Technology for Teaching Learning I

Chapter 4

ICT in Various Content Areas

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Chapter 4

ICT in Various Content Areas

 Introduction
Information communication technologies (ICT) at present are influencing every
aspect of human life. They are playing salient roles in work places, business, education, and
entertainment. Moreover, many people recognize ICTs as catalysts for change; change in
working conditions, handling and exchanging information, teaching methods, learning
approaches, scientific research, and in accessing information communication technologies. In
this digital era, ICT use in the classroom is important for giving students opportunities to
learn and apply the required 21st century skills. ICT improves teaching and learning and its
importance for teachers in performing their role of creators of pedagogical environments. ICT
helps of a teacher to present his teaching attractively and able to learn for the learners at any
level of educational programs. Today in India teaching training programs making useful and
attractive by the term of ICT. Information and Communication Technologies (ICTs)
exemplified by the internet and interactive multimedia are obviously an important focus for
future education and need to be effectively integrated into formal teaching and learning –
especially in a teacher education institution.

Specific Objectives
At the end of the lesson, the students should be able to:
1. Review teaching plans that require learners to connect the content of the lesson to
society
1. Introduce sample technology-enhanced lessons to support learning
Duration
Chapter 4: ICT in Various Content Areas = 6 hours
(4 hours discussion;
2 hours assessment)

Lesson Proper

ICT in Various Content Areas

In the past, infoDev worked with ICT and education. While our programs do support some
entrepreneurs and start-ups that develop educational technologies (like Afroes and ListenMi),
ICT and education are no longer the focus of our mission.
Current knowledgebase
What we know, what we believe -- and what we don’t
"Accessing information" is the main use of ICTs in education "Access to
information" is considered to be one of the most important benefits of the uses of ICTs in
education. Accessing information -- not using ICTs for communication purposes -- is the
most common use of the Internet in schools beyond providing a tool for the development of
basic computer literacy skills.

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 Learning materials in electronic format are most useful when they are directly
linked to the curriculum The absence of educational content directly linked to curricula is
one of the key inhibiters of ICT use by teachers and learners.
Creating digital/electronic content is difficult, and expensive Adapting and/or
digitizing curricular content for access via ICTs is a lengthy and expensive process. This
holds for digitized content accessible on PCs, and is especially true with regards to
educational television and video production. Radio dissemination may offer cost savings. The
large up-front costs related to the adaptation and/or digitization of curricular content for
access via ICTs may make such initiatives attractive for donor aid.
Simply importing educational content is to be avoided Where indigenous
educational content expertise familiar with the uses of ICT does not exist, it is necessary to
have international and local groups work together. Simply importing existing educational
content and expertise from abroad is fraught with difficulties; total reliance on local
companies and organizations is often not practical in the early stages.
Digital clearing houses and evergreen curricula are useful Establishing a clearing
house or digital libraries of ready-to-use and customizable ICT-based resources promotes
better use of ICT in teaching and facilitates quick and easy access to resources for making
lesson plans and for teaching.
Evaluation of ‘imported’ content for cultural relevance must not be
neglected Guidelines, resources and mechanisms for evaluation of content are critical if such
content is to be culturally relevant.
Digitizing content has important equity implications Because of large up-front
costs in digitizing content, minority language use may suffer when ICTs are introduced in
education and minority language users are at risk of becoming further marginalized. Because
of limitations in using minority languages to disseminate content via the Internet, radio may
provide a more appropriate mechanism for disseminating content in minority languages.
ICT use in testing requires new processes When ICTs are introduced into the
testing and assessment processes and procedures, such processes and procedures need to be
evaluated and possibly reconfigured.
Public-private partnerships can be key Public-private partnerships are often crucial
for the development of digital content.
ICT use often promotes English language use ICT-enabled teaching and learning is
often seen as an important vehicle for the development of English (and other linguas francas)
language competencies by teachers and learners. This is especially true with science and
mathematics instruction, which are delivered in English in many countries where English is
not an indigenous or dominant local language. This raises important issues related to learner
equity and access to education.
Intellectual property issues are very real Intellectual property issues are of
tremendous importance when developing digital content for use in education. Ownership of
content developed is a key issue to consider. Licensing of content is often an option, but may
contain hidden costs.
Official guidelines and directives enhance use of ICT-enabled content Guidelines
from the Ministry of Education relating to the integration of ICTs in and with the curriculum
greatly facilitate the use of ICTs in schools.
Comments General
At first glance, content issues related to ICT use in education might seem to some to be of
minor importance. After all, access to the Internet (to cite one example) means access to an
entire world of educational resources. Access to the Internet provides access to seemingly
endless sets of educational resources -- and indeed it does. However, experience shows that
there is a dearth of educational resources in a format that makes them easily accessible and

