Ttl1 New Dpe

PROF. ED.
PRINCIPLES AND THEORIES

OF EDUCATIONAL
TECHNOLOGY
PROF. JOREY JOSAPHAT C. GALLETO
PROFESSIONAL EDUCATION
Technology for Teaching and Learning 1
This is an introductory course that explores and teaches

basic knowledge, skills and values in the positive use of
technology (ICT) for teaching and learning. It shall include
ICT laws, policies and regulations, safety issues, media and
technology in various content areas, learning theories and
principles in the use
PROFESSIONAL EDUCATION
Technology for Teaching and Learning 1
and design of a variety of learning lessons, teaching-learning

experiences, creating a safe and secure learning environment,
assessment tasks that utilize appropriate traditional and
innovative technologies, and reflection on the use of ICT to
improve the teaching and learning process. Social, ethical
and legal responsibility in the use of technology tools and
resources shall also be addressed..
COURSE OUTLINE
01 02 03
Basic Concepts ICT Policies and Safety Theories and Principles

Issues in TTL
04 05 06
Innovative Technologies Innovative Technologies
ICT in Various Content for Teaching-Learning for Teaching-Learning
Areas and Assessment Task and Assessment Task
BASIC GTKY
ME AS A
Choose 3 of these prompts
and describe themselves with
adjectives or sentences,
depending on their level.
ME AS A
Hello, I am…… (affiliation)
Me as a student
Me as sister/ brother
Me as a husband/wife
Me as a daughter/ son
Me as a boss/colleague
Me as a boyfriend/girlfriend
01
Introduction to
Technology for Teaching
and Learning
REALITY
BITES WITH
TECHNOLOGY
Introduction
Over the past 50 years, we have
witnessed a revolution in how
technology has affected teaching
and learning.
Introduction
Some findings (e.g., Green &Bavelier,
2012) suggest that today’s students have improved
visual-spatial capabilities, reaction times, and the
capacity to identify details among clutter but show
a decline in attention and critical thinking
compared to yesterday’s students.
Introduction
Due to recent advances in technology and
research, the world as we know it does not
seem to offer any form of certainty and
assurances.
“The illiterate of the 21st
century will not be those who
cannot read and write, but
those who cannot learn,
unlearn, and relearn.”
– Alvin Toffler
Introduction
Education cannot operate the way it has been
doing. We cannot expect a system designed for
a bygone era to deliver results for a generation
that lives and breathes in a time that is future-
forward and future-first.
TECHNOLOGY
TECHNOLOGY
❖ Technology comes from the Greek word “techne” which
means “craft”, “art”, “skill” or means by which a thing is gained.
❖ Technology is the application of scientific knowledge for

practical purposes, especially in industry.
❖ We can describe technology as products and processes used

to simplify our daily lives
TECHNOLOGY
Technology is human knowledge which involves tools,

materials, and systems. The application of technology
typically results in products. If technology is well
applied, it benefits humans, but the opposite is true, if
used for malicious reasons
Digital Native
Digital Immigrant
Luddite
TECHNOLOGY AS A TOOL
01 02
Technology as the use Technology as the
of gadgets, tools, or collection of tools,
equipment to perform including machinery,
a task expediently and modifications,
efficiently arrangements and
procedures
TECHNOLOGY AS A TOOL
03 04
Other Gadget as The Teacher as a
Technology Technology
ICT
Information and Communication
Technology (ICT)
ICT refers to technologies that provide access

to information through telecommunications. It
is similar to Information Technology (IT), but
focuses primarily on communication
technologies.
Technology (ICT)
ICT is a diverse set of technological tools

and resources used to communicate,
transmit, store, create, share or exchange
information.
Technology (ICT)
Modern information and communication
technologies have created a "global village," in
which people can communicate with others across
the world as if they were living next door. For this
reason, ICT is often studied in the context of how
modern communication technologies affect society
EDUCATIONAL
TECHNOLOGY
Educational Technology
Educational technology is the study and
ethical practice of facilitating learning
and improving performance by creating,
using and managing appropriate
technological processes and resources.
Michael Spector also stated that
Educational Technology involves the
disciplined application of knowledge for
the purpose of improving learning,
instruction and/or performance.
01 Transmitting information.
OBJECTIVES OF ED-TECH
Assisting the practice of
02
specific skills.
Contribution to the
03
provision of feedback.
The need to reach out to

04
maximum number of students.
To offer greater opportunities

05
for independent study.
To design, modify and develop
06 appropriate equipment /aids suitable
and relevant to the educational process
07 To identify the educational needs
of the learner
08 To identify the necessary teaching

learning materials
To plan teaching strategies, models and

09 methods as per the need
and objectives.
To evaluate the effectiveness of

10 teaching.
Strategy in terms of learning
11 outcomes
To provide appropriate feedback

12
to student as well as teachers.
To modify the teaching learning

13 process on the basis of feedback
received
10
01 Spelling out Educational
Goals and Objectives
SCOPE OF ED-TECH
Smart use of technology reduces
02
wasted times, energy and money
03 Curriculum Development
Developing and Teaching –

04
Learning Materials and Resources
05 Developing Human Resources

06 Developing Strategies
SCOPE OF ED-TECH
07 Developing Multi-Sensory Aids
08 Feedback Mechanism and Modification
09 Develops Passive Instruction Services
10 Develop Interactive Instruction

Services
11 Developing Learning Environments
12 Developing Information Resources
13 Develops Communication Devices
14
10 To Reduce the Burden of Teachers
➢ The application of technology to any process of educational
enterprises
➢ Use of the technological advancement in terms of various
equipment’s, materials, and machines for educational purposes.
➢ It involves the increasingly complex range of audiovisual
equipment, sophisticated electronic devices like projectors,
films, radio, TV, tape recorder, computers etc for individualized
and group learning.
➢ Technology of Education is the application of psychology of
learning theories, principles of instruction, curriculum, and
learning to the process of education.
➢ In this the educationalist are involved in designing and
evaluation of system of learning.
➢ It enables a teacher to use a variety of media and modes to
make teaching effective
TECHNOLOGY USAGE IN THE CLASSROOM
01 Providing multiple material

types for all learning
styles. 02 Enhancing communication
between faculty/student
and student.
03 Promoting constructivist
and active learning.
04 Enhancing collaborative
teaching and learning.
TECHNOLOGY USAGE IN THE CLASSROOM
05 06
Providing asynchronous Promoting higher
and synchronous expectations via peer
communication. review and feedback
07 Providing prompt
progress information. 08 Enabling stronger group
collaboration
09 Promoting and fostering
lifelong learning.
BEST PRACTICES FOR USING TECHNOLOGY
IN THE CLASSROOM
ALIGNMENT ACCESSIBILITY
ASSESSMENT REINFORCEMENT
Technology should be
used for a purpose—not
for the sake of being
ALIGNMENT flashy and not as a
distraction from other
forms of pedagogy.
Be sure that the
technology that you
ACCESSIBILITY intend to use is
accessible to your
students.
As with lectures,
discussions, and labs,
provide your
ASSESSMENT students with guidance
when dealing with media
technologies.
Technology should be
used as reinforcement
REINFORCEMENT of and supplement to
your teaching
LEARNING MEDIA
AND TECHNOLOGY
LEARNING MEDIA AND TECHNOLOGY
Learning is acquiring new knowledge, behaviors,

skills, values, or preferences and may involve
synthesizing different types of information.
TYPES OF
LEARNING
TYPES OF LEARNING
NON-ASSOCIATIVE LEARNING IMPRINTING
1 2 3 4
ASSOCIATIVE LEARNING OBSERVATIONAL LEARNING

