Technology for Teaching and kindergarten by various schools is very
evident in teaching them the alphabet,
Learning in Elementary Grades
Mark Stephen A. Ravelas
MODULE 1
Learning Plans in the Context of 21st
Century
Lesson 1. The K-12 Curriculum Framework
In the teacher education program will meet the demands of the
21" Century classroom. One of the considerations is the need to
implement the following salient features of the curriculum by
integrating technologies for teaching and learning. The use of
technologies is done in the different levels of learning and in
teaching the various fields of specialization.
1. Strengthening Early Childhood Education
(Universal Kindergarten) With the Universal
Kindergarten program of the Department,
every Filipino child is expected to have access
to early childhood education. This access can
be facilitated by using technological tools that
are readily available to the school and for the
teachers to use. The use of technology in
numbers, shapes, and colors through games,
songs and dances in their Mother Tongue.
2. Making the Curriculum Relevant to
Learners (Contextualization and
Enhancement) Research shows that learners
will value a curriculum that is relevant to
their world. Students are often heard saying,
"Do I need to know this to live a meaningful
life?", How will I use this lesson in the actual
workplace?"; "What is the relevance of this to
me?"; and so on. The answer to the question
of relevance is vital to help the teachers think
of some ways by which they will be able to let
their students realize that their daily lessons
are of good use to their personal well-being
and to their professional preparation. Sara
Bernard (2010) stressed that students need
to have personal connection to a lesson
material which can be done through engaging
them emotionally or through connecting the
information that they already know. This she
calls as "Give It Context, and Make it Count."
Briggs (2014) shared some few tips for
making learning engaging and personally
relevant as cited by Willis, Faeth, and
Immordino-Yang:
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• Use suspense and keep it fresh - Drop hints about a
new learning unit before you reveal what it might be,
leave gaping pauses in your speech, change seating
arrangements and put up new and relevant posters or
displays; all these can activate emotional signals and
keep student interest piqued.
• Make it student-directed - Give students a choice of
assignments on a particular topic or ask them to
design one of their own. "When students are involved
in designing the lesson, they understand become more
emotionally invested in and attached to the learning
outcomes
• Connect lesson to their lives and what they already
know - Taking time to brainstorm about what
students already know and would like to learn about a
topic helps them to create goals. This also helps
teachers see the best points of departure for new
ideas. Making cross-curricular connections also helps
solidify those neural loops.
• Provide utility value - Utility value provides relevance
first by telling students that content is important to
their future goals and by showing or explaining how
the content fits into their plans for the future or to
their future work. This helps students realize that the
content is not just interesting but also worth knowing.
• Build relatedness - Relatedness answers the question,
"What has this have to do
with me?" It is an inherent need that students have to
feel close to the significant people in their lives,
including teachers. Relatedness is seen by many as
having non-academic and academic sides.
To be able to do the tips recommended by various experts and
to allow students to realize the value of their curriculum,
technological tools can be engaged. 21st Century learners are
expected to demonstrate 21s Century competencies such as
collaboration, digital literacy, critical thinking, and problem
solving for them to be able to thrive in this world (Rich, 2010.
Contextualizing the curriculum of the students for meaningful
learning poses challenges on enhancing pedagogical skills but
even technological skills.
3. Building Proficiency (Mother-tongue Based
Multilingual Education) To be able to
promote the child's dominant language and
to use it as a language of instruction,
technological tools should be maximized.
Currently, a lot of teachers and schools are
into developing learning materials to be able
to implement the MTB-MLE program properly
especially that there is a dearth of printed
and e-materials in the mother tongue of the
students. Mother Tongue is used in
instruction and learning materials of other
learning areas. The learners retain their
ethnic identity, culture, heritage and values.
Children learn better and are more active in
class and learn a second language even faster
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 when they are first taught in a language they
understand.
4. Ensuring Integrated and Seamless Lesson 2. ICT-Pedagogy Integration in Mathematics and
Learning (Spiral Progression) Learning basic Science Learning Plans
concepts that lead to more complex and
Teaching has always been a challenging profession since
sophisticated version of the general concepts
knowledge has been precipitously expanding and essential
entail TPACK: technological knowledge,
skills have been incessantly increasing and changing. With
content knowledge, and pedagogical
these challenges, teachers need to engage educational
knowledge. Rediscovering concepts as
technologies to assist them in the teaching-learning process.
students progress in their grade level will be
Engaging educational technologies in teaching is based on
fully supported if all the areas of
theories, principles and philosophical foundations.
specialization will be further aided by
Understanding these will help you successfully; integrate
technologies for teaching and learning. This
technologies to enable your students to demonstrate the
will further strengthen retention and will
intended learning outcomes.
enhance mastery of topics and skills as they
are revisited and consolidated time and
Integrating Technology in Instruction
again. This also allows learners to learn
topics and skills appropriate to their Various educators and researchers provided the following
developmental and cognitive skills. concepts and principles about integrating technology in
5. Gearing Up for the Future the K to 12 instruction:
Curriculum ensures college readiness by
aligning the core and applied courses to the 1. John Pisapia (1994)
College Readiness Standards (CRS) and new
General Education (GE) Curriculum. Hence, Integrating technology with teaching means the use of learning
the K to 12 Curriculum focused on technologies to introduce, reinforce, supplement, and extend
developing appropriate Specialization skills.
Subjects for the Academic, Sports, Arts and
For example, if a teacher merely tells a student to read a book
Design, and technical support
without any preparation for follow up activities that puts the