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relevant to most teachers and learners in LDCs, especially as they relate to a given country’s
current curriculum.
Experience tells us that, unless electronic educational resources are directly related to the
curriculum, and to the assessment methods used to evaluate educational outcomes (especially
standardized testing), lack of appropriate and relevant educational content is actually an
important barrier to ICT use in schools.
Applicability to LDC/EFA context
The applicability of all content issues noted above to an LDC/EFA context is quite clear. The
use of ICTs to create, disseminate and/or access educational content can have profound
impacts on issues of equity and access to education. Some areas for further investigation
and research.

21st Century Literacy Skills

21st Century skills are 12 abilities that today’s students need to succeed in their
careers during the Information Age.
The Twelve 21st Century skills are: 
1. Critical thinking
2. Creativity
3. Collaboration
4. Communication
5. Information literacy
6. Media literacy
7. Technology literacy
8. Flexibility
9. Leadership
10. Initiative
11. Productivity
12. Social skills
These skills are intended to help students keep up with the lightning-pace of today’s
modern markets. Each skill is unique in how it helps students, but they all have one quality in
common.
The Three 21st Century Skill Categories
Each 21st Century skill is broken into one of three categories:
1. Learning skills
2. Literacy skills
3. Life skills
Learning skills (the four C’s) teaches students about the mental processes required to
adapt and improve upon a modern work environment.
Literacy skills (IMT) focuses on how students can discern facts, publishing outlets, and
the technology behind them. There’s a strong focus on determining trustworthy sources and
factual information to separate it from the misinformation that floods the Internet.
Life skills (FLIPS) take a look at intangible elements of a student’s everyday life. These
intangibles focus on both personal and professional qualities.
Altogether, these categories cover all 12 21st Century skills that contribute to a student’s
future career.

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 The four C’s are by far the most popular 21st Century skills. These skills are also
called learning skills.
More educators know about these skills because they’re universal needs for any
career. They also vary in terms of importance, depending on an individual’s career
aspirations.
The 4 C's of 21st Century Skills are:
1. Critical thinking: Finding solutions to problems
2. Creativity: Thinking outside the box
3. Collaboration: Working with others
4. Communication: Talking to others
Literacy skills are the next category of 21st Century skills.
They’re sometimes called IMT skills, and they’re each concerned with a different element in
digital comprehension.
The three 21st Century literacy skills are:
 Information literacy: Understanding facts, figures, statistics, and data
 Media literacy: Understanding the methods and outlets in which information is
published
 Technology literacy: Understanding the machines that make the Information Age
possible
Information literacy is the foundational skill. It helps students understand facts, especially
data points, that they’ll encounter online.
 More importantly, it teaches them how to separate fact from fiction.
 In an age of chronic misinformation, finding truth online has become a job all on its
own. It’s crucial that students can identify honesty on their own.
 Otherwise, they can fall prey to myths, misconceptions, and outright lies. 
Life skills is the final category.  Also called FLIPS, these skills all pertain to someone’s
personal life, but they also bleed into professional settings.
The five 21st Century life skills are:
1. Flexibility: Deviating from plans as needed
2. Leadership: Motivating a team to accomplish a goal
3. Initiative: Starting projects, strategies, and plans on one’s own
4. Productivity: Maintaining efficiency in an age of distractions
5. Social skills: Meeting and networking with others for mutual benefit
Flexibility is the expression of someone’s ability to adapt to changing circumstances.
This is one of the most challenging qualities to learn for students because it’s based on two
uncomfortable ideas:
1. Your way isn’t always the best way
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 2. You have to know and admit when you’re wrong
That’s a struggle for a lot of students, especially in an age when you can know any bit of
information at the drop of a hat.
Flexibility requires them to show humility and accept that they’ll always have a lot to
learn — even when they’re experienced.
Still, flexibility is crucial to a student’s long-term success in a career. Knowing when to
change, how to change, and how to react to change is a skill that’ll pay dividends for
someone’s entire life.
It also plays a big role in the next skill in this category.
Leadership is someone’s penchant for setting goals, walking a team through the steps
required, and achieving those goals collaboratively.
Whether someone’s a seasoned entrepreneur or a fresh hire just starting their careers,
leadership applies to career.
Entry-level workers need leadership skills for several reasons. The most important is
that it helps them understand the decisions that managers and business leaders make.
Then, those entry-level employees can apply their leadership skills when they’re promoted to
middle management (or the equivalent). This is where 21st Century skill learners can apply
the previous skills they’ve learned.  
It’s also where they get the real-world experience they need to lead entire companies.
As they lead individual departments, they can learn the ins and outs of their specific careers.
That gives ambitious students the expertise they need to grow professionally and lead whole
corporations.