TYPES OF LEARNING
PLAY MULTIMEDIA LEARNING
5 6 7 8
ENCULTURATION E-LEARNING &

AUGMENTED LEARNING
TYPES OF LEARNING
ROTE LEARNING FORMAL LEARNING
9 10 11 12
INFORMAL LEARNING NON-FORMAL LEARNING

TYPES OF LEARNING
DIALOGIC LEARNING
9 13 14
TANGENTIAL LEARNING
refers to a change in the strength
of response to a single stimulus
NON-ASSOCIATIVE due to repeated exposure to that
stimulus
LEARNING • Habituation
• Sensitization
In psychology, habituation is an
example of non- associative learning
NON-ASSOCIATIVE LEARNING in which there is a progressive
diminution (reduction) of behavioral
“HABITUATION” response probability with repetition
stimulus.
a non-associative learning
process in which repeated
administration of a stimulus
NON-ASSOCIATIVE LEARNING
results in the progressive
“SENSITIZATION” amplification of a response
is the process by which an
element (stimulus) is taught
ASSOCIATIVE LEARNING through association with a
separate (another stimulus),
pre-occurring element
describes any kind of phase
sensitive learning (learning
occurring at a particular age or a
particular life stage) that is rapid
IMPRINTING and apparently independent of the
consequences of behavior
The learning process that shows
most characteristic of humans is
OBSERVATIONAL imitation; one’s personal
repetition of an observed
LEARNING behavior, such as a dance
describes behavior which has no
particular end in itself, but
PLAY improves performance in similar
situations in the future.
is the process by which a person
learns the requirements of their
native culture by which he or she is
ENCULTURATION surrounded, and acquires values
and behaviors that are appropriate
or necessary in that culture.
OBSERVATIONAL imitation; one’s personal
LEARNING behavior, such as a dance
PLAY improves performance in similar
is where a person uses both
MULTIMEDIA LEARNING auditory and visual stimuli to
learn information (Mayer 2001).
is a general term used to refer
E-LEARNING & to Internet based networked
AUGMENTED LEARNING computer enhanced learning
is a technique which avoids
understanding the inner
complexities and inferences of the
subject that is being learned and
ROTE LEARNING instead focuses on memorizing the
material so that it can be
recalled by the learner exactly the way
it was read or heard
occurs through the
INFORMAL LEARNING experience of day-to-day
situations
is learning that takes place
within a teacher-student
FORMAL LEARNING
relationship, such as in a
school system.
Is organized learning outside the
NON-FORMAL LEARNING formal learning system
is the process by which some
portion of people will self-
TANGENTIAL LEARNING educate if a topic is exposed to
them in something that they
already enjoy.
is a type of learning based on
DIALOGIC LEARNING dialogue.
QUESTIONS?
LET’S RECAP
It is the process by which some
portion of people will self-educate
if a topic is exposed to them in
something that they already enjoy.
TANGENTIAL LEARNING
occurs through the experience of
day-to-day situations
INFORMAL LEARNING
imitation; one’s personal
behavior, such as a dance
OBSERVATIONAL LEARNING
is the process by which an
element (stimulus) is taught
through association with a
separate (another stimulus),
pre-occurring element
ASSOCIATIVE LEARNING
a non-associative learning
process in which repeated
administration of a stimulus
results in the progressive
amplification of a response
SENSITIZATION
is a technique which avoids
understanding the inner
complexities and inferences of the
subject that is being learned and
instead focuses on memorizing
the material so that it can be
recalled by the learner exactly the
way it was read or heard
ROTE LEARNING
improves performance in similar
PLAY
AMAZING!!!
THE DOMAINS
OF LEARNING
3 DOMAINS OF LEARNING
Benjamin Bloom
COGNITIVE PSYCHOMOTOR
AFFECTIVE
PSYCHOLOGICAL
PERSPECTIVE ON
LEARNING
LET’S REVIEW
The proponent of Classical Conditioning
Ivan Pavlov
The proponent of Connectionism
Edward
Thorndike
What are the 3 Concepts in Connectionism
Theory?
Law of
Readiness,
Exercise, Effect
The process of modifying existing schemata or
creating new ones.
Accommodation
John Piaget is known for his THEORY?
Cognitive
Development
Theory
How many Ecological Systems does the Theory of
Urie have?
5
What is the theory famous for Bobo Doll
Experiment?
Lev Vygotsky
What is the theory famous for Little Albert
Expirement?
John Watson
What are the concepts of Operant Conditioning?
Reinforcement
Punishment
PSYCHOLOGICAL PERSPECTIVE
BEHAVIORIST CONSTRUCTIVE
1 2 3 4
COGNITIVIST SOCIAL-PSYCHOLOGICAL
BEHAVIORIST PERSPECTIVE
The behavior of an organism could be

shaped by reinforcing, or rewarding, the
desired responses to the
environment.
COGNITIVIST PERSPECTIVE
Learners combine the information and

skills in long term memory to develop
cognitive strategies, or skills for dealing
with complex tasks.
CONSTRUCTIVIST PERSPECTIVE
It considers the engagement of students

in meaningful experiences as the essence
of learning. The role of instruction is not
to dispense facts but to provide students
with ways to assemble knowledge.
SOCIAL- PSYCHOLOGICAL PERSPECTIVE
Social psychologists look at the effects of the social of

the classroom on learning.
QUESTIONS?
MEDIA
MEDIA
refers to all modes of communication,

including print and audiovisual forms
and their accompanying technology.
EDUCATIONAL MEDIA
refers to channels of communication that

carry messages with an instructional
purpose. They are usually utilized for the
sole purpose of learning and teaching.
TYPES OF
EDUCATIONAL
MEDIA
ACTIVITY
IDENTIFY THE FOLLOWING EDUCATIONAL
MEDIA IF IT IS NON-PRINT MEDIA, PRINT
MEDIA, OR ELECTRONIC MEDIA
TYPES OF
EDUCATIONAL
MEDIA
METHOD
01 PRESENTATION
10 METHOD CATEGORIES
02 DEMONSTRATION
03 DISCUSSION
04 DRILL-AND PRACTICE
05 TUTORIAL
06 COOPERATIVE LEARNING
10 METHOD CATEGORIES
07 GAMING
08 SIMULATIONS
09 DISCOVERY
10 PROBLEM SOLVING
WHAT METHOD DO
YOU REALLY THINK
YOU ARE ENGAGE
WITH?
THANK YOU!
TECHNOLGOGY
TECHNOLOGY
The word technology does not necessarily imply the

use of machines but refers to any practical art using
scientific knowledge.
Technology can make an ordinary person capable of

superior performance and a means, either printed or
electronic, to distribute that instruction
3 TYPES OF TECHNOLOGY
ASSISTIVE TECHNOLOGY INFORMATION TECHNOLOGY
TECHNOLOGY OF TEACHING
ASSISTIVE TECHNOLOGY
It includes mechanical, electronic micro-processor based
equipment, non-mechanical and non-electronic aids, specialized
instructional materials services and strategies that people with
disabilities can use either:
✓ Assist them in Learning
✓ Make the Environment
✓ Enable them to complete in workplace
✓ Enhance their independence
✓ Otherwise improve their quality
INFORMATION TECHNOLOGY
Provides access to knowledge and resources

on a wide web component is the most
prominent example of information.
TECHNOLOGY OF TEACHING
Refers to instructional approaches that
are very systematically designed and
applied in very precise ways.
INSTRUCTIONAL
SYSTEM OR
DESIGN
Instructional design can be
defined as the creation of
instructional materials, modules
or lessons
The instructional design process consists of
determining the needs of the learners,
defining the end goals and objectives of
instruction, designing and planning
assessment tasks, and designing teaching
and learning activities to ensure the quality of
instruction.
Instructional Technology, in a broader term, deals with
the process of using technology for instruction.
Describes the technologies that facilitate access to
information of all types. Acquisition, processing,
storage, and dissemination of information in all of its
forms. Evaluation, management, and integration of
instruction with tools available.
ROLES OF
TECHNOLOGY
TECHNOLOGY AS TOOLS TO
SUPPORT KNOWLEDGE
CONSTRUCTION
❖ For representing learning ideas, understanding,
and belief.
❖ For producing organized multimedia knowledge

bases by learners
TECHNOLOGY AS INFORMATION
VEHICLES FOR EXPLORING
KNOWLEDGE TO SUPPORT LEARNING
BY CONSTRUCTING
❖ For accessing needed information
❖ For comparing perspectives, beliefs, and world

views
Technology as content to
support learning by doing
❖ For representing and stimulating meaningful real-world
problems, situation and contexts.
❖ For representing beliefs, perspectives, arguments, and stories

of others
❖ For defining a safe, controllable problem space for student

thinking
Technology as a social medium to
support learning by conversing
❖ For collaborating with others
❖ For discussing, arguing, and building consensus

among members for a community.
❖ For supporting discourse among knowledge – building

communities
Technology as intellectual partner
to support learning by reflecting
❖ For helping learners to articulate and represent what they know.
❖ For reflecting on what they have learned and how they come to know it.
❖ For supporting learners internal negotiations and meaning making.
❖ For constructing personal representations of meaning for supporting

mindful thinking.
EDUCATION
EDUCATION
Education in the largest sense is any act or experience that

has a formative effect on the mind, character or physical
ability of an individual.
In its technical sense, education is the process by which

society deliberately transmits its accumulated knowledge,
skills and values from one generation to another
EDUCATION
Education is the process by which people learn:
Instruction refers to the facilitating or learning, usually by a teacher.
Teaching refers to the actions of a real live instructor to impart

learning to the students.
Learning refers to learning with a view toward preparing learners

with specific knowledge, skills or abilities that can be applied
immediately upon completion.
EDUCATIONAL TECHNOLOGY
Educational Technology is the development

application and evaluation on systems, techniques
and aids to improve the process of human
learning. It is also a systematic way, a process or
an application of the scientific knowledge to
improve the efficiency of the process of learning
ROLES OF EDUCATIONAL TECHNOLOGY
1. Increasing the quality of learning or the degree of mastery.

2. Decreasing the time taken for learners to obtain desired learning
objectives.
3. Increasing the efficiency of teachers in terms of numbers of
learning taught without reducing the quality of learning
4. Reducing educational cost without affecting educational quality.
ROLE OF ICT IN
TEACHING AND
LEARNING
ROLE OF ICT IN TTL
EDUCATION TODAY
❑ Teachers are at the core of any living society. Technologies

play an important role in training programme of teachers.
❑ Students ‟accesses knowledge and information through

TV, digital media, cable network, internet and social media
i. e. Facebook, Twitter, Whatsapp, LinkedIn, Igo, Line,
Wechat etc
ROLE OF ICT IN TTL
EDUCATION TODAY
❑ ICT is very important for Preservice teacher

education programme in the 21st Century. Without
proper knowledge of ICT teacher cannot perform in
his/her class room and it could not be said to be a
complete one
❑ The scenario of the classroom is changing.

