EDCK 5 Week 14 18

Technology for Teaching Learning I
Chapter 8
Technology-Enhanced Lesson
using ASSURE as Technology-
Integration Model
1|EDCK 5 Technology for Teaching Learning I

Chapter 8
Technology-Enhanced Lesson using ASSURE as

Technology-Integration Model
Introduction
Today’s students are digital natives. This is a generation that has never known a world
without Google, the internet or even smartphones. Technology is at the center of their lives,
touching every aspect of their day-to-day experiences and influencing their decisions, large
and small.
It stands to reason, then, that technology should be a crucial part of their educational
experience. Traditional tools such as encyclopedias and card catalogs are being replaced by
computers and tablets offering up search results in seconds, while chalkboards and erasers
have been discarded in favor of “smart” whiteboards that display any manner of interactive
materials. Every day, schools are adopting new, innovative technologies to further enhance
the educational experience for these digital learners.
Specific Objectives
At the end of the lesson, the students should be able to:
1. Demonstrate proficiency in the formulation of teaching-learning experiences using
innovative technologies
Duration
Chapter 8: Technology-Enhanced Lesson using = 3 hours
ASSURE as technology-Integration (2 hours discussion;
Model 1 hour assessment)
Lesson Proper
Technology in Education: Elevating the Learning Experience
While technology can act as a catalyst for greater learning, it must be paired with the
right tools to enable the right kind of interaction. Beyond computers, technology in education
also includes a growing lineup of other devices and online services that provide a rich digital
environment for students to learn and teachers to instruct. Underlying these devices and
services should be an infrastructure that can handle the bandwidth demands of a technology-
first learning environment, providing seamless, always-on connectivity wherever users are on
campus and whatever device they’re using.
The Impact of Technology on Education
Ever since the first personal computer was introduced in the 1980s, technology has
steadily infiltrated the educational experience, first as a productivity tool for administrators
and then as an instructional tool, to teach students computer programming classes. A few
years would pass before PCs were considered appropriate for other areas of instruction: By
1989 computer usage shifted from being a relative rarity in American public schools to being
present in nearly every school district.

Today, computers are used for just about every subject, from mathematics to physical
education. And other technologies, from tablets to flat-panel displays, have now become part
of schools’ arsenal of technologies to enhance learning.
Through technology, teachers have the ability to provide instruction beyond the
standard “stand and deliver” method, utilizing tools such as online videos, interactive
demonstrations, class surveys and educational websites to expand their communication and
address myriad types of learners, auditory to visual and everything in between. Teaching is
no longer a static activity; technology enables teachers to make learning a truly interactive
experience.
Students, too, benefit from technology in a number of ways. Beyond their comfort
level in using technology, students can use various types of technology to study topics from
multiple angles. For example, students learning about life in ancient Rome can watch
educational videos on how its major buildings were constructed, play a video game to try and
defeat the Roman invasions of other countries and even use an online calculator to determine
how much a Roman denarius is worth today.
Indeed, students exposed to subjects in multifaceted ways have a greater chance of
knowledge retention, studies show. According to the American Institutes of Research,
students at high schools focusing on so-called “deeper learning” had higher scores on
standardized tests in mathematics and English, and higher graduation rates than their peers.
Technology also enables students to learn at their own pace, helping increase their level of
comfort with both the topic and the learning environment in general. In-classroom lessons
coupled with activities on computers or mobile devices both in and outside the classroom
allow students to read directions, process information and complete their work at their own
pace. This self-directed learning also enables teachers to focus their efforts on helping
students who may need extra guidance or assistance.
What’s more, technology can help students feel more “connected” with their work, as
they are able to see the subject matter beyond the four walls of the classroom. Such
connection leads to greater student engagement with learning. “When students are using
digital resources, building multimedia projects, collaborating and connecting online, and
conducting online research, they are more interested in their schoolwork today, and they feel
more connected to what their future holds tomorrow. Most of today's students expect that, as
a matter of course, they will be using technology after high school—in college, in their future
occupations, and in their personal lives—to work collaboratively, research, create and solve
problems,” wrote Mark A. Edwards, school superintendent at the Mooresville, North
Carolina, Graded School District in an article in The Journal.
It’s clear technology benefits students and teachers alike, as it impacts the way
instruction is delivered and information is received.
How Technology is Being Used in Education
The last 10 to 15 years in particular have seen a bevy of technology-focused tools and
services aimed at the education space. Indeed, according to IDC Government Insights, U.S.
higher education institutions were on track to spend about $6.6 billion on IT in 2015, while
K-12 schools were on track to spend about $4.7 billion.
In comparison, the Education Technology Industry Network reported the total
education-technology market in the 2012-13 academic year (the most recent year the group
had such information available) totaled $8.38 billion. That means spending in 2015 was
projected to be more than 120 percent of the total market just three years earlier.
In the Classroom
Technologies both entrenched and nascent are helping enrich the learning experience
in the classroom. In addition to computers in the classroom, a growing number of mobile
devices such as tablets and even student-owned smartphones are being put to work as tools
for both learning and student engagement.
Tablets not only help keep students engaged, they also can be money-savers for
schools, combining books, calculators and word processors into one device. Teachers are
using tablets in many ways: to conduct digital field trips through the use of Skype, Google
Hangouts or other web-based video collaboration tools; to foster peer-to-peer collaboration
through the use of cloud-based tools such as Dropbox or Google Drive; and to reach special
education students through apps designed specifically for those with learning disabilities.
Tablets also are being used increasingly as a vehicle for digital content, including
textbooks. According to a 2014 survey of K-20 educators conducted by the Center for Digital
Education, 64 percent of respondents said they had adopted e-textbooks in some fashion. A
full 75 percent of those participating in the survey said the move to digital content was
important to their education institution.
A number of schools also are taking advantage of the fact that more students carry
smartphones. Once eschewed and even banned by schools, smartphones today are becoming
another tool for instruction, with 73 percent of teens having access to smartphones, according
to the Pew Research Center.
Apps such as polleverywhere.com enable teachers to assess students’ level of knowledge
before a test through a simple “text your answer” interface, while Remind101 and other
reminder apps can automatically send out reminders to students’ smartphones when an
assignment or project deadline looms, for example.
Online learning also has taken its place among in-classroom digital technologies, with
teachers utilizing various services and sites to provide more personalized instruction that
complements in-classroom learning. For example, in presenting a unit on the biology of a
grasshopper, a teacher could provide classroom instruction including a short video and
presentation of facts. Students then could log on to a particular site or app to perform a
virtual dissection of a grasshopper, then take a short quiz to gauge their level of learning.
Students who score poorly on the quiz would receive access to additional materials online,
then take another quiz.
State testing, too, has gone online: During the 2015-16 school year, only 15 percent of
assessments administered to students in grades 3-8 were of the pencil and paper variety,
according to a report by EdTech Strategies.Most grade 3-8 students—of which there are
about 20 million in the United States—take between two and four state-mandated tests each
year, the report noted. That’s a lot of students logging on at once.
Outside the Classroom
Technology’s impact on learning extends beyond the school, as well. Homework now
can include watching instructional videos on YouTube or creating a wikipage on a particular
topic with other class members, for example. Or, students can participate in an online game
that teaches them about survival in a particular time period, or even develop a game of their
own.
In addition, most schools today have online portals for both parents and students to
foster communication between teachers and families. Student information such as attendance
records and grades are available for parents to access, keeping them in the loop regarding
their child’s academic status. Students can view assignments, access outside-classroom
resources such as video links and sites to visit, and even submit homework to their instructor,
either through the portal or via email. In addition, secure communications could be sent from
teacher to parents, or vice versa, helping promote a constant flow of information. And all
parties have the ability to communicate with each other, through email, chat or text messages.
Today and Beyond
Technology’s role in education is growing, but a number of nascent applications and
services could help it become essential to teaching and learning alike. Some, such as cloud
computing, are more well-known and already have become established in education. Others,
such as machine learning, have yet to make their mark, but have the ability to fundamentally
transform the educational experience.
Augmented/Virtual Reality: Imagine teachers being able to teach history by taking students
on a tour through a battlefield or showing the architecture of ancient Greece—without
leaving the classroom. Augmented and virtual reality technology can put students “into” an
environment, enabling them to experience what’s going on without actually being there.
Machine Learning: IBM Watson showed the power of cognitive computing when it
beat Jeopardy! champions Brad Rutter and Ken Jennings in 2011. Today, the technology is
being used in multiple industries, including financial services and healthcare. In the higher
education space, Watson is being used to parse research data, but its ability to personalize
education could have a profound impact on the way teachers teach and students learn.
Technology ‘Mash-Ups’: The combination of 3D printing, robotics and programming is
opening a world of opportunities for students to move beyond concepts and into creation and
taking learning to a much higher, more lasting level. The ability to take a project from idea to
finished product can help students learn faster and retain knowledge better.
Mobile Devices as Learning Devices: Recognizing that more people use their smartphones
and other mobile devices for internet searches more than they use their PCs, a number of
mobile app development companies are building learning apps for the education space—a
quick count in the Apple App Store alone tallied more than 1,700 apps. And as more users
turn to their mobile apps as their primary source of information, the number of apps will
continue to increase.
Cloud Computing: The cloud has made its mark in the business setting as a flexible,
scalable alternative to on-premises infrastructure. The same can be said for cloud in
education. Using the power of the cloud, teachers can extend the learning environment
beyond the four walls of the classroom for students who can’t make it to school. Or, they can
create more interactive assignments, including videos, chat sessions and live interactions
using technologies such as Google Hangouts or Facebook Live.
The Network is the Key
Digital learning relies on technology; therefore, schools need networks robust enough to meet
the needs of the technologies that power a seamless, secure educational experience. To
provide the content necessary in creating a powerful digital learning environment, their
networks must offer connectivity and speed for the multitude of both wired and wireless
connections.
The network is a vital element in delivering the digital learning experience. As such,
the network should provide high availability, high bandwidth and redundancy to deliver
seamless and continuous teaching and learning from all locations inside the four walls of the
school, and handle the traffic needs of users connecting from outside the school.
To ensure always-on connectivity today and provide the path for advanced
technologies down the road, school districts and higher education institutions should look for
a network service provider that can provide a secure, high-performance network that can be
adjusted according to bandwidth needs. A good network service provider will address current
demands and anticipate future needs to guarantee the school can continue to provide its
population of students and instructors with a stellar online experience.

