by our core values; Love of God;
Social Responsibility; Commitment/ Dedication to the Service; and Accountability.

STUDY SCHEDULE
Week Topic Activities
Week 1 Developing 21st Century  Lecture
Skills  Discussion online via Google Meet
 Exercises 1

Week 2 Identifying Essential Skills  Lecture

 Discussion online via Google Meet
 Exercises 2

Week 3 Comparing Classrooms of Today  Lecture

with Classrooms of Tomorrow  Discussion online via Google Meet
 Exercises 3

Week 4 Introducing Yourself  Study Questions and Exercises

 Take-Home Exercise

Week 5  Learning Computer Basics and  Lecture

the Internet  Discussion online via Google Meet
 Pair and Share: Reflecting on  Exercises
Module 1
Week 6 Naming the Parts and Moving  Lecture
the Mouse  Discussion online via Google Meet
 Exercises 1

Week 7 Working with the Operating  Lecture

System  Discussion online via Google Meet
 Exercises 2

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Week 8 Searching the Internet  Lecture
 Discussion online via Google Meet
 Exercises 3
 Take-Home Exercise
Week 9  Fostering Critical Thinking and  Lecture
Collaboration  Discussion online via Google Meet
 Pair and Share: Reflecting on  Exercises
Module 2
Week 10 Engaging in Higher-Order Thinking  Lecture
 Discussion online via Google Meet
 Exercises 1
Week 11 Promoting Collaboration  Lecture
 Discussion online via Google Meet
 Exercises 2
Week 12 Planning, Doing,  Lecture
Reviewing, and Sharing  Discussion online via Google Meet
 Exercises 3
 Take-Home Exercise
Week 13  Discovering Word Processing  Lecture
 Pair and Share: Reflecting on  Discussion online via Google Meet
Module 3  Exercises
Week 14 Exploring Word Processing  Lecture
Software  Discussion online via Google Meet
 Exercises 1

Week 15 Discussing Word Processing  Lecture

Skills  Discussion online via Google Meet
 Exercises 2
Week 16-  Using the Help Guide  Lecture
17  Identifying Word  Discussion online via Google Meet
Processing Resources.  Exercises 3
 Using Word Processing  Exercises 4
Skills  Exercises 5
 Take-Home Exercise
Week 18 Summative Exam

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Note: The activities listed on the third column are subject to change.

EVALUATION

To pass the course, you must:

 obtain a final grade of at least 75% or 3.0
 complete all tasks and requirements required under this module. Non-completion may
result to a grade of INC.
 submit this module on schedule. Non-submission may result to a failing or INC grade.

Evaluative Assessment Activities

A. Self-Check Quizzes

The quizzes contained in this module are meant to measure your own
understanding of the lesson. Answer Keys are provided for you to assess or
evaluate yourself. Do not cheat by looking at the answer keys. Remember that your
learning depends much on how honest you do your work. These self-check quizzes
or exercises will NOT form part of your grade but NOT answering or completing
them will give you an INC grade.

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 B. Essays

The essays contained in this module must be answered completely. This will be
graded and will form a small part of your grade. Remember to always practice
intellectual honesty. Do not plagiarize other people’s work. It means NOT copying
the answers of other people and NOT copying answers from the internet. Also,
please do not let others answer the questions on your behalf.

C. Summative Exams

A big chunk of your grade comes from the summative exams. These are exams
that may or may not be contained in your module and which answer keys are not
provided in the module.

GRADING SYSTEM

NO. CRITERIA PERCENTAGE (%)

1 Submission of Portfolio 20
2 Learning Outcome Validation 40
3. Summative Assessment 40
Total 100%

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TABLE OF CONTENTS
Page
Introduction 2
How to Use this Module 3
Study Schedule 4
Evaluation 5
Grading System 6
Module 1
Week 1 Lesson 1 Identifying Essential Skills 9
Week 2 Lesson 2 Comparing Classrooms of Today with 12
Classrooms of Tomorrow
Week 3 Lesson 3 Introducing Yourself 16
Take-Home Exercise: Reflecting on Module 1 17
Rubrics for Process/Performance/Product Based Assessment 19
Key Terms 20
References 21
About Your Teacher 22

Note: Module 2 will be released upon completion and submission of this Module (Module
1)

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 MODULE 1
Lesson 1
Developing 21st Century Skills
INTENDED LEARNING OUTCOMES

After studying this module, you are expected to:

 Identify 21st century skills
 Understand the trend towards creating a 21st century
classroom environment
 Discover the differences between teacher-centered
and student-centered approaches
 Reflect on professional practices
Description: 21st century, student-centered learning differs from traditional, teacher-centered
learning in that the two have different approaches to content, instruction, classroom environment,
assessment, and technology. The objective of this module is to have you identify key 21st century
skills, examine the trend toward creating a 21st century classroom environment, and explore the
differences between teacher-centered and student-centered approaches.