ROLE OF ICT IN TTL
EDUCATION TODAY
❑ There is a technological gap between the progress

of the society and instructional activities of the
teacher in the classroom. If we see in our society
on the one hand, technology has revolutionized our
society and on the other hand the teaching learning
activities at school level have remained so far away
from technology.
ROLE OF ICT IN TTL
EDUCATION TODAY
❑ In our classroom, the knowledge is imparted by the teacher

in an ancient way, a teacher centric mode which is most of
the time boring and not to gain interest to the student. But
present 21st Century’s education is student centric
education. Students learn from multi sources and for this
reason use of ICT & Multimedia is very much essential in
educational field and simultaneously teacher’s knowledge
of ICT and Multimedia also required
ROLE OF ICT IN TTL
EDUCATION TODAY
❑ ICT is a generic term referring to technologies, which are being
used for collecting, storing, editing and passing on information in
various forms. Information and Communication Technologies,
(ICT’s) are one of the major contemporary factors shaping the global
economy and producing rapid changes in society
❑ ICT have the potential to enhance access, quality and effectiveness

in education in general and to enable the development of more and
better teachers in particular
ROLE OF ICT IN TTL
EDUCATION TODAY
❑ A personal computer is the best-known example of the use

of the ICT in education, but the term multimedia is also
frequently used.
❑ Multimedia can be interpreted as a combination of data

carriers, for example video (VCD), CD, Floppy disc, flash
drive, internet and software in which the possibility for an
interactive approach is followed
ROLE OF ICT IN TTL
EDUCATION TODAY
❑ Teachers are at the core of any living society.
Technologies play an important role in training
programme of teachers.
❑ Students ‟accesses knowledge and information through

TV, digital media, cable network, internet and social
media i. e. Facebook, Twitter, Whatsapp, LinkedIn, Igo,
Line, Wechat etc
WHY ICT USED IN
EDUCATION???
WHY ICT USED IN EDUCATION?
▪ The classroom is now changing its look from the traditional one
i.e. from one way to two-way communication. Now teachers as
well as students participate in classroom discussion.
▪ Now Education is based on student centered education.
▪ So, the teacher should prepare to cope up with different

technology for using them in the classroom for making teaching
learning interested
WHY ICT USED IN EDUCATION?
▪ For effective implementation of certain student-centric methodologies such
as project-based learning which puts the students in the role of active
researches and technology becomes the appropriate tool.
▪ ICT has enabled better and swifter communication; presentation of ideas

more effective, efficient and relevant way.
▪ It is an effective tool for information acquiring-thus students are encouraged

to look for information from multiple sources and they are now more
informed then before. So, for this reason ICT is very much necessary for
Teacher Education
ROLES OF ICT IN
THE 21ST CENTURY
ROLES OF ICT IN THE 21ST CENTURY
01 02 03
IMPROVES IMPROVES ENCOURAGES
ENGAGEMENT KNOWLEDGE INDIVIDUAL LEARNING
RETENTION
04 05 06
STUDENTS CAN LEARN
ENCOURAGES BENEFITS FOR
USEFUL LIFE SKILLS
COLLABORATION TEACHERS
THROUGH
TECHNOLOGY
THANK YOU!
Site instances in your
personal life on how
technology can be a boon
or a bane. (3 each)
Social Media Analysis: Carefully analyse how these social
media can be use in education for teaching and learning.
Twitter
Facebook
Snapchat
TikTok
Instagram
Youtube
Class
Motivation
Using the power of
creativity, create or make
your own technology.
Using the power of
creativity, create or make
your own technology.
PROF. ED.
PRINCIPLES AND THEORIES
OF EDUCATIONAL
TECHNOLOGY
PROF. JOREY JOSAPHAT C. GALLETO
02
THEORIES AND PRINCIPLES
IN THE USE AND DESIGN
FOR TECHNOLOGY DRIVEN
LEARNING LESSONS
DIGITAL LITERACY SKILLS
FLEXIBLE ENVIRONMENT
THEORIES AND PRINCIPLES
IN THE USE AND DESIGN
FOR TECHNOLOGY DRIVEN
LEARNING LESSONS
THE CONE OF
EXPERIENCE
Experience is the
knowledge or mastery
of an event or subject
EXPERIENCE gained through
involvement in or
exposure to it.
EDGAR DALE
Edgar Dale (1900-1985) served on The Ohio State
University faculty from 1929 until 1970. He was an
internationally renowned pioneer in the utilization of
audio-visual materials in instruction. He also made
EDGAR DALE major research contributions in the teaching of
vocabulary and testing readability of texts. Jeanne S.
Chall, an OSU Ph.D. graduate who went on to become
a leading innovator in reading research. Perhaps
Professor Dale's most famous concept was called
the "cone of experience," a graphic depiction of the
relationship between how information is presented
in instruction and the outcomes for learners
Take from the Ohio State University Website
http://ehe.osu.edu/edtl/about/tradition.cfm#dale
Although he traced his ideas back as far as
Pestalozzi (1746 – 1827), who pioneered the
concept of learning through activity, and Froebel
EDGAR DALE (1782 – 1852), who first promoted the principle that
children have unique needs and capabilities,
Edgar Dale’s work was most heavily influenced by
John Dewey (1859-1952).
Dewey stressed the importance of the continuity

of learning experiences from schools into the real
world and argued for a greater focus on higher
order outcomes and meaningful learning.
In his first edition of Audiovisual Methods in
Teaching (1946), Dale expanded Dewey’s
concept of the continuity of learning through
EDGAR DALE experience by developing the “Cone of
Experience” which relates a concrete to
abstract continuum to audiovisual media
options (Seels, 1997). Dale (1969) regarded the
Cone as a “visual analogy”) to show the
progression of learning experiences from the
concrete to the abstract rather than as a
prescription for instruction with media
CONCRETE VS
ABSTRACT
LEARNING
Concrete Learning Abstract Learning
❖ First-hand experiences ● Difficulty when not
❖ Learner has some enough previous
control over the experience or exposure
outcome to a concept
❖ Incorporates the use of ● Every level of the Cone
all five senses uses abstract thinking
in come way
Jerome Bruner was a leader of the Cognitive
Revolution that ended the reign of behaviorism in
American psychological research and put cognition at
the center of the field. He received his Ph.D. from
JEROME BRUNER Harvard in 1941, and returned to lecture at Harvard in
1945, after serving in the U.S. Army’s Intelligence
Corps. By 1952 Bruner was a full Professor the
Department of Social Relations. In 1960 he co-founded
the interdisciplinary, iconoclastic Center for Cognitive
Studies at Harvard, serving with George Miller as co-
director, until he departed the university in 1972 to take
a position at Oxford University.
Influences on the Cone of Experience
Jerome Bruner’s Theory of Instruction

 Three levels in the learning process
Enactive – direct experience
Iconic – representation of experience
Symbolic – words or visual symbols
 The process of learning must begin in
concrete experiences and move toward the
abstract if mastery is to be obtained.
 Enactive – direct experiences
 Direct, Purposeful
 Contrived
 Dramatized
 Iconic – pictorial experiences
 Demonstrations
 Study trips
 Exhibits
 Educational television
 Motion pictures
 Recordings, radio, still pictures
 Symbolic – highly abstract experiences
 Visual symbols
 Verbal symbols
Direct and Purposeful Experiences
 Direct, first hand experiences

 Have direct participation in
the outcome
 Use of all our senses
 Examples:
 Working in a homeless
shelter
 Tutoring younger children
Contrived Experiences
 Models and mock-ups
 “editing of reality”
 Necessary when real
experience cannot be used or
are too complicated
 Examples
▪ Use of a pilot simulator
▪ Mock up of an auto plant to
show the auto making
process
Dramatized Experiences
 Reconstructed experiences
 Can be used to simplify an
event or idea to its most
important parts
 Divided into two categories
 Acting – actual participation
(more concrete)
 Observing – watching a
dramatization take place
(more abstract)
Demonstrations
• Visualized explanation of an
important fact, idea, or
process
• Shows how certain things are
done
Examples:
• How to make a peanut
butter and jelly sandwich
• How to play the piano
• How to lift a fingerprint
Study Trips
 Watch people do things in
real situations
 Observe an event that is
unavailable in the classroom
 Examples:
- Parks
- Historical Sites
- Scenic Spots
Exhibits
 Something seen by a spectator
 Two types
 Ready made
○ Museum
○ Career fair
 Home-made
○ Classroom project
○ National History Day
competition
Educational Television and Motion Pictures
Television Motion Pictures

 Bring immediate interaction with  Can omit unnecessary or unimportant
events from around the world material
 Edit an event to create clearer  Used to slow down a fast process
understanding than if experienced  Viewing, seeing and hearing experience
actual event first hand
 Can re-create events with simplistic drama
 Example: that even slower students can grasp
TV coverage of 9/11
Recordings, Radio, and Still Pictures
▪Can often be understood by
those who cannot read
▪Helpful to students who cannot
deal with the motion or pace of
a real event or television
Examples:
 Time Life Magazine
 Listening to old radio
broadcasts
 Listening to period music
Visual Symbols
No longer involves reproducing real
situations
Chalkboard and overhead projector the
most widely used media
Help students see an idea, event, or process
Examples:
Chalkboard
Flat maps
Diagrams
charts
Verbal Symbols
Two types
• Written words – more abstract
• Spoken words – less abstract
Examples:
• Discussion
• Explanation/lecture
Educational Technology is not
limited to the modern gadgets that
we have right now but rather it is a
broad concept that includes all the
media that we can use to attain
balance as we facilitate effective
and meaningful learning.
FROM THE ICONIC – PICTORIAL EXPERIENCES…
Demonstration, Study trips, Exhibits, Educational
television, Motion pictures, Recordings, radio, still
pictures…
Recall 3 things that is most memorable to you during

your education…
TPACK MODEL
Technological
Pedagogical Content
Knowledge Framework
TPACK MODEL
Technology has become an increasingly important part of
students’ lives beyond school, and even within the classroom it
can also help increase their understanding of complex
concepts or encourage collaboration among peers. Because of
these benefits, current educational practice suggests that
teachers implement some form of technology in their
classrooms – but many teachers face difficulties in doing so.
TPACK MODEL
Cost, access, and time often form considerable