3
book in pedagogical context, the book is not integrated. In the
same way, if the teacher uses the computer to reward children
by allowing them to play a game, the computer is not
integrated.
On the other hand, integrating technology into curricula can
mean different things: 1) computer science courses, computer-
assisted instruction, and/or computer enhanced or enriched
instruction, 2) matching software with basic skill competencies,
and 3) keyboarding with word processing followed up with
presentation tools.
2. International Society for Technology in Education (ISTE)
Effective integration of technology is achieved when students
are able to select technology tools to help them obtain
information in a timely manner, analyze, and synthesize the
information, and present it professionally. The technology
should become an integral part of how the classroom functions
- as accessible as all other classroom tools.
3. Margaret Lloyd (2005)
ICT integration encompasses an integral part of broader
curriculum reforms which include both infra-structural as well
as pedagogical considerations that are changing not only how
learning occurred, but what is learnt.
4. Qiyun Wang and Huay Lit Woo (2007)
Integrating Information and Communication (ICT) into teaching
and learning is a growing area that has attracted many
educators' efforts in recent years. Based on the scope of content
covered, ICT integration can happen in three different areas:
curriculum, topic, and lesson.
5. Bernard Bahati (2010)
The process of integrating ICT in teaching and learning has to
be done at both pedagogical and technological levels with much
emphasis put on pedagogy: ICT integration into teaching and
learning has to be underpinned by sound pedagogical
principles.
6. UNESCO (2005)
ICT integration is not merely mastering the hardware and
software skills. Teachers need to realize how to organize the
classroom to structure the learning tasks so that ICT resources
become automatic and natural response to the requirements for
learning environments in the same way as teachers use
markers and whiteboards in the classroom.
Information and Communication Technology (ICT)
Before you can successfully integrate ICTs in your mathematics
and science-instruction, there is a need to have a good grasp of
what Information and Communication Technology (ICT) is all
about. Specifically, there is a need also to determine the ICTs
4
that are available for mathematics and science education. The
following are the definitions of
ICT from various literatures.
1. Moursund (2005)
ICT includes all the full range of computer hardware, computer
software, and telecommunications facilities. Thus, it includes
computer devices ranging from handheld calculators to
multimillion worth supercomputers. It includes the full range of
display and projection devices used to view computer output. It
includes the local area network sand wide area network that
will allow computer systems in people to communicate with
each other. It includes digital cameras, computer games, CDs,
DVDs, cell telephones, telecommunication satellites, and fiber
optics. It includes computerized machinery and computerized
robots.
2. Tinio (2009)
ICT is a diverse set of technological tools and resources used
create, disseminate, store and manage information, these
technologies include hardware devices, software applications,
internet connectivity, broadcasting technologies and telephony.
3. UNESCO (2020)
ICT is a diverse set of technological tools and resources used to
transmit, store, create, share, or exchange information. These
technological tools and resources include computers, the
Internet (website, blogs and emails), live broadcasting
technologies (radio, television and webcasting), recorded
broadcasting technologies (podcasting, audio and video players
and storage
devices) and telephony (fixed or mobile, satellite, video/video-
conferencing, etc.). UNESCO defines it also as a scientific,
technological, and engineering discipline and management
technique used and handling information, its application, and
association with social, economic, and cultural matters.
4. Ratheeswari (2018)
Information communication technologies (ICT) influence every
aspect of human life. They play salient roles in workplaces,
business, education, and entertainment. Moreover, many people
recognize ICTs as catalysts for change: change in working
conditions, handling and exchanging information, teaching
methods, learning approaches,
scientific research, and in accessing information
communication technologies. In this digital era, ICT is
important in the classroom for giving students opportunities to
learn and apply the required 21st Century Skills. ICT improves
teaching and learning and its importance for teachers in
performing their role of creators of pedagogical environments.
ICT helps a teacher to present his/her teaching attractively and
enables the learners to learn at any level of educational program
5
Using ICT Integration Frameworks in Mathematics and a) acquisition;
Science Education Learning Plans b) discovery;
c) dialogue;
There are a lot of concepts provided by experts relevant to d) practice; and
integrating technology in instruction apart from the above e) creation.
citations. These concepts are very helpful to clarify lingering
issues on how technologies are properly integrated in the Vis-à-vis the five events are specific teaching actions or
teaching-learning process. It must be noted that there are strategies, learning actions or experience, related media form,
possible instances when technologies are used in the classroom examples of non-computer-based activity and examples of
but the way these are used does not promote learning and does computer-based activity
not help facilitate the attainment of the intended learning
outcomes set for a class. There is a need, therefore, to enlighten
you on the principles on how educational technologies will
contribute to the facilitation of the teaching-learning process.
For this purpose, the following framework may serve as a guide
in integrating ICTs in developing learning plans or lesson plans
in the different subjects particularly mathematics and science.