In order to provide services that meet the needs of today’s digital natives, school
systems should work with service providers that can support a full line of dedicated,
broadband and Wi-Fi connectivity services, ensuring an always-on, always-connected
environment that works for everyone. Look for a network provider who can handle every
aspect of the network, from provisioning to management, installation, maintenance and
repairs. That helps schools focus on providing the best learning environment, instead of
tending to their networks.
THE ASSURE MODEL IN TEACHING

By
Tri Hari Nurdi (1507042029)
A. Introduction
The ASSURE model is an instructional system or guideline that teachers can use to
develop lesson plans which integrate the use of technology and media (Smaldino, Lowther &
Russell, 2008). The ASSURE Model places the focus on the learner and the overall outcome
of accomplishing learning objectives. The ASSURE model is an enriched evolution of the
ADDIE general model. Although the ASSURE model has six steps, which do not exactly
correspond to ADDIE’s five, ASSURE also presents design phases, and shares with it the two
main features: the initial focus on analysis and the cyclic structure.
The peculiar feature of this model is that it is focused on “planning and
conducting Instruction that incorporates media” (Heinich, Molenda & Russel, 1993). Its main
perspective is on how to integrate media (any kind of media) into instruction in a method
capable of producing the desired learning outcomes. Developed by Robert Heinich and
Michael Molenda decades ago, the ASSURE model gained popularity because of its use in a
popular textbook for educators.
It is a well-known instructional design guide that uses the constructivist perspective,
which integrates multimedia and technology to enhance the learning environment (Lefebvre
2006). The ASSURE model was modified to be used by teachers in the classroom by
Smaldino, Lowther & Russell, 2008.
Teachers prefer the ASSURE model because it is designed to be used for a few hours
of instruction and for each individual student. This model does not require high complexity
of delivered media, deep ID knowledge, or high revision of designs (Gustafson & Branch,
2002). The main difference between an inexperienced teacher and an expert teacher is that an
expert teacher can easily decide on content, appropriate teaching strategies, and delivery
medium. The ASSURE model gives new (inexperienced) teachers a general roadmap to
follow to help them think more like expert teachers.
B. ASSURE model for educational media
The ASSURE Model has six steps, each represented by a letter in the acronym title,
with each step describing a set of task central to the informed selection and use of educational
technology. The ASSURE acronym stands for these important components:
Analyze Learners;
State Objectives;
Select Methods, Media and Materials;
Utilize Methods, Media and Materials;
Require Learner Participation; and
Evaluate and Revise.
ANALYZE LEARNERS: GENERAL CHARACTERISTICS
The first step in the ASSURE model is to Analyze Learners. To Analyze the Learners
you must examine the learner in detail. Like most things, without taking the time in the
beginning to examine the learner, nothing you have prepared will be effective. Once you have
an understanding and reasonable grasp for the learners’ competence at the beginning of the
instruction, the teacher can modify to assist the learner in their learning endeavors (Callison
2002).
As part of analyzing your learners you must identify your audience. Your audience
can be students, teachers, group members, an organization, a youth group, among many
others. You must know the audience if you are to select the best medium to meet the
objectives you have set. The audience can be analyzed in terms of their general
characteristics (grade level, age, sex, mental, emotional, physical or social problems, socio-
economic status etc.) with specific entry competencies (prior knowledge, skills, and attitudes
about the topic), and learning styles (visual, musical, verbal, logical, etc.).
(1) General Characteristics (of the learners)
A superficial analysis of learner characteristics can provide helpful leads in selecting
instructional methods and media.
CHARACTERISTICS OF THE LEARNERS DEPEND: -reading skills, ethnic or cultural
subgroup, learner’s apathy, social background and etc.
The more advanced have a sufficient base for using audiovisual or even verbal
materials.
If learner apathy toward the subject matter is a problem, consider using a highly
stimulating instructional approach, such as a dramatic videotape or a simulation game.
Learners entering a new conceptual area for the first time may need more direct,
concrete kinds of experiences, such as field trips or role-playing exercises. More advanced
learners usually have a sufficient base for using audiovisual or even verbal materials.
Heterogeneous groups, which include learners varying widely in their conceptual
sophistication or in the amount of firsthand experience they have with the topic, may profit
from an audiovisual experience such as videotape. Such as media presentation provide a
common experiential base that can serve as an important point of reference for subsequent
group discussion and individual study.
(2) Specific Entry Competencies
At the beginning, you have to assume that the learners lack the knowledge and
skills But they possess the knowledge or skills needed to learn and understand from the
lesson.
This assumption that learners have the prerequisite knowledge or skill to begin the lesson can
seldom be accepted casually in school settings. Teachers of mixed ability class routinely
anticipate that some students will need remedial help before they are ready to begin a
particular unit of instruction.
These realizations suggest that instructors must verify assumptions about entry
competencies through informal means (such as in-class questioning or out-of-class
interviews) or more formal means (such as testing with standardized or teacher-made tests).
Entry tests are assessment, both formal and informal, that determine whether students posses
the prerequisites.
(3) Learning styles
Learning style refers to a cluster of psychological traits that determine how an individual
perceives, interacts with, and respond emotionally to learning environments.
Gardner was dissatisfied with the concept of IQ and its unitary view of intelligence. He
identified seven aspects of intelligence: (1)verbal/linguistic (language), (2)
logical/mathematical (scientific/quantitative), (3) visual/spatial, (4) musical/rhythmic, (5)
bodily/kinestetic (dancing/athletics), (6) interpersonal (ability to understand other people and
(7) intrapersonal (ability to understand oneself)

STATE OBJECTIVES
The stated objectives are statements describing what the learner will do as a result of
instruction. In other words, objectives are the learning outcomes, that is, what will the student
will learn from the lesson? In order to develop proper objective you must frame them in terms
of desired behavior. What the learner will be able to accomplish after completing the
instruction. The objectives you use should be as specific as possible so the learner
understands what they are to accomplish. If objectives are clearly and specifically stated, both
the learning and teaching will become objective oriented.
Most objectives contain four parts:
1. Audience-who your learners are? ;
2. Behavior to be demonstrated;
3. Conditions under which the behavior will be observed; and
4. Degree to which the learned skills are to be mastered.
OBJECTIVES SHOULD BE STATED IN TERMS OF:
1. What the learner (audience) will be able to do as a result of instruction (behavior).
2. The conditions under which the student or trainee is going to perform and
the degree of acceptable performance should be included.
3. The next step is to state the objectives as specifically as possible.
4. The objectives may be derived from a needs assessment or a course syllabus, stated in
a textbook, taken from a curriculum guide, or developed by the instructor.
The ABCDs of Well-Stated Objectives
1. A well-stated objective starts by naming the Audience of learners for whom the
objective is intended.
2. It then specifies the Behavior or capability to be learned and
3. the Conditions under which the capability would be observed.
4. specifies the Degree to which the new skill must be mastered—the standard by which
the capability can be judged.
(1) Audience
a. Focus on what the learner is doing, not on what the teacher is doing.
b. Learning is most likely to take place when the learner is active— mentally processing
an idea or physically practicing a skill.
c. not what the teacher does, the objective begins by stating whose capability is going to
be changed
(2) Behaviour
a. The heart of the objective is the verb describing the new capability that the audience
will have after instruction.
b. This verb is most likely to communicate your intent clearly if it is stated as
an observable behavior.
c. What will the learner be able to do after completing instruction?
d. Vague terms such as know,' understand, and appreciate do not communicate your aim
' clearly. Better are define, categorize, and demonstrate, which denote observable
performance.
(3) Conditions
A statement of objectives should include the conditions under which performance is to
be observed, if such conditions are relevant
(4) Degree
The final requirement of a well-stated objective is to indicate the standard by which
acceptable performance will be judged Includes: What degree of accuracy or proficiency
must the learner display? Whether the criteria are stated in qualitative or quantitative terms.

