ability to use information and
communication, requiring both cognitive
ICT COMPETENCY STANDARDS (CHED –
UNESCO) as provided in the 2017, Policy Standards
and Guidelines for Pre-Service Teacher Education.
The program outcomes for teacher education
degrees clearly state that every future teacher:
‘demonstrate proficiency in the development and
utilization of Information, Communication and
Technology (ICT) resources in promoting quality
teaching-learning process.’
1. TECHNOLOGY – refers to a mix of
process and product used in the
application of knowledge. It includes tool
from pencil and paper to the latest
electronic gadgets and tools for practical
task.
2. INFORMATION AND COMMUNICATION
TECHNOLOGY AND LITERACY OR ICT
LITERACY – is the use of digital
technology, communication tools and/or
networks to access, manage, integrate,
evaluate, create and communicate
information in order to function in a
knowledge society (Guro 21, 2011)
3. EDUCATIONAL TECHNOLOGY – refers
to the use of technology in and learning.
Educational technology includes both the
non-digital (flip charts, pictures, models,
realias, etc.) and digital (electronic tools:
hardware, software and connections, etc.)
4. DIGITAL LITERACY – is the ability to find,
evaluate, utilize, share and create
contents using information technologies
and internet (Cornell University).
According to American Library
Association (2018), digital literacy is the
and technical skills.
5. ONLINE TOOLS AND APPS - is the
ability to find, evaluate, utilize, share and
create contents using information
technologies and internet (Cornell
University). According to American
Library Association (2018), digital literacy
is the ability to use information and
communication, requiring both cognitive
and technical skills.
6. OFFLINE DIGITAL TOOL APPS - can still
be used even if there is no internet access.
Among these are Canary Learning,
Pocket, Evertone, ibooks, KA LITE
(Gupta, Prinyaka, 2017) downloaded in
edtech review (July 03, 2017).
7. INSTRUCTIONAL TECHNOLOGY – is the
theory and practice of design,
development, utilization, management,
and evaluation of the processes and
resources for learning (Association for
Educational Communications and
Technology, Seels, B.B. &Richey, P.C.
1994).
8. SOFTWARE – refers to program control
instructions and accompanying
documentation stored on disks or tapes
when not being used in the computer. By
extension, the term refers to audiovisual
materials (Smaldino, 2005)
9. MULTIMEDIA - is a sequential or
simultaneous use of a variety of media
formats in a given presentation or self-
study program (Smaldino, 2005).
10. INTERNET - is a massive network of
networks, a networking infrastructure. It
connects millions of computers together
globally, forming a network in which any
computer can communicate with any
other computer as long as they are
connected to the internet. It is generally
defined as a global network connecting
millions of computers.
11. WORLD WIDE WEB - is also called a Web
which is a graphical environment on
computer networks that allows you to
access, view and maintain
documentations that can include text,
data, sound and videos (Smaldino, 2005).
It is a way of accessing information over
the medium of the internet. It is an
information sharing model that is built on
top of the Internet.
12. WEB ACCESS – is the ability of the
learner to access the internet at any point
during the lesson in order to take
advantage of the array of available
education resources.
13. WEB QUEST – is an inquiry-oriented
lesson format in which most or all
information that learners work with
comes from the web. These can be create
using various programs, including simple
word processing documents that include
links to websites.
14. PRODUCTIVITY TOOLS – refers to any
type of software associated with
computers and related technologies that
can be used as tools for personal,
professional or classroom productivity
15. TECHNOLOGY TOOLS – is an instrument
used for doing work. It can be anything
that help you accomplish your goal with
the use of technology.
For Teachers and Teaching
- There are numerous roles that technology
plays in the job of teachers. As a tool,
technology has opened wider avenues in
management of resources and
management of learning.
a) Technology provides enormous
support to the teacher as the
facilitator of learning.
b) Technology has modernized the
teaching-learning environment
c) Technology improves teaching-
learning process and ways of
teaching.
d) Technology opens new fields in
educational researches.
e) Technology adds to the
competence of teachers and
inculcates scientific outlook.
f) Technology supports teacher
professional development.
For Learners and Learning
a) Support Learners to learn on
their own.
b) Technology enhances learner’s
communication skills through
social interactions.
c) Technology upgrades learners
higher order thinking skills;
critical thinking, problem solving
and creativity.
“Teachers affect eternity; no one can tell
where their influence stops” Henry Brooks
Adams.

