INTRODUCTION

This course is designed to engage students to utilize the theories and principles
in designing, developing, utilizing and evaluation teaching and learning resources. It
covers the knowledge and skills in developing training materials such as, print, mock-
up/simulator and models.

It will also provide the student experiences in utilizing electronic media in

facilitating training and developing learning materials for e-learning. Also, facilities
which includes developing and implementing s housekeeping program and maintaining
training systems, equipment, tools, materials and documents. The prospective
teacher/trainer will be exposed to other methods and strategies related to different
modes of training delivery such as institution-based, community-based training
especially for livelihood, as well as, enterprise-based learning.

COURSE OUTCOME

At the end of the course, the pre-service teachers should be able to:

1. Define educational technology.

2. Differentiate educational technology from technology in education.
3. Relate educational technology, instructional technology and technology
integration, educational media to one another.
4. Understand the role of educational technology in teaching and learning.
5. Understand the systematic approach to teaching.
6. Identify the different elements of a systematic approach to teaching.

Organizer

There are five lessons in every chapter. Read each lesson carefully then answer
the exercises/activities to find out how much you have benefited from it. Work on these
exercises carefully and submit your output to your instructor through your Google
Classroom account, Messenger or Facebook.

In case you encounter difficulty, discuss this with your instructor during the face-
to-face meeting. If not contact your instructor through your Google Classroom account,
Messenger, Facebook or even in Gmail.
Good luck and happy studying!
 i

Table of Contents

Introduction
Course Outcome/ Organizer ………………………………………………………………………………………………………………………………………. i

CHAPTER I: The Broad Meaning of Educational Technology ……………………………………………………………………………. 1

Lesson 1 Meaning of Technology for Teaching and Learning ……………………………………………………………………. 2
Lesson 2 Understanding Technology for Education …………………………………………………………………………………… 4
Lesson 3 Roles of Educational Technology for Learning ……………………………………………………………………………. 6
Lesson 4 Systematic Approach to Teaching ……………………………………………………………………………………………….. 8
Lesson 5 The Cone Experience ……………………………………………………………………………………………………………………. 11

CHAPTER II: Instructional Materials and Experiences ………………………………………….………………………………………………..17

Lesson 1 Using and Evaluating Materials Instructional Materials ………………………………………………………………..18
Lesson 2 Direct, Purposeful Experiences and Beyond ………………………………………………………………………………….21
Lesson 3 Teaching with Contrived Experiences …………………………………………………………………………………………. 24
Lesson 4 Teaching with Dramatized Experiences ………………………………………………………………………………………. 26
Lesson 5 Making the most of the community resources and field trips ……………………………………………………..27

CHAPTER III: Technology Tools & ICT Policies ………………………………………………………………………………………………………..30

Lesson 1 The Power of Film, Video and TV in the Classroom ……………………………………………………………………. 31
Lesson 2 Teaching with Visual Symbols ……………………………………………………………………………………………………….37
Lesson 3 Maximizing the Use of the MS PowerPoint and Chalkboard ………………………………………………………… 40
Lesson 4 ICT Policies and Safety Issues in Teaching and Learning ……………………………………………………………..43
Lesson 5 Technology Tools in a Collaborative Classroom Environment ………………………………………………………48
Relevance and Appropriateness in the Use of Technology
in Teaching and Learning

CHAPTER IV: Multimedia Project-Based and Assessment of Learning …………………………………………………………………51

Lesson 1 Project-Based Learning and Multimedia ……………………………………………………………………………………..52
Lesson 2 Using the Project-Based Learning Multimedia
as a Teaching-Learning Strategy ………………………………………………………………………………………………….55
Lesson 3 Assessment in a Constructivist, Technology Supported Learning ……………………………………………….60
Lesson 4 Demonstration Teaching……………………………………………………………………………………………………………….64
Lesson 5 Technology Tools in a Collaborative Classroom Environment
and Relevance and Appropriateness in the Use of Technology
in Teaching and Learning …………………………………………………………………………………………………………….73

ii
 CHAPTER 1: The Broad Meaning of Educational Technology

This chapter presents the broad meaning of educational technology. That is why
you will start this course with a comprehensive understanding of the term educational
technology, reflecting on whether it is good or bad to education, dwells on the roles of
educational technology, identifying a systematic approach to instruction, and reviewing
Edgar’s Dale Cone of Experience for you to be acquainted with various instructional
media which form part of the system’s approach to instruction.

Learning Objectives

After reading this chapter, students will be able to:

1. Define educational technology.
2. Differentiate educational technology from technology in education.
3. Relate educational technology, instructional technology and technology
integration, educational media to one another.
4. Understand the role of educational technology in teaching and learning.
5. Understand the systematic approach to teaching.
6. Identify the different elements of a systematic approach to teaching.

1
LESSON 1: The Meaning of Technology for Teaching and Learning

The word “technology” comes from the Greek word “techne” meaning “craft or
art”. Therefore, educational technology is the art or craft of responding to our
educational needs.

Technology for teaching and learning is a planned, systematic method of working

to achieve planned outcomes. A planned outcomes maybe the a) process or b) product.

According to Dale (1969), it is the applied side of scientific development. This

may refer to any valid and reliable process that is derived from basic research using the
scientific method to be able to make ways for discoveries, inventions or innovations to
satisfy educational needs or desires for teaching and learning.

What is educational technology?

In all facets of human learning, it is a complex, integrated process that involves

people, procedures, ideas, and organization for developing, putting into
practice, assessing, and managing solutions to challenges, according to AECT
(1977).
According to Jonassen et al. (1999), it consists of instructional tactics that
reliably engage learners, such as cognitive learning techniques and critical
thinking abilities, as well as designs and surroundings that encourage learning.
It is a field study that is concerned with the practice of using educational
resources and methodologies with the ultimate objective of enhancing the
learning process, according to Lucido and Borabo (1997)

There are other terms associated with educational technology such as;

1. Technology in Education – It is the application of technology to any of those

process involved in operating the institutions which comprises the
educational enterprise (Jonassen, et al, 1999).

2. Instructional Technology –It is a systematic way of designing, carrying out,

and evaluating the total process of learning and teaching in terms of specific
objectives (Lucido and Borabo, 1997).

3. Technology Integration- Is the learning technologies to introduce, reinforce,

supplement and extend skills (Williams, 2000).

2
 4. Educational Media – These are channels, instruments or avenues of
communication such as books, magazines, newspapers, radio, television, and
computers and among others that may serve for educational purposes.

Summing Up

Educational technology is more than instructional technology in the same way

that education is more than instruction. Technology integration is a part instructional
technology which, in turn, is part of educational technology. Thus, educational
technology is different from technology in education.

The latter refers to the application of technology in the operation of education

institutions while the former is the application of technology in educative process that
takes place in educational institutions.

Is the common concept on educational technology

THINK! adequate? Defend your answer.

✓ Describe what educational technology is buy using a

photo organizer.
ACTIVITY ✓ Create your unique photo organizer/album into a
short size of coupon bond.
✓ You may use different cut out pictures to reflect the
idea.
 3

LESSON 2: Understanding Technology for Education

Is technology boon or bane?

Technology is a blessing for us. With this, there is a lot that we can do which we
could not do then. With cellphones, webcam, you will be closer to someone miles and
miles away.
Just think of the many human lives saved because of speedy notifications via
mobile phones. Just think how your teaching and learning have become more novel,
stimulating, exciting, fresh and engaging with the use of multimedia in the classroom.
However, when not used properly, technology becomes a detriment to learning
and development. It can destroy relationships. Think of the husband who is glued to TV
unmindful of his wife seeking attention. This may eventually erode marital relationship.
Think of the student who surfs the internet for pornographic scenes. He will have
trouble with his development. The abuse and the misuse of the Internet will have far
reaching unfavorable effects on his moral life.
The teacher who schedules class TV viewing for the whole hour to free herself
form a one-hour teaching and so can engage in other matters. Likewise, will not benefit
from technology. Neither will her class truly benefit from the whole period of TV
viewing.

The disadvantages of technology in education is when;

1. The learner is made to accept as Gospel truth information they get from the
Internet.
2. The learner surfs the Internet for pornography.
3. The learner has an uncritical mind on images floating on televisions and
computers that represent modernity and progress.
4. The TV makes the learner a mere spectator not an active participant in the
drama of life.
5. The learner gets glued to his computer for computer assisted instructional
unmindful of the world and so fails to develop the ability to relate to others.
6. Using the Internet for character assassination of people whom we hardly like.
7. Spending most of the time in using a mobile phone in classroom or in our
workplace.
8. We use overuse and abuse TV or film viewing as a strategy to kill time.
4
 Let us go back to the question asked at the beginning of this lesson. Is technology
boon or bane? It depends on how we use technology. If we use it to help our students
and teachers become caring, relating, thinking, reflecting and analyzing and feeling
beings, then it is a boon, a blessing. But if we abuse and misuse it and so contribute to
our ruin and downfall and those of other persons, it becomes a bane or a curse.
Technology contributes much to the improvement of the teaching-learning process.
The integration of technology in the instructional process must be geared towards:
1. Interactive and meaningful learning.

2. The development of creative and critical thinking.

3. The development and nurturing of teamwork.

4. Efficient and effective teaching.

Summing Up

Technology is made for the teacher and not the teacher for technology.
Technology is meant to serve man in all aspects of life including instruction.

In the context of the classroom, the teacher, who determines how technology
ought to be used in order to reap the maximum benefits that come along with
technology.

THINK! Can technology take the place of the teacher in the

classroom? Defend your answer by providing related
situations.

✓ Create your own poster/slogan reflecting on how

ACTIVITY technology can be a blessing or a curse to mankind.
✓ Feel free to give examples drawn from life, not only
from inside the classroom.
✓ Use short size of coupon bond.

5
LESSON 3: Roles of Educational Technology in Learning
In constructivist way, technology can play a vital role as delivery vehicles for
instructional lessons in the learning process while in a traditional way, the learner
learns from the technology serves as a teacher.

According to Jonassen, et al (1999), from the traditional point of view,

technology serves as source and presenter of knowledge and assumed that knowledge
is embedded in the technology and the technology presents that knowledge to the
student.

Example: The content presented by films and TV programs or the teaching

sequence in a programmed instruction.

Technology as computers is a productivity tool. The popularity of Microsoft

Offices such as MS Word, MS Excel etc. points to the positive role of educational
technology. Also, with the INTERNET, communications and multimedia have dominated
the role of technology in the classroom.

To the constructivist view, educational technology serves as learning tools that

students learn with. It engages learners in active, constructive, intentional,
authentic and cooperative learning.

Roles of Technology in learning (Jonassen, et al 1999)

1. As tools to support knowledge construction

● For representing learner’s ideas, understandings and beliefs.
● For producing organized, multimedia knowledge bases by learners.

2. As information vehicles for exploring knowledge to support learning-by-

constructing.
● For accessing needed information.
● For comparing perspective, beliefs and world views.

3. As context o support learning-by-doing.

● For representing and simulating meaningful real-world problems, situations
and contexts.
● For representing beliefs, perspectives, arguments, and stories of others.
● For defining a safe, controllable problem space for student thinking.

4. As a social medium to support learning by conserving.

● For collaborating with others.
● For discussing, arguing, and building consensus among members of a
community.

6
 ● For supporting discourse among knowledge-building communities.

5. As intellectual partner (Jonassen 19996) to support learning-by-reflecting.

● For helping learners to articulate and represent what they know.
● For reflecting on what they have learned and how they came to know.
● For supporting learners internal negotiations and meaningful making.
● For constructing personal representations of meaning.
● For supporting mindful thinking.

According to Schacter and Fagnano (1999), research indicates that technology

not only increases students learning, understanding and achievement but also
arguments motivation to learn, encourages collaborative learning and supports the
development of critical thinking and problem-solving skills.

To Russel and Sorge (1999), claims that a proper implementation of technology

in the classroom gives students more “control of their own learning and tends to move
classrooms from teacher-dominated environments to ones that are more learner-
centered.

Summing Up

Educational technology plays various roles. From the traditional point of view,
it serves as a presenter of knowledge just like teachers. It also serves as a productivity
tool.
With the INTERNET, technology has facilitated communication among people.
To the constructivist point of view, educational technology is a meaningful learning
tool by serving a learning partner.

Is there anything pedagogically wrong with the traditional

THINK! use of technology as a presenter of knowledge like the
teacher as a source of knowledge?

✓ Give at least five uses or functions of educational

technology.
✓ Categorize them either as technology as a teacher
ACTIVITY
(source of knowledge) or technology as partner in
learning (one that engages the student in thinking
and in the construction of knowledge and meaning).
✓ Use a short size of coupon bond.

7
LESSON 4: Systematic Approach to Teaching

“A plan that emphasizes the parts may pay the cost of failing to consider
the whole, and a plain that emphasizes the whole must pay the cost of failing
get down to the real depth with respect to the parts." – C. West Churchman

Figure 1: Systematized Instruction

The systems approach views the entire educational program as a system of

closely interrelated parts. It is an orchestrated learning pattern with all parts
harmoniously integrated into the whole: the school, the teacher, the students, the
objectives, the media, the materials, and assessment tools and procedures. Such an
approach integrates the older, more familiar methods and tools of instruction with the
new ones such as the computer.

The focus of systematic instructional planning is the student. It tells about the
systematic approach to teaching in which the focus in the teaching is the students.

8
 The phases or elements are connected to one another. If one element or one
phase of the instructional process fails, the outcome which is learning is adversely
affected. The attainment of the learning objective is dependent on the synergy of all
the elements and of all the factors involved in the process.

What is Systematized Instruction?