Instructional Design Models

What is Instructional Design?
There are a number of definitions for instructional design with slight variations
between them, but the description boils down to something like this:
Instructional Design:  The process by which instruction is improved through the
analysis of learning needs and systematic development of learning experiences.
Instructional designers often use technology and multimedia as tools to enhance
instruction.
According to this definition, instructional designers have two primary functions:
1. To analyze learning needs.
2. To systematically develop improved learning experiences .
We’ve discussed learning needs analysis  in previous posts on this blog, so let’s focus on
the second part of that definition. To systematically develop improved learning experiences,
it is a significant help to apply a process or model that can be followed and counted on to
produce a robust solution. There have been a number of instructional design models and
processes defined through the years, but only a few have been widely accepted and
implemented by most instructional design practitioners. Below are four instructional design
models that I have used myself, and that I see cited consistently among my peers.

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 ADDIE stands for Analyze, Design, Develop, Implement, and Evaluate. These equate
to a 5-phase process for developing instructional materials.
1. Analyze: The instructional designer clarifies the problem to be addressed with an
instructional intervention, defines the training need and conducts an extensive
audience analysis to determine the instructional environment, pre-existing knowledge,
skills and abilities, opportunities and constraints.
2. Design: The instructional designer writes learning objectives and determines the
instructional strategies that will be utilized to achieve those objectives. Decisions are
made about how the instructional materials will look, feel, operate, and be delivered
to the learner. Storyboards and elearning  prototypes are created.
3. Develop: Content is assembled and incorporated into the design to produce the
instructional or performance support materials. Deliverable is reviewed for quality
and revised.
4. Implement: The finished course or performance support tool  is rolled out to the
intended audience and its impact is monitored.
5. Evaluate: The instructional designer uses various methods to determine whether the
course or performance support tool is delivering the expected results.

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Bloom’s Taxonomy, revised in 2001 by Anderson and Krathwohl, defines the six levels of
cognitive learning starting with the simplest at the bottom and moving up through the levels
to the most complex, or deepest learning. As an instructional design framework, Bloom’s
Taxonomy ensures that learners push through the lower levels of remembering and
understanding new information, to being able to apply it, analyze it, evaluate its impact, and
ultimately to solve unique problems by creating solutions that would not have been possible
without the new knowledge.
Gagne’s Nine Events of Instruction

Robert Gagne’s Nine Events of Instruction is based on the behaviorist approach to

learning. Gagne identified the mental conditions needed for learning in adults. He then
created his Nine Events of Instruction to address the conditions of learning. The Nine Events
of Instruction are:

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 1. Gain the student’s attention. Emotional buy-in is the first step in laying the
foundation for learning retention. This can be done by telling a story or asking a
thought-provoking question.
2. Inform students of the objectives. Establishes expectations for the course and
criteria for measuring success or failure.
3. Stimulate recall of prior learning. Leverages existing knowledge as a scaffold to
incorporate new knowledge.
4. Present the content. Use chunking for easy consumption of the content.
5. Provide learner guidance. Supplement the content with case studies, activities,
discussion questions and other instructional support materials.
6. Elicit performance. Challenge learner’s activities that recall, utilize, and evaluate
knowledge.
7. Provide feedback. Use immediate feedback to reinforce knowledge
8. Assess performance. Test learner knowledge against established criteria
9. Enhance retention and transfer to job. Use content retention strategies to
appropriate job aids to retain new knowledge.
Merrill’s Principles of Instruction

David Merrill’s 2002 First Principles of Instruction framework integrates five principles of
learning.
1. Task-centered principle: Learning starts with a real-world task or problem the
learners can relate to.
2. Activation principle: Activating the learner’s existing knowledge base helps them
connect previous knowledge with the new knowledge.