The new ICT Technologies
More recent technological innovations increased the
reach and speed of communications which can be
grouped into three categories:
1. INFORMATION TECHNOLOGY - includes
the use of computers, which has become
indispensable in modern societies to
process data and save time and effort
.What are needed will be computer
hardware and peripherals ,software and
for the user, computer literacy.
2. TELECOMMUNICATION TECHNOLOGIES
– include telephones (with fax) and the
broadcasting of radio and television often
through satellites. Telephone system,
radio and TV broadcasting are needed in
this category.
3. NETWORKING TECHNOLOGIES - The
best known of networking technologies is
internet, but has extended to mobile
phone technology, Voice over Internet
Protocol (VOIP) satellite communications
and other forms of communications are
still in their infancy. In addition to
Internet, this category also includes
mobile telephone, cable, DSL, satellite
and other broadband connectivity
THE DICT ROADMAP
In our country, the Department of Information and
Communication Technology (DICT) has formulated
a roadmap to guide all agencies in the utilization,
regulation and enhancement of ICT, Each project
has corresponding policy statements and guidelines.
Some Issues on ICT and Internet Policy and
Regulation
Access and Civil Liverties are two sets of issues in ICT
Policy which are crucial to the modern society. The
outer concern is civil liberties which refer to human
rights and freedom. These include freedom of
expression, the right to privacy, the right to
communicate and intellectual property rights
ISSUE NO. 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, newspapers and public meetings to
electronic communications and on-line networking,
a need to look into how these new means modifies
the understanding of freedom of expression and
censorship.
ISSUE NO.2 PRIVACY AND SECURITY
Privacy policies are an issue. Most commercial sites
have a privacy policy. When someone uses a site
and clicks “I have 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:
1. For most, privacy means “personal
privacy” the right of individuals not to
have their home, private life or personal
life interfered with.
2. Privacy of communication refers to the
protection from interference with
 communication over the phone or mobile phones), and peripherals (fax machines,
internet. Respect for privacy of printers and scanners).
communications is an essential
The accumulated e-waste is due to rapid
prerequisite for the maintenance of
turnover of equipment due to rapid improvement
human relationship via technological
of software. While material waste can be destroyed
communication media.
by crushing, toxic material brought about by the
3. Information privacy is related to the use
different equipment requires utmost management.
of computers and communications system
The quantities of e-waste are increasing in both
which are able to hold and process
developed and developing countries. A very dismal
information about large numbers of
state is that there is a significant amount of
people at a high speed. It is important to
electronic waste that has been shipped from
ensure that information will only be used
industrial countries, using less environmentally
for purposes for which it was gathered
responsible procedure.
and will not be disclosed to others without
consent of the individuals.

ISSUE NO.3 SURVEILLANCE AND DATA

RETENTION

The use of electronic communications has
enhanced that 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. 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 NO. 4 E- POLLUTANTS FROM E-
WASTE
Large amount of e-waste is generated by ICT.
These are in particular, terminal equipments, used
for computing (PC’s laptops), broadcasting
(television and radiosets), telephony (fixed and
- How do the policy guidelines, projects and
issues relate to the teaching and learning?
 For the Teachers and Teaching
1. Guide the teachers on what they should
teach that relate to ICT, and how to
teach it. Since ICT development comes so
rapid and fast, teachers might be
overwhelmed by its rapid speed.
Temperance in its use is a caution that
should be looked at.
2. 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 appropriately use
them. The human touch of the teacher is
still a vital component in teaching.
Teachers should always be reminded that
there are always limitation in the use of
the different gadget and tools.
3. There are rules and regulations that
govern the use of technology. Caution
should be observed to protect individual
privacy. As teachers, you must be aware
 that the use of technology may
jeopardize your privacy and security.

4. All the issues and many more shall be part

of the teaching content as each teacher
will be encouraged to use technology in
teaching.

 For the Learners and Learning

The learners of the 21st Century are

even more advanced than some of the
teachers. However, learners will need
guidance on how to use, regulate
technology use. As there are positive and
negative effects of technology use, learners
should know the difference. Learners
should not only know the benefits of
technology use, but they should also know
how they can be protected from the
hazards that technology brings to their
lives.

Learners should take advantage of

the potential of learning support they can
derive such as development of higher
order thinking skills, the development of
learning communities through
collaboration, the enhancement of skills to
manage the vast resources as 21st century
learners and many more.

