TLED3216-Midterm Sir Medilo

Hinunangan Campus
TLED 3216
TECHNOLOGY
FOR
TEACHING AND
LEARNING 2
MODUL earning
E Activities
L
Name of students : Lovely Grace D. Arcon
Course/Year/Section : BTLED-ICT 3RD YEAR
Instructor : ISAAC MONTAJES MEDILO
TLED 3216 Technology for Teaching and Learning 2 MODULE 1
LESSON 1. THE K – 12 CURRICULUM FRAMEWORK
Intended Learning Outcomes

At the end of the lesson, students are expected to:
Conduct an article review on the Topic Brief “Education Policy and Strategy for Scaling EdTech in the Philippine
Determine how technological tools for teaching and learning promote the salient features of K-12 Curriculum;
Recognize the birth of the Most Essential Learning Competencies (MELCs) in the new normal of educational system
ACTIVITY 1.1
Direction: Express your thoughts about “Reflecting on Technology – based Learning
Experiences using the RIE Chart. (15 PTS)
RECALL: Recall how your teachers in your field of specialization used information and
communication technologies to help you understand some concepts in your lessons.
IDENTIFY: Identify the specific lesson and learning objectives of your teacher. Were you able
to understand the lesson and demonstrate the learning objectives with the teacher’s
integration of ICT? Why?
ENHANCE: If you are to enhance the ICT used by your teacher, how will you do it? Will you use
the same ICT or will you modify how it was integrated?
Recall Identify Enhance
 Projectors linked to  The focus of the session  ICT is also my area of

laptops are used to was on how to navigate expertise. I'll merely
provide instruction on Microsoft Office make a few minor
how to use Microsoft applications. The changes to how our
Office applications learning goal was to teacher employs ICT
(Word, Excel, and show and conduct
integration. To
PowerPoint). Make use Microsoft application
improve the
of desktop PCs to navigation.
demonstrate the task. performance of
 Yes, I was able to
computer laboratory
comprehend the
operations by using
lesson and exhibit the
more complex tools
learning objectives,
and technology.
particularly given our
instructor's usage of
technology in our
class. It was given in a
straightforward and
detailed manner.
Southern Leyte State University

Hinunangan Campus *This material is intended for INSTRUCTIONAL PURPOSES ONLY!

ACTIVITY 1.2
Direction: Read each item carefully and provide your answer. (3 PTS EACH)
1. How will technological tools for teaching and learning promote the salient features of the K-
12 Curriculum? Elaborate your answer.
 Teachers may utilize technology to boost their productivity, incorporate valuable digital tools to
improve student learning possibilities, and boost student support and engagement. It also allows
teachers to customize learning and improve their teaching approaches. With the establishment of the K–
12 Curriculum, there has been a surge in demand for technology tools that can help teachers and
students learn more effectively. Mastery of fundamental skills, lifelong learning, character and value
development, participatory citizenship, and global competitiveness are all important aspects of the
curriculum that must be promoted through these instruments.
2. Provide an example on how technology is used effectively to support and assess learning in
your field of specialization.
 ICT may be used to create tests like as computer-based tests (typically a digital replica of traditional
paper-based tests), computer adaptive tests (that can modify their form in response to the learner being
assessed), and test-creation programs. Simulation, interaction, and created answer styles may all be
used in ICT-based examinations. In certain circumstances, sophisticated ICT applications have been
built that score open-ended performances, assess learners' reasoning processes, investigate how
learners approach problem solving, and even offer feedback to learners.
3. How will you develop learning plans for your classes to make sure that available technologies
for teaching and learning will be put into use for meaningful learning? Give at least 5 teacher
tips.
 Determine what has to be learnt by measuring it.
 Set attainable objectives with your kids.
 Allow pupils to decide how they want to study.
 Encourage your pupils to work together.
 Assess, evaluate, and reflect often.
4. What is the significance of Most Essential Learning Competencies in the New Normal?