1. Define Objectives Instruction- It begins with the definition of instructional

objectives that consider the students' needs, interests and readiness.

2. Choose appropriate methods- It is on the basis of these objectives the teacher

selects the appropriate teaching methods to be used.

3. Choose appropriate experiences- In turn, based on the teaching method

selected, the appropriate learning experiences an appropriate materials,
equipment and facilities will also be selected.

4. Select materials, equipment and facilities- The use of learning materials,

equipment and facilities necessitates assigning the personnel to assist the
teacher.

5. Assign personal roles- Defining the role of any personnel involved in the
preparation, setting and returning of this learning resources would also help in
the learning process.

6. Implement the instruction- With the instructional objectives in mind, the

teacher implements planned instructions with the use of the selective teaching
method, learning activities, and learning materials with the help of other
personnel whose role has been defined by the teacher.

7. Evaluate outcomes - After instructions, teacher evaluates the outcome of

instruction. From the evaluation results, teacher comes to know if the
instructional objective was attained.

8. Refine the process- If the instructional objective was attained, teacher

proceeds to the next lesson going through the same cycle once more. If
instructional objectives were not attained, then teacher diagnoses were not
learned and finds out why it was not learned in order to introduced a remedial
measure for improved student performance and attainment of instructional
objectives.

9
 Summing Up

Systematic instruction is an evidence-based method for teaching. It incorporates

the principles of applied behavior analysis and allows for educators to teach a wide
range of skills, including everything from academic to functional living skills.

Most importantly, systemic instruction is the process of breaking a skill down into
individual components so for students and identify the appropriate teaching method or
prompting strategy that allow for students to fully comprehend instruction about a new
skill or learning objective. It is a great way to show that any student can learn.
Educators are also responsible for breaking skills down to help students learn, no matter
their challenges. Discovering and utilizing the power of systematic instruction can
ensure that educators everywhere are helping students at every grade and level (Amy
Ascherman, 2017).

In what way does the chart show the systematic

THINK! approach to instruction? Are the elements or phases of
instruction independent of one another or do they relate
to one another?

✓ Get a copy of a lesson plan. You may ask a copy

form your teacher or download a sample of lesson
plan using the given link below.
✓ Review the parts of a lesson plan. Find out if the
ACTIVITY parts of a lesson plan contain the elements of a
system of instruction as discussed in this lesson.
✓ Match the parts of a lesson plan with the elements
of a system’s approach to instruction.

Sample Detailed Lesson Plan in English for Teaching Demonstration

By Mark Anthony Liego
Link: https://www.teacherph.com/detailed-lesson-plan-english/

Sample Lesson Plan in TLE 1

Link: https://www.slideshare.net/qaivicencio/lesson-plan-in-tle-i-grade-7

Sample Lesson Plan

Link: https://www.pinterest.ph/pin/727964727248091382/

10
LESSON 5: The Cone of Experience

Dale’s Cone of Experience is a model that incorporates several theories related

to instructional design and learning processes. During the 1960s, Edgar Dale theorized
that learners retain more information by what they “do” as opposed to what is “heard”,
“read” or “observed”. His research led to the development of the Cone of Experience.
Today, this “learning by doing” has become known as “experiential learning” or “action
learning”.

Figure 2: Graphic Design of Dale’s Cone of Experience

Source: Edward L. Counts, Jr.
www.vkmaheshwari.com
Published October 31, 2016
Dale’s Cone of Experience is a visual model that is composed of eleven (11) stages
starting from concrete experiences at the bottom of the cone then it becomes more
and more abstract as it reaches the peak of the cone. Also, according to Dale, the
arrangement in the cone is not based on its difficulty but rather based on abstraction
and on the number of senses involved. The experiences in each stage can be mixed and
are interrelated that fosters more meaningful learning.

According to one of the principles in the selection and use of teaching strategies,
the more senses that are involved in learning, the more and the better the learning will
be but it does not mean that concrete experience is the only effective experience that
educators should use in transferring knowledge to the learner.

11
 Like what was mentioned above, the experiences in each stage can be mixed and
are interrelated thus, a balance must be achieved between concrete and abstract
experiences in order to cater the and address all the need of the learner in all the
domains of development and in order to help each learner in their holistic development.

The generalization about the Cone of Experience that was presented above is
not enough. Actually, we should try to go deeper in each of the component of the cone
since Educational Technology basically revolves around the Cone of Experience. By
going one-by-one, starting from concrete to abstract, we will understand more the
different components of the cone that will help us in grasping the real meaning of
educational technology.

1. Direct Purposeful Experiences.

These are first hand experiences which serve as the foundation of learning. In
this level, more senses are used in order to build up the knowledge. Also, in this level,
the learner learned by doing things by him/herself. Learning happens through actual
hands-on experiences. This level explains and proves one of the principles in the
selection and use of teaching strategies, the more senses that are involved in learning,
the more and the better the learning will be. This level also proves that educational
technology is not limited to the modern gadgets and software that are commercially
available nowadays. This shows that even the simple opportunity that you give to each
child could help them learn.

2. The Contrived Experiences.

In this level, representative models and mock-ups of reality are being used in
order to provide an experience that as close as reality. This level is very practical
and it makes learning experience more accessible to the learner. In this stage, it
provides more concrete experiences, even if not as concrete as direct experiences,
that allows visualization that fosters better understanding of the concept.

3. The Dramatized experiences.

In this level, learners can participate in a reconstructed experiences that could

give them better understanding of the event or of a concept. Through dramatized
experiences, learners become more familiar with the concept as they emerge
themselves to the “as-if” situation.

12
 4. The Demonstrations

It is a visualize explanation of important fact, idea, or process through the use

of pictures, drawings, film and other types of media in order to facilitate clear and
effective learning. In this level, things are shown based on how they are done.

5. The Study Trips.

This level extends the learning experience through excursions and visits on the
different places that are not available inside the classroom. Through this level, the
learning experience will not be limited to the classroom setting but rather extended in
a more complex environment.

6. The Exhibits

The level of study trips is followed by exhibits. It is a somewhat a combination

of some of the first levels in the cone. Actually, exhibits are combination of several
mock ups and models. Most of the time, exhibits are experiences that is “for your eyes”
only but some exhibits include sensory experiences which could be related to direct
purposeful experiences. In this level, meanings ideas are presented to the learners in a
more abstract manner. This experience allows student to see the meaning and
relevance of things based on the different pictures and representations presented.

7. The television and motion pictures etc.

The next levels would be the level of television and motion pictures and still
pictures, recordings, and Radio. For television and motion pictures, it implies values
and messages through television and films. On the other hand, still pictures, recordings
and radio are visual and audio devices that can be used by a group of learner that could
enhance and extend learning experience

8. The Visual symbolic and Verbal symbolic

The last two levels would be the Visual symbolic and Verbal symbolic. These two
levels are the most complex and abstract among all the components of the Cone of
Experience. In the visual symbolic level, charts, maps, graphs, and diagrams are used
for abstract representations.

On the other hand, the verbal symbolic level does not involve visual
representation or clues to their meanings. Mostly, the things involved in this level are
words, ideas, principles, formula, and the likes.

13
To understand more the Cone of Experience, you may refer to this picture:

Figure 3: Dale’s Cone of Experience

Source: Dr. V.K. Maheshwari, Ph.D
http://www.vkmaheshwari.com
Published October 31, 2016

Modes of learning in Cone of Experience

In Edgar Dale introduced the Cone of Experience demonstrate a progression from direct,
first-hand experience to pictorial representation and on to purely abstract, symbolic
expression.

The Cone of Experience corresponds with three major modes of learning:

1. Enactive (direct experience) - Enactive or direct experience involves practicing

with objects (the student actually ties a knot to learn knot-tying). Enactive
experience involves concrete, immediate action and use of the senses and body.

2. Iconic (pictorial experience) - Iconic experience involves interpreting images

and drawings (the student looks at drawings, pictures or films to learn to tie
knots). Iconic experience is once removed from the physical realm and limited
to two or three senses.

14
 3. Symbolic (highly abstract experience)- Symbolic experience involves reading or
hearing symbols (the student reads or hears the word “knot” and forms an image
in the mind). In symbolic experience, action is removed nearly altogether and
the experience is limited to thoughts and ideas.

Some theorists prefer to be more specific and refer to these possible modes of
learning such as;

1. Conditioned- Conditioning refers to learning by pre-design or control via a series

of punishments and rewards.

2. Imitative – Imitation refers to learning tasks by observation or modeling.

3. Trial and error – Trial and error refers to learning via a series of successful and
unsuccessful trials and deliberations.

4. Investigative - Investigation refers to learning via a series of informed

hypotheses and inquiries into problems

5. Expansive learning - Refers to the questioning of the validity of tasks and

problems of a given context to the transformation of the context itself.

Passive and Active Aspects of the Cone of Experience

Although no experience is fully passive, iconic and symbolic experiences are

generally more passive than direct experiences. Dale proposed that active and passive
modes of participation can be contrasted by assigning a percentage of we tend to
remember after two weeks after our experience.

The concrete and abstract aspects in the Cone of Experience

The Cone of Experience invokes a bi-directional movement from the concrete to

abstract and from the abstract to concrete. Dale’s theory suggests that objects and the
material culture of technology are mere augmentations or media to be used in the
learning process. To fully empower teachers with a theory of practice in technology
studies, technologies and physical settings have to play a more active role in cognition,
emotion and action.

15
 Summing Up

After going through the different components of the Cone of Experience, it could
be said that in facilitating learning, we can use variety of materials and medium in
order to maximize the learning experience. One medium is not enough so there’s
nothing wrong with trying to combine several medium for as long as it could benefit the
learners.

Through the levels provided by the Cone of Experience, it could be said that
concrete experiences must be provided first in order to support abstract
learning. Lastly, staying on the concrete experiences is not even ideal because through
providing abstract experiences to the learner, the more he will develop his higher order
thinking skills which is important for more complex way of thinking and for dealing with
more complex life situations.

Through understanding each component of the Cone of Experience, it could be

said that Educational Technology is not limited to the modern gadgets that we have
right now but rather it is a broad concept that includes all the media that we can use
to attain balance as we facilitate effective and meaningful learning.

Are the implications of the Cone of Experience in

the teaching-learning process the same with the things
that are recommended by Bruner’s three-tiered model of
learning?

Jerome Bruner’s Theory of Development: Discovery

THINK!
Learning & Representation – Jennifer Levitas (2021).

Link: https://study.com/academy/lesson/jerome-
bruners-theory-of-development-discovery-learning-
representation.html#:~:text=Jerome%20Bruner%20identif
ied%20three%20stages,other%20symbols%20to%20describe
%20experiences.

✓ Create a diagram using the given main topics

below.
ACTIVITY • Contrived Experiences
• Visual Symbols

✓ Use the format. You may redraw it on a short size

of coupon bond.
✓ Cut pictures related to topics in each circle.

16
 CHAPTER 2: INSTRUCTIONAL MATERIALS AND EXPERIENCES

This chapter presents the different instructional materials through Edgar’s Cone
of Experience. You will learn how to select and use these materials in order to achieve
a desired learning objectives as well as single out direct-purposeful experiences as
instructional materials. Also, you will learn that you cannot just employ direct
experiences as materials for instruction but to use an edited version of direct
experience-the contrived experience.
In this chapter, you will be able to understand the impact of dramatic
experiences in teaching and learning process. After gaining ideas about this important
aspect of teaching, you will also learn on how important community resources and field
trips in teaching and learning process.

Learning Objectives

After reading this chapter, students will be able to:

1. Identify the guidelines to be considered in the selection and use of instructional
materials.
2. Understand the use of direct, purposeful experiences in teaching and learning.
3. Understand the importance contrived experiences.
4. Identify the varied types of contrived experiences.
5. Determine the standards to evaluate contrived experiences.
6. Identify the best suitable dramatic experiences.
7. Understand how dramatic experiences be used for effective teaching.
8. Understand the importance of community resources and field trips in teaching
and learning process.

17
LESSON 1: Using and Evaluating Instructional Materials

One of the instructional materials used to attain instructional objective is field

trip. It is not enough to bring the class out for field trip and make them observe anything
or use other instructional materials for no preparation and clear reason at all. Perhaps
this is what happened to the field trip joined in by Linus that is why he seems not able
to cite something specific that he learned from the field trip.

For an effective use of instructional materials such as field trip, there are
guidelines that ought to be observed, first of all, in their selection and second, in their
use.

Selection of Materials

The following guide questions express standards to consider in the selection of

instructional materials.

1. Does the material give a true picture of ideas they present? To avoid
misconceptions, it is always good to ask when the material was produced.
2. Does the material contribute meaningful content to the topic under study? Does
the material help you achieve the instructional objective?
3. Is the material aligned to the curriculum standards and competencies?
4. Is the material culture-and grades-sensitive?
5. Does the material have culture bias?
6. Is the material appropriate for the age, intelligence, and experience of the
learners?
7. Is the physical condition of the material satisfactory? An example, is a
photograph properly mounted?
8. Is there a teacher’s guide to provide a briefing for effective use? The chance that
the instructional material will be used to the maximum and to the optimum is
increased with a teacher’s guide?
9. Can the material in question help make students better thinkers and develop
their critical faculties? With exposure to mass media, it is highly important that
we maintain and strengthen our rational powers.
10. Does the use of material make learners collaborate with one another?
11. Does the material promote self-study?
12. Is the material worth the time, expense and effort involved? A field trip, for
instance, requires much time, effort and money. Is it more effective than any
other less expensive and less demanding instructional material that can take its
place? Or is there a better substitute?

18
The Proper Use of Materials

You may have selected your instructional material well. This is no guarantee that
the instructional material will be effectively utilized. It is one thing to select a good
instructional material, it is another thing to use it well.