Classification of Objectives
An objective may be classified according to the primary type of learning outcome at
which it is aimed. Although there is a range of opinion on the best way to describe and
organize types of learning, three categories (or domains), of learning are widely accepted:
cognitive skills, affective skills and motor skills. To these we add a fourth, interpersonal
skills, because of the importance of such skills in teamwork. Objectives are not intended to
limit what a student learns but rather to provide a minimum level of expected achievement.
SELECT METHODS, MEDIA, & MATERIALS

Once you know your audience and have a clear idea of what they should get out of the
lesson, then it is time to select the appropriate method for the given learning task, select
available materials, modify existing materials, or design new materials to help accomplish
this task. (Smaldino, Lowther, & Russell, 2012). At this step, the Instructor should connect
the audience to the objectives. To connect the two the teacher must determine what method to
use.
A systematic plan for using media demands that the media be selected systematically at first.
The selection process has two stages:
(1) Deciding on the appropriate method for the given learning tasks, First, it would be overly
simplistic to believe that there is one method that is superior to all others or that serves all
learning needs equally well. Teachers often structure assignments to allow students with
different preferred learning styles to pursue their individual practice through different
methods (e.g. “having abstract random” thinkers use a role-play simulation while ‘concrete
sequential” thinkers use a lab manual for structured problem solving).
(2) Choosing an appropriate media format and selecting, modifying, or designing the specific
materials within that format.
Choosing a Media Format
A media format is the physical form in which a message is incorporated and displayed.
Media formats include, for example, flip charts (still images and text), slides (projected still
images), audio (voice and music), film (moving images on screen), video (moving images on
a TV set) and computer multimedia (graphics, text, and moving images on a TV set). Each
has different strength and limitations in terms of the types of messages that can be recorded
and displayed. Choosing a media format can be a very complex task because of the
following:
vast array of media available, the infinite variety among learners, and the objectives to be
pursued.
Things to consider in media selection models:
a) instructional situation or setting (e.g., large-group, small-group, or self-instruction),
b) learner variables (e.g., reader, nonreader, or auditory preference)
and the nature of the objective (e.g., cognitive, affective, motor skill, or interpersonal) must
be considered against the presentational capabilities of each of the media formats (e.g.,
presenting still visuals, motion visuals, printed words, or spoken words).
c) Some models also take into consideration the capability of each format to give feedback to the
learner .
Obtaining Specific Materials: Select, Modify, or Design
Obtaining appropriate materials will generally involve one of three alternatives: (1) selecting
available materials, (modifying existing materials, or (3) designing new materials. Once you
decided what media format suits your objectives the next thing that you should consider is
in finding specific materials to convey the lesson
Selecting Available Materials
The majority of instructional materials used by teachers and trainers are "off the shelf"—that
is, ready-made and available from school, district, or company collections or other easily
accessible sources.
Survey of Sources
Your first step might be to survey some of the published media reference guides to get a
general idea of what is available. The decision about whether to use a particular piece of
instructional material depends on several factors. Recent research confirms the critically of
certain criteria in the appraisal of materials among the questions to be asked about each
specific piece of media are the following:
- Does it match the curriculum?
- Is it accurate and current
- Does it contain clear and concise language?
- Will it arouse motivation and maintain interest?
- Does it provide for learner participation?
- Is it of good technical quality?
- Is there evidence of its effectiveness(e.g., field-test result)?
- Is it free from objectionable bias and advertising?
- Is a user guide or other documentation included?
UTILIZE METHODS, MEDIA, & MATERIALS
The Utilize Methods, Media & Materials step is where you develop your plan for
implementing your media and materials. For each type of media or materials, the teacher
selects and describe in how they are going to implement the media (or material) into your
lesson to help your learners meet the lesson’s objective. The media, materials and technology
selected should be focused on carrying out the selected method. If you decide to use
electronic equipment, be sure to use it before, even practice if you have to, to insure the
equipment is functioning properly. In that same regard, it is also important to practice the
lesson itself before introducing it to the learner. Next, prepare the room, the necessary
equipment and facilities. It may be obvious, but both the learner and teacher should be
prepared for the learning experience.
To get maximum learning impact from your presentation, you must follow certain
utilization procedures
 Preview the Materials - No instructional materials should be used blind that’s why
during the selection process you should have determined that the materials are
appropriate for your audience and objectives.
 Practice the Presentation - After previewing the materials, you should practice your
portion of the presentation. However, do not over practice, or the presentation will
sound "canned. “
 Prepare the Environment - Wherever the presentation is to take place classroom,
auditorium, meeting room, or whatever the facilities will have to be put in order.
Utilization of many media requires a darkened room, a convenient power supply, and
access to light switches.
 Present the Material - This is what you've been preparing for, so you will want to
make the most of it. Our term for this is showmanship. instructor should be able to
direct attention in the classroom.
Require Learner Participation
The Require Learner Participation step requires you to describe how you are going to
get each learner actively and individually involved in the lesson. Students learn best when
they are actively involved in the learning experience. Whatever your teaching strategy, be
10 | E D C K 5 T e c h n o l o g y f o r T e a c h i n g L e a r n i n g I
sure to incorporate questions and answers, discussions, group work, hands-on activities, and
other ways of getting students actively involved in the learning of the content. You should
seek to pay close attention to your learners and feel confident that they are truly grasping the
content and not just listening. Participating in the learning will facilitate this level of
understanding. Allow them to construct knowledge as opposed to trying to “teach” them
knowledge. Finally for this step, feedback must be provided to the learner before any type of
evaluation is conducted.
The fifth step in the ASSURE model is to provide opportunities for learners to
practice the capability being taught.
Educators have long realized that participation in the learning process by the learner enhances
learning.
John Dewey urged reorganization of the curriculum and instruction to make student
participation a central part of the process.
Behavioral psychologists such as B. F. Skinner demonstrated that instruction
providing for constant reinforcement of desired behaviors is more effective than instruction in
which responses are not reinforced.
Evaluate Student Performance:
The last step of the ASSURE method is Evaluate Student Performance. Here the
evaluation should be matched to the objective. Ultimately this last stage is the most
important. You must evaluate the instruction process from start to finish using the objectives
you created in the beginning. It is helpful to reflect on your objections, the instructional
strategy, the instructional materials, and the assessment. By evaluating the learners against
the objectives it can be determined if the lesson was effective and whether any step needs to
be modify or re-examined.
The ASSURE model supports the field of educational technology. It is based on the
principal that no one student acquires information in the same way. While the ASSURE
model is used to systematically design instruction, it steps away from the traditional means of
instruction, (textbooks, lectures, etc) to the use of technology to deliver the instruction.
(Academy of Teaching Excellence,2002). In conclusion, the ASSURE model has six
components each necessary for the successful implementation of the instruction, including: 1)
Analyze learners, 2) State Objectives, 3) Select Methods, Media, and Materials, 4) Utilize
Media and Materials, 5) Require learner Participation, and 6) Evaluate and Revise.
References:
Bilbao, B. EdD et al. Technology for Teaching Learning I. (2019). Lorimar Publishing Co.
Smaldino. S. et al. (2005). Instructional Technology and Media for learning. 8 th ed. New
Jersey. Pearson Prentice Hall
https://business.comcast.com/community/browse-all/details/technology-in-education-
elevating-the-learning-experience
http://pascapbi-3a.blogspot.com/2017/01/theassure-in-teaching-by-trihari-nurdi.html
Activity Sheet
Name:_______________________________ Year & Section:________________________
Subject:______________________________ Score:________________________________
Activity 1
Direction: Search on the internet a sample of face to face class. Then observe if the ASSURE
Model is being target.
A
S
S
U
R
E
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.
Assignment (if any)
(No assignment for this chapter)
Feedback Form