 To meet the difficulties posed by the worldwide pandemic, the Department of Education's Bureau of
Curriculum Development-Curriculum Standards Development Division established the most essential
learning competencies (MELCs). The Department worked with stakeholders to determine the criteria
for selecting the most important learning abilities, with the descriptor ENDURANCE serving as the
major decision element. A learning ability is deemed lasting if it sticks with learners long after a test or
unit of study has been finished, or if it is beneficial for more than one exam or unit of study. Research
skills, reading comprehension, writing, map reading, and hypothesis testing are examples of learning
talents that are important in many professions and everyday life. As a general rule, a learning
competency is preserved if it meets the endurance requirement, contributes significantly to lifelong
learning, and is a prerequisite skill for the following grade level.
5. Generate a sample learning competency in your field of specialization that is considered

enduring.
 ICT education is as important for brilliant kids as it is for normal students in educational programs. We
should be able to identify and define ICT-based core capabilities as the first stage in developing
curriculum for boosting gifted kids' ICT competencies. This model is made up of three basic
competencies:
 knowledge and skills competency(K&S)

 synthesis and creativity competency(S&C)
 creative mind competency (CM).
ACTIVITY 1.3
Output will be graded based on the given rubric:
MAJOR OUTPUT – ARTICLE REVIEW (30
PTS)
Components Percentage
Direction: Follow the steps below: Identification of Premise and Supporting Points (Argume
Application of Analysis
 Read the Topic Brief titled: Education
Critical Evaluation of Premise and25%
Supporting Points (Arg
Policy and Strategy for Scaling
Organization Video Presentation TOTAL
EdTech in the Philippine Schools by 25%
Liezhl F. Dunuan. Your instructor will
provide a copy of the article in the 25%
Google Classroom.
 Conduct a review of the Topic Brief in 15%
a 5 – minute video. You can 10%
substantiate your review using 100%
scholarly references. Your article
review shall entail the following
parts: Summary, Critique, and
Conclusion.

SUMMARY
EDTECH POLICY AND FRAMEWORK
2001
Department of Education (DepEd) created the Department of Education Information
Technology Framework which identified the “action areas for ICT integration.
2004
DepEd and FIT-ED developed the National Framework Plan for ICT’s in Basic Education
covering the goals and strategies of Department from 2005 to 2010.
2009
DepEd crafted the five-year ICT foe Education Strategic Plan with funding support from
the Australian Agency for International Development the plans vision was “an ICT enabled
educational system that transform students into your dynamic life-long learners and value
centered productive and responsible citizens.
2012-2018
K-12 reform was the focus but the DepEd computerization program and the DepEd
Internet Connectivity Program continued.
CRITIQUE
Educational institution has always struggle to keep up with changing technologies
and their potential impact on teaching and learning process. DepEd should address what
really needs and what is important. And DepEd will keep on implementing sign with the
policy and framework.
CONCLUSION
DepEd should provide learning planning and implementation support to division
and schools appropriate levels of resourcing. The implementation support more beyond
digital literacy or digitizing traditional teaching materials to address the needs of the
learners in adapting digital literacy.

LESSON 2. ICT PEDAGOGY INTEGRATION IN LEARNING PLANS

Discuss essential points to consider when integrating any ICT in facilitating education;
Analyze learning plans that integrate ICT in the learning procedures to be able to attain the learning outcomes;
Design an ICT based activity;
ACTIVITY 2.1
Direction: Go through the sample Daily Lesson Log provided by your instructor. Observe the
different activities used by the teacher to deliver the lesson. Scrutinize how the teacher
integrated ICT in the lesson. Then complete the table below. (20 pts)
Learning Plan
Lesson/Topic ICT Tool/ICT based Part of the Lesson How did the If you would
Activity Plan where ICT teacher execute be the one
Integration this part? designing this
appeared section, how
would you
integrate ICT
on this part?
Technology  PowerPoint  Reviewing  Using I will also use
and Livelihood Presentation previous PowerPoint PowerPoint
Education / lesson or presentation, Presentation
Computer  Picture presenting the teacher but with the
Hardware Interpretation new lesson prepares integration of
Servicing different creating some
 Video Clip drawings of well-designed
Presentation the elements graphical
of a presentation of
Flowchart. the discussion.
From there,
the students
will guess the
name.
 Interpret the Using some

 Establishing a digitalized
purpose for two pictures
presented in pictures to
the lesson present the
different
manners. The presentation.
teacher Using graphical
shares a video visual effects
clip showing for better

the types and understanding
importance of in watching the
flowcharting. video.
 Presenting  The teacher Using graphical

examples / shares a video visual effects
instances of clip about for better
the lesson flowchart will understanding
be presented in watching the
to the class. video
Letting presentation.
students take Informing
note of the students to just
important download in the
details. Google
Classroom the
important
details that
have been
discussed in the
form of a
file/document.