According to Smith and Nagel (1972), to ensure effective use of instructional

material we should follow their guide acronym PPPF:

1. Prepare yourself

You know your lesson objective and what you expect from the class after
the session and why you have selected such particular instructional material. You
have a plan on how you will proceed, what question to ask, how you will evaluate
learning and how you will tie loose ends before the bell rings.

2. Prepare your students

Set reasonably high-class expectations and learning goals. It sound

practice to give them guide questions for them to be able to answer during the
discussion. Motivate them and keep them interested and engaged.

3. Present the Material

According to Smith (1972), many teachers are guilty of the R.O.G

Syndrome. This means “running out of gas” which usually result from poor
planning.

Using media and materials, especially if they are mechanical in nature,

often requires rehearsal and a carefully planned performance. Wise are you if
you try the materials ahead of your class use to avoid a fiasco.

4. Follow Up

Remember that you us instructional material to achieve an objective, not

to kill time nor to give yourself a break, neither to merely entertain the class.
You use the instructional material for the attainment of a lesson objective. Your
use the instructional material is not the end itself. It is a means to an end, the
attainment a learning objective. So, there is a need to follow up to find out if
objective was attained or not.

19
 Summing Up

To ensure that instructional materials serve their purpose in instruction, we need

to observe guidelines in their selection and use. The materials that we select must:

● Give a true picture of the ideas they present.

● Contribute to the attainment of the learning objective.
● Be aligned to the curriculum standards and competencies.
● Be appropriate to the age, intelligence and experience of the learners.
● Be in good and satisfactory condition.
● Be culture-sensitive and gender- sensitive.
● Providers for a teacher’s guide.
● Help develop the critical and creative thinking powers of students.
● Promote collaborative learning.
● Be worth the time, expense and effort involved.

For optimum use of the instructional material, it is necessary that the teacher prepares:

● Himself/herself
● Her students
● The instructional material and does follow up.
Promote independent study.

What is the Robert Gagne’s nine (9) instructional events in

THINK! the subject Facilitating Learning?

✓ Observe your instructor/professor as he teaches the

class.
ACTIVITY ✓ Find out which guidelines in the selection of
instructional materials did he observe? Not observe?

In his/her use of instructional material, identify (bullet point your answer) the evidence
of:
Preparation of Self
Preparation of
Students
Preparation of
Material
Follow Up

20
LESSON 2: Direct, Purposeful Experiences and Beyond
Read the following testimonies.

1. My boss assigned me to put the transparencies on the plate of the overhead

projector while he delivered his lecture on stage. I turned out that the first
transparency was not positioned upright to the audience. I repositioned the
transparency but it was still inverted. I felt nervous and the woman in the
audience who was seated nearby came to my rescue. I have never been
forgotten that experience but having been assigned the task repeatedly, I can
say I am now expert at the OHP. – Secretary to the Dean

2. The meanings of negative discrimination index and positive discrimination

index became crystal clear to me only when we did an item analysis of our
test items. - Grade VI Teacher.

Whatever skills or concepts we have did not come out of the blue. We spent
hours doing the activity by ourselves in order to acquire the skill. The same thing is
through with the two narrators above. They learn the skills by doing.

What are referred to as direct, purposeful experiences?

According to Dale (1969), these are concrete and first-hand experiences that
make up the foundation of our learning. These are the rich experiences that our senses
bring from which we construct the ideas, the concepts, the generalizations that give
meaning and order to our lives. They are sensory experiences.

These direct activities may be preparing meals, making a piece of furniture,

doing PowerPoint presentations, performing a laboratory experiment, delivering a
speech, or taking a trip.

What is indirect experience?

These are experiences of other people that we observe, read or hear about they
are not our own self-experiences but still experiences in the sense that we see, read,
and hear about them. They are not a first-hand but rather a vicarious or indirect
experiences.

Climbing a mountain is first hand, direct experience. Seeing it done in films or

reading about it is a vicarious, substitute experience. It is clear, therefore, that we can
approach the world of reality directly through the senses and indirectly with reduced
sensory experience. For example, we can bake black forest cake or see it done in the
TV or read about it.
21
Why are these direct experiences described to be purposeful?

Purposeful because the experiences are not purely mechanical. They are not a
matter of going through the motion. These are not “merely sensory excitation”. They
are experiences that are internalized in the sense that these experiences involve the
asking of questions that have significance in the life of the person undergoing the direct
experiences.

They are also described a purposeful because these experiences are undergone
in relation of purpose, i.e., learning.

Why do we want our students to have a direct experience in conducting an

experiment in the laboratory?

Because it is done in relation to a certain learning objective.

Where should these direct, purposeful experiences lead us to?

Out of these direct experience, thoughts or meanings following reflection must

flow or run the risk of a lesson consisting of activity after another activity enjoyed by
the learners who cannot make connection with the activities themselves.

If direct, purposeful experiences or first-hand sensory experiences make us learn

concepts and skills effectively, what does this imply to the teaching-learning
process?

1. Let us give our students opportunities to learn by doing. Let us immerse our
students in the world of experience.

2. Let us make use of real things as instructional materials for as log as we can.

3. Let us help the students develop the five senses to the full to heighten their
sensitivity to the world.

4. Let us guide our students so that they can draw meaning from their firsthand
experiences and elevate their level of thinking process.

22
 Summing Up

Direct experience is the process of acquiring knowledge by fully and directly

participating in an activity. Generally speaking, this produces more usable and vivid
knowledge than learning about something with indirect experiences such as a game,
video or book.in order to reap the maximum benefits that come along with technology.

Direct purposeful experience is the first-hand experiences which serve as the

foundation of our learning. We build meaningful information and ideas through seeing,
hearing, touching and smelling. It is learning by doing.

Attitudes formed through direct experience produce more affective reactions

and are better predictors of consummatory behavior. Alternatively, attitude formed
through indirect experience produce more cognitive reaction and are better predictors
of instrumental behavior

THINK! What is a practical work experience and how do you gain

practical experience?

Go over the K 12 Curriculum Guide. Find out which

ACTIVITY competencies can be the best taught through direct
experience. If you don’t have a copy of the K 12
Curriculum Guide, download it form the DepEd website.

DepEd websites:

1. DepEd Curriculum Guide

https://www.deped.gov.ph/k-to-12/about/k-to-12-basic-education-
curriculum/

2. Senior High School Curriculum Guide

https://www.deped.gov.ph/k-to-12/about/k-to-12-basic-education-
curriculum/senior-high-school-core-curriculum-subjects/

3. Grade 1-10 Curriculum Guide

https://www.deped.gov.ph/k-to-12/about/k-to-12-basic-education-
curriculum/grade-1-to-10-subjects/

23
LESSON 3: Teaching with Contrived Experiences

Contrived experiences is the second band of experiences in Dale’s Cone of

Experience. These are “edited” copies of reality and are used as substitutes for real
things when it is not practical or not possible to bring or to do the real thing in the
classroom. These experiences are designed to stimulate to real life situations.

If the teacher used or described an atom or the earth, he/she use a model.
According to Brown 1969), a model is “a reproduction of a real thing in a small scale,
or large scale, or exact size- but made of synthetic materials. It is a substitute for a
real thing which may or may not be operational.

If the teacher uses a planetarium it is considered as mock-up. According to

Brown (1969), a mock-up is an arrangement of a real device or associated devices,
displayed in a way that representation of reality is created. It is maybe simplified in
order to emphasize certain features. It may be an economical reproduction of a
complicated or costly device, to be observed for learning purposes.

If the teacher uses preserved specimen it is fall under specimens and objects.
Specimen is any individual or item considered typical of a group, class or a whole.
Objects may also include artefacts displayed in a museum or objects displayed in
exhibits or preserved insect specimens in science.

If there is a school election process in practice it is a form of simulation.

According to Orlich, et al (1994), simulation is a representation of a manageable real
event in which a learner is an active participant engage in a learning behaviour or in
applying previously acquired skills or knowledge.

Another instructional material included in contrived experiences is a game.

Games are played to win while simulations need not to have a winner.

Why do we make use of contrived experiences?

We use models, mock ups, specimens and objects to:

1. Overcome limitations of space and time

2. To “edit” reality for us to be able to focus on parts or a process of a system that
we intend to study
3. To overcome difficulties of size
4. To understand the inaccessible
5. To help the learners understand abstractions

24
 According to Orlich, et al (1994), there are ten (10) general purposes of simulation
and games in education. These are:

1. To develop changes in attitudes.

2. To change specific behaviors.
3. To prepare participants for assuming new roles in future.
4. To help individuals understand their current roles.
5. To increase the student’s ability to apply principles.
6. To reduce complex problems or situations to manageable elements.
7. To illustrate roles that may affect one’s life but that one may never assume.
8. To motivate learners.
9. To develop analytical process.
10. To sensitize individuals to another person’s life role.

Games are used for any purposes such as:

1. To practice and/ or to refine knowledge/skills already acquired.

2. To identify gaps or weaknesses in knowledge or skills.
3. To serve as a summation or review.
4. To develop new relationships among concepts and principles.

Summing Up

Contrived experiences are substitutes of real things when it is not feasible to

bring the real thing to the class. These includes models, mock up, specimens and
objects, simulation and games.

The most important things to remember when we make use of models and mock
ups are to make them as close as we can to the real thing they present. If for one reason
or another they could not replicate the real things in size and color we should at least
caution the user or the reader by giving the scale.

THINK! Are contrived experiences visual or audio? Or are

they multisensory?

✓ Go over to the K12 Curriculum Guide.

APPLICATION ✓ Choose one subject.
✓ Identify the objectives and topics which can be
taught with contrived experiences such as models,
mock ups, specimens and objects, simulation and
games. Present it in a graphic organizer.

25
LESSON 4: Teaching with Dramatized Experiences

“All dramatization is essentially a process of communication, in which both participant

and spectators are engaged. A creative interaction takes place, a sharing of ideas.”–
Edgar Dale

Something dramatic is something that is stirring or affecting or moving. A

dramatic entrance is something that catches and holds our attention and has an
emotional impact. If our teaching is dramatic, our students get attracted, interested
and affected. If they are affected and moved by what we taught, we will most likely
leave an impact on them.

Dramatized experience can range from the:

1. Formal Plays – these depicts life, character, or culture or a combination of all the
three. They offer excellent opportunities to portray vividly important ideas about
life. An example is a historical pageant that based in a local history, presented by
local actors. Play and pantomime require much time for preparation and so cannot
be part of everyday classroom program.

2. Pantomime – is the art of conveying a story through bodily movements only.

3. Puppets - Dale (1996) claims that puppets, unlike the regular stage play, can present
ideas with extreme simplicity-without elaborate scenery or costume-yet effectively.

Types:

a. Shadow puppets – flat black silhouette made from lightweight cardboard

and shown behind the screen.
b. Rod puppets – flat cut out figures tacked to a stick, with one or more
movable parts, and operated from below the stage level by wire rods or
slender sticks.
c. Hand puppets – the puppet’s head is operated by the forefinger of the
puppeteer, the little finger and thumb being used to animate the puppet
hands.
d. Glove-and-finger puppets – make use of old gloves to which small costumed
figure are attached.
e. Marionettes – flexible, jointed puppets operated by strings or wires
attached to a cross bar and maneuverer from directly above the stage.

4. Role-playing – is an unrehearsed, unprepared and spontaneous dramatization of a

“let’s pretend” situation where assigned participants are absorbed by their own
roles in the situation described by the teachers.

26
 Summing Up

Some forms of dramatic experiences are play, pageant, pantomime, puppets and
role playing.

Role playing is highly effective for lessons in an affective domain.

If we want results, we cannot afford to ignore and guiding principles given by experts
on the use of puppets and role-playing.

THINK!
What are the best features of dramatic experiences for
(MI) Multiple Intelligences?

1. Go over to the K12 Curriculum Guide. Choose one

subject. Identify the competencies with which you can
use:
a. Pageant
ACTIVITY b. Pantomime
c. puppets
d. role playing.
2. Present it in a graphic organizer. Use a long size of
coupon bond.
3. Make a puppet of your choice. Implement a lesson
found in K12 curriculum guide with a puppet
presentation

If you don’t have a copy of the K 12 Curriculum

27
LESSON 5: Making the Most of Community Resources and Field Trips

Let us take a look on the experience of teachers regarding field trips:

1. I took a group of students to the local museum. We just wondered from corner
to corner without anything specific to look for. It was an experience but it did
not connect with any specific lesson.

2. The whole trip was a mess. Some lost their way and arrived very late. Others
arrived at the place much earlier and were inconvenienced waiting for the arrival
of the others.

3. The students enjoyed the field trip. But when asked to relate what they saw to
our lesson, they were not able to connect.

The teacher’s comments given indicate failure of the field trips conducted. This
is definitely the consequence of no planning or if ever there was, planning was done
poorly.

Planning field trips includes;

1. Preliminary planning by the teacher

According to Brown (1969), for preliminary planning by the teacher the following
should be follow:

a. Make preliminary contacts, a tour on final arrangements with the place

visited.
b. Make final arrangements with the school principal about the details of the
trip such as time, schedule, transportation arrangements, finances, and
permission slips from parents.
c. Make a tentative route plan, subject to later alteration based on class
planning and objectives.
d. Try to work out mutually satisfactory arrangements with other teachers if the
trip will conflict with their classes.
e. Prepare a preliminary list of questions or other materials which will be helpful
in planning with the students.