Name of Student: ___________________________________________________
Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty : ___________________________________________________
Schedule : ___________________________________________________
Learning Module : Number: _________ Title : ______________________
How do you feel about the topic or concept presented?
□ I completely get it. □ I’m struggling.
□ I’ve almost got it. □ I’m lost.
In what particular portion of this learning packet, you feel that you are struggling or lost?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Did you raise your concern to your instructor? □ Yes □ No
If Yes, what did he/she do to help you?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
If No, state your reason?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
To further improve this learning packet, what part do you think should be enhanced?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
How do you want it to be enhanced?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
NOTE: This is an essential part of course module. This must be submitted to the subject
teacher (within the 1st week of the class).
Chapter 9
Social, Ethical and legal

responsibilities in the Use of
technology Tools and resources
Chapter 9
Social, Ethical and legal responsibilities in the Use of

technology Tools and Resources
Introduction
Technology has become an integral part of our lives. It has created a great impact that
whether we like it or not, we have become prone to safety issues. Our privacy can be
intruded; our social relationships can be affected. But it is not just enough that we keep
ourselves safe, we should also possess the skills on how we can act responsibly so as not to
pose harm to others. Thus, this module will walk you.
Specific Objectives
1. Show, give examples, observe social, ethical, and legal responsibility in the use of
technology tools and resources
2. Identify examples of compliance of IPR in Education Setting
3. Enumerate Digital safety rules that ensure child online safety and prevent
cyberbullying
4. Discuss safety rules in obtaining resource materials from local area network-based
and the internet
5. Describe the community of learners as netizens who share and utilize digital materials
6. Practice standard netiquette in sharing and utilizing shared materials among learning
communities
Duration
Chapter 9: Social, Ethical and legal responsibilities = 6 hours
in the Use of technology Tools and (4 hours discussion;
Resources 2 hours assessment)
Lesson Proper
Digital Citizenship vs. Global Citizenship
Since we are considered citizens of the community we live in, then as users of the
internet we can also call ourselves as citizens of the digital world where we live, learn, and
work in an interconnected manner. Digital citizenship is an idea that all persons using the
internet have civic rights and responsibilities. It centers around safe, savvy and ethical use of
technology.
Summing up, a global citizen sees the world as a community in which all people live
and prosper together. He/she understands that his/her actions contribute to the values of the
entire planet and he/she is concerned on how he/she participates in and contributes to the
entire world. A digital citizen, on the other hand, adheres to guidelines that govern the ethical
and responsible use of technology and acts responsibly in all relationships and interactions in
the digital world.
When we mix these two together, it's the perfect recipe for the Global Digital Citizen.
A global digital citizen is a responsible, ethical citizen leveraging technology to foster
community on a global scale through connection and compassion. The Global Digital Citizen
understands that we can govern technology for the benefit of both ourselves and others. It is a
citizen that views the world as an interconnected community. Additionally, the digital citizen
realizes that we simultaneously share technological and human experiences regardless of
culture, status, or political/ religious beliefs (Watanabe-Crockett, 2017).
Five Tenets of Global Digital Citizenship
We define the best assets of the Global Digital Citizen using 5 tenets: Personal
Responsibility, Global Citizenship, Altruistic Service, Environmental Stewardship and
Digital Citizenship (Ribble, 2017). These five tenets are the essence of what it means to be a
great Global Digital Citizen.
1. Personal responsibility - Personal responsibility includes demonstrating how we
manage ourselves in matters such as personal finance, ethical and moral boundaries,
personal health and wellness, and relationships of every kind, both online or offline.
For the student, this kind of responsibility means taking ownership of his/her learning.
Developing a sense of accountability for lifelong learning in our students prepares
them for the workplace. These are places where they must often think and act
independently and take initiatives on their own. Encouraging this in the classroom as
early as possible can help students develop high-level critical thinking and problem
solving abilities to assist them in every aspect of their lives.
2. Global citizenship - The Global Digital Citizen understands that technology has
dissolved boundaries between all the world's people. We now communicate,
collaborate, and celebrate across all levels of society. We are now all global citizens.
Our students must realize, among other things, that we aren't isolated from each other
anymore. A deep understanding of this new global interconnectedness can encourage
them to be aware of the issues, traditions, values, and cultures of other citizens. This
leads to cultivating understanding, acceptance, compassion, and humility.
3. Digital citizenship - Digital citizenship covers appropriate and exemplary behavior in
our online environments. It's' about working towards making our transparent digital
world safe for ourselves and others. Just like personal responsibility, this involves
moving accountability for appropriate behavior to our students. We teach them how to
govern their behavior, act in just and moral ways, and lead by good example in all
online associations. In doing so, they foster independence within themselves and
hopefully light the way for others to do the same.
4. Altruistic service - Altruism is defined as "having a selfless concern for the well-
being of others." The Global Digital Citizens acknowledge that they share this world
with many different people. These ideals apply to the people we know, but also to
those we don't
5. know. These include embracing the opportunity to exercise charity and goodwill for
the benefit of others. The practice of altruistic service provides opportunities for our
students to create meaningful connections to the real world. It gives them the chance
to reach out to others and do things that can make a person's experiences better or
easier in everyday life. This produces a sense of community and well-being for all.
6. Environmental stewardship - This practice is all about common-sense values and an
appreciation the beauty and majesty that surround us every day. This facet of Global
Digital Citizenship encourages exploring how we can practice the conscientious use
Earth s resources. Environmental stewardship encourages every student take a
positive stand on personal, local. regional, national, and international actions
regarding the preservation of what is essentially our environmental community. This
facet of Global Digital Citizenship reinforces the idea that we have one word that we
all live on. It's vital that we respect it and take steps to ensure its beauty and longevity
for all future generations (Watanabe-Crockett, 2017).
Why Do We Need to be Global Digital Citizens?
Here's an idea from Watanabe-Crockett (2017). Personally, we face he daily possibility
of online fraud, identity theft, and online bullying We place our entire lives and their contents
in the digital stratosphere willingly, and often without considering the consequences. The
dangers of this are real. What is needed is people who will advocate and demonstrate the kind
of self-governance that will keep us safe from harm Both online and offline. Globally, even
as technologically intertwined as we are, there is also a level of disconnection in our lives.
We are more connected than ever and yet often less tuned into others than ever. Global
Digital Citizens see the need that all diversity has to be recognized, honored, and cherished
for present and future generations. They also see the need for harmony and connection in a
world transforming as rapidly as ours. Digitally, our Internet is unchecked and growing wild,
which is a good thing. Online information is expanding at a staggering rate Online perils do
exist, and the Global Digital Citizen sets an example to others on how to navigate them safely
and securely. A good helping of common sense goes a long way in this regard. Altruistically
we have more means to help others. Thanks to technology. Crowdfunding and crowdsourcing
help us give back to local and global communities. Social media can become a support
network for those of us who are in physical, mental, and emotional need. The Global Digital
Citizen can lead the way
Environmentally we continue to face growing threats such as climate change resource
depletion, industrial pollution, digital pollution, and more. Global Digital Citizens seek to
combat the biggest challenges to our environmental health. They foster solutions that work to
the benefit of the entire planet.
Elements of Digital Citizenship
Digital citizenship is now a component of digital citizenship, and is in fact one of the
facets of Global Digital Citizenship. Under digital citizenship, there are nine elements: digital
access, digital commerce, digital communication, digital literacy, digital etiquette, digital law,
digital rights and responsibilities, digital health and wellness, and digital securities.
Digital access - Equal digital rights and electronic access is the starting point of digital
citizenship. Digital access is supposed to be available to all in the same manner that education
is made sure by the Philippine government to be available to all Citizens. Currently, on this
matter, the Republic Act 10929 was signed on July 25, 2016 requiring all public places in the
country to have free internet access. Public places in this act covers national and local
government offices, public basic education institutions, state universities and colleges and
TESDA technology institutions, public parks and barangay reading centers, public airports
and seaports, and public transport terminals. Despite this law, however, many are still
deprived of internet access and therefore deprived of some resources. To become productive
citizens, we need to provide and expand access to technology and we need to be committed
that no one is denied digital access.
Digital commerce - Technology users need to understand that a large share of market is
being done electronically. Nowadays people shop through different websites and even do
online transactions for banking. Many other online transactions are occurring including the
illegal downloading, pornography, and others thus a safe and secure online shopping and
other commercial transactions have to be done. With this, an e-commerce act or RA 8972
was signed in July 2000. This Act aims to facilitate domestic and international dealings,
transactions, arrangements, agreements, contracts and exchanges and storage of information
through the utilization of electronic, optical and similar medium, mode, instrumentality and
technology to recognize the authenticity and reliability of electronic documents related to
such activities and to promote the universal use of electronic transaction in the government
and general public.
Digital communication - It is another element of Digital Citizenship that we seem to be
embracing wholeheartedly. Digital communication is the electronic exchange of
communication which includes emailing, texting, instant messaging, utilizing cell phones,
etc. As digital communication continues to grow, it is important that we do not forget how to
communicate face to face. We have to utilize digital channels of communication to enhance
our ability to communicate, but do not allow it to replace our ability to communicate.
Digital literacy - As digital citizens, it is our responsibility to develop and continually
enhance our technological knowledge. We should support and encourage the acquisition of
technological knowledge by others. We should model the positive and proactive use of
technology for good causes, personal and professional growth and education.
Digital Etiquette - This refers to the electronic standards of conduct or procedure. This is
often seen as one of the most pressing problems when dealing with Digital Citizenship.
Imagine a teenager who spreads hate speech about a classmate online. Or one who browses
Facebook while attending Mass. Browsing social media sites have become so addictive that
young people tend to lose distinction between what is appropriate and what is not. It begins
with rules. It is not enough however to create rules and policies, everyone must be taught to
become responsible digital citizens.
Digital Law - Digital law refers to the electronic responsibility for actions and deeds. The
digital world is so huge that there should be order, discipline, and ethical use. Plagiarism,
copyright infringement, hacking of information, identity theft are crimes that are commonly
violated by online users. As digital citizens, we must be aware of these illegal behaviors so