ACTIVITY 2.2
Direction: Share your own recommendations and observations on how you may use and enhance the
given lesson log. Answer the provided questions: (5 pts each)
1. Are the learning objectives aligned with the targeted basic education curriculum
competencies? Why do you say so?
- Yes, because it discusses the relevance of the course, explain basic concepts in computer
hardware servicing, and explore opportunities in computer hardware servicing as a career.
2. Is the plan of technology integration supportive of the attainment of the learning

competencies and learning objectives? Explain your answer.
- Yes, because more and more studies show that technology integration in the curriculum
improves students' learning processes and outcomes. Teachers who recognize
computers as problem-solving tools change the way they teach. They move from a
behavioral approach to a more constructivist approach. Technology and interactive
multimedia are more conducive to project-based learning. Students are engaged in
their learning using these powerful tools, and can become creators and critics instead
of just consumers.

ACTIVITY 2.3
Direction: Design an ICT-Based Activity. Follow the directions below: (60 pts)
 Choose three (3) ICT Tool commonly used by teachers to make quizzes, tests, or games.
 Sign up for an account and create each either a quiz, game, or test.
 Screenshot/printscreen your account with the accomplished test ready for use and paste
it in your answer sheet. Include also the link of the test.
 Focus your quiz on your field of specialization.
Below are the links of ICT Tool sites:
 BookWidgets  Genial.ly  Poll Everywhere

https://www.bookwidget https://genial.ly/ https://www.polleverywher
s.com/ e.com/
 Classkick  Gimkit  Purpose Games

https://classkick.com/ https://www.gimkit.com https://www.purposegame
/ s.com/
 Classmarker  Goosechase  Quizalize

https://www.classmarker https://www.goosechas https://www.quizalize.com
.com/ e.com/ /
 Classtools  Gynzy  Quizlet

https://classtools.net/ https://www.gynzy.com https://quizlet.com/
/en/
 Deck.Toys  JeopardyLabs  Quizizz

https://deck.toys/ https://jeopardylabs.co https://quizizz.com/
m/
Page 5 of 9

 Educaplay  Kahoot  Quizstud

https://www.educaplay.c https://create.kahoot.it/ https://www.quizstud.com/
om/
 Flipgrid  Learnclick  Socrative

https://info.flipgrid.com/ https://www.learnclick.c https://www.socrative.com
om/ /
 Flubaroo  Lightsail  SurveyMonkey

https://www.flubaroo.co https://lightsailed.com/ https://www.surveymonke
m/ y.com/
 Formative  Plickers  Voxvote

https://goformative.com/ https://get.plickers.com https://www.voxvote.com/
/
 MasteryConnect
https://www.instructure.com/product/k- 12/masteryconnect?
redirectSource=mc&redirectPath=index
 Quizbean http://www1.quizbean.com/?
tm=1&subid4=1647198268.0251090000&kw=Quiz&KW1=Quiz%20S urvey
%20Software&KW2=Create%20Your%20Own%20Quiz&KW3=Interactive%20Video%20Quiz
%20Software&searchbox=0&domainname=0&backfill=0

Educaplay
https://www.educaplay.com/learning-resources/11846200-animation.html

Quizbean
https://www.flexiquiz.com/SC/N/8464aa8b-175f-4971-9531-d73d119aaed0?preview=1
https://www.flexiquiz.com/SC/N/8464aa8b-175f-4971-9531-d73d119aaed0

Formative
https://app.formative.com/formatives/62474e5a8c6c408fc4d618cb
app.formative.com/join

Answer the following question:

 Of all the ICT Tools, explain why you chose these three, and how can they promote
effective learning of students? (15 PTS)
Chosen ICT Tools Reasons

1. Educaplay Can produce activities with beautiful and
professional results using personal resources.
Find the appropriate exercise from a large
selection of themes and levels.
2. Quizbean Using a variety of question and media kinds,

create sophisticated tests, examinations, and
quizzes. Multiple choice, photo selection,
and free text choices are all available. You
may post your quizzes using a variety of
methods, including a unique link, email
invitations, or even your own user portals.
FlexiQuiz offers a variety of reports to help
you analyze the results of your tests and
quizzes. Print reports or export them to PDF,
CSV, or Excel.
3. Formative Support beginning readers phonemic
awareness, phonics, and fluency using this
platform. Reach all students with engaging
Science Labs/Computer ICT-based lab.
Learns how to separate lab sections, build
assessments, and uses dynamic question
type.
This platform can help beginner readers with
phonemic awareness, phonics, and fluency.
Engaging Science Labs/Computer ICT-based
Labs can reach all pupils. Learns how to
divide lab parts, create evaluations, and ask
dynamic questions.