Exercise 1: Identifying Essential Skills

Step 1

When students graduate from your school system, what is essential for them to know
and to be able to do to be successful in the 21st century workplace? Working in a
small group, discuss your answers, and record them on the lines that follow.

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In 21st century workplaces, workers
Silently read the remaining
content in this step.
• analyze, transform, and create information
• collaborate with coworkers to solve problems and make decisions
• perform a variety of complex tasks using sophisticated technology

In 21st century homes, families

• are entertained by watching, creating, and participating in a variety of media

• make consumer decisions by looking for information on the Internet
• stay in touch with friends and family members through various technologies

In 21st century communities, citizens

• use the Internet to stay informed about local, national, and global issues
• communicate and persuade others about their opinions using different technologies
• comply with government regulations without leaving their homes

As computers take over routine tasks in the workplace, a far greater proportion of
employees are engaged in tasks that require them to be flexible and creative problem
solvers. Home life is also more complex in the 21st century as emerging technologies
provide almost infinite possibilities for entertainment, leisure-time activities, and
participation in community activities.

21st century schools must prepare students to work in today’s workplaces, and
teachers must stay current with the ways students and families use technology in their daily
lives.

In 21st century schools, students

• work on complex, challenging tasks that require them to think deeply about subject matter
and manage their own learning
• collaborate with peers, teachers, and experts on meaningful tasks using higher order thinking
• use technology to make decisions, solve problems, and create new ideas.

To help students achieve levels of full participation in their communities, teachers must focus
on the 21st century skills1, listed below, that will help students adapt to changing society and
technology:

• Accountability and Adaptability—Exercising personal responsibility and flexibility in personal,

workplace, and community contexts; setting and meeting high standards and goals for one's
self and others; tolerating ambiguity
• Communication Skills—Understanding, managing, and creating effective oral, written, and
multimedia communication in a variety of forms and contexts
• Creativity and Intellectual Curiosity—Developing, implementing, and communicating new
ideas to others; staying open and responsive to new and diverse perspectives
• Critical Thinking and Systems Thinking—Exercising sound reasoning in understanding and
making complex choices; understanding the interconnections among systems

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• Information and Media Literacy Skills—Analyzing, accessing, managing, integrating,
evaluating, and creating information in a variety of forms and media
• Interpersonal and Collaborative Skills—Demonstrating teamwork and leadership; adapting to
varied roles and responsibilities; working productively with others; exercising empathy;
respecting diverse perspectives
• Problem Identification, Formulation, and Solution—Ability to frame, analyze, and solve
problems
• Self-Direction—Monitoring one's own understanding and learning needs; locating appropriate
resources; transferring learning from one domain to another
• Social Responsibility—Acting responsibly with the interests of the larger community in mind;
demonstrating ethical behavior in personal, workplace, and community contexts
1
Surce: Partnership for 21st Century Skills (www.21stcenturyskills.org). Used with permission.

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 Lesson 2
Comparing Classrooms of Today with Classrooms
of Tomorrow

INTENDED LEARNING OUTCOMES

After studying this module, you are expected to:

 Identify 21st century skills

 Understand the trend towards creating a 21st century
classroom environment
 Discover the differences between teacher-centered
and student-centered approaches
 Reflect on professional practices

Exercise 2: Comparing Classrooms of Today with

Classrooms of Tomorrow

Step 1
How were you taught when you attended school? What did you like about how you
were taught? What were your frustrations about how you were taught? Write your
responses in the table that follows.

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Step 2

Share your reflections with a peer and others as directed.

Traditional, Teacher-Centered Instruction

Traditional, teacher-centered instruction and lecture is the most common teaching behavior
found in schools worldwide. Teacher-centered instruction can be very effective, particularly for:

• Sharing information that is not easily found elsewhere

• Presenting information in a quick manner
• Generating interest in the information
• Teaching students who learn best by listening

However, teacher-centered instruction also presents several challenges, including:

• Not all students learn best by listening

• Keeping students’ interest is often difficult
• The approach tends to require little or no critical thinking
• The approach assumes that all students learn in the same impersonal
The facilitator will briefly
way explain the organization of
the information in the
table. Then, participants
will read silently and
21st Century, Student-Centered Instruction identify approaches that
they have used in their
classrooms. Participants
How is 21st century, student-centered learning different from traditional, will share their
experiences when they
teacher centered learning? The two methods have different approaches to are called on. You
may notice that after
content, instruction, classroom environment, assessment, and technology, most have shared,
as summarized in the following table. Each approach is appropriate in many of the
approaches are
different situations. discussed.