that we can avoid them and report those who illegally engage in them.
Digital Rights and Responsibilities - For every right, there is a corresponding duty and for
every privilege, there is a corresponding responsibility." The privileges of digital access come
along with responsibility. Just as the Philippine constitution protects us with rights of being
Filipino citizens such as the right to privacy, we also have the responsibility to be cautious in
our online activities such as posting our photos and videos online.
Digital Health and Wellness - Our physical and psychological well-being in a digital
technology world should be a priority. Many illnesses have become associated with
technology use such as carpal tunnel syndrome, eyestrain and childhood obesity as an effect
of children's prolonged sitting in front of the computer screen. Technology has also posed an
inherent danger of addiction and threat from online predators. Thus, children and adults alike
must learn how to protect themselves as digital citizens through education and training.
Digital Security - How to keep oneself secure in any community is a major concern. If we
keep our homes safe with gates and locks, we also need to protect the information that we
provide online with privacy setting and strong passwords. We also need to have virus
protection and backups of our data. As responsible digital citizens, we must know how to
keep our data, our money, and our identity from all hazards in the digital world.
Digital citizenship is very similar to our citizenship in our immediate very
community. There are social, ethical and legal issues involved in our day to day dealings with
people and the surroundings. It is not just about recognizing and dealing with online hazards.
It is about building safe places and communities, understanding how to manage personal
information, and about being savvy using our online presence to grow and shape our world in
a safe, creative way, inspiring others to do the same (Blackboard, 2018). As a global digital
citizen, we need to
be conscientious and compassionate; we should strive to establish a sense of global
community in all our online and offline relationships, duties and endeavors (Global Digital
Citizen Foundation).
On the Web...
Enrich your understanding by watching the Elements of Digital Citizenship at
https://www.youtube.com/watch?v=gYe11RNGtZU
Netizenship and Netiquette in Online Communities
Scrutinizing the term again, a netizen, according to the Merriam-Webster Dictionary
(26 April 2018) is an active participant in the online community of the internet. The medical
dictionary refers to it as an internet citizen who uses networked resources, which connotes
civic responsibility and participation. Thus netizenship means citizenship in the internet or in
the virtual world.
As responsible netizens, we are all expected to support a healthy interaction on the
internet. A netiquette, or the rules of socially accepted behavior online have to be observed in
writing an email, in texting, and other communications on the web.
Below are some netiquette guidelines:
1. Protect your reputation. Whether in real or in virtual world, you are the same person. Do
only what is appropriate and share information that does not harm you as a person.
2. Respect others. Respect begets respect. Treat everyone with respect even if you have not
seen him/her in person. Be judicious about what you say on your own and other's pages.
3. Express yourself clearly and use emoticons. Communication online is difficult because
emotions are not evident during communication. Miscommunication usually takes place
because your facial expression and your body language cannot be seen and the tone of your
voice cannot be heard. Thus, emoticons are readily available to show your emotions.
4. Remember the intellectual property. Ideas online are products of intelligence of others. If
you need to cite them, acknowledge the authors. You definitely do not want to steal
properties of others
5. Check spelling, grammar and punctuation. Since your face cannot be seen online, you will
be judged according to your posts. Good writing means good manners. We do not want to
waste other people's time reading our post which is incomprehensible.
6. Pause before you post. Take note that whatever you post becomes permanent therefore
think twice or thrice before you click send.
7. Do not share your personal information. Sharing your personal
information online is like going around the streets wearing a shirt printed with your name,
birthday, address, name of parents, etc. You definitely do
not want to reveal all these to many people. Besides, providing all these publicly will make
you prone to identity theft.
8. Think about who or what you are representing. As a son/daughter, you represent your
family. As a student, you represent your school. You do not want your family or school to be
put to shame by what you do.
Intellectual Property Rights on the Development and Use of Digital Materials
Plagiarism.org reported that…
A survey of over 63,700 US undergraduate and 9,250 graduate students over the
course of three years (2002-2005)--conducted by Donald McCabe, Rutgers University--
revealed the following:
1. 36% of undergraduates admit to "paraphrasing/copying few sentences from Internet source
without footnoting it"
2. 24% of graduate students self report doing the same
3. 38% admit to "paraphrasing/copying few sentences from written source without footnoting
it"
5. 14% of students admit to "fabricating/falsifying a bibliography
7. 7% self report copying materials "almost word for word from a written source without
citation"
9 7% self report "turning in work done by another"
11. 3% report "obtaining paper from term paper mill
12. 2% of graduate students report doing so
Intellectual Property Right
Intellectual property protection is important in fostering innovation. Without
protection of ideas, individuals will not be able to enjoy the full benefit of their inventions
and they would not be compensated for their creations. This encourages innovation without
the fear that a competitor will steal the idea and/or take the credit for it.
Intellectual property, according to World Intellectual Property Organization (WIPO),
refers to creations of the mind such as inventions; literary and artistic works; designs; and
symbols, names and images used in commerce. An intellectual property is a right held by a
person or by a company to have exclusive rights over these. Internationally, these intellectual
properties are protected by the World Intellectual Property Organization to which the
Philippines is one of the 191 member states. In our country, we have the Intellectual Property
Office of the Philippines (IPOPHIL) which administers and implements state policies in
relation to intellectual property. This office was created through Republic Act 8293. This act
defines intellectual property to include copyright and related rights; trademarks and service
marks; geographic indications; industrial designs; patents; layout designs (topographies) of
integrated circuits; and protection of undisclosed information. In the education setting,
copyright and related rights are the ones applicable.
Copyright
Copyright refers to the legal right given to the owner of the original work or
intellectual property. These "works" are original intellectual creations in the literary and
artistic domain protected from the moment of their creation which include the following:
1. books, pamphlets, articles and other writings
2. periodicals and newspapers;
3. lectures, sermons, addresses, dissertations prepared for oral delivery, whether or not
reduced in writing or other material forms;
4. letters
5.dramatic or dramatico-musical compositions; choreographic works or entertainment in
dumb shows;
6. musical compositions, with or without words;
7. works of drawing, painting, architecture, sculpture, engraving, lithography or other works
of art; models or designs for works of art;
8. original ornamental designs or models for articles of manufacture, whether or not
registrable as an industrial design, and other works of applied art;
9. illustrations, maps, plans, sketches, charts and three-dimensional works relative to
geography, topography, architecture or science;
10. drawings or plastic works of a scientific or technical character,
11. photographic works including works produced by a process analogous to photography;
lantern slides;
12. audiovisual works and cinematographic works and works produced by a process
analogous to cinematography or any process for making audio. visual recordings;
13. pictorial illustrations and advertisements
14. computer programs; and
15. other literary, scholarly, scientific and artistic works.
The internet is a very rich source of these materials and we should be careful in using
them. These works are protected by the sole fact of their creation, irrespective or their form or
mode of creation as well as of their content, quality and purpose. Now that copy and paste are
very accessible commands in our computer toolbars, we should try not to violate the
copyright laws otherwise we could be accused of copyright infringement. Copyright
infringement is the use of works without permission where the copyright holder has the
exclusive right to reproduce, distribute, display or perform the protected work, or to make
derivative works. Proper citations should be used when including them in our output.
Below are the guidelines on online use of copyrighted materials by Smaldino, Lowther
and Russel (2012):
1. Contrary to popular opinion, all material on the internet 1s copyrighted unless stated
otherwise. It is copyrighted even if it does not display the copyright symbol.
2. An email is an original work, fixed in a tangible medium of expression, that is covered by
copyright. Hence it is recommended that you should not forward any email without
permission, in consideration of both copyright and Privacy Act.
3. Downloading an article from a newspaper's website, making copies, and distributing them
to your students prior to a class discussion on the topic is permissible following the current
photocopying guidelines which permits making multiple copies for classroom use. The
exception would be individually bylined, copyrighted articles, or articles from a source
specifically designed for the educational market where such articles cannot be copied legally
for class distribution (adapted from Becker, 2003).
4. You cannot post students' essays, poems, or other works on the school website unless you
have permission of the students and their parents or guardians.
5. Educators should treat copyrighted materials from the internet the same way they do to
print formats. The best guideline is to always obtain permission. When in doubt, ask!
Copyright Infringement vs. Plagiarism
Another violation on intellectual property is plagiarism. Although plagiarism and
copyright infringement are related ideas, these two are different. Plagiarism, according to
plagiarism.org. is an act of fraud; it involves both stealing someone else's work and lying
about it afterward. Plagiarism.org further elaborates the following as plagiarism:
1. turning in someone else's work as your own
2. copying words or ideas from someone else without giving credit
3. failing to put a quotation in quotation marks
4. giving incorrect information about the source of a quotation
5. changing words but copying the sentence structure of a source without giving credit
6. copying so many words or ideas from a source that it makes up the majority of your work,
whether you give credit or not (see our section on fair use" rules)
For images, videos and music, the following are counted as plagiarism
1. Copying media (especially images) from other websites to paste them into. your own
papers or websites.
2. Making a video using footage from others' videos or using copyrighted music as part of the
soundtrack.
3. Performing another person's copyrighted music (i.e., playing a cover).
4. Composing a piece of music that borrows heavily from another composition.
In other words, plagiarism refers to copying the work of another and claiming it as
one's ideas or without proper attribution while copyright infringement is copying one's work
without obtaining permission. In this sense, copyright infringement is a violation of the right
of the copyright holder while plagiarism is a violation of the right of the author. We have to
note that not all authors are copyright holders; there are cases when the publisher owns the
copyright. In addition, copyright infringement is a legal violation while plagiarism is an
ethical violation.
References:
http://www.digitalcitizenship.net/
http://www.eduscapes.com/sessions/social/tech/
Smaldino. S. et al. (2005). Instructional Technology and Media for learning. 8th ed. New
Jersey. Pearson Prentice Hall
www.ipophil.gov.ph/images/Patents/IRRs/RepublicAct8923.pdf
www.safekids.com/kids-rules-for-online-safety
www.educationworld.com/atech/tect/tech044.shtml
www.collegeview.com/articles/artice/smart-students-in-a-digital-world
https://www.stopbullying.gov/cyberbullying/what-is-it/
Abushakara, N. (2016). Netiquette: Modern manners for a modern world. The ultimate guide
to online etiquette. Create Space Independent Publishing Platform.
Tuffley, D. (2014). Email etiquette: Netiquette for the information age, altiora Publications
Activity Sheet
Subject:______________________________ Score:________________________________
Activity 1 Fill out Venn Diagram
Are you a Filipino citizen? As a member of a smaller Filipino community such as