28
2. Planning with students joining the trip

a. Discuss the objectives of the trip and write them down. The main objectives
should be included in the permit slip given to parents and should be consulted
later when the trip is evaluated.
b. Prepare a list of questions to send ahead to the guide of the study trip.
c. Define safety and behaviour standards for the journey there and for the trip site
itself.
d. Discuss and decide on ways to document the trip. Everyone is expected to take
a note.
e. List specific objects to be seen on their way to the site, on the site of the field
trip and on their way home from the site.
f. Discuss appropriate dress. Comfortable shoes for walking are important.
g. Before the trip, use a variety of learning materials in order to give each student
a background for the trip.

Educational Benefits of Field Trip

1. The acquisition of lasting concepts and change in attitudes are rooted on

concrete and rich experiences. Field trips are opportunities for rich and
memorable experiences which are fundamental to learning that lasts.
2. Field trips bring us to the world beyond the classroom. The real world connection
is more work but the befits of broadening teaching beyond textbooks far
outweigh the little bit of time it takes from a teacher’s schedule.
3. Field trip has a wide range of application. It is not meant only for children. It is
for adults also. It is for all subject areas also.
4. According to Dale (1969), field trips bring about a lot of realizations which may
lead to changes in attitudes and insights. It can mature curiosity, build zest for
new experience, and a sense of wonder.

Disadvantage of Field Trips

These educational benefits can compensate for the drawbacks of field trips,
some of which are:

1. It is costly.
2. It involves logistics.
3. It is extravagant with time.
4. Contains an element of uncertainty.

Community Resources

Community resources can be persons and places in the community. For persons,
let us begin with the parents. Many of them can be resource speakers in their field of
expertise. A dentist maybe invited to talk to the children on how to care for their teeth.
A journalist may serve as resource speaker on the parts of newspaper and how to write
an editorial. There are a lot of people in the community who can be excellent resource
speaker.

As to places to visit, popular destinations are museums, zoos, botanical gardens,

historical places, place of exhibits, resorts and among others. Performance like a play,
a concert, and dance presentations also part of community resources. Public and
private libraries, school, colleges and universities can also be community for learning
resources.

Summing Up

Field trips are expensive. They require much time for preparation and planning.
However, considering the intensity and the extent of concrete experiences that come
through field trips, we are encouraged to use them ONLY, if there is no other less
expensive but equally effective instructional tool. Preparation and planning for the
field trip include discussions and decisions on what to do before the field trip, during
the field trip and after the field trip.

Community resources like historical and scenic spots, museums, zoos, botanical
gardens and others can be destinations for field trips. Other community resources can
be people themselves such as parents, senior citizens and other members of the
community.

Some schools have made it a policy not to allow field trips

THINK!
of all sorts. Can you think of some reasons?

✓ Go over relevant virtual field trips offered by

various Internet sites.
ACTIVITY ✓ Evaluate them. Can they take the place of actual
field trips? Create a diagram.
✓ You may draw it on a short size of coupon bond.

29
 CHAPTER 3: TECHNOLOGY TOOLS AND ICT POLICIES

Modern technology in the educational institutes became more dominant by

improved effective learning, increased engagement of students and capturing the
interest of the students by edtech devices and tools used for learning purposes.

This module presents information’s about film as considered to be a powerful

medium for educating—or indoctrinating—citizen; the use of symbols in teaching
process, through this the student are easily to understand the given information;
making MS PowerPoint presentation that can help to improve the learner's focus; a brief
information on ICT issues and some examples of ICT collaborative tools.

Learning Objectives

After reading this chapter, students will be able to:

1. Understand the use of film, video and TV in teaching and learning process.
2. Identify the educational benefits of the use of film, video and TV in the classroom.
3. Determine the advantages and disadvantages or limitations of the use of TV.
4. Determine the basic procedures ought to be followed for effective use of technology in
teaching and learning.
5. Identify examples of visual symbols.
6. Determine the guidelines to follow when reading charts, graphs and maps.
7. Determine where visuals be integrated in the instructional process.

30
LESSON 1: The Power of Film, Video and TV in the Classroom

“Next to the home and school, I believe television to have a more profound
influence on the human race than any other medium of communication.” –
Edgar Dale

The Film, the Video and the TV are indeed very powerful. Dale (1969) says, they
can:

● Transmit a wide range of audio – visual materials, including still pictures, films,
objects, specimen and drama.
● Bring models of excellence to the viewer.
● Bring the world of reality to the home and to the classroom through a “live”
broadcast or as mediated through film or videotape.
● Make as see and hear ourselves world events as they happen.
● Be the most believable news source.
● Make some programs understandable and appealing to a wide variety f age and
educational levels.
● Become a great equalizer of educational opportunity because programs can be
presented over national and regional network.
● Provide us with sound and sights not easily available even the viewer of a real
event though long shots, close up, zoom shots, magnification and split screen
made possible by the camera.
● Can give opportunity to teachers to view themselves while they teach for
purposes of self-improvement.
● Can be both instructive and enjoyable.

While the film, video and TV can do so much, they have their own limitation.

● Television and film are one-way communication device. Consequently, they

encourage passivity.
● The small screen size puts television at a disadvantage when compared with the
possible size of projected motion pictures.
● Excessive TV viewing works against the development of child’s ability to visualize
and to be creative and imaginative, skills that are needed in problem solving.
● There is much violence in TV.

31
Basic Procedure in the Use of TV as a Supplementary Enrichment

1. Prepare the classroom.

2. Pre-viewing Activities.
a) Set goals and expectation.
b) Link the TV lesson with past lesson and / or with your student’s
experience for integration relevance.
c) Put the film in context.
d) Point out the key points they need to focus on.
3. Viewing

a) Don’t interrupt viewing by inserting cautious and announcements you

forget to give during the previewing stage.
b) Just make sure sights and sounds are clear.

4. Post – Viewing
To make the feel ease begin by asking the following questions:

● What do you like best in the film?

● What of the part film makes you wonder? Doubt?
● Does the film remind you of something or someone?
● What question are you asking about the film?
● The film, video, and TV are powerful instructional tools.
● When they are used appropriately and moderately, they can make the teaching-
learning process more concrete, lively, colorful and interactive.
● Misuse and abuse of their use in the classroom and even at home has far reaching
damaging effects in the development of children’s imaginative and thinking
powers and sensitivity to human life.

The Effects of TV

● We agree that the TV can give a more accurate, more lively and more colorful
presentation of a difficult topic in physics for instance when the one who teaches
the topic is inexperienced and can only make use of still pictures in black and
white as visual aid.
● We are aware of the numerous educational benefits of the use of the TV.
● The effect of TV depends on how it is used.
● When used in excess, it can also impair the development of children’s ability to
visualize, to be creative and imaginative. Worse, is when children gets exposed
to violence in TV.

32
Social psychologist Craig A. Anderson gave this testimony to the US senate on March
21, 2000:

“The Media violence effect on aggression is bigger than the effect of exposure
to lead on IQ scores in the children, the effect of calcium intake on bone
mass, the effect of homework 0on academic achievement, or the effect of
asbestos exposure on cancer… high exposure to media violence is a major
contributing cause of the high rate of violence in modern US Society.”

Let us use the TV appropriately and moderately so that we can take

advantage of its advantage and mitigate its disadvantages.

Using Video in the Classroom

Does video have a place in the classroom?

According to a 1992 study conducted by Synergy Broadcast Systems, “Video in the

classroom is an important tool used to support the four key components of learning.”

Four Key Components

1. Active Engagement
2. Participation in Groups
3. Frequent Interaction and Feedback
4. Connection to Real-World Experts

33
Why Use Video in the Classroom?

● We remember 70% to 90% of what we see, hear and do.

● Using video, creating content and producing an end result that will allow
students to do all three.
Technology has changed

● Due to changes in technology, video tools are more accessible than ever before.
● Students will be using technology throughout the course of their scholastic
career. The sooner they have access, the better.

Ways video helps assist classroom assignments:

● Supports differentiation.
● Stimulates classroom discussion.
● Reinforces readings.
● Provides creative output.
● Allows students to interact with classrooms throughout the world.

Using Film in the Classroom

At Film Education, we believe that films is a power tool that can help learners
understand and access that world and other worlds.

● Real and imagined

● Parts of our remit is to in courage young people to learn by viewing and to be
critical consumers of what they see as an ability and analyze film is an
empowering skill and one that is increasingly important for young people.
● Film Education’s website and materials offer teacher a wealth resource for
incorporating film into the elementary school to high school.
● Let face it, using film – whether watching them or actually making them – is often
a heat motivator for students of all ages.
● There are teacher all over the world who are including YouTube or film clip in
their lesson.

Three (3) tips for using Film in the Classroom

1. You tube is your friend, but Clean tube is better.

2. Keep it short and upbeat, generally there’s a law of diminishing returns regarding
the length of film.
3. Use it at the start or the end of the lesson.

34
Three (3) tips for Making Films in Class

1. Teaching students how to make film.

2. Build in play time let students muck around with the different titles and effect.
3. Sometimes, it’s not about quality it’s all about the story.

How can Film help you Teach English?

● Learning from films is motivating and enjoyable.

● Film provides authentic and varied language.
● Film gives a visual context.
● Variety and flexibility.
● Exposes the student to spoken language.
● Useful in teaching vocabulary.
● It contextualizes language through the flow of images, making it more
accessible.
● Film also offers an enlargement of our knowledge of the world and the cultures
that it contains.

How to use Films in Teaching?

1. Find something you like.

2. Choose something you can understand 70-90% (without substitutes or other help)
3. Don’t use subtitles in your own language.
4. Watch several times.
5. Start with English subtitles, then watch again without subtitles.
6. You don’t have to spend a lot of time ten minutes a day is better than nothing.

Summing Up

Family discussion and conversation can be reduced or eliminated with by the

television being the focus of attention. The film, video and TV are powerful
instructional tools. When they are used appropriately and moderately, they can make
the teaching-learning process more concrete, lively, colorful and interactive.

Movies are great resource for visual learners because they enable them to
understand concepts without the barriers that hinder learning. Just like books, movies
allow students insight into the lives of different characters, how their perspective
differs and how they handle certain situations.

Film assists the learners' comprehension by enabling them to listen to language

exchanges and see such visual supports as facial expressions and gestures
simultaneously. These visual clues support the verbal message and provide a focus of
attention.
35
 There are three types of TV teaching:
THINK! Total TV Teaching
TV as Complementary Basic Source
TV as Supplementary Enrichment

How are they different? Surf the internet. Don’t forget to

give proper citation in retrieving information/s.

Create a short video blog (vlog). For the content, use the
following questions.
ACTIVITY
1. How do videos help students learn?
2. Why are the film video and TV powerful in the
classroom?
How do you counteract one disadvantage of TV, film, and
video-development of passivity in the classroom?

36
LESSON 2: Teaching with Visual Symbols

Visual Symbols are no longer realistic reproduction of physical things for these
are highly abstract representations. Examples are charts, graphs, maps, and diagrams.
Visual symbols are just symbolic expression but has a big contribution to the teachers
as well as to the learners. It makes the lesson more effective and reliable and it brings
novelty to the teaching.

Like a picture, a graph and all other visual symbols, are worth a thousand word
s. The proper use of visualsymbols will contribute to optimum learning.

The collection, preparation and use of these various visuals symbols depend to
a great extent on your own resourcefulness and creativity. They may be used in
different phases of the lesson depending on your purpose. If you use them skilfully, your
classroom may turn into a beehive of busy students.

These are the different kinds of Visual Symbols

A. Drawings

⮚ May not be the real thing but better to have a concrete visual aid than nothing.
⮚ It is good that our drawing correctly represents the real thing.
⮚ One of the essential skills that a teacher ought to possess isn order to
be understood.
⮚ It helps you a lot if you are capable of doing simple freehand sketching.

B. Cartoons
⮚ Another useful visual symbols that bring novelty to our teaching.
⮚ A first-rate cartoon tells its story metaphorically.
⮚ A perfect cartoon needs no caption. The less the artist depends on the words,
the more effective the symbolism.
⮚ Symbolism convey message.

Source of Cartoons

⮚ newspaper
⮚ magazines

37
C. Strip Drawings

⮚ Are commonly called comics or comic strips.

D. Diagrams

⮚ It is any line drawing that shows arrangement and relation as of parts to the
whole, relative values, origins and development, chronological fluctuations,
distribution, etc.

Types of a Diagram

Affinity Diagram - used to cluster complex# apparently unrelated data into natural and
meaningful groups.

Tree Diagram - used to chart out, in increasing detail, the various task that must be
accomplished to complete a project or achieve a specific objective

Fishbone Diagram- it is also called

Cause and effect diagram

It is a structured form of brainstorming that graphically shows the relationship of

possible causes and subcases directly related to an identified effect) problem. It is most
commonly used to analyze work-related problems

E. Chart
⮚ is a diagrammatic representation of relationships among individuals within an
organization

Time chart - is a tabular time chart that represents data in ordinal sequence.

Tree or Stream chart - depicts development, growth and change by beginning with a
single course which spreads out many tributaries which then coverage into a single
channel.

Flow chart - is a visual way of showing a process from beginning to end. $t is a means
of analysing a process.

Organizational chart -shows how one part of the organization relates to other parts
of the organization.

Comparison and Contrast chart -used to show similarities and differences between two
things.
38
F. Graph

Pie graph - recommended for showing parts of whole.

Bar graph - used in comparing the magnitude of similar items at different times or
seeing relative size of the part of a whole.

Pictorial graph - makes use of picture symbols

What is a Visual Teaching?

Visual Thinking Strategies (VTS) is a teaching method that improves critical

thinking skills through teacher-facilitated discussions of visual images. VTS encourages
participation through a group problem-solving process. It uses art to teach thinking,
communication skills, and visual literacy.