This table is not intended to show a comparison of two opposing approaches where one is
more appropriate than the other. On the contrary, this table shows that both approaches can
be appropriate depending on a particular situation.

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14
Good teachers recognize that there is more than one way to teach, and
Rather than using a
that different situations often require different teaching practices. traditional, teacher-
Accordingly, the Intel® Teach Getting Started Course incorporates centered approach
to introduce the
elements of traditional, teacher-centered instruction, along with information, notice
elements of 21st century, student-centered instruction. Although how the facilitator
differences exist between the two approaches, research indicates that uses a 21st century,
student-centered
21st century, student-centered approaches can enhance traditional, approach.
teacher-centered instruction by providing a purposeful and meaningful
context for which students can master their emerging skills.

Step 3
Share your ideas when
prompted.
Why might students like 21st century, student-centered approaches?
List your ideas and those of others as directed on the lines that follow

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 Lesson 3
Introducing Yourself
INTENDED LEARNING OUTCOMES
After studying this module, you are expected to:

 Identify 21st century skills

 Understand the trend towards creating a 21st century
classroom environment
 Discover the differences between teacher-centered
and student-centered approaches
 Reflect on professional practices

Exercise 3: Introducing Yourself

Now it is time for you to meet the others participating in the course. Hopefully, the
colleagues you meet here will become valuable resources for you both during the
course and beyond as you return to your classroom and begin applying your 21st
century teaching and learning skills and approaches.

Step 1

What would you like to share about yourself? Would you like to tell the grade level or
subject area that you teach? Would you like to tell where you teach? List the key
points that you want to share on the lines that follow.

Step 2

Share your key points as directed. Listen while others share as well.

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Take-Home Exercise: Reflecting on Module 1
Reflect on the exercises, activities, skills, and approaches addressed in this module.
Record your answers to the following questions and be prepared to share your
answers at the beginning of the next module.

1. Consider the list of 21st century, student-centered approaches. Which

approaches are you most interested in using with your students? How might
the approaches support student learning?

2. Recall the names of the colleagues that you were introduced to during this
module and the information that they shared about themselves. Which colleagues
might share interests with you? What are those shared interests? How might you
collaborate or work together with your colleagues both during and after the
course?

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Module 1 Summary

Step 1

What did you accomplish in this module? List your ideas and other participants’ ideas
as directed on the lines that follow.

Step 2

What key points are addressed in this module? List your ideas and other participants’
ideas as directed on the lines that follow.

Step 3

Ask any questions and share any comments. Learn about and prepare for Module 2:
Learning Computer Basics and the Internet.

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 RUBRICS FOR PROCESS/PERFORMANCE
BASED ASSESSMENT

ESSAY
Scoring 3 Points 2 points 1 point
Domain

Logicality Statements are written in Some statements Statements are all

the most logical manner lack logicality over and thoughts &
ideas presented are
difficult to follow
Grammar One to two (1-2) grammar A few (2-4) More than 4
errors grammar errors grammatical errors

Reasonability The opinion is very Some of the All opinions have no

or reasonable. The answer opinions are not basis and largely
Correctness is fully correct. reasonable. Some unreasonable.
of the Answer answers are Answers given are
incorrect. all incorrect or
inaccurate.

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KEY TERMS

Essential Skills - are the skills that people need for learning, work and life.

21st Century - is the current century in the Anno Domini era or Common Era, in
accordance with the Gregorian calendar.

Workplace - is a communication tool that connects everyone in your

company, even if they're working remotely.

ethics - moral principles that govern a person's behavior or the conducting of an

activity.

communities - a group of people living in the same place or having a particular

characteristic in common.

Traditional teaching - is concerned with the teacher being the controller of

the learning environment. Power and responsibility are
held by the teacher and they play the role of instructor
(in the form of lectures) and decision maker (in regards
to cirriculum content and specific outcomes).

citizens - a legally recognized subject or national of a state or

commonwealth, either native or naturalized.

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 REFERENCES
Books
Intel® Teach Program
Getting Started Course Version 2.0

Educational Videos
https://www.youtube.com/watch?v=ixRBjEW_sFs
https://www.youtube.com/watch?v=GwfeaW5RwbM

Website
www.intel.com/education

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ABOUT YOUR TEACHER

Educational Qualifications:

o Graduated Bachelor of Science in

Electronics and Communications
Engineering at AMA Computer College

o Graduated Teachers Certification Program at

Universidad de Zamboanga in 2017

o NC III holder in 2D animation

o NC II holder in Computer System

Servicing

o NC II holder in Technical Drafting

o Visiting Lecturer, ZCSPC-Ayala Extension Classes

Contact Details:
Email: robyntolentino@gmail.com
call/message: 09268155828
Please call or message me anytime.

Thank you!

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