barangay or subdivision, what are rights and responsibilities?
Do you use the internet? Are you a member of a cyberspace community? What are
your rights and responsibilities as a user of the internet?
Fill out the diagram
My Rights and Responsibilities
As a Filipino Citizen As an internet

user
Activity 2 Studying the Case
Direction: Study the case below and analyze the side of both parties.
The case involved two minor students from a certain school whose phots were
posted on Facebook. The photos, which were uploaded by one of their friends, showed
the students drinking and smoking in a bar, and wearing just undergarments on a street.
The photos were shown by one of the facebook friends of the girls to the school officials
prompting them to ban the students from marching in their graduation rites. According
to the school, the students violated the school code of conduct.
The parents of the students in defense filed a petition for the issuance of a writ of
habeas data and asked the court to order the school to surrender and deposit all soft and
printed copies of the photographs, and to declare they have been illegally obtained in
violation of the children’s right to privacy.
Discussion:
1. After weighing all the information, with whom will you side – to the parents or to the
school?
2. What are your reasons for siding with the parents? The school?
Assessment
LEVEL DESCRIPTION


4 - Good
Minimal effort.
3 - Fair
Fair presentation.
Somewhat unclear.

Very unclear.
1 - Very Poor
Limited attempt.
Assignment (if any)
Feedback Form

Name of Student: ___________________________________________________
Program : ___________________________________________________
Faculty : ___________________________________________________
Schedule : ___________________________________________________
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Chapter 10
Educational sites and Portals
Chapter 10
Educational sites and Portals

Introduction
Every individual wants to receive the best of education to achieve his or her dreams.
However, the more the institution is good, the higher the fees they charge. Students usually
leave their education incomplete and do blue collar jobs to meet their basic ends. Moreover,
these students collect money to complete their masters later in career. Apart from those who
can afford expensive higher education, some handful of students gets scholarships.
Specific Objectives
1. At the end of the lesson, the students should be able to:
2. Identify educational sites and portals suitable to their subject area
3. Join online expert and learning communities
4. Use resources from relevant mailing lists and online journals
5. Describe technology tools that are used in group activities
6. Use Technology tools to collaborate and share resources among communities of
practice
Duration
Chapter 10: Educational sites and Portals = 6 hours
(4 hours discussion;
2 hours assessment)
Lesson Proper
Online Communities of Learning
What is Online Learning Communities

1. Peer to peer learning that occurs over the internetInternet. Learn more in: Emergence of
Successful Online Courses: A Student and Faculty Shift
2. Online learning communities (or virtual learning communities or networked learning
communities) are learning communities that are computer-mediated by interconnected
computers. Communication characteristics of virtual learning communities include
asynchronous and synchronous communication, high interactivity, and multi-way
communication. Learn more in: Conversational Pragmatics and Learning in Virtual
Organizations
3. Derived from the evidence-based practice community of learners in which a group
of online learners have diverse and valued expertise, shared learning objectives,
value learning how to learn, and have mechanisms for sharing what is learned. Learn more
in: Community of Digital Learners: Embracing the Affordances of Online Teacher Education
4. Groups of students and faculty connected solely via technology. All interactions begin and
occur over the Internet, through conference calls, via videoconferencing, and so forth. Online
learning communities are comprised of people brought together with a definite purpose,
generally the completion of a course and/or program, and guided by processes that involve
interaction, collaboration, and social construction of knowledge and meaning (Palloff & Pratt,
2007). Learn more in: Assessment, Academic Integrity, and Community Online
5. Learning communities fostered through utilization of Internet technologies. Learn more
in: A Survey of Recent Approaches Integrating Blogs in School Education
Top 10 Education Websites To Teach You For Free
1. EdX: edx.org

This website can be most preferred by the students as it was founded by Harvard
University and MIT in 2012. EdX is an online learning destination and MOOC provider,
offering high-quality courses from the world's best universities and institutions to learners
everywhere. Out of the 90 universities, it includes top global rankers.
2. Academic Earth: academicearth.org

R E C OM ME N D E D
The website gives huge array of academic options to student from traditional to
contemporary studies. They provide online degree courses from accounting and economics to
engineering and also carries material on niche subjects like behavioral psychology.
Moreover, it has have a collaboration with a bunch of reputed colleges such as University of
Oxford, Massachusetts Institute of Technology, Stanford University and many other. Keeping
in mind the interest level of the students, the portal has videos and podcasts in all the
subjects.
3. Internet Archive: archive.org
From anything to everything, internet archive is an authentic website storing the

originals from various big websites. For example, American libraries include the collection of
free book directly attached with the college libraries' websites. This is one of the best
websites imparting free and accessible knowledge. However, it does not give admission or
certificates for learning.
4. Big Think: bigthink.com
Big Think has over 2,000 fellows who have received great fame in their forte. These
experts write articles and record tutorials for the students, later the content is further refined
by the editorial team of the website, giving authentic material to the students. Students can
make great use of this website by creating their own distinct ideology, as it provide various
opinions on one subject. Moreover, students can get views from experts as well.
5. Coursera: courser.org
The moment a student opens this website, he is bound to get sucked into the number
of courses available in his topic of interest. It is a user-friendly website. Students can find big
universities and a sharable electronic Course Certificate. "Courses include recorded video
lectures, auto-graded and peer-reviewed assignments, and community discussion forums.
When you complete a course, you'll receive a sharable electronic Course Certificate," assures
the website.
6. Brightstorm: brightstorm.com

High school scholars can use this site for reference, rather an interactive reference
website, which will mitigate their learning problems. Of course, it is not easy for a student to
comprehend the intricate technical terminologies, so the website is making the textbooks
easier for students. They provide help in all subjects from mathematics to science, history and
other subjects. Entrance exams are generally quite gruelling for students, and this website can
solve the problem. They have arranged the topics symmetrically, clearing the air and
structure of the competitive exams.
7. CosmoLearning: cosmolearning.com