LESSON 3. A NATURE OF PROJECT – BASED AND PROBLEM BASED APPROACHES
Differentiate Inquiry Based Learning (IBL) and Problem Based Learning (PBL)
Create IBL and PBL activities aligned to learning competencies from K – 12 Curriculum Guide
ACTIVITY 3.1
Direction: Compare and contrast Inquiry Based Learning (IBL) and Problem Based Learning
(PBL) in a Venn Diagram. (15 pts)
Similarities
Student-centered teaching pedagogies such as Problem-Based Learning (PBL) and Inquiry-Based

Learning (IBL) foster active learning and critical thinking via exploration. Both strategies present
students with intriguing questions to think about. PBL and IBL are both successful learning approaches,
according to studies.
Differences
The majority of academics characterize inquiry-based learning as a pedagogy based on one of these
stages. As a result, IBL can be as structured as guiding students through a technique to obtain a known
outcome or as ad hoc as encouraging students to ask new questions. Consider the topic of Newton's
Second Law of Motion in a Physics laboratory. The process for recording the mass and impact force of
various items might be defined in the lab instructions. The pupils should be able to recover the force they
measured by multiplying the mass by the acceleration due to gravity, verifying Newton's Second Law.
Because it is student-centered and supports the development of practical skills and higher-level thinking,
inquiry may be a successful learning technique at any level.
Problem-Based Learning is a type of guided inquiry in which the instructor asks a question about an
unresolved real-world issue. For example, in a Middle Eastern Studies course, the instructor's major
challenge may be "Propose a solution to the Israeli–Palestinian conflict," which would drive students to
learn about the region's history, religious disagreements between Judaism and Islam, and current events.
Students would be asked to submit and defend their answer at the conclusion of the semester. PBL is
beneficial because it inspires students to learn by allowing them to investigate, explain, and solve real-
world issues.

The majority of academics Through enquiry,

characterize inquiry-based both student-
learning as a pedagogy based centered teaching Problem-Based Learning is a type
on one of these stages. As a approaches of guided inquiry in which the
result, IBL can be as structured stimulate active instructor asks a question about an
as guiding students through a learning and unresolved real-world issue.
technique to obtain a known critical thinking.
outcome or as ad hoc as Students would be asked to submit
encouraging students to ask Both strategies and defend their answer at the
new questions. provide students conclusion of the semester. PBL is
with fascinating beneficial because it inspires
Because it is student-centered topics to think students to learn by allowing them
and supports the development about. to investigate, explain, and solve
of practical skills and higher- real-world issues.
level thinking, inquiry may be a Learning models
successful learning technique at that work.
any level.

ACTIVITY 3.2
Direction: Apply Inquiry – Based Learning (IBL) in your field of specialization, do the following
steps: (20 pts)
1. Choose 5 learning competencies that are suited for an IBL, from the K to 12 Curriculum
Guide based on your field of specialization. (Your instructor will provide you the copy
of the Curriculum Guide)
2. Create an IBL activity for each competency and write its description. You can check some
sample activities in the link - https://blog.futurefocusedlearning.net/inquiry-based-
learning-examples
3. Determine what type of inquiry will be used.
4. List core questions about the subject matter that learners might be asked to answer.