barriers to classroom implementation, but
another obstacle is a lack of knowledge
regarding how technology can best be used to
benefit students across diverse subject matter
TPACK MODEL
Punya Mishra and Matthew J. Koehler’s 2006 TPACK

framework, which focuses on technological knowledge
(TK), pedagogical knowledge (PK), and content
knowledge (CK), offers a productive approach to many
of the dilemmas that teachers face in implementing
educational technology (EdTech) in their classrooms
TPACK MODEL
Punya Mishra and Matthew J. Koehler’s 2006 TPACK

framework, which focuses on technological knowledge
(TK), pedagogical knowledge (PK), and content
knowledge (CK), offers a productive approach to many
of the dilemmas that teachers face in implementing
educational technology (EdTech) in their classrooms
Content Knowledge (CK)
This describes teachers’ own knowledge

of the subject matter. CK may include knowledge of
concepts, theories, evidence, and organizational
frameworks within a particular subject matter; it may
also include the field’s best practices and established
approaches to communicating this information to
students.
Pedagogical Knowledge (PK)
This describes teachers’ knowledge of

the practices, processes, and methods regarding
teaching and learning. As a generic form of knowledge,
PK encompasses the purposes, values, and aims of
education, and may apply to more specific areas
including the understanding of student learning styles,
classroom management skills, lesson planning, and
assessments
Technological Knowledge (TK)
This describes teachers’ knowledge
of, and ability to use, various technologies,
technological tools, and associated resources. TK
concerns understanding edtech, considering its
possibilities for a specific subject area or classroom,
learning to recognize when it will assist or impede
learning, and continually learning and adapting to new
technology offerings
Pedagogical Content Knowledge (PCK)
This describes teachers’ knowledge regarding foundational areas
of teaching and learning, including curricula development,
student assessment, and reporting results. PCK focuses on
promoting learning and on tracing the links among pedagogy and
its supportive practices (curriculum, assessment, etc.), and much
like CK, will also differ according to grade level and subject
matter. In all cases, though, PCK seeks to improve teaching
practices by creating stronger connections between the content
and the pedagogy used to communicate it.
Technological Content Knowledge (TCK)
This describes teachers’ understanding of how

technology and content can both influence and
push against each other. TCK involves understanding
how the subject matter can be communicated via
different edtech offerings, and considering which
specific edtech tools might be best suited for specific
subject matters or classrooms.
Technological Pedagogical Knowledge (TPK)
This describes teachers’ understanding of how

particular technologies can change both the teaching
and learning experiences by introducing new
pedagogical affordances and constraints. Another
aspect of TPK concerns understanding how such tools
can be deployed alongside pedagogy in ways that are
appropriate to the discipline and the development of
the lesson at hand.
TPACK MODEL
TPACK is the end result of these various combinations

and interests, drawing from them – and from the three
larger underlying areas of content, pedagogy, and
technology – in order to create an effective basis for
teaching using educational technology.
TPACK MODEL
1. concepts from the content being taught can be represented using technology.
2. pedagogical techniques can communicate content in different ways
using technology,
3. different content concepts require different skill levels from students, and
edtech can help address some of these requirements,
4. students come into the classroom with different backgrounds – including
prior educational experience and exposure to technology – and lessons utilizing
edtech should account for this possibility,
5. Educational technology can be used in tandem with students’ existing
knowledge, helping them either strengthen prior epistemologies or develop new
ones
TPACK MODEL
Because it considers the different types of knowledge needed

and how teachers themselves could cultivate this knowledge,
the TPACK framework thus becomes a productive way to
consider how teachers could integrate educational technology
into the classroom. Then too, TPACK can also serve as a
measurement of instructor knowledge, potentially impacting
both training and professional development offerings for
teachers at all levels of experience.
TPACK MODEL
Teachers need not even be familiar with the

entire TPACK framework as such in order to benefit
from it: they simply need to understand that
instructional practices are best shaped by
content-driven, pedagogically-sound, and
technologically-forward thinking knowledge
ASSURE MODEL
ASSURE MODEL
is an instructional design model that has the goal

of producing more effective teaching and
learning. “ASSURE” is the acronym that stands
for the various steps in the model. This model is
composed of 6 essential steps in planning
instruction.
Analyze Learners
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)
01 GENERAL CHARACTERISTICS OF
LEARNERS
ANALYZE LEARNERS
02 SPECIFY ENTRY COMPETENCIES
03 LEARNING STYLES
State Objectives
This is the main instruction guide that will direct

the flow to reach the target. Known as the
learning outcome expected of the lesson, this
statement describes what the learner would be
able to perform as a result of the instruction.
State Objectives
This is the main instruction guide that will direct

the flow to reach the target. Known as the
learning outcome expected of the lesson, this
statement describes what the learner would be
able to perform as a result of the instruction.
State Objectives
The ABCDs of Well-Stated Objectives
✓ A well-stated objective starts by naming the Audience of
learners for whom the objective is intended.
✓ It then specifies the Behavior or capability to be learned
and
✓ Conditions under which the capability would be observed
✓ Specifies the Degree to which the new skill must be
mastered—the standard by which the capability can be
judged.
State Objectives
The ABCDs of Well-Stated Objectives
✓ At the end of this course, using a PC with Microsoft

Word Software, students in “Keyboarding 101” will be
able to type at least 60 words per minute, with no
more than 5 mistakes.
State 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.
State Objectives
Objectives are not intended to limit what a student learns but

rather to provide a minimum level of expected achievement
State Objectives
• C- Cognitive
• A- Affective
• P-Pyschomotor
Select Methods, Media and 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).
1st Process:
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).
2nd Process:
Choosing an appropriate media format and selecting,
modifying, or designing the specific materials within
that format
Choosing A Media Format
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
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
• MODIFYING SOURCES
• DESIGNING NEW MATERIALS
DESIGNING NEW MATERIALS
OTHER CRITERIA/GUIDELINES
1. Size
2. Color
3. Durability
4. Economy
5. Easy to Handle
6. Relevance
7. Novelty
Utilize Methods, Media and 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
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
Requiring students to be actively involved in the
lesson will not only engage students, but will help
them retain what they are learning. Some ways to do
this are to incorporate cooperative learning
structures, questioning, having discussions, or
creating fun, hands-on activities,
games and many more
Evaluate Student Performance
Assessing learners’ performance can take place across phases of

the lesson. However, it is emphasize that the basic rule is that the
evaluation should be congruent to the learning outcome provided in
the lesson. Some learning outcomes can be sufficiently evaluated
using a pen and pare test but there are other learning outcomes
that can be assessed by using rubric or having an aggregated write-
up through the use of a portfolio assessment. The teacher decides
which is appropriate for the intention of the evaluative activity.
ASSURE MODEL
ASSURE model focus 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. By following the ASSURE process, it will help
you to improve your teaching for many years to come
QUESTIONS??
INFOGRAPHICS
CREATE INFOGRAPHICS ABOUT THE

THEORIES AND PRINCIPLES IN THE USE AND
DESIGN OF TECHNOLOGY FOR TEACHING
AND LEARNING
EXPERIENCES
FROM THE CONE OF EXPERIENCE.

RECALL 3 THINGS THAT IS MOST
MEMORABLE TO YOU DURING YOUR
EDUCATION…
03
ICT IN VARIOUS CONTENT
AREAS
DIGITAL
LITERACY
SKILLS
INTRO TO DIGITAL LITERACY SKILLS
1. Cyber and Digital Literacy

2. Media Literacy
3. Arts and Creativity Literacy
4. Financial Literacy
5. Multicultural Literacy or Global Understanding
DIGITAL
LITERACY
SKILLS
Digital literacies are the individual’s

capabilities to be able to
effectively and responsibly function and
perform in a digital society
The term ‘digital literacy’ was coined by Paul Gilster in 1997
and it came from the discussion of the concepts on:
➢ Visual literacy when images and non-verbal symbols try

to capture the knowledge;
➢ Technological literacy requiring one to be able to use

technology in addressing a need;
The term ‘digital literacy’ was coined by Paul Gilster in 1997
and it came from the discussion of the concepts on:
➢ Computer literacy, which in the 1980s started to become

household item manipulated to achieve one’s target; and
➢ Information literacy which refers to the finding,

evaluating, using and sharing of information
In the teaching and learning context, digital literacy is
an important competence. In school, it has become a
buzzword which refers to the ability to access,
process, understand, utilize, create media and
content using information technologies and the
internet (Hsieh, 2012).
MEDIA LITERACY
Is one’s ability to critically read
information or content and utilize
multimedia in creatively producing
communications.
INFORMATION LITERACY
is locating information from the
web and interpreting while
evaluating its validity in order that
it can be shared
ICT LITERACY
is knowing how to select and use
digital devices, applications or
services to accomplish tasks
requiring the use of the
internet.
COMMUNICATION & COLLABORATION
are one’s capabilities in being

able to participate in the digital
networks in the teaching and
learning context
IDENTIFY MANAGEMENT
Is being able to understand how to
ensure safety and security in
managing online identity and foster
a positive digital reputation
LEARNING SKILLS
Are ways of knowing how to study
and learn in a technology-enriched
environment; this is knowing how
to utilize technology in addressing
the need to learn efficiently.
DIGITAL SCHOLARSHIP
is being able to link and participate
in professional and research
practices.
FOUR C’S OF THE 21ST
CENTURY SKILLS
CRITICAL THINKING COMMUNICATION
1 2 3 4
CREATIVITY COLLABORATION
is learning how to solve
problems. It is the ability
to differentiate facts from
CRITICAL THINKING opinions and not only just
learn a set of facts or figures
but also discover these for
the sake of knowing what
ought to be.
requires students to think out
of the box and to take
pride in what is uniquely
CREATIVITY theirs.
Creativity encourages
students to think beyond the
expectations of conventions.
makes students express their
ideas in the clearest and
organized manner. Through
COMMUNICATION varied modes – face- to-face,
technologically mediated or a
blended medium, they need
to know how to efficiently and
clearly convey ideas.
happens when students
know how to work well
with others to accomplish
COLLABORATION a given task or solve a
problem at hand.
Lynch (2017), identified eight
digital literacy skills needed to
become digitally literate
01 CODING
02 COLLABORATION
03 CLOUD SOFTWARE
04 WORD PROCCESSING SOFTWARE
05
05 SCREEN CASTING
06 PERSONAL ARCHIVING
07 INFORMATION
08 USE OF SOCIAL MEDIA