Unlike other websites, this portal provides academic as well as skill-based learning to
the students. Students can either refer to the material being provided or enroll themselves in
any of the 58 courses. The website is synthesized with three main options, including
educational material, courses and documentaries. The subjects have been divided into two
sections, namely extra-curricular and academic subjects.
8. Futures Channel: thefutureschannel.com
This is not just an online portal, but an educational channel for the learners. Unlike
other websites, it only represent the significant data catering the problems faced by students.
For example, students generally face problem in algebra, so they have created special section
for the same.
9. Howcast: howcast.com
It's a one-stop website for all the subjects, none of the above portals have these many
arenas. Keeping the essence of inquisitiveness alive, the portal functions on the common key
words including the word 'how'.
10. Khan Academy: khanacademy.org
Khan Academy is an online coaching website. Students who cannot afford a coaching
can refer to this website. It gives a win-win situation to the students by giving them the
liberty to learn on their pace, as it has a personalised dashboard to gauge the progress report.
It has all the traditional school subjects including math, science, computer programming,
history, art history, economics, and more. Moreover, it has lessons from kindergarten to
calculus, all at one stop. To enhance the content for the students, it has partnered with NASA,
the Museum of Modern Art, the California Academy of Sciences, and MIT. Also, the content
is available in 36 languages.
Collaborative Projects
Collaborative Projects
Collaborative projects allow groups of people to work together to create online
content. Two types of collaborative projects can be particularly useful for undergraduate
research: Wikis and Social Bookmarking. Wikis are essentially collaborative websites
while Social Bookmarking allows users to collect and rank online content.
Wikis
On Wikipedia, anyone can modify the content of articles by adding, removing, or
changing text, images, and links. Although Wikipedia may be the most popular example of a
wiki, public accessibility is not a wiki requirement. Private wikis in Confluence or
your course management system can provide valuable online collaborative spaces for
research groups.
How wikis enhance undergraduate research
Collaboration - Wikis allow researchers to share data files, edit documents, and discuss
content. The online collaborative space serves as a central location for research documents,
so individuals no longer need to clog their email inboxes with large data files or wonder if the
file they're working on is the most recent version. Because the collaborative space is online,
wikis are especially powerful collaboration tools for researchers who are working remotely.
Students, advisers, and project faculty from an REU group might use a wiki during the
academic year to share data and figures. Students working together on a research project for a
class might use a wiki to create their final presentation.
Resources - Researchers can work together to build and share collections of internet links,
citations, and articles. For example, students can develop a group annotated bibliography in
which each entry consists of a link to an article, a summary, and a short description of how
the article will be used in their research. Faculty can create a list of relevant online databases,
which students can add to as they progress through their research. These types of resources
have the potential for long-term growth; the next class of student researchers can start on the
annotated bibliography or the list of online resources where the previous class finished.
Archive - When a research group uses a wiki as a central repository for information, all of
that content is automatically archived. Attached files, lab methods, and meeting notes can all
be available long after a student graduates. Most wikis record the history of the site, so that
previous versions of text and data files can be recalled if needed. The organization and search
capabilities of most wiki software help users manage files for large research projects.
Where to start
Contact your instructional technology department to see if they already support a common
wiki platform, like Confluence. Most online course management
systems (e.g., Moodle, Blackboard) have a wiki function. There are also online wiki tools
available, like Wikispaces or Google Sites. Choose a platform that is intuitive with
streamlined and familiar editing features, then create a site. Determine privacy settings and
invite users to contribute content.

Examples of geoscience wikis
Geology Wikia - Geoscience's version of Wikipedia. Lend your expertise to this

resource by contributing content or editing articles.
 The College of Wooster Geology Wiki is private, but the home screen is shown in the
image to the right. The wiki is generally organized by project. In the expanded Iceland
Project, there are pages that contain travel information, writing spaces for research
students, an annotated bibliography, data files and photos, and files related to specific
subprojects. There is also a methods page so that all researchers have access to
standard operating procedures and a group calendar so that students and faculty can
keep track of deadlines and progress.
Where to find more information
 Wikis Part 1 and Part 2 - The Chronicle of Higher Education blog ProfHacker gives
an overview of the benefits and challenges of using wikis, as well as a list of useful
tips and resources.
 Google Docs and Collaboration in the Classroom - Another ProfHacker post with
excellent links on collaborative writing with Google Docs and wikis.
 Wikify Your Course - EDUCAUSE Quarterly article describing different approaches
to using a wiki in the classroom.
 WikiMatrix - allows users to explore and compare wiki platforms.
Social Bookmarking
Social Bookmarking allows users to collect, organize, share, and discover online
resources. Individuals create profiles on social bookmarking sites then save and tag web
pages. Other users can visit the social bookmarking site and search for public bookmarks by
popularity, keyword, or user profile. Two of the most popular social bookmarking sites
are Diigo and Delicious.
How social bookmarking enhances undergraduate research

Resources - Social bookmarking allows users to create profiles and organize and share their
collection of particularly useful web pages. Faculty advisers can share their bookmarks with
student researchers. Students can develop a collection of bookmarks for a research project.
Visitors to the social bookmarking sites are not always required to create a profile to search
for online resources. A quick search on delicious for sites tagged with geochemistry produces
a list that includes the primary geochemical databases and several geochemistry courses.
Connections - Web sites are often tagged by multiple keywords, allowing users to discover
connections among topics that may not be obvious. By viewing links by user, individuals
with similar research interests can connect online. Users can subscribe to one another and
stay updated on new online resources. Bookmark and tag your own online publications, blog
posts, or other online content to enable researchers to find it more easily.
Where to start
Choose a social bookmarking platform and create a user profile. Most social bookmarking
sites will install a shortcut button on your browser. Find web pages and save them through
the social bookmarking platform. Describe and tag the sites. Share your bookmarks. Search
the tags for topics of interest. Find users with similar interests and subscribe to their
bookmarks to see their online resource collections.
Examples of social bookmarking sites
 Delicious - a well-established and widely used social bookmarking site.
 Diigo - a social bookmarking site with additional annotation capabilities and
special educator accounts.
 Scrible - an NSF-funded web annotation service that allows users to make notes on
web pages and share annotations.
 Most Popular Social Bookmarking Sites - a continuously updated list of the 15 most
popular social bookmarking sites maintained by eBizMBA.
Where to find more information
 Social Bookmarking Even When You're Not Social - a Chronicle of Higher
Education Profhacker blog post on the different uses for Delicious.
 Classroom Collaboration Using Social Bookmarking - EDUCAUSE Quarterly
article about using Diigo for collaborative research.
 7 Things You Should Know About Social Bookmarking - EDUCAUSE pamphlet
that gives an overview of social bookmarking, including the benefits and challenges.
Types of Collaborative Technology
What Is Collaborative Technology?

Collaborative technology refers to tools and systems designed to better facilitate
group work, both in-office and remote. Also known as groupware, these pieces of technology
trim the costs and time associated with facilitating group work, from designating roles and
responsibilities to routing in-situ documents to checking and approving project parts. They
allow for more intuitive and coordinated group problem solving across an entire team’s
workflows.
While there are dozens after dozens of choices for collaborative enterprise technology in the
marketplace, the majority of tools are defined by the following core features:
 A shared workspace platform, acting as a digital “home base” for employees
 Customizable user groups
 Customizable personal dashboards on that shared platform
 File or document management
 Chat or discussion forums
 Third-party app integration
 Workflow routing
 Team member tagging capabilities
What Are Collaborative Methodologies and Techniques in the Workplace?
The dominant collaboration methods in an office or workplace will be a reflection of the
organization’s broader culture.
Depending on the individual team or department, the technicality of the project and the
overall goal of the work, you’re bound to find the following group work methodologies
prevail:
1. Teamwork
Organizational psychology research has shown there are three fundamental elements to
successful group work regardless of setting:
 Proximity
 Permissiveness
 Familiarity
Proximity refers to a team’s ability to connect easily and interface with one another, and
therefore relay essential project-furthering information. Permissiveness, or openness, centers
on how fluidly a team shares ideas, asks questions and seeks new insights and opinions.
Finally, familiarity is the sense of intimacy and camaraderie shared by the group in relations
to its work. The higher a team scores in proximity, permissiveness and familiarity, the more
efficient their group work.
2. Two-Way Telecommunications
Telecommunications allows groups to collaborate even when not in close physical
proximity via voice, video and data-based technology. This means coordination and activity
at times and in locations that otherwise would be difficult, if not impossible. Travel
expenditures are reduced and the pool of subject-matter experts widens, strengthening overall
work.
3. Proprietary or Premise-Based Software
Premise-based collaborative software is bought and installed onto individual desktops
on a company’s network. These tools expand the shared project management functions and
capacities of teams, allowing members to track and organize project tasks as well as locate
important network files, make informational updates and message anyone with access to the
on-site software.
4. Software-as-a-Service
Software-as-a-service (SaaS) is the next iteration of on-premise software. Rather than
installing software onto individual computers, an organization instead purchases a software
subscription, which allows anyone to use that software regardless of location so long as
they’regranted permission via your virtual private server (VPN). SaaS combines the team-
enhancing communications of traditional proximity and two-way voice, video and data
collaboration tools with the project management features of proprietary software, unlocking
truecollaborative technology for the office.
What Are the Types of Collaborative Software Tools?