Use the format given below:
SUBJECT: Information and Communications Technology – Computer Hardware Servicing

GRADE LEVEL: 7
LEARNING IBL ACTIVITIES TYPE OF CORE
INQUIRY QUESTIONS
COMPETENCIES
1. Discuss the relevance Information and statistics Structured Inquiry What exactly is
of the course about CHS are provided to computer hardware
students. Students go over maintenance?
the information and come
What role does
up with their own method of
CHS play in ICT?
recognizing or
comprehending what
Computer Hardware
Servicing is.
2. Explain basic Give kids some basic Structured Inquiry How is CHS
concepts in computer information about CHS. connected via
hardware servicing Encourage them to technology?
investigate how CHS is
Why is CHS ICT so
linked to ICT. Then have
important?
students develop a concept
map about what they learnt
in CHS using their
knowledge.
3. Explore Information and statistics Structured Inquiry What are the
opportunities in about CHS are provided to possibilities for
computer hardware students. After reviewing CHS?
servicing as a career the data, students develop
What role will CHS
their own strategy to
careers have in
discovering career options
future job
at CHS.
opportunities?
4. Compare different Provide a range of CHS Guided Inquiry What are CHS's
products/services in products/services to goods and services?
computer hardware students and have them
How will these
servicing business displayed. Ascertain that the
products/services be
pupils keep track of which
utilized?
CHS products/services are
given. The students should
then monitor each CHS
product or service. What
similarities and distinctions
exist across CHS goods and
services? Have the kids
make a list of CHS products
and services using this
information.

5. Prepare hand tools Teach pupils about the Structured Inquiry What are the
and equipment science of preparing tools functions of the
according to function and equipment, as well as CHS hand tools and
and task how to utilize them. Provide equipment?
requirement a choice of hand tools and
What will it be
equipment to allow pupils to
utilized for in terms
investigate this on their
of function and
own. Allow pupils to try out
task?
the various hand tools and
equipment. Have students
write down their
observations as well as a
hypothesis about which
hand tools and equipment
are appropriate for that
function and activity..
ACTIVITY 3.2

Direction: Apply Problem – Based Learning (PBL) in your field of specialization, do the
following steps: (20 pts)
1. Choose 5 learning competencies that are suited for an PBL, from the K to 12 Curriculum
Guide based on your field of specialization. (Your instructor will provide you the copy of the
Curriculum Guide)
2. Create an PBL activity for each competency and write its description. You can check some
sample activities in the link - https://www.hunschool.org/resources/problem-based-
learning#:~:text=For%20example%2C%20a%20problem%2Dbased,of%20classmates
%20and%20community%20leaders.
3. Construct key questions that can motivate students to engage in PBL activity.

Use the format given below:
SUBJECT: Information and Communications Technology – Computer Hardware Servicing

GRADE LEVEL: 10
LEARNING PBL ACTIVITIES OPEN-ENDED

QUESTIONS
COMPETENCIES
1. Follow OHS in planning and This strategy begins with a trip to the What practical applications
preparing for configuration computer lab. Students join teams and does OHS have?
of computer systems and present research-supported
Why is it critical to
networks configurations of computer systems
configure our computer
and networks to a professional
systems and networks before
Information Technologist using their
we begin working on them?
observations and classroom knowledge.
2. Prepare computer systems, Students are challenged to examine and Why is it so necessary in
tools, devices, equipment and identify computer systems, tools, ICT manufacturing to
materials devices, equipment, and materials, as prepare computer systems,
well as decide how they will be used. tools, devices, equipment,
Then come up with realistic solutions and materials?
to submit to an information technology
How are we going to put
panel.
this training into practice?
3. Check computer systems and Encourage kids to see themselves as Why examine the setup of
networks configuration information technologists. computer systems and
against specified Troubleshoot and configure computer networks?
requirements systems and networks. Allow them to
What role will it play in
propose their solution and discuss their
meeting the requirements?
findings.
4. Identify the procedures in Students visit a neighboring computer In CHS, how do procedural
using the tools and equipment station to learn about the procedures for requirements for utilizing
utilizing the tools and equipment for tools and equipment apply?
CHS. They must select a specific
Why is it critical to
journey, conduct research on it, and
recognize real-world
write their own procedural instructions.
procedural instructions??
. They'll keep a journal throughout their
study, detailing methods and
developing their own work ethics.
Students take on the role of a computer
5. Inspect networking devices, Why is it required to check
technician, decrypting a message
media and connectors networking devices, media,
delivered to networking devices,
and connections in computer
media, and connections; coding a new
operations?
message in response; and presenting
their results to the class. How does it apply to real-
world computer operations?