The visual learning increases retention by 29-42%. An advantage of visual learning

is that recollection is easier when the learner is exposed to images in environments
different from when the material was first learned. A disadvantage of visual learning is
that the learner experiences difficulty when only text and speech-based tools are used
for instruction.
Summing Up

Visual symbols come in many forms, drawing, cartoons, strip drawing, comic
strip, diagram, map, chart graph. "or these visual symbols to be at your finger trips,
you ought to be skilled at making them.

Visual symbols is very important in teaching process because most students are
visual learners, the teacher should provide some visual presentation like drawing. Maps
charts and graph through this the student are easily to understand the given
information. Visual learning helps you to store information for a longer period of time.
It is said that videos and images are directly processed by long term memory. It helps
you to process information primarily through visuals and improves your learning
process.

THINK! Pictures, slides, hand-outs, videos, mock ups, models,

computer projections and computer presentations are
visuals but are they visual symbols?

ACTIVITY Surf the internet for making graphs and charts. Do you
discover a chart/s that was not covered in this lesson? How
is/are this/these chart/s contributing to optimum
learning?
39
LESSON 3: Maximizing the Use of the MS PowerPoint and Chalkboard

Almost every classroom has a chalkboard. It may not have computers, radio, or
tv, etc. but it will always have a chalkboard. If this is the only means that teachers can
use, so it is very essential that it will be used for its maximum capacity.

Here are some practices which may help in the effective use of chalkboard:
● Write clearly and legibly on the board.
● It helps if you have a hard copy of your chalkboard diagram or outline.
● Don’t crowd your notes on the board.
● Make use of colored chalk to highlight key points.
● Do not turn your back to your class while you write on the chalkboard.
● Start to write from left to right of the chalkboard.
● If you need to have a board work in advance or that need to be saved for
tomorrow's use, write "Please Save"

James Brown also suggested the following techniques for chalkboards:

● Sharpen your chalk to get a good line quality.
● Stand with your elbow high, move along as you write.
● Use dots as “aiming points".
● Make all writing or printing between 2 and 4 inches high for legibility.
● When using colored chalk, use soft chalk so that it can be erased easily.

Slide presentation Software such as PowerPoint has become an ingrained part of many
instructional settings, particularly in large classes and in courses more geared towards
information exchange than skill development. PowerPoint can be a highly effective tool
to aid learning, but if not used carefully, may instead disengage students and actually
hinder learning.

Advantages

Potential benefits of using presentation graphics include:

● Increasing visual impact
● Improving audience focus
● Providing annotations and highlights
● Analyzing and synthesizing complexities
● Enriching curriculum with interdisciplinary approach
● Increasing spontaneity and interactivity
● Increasing wonder

40
Challenges

Although there are many potential benefits of PowerPoint, there are several issues that
could create problems or disengagement:

● Teacher-centred: Students often respond better when instructors have designed

sessions for greater classroom interaction, such as the use of student response
clickers, designing PowerPoint to facilitate case studies or use the slides as a
replacement for paper worksheets.
● Lack of feedback: PowerPoint-based lectures tell you nothing about student
learning. Design them to include opportunities for feedback (not simply asking if
there are questions, but more actively quizzing your students). This often takes
the form of listing questions, not information, on the slides themselves.
● Student inactivity: Slide shows do little to model how students should interact
with the material on their own. Include student activities or demonstrations to
overcome this, either before or after the slideshow presentation.
● Potentially reductive: PowerPoint was designed to promote simple persuasive
arguments; for critical engagement, not just for exposure to a ‘point’.
● Presentation graphics should be about learning, not about presentation.
● PowerPoint presentations should help students organize their notes, not just ‘be’
the notes. This is a particular risk with students who grow up accustomed to
receiving PowerPoint notes to study from. Some students may require convincing
that notes should be taken beyond what is already on the slides.

Educational Setting Advantages

In the classroom, PowerPoint's ability to integrate sound, animation and video in

a slide show can capture the attention of media and video-savvy students. Text in a
PowerPoint is easier to read than notes jotted on a blackboard. Teachers can have
greater flexibility in presenting lessons, which can be used repeatedly and modified as
needed to different classes. During parents' night, teachers can create PowerPoint
presentations to keep parents up-to-date with student work. Traditional flash cards of
the past can be updated as PowerPoint slides and used for reinforcement. Interactive
book reports created by students help bring their book reports to life.

41
 Summing Up

Technology has been widely used. In teaching, most schools use modern
technology in teaching. But it cannot be denied that there are places especially in
remote and rural areas who are not using much of technology maybe because of lack of
supply or electricity. Nevertheless, they make use of alternatives in teaching and this
is where the chalkboard and the MS PowerPoint are used.

Microsoft PowerPoint is a powerful presentation software that has changed the

way people present ideas and information to an audience. With just a few clicks and
keystrokes, you can add graphics, text, audio, video and animation to a slide show.
Customized presentations can be saved and modified as needed and used again as needs
arise. If time, quality or convenience is a factor, PowerPoint has definite advantages
over traditional visual aids.

For more information about creating MS PowerPoint, visit the kink below.

https://support.microsoft.com/en-us/office/basic-tasks-for-creating-a-powerpoint-
presentation-efbbc1cd-c5f1-4264-b48e-c8a7b0334e36

THINK! How does PowerPoint affect your learning as a student?

How is MS PowerPoint useful for teachers?

Create your own MS PowerPoint presentation. Use Lesson

APPLICATION 3 as the main content.

42
LESSON 4: ICT Policies and Safety Issues in Teaching and Learning

While the potential and promise of ICT use in education is clear in many regards,
so too are 'perils' related to the disruption of existing traditional teaching and learning
practices, high costs, increased burdens on teachers, equity and issues around data
privacy and security.

Policies related to technology use in change and evolve over time, often along a
somewhat predicable path, and technological innovations often outpace the ability of
policymakers to innovate on related policy issues. Such policies take different forms
and are formulated and proposed by different institutions in different countries. No
matter the country, a lack of rigorous, relevant evidence typically complicates
attempts to draft impactful ICT/education policies.

As part of the work under the World Bank's Systems Assessment for Better
Education Results (SABER) initiative, the World Bank is attempting to document national
educational technology policies around the world and their evolution over time.

A related SABER-ICT policy framework has been developed to assist policymakers

as they attempt to analyze and benchmark their own policies on ICT use in education
against international norms and those of comparator countries around the world,
identifying key themes and characteristics, drawing on an analysis of a related policy
documents.

Eight policy themes are commonly identified in educational technology policies

around the world. These relate to (1) vision and planning; (2) ICT infrastructure; (3)
teachers; (4) skills and competencies; (5) learning resources; (6) EMIS; (7) monitoring
and evaluation; and (8) equity, inclusion, and safety. Four stages of policy development
can be identified related to each of these themes.

It is important to note that this framework only considers policy intent – not the
extent to which policies are implemented in practice, nor what the impact of such
policies may be, and that rapid developments and innovations in the technology sector
challenge the abilities of policymakers to offer useful related policy guidance that is
forward-looking. Policymakers may find the SABER-ICT policy framework useful as a
means by which to help benchmark the current state of related policy development in
their country; anticipate potential future policy directions; and draw inspiration from
other countries.

SOURCE: https://www.worldbank.org/en/topic/edutech/brief/ict-education-policies

43
Information and Communications Technology (ICT) can impact student learning
when teachers are digitally literate and understand how to integrate it into
curriculum.

Schools use a diverse set of ICT tools to communicate, create, disseminate,

store, and manage information. In some contexts, ICT has also become integral to the
teaching-learning interaction, through such approaches as replacing chalkboards with
interactive digital whiteboards, using students’ own smartphones or other devices for
learning during class time, and the “flipped classroom” model where students watch
lectures at home on the computer and use classroom time for more interactive
exercises.

When teachers are digitally literate and trained to use ICT, these approaches can
lead to higher order thinking skills, provide creative and individualized options for
students to express their understandings, and leave students better prepared to deal
with ongoing technological change in society and the workplace.

ICT issues planners must consider include: considering the total cost-benefit
equation, supplying and maintaining the requisite infrastructure, and ensuring
investments are matched with teacher support and other policies aimed at effective
ICT use.

Issues and Discussion

Digital culture and digital literacy: Computer technologies and other aspects of
digital culture have changed the ways people live, work, play, and learn, impacting the
construction and distribution of knowledge and power around the world.

Graduates who are less familiar with digital culture are increasingly at a
disadvantage in the national and global economy. Digital literacy—the skills of searching
for, discerning, and producing information, as well as the critical use of new media for
full participation in society—has thus become an important consideration for curriculum
frameworks.

In many countries, digital literacy is being built through the incorporation of

information and communication technology (ICT) into schools. Some common
educational applications of ICT include:

● One laptop per child: Less expensive laptops have been designed for use in
school on a 1:1 basis with features like lower power consumption, a low-cost
operating system, and special re-programming and mesh network functions.
Despite efforts to reduce costs, however, providing one laptop per child may be
too costly for some developing countries.

44
 ● Tablets: Tablets are small personal computers with a touch screen, allowing
input without a keyboard or mouse. Inexpensive learning software (“apps”) can
be downloaded onto tablets, making them a versatile tool for learning. The most
effective apps develop higher order thinking skills and provide creative and
individualized options for students to express their understandings.

● Interactive White Boards or Smart Boards: Interactive white boards allow

projected computer images to be displayed, manipulated, dragged, clicked, or
copied. Simultaneously, handwritten notes can be taken on the board and saved
for later use. Interactive white boards are associated with whole-class
instruction rather than student-centred activities. Student engagement is
generally higher when ICT is available for student use throughout the classroom.

● E-readers: E-readers are electronic devices that can hold hundreds of books in
digital form, and they are increasingly utilized in the delivery of reading
material. Students—both skilled readers and reluctant readers—have had positive
responses to the use of e-readers for independent reading. Features of e-readers
that can contribute to positive use include their portability and long battery life,
response to text, and the ability to define unknown words.

● Flipped Classrooms: The flipped classroom model, involving lecture and

practice at home via computer-guided instruction and interactive learning
activities in class, can allow for an expanded curriculum. There is little
investigation on the student learning outcomes of flipped classrooms. Student
perceptions about flipped classrooms are mixed, but generally positive, as they
prefer the cooperative learning activities in class over lecture.

● ICT and Teacher Professional Development

Teachers need specific professional development opportunities in order to

increase their ability to use ICT for formative learning assessments, individualized
instruction, accessing online resources, and for fostering student interaction and
collaboration. Such training in ICT should positively impact teachers’ general attitudes
towards ICT in the classroom, but it should also provide specific guidance on ICT
teaching and learning within each discipline. Without this support, teachers tend to use
ICT for skill-based applications, limiting student academic thinking.

To support teachers as they change their teaching, it is also essential for

education managers, supervisors, teacher educators, and decision makers to be trained
in ICT use.

45
 Ensuring benefits of ICT investments: To ensure the investments made in ICT
benefit students, additional conditions must be met. School policies need to provide
schools with the minimum acceptable infrastructure for ICT, including stable and
affordable internet connectivity and security measures such as filters and site blockers.
Teacher policies need to target basic ICT literacy skills, ICT use in pedagogical settings,
and discipline-specific uses.

Successful implementation of ICT requires integration of ICT in the curriculum.

Finally, digital content needs to be developed in local languages and reflect local
culture. Ongoing technical, human, and organizational supports on all of these issues
are needed to ensure access and effective use of ICT.

Resource Constrained Contexts: The total cost of ICT ownership is considerable:

training of teachers and administrators, connectivity, technical support, and software,
amongst others. When bringing ICT into classrooms, policies should use an incremental
pathway, establishing infrastructure and bringing in sustainable and easily upgradable
ICT. Schools in some countries have begun allowing students to bring their own mobile
technology (such as laptop, tablet, or smartphone) into class rather than providing such
tools to all students—an approach called Bring Your Own Device. However, not all
families can afford devices or service plans for their children. Schools must ensure all
students have equitable access to ICT devices for learning.

Inclusiveness Considerations

Digital Divide: The digital divide refers to disparities of digital media and internet
access both within and across countries, as well as the gap between people with and
without the digital literacy and skills to utilize media and internet. The digital divide
both creates and reinforces socio-economic inequalities of the world’s poorest people.
Policies need to intentionally bridge this divide to bring media, internet, and digital
literacy to all students, not just those who are easiest to reach.

Minority language groups: Students whose mother tongue is different from the official
language of instruction are less likely to have computers and internet connections at
home than students from the majority. There is also less material available to them
online in their own language, putting them at a disadvantage in comparison to their
majority peers who gather information, prepare talks and papers, and communicate
more using ICT. Yet ICT tools can also help improve the skills of minority language
students—especially in learning the official language of instruction—through features
such as automatic speech recognition, the availability of authentic audio-visual
materials, and chat functions.

46
Students with different styles of learning: ICT can provide diverse options for taking
in and processing information, making sense of ideas, and expressing learning. Over 87%
of students learn best through visual and tactile modalities, and ICT can help these
students ‘experience’ the information instead of just reading and hearing it.

Mobile devices can also offer programmes (“apps”) that provide extra support to
students with special needs, with features such as simplified screens and instructions,
consistent placement of menus and control features, graphics combined with text,
audio feedback, ability to set pace and level of difficulty, appropriate and unambiguous
feedback, and easy error correction.

Summing Up

The safe, responsible and ethical use of ICT is an important part of teachers' work
and students' learning. We need to be able to 'demonstrate an understanding of the
relevant issues and the strategies available to support the safe, responsible and ethical
use of ICT in learning and teaching.
.
THINK!
What are the safety issues in ICT in the Philippines?

Create a video blog.