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 3. Demonstration principle: A course must demonstrate the knowledge in multiple
ways (for example, both visually and through storytelling) so that it leverages
different regions of the brain, and increases knowledge retention.
4. Application principle: Learners must apply new information on their own and learn
from their mistakes.
5. Integration principle: Help to integrate the knowledge into the learner’s world
through discussion, reflection, and/or presentation of new knowledge.

Technology Enhanced Teaching Lessons Exemplars

The Future of Technology Integration in Instruction Lies in Engaging and Empowering

Teaching Methods Like These.

Let's explore some of the powerful instructional approaches that technology is helping
to make possible, or bring to a new level, in classrooms and schools across the world.
In public and private schools of all shapes and sizes the world over, inspired teachers
are working with their students using different types of devices, and various methods of
access, to use teaching and learning constructs like these. All of these will see expanded use
in 2014 and countless students will be engaged, delighted, inspired, and successful as a result.
1. Student Created Content
The powerful moment when a student shows you something they made for an
assignment – a persuasive presentation, a digital booklet, an animated report, a video they
shot – is tremendously rewarding. The things that just about anyone with a little time,
patience, and access can do with the today's digital tools are pretty incredible.
Think about what students learn and experience when they create their own digital
content. They often have to access and curate materials and put together a flow or layout.
They have to delve into the subject that they are creating the content about and learn the
application they're using to create it. When they are done and they share their work, their
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sense of accomplishment and purpose can be a beautiful thing to behold. And they can
experience it over and over again as they share their work with others.
2. Collaborative Learning
Working collaboratively is a vital 21st century skill – most workers need to
collaborate to some extent or another at points in their work lives. Our ability to collaborate
via digital tools expands every day thanks to a seemingly endless array of Internet based
applications that enable us to do things like edit documents as a team, communicate face-to-
face no matter where we are, use interactive whiteboards that allow for simultaneous edits,
and so on. Digital collaboration in learning activities is not only a fun, engaging way to learn,
it opens up possibilities that haven't existed before, and prepares students for success in the
evolving work place.
3. Active Learning
While everyone has their own learning style, there is no arguing that applying what
you learn – doing something with it – helps to iron out the kinks and reinforce learning, no
matter what your fundamental learning style is. Isn't that much of what Active Learning is
about? Whatever types of active learning you pursue (Project Based, Experiential,
Constructivist, Experiential, etc.), there are countless free tools available to today's student
and educators via the Internet that can be used in active learning class work and assignments.
Get engaged, have fun, and create something while you apply what you are learning.
4. Personal Learning Networks
While the PLN would seem better suited towards older students, the fact is that when
kids engage with each other via social media sites like Instagram or Snapchat, they are using
and evolving their own Personal Learning Network. The idea of taking this to a higher level
by purposely curating knowledgeable experts in fields of interest should be encouraged as
students work through high school and even more so throughout their higher education
experience. Combining the ease of access via the Internet with the wealth of available
expertise and the fundamental concept of ‘networking' makes today's PLNs rich with
rewarding, interactive learning and collaborating possibilities. Teachers are benefiting more
from Personal Learning Networks every day as well.
5. Mobile Learning
Mobile Learning has never been more ubiquitous and empowering than it is today. As
the world's population embraces the power, availability, and wide spread use of the smart
phone, the tablet, and emerging devices like Google Glass and other wearable technology, we
have information at our fingertips (and other sensory interfaces) in ways barely imaginable in
the past. Teachers and students are benefiting from this every day, and it is encouraging to
know that when educators create digital content, the likelihood of it being available to a
student anytime, anywhere is very high.
6. Competency Based Learning
Adaptive learning technologies have made competency based learning one of the
most exciting evolutionary steps in the learning process, and the awarding of credentials, in
centuries. This concept can be applied in day to day learning using a growing array of
adaptive learning tools like Moby Max. How the concept will be applied to degree
completion is being vetted at a higher level by forward thinking higher education institutions
like Western Governors University, while the US DOE and regional accreditors wrestle with
how competency based learning will fit in with accepted institutional accreditation practices.
7. Social Learning
Bandura’s Social Learning Theory posits that “people learn from one another, via
observation, imitation, and modeling”. This holds for digital networking as it does for