 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. These
instructional materials may come in
varied forms. One group refers to the
Conventional and Non-digital tools.
 The teachers need instructional materials
to enhance teaching and learning,
Instructional materials are defined as
print and non-print items that are rested
to impact information to students in the
educational process ( Effiong & Igiri,
2015), Examples Of instructional materials
are drawings, kits, textbooks, posters,
magazines, flip chart, newspapers,
diorama, pictures, recording videos and
the like.
: 5.
1. They promote meaningful
communication and 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 provide a common experience upon
which late learning be developed; and
5. They encourage participation especially if
students are allowed to manipulate
materials.
The primary aim of teaching materials is to provide
the teachers the layout of the way for teaching in
the classroom. It is important to understand how to
develop instructional materials. Instructional
materials refer to any pre-existing materials that
are being incorporated, as well as to those that will
be specifically developed for the objectives
(Haigler, 2014).
1. Develop a story board and working
outline based on the subject goals and
objectives.
2. Identify existing institutional resources
including materials and teachers'
capability.
3. The teacher may research off the shelf
materials that have been developed by
others to determine if their approach
could be useful
4. Explore the possibility of adapting
concepts of other teachers without
infringing on anyone’s copy protected
design.
Modify existing materials based on the
objectives of the lesson.
6. If the instructional materials are effective,
you can share them with other teachers.
7. The teacher developer also sell her/his
materials available.
All audiovisual materials have positive
contributions to language learning as long as they
are used at the right time, in the right place. In the
teaching and learning process, learners use their
eyes as well as their ears; but their eyes are basic in
learning.
1. DIORAMA few solid walls for displaying information. It
- Dioramas are small scenes created of layers has no solid backing and can be made quickly
of materials, all depicting a similar concept for teaching, training and when working with
or theme. communities.
- They usually display a historical time period,
a nature scene, or a fictional situation. In
developing diorama, you will:
I. Choose a concept or theme
II. Research the subject
III. Make a rough sketch of your ideal UNITY - Use only one idea for each visual aid and
diorama include a headline.
IV. Make a list of the items you'll need
SIMPLICITY - Make ideas and relationships simple
and gather your supplies, and
and easy to recall. Avoid cluttering a visual with
V. Select a container or box.
too many words, numbers, or graphics. The
2. NATURE TABLE - This is a table that audience should be able to grasp the concept in 10
contains objects and/or scenes related to the to 15 seconds.
current season, or upcoming festival or a
symbol of an ecosystem. Children love to LEGIBILITY - Make letters big and readable for all
follow the natural changes that the world in the audience.
offers each 1000th and classroom decorations
CONSISTENCY - Use the same type style and art
reflect these.
style. Clarity. Avoid type that is too small to read;
3. WRITING BOARD - A board can display avoid all caps.
information written with chalk (chalkboard or
blackboard) or special pens (whiteboard).
4. FLIP CHART - It is a large tablet or pad of
paper, usually on a tripod or stand.
5. ZIGZAG BOARD - It is a multi-board series
of three or four rectangular boards. They are
joined together along the sides by hinges so
that they can be easily folded up and carried.
Each board can be of a different type, for
example, a whiteboard, a chalkboard, a
flannel board and so on.
6. WALL DISPLAY - A wall display is a
collection of many different types of items and
materials put up on a wall to make an
interesting and informative display. In a
classroom, the display can consist of the
students' own work.
7. ROPE AND POLE DISPLAY – This board
consists of two parallel, horizontal poles tied
loosely together with rope. Visual aids such as
posters can be pinned to the rope. This kind of
display board is invaluable where there are