DIGITAL SKILLS DIGITAL LITERACY
1. Sending an email or text 1. Evaluate appropriate devices for
online communication
2. Using Microsoft Office / Google 1. Identify the benefits and drawbacks
in using the digital tool
2. Evaluate critically which app is
effective for the project
3. Tweeting, Posting to Facebook, 1. Navigate the social media carefully
Tiktok 2. Identify original and fake news
4. Research from WWW 1. Evaluate the information on the web
▪ Is the site legit?
▪ Is the author an expert
▪ Is the information current?
▪ Is the idea neutral or bias?
FLEXIBLE LEARNING
ENVIRONMENT
01 FACE-TO-FACE LEARNING
FLEXIBLE LEARNING ENVIRONMENT
02 DISTANCE LEARNING
03 BLENDED LEARNING
04
05 SYNCHRONOUS AND
ASYNCHRONOUS
FACE-TO-FACE LEARNING
This refers to a learning delivery modality where

the students and the teacher are both physically
present in the classroom, and there are
opportunities for active engagement, immediate
feedback, and socio- emotional development of
learners.
FACE-TO-FACE LEARNING
Face-to-face option may also be feasible in very

low risk areas such as the geographically isolated,
disadvantaged and conflict affected areas with
no history of infection and very low and easily
monitored external contacts, but with teachers
and learners living in the vicinity of the school.
DISTANCE LEARNING
This refers to a learning delivery modality where learning

takes place between the teacher and the learners who
are geographically remote from each other during
instruction. This modality has three types:
➢Modular Distance Learning (MDL),
➢Online Distance Learning (ODL), and
➢TV/Radio-Based Instruction
Involves individualized instruction
that allows learners to use self-
learning modules (SLMs) in print or
digital format/electronic copy,
MODULAR DISTANCE whichever is applicable in the
context of the learner, and other
LEARNING learning resources like Learner’s
Materials, textbooks, activity
sheets, study guides and other
study materials.
Features the teacher as facilitator,
engaging learners’ active
participation through the use of various
technologies accessed through the
ONLINE DISTANCE internet while they are geographically
remote from each other during
LEARNING instruction. The internet is used to
facilitate learner-teacher and peer-to-
peer communication. Online learning
allows live synchronous instruction
01 ZOOM
ONLINE PLATFORMS
02 GOOGLE CLASSROOM
03 MS TEAMS
04 MOODLE
05 SCHOOLOGY
05
06 EDMODO
ZOOM
GOOGLE CLASSROOM
MS TEAMS
MOODLE
SCHOOLOGY
EDMODO
Utilizes SLMs converted to
video lessons for Television-
Based Instruction and SLMs
TV / RADIO-BASED converted to radio script for
INSTRUCTION Radio Based Instruction
BLENDED LEARNING
This refers to a learning delivery that combines

face-to-face with any or a mix of online distance
learning, modular distance learning, and
TV/Radio-based Instruction.
BLENDED LEARNING
Blended learning will enable the schools to

limit face-to-face learning, ensure social
distancing, and decrease the volume of people
outside the home at any given time
01 FACE-TO-FACE DRIVER
BLENDED LEARNING PLATFORMS
02 ROTATION
03 FLEX
04 ONLINE LAB
05 SELF-BLEND
05
06 ONLINE DRIVER
FACE-TO-FACE DRIVER
ROTATION BLENDED LEARNING
FLEX LEARNING
ONLINE LAB
SELF-BLEND LEARNING
ONLINE DRIVER LEARNING
SYNCHRONOUS LEARNING
Synchronous instruction is well-suited to

creating immediate social engagement and
faster exchanges of information, helping to
build a sense of community and clarify
misconceptions
(Dawson, 2006; Giesbers et al., 2013, 2014; Hrastinski et al., 2010).
SYNCHRONOUS LEARNING
However, it requires scheduling shared

times for students and instructors, often
across different time zones, and is prone to
technical challenges and accessibility
limitations related to strength of Wi-Fi.
ASYNCHRONOUS LEARNING
Asynchronous instruction is temporally

more flexible. This both allows more time for
students to explore and engage with
material (Davidson-Shivers et al., 2001) and allows access
to a wider range of students.
NON-DIGITIAL AND DIGITAL
SKILLS AND TOOLS IN DELIVERING
TECHNOLOGY-ENHANCE LESSONS
Teaching becomes rewarding when learners get
the most from instruction as manifested in their
performance. An important element in engaging
learners is when the strategy used in delivering
the lesson uses an instructional material. When
properly and appropriately used, it can spice up a
classroom activity.
The teachers need IM’s to enhance teaching and
learning. IM’s are defined as print and non-print
items that are rested to impact information to
students in the educational process.
(Effiong & Igiri, 2015)
ROLES OF IM’S IN TEACHING AND LEARNING
1. They promote meaningful communication and effective learning;

2. They ensure better retention, thus making learning more permanent;
3. They help to overcome the limited classroom by making the
inaccessible accessible
4. They proved a common experience upon which late learning can be
developed; and
5. They encourage participation especially if the students are allowed to
manipulate materials
(Brown et al., 2005; Effiong & Igiri, 2015).
INSTRUCTIONAL MATERIALS
DIORAMA WRITING BOARD
1 2 3 4
NATURE TABLE FLIP-CHART

INSTRUCTIONAL MATERIALS
ROPE AND POLE DISPLAY

ZIGZAG BOARD BOARD
5 6 7 8
WALL DISPLAY FLASH CARDS

DIORAMA
NATURE TABLE
WRITING BOARD
FLIP CHART
ZIGZAG BOARD
WALL DISPLAY
ROPE AND POLE DISPLAY BOARD
FLASHCARDS
QUESTIONS?
YOUR ASSIGNMENT
IM’S SURFING
Surf in the net some additional non-

digital instructional materials.
(at least 6 include its purpose)
CREATING A
ePORTFOLIO AS A
TECHNOLOGY TOOL
TECHNOLOGY WILL NEVER REPLACE GREAT
TEACHERS, BUT TECHNOLOGY IN THE HANDS OF
A GREAT TEACHER IS TRANSFORMATIONAL.
- George Courus
CREATING ePORTFOLIO
Portfolios are one good means of keeping

things in order. In a semester work, a
learning portfolio is a collection of
student work that exhibits students’
effort, progress, achievement and
competencies gained during the course.
CREATING ePORTFOLIO
Portfolios may come in many forms. It

can look like an album or scrapbook or
even a filer where the documents and
evidences are kept. However, nowadays,
it is possible to have online portfolios by
creates.
CREATING ePORTFOLIO
The ePortfolio can be private or can be

published and shared publicly to
stakeholders like parents and friends.
CREATING ePORTFOLIO
Student ePortfolios can evaluate

students’ academic progress.
Portfolio may come in many forms:
Student ePorfolio can evaluate students’

academic progress. They can inform the
teacher to adapt and use instructional
strategies when pieces of evidence indicate
that they are either learning or not.
Monitoring students’ progress can be

highlighted in a portfolio. It may not only
contain finished products but also several
versions on how the students improved their
work based on the feedback provided by
mentors
Portfolios document students’ learning

growth. They actually encourage the
students’ sense of accountability for
their own learning process.
There are many sites that can be
used in creating an ePortfolio.
One of which is google site. If you
Creating an Online have a google account, you can
start using the available
Portfolio Using a SITE applications. You can also try
weebly, or wix, among others.
STEPS:
1. Enter your gmail account and look for sites. If it

is the first time that you have done this, you
need to read the directions.
2. You scroll down’ and read further until you the

icon Sites.
STEPS:
3. When you click it, it will lead you to another
section. This will let you create a site that you can
use as an ePortfolio.
4. Consider a good label or a little for your

ePortfolio and prepare the texts, links, multimedia
outputs, images or jpeg files that you want to
upload in the pages of the ePortfolio.
WHY TO USE AN ePORTFOLIO
•Because ePortfolios can provide a means for
assessment based on evidence of an individual’s
growth over time and effort- not a list of test scores.
• Because evaluating the learner’s work using a variety

of artifacts - graphics, pictures, multimedia, stories,
journals, or projects
WHY TO USE AN ePORTFOLIO
•Because the collection of work provides a powerful and
comprehensive digital resume of the multiple intelligences
of an individual, as a linguist, an artist, a scientist, and
such.
•Because a longitudinal view of a learner’s work paints a