Answer the following questions.

1. What are the uses of ICT policies in the teaching and

ACTIVITY learning environment?
2. What are the ICT policies in teaching and learning?
3. What are ICT standards?

If you don’t have a copy of the K 12 Curriculum

Guide, download it form the DepEd website.

47
LESSON 5: Technology Tools in a Collaborative Classroom Environment
and Relevance and Appropriateness in the Use of Technology in
Teaching and Learning

K-12 education is moving away from the traditional classroom model where
teachers lecture and students diligently take notes. Rather than sit in rows, today’s
students are more likely to sit in groups of three or four. This set up lends itself to
collaboration and project-based learning, an approach to teaching in which students
solve real-world problems using skills they will need for the future. These skills include
things such as critical thinking, problem solving and communication.

Today’s technology offers so many options for educators and students that
deciding on where to begin can be overwhelming. To get started, think about one new
approach that could be the catalyst for positive change in your classroom. In looking at
your learning environment, what could benefit your students the most? One area that I
immediately thought I could improve upon was classroom collaboration.

Teachers need to hear from students, and we know that asking questions or calling on
students to discuss a topic can often make them nervous. When students, or anyone,
develop that feeling of “being on the spot”, it can become more difficult to encourage
students to share what they are thinking, what they are feeling and what their true
opinions are. This is where digital tools can provide security and opportunities for
students to express themselves. Technology has a true purpose. Students still need to
develop the ability–and confidence–to speak in class, but these tools can help by
providing a comfortable way for students to develop their voice and express
themselves.

Depending on the type of question or discussion format you want your classroom
collaboration to focus on, there are many tools available that can help.

1. SurveyMonkey is a good way to ask a variety of questions, find out what students
are thinking, use it for a quick formative assessment, and many other
possibilities. I have used it to find out how students prepared for tests, what areas
they need help with, and even for voting for club officers and planning trips. You
have the results quickly and can provide feedback instantly, to plan your next
steps in class. It can be a different way to find out about your students and their
needs.

2. TodaysMeet is a backchannel tool that can be used in or out of class, as a way for
students to contribute to a discussion or ask questions. It can also be used to
provide “office hours” online, for students to ask questions beyond the school
day. There are many possible uses for this tool, and setting it up is easy.
48
 3. GoSoapBox is a response tool that can be used to ask a variety of questions
without students having to create accounts. Students simply need an “event
code” provided by the teacher to access the activities available. GoSoapBox can
be used for polls, discussion questions, quizzes and more, and provides a fast way
to assess students or to simply learn more about them and their thoughts.

4. Recap is a video response tool, where students can respond to a prompt and all
responses are compiled into a “daily reel” for teachers to view and provide
feedback. Students can respond from anywhere and feel comfortable in sharing
their thoughts using this tool. These are just four of the many options—sometimes
it just takes a bit of research. Asking the students for new ways to use the tools
you have already been using in class can also be helpful.

Communication through Collaboration

There are many options which promote classroom collaboration and enhance writing
skills and student voice.

5. Blogging: Through blogging, teachers can provide support for students and help
them to gain confidence in writing and speaking. We have used Kidblog to
complete many writing tasks and creative writing assignments.

6. Wikispaces: A Wiki has worked really well in our classes for having students
collaborate on a topic, create a discussion page, and set it up to inform on a
topic, to list just a few examples. We created a wiki on Spanish art and also
created our own travel agency.

7. Padlet: Padlet is a “virtual wall” which promotes collaboration, communication,

creativity and more because of its versatility. Students can write a response to a
discussion question, add resources for a collaborative class project, work in small
groups, use it for brainstorming or connect with other students and classrooms
throughout the world.

Using digital tools in this way is great because the discussions don’t have to end when
class does. These tools provide ways to get students talking and share their ideas, so
that classroom collaboration can even be taken home.

Creating presentations and telling a story

A few options for having students’ present information in a visual way with options for
multimedia include the following:

8. Buncee is a web based tool that can be used for creating presentations,
interactive lessons and more, with many options for including different
characters, fonts, animations, video and more.
49
 9. Piktochart is a tool for creating infographics, social media flyers, engaging
presentations and more. Students have created menus, self-descriptions, movie
and tv advertisements, recipe presentations and much more.

10. Visme is a “drag and drop” tool that is easy to use for creating infographics,
reports, different presentations and more. It has a library full of images, charts
and more, making it easy for users to create exactly what they need.

What are the benefits of these tools?

Each of these tools promote more personalized and meaningful learning for
students, along with a healthy dose of classroom collaboration. These tools can be used
to enhance, amplify and facilitate deeper and more authentic learning. Using
technology just for the sake of using it doesn’t make sense. But using it to help students
find their voice, learn what they want to do, what they can do and what they
need help with, does make sense.

SOURCE: Tools for Encouraging Classroom Collaboration by Rachelle Dene (2017)

Summing Up

Classroom technology drives this type of collaborative learning. A

videoconferencing system might allow students to connect with other children around
the world, exposing them to new cultures and new experiences without the cost of
travel. An interactive display could allow multiple students to work on solving the same
problem at once. Collaborative software and wireless presentations systems even allow
teachers and students to share content from their mobile devices and display their
screen for the class to see.

How do you use technology to collaborate?

THINK!
What is/are other example of a collaboration
technology?

Create a short video presentation (vlog) on how to use an

ACTIVITY
ICT collaborative learning tool.

50
 CHAPTER 4: MULTIMEDIA PROJECT BASED AND ASSESSMENT OF
LEARNING

This chapter presents the Project-based learning as an old and respected

educational method. The use of multimedia is a dynamic new form of communication.
The merging of project-based learning and multimedia represents a powerful teaching
strategy that we call “project-based multimedia learning. You will also learn about a
demonstration of learning which is typically both a learning experience in itself and a
means of evaluating academic progress and achievement.

Learning Objectives

After reading this chapter, students will be able to:

1. Know what project-based multimedia learning is.
2. Identify the elements of project-based multimedia learning.
3. Understand the use of project-based multimedia learning.
4. Identify the disadvantages of the use of project-based learning and multimedia
project.
5. Determine the steps involved in the use of project-based multimedia learning
strategy.
6. Determine the correct form of assessment that fits a constructivist technology-
supported learning environment.
7. Know and understand how demonstration should be done.

51
LESSON 1: Project-Based Learning and Multimedia

Project-based multimedia learning is a method of teaching in which students

acquire new knowledge and skills in the course of designing, planning, and producing a
multimedia product. Your students' multimedia products will be technology-based
presentations, such as a computerized slide show, a Web site, or a video.

● Project-based learning is not a new educational method.

● The use of multimedia is a dynamic new form of communication.
● The merging of project-based learning and multimedia represents an
extraordinary teaching strategy that we call project-based multimedia learning.
● Guidelines for Implementing and developing your own units based on this
strategy.

By project-based learning – we mean a teaching method in which students

acquire new knowledge and skills in the course of designing, planning, and producing
some product or performance.

⮚ By multimedia – we mean the integration of media objects such as text, graphics,

video, animation and sound to represent and convey information.

⮚ Project-based multimedia learning – is a method of teaching in which students

acquire new knowledge and skills in the course of designing, planning, and
producing a multimedia product.
Dimensions of Project-Based Multimedia Learning Project

1. Core Curriculum

✔ At the foundation of any unit of this type is a clear set of learning goals drawn
from whatever curriculum or set of standards is in use.

2. Real-World Connection

✔ Project-based multimedia learning strives to be real. It seeks to connect

students’ work in school with the wider world in which students live.

3. Extended Time Frame

✔ A good project is not a one-shot lesson; it extends over a significant period of

time. It may be days, weeks or months.
✔ The actual length of a project may vary with the age of the students and the
nature of the project.
52
 4. Students Decision Making – students have an opinion.

✔ Divide them into “Teacher” and “Students” based on clear rationale (decisions).
✔ The teacher can allow students to determine what substantive content would be
included in their projects.
✔ Students can make decisions about the form and content to their final products,
as well as the process for producing them.

5. Collaboration – we define collaboration as working together jointly to accomplish

a common intellectual purpose in a manner superior to what might have been
accomplished working alone. Students may work in pairs or in teams of as many
as five or six. Whole-class collaborations are also possible.

6. Assessment – regardless of the teaching method used, data must be gathered on

what students have learned.

✔ When using project-based multimedia learning, teachers face additional

assessment challenges because multimedia products by themselves do not
represent a full picture of student learning.

Assessments have Three Difference Roles in the Project-based Multimedia

Context:

1. Activities for developing expectations.

2. Activities for improving the media products; and
3. Activities for compiling and disseminating evidence of learning.

Multimedia – as students design and research their projects, instead of gathering only
written notes, they also gather – and create – pictures, video clips, recordings and other
media objects that will later serve as the raw material for their final product.

Why Use Project-Based Multimedia Learning?

✔ Identifying, organizing, planning and allocating time, money, materials, and

workers.
✔ Negotiating, exercising leadership, working with diversity, teaching others new
skills, serving clients and customers, and participating as a team member.
✔ Selecting technology, applying technology to a task and maintaining and
troubleshooting technology.

53
Teaching the New Basic Skills, Richard Murname and Frank Levy (1996) describe three
sets of skills that students need to be competitive for today’s job.

✔ Hard Skills (math, reading, and problem-solving mastered at a higher level than
previously expected of high school graduates);
✔ Soft Skills (for example, the ability to work in a group and to make effective oral
and written presentations); and the ability to use a personal computer to carry
out routine tasks (for example, word processing, data management, and creating
multimedia presentation).

Summing Up

Project-based multimedia learning is a method of teaching in which students acquire

new knowledge and skills in the course of designing, planning, and producing a
multimedia product.

What are the disadvantages of the use of project-based

THINK! learning and multimedia project?

Create a short video blog. Use the following questions as

your content guide. Send your output via PM, Gmail or in
ACTIVITY Google classroom.

1. What are some examples of project-based

learning?
2. What is the purpose of project-based learning?
3. What are the steps involved in the use of
project-based multimedia learning strategy?
4. How do you evaluate project-based learning?

54
LESSON 2: PBL and Multimedia as a Teaching-Learning Strategy

A project-based learning method is a comprehensive approach to instruction.

The effective use of multimedia learning project requires:

✔ Clarifying goals and objectives

✔ Determining how much time is needed
✔ Extent of students’ involvement in decision making
✔ Setting up forms of collaboration
✔ Identifying and determining what resources are needed

Another important thing is to determine the resources available from:

⮚ Library Materials
⮚ Community Resources (Material and Human)
⮚ Internet
⮚ News Media

55
To trim down time devoted to a multi-media project, Simkins et al (2002) suggest
the following:

⮚ Use technology students already know.

⮚ Use time outside of class wherever possible.
⮚ Assign skills, practice, as homework.
⮚ Use “special” classes as extra time.

Various Phases of the Project

Before the project starts

1. Create project description and milestone.

⮚ Describe your project in forty (40) words or less.
⮚ Include instructional goals and objectives.
⮚ Include the project components students will be responsible for and their
due date.

2. Work with the real - world connection.

3. Prepare Resources.
⮚ Seek the assistance of your librarian or school media specialist.
4. Prepare software and peripherals such as microphones.
⮚ Ask the help of technical people.
5. Organize Computer Files.
⮚ Finding files eats most of your time if you are not organized.
⮚ Naming files and folders after their file type and section title helps to
keep things organized and makes it easier to merge elements later on.
6. Prepare the Classroom
⮚ Organize books, printer papers and any other resources so students can
access them independently.
⮚ Make room on the bulletin boards for hanging printouts of student work,
schedules, and organizational charts.

Introducing The Project (One or Two Days)

Help the students develop a “big picture” to understand the work ahead. Make sure
what they will be making, who their audience will be and what you expect them to
learn and demonstrate in terms of the K to 12 Standards and Competencies

1. Review project documents. You can ask students to work with the project
documents you have produced. Encourage your students to ask questions about
the project to clarify what you have written.

56
 2. Perform Pre-Assessments. Your students can write pre-assessment questions
based on your learning goals to further clarify expectations.
3. Perform Relevant Activities. You can show students anything you can find that
is similar to what they will be producing such as a Web site or your own mini
project you did to learn the technology. You can also brainstorm for topics,
organizational ideas and design ideas.
4. Group Students. Form small student groups from three to five students per
group. Here are some grouping strategies:
● By topic interest
● By student talent and expertise - This works for a balance of talents and skills in
the groups.
● By student choice
● Randomly - This is fine to enable them to develop the skills to work with others.
5. Organize Materials. Give each group a folder that stays in the classroom. All
their group work such as storyboards, group journals, and research notes goes in
that folder.

Learning The Technology (One to Three Days)

1. Give a chance for the students to work with whatever software and technology
they will be using. If some students are already familiar with the tools and
processes, ask them to help you train the others. If students are new to
multimedia, then begin with lessons that involve using the different media types.
Remember, you and your students are cleaners and you both learn as you go.

2. Preliminary Research and Planning (Three Days to Three Weeks, depending

on Project Size)

⮚ At this stage, students should immerse themselves in the content or subject

matter they need to understand to create their presentations.
⮚ Students can tag and collect information they think might be valuable for their
presentations: compelling photographs, quotes, sounds and other media they
encounter in their research.

3. Concept Design and Story boarding

⮚ Process of organizing a presentation that is useful to the audience. Storyboard:
is a paper-and-pencil sketch of the entire presentation, screen by screen, or in
the case of video, shot by shot.