GEORGE COUROS
USE ICT TOOLS
 The current systems employ technologies by
integrating ICT tools and applications in
education and in instruction. ICT stands for
information and Communications
Technology. This refers to various tools and
devices or gadget used in communicating.
Disseminating, creating, storing and
managing information. It is important that
learners understand how to use these tools
in helping then learn.
 A great part of learning is working on
information and using it to create
something that can be useful and edifying
for humanity. Since the intention of
education is to make learners become
useful and productive citizens, the use of ICT
tools can provide a lot of possibilities on how
learners can do something with what they
know. Teachers can therefore employ ICT
tools in their ways of engaging learners by
communicating disseminating, and
managing information. This direction of
integrating ICT tools will reveal the
usefulness of employing ICT tools in a wider
range of the teaching and learning process.
 It is necessarily the presence of advanced
technology or the use of ICT tools that can
ensure the success in engaging learned, but
it still remains that the effective use ICT tools
depends on how the teacher will use them.
There is a variety of ICT tools from which to
choose. When employed appropriately, the
potentials of their uses can have bearing on
the lesson and the learner’s engagement in
the process of learning. In instruction the ICT
tools can be used in the presentation of the
lesson demonstrating a point or presenting a
concept there are tools that can be used in
providing practice or provide the chance to
apply
 technology will never replace great
teachers, but the technology in the
hands of great teachers is
transformational
 Using Mobile Phone and the QR Code
since ICT integration allows ease of
processing of information, here’s an
example of how we call read
information at a quicker speed and in
an interesting manner. Have you seen
a symbol like this one below? This is
now popularly used in different
products, reading materials, and even
museums.
- What is QR CODE?
Familiarize yourself with a QR
Code. It is a code that was created
by a Japanese corporation Denso-
Wave in 1994. Effectively and
officially connecting the physical
world with the electronic world,
QR stands for 'Quick Response.' It
allows the readers to decode the
information at a high rate of
speed.
- How to make QR CODE (5 STEPS
MAKING QR CODE)
1. Be online.
2. Search for a QR code
generator and ensure that
you read the information
about the application. This is
important to ensure your
safety in the internet. There
 are tons of QR code generation out there,
but a few of the most popular include
KAYWA, GOQR ME, VISUALEAD AND
QR STUFF. There are many free
applications online and therefore you can
take this chance to use them.
3. Once you have identified your free online
QR Code generator, you can now encode
the text or the information that you
want.
4. Run it and save it as a jpeg file. Now, you
have successfully create your own code
which you can download.
5. Test the QR code using your QR code
reader or scanner
1. Create interactive and engaging
content - You can enrich the content you
teach in a class by using QR codes that
link to other readings and resources. For
instance, you can link to a PDF, a
document, a video tutorial, a website, an
audio file etc.
2. Scavenger Hunts - Create an
interactive classroom activity such as the
scavenger hunt by using QR codes that
provided directions or instruction resulting
in better learner engagement.
3. Share Resources - Students can use QR
Codes to share educational resources with
each other (e.g. class notes, web content,
how-to videos etc.)
4. Enhance Classroom Library - create
QR code of students brief write up about
what they enjoy their book and put them
right in or on the book in the class library,
student can use this QR code to find out
more about the books.
5. Use in Classroom Activities - the QR
code can be used in giving instructions in
class and pin them up inside the
classroom instead of providing them with
thick copies of printed materials giving
instruction on how to do an activity.
6. Gather Students Feedback - You can
create surveys, polls and forms using
google form and share them with student
as QR codes which can be easily scanned
and accessed.
7. Provide help with Homework - A
detailed instructions can be made into a
QR code with students scan at home and
use their information to help them
comply with their assignments.
8. Research Project - Make students
create QR codes linking other resources
and web content to their research work.
9. Communicate with parents or
partners - You can share information to
parents on school events or activities in
school. You can also put it in a webpage
for parents to get information or include
it in newsletter, permission slips etc. you
can have them printed as magnets and
parents can get the information.
However be sure to orient parents.
10. Provide easy access to online content
- Create QR codes with URL for student
to gain easy access to online resources.
Sometimes when a long URL is given
learners may copy a broken URL version
hence, resources become inaccessible.
 1. Enter your gmail account and look for
Sites, If it is the first that you have done
this, you need to read the directions.
2. You scroll down and read further until
you see the icon for Sites.
3. When you click it, it will lead you to
? another section. This will let you create a
site that you can use as ePortfolio.
- An electronic portfolio (e-portfolio) is a
4. Consider a good label or a title for your
purposeful collection of sample student work,
ePortfolio and prepare the texts, links,
demonstrations, and artifacts that showcase
multimedia outputs, images or jpeg files
student's learning progression, achievement,
that you want to upload in the pages of
and evidence of what students can do. The
the ePortfolio.
collection can include essays and papers
(text-based), blog, multimedia (recordings of
demonstrations, interviews, presentations,
etc.), and graphic.  Home Page - The first section is the
home or your cover page. This is the first
thing that your readers will see.
 Pages - The pages that you can add
depend on how you would like to
 Showcase ePortfolio - designed to
organize your ePortfolio.
display a learner's best quality of work.
 Administrating the ePortfolio - Before
This might be to highlight student success,
publishing your ePortfolio for the world to
or to showcase a variety of
see your work, you can control who can
accomplishments a student has achieved
see your work.
over a period of time. In showcasing a
student's work, this portfolio allows them
to describe and tell their own story. Assessing an ePortfolio using Rubric
 Process ePortfolio - is a fabulous way to
Evaluating an ePortfolio using a Rubric, is a
demonstrate learning as it happens but
consistent application of expectations, learning
you may want to consider how to keep
outcomes or standards
the portfolio well-organized and
meaningful.
 Assessment ePortfolio - Assessment
based on the systematic collection of  He is an expert in qualitative research

learner work (such as written methods and has a longstanding interest

assignments, drafts, artwork, and in computer assisted learning and the use

presentations) that represents of computers in the social sciences.