A. Conversational Framework of Laurillard (2002)

The teaching-learning process poses very complex tasks to allow

learners to understand their lessons and master the skills they
are expected to demonstrate. Thus, it will be reassuring if
teachers will explore engaging various media to support various
learning activities in classrooms. This is how the Conversational
Framework (Laurillard, 2002) may support learning. The
framework postulates a way of presenting teaching and learning
in terms of events. These are five (5) key teaching and learning
events in the framework which are identified as:

6
The Laurillard's Conversational Framework (LCF) is relevant in
the fields of mathematics education and science education for it
demands the use of appropriate technologies in the teaching
and learning process. The framework clearly underscores the
importance of collaboration between teachers and students.
Mathematics and science subjects are abstract in nature; thus,
a lot of misconceptions arise among students that must be
addressed by the teacher. As such, the parallelism of the
teaching styles of teachers with the learning need of their
students must be established. In addition, the integration of ICT
in teaching mathematics and science concepts would prove to
The ICT Integration Framework of Wang can be fully realized in
be especially important. All the teaching and learning events are
developing learning plans for mathematics and science learning.
used in mathematics and science learning, though, practice is
The pedagogy refers to mathematic sand science teaching
one particularly important dimension especially in drill and
strategies, approaches, or techniques that teachers use to
practice activities.
deliver their lessons and also to address the needs of their
B. Three Fundamental Elements of ICT Integration by Wang students. Aside from the content and strategies, pedagogy deals
(2008) Wang in 2008 posited that integration of ICT consists of with how teachers utilize resources that could help teachers
three fundamental elements. These are pedagogy, social facilitate learning in their classes. This is crucial in
interaction and technology. These elements are mathematics and science teaching because of the nature of the
diagrammatically represented by Wang in the Figure below: courses, considering of course computation skills and problem-
solving skills. If the teachers are not able to deliver the lessons
well using appropriate resources and strategies, students will
not be able to develop the necessary competencies in
mathematics and science learning.