There are three software types, or three “C’s,” comprising today’s collaborative
software tools.
While each focuses on simplifying a particular aspect of group work — such as
calendar sharing, meeting conferencing and document updating — together, these
classifications of collaborative software technology open the door for borderless team project
management.
1. Communication Technology
Communication technology is the first “C.” As its name suggests, communication
software tools allow for messages, chat groups and conversations to be conducted between
individuals and parties via the Internet, whether those parties are in different parts of the
office or different parts of the world. Communication tools also tend to be unstructured. They
do not require prior scheduling or calendar sharing to be effective — in fact, they’re not
intended to be formally preemptive at all.
Examples of communication technology include:
 Email
 Instant messaging apps
 Team, department or org-wide chat forums
 Digital voicemail applications
 Voice-over-Internet Protocol (VoIP) calls
2. Conferencing Technology
Conferencing tools are the second “C” of collaborative software. Two core features
define them:
- Conferencing software allows two or more individuals to communicate with each
other in real time, using Internet-based or cloud-based platforms.
- Conferencing software allows that same group of people to view a unified screen.
It’s this second component distinguishing conferencing technology from sheer
communications technology. Depending on the software used, conferencing technology
allows for everyone to access, make changes and work on the unified screen all at once or for
a single presenter to control screen movements and functions, such as during a presentation.
Types of conferencing tools for the workplace are:

 Video conferencing with shared screen capabilities
 Document-sharing software
 Shared digital whiteboards, where users can ideate, review and edit information or
data simultaneously
 Shared applications, where users can simultaneously access certain apps in real time
to check information
3. Coordination Technology
Coordination technology rounds out the three main types of collaborative software.
Arguably the most holistic of collaborative tools, coordination software is designed to
integrate both teamwork and taskwork functions. In other words, they allow individuals and
groups to connect interpersonally as well as coordinate work tasks and activities — making
end-to-end workflow management simpler, unsiloed and more efficient.
Some examples of today’s types of coordination tools include:
 E-calendars
 Employee time trackers or scheduling systems
 Project-management systems, on-premise or SaaS, web or cloud-hosted
 Enterprise resource planning software
 Internal employee as well as client portals
What Are the Two Dimensions of Collaborative Software?
There are two key dimensions, or operational uses, for collaborative software — synchronous
and asynchronous.
Together, these two software dimensions define how a tool or technology can be used — that
is, at what time, in what place and by how many people. All communication, conferencing or
coordination software will either be synchronous or asynchronous. Let’s break these software
dimensions down further.
1. Synchronous or Real-Time Collaborative Software
Synchronous collaboration programs work in real-time, meaning two or more people
are communicating, reviewing and collaborating on the same platform at once. There are no
lags or delays in responses regardless of the communicator’s location. You can expect to
receive an answer or hear a solution to a particular question, prompt or task almost as soon as
you relay it.
Some examples of synchronous collaborative software in the office today include
instant messaging, chat forums, VoIP calling and digital whiteboard applications, to name a
few. Like most technology, real-time collaboration has benefits and drawbacks:
 Synchronous Software Pros: Real-time communication is expedient and hyper-
efficient. It allows users to get the feedback, information or files they need when they
need them. This transforms org-wide communication into a process that’s easier,
clearer, more purposeful and arguably more productive.
 Synchronous Software Cons: Real-time communication platforms may lack
documentation or future cross-referencing capabilities. These platforms can also be
difficult for high-order, abstract or value-driven conversations compared to task-
centered ones, plus can grow complicated and disorganized if involving large groups
of people.
2. Asynchronous or Non-Real Time Collaborative Software
Asynchronous software makes up the other category of today’s collaborative tools.
Unlike the immediate interactions that define real-time software, asynchronous platforms are
not designed for instantaneous tasks or activities. Brief waiting periods between when
someone initiates interaction and when that interaction is satisfied is not only expected, it’s
often beneficial.
Asynchronous collaborative software examples include email, group calendars,
document sharing and some enterprise resource management systems. They include pros and
cons depending on the needs of the collaborators:
 Asynchronous Software Pros: Asynchronous software allows for broadened
perspectives or fresh expertise to be brought into a project. Asynchronous platforms
are often more documentable than real-time communications, plus allow more time
for individuals to reflect before contributing a response.
 Asynchronous Software Cons: Long delays between questions and answers may
bottleneck tasks and hurt team collaboration, which is the very thing you’re trying to
enhance. Asynchronous communication can also be complicated by things like time
zones or mismatched worker schedules, resulting in even longer communication
limbos.
What Are the Classifications of Collaborative Tools?

Today’s suite of collaborative software can be classified even further, allowing organizations
to adopt the tools and technologies truly suited for their type of work.
1. By Host
All software must “go” somewhere — that is, it must be installed or set up someplace
where it will be accessible to your workforce. How that software is set up, and subsequently
how approved users can log in and use it, is part of a broader IT concern called hosting.
Today, most collaboration software can be “hosted” in several ways, each with its own
advantages:
 On-premise collaboration software: On-premise software is installed and managed
in-house, on your own physical servers. On-premise software is typically, though not
always, only accessible while on hardware within your office building.
 Web-hosted collaboration software: Both real-time and asynchronous collaboration
software can be web-hosted, meaning all software data and applications are stored on
a web server. That server can be shared, dedicated or even a VPN depending on the
size and scale of your organization.
 Cloud-hosted collaboration software: Some software can be stored and operated in
the cloud, which uses cloud-computing technology to deliver software and
applications over the Internet, not through your physical servers. Management of
cloud-hosted software is also typically outsourced. Your organization doesn’t have to
oversee the software’s updates and security, leaving those tasks to your partner cloud
provider. All your employees need is a device with an Internet connection, and they
can access the piece of collaborative software required to complete their work.
 Collaborative hardware: Some types of collaboration tools will require specialty
hardware to function fully. One example of this would be VoIP using an IP-enhanced
phone to make conference calls, transcribe voicemails to text and so on.
2. By Domain Served
Collaboration tools can also be classified according to what tasks or activities they
help manage. Certain business functions are essential no matter what industry or niche your
organization falls under. The near-universal demand for assistance in these domains means
many pieces of software with a particular focus or function. Some of the more prominent
domains-focused software includes:
 Document management software: To assist in the creation, edits, design, review and
approval of files, plus serve as a central repository for employees to access those
documents on any device.
 Time-management software: Digital calendars with scheduling, notifications, event
alerts and even payroll capabilities.
 Project management tools: Workflow software to oversee a project’s end-to-end
execution across team members’ responsibilities and activities.
 Information-sharing software: Notification-based applications where individuals
can send updates and alerts after they’ve completed a task or checked off a project
part, as well as route questions or messages to appropriate personnel.
 Knowledge management and creation tools: A single project database source with
bookmark saving and tagging, data entry, data querying for quick searches and
information-based inputs.
3. The Three C’s
Collaboration software is also widely classified according to the three C’s described
in the previous section — communication, conferencing and coordination.
What Are Other Types of Collaborative Tools?

Video conferencing, screen sharing, employee scheduling, project managing, spreadsheet
programming — the list of collaborative enterprise software is long and diverse yet often
classified by their primary functions.
Yet what about those pieces of software that blend activities, or perhaps don’t fall neatly into
one collaborative category? We’ve compiled a few of these types of communication tools as
well.
1. Document Synchronization
Ever been forced to manually, line by line, match two different versions of a
document? Three versions? Even more?
With document synchronization software, tracing the breadcrumb trail of document tweaks,
tailorings, additions or deletions takes only a few clicks. Plus, these pieces of software
synthesize separate documents into one fresh sheet based on directory inputs, saving teams
from redundantly creating documents.
2. Digital Whiteboards
Whiteboarding software takes the meeting room wall staple from the physical to the
digital. It’s a dream tool for remote teams during a conference video call. Colleagues can take
turns drawing graphics, plotting charts, mapping concepts or even jotting down quick notes
on a shared screen, then save or erase those images once the next person needs the board.
3. Collaborative Screenshots and Videoshots
Share pictures and even videos of your screen using communication software that
turns screengrabs into condensed links. This collaborative feature makes both real-time and
asynchronous troubleshooting easier. Imagine you’re having problems saving work in your
team’s new document-management software. You can send a video illustrating your process
difficulties to a team member, who can then send you a link of their own with a step-by-step,
visual tutorial. No more complicated or difficult-to-follow written directions or long-chain
responses.
4. Collaborative Accounting and Budgeting Software
Team members sprinkled remotely can use financial planning, accounting (FP&A)
and other budgeting software to generate and send invoices, track expenditures, view
outgoing payment deadlines, submit time sheets, approve reimbursement reports and more,
all from one platform.
References:
Diaz, C.G. & Declaro, R.A. (2013). UNESCO training guide on ICT multimedia integration for
teaching and learning. Retrieved from Creative Commons License
http://creativecommons.org/licenses/by-sa/3.0
https://globaldigitalcitizen.org/50-education-technology-tool-every-teacher-should-know-about
Anderson, J. (2010). ICT Transforming Education A Regional Guide. UNESCO Bangkok Asia and
Pacific Regional Bureau for Education
http://www.ascd.org/publications/books/10211/chapters/What Is Project-Based Multimedia Learning
%C2%a2.aspx
http://www.emergingedtech.com/2014/05/20-excellent-free-tools-for-interactive-collaboration-
experiences-in-the-classroom
https://www.indiatoday.in/education-today/featurephilia/story/free-education-953499-2017-01-06
https://serc.carleton.edu/NAGTWorkshops/undergraduate_research/collaborate.html
https://consoltech.com/blog/types-of-collaboration-technology/
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