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Here are a few design tips to keep in mind throughout story boarding and
production:
✔ Use scanned, handmade artwork to make a project look personal and to manage
scary technology resources.
✔ Student’s artwork is unmatched as a way to assure a project has heart. Keep clip
art or stamps to a minimum - they make a presentation look canned.
✔ Keep navigation - the way users of your presentation will get from one screen to
the next - consistent throughout the whole presentation.
✔ Organize information similarity throughout so users can find what they are
looking for.
✔ Care for collaboration. Check in with groups to make sure they are collaborating
successfully and that conflict is not derailing their productivity.
✔ Organize manageable steps. Break down the project's steps into manageable
daily components considering that the project requires comparatively more time
to succeed.
✔ Check and assess often. This is to ensure that mistakes are seen early enough
and therefore can be corrected before the final product is produced

Assessing, Testing, and Finalizing Presentations (One to Three Weeks)

Two kinds of testing:

1. Functional Testing - means trying all the buttons, taking all possible paths through
the presentation, checking for errors, missing images and the like.
2. User testing Assessment - means showing the presentation to members of the target
audience and finding out if they can successfully navigate it and understand it.
✔ Assessment means critical evaluation of your presentation.
Summing Up

Project-based multimedia learning is a method of teaching in which students

acquire new knowledge and skills in the course of designing, planning, and producing a
multimedia product.
THINK! What are the steps involved in the use of project-based
multimedia learning strategy?

Create a short video blog. Use the following questions as

your content guide. Send your output via PM, Gmail or in
Google classroom.
ACTIVITY 1. How can you implement PBL in your teaching?
2. What are the skills that the students can acquire using
project-based learning and multimedia?

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LESSON 3: Assessment in a Constructivist, Technology-Supported
Learning

"Complex learning cannot be assessed or evaluated using any single measure. We must
examine both the processes and products of student learning."

✔ In a constructivist classroom, learning transcends memorization of facts.

✔ It is putting these isolated facts together, form concepts and make meaning out
of them.
✔ It is connecting the integration of these facts and concepts to daily life.
✔ It is seeing the relevance of these facts and concepts to what we value and
treasure in life.

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Authentic Assessment is most appropriate for the constructivist classroom.

✔ Authentic assessment measures collective abilities, written and oral expression

skills, analytical skills, manipulative skills, (like computer skills) integration,
creativity and ability to work collaboratively.
✔ It is from the word "authentic," that is why authentic assessment includes
performance or product assessment.
✔ The performance and product is a proof of the acquisition of skills. These
performance and product are assessed.

We need to observe and evaluate and to do it more objectively, with the aid of a
scoring rubric.

✔ You and your students may develop a rubric. It can be a collaborative effort both
of you – teacher and students – in line with the practice of self-assessment, which
is highly favored and encouraged.
✔ In fact with scoring rubric, standards are clearly set at the beginning for you and
your students and with that rubric your students can assess their own
performance or products

Assessment in a technology-supported environment necessarily includes display of

skillful and creative use of technologies, old and recent, because that is what is
naturally expected of us in the real world, a technology-dominated world.

These presentations need performance-based assessment or product assessment. It is a

direct assessment. It measures their computer skills directly in an authentic or real-life
setting.

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 ✔ A technology-supported classroom maximizes the use of old and new technology.
✔ To assess their manipulative skill, we conduct direst assessment with the help of
a scoring rubric.
✔ From the eyes of a constructivist, learning is an active, constructive, intentional,
authentic and cooperative process, so should the ways in which we assess
learners and criteria that we use to evaluate them.
✔ Assess learning as it is occurring. This is process or performance assessment.

The rubric for understanding and improving meaningful environment can give an
idea.

1. Assessing Activity
2. Assessing Construction
3. Assessing Cooperative
4. Assessing Authenticity
5. Assessing Intentionally

⮚ The traditional paper-and-pencil tests are not adequate to assess learning in a

constructivist technology-supported learning.
⮚ The authentic forms of assessment such as performance and product assessment,
are more reliable and adequate to measure students’ communication, analytical,
integrative, evaluative and collaborative skills.
⮚ In a technology-supported learning environment, the students are not only users
of technology product, they themselves are authors of technology product.
⮚ Scoring rubrics are, therefore, a must in assessment.

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 Summing Up

Technology has been widely used. In teaching, most schools use modern
technology in teaching. But it cannot be denied that there are places especially in
remote and rural areas who are not using much of technology maybe because of lack of
supply or electricity. Nevertheless, they make use of alternatives in teaching and this
is where the chalkboard and the MS PowerPoint are used.

Microsoft PowerPoint is a powerful presentation software that has changed the

way people present ideas and information to an audience. With just a few clicks and
keystrokes, you can add graphics, text, audio, video and animation to a slide show.
Customized presentations can be saved and modified as needed and used again as needs
arise. If time, quality or convenience is a factor, PowerPoint has definite advantages
over traditional visual aids.

For more information about creating MS PowerPoint, visit the kink below.

https://support.microsoft.com/en-us/office/basic-tasks-for-creating-a-powerpoint-
presentation-efbbc1cd-c5f1-4264-b48e-c8a7b0334e36

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 THINK! What is Constructivist assessment?

A. Create a short video blog. Use the following

APPLICATION questions as your content guide. Send your
output via PM, Gmail or in Google classroom.
● What role can technology play in a
constructivist learning environment?
● What is technology supported
learning?

B. Create your own rubric.

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LESSON 4: Demonstration Teaching

PLANNING A TEACHING DEMONSTRATION

Teaching demonstrations are artificial—the students aren’t yours; you won’t see
them again for follow-up lessons, you might even be “teaching” faculty, etc.—but they
are also a critical part of an academic job interview. Candidates for academic positions
need to show more than just knowledge of their content area in their teaching
demonstration; they need to show that they have pedagogical content knowledge. That
is, the ability to select, structure, and deliver complicated content so that students can
learn it. Your teaching demonstration must prove not only that you can create and
follow a lesson plan, but also that you can engage and interact with students to enhance
their learning.

You’ll want your teaching demonstration to reinforce whatever you’ve said about
your teaching in your application materials. For example, if you have said that you
create student-centered classrooms and provide students opportunities to actively
learn, don't lecture for the entire time during your demonstration.

A successful teaching demonstration ultimately comes down to careful planning and

practice. If you showcase your best teaching during your demo, you’ll go a long way
toward convincing the committee that you can handle the challenges of teaching day-
to-day. The guidelines and tips below will get you started.

A. Know your Audience

⮚ Will you be teaching a class of actual students, a group of faculty, the hiring
committee, or some combination of these three groups?
⮚ What level of student should you be preparing for? (E.g., Majors, non-majors,
graduate, etc.)
⮚ If you are teaching a class of actual students, ask for a copy of the course syllabus
and any relevant assignments. Read the course description and objectives, and
review a copy of the textbook. It might also help to get to know the students in
general by looking at the university’s website and, if possible, by visiting campus
and chatting directly with students. More realistically, you might attend a class at
your current institution on the topic you are going to be teaching and then talk with
the instructor, the TAs, and the students.

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⮚ If you are teaching to faculty members posing as students, be sure to indicate for
them the level and background of the students for whom your lesson would be
intended, then pretend that the faculty members are those students and teach at
the correct level. Expect, however, that faculty might ask questions at a higher
level than would actual students and don’t go overboard with pretending that they
are students (e.g., don’t confiscate a cell phone if one of them can’t stop looking
at it!).

B. Make your Material fit the Course and the Time

⮚ If you’re given a topic to teach in an actual course, find out where that topic
fits into the course itself. What have the students learned beforehand? What
will they be learning afterward? What assignments will they be working on?
What textbook are the students using? Get a copy and read the relevant
sections.

⮚ If you’ve been given a broad topic area from which to select a particular
lesson, choose something that you can manage in the time given.

⮚ If you’re teaching for a full class period, aim to end no more than 5 to 10
minutes early for questions. Have a back-up plan in case for any reason you
end earlier.

⮚ If you’re only teaching a short lesson in 10 to 15 minutes, choose a topic or

lesson that will stand on its own in that time. Don’t squeeze a 50-minute
lecture into 15 minutes.

⮚ Plan enough time for any activities you’ll include; they can sometimes run
long if not properly planned and managed.

C. Engage your Students

⮚ Remember, this is your teaching demo, not your research talk. Don’t just
lecture to the students; show that you can do something more by engaging
them with active learning. Get the students interested, involved, and
interacting positively with you and with one another—they might be
evaluating you for the committee.

⮚ Use brief, meaningful activities that last no more than 5-7 minutes each. If
you’re teaching faculty members, don’t expect them to be any more
interested in participating in activities than are students. Create a handout,
ask questions.

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⮚ Start with a relevant hook to grab students’ interest (an alarming statistic, a
current event, a thought-provoking question, etc.)

⮚ If you’re teaching a small group of students, bring index cards and black
sharpies. Have the students write their names on the cards and set them up
on their desks. Doing so creates an instant connection with students by
allowing you to address them by name as you would in a class of your own.
D. Use Technology Purposefully and Effectively

⮚ If you plan to use technology, be sure that it serves some clear and relevant
pedagogical aim; don’t use it just to impress the committee or to show off
your techy side. Technology shouldn’t overwhelm the topic you’re teaching,
and the contribution that technology makes to student learning should be
obvious and significant. Handouts are often a better alternative to
technology, since they provide everyone with a concrete takeaway by which
to remember you and your demonstration.

⮚ Use visuals only to support your teaching and promote learning. For example,
PowerPoint slides should be used sparingly and should ideally include
questions or problems to which students can respond. Remember, PowerPoint
should support your teaching, it shouldn’t be your centerpiece. If you do use
a PowerPoint, be sure to tell students that you’ll write on the board any key
information that you would like them to put in their own notes, otherwise
students might try to write down everything you have on your slides.

⮚ In terms of PowerPoint design, use pictures, colors, and animations, but do

so carefully, and don’t put too much text on any single slide. Choose a light
background and dark text, and make sure that the slides are visible in a well-
lit room. (You shouldn’t plan to use PowerPoint slides in a darkened room
unless you want to put students to sleep.)

⮚ Use the board only if your handwriting is good. When writing on the board,
don’t speak to it. That is, face the students and say whatever you want them
to hear, and then turn and write it on the board. Doing so maintains your
connection with the students and gives them an opportunity to copy down
what you write.

⮚ Plan for technology to break down. Have an alternative plan.

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 E. Have a Backup Plan. Have Another.

⮚ Create your ideal lesson plan, a contingency plan in case you run out of time,
a contingency plan in case you finish early and have too much time remaining,
a contingency plan in case students simply don’t respond or if things are
otherwise not working out as intended. Plan for technology to fail and know
what you’ll do if and when it does.

⮚ Plan more material than you can possibly use, and make decisions in the
moment about what to leave out. Don’t indicate to your students, however,
that you’re cutting something out due to time constraints.

F. Practice. Practice. Practice.

⮚ Whether you’ve taught before or not, you can ask colleagues or mentors for
the opportunity to lead a session in their classes. Ask them to observe your
session and provide feedback. Alternately, gather some colleagues, perhaps
from different disciplines, to serve as a group of students whom you can
teach. Have them ask you questions just like actual students would. After the
lesson, have your colleagues comment on your flow, on the way your topics
connected with each other, on your body language and any verbal or physical
tics you might have, and, of course, on how you might improve your overall
performance.

⮚ If you have taught before, review any observation reports you may have from
colleagues or mentors, as well as evaluation feedback from students.
Consider what has worked well and what hasn’t. What improvements can you
realistically make and practice before your demonstration?

Helpful Tips and Hints

✔ Aim to be relaxed and confident in your demonstration, but also plan to show
your enthusiasm and passion for the topic.
✔ Remember that you want your demonstration to be accessible to the intended
audience, as well as factually or procedurally accurate and also clearly
effective in terms of student learning.
✔ Show respect for students and that you like working with them. Acknowledge
their contributions and thank them for participating.
✔ Don’t let talkative students sidetrack you. Indicate that you are glad they are
interested, but that you need to continue the class. Ask them to stay after to
discuss the material with you.

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 ✔ Consider providing students and the committee with suggested follow-up
assignments or next steps to show that you are aware of that teaching is a
continuum, not a once-off intervention.
✔ If you use graphs or other data visualizations, don’t let them speak for
themselves. Instead, get students to respond to these visualizations. For
example, orient students to a graph by briefly explaining what it shows, then
pose questions about the graph and ask students to interpret it in some way
to get students involved.
✔ Push yourself to demonstrate your best teaching, but don’t try a technique
or technology with which you’re not yet completely comfortable.

Questions to Consider as You Begin Planning your Teaching Demonstration

● Don’t be afraid to ask the committee for details and clarification about your
demonstration. At the same time, you need to ask yourself a number of
important questions as you get started. The list below should help get you
going.

Ask the committee:

● How much time will I have? A whole class period or only 10 to 20 minutes?
● Whom will I be teaching? Actual students or faculty posing as students?
● At what level should my teaching be aimed? Majors? Non-majors? Graduate?
● Will a topic and/or materials be provided, or should I select a topic and/or
materials on my own?

If a topic is provided and if I’m teaching in an actual course, how does the topic fit
into the course in relation to other topics? Can I get a copy of the syllabus? What
textbook do the students use? Have students been given any homework? If so, what?
Can I get a copy of the assignment materials?

● Where will I be teaching? What sorts of technology or other resources are

available?
● How and by whom will my teaching be evaluated? If I’m teaching actual
students, will they provide any feedback to the committee?

Ask yourself:

● Exactly what information, and how much of it, do I want to convey in the
time I have?
● What approach is most appropriate for the topic, the students, and the
institution itself? Will I mostly lecture or will I involve students in a discussion
or an activity?

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 ● Do I want to use technology? If so, what will that technology add to my demo
in terms of helping students learn? Am I comfortable using the technology
that is available?