picture of growth, progress, and continuity over time that
the learner can collect, select, and reflect upon to present a
profile of accomplishment based on evidence
01 HOME PAGE
PARTS OF AN ePORTFOLIO
02 PAGES
03 REFLECTIONS
01 MULTIMEDIA
FEATURE OF ePORTFOLIO
02 COMPUTER SKILLS
03 ASSESSMENT
01 IDEAL PORTFOLIO
TYPES OF ePORTFOLIO
02 SHOWCASE/PROFESSIONAL
PORTFOLIO
03 DOCUMENTATION PORTFOLIO
04 LEARNING PORTFOLIO
05 EVALUATION/ASSESSMENT
PORTFOLIO
DESCRIPTION
This initial phase in writing a reflection is
very simple since you just need to
describe the activity or the experience
to the reader.
FEELINGS
Learners are involved in learning and an
activity or perhaps a lesson can trigger
certain feelings. So at this point, you can
consider and think about how you feel at
that time when you were doing the
activity or having the experience.
EVALUATION
When evaluating, how well you think the
activity went. Recall how you reacted to
the task or situation and how others
reacted.
ANALYSIS
This part of the write up includes your
analysis of what worked well and what
have facilitated it or what may have
hindered it. You can also discuss related
literature that may have brought about
your experience.
CONCLUSION
Now, you can write what you have
learned from the experience or what you
could have done. If your experience is a
good one, you probably discuss how it
can be ensured or how will you further
enhance a positive outcome.
ACTION PLAN
At the end of your reflection, you write what
action you need to take so that you will improve
the next time such as consult an expert for some
advice or read a book that will provide answer to
your queries. You make plans on how you can
address that went wrong so that you can take the
right step to succeed in achieving the task
ePORTFOLIO
E-portfolios have recently become a major method of assessment
for students, faculties, and staff that document skill sets reflected
on learning, accomplishments, and prospective goals. Lately,
institutions are beginning to see that e-porfolios are a feasible tool
that encourage self-study. Thus, an increasing number of
institutions are now recognizing that they are high-level
implications. Inevitably, as e – portfolio applications develop, they
will get integrated into campus systems. That is why, we, sooner or
later, will become a part of this innovative advance
teaching/learning system.
USING MOBILE DEVICES,
LAPTOPS, INFOGRAPHICS
AND QR CODES
QR CODES
It is a code that was created by a

Japanese corporation Denso-Wave in
1994. Effectively and efficiently
connecting the physical world with the
electronic world, QR stands for “Quick
Response”.
QR CODES
TEN INTERESTING WAYS TO

INTEGRATE QR CODES IN YOUR
TEACHING
MOBILE PHONES
Teachers can take advantage of cell phones by providing
students with resources to find more information about
a certain topic
• Use Of Audio Recording Feature

• Live Polling Tools
• Creating Of Videos
• Chat And Online Discussion Forums
• Use Of QR Codes
INFOGRAPHICS
An infographic is a visual
representation or an image such as
diagram, chart or a picture
representing information or data. It is
eye-catching and makes use of a clear
layout, attractive color and hues, and
caricatures that provide a cohesive
presentation of the information.
INFOGRAPHICS
INFOGRAPHICS CAN BE USED AS
1. To present survey data

2. To simplify a complex concept
3. To explain how something
functions
4. To compare
5. To present interesting facts
LAPTOPS
Laptops are embraced because of the technological tools
they offer combined with their portability.
Examples:
•Use school laptops to create movies.
•Make presentations come alive.
•Utilize the Internet for deeper learning.
•Learning does not stop when they leave school.
•Use school laptops to check for understanding.
TABLET
Tablets are an effective means to engage students and make
lessons more interactive.
Examples:
• Watch Video Clips. Whenever you can tie videos into a lesson,
you can cater to your visual learners.
• Play Educational Games.
• Write Notes.
• Create Presentations.
• Participate in Video Conferences.
Technology
Collaborative Tools in
the Digital World
Collaborative Tools
The learners of this generation are a new kind of breed, and
it is important that teachers understand how to deal with
them.
They seem to thrive in collaborative learning, such as

connecting to Social Networking sites. Creating and
producing something are what they prefer to do rather than
become consumers of information inside the classroom.
Collaborative Tools
One way to engage students is to give them a challenge and
a chance to work together.
Students may continue the discussion and share

information, or come up with an agreement by texting,
emailing, chatting, or using online communication lines.
Once they have agreed, they can move on to the next step
of presenting their agreements or resolutions to the whole
class.
Collaborative Tools
Normally, in a regular classroom, teachers may have

discouraged students from conversing with
classmates during individual work, but sometimes,
there are positive things that can come out of it, as
students talk about the task assigned to them and
work together with a complicated task.
COLLABORATIVE TOOLS
ONLINE VIDEO PLATFORMS BLOG SITES
1 2 3 4
WIKI PAGES GOOGLE GROUP OR FORMS

MICROSOFT WORD
ALTERNATIVES
01 DROP BOX PAPER
MS WORD ALTERNATIVES
02 OFFICE ONLINE
03 GOOGLE DOCS
04 ETHERPAD
05 ZOHO
06 OPENOFFICE
MS WORD ALTERNATIVES
07 ABIWORD
08 JARTE
09 WPS OFFICE 2016 FREE
10 SOFTMAKER FREEOFFICE
STUDENTS AS DIGITAL
AUTHORS
01 The Diary Project
www.diaryproject.com WEB PUBLISHING SITES
02 CyberKids
www.cyberkids.com
03 Global Show-N-Tell
www.telenaut.com/gst
04 Atavist
www.atavist.com
05 Storybird
www.storybird.com
DIGITAL STORYTELLING
01 Steller
www.steller.com WEB PUBLISHING SITES
02 Adobe Spark Page
www.spark.adobe.com
03 WeVideo
www.wevideo.com
04 Popplet
www.popplet.com
05 Bookcreator
www.bookcreater.com
INSTRUCTIONAL
MATERIALS SUPPORTED
BY TECHNOLOGICAL
TOOLS
INSTRUCTIONAL
CHARTS
01 MS WORD
INSTRUCTIONAL ARTS
02 MS EXCEL
03 MS POWERPOINT
04 IOS, ANDROID CHART MAKER

APPS
POSTERS
01 Spark Post
www.spark,adobe.com/make/posters/ POSTER SITES
02 Canva’s Poster Maker
www.canva.com/create/posters
03 Black Posters
www.blockposters.com
04 Posterini
www.posterini.com
05 PosterMyWall
www.postermyWALL.com
SLIDES
01 MS POWERPOINT
SLIDES
02 POWTOON
03 GOOGLE PRESENTATION
04 CANVA
05 PREZI
WORKSHEETS AND
FORMS
01 GOOGLE FORMS
WORKSHEETS AND FORMS
02 MONKEY SURVEY FORM
03 PAPER FORMS
04 SURVEY PLANET
05 QUICK TAPSURVEY
WORKSHEETS AND FORMS
06 TYPE FORM
07 COGNITO FORM
08 NINJA FORM
FLASHCARDS
NEWSLETTERS
PAMPHLETS
BROCHURES
CARTOONS
JOURNALS
BULLETIN BOARDS
CHARACTERISTICS OF
EFFECTIVE AND EFFICIENT
INSTRUCTIONAL TOOLS
CHARACTERISTICS
1. Enhances Instructional Effectiveness

2. Promotes Active Learning
3. Develops Critical Thinking
4. Accommodates Differentiated Instruction
5. Motivating
6. Multisensory
INNOVATIVE TECHNOLOGIES
FOR ASSESSMENT TASKS IN
TEACHING AND LEARNING
Collaborative Tools
Assessment, learning, and teaching are closely connected

and interwoven because each provides information that
can determine effective instruction. In the process of
conceptualizing a plan on how to teach, as the learning
outcomes are put in place, the next step to consider is how
these are to be evaluated.
Collaborative Tools
Although conventional ways of assessment still work,

the role that ICT plays in the present teaching and
learning context has definitely changed the course of
direction that a teacher can pursue. The use of
technology plays a vital role in assisting teachers how
to assess students’ learning. It involves digital devices
or online applications that can be used in constructing,
delivering, and reporting learners’ performance.
Collaborative Tools
Assessment is very important in student learning.

There are many approaches to assessment in
learning with an emphasis on the process of
learning along with the product of learning. The
ultimate measure of students’ competence is
performance.
Collaborative Tools
ICT and Assessment of Learning discusses about

the basics of assessment practices, explores how
various technology tools can be integrated
effectively for assessing student learning, and
describes the emerging trends in technology-based
assessment in teaching and learning.
TYPES OF ASSESSMENT
FORMATIVE ASSESSMENT DIAGNOSTIC ASSESSMENT
1 2 3 4
SUMMATIVE ASSESSMENT AUTHENTIC ASSESSMENT

TYPES OF ASSESSMENT
Formative Assessment
provides feedback and information during the

instructional process, while learning is taking place,
and while learning is occurring.
TYPES OF ASSESSMENT
Summative Assessment
takes place after the learning has been completed

and provides information and feedback that sums
up the teaching and learning process.
TYPES OF ASSESSMENT
Diagnostic Assessment
can help identify the students’ current knowledge of a

subject, their skill sets and capabilities, and to clarify
misconceptions before teaching takes place. Knowing
students’ strengths and weaknesses can help teachers
better plan lessons to teach and how to teach them.
TYPES OF ASSESSMENT
Authentic Assessment
describes the multiple forms of assessment that reflect

student learning, achievement, motivation, and
attitudes on instructionally relevant classroom
activities.
ROLE OF ICT IN ASSESSMENT IN LEARNING
There are new technologies created to provide

students with higher level thinking skills, particularly
the aspects of creative and critical thinking, and the
opportunity to teach and assess those skills. The use of
ICT in assessment is very helpful to teachers because
students’ information and results of examination can
be recorded and stored and can easily be retrieved.
In educational assessment, the use of technology as an

innovation and support for teaching and learning
(Sindhu, 2013), is essential to improve instruction and
increase performance.
Tests play a vital role in traditional learning as well as in e-

learning, and this helps the teachers and the learners in
measuring learning. There are many freeware where the
teachers can create quizzes and evaluate learning
electronically. Online examination systems seek to
efficiently evaluate the test takers thoroughly through a
fully automated system that not only saves times but also
gives fast results.
Tests play a vital role in traditional learning as well as in e-

learning, and this helps the teachers and the learners in
measuring learning. There are many freeware where the
teachers can create quizzes and evaluate learning
electronically. Online examination systems seek to
efficiently evaluate the test takers thoroughly through a
fully automated system that not only saves times but also
gives fast results.
Some of the major advantages of online examinations are:

(1) accessibility and flexibility;
(2) time management;
(3) save cost;
(4) statistical analysis.
The 21st century assessment includes:

(1) utilizing multiple measures of assessment,
(2) increasing the use of technology,
(3) focus on the growth and development of the learner, and
(4) differentiating the roles and responsibilities of the
teachers, administrators, and other stakeholders.
Education technology has introduced new, exciting,

and innovative ways to engage students in active
learning while online.
The teachers can incorporate active learning
activities through technology in fully online lessons,
homework modules, and even synchronous online
activities.
Roblyer and Edwards (2000) as cited in (Keser &

Ozcan, 2011) suggested that there are important
reasons for teachers to use technology in
education: motivation, distinctive instructional
abilities, higher productivity of teachers, essential
skills for the information age, and support for new
teaching techniques (cited in Samak, 2006).
Assessment has always been an integral

part of the teaching and learning process.
The information from assessments can
be used for several purposes.
CRITERIA IN CHOOSING APPROPRIATE ASSESSMENT TOOLS
One of the challenges for beginning teachers is to

select and use appropriate assessment techniques
suited to the learners’ needs. During teaching,
teachers not only have to communicate the
information they planned but also continuously
monitor students’ learning and motivation in order to
determine whether modifications have to be made
(Airasian, 2005).
The teacher may either utilize direct or indirect

methods of assessments.
Examples of direct methods are examinations,

written assignments, oral presentations and
performances, internship supervisor’s ratings of
student skills, portfolios, score gains between
entry and exit tests, capstone projects, these and
dissertations, etc.
Indirect methods can provide a useful supplement

and check on the findings from direct measures.
The following are examples of this indirect method:
Student satisfaction surveys, surveys of students
and alumni, exit interviews with graduating
students, student participation rates, reflective
essays, data on placement, and other measures of
post-graduation performance, etc.
The teacher may consider the following characteristics in selecting appropriate

assessment tools whether conventional or ICT-based assessment:
1. Measure the desired level of performance (level of satisfaction,

productivity, efficiency, student performance).
2.Cost effective in terms of effort, time, and money.
3.Useful that will produce results that provide information that can
be used in making decisions to improve student learning.
4.Reasonably accurate and truthful.
5.Dependable, consistent responses over time.
6.Evidence of being on-going, not once and done.
CREATING AND UTLIZING RUBRICS
A rubric is a set of criteria used to determine

scoring for an assignment, performance, or
product. This can be used to score many kinds of
written assignments or exams, papers, projects,
speeches, or ePortfolios.
Two Types: Analytic and Holistic Rubrics

describe work on each criterion separately, It
utilizes separate, holistic ratings of specific
characteristics, products, or behaviors.
ANALYTIC
describe the work by applying all the criteria at the
same time and enabling an overall judgment about the
quality of the work. It utilizes holistic rating for a
product or behavior.
HOLISTIC
Technology can be used for assessing student
learning in various purposes. By using technology
in managing assessment information data can be
presented in different ways to meet the needs of
the students, teachers, and administrators
NETIZENSHIP &
NETIQUETTE IN
ONLINE COMMUNITIES
NETIQUETTE
Scrutinizing the term again, a netizen, according to
Merriam-Webster Dictionary, 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.
NETIQUETTE
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, chatting, and other communication
methods online.
01 PROTECT YOUR REPUTATION
NETIQUETTE GUIDELINES
02 RESPECT OTHERS
03 EXPRESS YOURSELF CLEARLY

AND USE EMOTIONS
04 REMEMBER THE INTELLECTUAL

PROPERTY
05 CHECK, SPELLING, GRAMMAR, AND
PUNCTUATIONS
NETIQUETTE GUIDELINES
06 PAUSE BEFORE YOUR POST
07 DO NOT SHARE YOUR PERSONAL

INFORMATION
08 THINK ABOUT WHO OR WHAT YOU ARE

REPRESENTING
INTELLECTUAL PROPERTY
RIGHTS ON THE
DEVELOPMENT & USE OF
DIGITAL MATERIALS
INTELLECTUAL PROPERTY RIGHTS
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 credit for it.
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 of
integration 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:
✓ Books, pamphlets, articles, and other writings;

✓ periodicals and newspapers;
✓ lectures, sermons, addresses, dissertations prepared for oral delivery, whether
or not reduced in writing or other material forms;
✓ letters;
✓ dramatic or dramatico-musical compositions, choreographic works or
entertainment shows;
✓ musical compositions;
✓ works of drawing, painting, architecture, sculpture, engraving, lithography, or
other works of art; models or designs for works of art;
COPYRIGHT
✓ original ornamental designs or models for articles of manufacture, whether or
not registrable as an industrial design, and other works of applied arts;
✓ illustrations, maps, plans, sketches, charts, and three-dimensional works
relative to geography, topography, architecture, or science;
✓ drawings or plastic works of a scientific or technical career;
✓ photographic works including works produced by a process analogous to
photography, lantern slides;
✓ audiovisual works and cinematographic works; works produced by a process
analogous to cinematography or any process for making audio-visual
recordings;
✓ pictorial illustrations and advertisements;
✓ computer programs; and
✓ other literary, scholarly, scientific, and artistic work.
COPYRIGHT
The internet is a very rich source or these materials. We
should be careful in using them. These works are protected
by the sole fact of their creation, irrespective of 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 copyright laws, otherwise, we could be accused of
copyright infringement.
COPYRIGHT
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.
COPYRIGHT
THE GUIDELINES ON ONLINE USE OF COPYRIGHT MATERIALS
Contrary to popular opinion, all material on the

internet is copyrighted, unless stated otherwise. It
is copyrighted even if it does not display the
copyright symbol.
COPYRIGHT
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.
COPYRIGHT
Downloading an article from a newspaper’s website or social media

account, making copies or 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 from a source specifically
designed for the educational market where such articles cannot be
copied legally for class distribution (adapted from Becker, 2003).
COPYRIGHT
You cannot post student’s essays, poems, or other works

on the school website or other social media platforms
unless you have the permission of the students themselves.
COPYRIGHT
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
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.
COPYRIGHT
COPYRIGHT INFRINGEMENT VS PLAGIARISM
It 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 several words or ideas from a source that it makes up the
majority of your work, whether you give credit or not.
COPYRIGHT
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 paper or online platforms.
2. Making a video using footage from other’s videos or using
copyrighted music as part of the soundtrack.
3. Performing another person’s copyrighted music.
4. Composing a piece of music that borrows heavily from
another composition..
COPYRIGHT
In other words, plagiarism refers to copying the work of
another and claiming it as one’s ideas or without proper
attribution. 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 holder; there are
cases when the publisher owns the copyright. In addition,
copyright infringement is a legal violation while plagiarism
is an ethical violation.
COPYRIGHT
In other words, plagiarism refers to copying the work of
another and claiming it as one’s ideas or without proper
attribution. 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 holder; there are
cases when the publisher owns the copyright. In addition,
copyright infringement is a legal violation while plagiarism
is an ethical violation.
Some Issues on ICT and
Internet Policies and
Regulations
ISSUES
Access to the Use of Internet and ICT. Access
means the possibility for everyone to use the
internet and other media. In richer countries,
basic access to internet is almost available to all
with faster broadband connections. There are
still countries where access to internet is still a
challenge.
ISSUE 1
Freedom of Expression and Censorship
Under international human rights conventions, all people are guaranteed the rights
for free expression. However, with the shift from communicating through letter,
newspaper, and public meetings to electronic communications and online
networking, a need to look into how these new means modifies the understanding
of freedom of expression and censorship.
ISSUE 1
Freedom of Expression and Censorship
Some examples are:

➢ Individual rights are given up to have access to electronic networks.
➢ Censorship restricts the transmission of information by blocking it or filtering the
information.
➢ Blocking is preventing access to whole areas of the internet based upon “blacklist”
of certain Internet addresses, location, or email addresses, while filtering is sifting
the packets of data or messages as the move across computer networks and
eliminating those considered “undesirable” materials.
➢ Warning: When surfing the web, you may not be anonymous. There are various ways
to collect information about you without your consent.
➢ Defamation actions may be used to silence critics. This action deters the freedom of
expression.
ISSUE 2
Privacy and Security
Privacy policies are an issue. Most commercial sites have a privacy policy.
When someone uses a site and clicks “I agree” button, it is as if you have
turned over private information to any authority that may access it.
There are several types of privacy as shown by the following examples:
❑ For most, privacy means “personal privacy”, the right of individuals not
to have their home, private life, or personal life interfered with.
ISSUE 2
Privacy and Security
There are several types of privacy as shown by the following examples:
❑ Privacy of communication refers to the protection from interference with

communication over the phone or internet.
❑ Information privacy is related to the use of computers and

communications system which are able to hold and process information
about large numbers of people at a high speed.
ISSUE 3
Surveillance and Data Retention
The use of electronic communications has enhanced the

development of indirect surveillance.
In the indirect surveillance, there is no direct contact between the

agent and the subject of surveillance, but evidence of activities can
be traced.
The new and powerful form of indirect surveillance is dataveillance.