LESSON 4. BASIC PARTS OF LEARNING PLAN

Determine the importance of lesson planning
Apply learnings and develop skills in crafting a lesson exemplar
ACTIVITY 4.1
Direction: Create a WORD CLOUD describing the importance of lesson planning. (10 pts)
Progress
Units FocusHelps Level Instructors Providing
Road Map
Adequate Assessment Sequence
Focus End-
Objectives
Long-term Testing Lesson plan
Teachers
Blueprint Learning
ACTIVITY 4.2

MAJOR OUTPUT – IDEA LESSON EXEMPLAR (100 pts)
Directions: Your output will be graded based on the given ru
1. Choose a topic of your interest based on

your field of specialization, from the Percentage
Criteria Presence and Alignment to IDEA Princi
Curriculum Guide provided by your Content Language and Mechanics
instructor in Lesson 3. Design Composition & Layout 30 %
2. Read the “Guidelines on the Preparation of TOTAL
PIVOT I-D-E-A Lesson Exemplars” (File will 30 %
be provided by your instructor). 30 %
3. Craft your IDEA Lesson Exemplar and follow
the prescribed template from the file provided. 10 %
100%
4. Display and maximize ICT integration in
your lesson.
5. Include either an IBL or PBL as an activity.
 Write a reflection on what you’ve learned in this module, and how these learnings will help
you as an aspiring educator.

VISION
By 2040, Southern Leyte State University is a leading higher
education institution that advances knowledge and will be
known for innovation and compassion for humanity, creating an
inclusive society and a sustainable world.
MISSION
We commit to be a smart and green University that advances
education, technological and professional instruction, research and
innovation, community engagement services and progressive
leadership in arts, sciences and technology that are relevant to
the needs of the local communities. We produce graduates and life-
long learners equipped with knowledge that enhances lives
and invigorates economic development.

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Hinunangan Campus

LESSON 1. THE K – 12 CURRICULUM FRAMEWORK

Intended Learning Outcomes

Recall Identify Enhance

 Projectors linked to  The focus of the session  ICT is also my area of

Southern Leyte State University

Southern Leyte State University

 Determine what has to be learnt by measuring it.

 Set attainable objectives with your kids.

 Allow pupils to decide how they want to study.

 Encourage your pupils to work together.

 Assess, evaluate, and reflect often.

Southern Leyte State University

5. Generate a sample learning competency in your field of specialization that is considered

 knowledge and skills competency(K&S)

Southern Leyte State University

EDTECH POLICY AND FRAMEWORK

Southern Leyte State University

LESSON 2. ICT PEDAGOGY INTEGRATION IN LEARNING PLANS

 Interpret the Using some

Southern Leyte State University

 Presenting  The teacher Using graphical

Southern Leyte State University

Southern Leyte State University

2. Is the plan of technology integration supportive of the attainment of the learning

Southern Leyte State University

Below are the links of ICT Tool sites:

 BookWidgets  Genial.ly  Poll Everywhere

 Classkick  Gimkit  Purpose Games

 Classmarker  Goosechase  Quizalize

 Classtools  Gynzy  Quizlet

 Deck.Toys  JeopardyLabs  Quizizz

Southern Leyte State University

 Educaplay  Kahoot  Quizstud

 Flipgrid  Learnclick  Socrative

 Flubaroo  Lightsail  SurveyMonkey

 Formative  Plickers  Voxvote

Southern Leyte State University

Southern Leyte State University

Southern Leyte State University

Southern Leyte State University

Answer the following question:

Chosen ICT Tools Reasons

2. Quizbean Using a variety of question and media kinds,

Southern Leyte State University

Southern Leyte State University

Student-centered teaching pedagogies such as Problem-Based Learning (PBL) and Inquiry-Based

Southern Leyte State University

The majority of academics Through enquiry,

Southern Leyte State University

Southern Leyte State University

SUBJECT: Information and Communications Technology – Computer Hardware Servicing

Southern Leyte State University

Southern Leyte State University

Southern Leyte State University

Use the format given below:

SUBJECT: Information and Communications Technology – Computer Hardware Servicing

LEARNING PBL ACTIVITIES OPEN-ENDED

Southern Leyte State University

Southern Leyte State University

LESSON 4. BASIC PARTS OF LEARNING PLAN

Southern Leyte State University

1. Choose a topic of your interest based on