competencies, exemplary work, or the  A research leader in Department of

learner's developmental progress. Behavioral and Social Sciences at the

University of Huddersfield.
 Developed Gibb’s reflective cycle
 ’

 Description
- What happened?
- Simply describe what happened.
 Feelings
- What were you thinking and
feeling?
- Describe the feeling you felt.
 Evaluation
- What was good and bad about
the experience?
- Evaluate the experience.
 Analysis
- What else can you make of the
situation?
- Explore options.
 Conclusion
- What else could you have done?
- It is about what you learned and
what you could have done
differently.
 Action Plan
- If it rose again what would you
do?
- It is how you would deal with
similar situations in the future, or
general changes you might find
appropriate.
  WIKI - A software that allows you to
create a pages designed to allow
you to post or write, edit, upload a
link quickly.
 BLOGGING
- It is a journalizing your ideas to
which others can react allowing a
st
21 Century thread of discussion to take
place and which can be used
- The learners of this generation are new kind online. It is the abbreviation of
of breed and it is important that teachers weblog.
understand how to deal with them. They - It is a journalizing your ideas to
seem to thrive in collaborative learning. which others can react allowing a
They like to connect to the social thread of discussion to take place
networking sites. Creating and producing and which can be used online. It
something are what they prefer to of rather is the abbreviation of weblog.
than become consumers of information a) Use weblog with a clear
inside the classroom. They like to be mobile instructional objective.
either physically or virtually as they traverse b) Guidance on what and
from point to point or site to site. how to post will be
Apparently they seem to be investigating a needed
huge amount of their time in digital social c) With easy access to
environment although they can be more information, a major
self- directed in choosing what they want to obligation is to teach the
learn, how they want to learn and when students to use multiple
they want to learn. source and to cite them

TECHNOLOGY AS A COLLABORATIVE TOOL appropriately.

d) Writing about your ideas
- One way to engage students is to give them a personal act but it is
a challenge and chance to work together. important that you are
- Students may continue the discussion and taught to make blogs
share information or come up with an personal without
agreement by texting, emailing, chatting, or revealing too much of
using the online document. personal pictures.
e) It may help if you can
Tools and applications that can be used to work
look for very good
collaboratively with others. Some of, these are
examples of blogs.
Skype, Wikis, Blog, Google Form, we
 GOOGLE GROUP OR GOOGLE
Conferencing, Real time board, among others.
We need to explore each applications to be FORM - An application that can be used
familiar with the features. in a collaborative documentation of ideas
contributed by members of the team.
 SKYPE - A software application Having a google account will come very
allowing you to do a video handy and you can easily have access to
conferencing for free. a variety of applications.

’ explanation of an important fact, idea,
 April 27 , 1900 –March 08 , 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.
 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.
“The Cone is a visual analogy and like all analogies,
it does not bear an exact and detailed relationship
to the complex elements it represent
First introduced in Dale’s 1946 book, “Audio-Visual
Methods in Teaching
Designed to “show the progression of learning
experiences” (Dale 1969 p. 108) from the concrete to
the abstract.
 Direct Purposeful - these are first hand
experiences which serve as the foundation
of our learning. In the teaching learning
process, it is learning by doing.
 Contrived Experiences - In here, we
make use of a representative models or
mock-ups of reality.
 Dramatizes Experiences - By
dramatization, we can participate in a
reconstructed experience, even though
the original event is far removed from us
in time.
 Demonstrations - It is a visualized
process by the use of photographs,
drawing, films, displays, or guided motion
 Study trips - these are excursions,
educational trips, and visits conducted to
observe an event that is unavailable
within the classroom.
 Exhibits – these are displays to be seen
by expectators
 Educational Televisions - television and
motion pictures can reconstruct the
reality of the past so effectively that we
are made to feel we are there.
 Recordings, Radio and still picture -
these are visual and auditory devices
which may be used by an individual or a
group.
 Visual Symbols - these are no longer
realistic reproduction of physical things for
these are highly abstract representations
 Verbal Symbols – they are not like the
objects or ideas for which they stand.
They usually do not contain visual clues to
their meaning
ENACTIVE SYMBOLIC
- Direct experiences - Highly abstract
- Direct purposeful - Experiences
- Contrived - Visual symbols
- Dramatized - Verbal symbols
ICONIC
- Pictorial experiences
- Demonstrations
- Study trips
- Exhibits
- Educational Television
- Motion pictures
- Recordings, radio still pictures