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traditional face-to-face social interactions. Many of today's digital learning tools and
techniques incorporate a social element. While we want all students to develop the
confidence to speak up in front of others, being able to ‘raise a hand' via digital
communications can be a first step for the shyest of students. Additionally, while we need to
continue to emphasize to our students the importance of direct human contact, it's hard to
deny that the reach of Internet empowered social networking is pretty amazing. You can tap
into leaders in every industry, and easily connect with countless professionals in any field.
The learning and sharing opportunities are endless.
8. Flipped Teaching and Learning
This targeted use of blended learning techniques has been gaining steam in the media
this year, with new stories almost every day about teachers and schools who are trying it out.
Flipped instruction has so many potential benefits, it just makes sense. Hopefully educators
continue to embrace it and brush off the unfortunate tendency the media has to try and paint
new ideas as nothing more than ‘trends'. Flipped teaching really isn't a new idea – it's a
repacking and relabeling of many existing known and accepted teaching methods and ideas,
and that's a good thing.
If these teaching and learning concepts are of interest to you, I hope you'll come and
visit frequently, as these will be common topics here on the site as we learn, explore, and
work our way through 2014.

References:
https://www.infodev.org/articles/ict-education-content-and-curriculum-issues
https://www.aeseducation.com/blog/what-are-21st-century-skills
https://www.dashe.com/blog/instructional-design-models-comparing-addie-bloom-gagne-
merrill
Bilbao, B. EdD et al. Technology for Teaching Learning I. (2019). Lorimar Publishing Co.
K to 12 Curriculum Guides (DepEd, 2012)
Lucido, P. & Corpuz, B. (2012). Educational Technology 2. Quezon City. PH:Lorimar
Publishing Co.
Anderson, J. (2010). ICT Transforming Education A Regional Guide. UNESCO Bangkok
Asia and Pacific Regional Bureau for Education
Williams, M. (2000). ICT Transforming Education A Regional Guide UNESCO Bangkok
Asia and Pacific regional Bureau for Education
UNESO (2013). Training Guide on ICT Multimedia Integration for teaching and Learning
pp. 56-59
Ballanca, J & Brandt R. (2010) 21st Century Skills: rethinking How Students Learn (Leading
Edge)
Smaldino. S. et al. (2005). Instructional Technology and Media for learning. 8 th ed. New
Jersey. Pearson Prentice Hall

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Activity Sheet
Name:_______________________________ Year & Section:________________________
Subject:______________________________ Score:________________________________
Activity 1 Complete the Table
Direction: As a future educator, in designing your own instruction in class, how thus this
four models help? Cite your own reasons.

THE ADDIE MODEL NINE EVENTS OF INSTRUCTION

BLOOM’S TAXONOMY (REVISED) MERRILL’S PRINCIPLES OF

INSTRUCTION

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Assessment
Each question will be graded based on this five (5) point rubric.

LEVEL DESCRIPTION

Well written and very organized.

Excellent grammar mechanics.
5 - Outstanding Clear and concise statements.
Excellent effort and presentation with detail.
Demonstrates a thorough understanding of the topic.

Writes fairly clear.

Good grammar mechanics.
4 - Good
Good presentation and organization.
Sufficient effort and detail.

Minimal effort.
Minimal grammar mechanics.
3 - Fair
Fair presentation.
Few supporting details

Somewhat unclear.
Shows little effort.
2 - Poor Poor grammar mechanics.
Confusing and choppy, incomplete sentences.
No organization of thoughts.

Very poor grammar mechanics.

Very unclear.
1 - Very Poor
Does not address topic.
Limited attempt.

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Assignment (if any)

(No assignment for this chapter)

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