Social interaction activities are crucial in mathematics and

science learning, for students are able to develop the necessary
knowledge and skills for them to live and working various
communities. Also, one important consideration for this theme
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is the ability of the students to seek help from others when they
encounter difficulties in understanding their lessons. Such is
manifested especially in topics that cover problem-solving
activities. Although some students are able to address their
difficulties on their own using their individual computers, now
they can readily interact with their teachers, classmates, and
other experts in mathematics and science through the world
wide web. Using computer-mediated communication (CMC),
planned social interaction activities that aim to enhance
Mathematics and Science learning become more convenient and
flexible. Asnoted by Uribe, Klein, & Sullivan (2003), computer-
supported collaborative learning has own positive effects on
students' performance.
To engage the learners fully and meaningfully in the teaching-
learning process, the social design of the ICT-based learning
environment needs to deliver a secure and comfortable space.
This will allow the learners to willingly share their thoughts and
ideas and will also facilitate communication between and
among themselves.
The third element of the framework is the technological
component that generally uses computers to support various
learning activities. Through the use of computers, various
teaching modes may happen. Interaction does not solely happen
in a face-to-face environment, but it may already happen
Online. To have an effective online mathematics and science
interaction environment, facilities must be available and are
easy to access. The human-computer interface design is also
critical because this will define the utility of the technology-
based learning environment. The ease of learning in the
interface design is essential. It needs to motivate the learners to
fully participate in the learning process.
In the 21st Century classrooms, the three components:
pedagogy, social interaction, and technology, are needed in an
ICT-based learning environment. Due to the advent of
educational technologies which are fundamental requirements
in ICT-pedagogy integration, the challenge among learning
institutions is to provide support for the integration to happen.
C. Categories for Information Communication and Technology
(ICT) in Teacher Training
There are a lot of researches that will prove that the integration
of ICTs can fully transform classroom instruction. Haddad in
2003 states that the teachers' use of ICT supports the
development of higher order thinking skills (HOTS) and
promotes collaboration. This is the reason why it is recognized
at training in ICT pedagogy integration is promoted.
For a successful ICT-pedagogy integration training to take
place, a training framework used as a guide will be of help.
Jung (2005) was able presented in this framework. to organize
various ICT teacher training efforts into four categories. This is
It is imperative to note that when teachers are digitally literate,
where they are able to integrate such in the curriculum will
8
promote better understanding of the lessons among the (EFA), the UN Literacy Decade (UNLD), and the Decade of
learners. Education for Sustainable Development (DESD). As shown by
the framework, the teachers have six aspects of work:
understanding ICT in education, curriculum and assessment
pedagogy, application of digital skills, organization and
administration, and teacher professional learning. Across the
six aspects of work are the three approaches to teaching based
on human capacity development-knowledge acquisition,
knowledge deepening, and knowledge creation.

D. UNESCO ICT Competency Framework for Teachers

Having a society that is increasingly based on information and

knowledge and with the ubiquity of Information and
Communication Technology (ICT) for instruction, UNESCO
developed an ICT Competence Framework for Teachers
(UNESCO, 2018).

This framework which is a part of a range of initiatives by the

UN and its specialized agencies including UNESCO aims to
promote educational reform and sustainable economic
development anchored on the principles and objectives of the
Millennium Development Goals (MDG), Education for All