Five Things to Know Before Delivering Your Teacher Demo Lesson

To help you remember what these elements are, we created the “POISE”
framework: Be Prepared, manage the Objective, keep the lesson Interesting and
Simple, and set Expectations.

1. P : Prepare | POISE Framework

Bring any and all materials you plan to use:

● Prepare everything the night before -- your clothes, your route, the lesson plan,
and all materials needed for the lesson. You will sleep
more soundly and be clear-headed the next morning.

a. Prepare for student interaction:

Plan and rehearse routines students will need to execute during the lesson.
Examples include getting a writing utensil, finding a partner, passing papers out,
turning papers in, and any others you can anticipate. To help you decide which ones
you will need to teach during your demo, use our planning guide and list of common
routines. Teachers often overlook this important step. Sloppy or unclear routines can
cause disarray, which gives off the impression that you are potentially unable to keep
students safe. It also wastes time that you already have so little of. Examples:

If you plan to have students work in groups, scaffold the process. (If you say “pick a
partner” and let them assume the responsibility, problems will surely arise.) Instead,
use a strategy such as having students count off, or naming them “peanut butter” and
“jelly” to pair them.

If you are teaching lower grades, plan how you will direct students from the carpet
to their seats. “Time to go back to your seats and work!” will likely result in students
rushing to their seats all at once -- talking and off-task. Instead, try saying “When I call
your row, you may take 30 seconds to quietly walk back to your seat and start working”
and then calling one row at a time. When in doubt, tell them what they should be doing,
how they should be doing it (the behavioural expectation, such as quietly), and for how
long.

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 b. Prepare for when things go wrong:

Often, teachers think that students will follow their directions or be on their best
behavior during the demo just because their principal is watching. Do not count on this.
We see students breaking rules constantly during demos, and administrators always
notice and evaluate to see how the teacher reacts. It doesn’t need to be perfect, but
you do need to clearly demonstrate a strategy and be prepared to reflect on how you
could improve next time. Sometimes during demos, teachers feel awkward disciplining
students they don’t know in front of other adults. Here are a few tips on how to redirect
students in a respectful manner:

1 - 5 students off task: Use silent signals, proximity or other warm/strict corrections
to redirect behavior (example: student is answering the wrong question on their page,
teacher walks over and points silently to the correct question)
5 - 10 students off task: Positive narration or proximity (example: speaking to the
whole class, “Most groups are on the second or third question. If you need help, raise
your hand.”
10+ students off task: Reset expectations with the whole class. Use an attention-
getting signal, remind the class of the expectations, and then scan for compliance.
(example: “Just a reminder, we are on chapter 2, page 31…” --teacher scans the room
for compliance -- “Good. I’ll give you a few more seconds to get to page 31. Almost
everyone is there. Great.”

2. O : Objective | POISE Framework

c. Align the objective with grade-level standards:

It is essential that the objective aligns with grade-level standards, unless there are
special circumstances that the school has shared with you. The common core website
lists standards by grade level , and you can use this to plan your objective.

d. Communicate the objective:

Have the objective of the lesson posted and clearly visible to you, the students, and
the recruitment or leadership team members that are observing. You would be surprised
how well this keeps teachers focused on their objective.

Choose assessments that align directly with the objective, and assess throughout
the lesson, not just at the end. This will ensure students are on track to master the
objective.

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 3. I : Interesting | POISE Framework

Sometimes teachers are so focused on the details that they forget the very basic
concept that the lesson should be interesting! Put yourself in the students’ shoes. What
would keep you engaged during a 45 minute lesson with a teacher you’ve never met?

No matter how fascinating your lesson content, if you are doing most of the talking
and students are passively listening (or just appear to be listening, it’s hard to tell if
you aren’t checking) they are probably only partly engaged. Students should be
interacting with you, other students, or the content, for the duration of the lesson.

Insider Tip: Use a hook to draw students in right at the beginning of a lesson. A
video, a demonstration, a joke, or an interesting fact will get their attention and help
them feel invested in the lesson.

4. S : Simple | POISE Framework

We’ve seen hundreds of demo lessons, and it’s rare that the timing is perfect. The
lesson almost always runs over, not under. In other words, most teachers over-plan.
This is not a dealbreaker, but administrators like to see that you can teach a lesson
from start to finish in the amount of time given. In order to achieve this, you must keep
it simple. This doesn’t mean that you should “dumb down” the rigor, but you might
need to decrease the scope of your objective. You can always create a back-up plan for
extension activities in case you breeze through the lesson.

A rule of thumb is that the lesson goal or objective should be simple enough that
students can state what they are learning when asked.

Insider Tip: Break each section of the lesson (Do Now, Guided Practice, etc) into time
increments, then practice using either a timer or video recording device. We highly
recommend the latter. Keep rehearsing until you can comfortably execute the lesson
in the allotted time. It might take a few tries, but we can assure you it’s worth it.

5. E : Expectations | POISE Framework

Set expectations for behavior before you start your lesson. This is perhaps the most
important piece of advice we have for you.

● Use a pre-made chart, especially for lower grades, with three simple rules. Use
images to support the words for Special Education or Grades K-6.
● Your explanation of the expectations should be very brief—two minutes at most.
● Make the explanation interactive. For example, if you want students to use a
quiet thumb to show they have an answer, ask them to demonstrate that when
you first present the expectation so that you can check for understanding.
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 ● Post directions for students so they know what to do during work time. This way,
if students are off-task or unsure what to do, you can point to the directions to
redirect them. This frees up your time to assess and conference with students,
which is a much more valuable use of your time. It’s also a less-intrusive
behavioral correction, and has the added benefit that it also helps administrators
and recruiters who are observing follow along.

Summing Up

A demo lesson is a lesson that you plan and execute for a group of students, or
a group of adults posing as students, at a hiring school. Think of it as an audition to be
a teacher at the school.
For many, the demo lesson is the most challenging part of the hiring process. You
are obviously unfamiliar with the needs of the students, which makes two things
difficult: behavior management, and knowing what content to teach. And if you are a
new teacher, there is the additional challenge of trying out strategies you have learned
but have had little experience with.
.

THINK!
How do you demonstrate effective teaching?

Do demonstration teaching. Record yourself. Use your LP

as your guide. Send your LP via Google Classroom account,
Messenger, Facebook, Gmail or it depend on the
ACTIVITY instructor’s direction.

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LESSON 5: Technology Tools in a Collaborative Classroom Environment
and Relevance and Appropriateness in the Use of Technology in
Teaching and Learning

K-12 education is moving away from the traditional classroom model where
teachers lecture and students diligently take notes. Rather than sit in rows, today’s
students are more likely to sit in groups of three or four. This set up lends itself to
collaboration and project-based learning, an approach to teaching in which students
solve real-world problems using skills they will need for the future. These skills include
things such as critical thinking, problem solving and communication.

Today’s technology offers so many options for educators and students that
deciding on where to begin can be overwhelming. To get started, think about one new
approach that could be the catalyst for positive change in your classroom. In looking at
your learning environment, what could benefit your students the most? One area that I
immediately thought I could improve upon was classroom collaboration.

Teachers need to hear from students, and we know that asking questions or calling on
students to discuss a topic can often make them nervous. When students, or anyone,
develop that feeling of “being on the spot”, it can become more difficult to encourage
students to share what they are thinking, what they are feeling and what their true
opinions are. This is where digital tools can provide security and opportunities for
students to express themselves. Technology has a true purpose. Students still need to
develop the ability–and confidence–to speak in class, but these tools can help by
providing a comfortable way for students to develop their voice and express
themselves.

Depending on the type of question or discussion format you want your classroom
collaboration to focus on, there are many tools available that can help.

11. SurveyMonkey is a good way to ask a variety of questions, find out what students
are thinking, use it for a quick formative assessment, and many other
possibilities. I have used it to find out how students prepared for tests, what areas
they need help with, and even for voting for club officers and planning trips. You
have the results quickly and can provide feedback instantly, to plan your next
steps in class. It can be a different way to find out about your students and their
needs.

12. TodaysMeet is a backchannel tool that can be used in or out of class, as a way for
students to contribute to a discussion or ask questions. It can also be used to
provide “office hours” online, for students to ask questions beyond the school
day. There are many possible uses for this tool, and setting it up is easy.
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 13. GoSoapBox is a response tool that can be used to ask a variety of questions
without students having to create accounts. Students simply need an “event
code” provided by the teacher to access the activities available. GoSoapBox can
be used for polls, discussion questions, quizzes and more, and provides a fast way
to assess students or to simply learn more about them and their thoughts.

14. Recap is a video response tool, where students can respond to a prompt and all
responses are compiled into a “daily reel” for teachers to view and provide
feedback. Students can respond from anywhere and feel comfortable in sharing
their thoughts using this tool. These are just four of the many options—sometimes
it just takes a bit of research. Asking the students for new ways to use the tools
you have already been using in class can also be helpful.

Communication through Collaboration

There are many options which promote classroom collaboration and enhance writing
skills and student voice.

15. Blogging: Through blogging, teachers can provide support for students and help
them to gain confidence in writing and speaking. We have used Kidblog to
complete many writing tasks and creative writing assignments.

16. Wikispaces: A Wiki has worked really well in our classes for having students
collaborate on a topic, create a discussion page, and set it up to inform on a
topic, to list just a few examples. We created a wiki on Spanish art and also
created our own travel agency.

17. Padlet: Padlet is a “virtual wall” which promotes collaboration, communication,

creativity and more because of its versatility. Students can write a response to a
discussion question, add resources for a collaborative class project, work in small
groups, use it for brainstorming or connect with other students and classrooms
throughout the world.

Using digital tools in this way is great because the discussions don’t have to end when
class does. These tools provide ways to get students talking and share their ideas, so
that classroom collaboration can even be taken home.

Creating presentations and telling a story

A few options for having students’ present information in a visual way with options for
multimedia include the following:

18. Buncee is a web based tool that can be used for creating presentations,
interactive lessons and more, with many options for including different
characters, fonts, animations, video and more.
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 19. Piktochart is a tool for creating infographics, social media flyers, engaging
presentations and more. Students have created menus, self-descriptions, movie
and tv advertisements, recipe presentations and much more.

20. Visme is a “drag and drop” tool that is easy to use for creating infographics,
reports, different presentations and more. It has a library full of images, charts
and more, making it easy for users to create exactly what they need.

What are the benefits of these tools?

Each of these tools promote more personalized and meaningful learning for
students, along with a healthy dose of classroom collaboration. These tools can be used
to enhance, amplify and facilitate deeper and more authentic learning. Using
technology just for the sake of using it doesn’t make sense. But using it to help students
find their voice, learn what they want to do, what they can do and what they
need help with, does make sense.

SOURCE: Tools for Encouraging Classroom Collaboration by Rachelle Dene (2017)

Summing Up

Classroom technology drives this type of collaborative learning. A

videoconferencing system might allow students to connect with other children around
the world, exposing them to new cultures and new experiences without the cost of
travel. An interactive display could allow multiple students to work on solving the same
problem at once. Collaborative software and wireless presentations systems even allow
teachers and students to share content from their mobile devices and display their
screen for the class to see.

How do you use technology to collaborate?

THINK!
What is/are other example of a collaboration
technology?

ACTIVITY Create a short video presentation (vlog) on how to use an

ICT collaborative learning tool.

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 REFERENCES

References:
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Corpuz, B.B., Lucido, P.I. (2008). Educational Technology 1. Quezon City.

Lorimar Publishing

Cook, R. E. (2018). Strategies for including children with special needs in early
childhood settings.

Disalvo, B. (2017). Participatory design for learning.

Fahriye, A. (2018). Open and Equal Access for Learning in School Management.

Hegedus, Stephen. (2017). Uses of Technology in Upper Secondary Mathematics

Education.

Hidalgo, A. & Hidalgo, L.C. (1998). Principles of Teaching and Educational

Technology. Quezon City: National Bookstore, Inc.

Kai, S. and Chu, W. (2020). Social Media Tools in Experiential Internship Learning.

Mangiduyos, G. P. (2017). Trends, networks, and critical thinking in the 21 st century.

Newby, T.J., Stepich, D.A., Lehman, J.D. Educational Technology for teaching and
learning. Quezon City: Lorimar.

Reardon, D. (2018). Early years teaching and learning, 3rd Ed.

Stern, J. (2017). Tools for teaching: conceptual understanding.

Tesoro, H. A. (2017). Educational Technology in Teaching and Learning.

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Online
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Evans, D. (2021, February, 16). How to use technology to help teachers be better and to make
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use-technology-help-teachers-be-better-and-make-life-better-teachers

Francis, J. (2017). The Effects of Technology on Student Motivation And Engagement

In Classroom-Based Learning, Retrieved from
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Global Research & Insight. (2018, August). Beyond Millennials: The Next Generation of
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Hart, L.(2017, February 14). Bridge the Generation Gap with your Students, Retrieved
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bridge-the-generation-gap-with-students

Koliasa, O. et. Al. (2021, April). The Use of Hypermedia Technologies in Higher Education
Institutions during Covid Lockdown. Retrieved from
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Pechenkina, E. and Aeschliman, C. (2017). What Do Students Want? Making Sense of

Student Preferences in Technology-enhanced Learning, Retrieved from
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Schindler, L.A. (2017). Computer-based technology and student engagement.

Retrieved from
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Shahid, F. (2019). A Review of Technological Tools in Teaching and Learning,

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Seemiller, C. and Meghan, G. (2017, July). Generation Z: Educating and Engaging the
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bphilprac

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Education, Retrieved from https://tech.ed.gov/files/2017/01/NETP17.pdf

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