ISSUE 3
Surveillance and Data Retention
Dataveillance is the use of personal information to monitor a person’s

activities, while data retention is the storage and use of information from
communication systems.
There is very little that can be done to prevent surveillance.
What can be done is to change the methods of working to make surveillance

difficult. This is called “counter surveillance” or “information security” if it
refers to computers and electronic communication.
ISSUE 4
E-pollutants from E-waste
Large amounts of e-waste is generated by ICT. These are in

particular, terminal equipment used for computing (PCs, laptops),
broadcasting (television and radio sets), telephony (fixed and
mobile phones), and peripherals (fax machines, printers, and
scanners).
The accumulated e-waste is due to rapid turnover of equipment

due to rapid improvement of software.
ISSUE 4
The quantities of e-waste are increasing in both developed

and developing countries. A very dismal state is the
significant amount of electronic waste that has been
shipped from industrial countries to developing countries
using less environmentally-responsible procedures.
ISSUE 4
Remedies include standardization and regulatory measures to increase

the life cycle of equipment before they become obsolete.
Efficient extraction of toxic components and requiring the recycling by

both consumers and equipment vendors are selling must be required.
If not controlled, then e-waste will tremendously affect climate

change, damage human lives, and overload the capacity of earth
carrying solid waste.
IMPLICATIONS TO TEACHING AND LEARNING
For the Teachers and Teaching
Guide the teachers on what they should teach that relates

to ICT, and how to teach it. Since ICT development is so
rapid and unpredictable, teachers might be overwhelmed
by the magnitude of information over a short period of
time. Temperance in its use is a caution that should be
looked at.
Technology should never replace any human teacher. The

tools are support instructional materials for the teachers
which are available for use. The teacher should learn how to
use them appropriately, since the human touch is still a
vital component in teaching. Teachers should always be
reminded that there are always limitations in the use of the
different gadgets and tools
There are rules and regulations that govern the use of

technology. Caution should always be observed to protect
individual privacy. As teachers, be aware that the use of
technology may jeopardize one’s privacy and security
All issues shall be part of the teaching content as each

teacher will be encouraged to use technology in teaching.
For the Learners and Learming
The learners of the 21st century are even more advanced

than some of the teachers when it comes to technology
use. However, learners still need guidance on how to
properly use and regulate technology use.
Since there are positive and negative effects of

technology use, learners should know the difference
between the two; they should not only know the benefits
of technology use, but also how they can be protected
from the hazards technology can bring if kept
unchecked.
Learners should take advantage of potential learning

support they can derive from technology use such as the
development of higher order thinking skills, the
development of learning communities through
collaboration, the enhancement of skills to manage the vast
resources the 21st century has to offer, and many more.
Both the teachers and the learners should be mindful of e-

waste, thus safety in the use of technology will be presented
in the next lesson.
Some Risks in the Use of
ICT and e-Networking
RISKS
❖ Exposure to inappropriate content, including online
pornography, violence, danger, etc.
❖ Exposure to hateful or harmful content, like self-harm or
suicide.
❖ Cyberbullying in all forms
❖ Receiving sexually implicit messages or images
❖ Health and well-being (amount screen time, gaming, etc.)
RISKS
❖ Prolonged exposure to technology at an early age.
❖ Internet gambling and gaming addiction.
❖ Theft and fraudulent online activities.
❖ Virus, spyware, worms, malware content.
❖ Social pressure (maintaining an online presence in social
networking sites.
MINOR MISUSE OF ICT
In school, some minor misuse made by learner include the following:
1. Copying information into assignments and failing to

acknowledge the source (plagiarism and copyright
infringement).
2.Downloading materials not relevant to school activities.
3.Misconduct associated with subject logins, such as using
someone else’s password.
4.Leaving a mobile phone turned on during class periods.
5.Unauthorized taking of pictures or videos using mobile phones.
E-SAFETY
e-Safety takes care of internet technologies and electronic
communications via computers, mobile phones, gaming devices, etc.
▪ helps safeguard young people in the digital world;

▪ emphasizes learning to understand new technology in a positive way;
▪ educates learners about the benefits and risks of online use and
communication.
▪ supports young learners and adults to develop safer online
behaviors, in and out of school.
NETWORK MANAGEMENT
Safety in the Use of Network in School
▪ Make clear that no one should login using another user’s credentials
▪ Require all students to always logout after working.
▪ Maintain equipment safety and security.
▪ Provide students access to content and resources through guided e-learning.
▪ Set up a clear disaster recovery system in place for critical data that includes
a secure, remote backup location.
▪ Install all computer equipment professionally; meet health and safety
standards.
▪ Review the school ICT system regularly with regards to health, safety, and
security.
NETWORK MANAGEMENT
Password Policy
▪ Only authorized users will have individual passwords. Users are

not permitted to disclose their passwords unless permitted by
management.
▪ Equipment that keep personal information shall be locked and
secured to prevent unauthorized access.
▪ Computers should be set to time out when unused for a certain
amount of time.
NETWORK MANAGEMENT
Personal mobile devices
▪ All mobile devices shall be kept away, preferably in a labelled

container from the young learners.
▪ Access should only be allowed during break or lunch periods, or
at the end of the class.
▪ Access may be allowed for emergencies.
NETWORK MANAGEMENT
Cameras
▪ Taking pictures or videos is only allowed if authorized.

▪ For privacy purposes, permission is required when taking
pictures or videos of other students.
▪ Taking picture of resource materials may be prohibited, please
refer to school policies.
NETWORK MANAGEMENT
Cameras
▪ Taking pictures or videos is only allowed if authorized.

▪ For privacy purposes, permission is required when taking
pictures or videos of other students.
▪ Taking picture of resource materials may be prohibited, please
refer to school policies.
SETTING UP AN EDUCATIONAL
TECHNOLOGY ROOM
NETWORK MANAGEMENT
Schools that plan to dedicate a room where students can access technological
devices for learning should include the following basic safety rules:
1. Provide tiltable tables. These tables can be tilted and adjusted to the height
of the users.
2. Provide anti-glare screen filters.
3. Provide adjustable chairs.
4. Provide foot support.
5. Ensure suitable lighting.
6. Provide spacious workstations.
7. Plan a schedule for computer work to provide frequent breaks from screen
time.
NETWORK MANAGEMENT
More specifically, safety rules that can reduce risk of accidents in the work
stations should include:
1.No trailing wires across or around the room which people can trip on.
2.Electrical sockets should not be overloaded.
3.Electrical equipment should be safety-tested at least once a year.
4.There should be adequate space around the desk for people to move.
5.Bags and other obstacles should be stored out of the way.
6.Food and drinks should not be allowed inside the EdTech Room.
7.Heating and ventilation should be suitable for the working environment.
8.Fire extinguishers should be available.
9.Fire exits should be clearly marked and free from clutter.

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PROF. ED.

PRINCIPLES AND THEORIES

This is an introductory course that explores and teaches

and design of a variety of learning lessons, teaching-learning

Basic Concepts ICT Policies and Safety Theories and Principles

❖ Technology is the application of scientific knowledge for

❖ We can describe technology as products and processes used

Technology is human knowledge which involves tools,

ICT refers to technologies that provide access

ICT is a diverse set of technological tools

The need to reach out to

To offer greater opportunities

08 To identify the necessary teaching

To plan teaching strategies, models and

To evaluate the effectiveness of

To provide appropriate feedback

To modify the teaching learning

Developing and Teaching –

05 Developing Human Resources

08 Feedback Mechanism and Modification

09 Develops Passive Instruction Services

10 Develop Interactive Instruction

12 Developing Information Resources

13 Develops Communication Devices

01 Providing multiple material

Learning is acquiring new knowledge, behaviors,

NON-ASSOCIATIVE LEARNING IMPRINTING

ASSOCIATIVE LEARNING OBSERVATIONAL LEARNING

PLAY MULTIMEDIA LEARNING

ENCULTURATION E-LEARNING &

ROTE LEARNING FORMAL LEARNING

INFORMAL LEARNING NON-FORMAL LEARNING

The behavior of an organism could be

Learners combine the information and

It considers the engagement of students

Social psychologists look at the effects of the social of

refers to all modes of communication,

refers to channels of communication that

The word technology does not necessarily imply the

Technology can make an ordinary person capable of

ASSISTIVE TECHNOLOGY INFORMATION TECHNOLOGY

Provides access to knowledge and resources

❖ For producing organized multimedia knowledge

❖ For accessing needed information

❖ For comparing perspectives, beliefs, and world

❖ For representing beliefs, perspectives, arguments, and stories

❖ For defining a safe, controllable problem space for student

❖ For collaborating with others

❖ For discussing, arguing, and building consensus

❖ For supporting discourse among knowledge – building

❖ For supporting learners internal negotiations and meaning making.

❖ For constructing personal representations of meaning for supporting

Education in the largest sense is any act or experience that

In its technical sense, education is the process by which

Instruction refers to the facilitating or learning, usually by a teacher.

Teaching refers to the actions of a real live instructor to impart

Learning refers to learning with a view toward preparing learners

Educational Technology is the development

1. Increasing the quality of learning or the degree of mastery.

❑ Teachers are at the core of any living society. Technologies

❑ Students ‟accesses knowledge and information through

❑ ICT is very important for Preservice teacher

❑ The scenario of the classroom is changing.