9
The framework also specifically aims to equip teachers to enable
them to perform their roles in achieving the following societal
goals:
● build work forces that have information and communications
technology (ICT) skill sand are reflective, creative and adept at
problem-solving in order to generate knowledge;
● enable people to be knowledgeable and resourceful so they are
able to make informed choices, manage their lives effectively
and realize their potential;
● encourage all members of society irrespective of gender,
language, age, background, location, and differing abilities to
participate fully in society and influence the decisions that
affect their lives; and
● foster cross cultural understanding, tolerance, and the
peaceful resolution of conflict.
The Commission on Higher Education (CHED) through its
Policies, Standards, and Guidelines (PSGs) requires the
integration of ICTs in mathematics and science teaching and
learning. Hence, the ICT Competency Framework for Teachers
is very useful to support the standards as it will serve as a
guide to assist the teachers to successfully integrate ICT into
the mathematics and science classroom. Through the
framework, the mathematics and science teachers may
structure their learning environment in new ways, merge new
technology and pedagogy, develop socially active classrooms,
and encourage cooperative interactions, collaborative learning
and group work.
MODULE2
Lesson 1. Integration Approaches
Within the following chapters, you will read about so many
wonderful ways to integrate tech tools into your teaching that
you may find it hard to decide where to start. In fact, the
possibilities may paralyze novice teachers. Every idea seems
excellent. Which ones will make the biggest impact? Which will
be successful? Which sound easier than they are in practice?
How will I know I’m doing it right?
Be assured that no “right answers” apply to these techniques.
Teachers begin with tools that best fit their styles, classroom
contexts, level of confidence, and students’ abilities. Almost any
idea can be an entry point for increasing the presence of
technology in the classroom. No teacher is an expert in all
technologies. As individuals, we gravitate toward what interests
us. Within a classroom, students may be interested in several
different aspects of technology— and a teacher cannot possibly
use them all in one year. Eventually, your and your students’
experiences will narrow down the choices, but at the beginning,
everything is a possibility. Some ideas may not work well, but
10
we know that growth and learning arise from mishaps as well
as from
successes. When a lesson flops, confident teachers are honest
with students—they admit their failures. In these situations,
teach your students by example how to laugh at mistakes and
persevere! The following ideas outline how teachers from
various backgrounds have incorporated technology into their
classrooms. I hope their experiences will be models for your
consideration.
Types of Integration Approaches
The paths to implement the use of technology with students can
be categorized into a few types: instructional uses, software and
websites, non-computer tools, technology centers, teacher-
directed projects, Web 2.0 tools, collaborations with colleagues,
and project-based learning. Novices and moderate tech users
may advance more quickly in using technology with students if
they first review the routes others have taken. This section
reviews the advantages and disadvantages of each option;
future chapters will explore the possibilities more extensively.
Instructional Uses
For some teachers, the easiest entry to using technology is to
model it first as an instructional tool and then advance to
student demonstrations with technology. Instructional use
might include using visuals and videos to supplement lessons,
increasing efficiency through learning management systems,
collecting data through formative and summative assessments,
video-conferencing with other classrooms, or directing students
to teacher- selected websites as a whole-group exercise.
One major advantage of beginning integration in this way is the
low-level of risk; when technology stays in the teachers’ hands,
malfunctions do not disrupt the entire lesson. Depending on
how technology is used, lessons can stretch students’ thinking
as well. On the other hand, teachers’ control of the technology
frustrates students who want the freedom to express
themselves using technology. While teachers’ control of digital
tools may make them feel comfortable, students are not
building their tech skills. Teachers who begin with instructional
technology uses should plan to transition to student
demonstration use within a year and preferably sooner.
Software and Websites
The use of educational software and websites sometimes feels
like the easiest way to manage students on computers. Many
interactive websites provide rich experiences for students and
can introduce, support, extend, or assess classroom
instruction. The better sites provide simulations, where
students manipulate online objects, such as virtual math
manipulatives or science experiments. The worst of educational
software or websites are those that emulate worksheets with
drills on grammar or math facts. Even though researches
shown that students’ memorization of basic facts improved with
drill software, fact drills are boring. Many websites lie between
the best and worst. For instance, an online book may or may
11
not require students to interact; however, when students are
paired to listen to or read the online book, this activity has
greater value in terms of student engagement than simple drills.
Throughout this book, you will find descriptions of websites
that engage students in higher levels of critical thinking and
problem-solving.
Using software and websites as an entry point for using tech
tools in education has advantages and disadvantages.
Advantages are the relatively low risk of malfunction, the ease of
having all students working on the same task simultaneously,
the potential for high level thinking if the site is a good match
for students’ skills, and the predictable length of time needed.
On the other hand, this approach offers little differentiation,
does not scaffold technology skills, and is not likely to engage
all students. For students to experience higher levels of
learning, consider having them work with partners to access
websites, which encourages students to discuss their work. If a
website is being used as a whole-group experience, perhaps to
build background knowledge, let students control the mouse, if
possible, and allow students’ questions and observations to
drive the experience. Noncomputer Tools
Some teachers start students with noncomputer tools. Students
may read withe-readers instead of traditional books. Or they
may use digital cameras to capture photos related to themes,
video cameras to record presentations, or audio recorders for
stories or books. Management of the digital files often falls to
the teacher. This method is often used by teachers as an
introductory experience until students have built the skills to
manage some of the files themselves. Students feel this
approach gives them some choice in what happens. Teachers
become facilitators of the final products. If students are allowed
to decide when to use a tool, they can share insights on how
they view the classroom world. Disadvantages include the time
it takes teachers to manage the files (upload, save, and share),
the management of the tools themselves for either equity or
safety, and the distribution of the final products, especially as
students often want instant results.
Teacher-Directed Projects
Some teachers design projects that students can complete using
technology. Teacher-directed projects should not be disparaged;
they can be useful when students are building basic technology
skills and need introductory experiences. Simple projects, such
as drawing self- portraits on the computer or making basic
slideshows with a program’s templates, are scaffolds for future,
more complex projects. Teacher-directed projects would be
situated at the lower end of Bloom’s taxonomy, even when they
take several weeks instead of one day, because the teacher
controls how and why students use the technology tools.
Advantages are the potential to scaffold technology skills, the
similar end products to share with parents, and the likelihood
that projects will reflect what students learned in the
classroom. Disadvantages include the lower level of thinking
skills required, lack of differentiation, and fast and slow
finishers’ potential frustration. Plan productive ways to engage
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fast finishers and support slow finishers. Perhaps projects could
also have varied levels of difficulty to address the need for
differentiation.
Web 2.0 Tools
Some teachers prefer to start students with internet-based tools
that allow them to be both consumers and producers of
information. Web 2.0 tools enable students to create content
and publish it on the internet. These students may maintain
blogs, contribute to wikis, or develop products they post online.
They collaborate with peers in their classrooms or across the
globe. The collaborations may lead to email pals,
teleconferencing, and virtual visits.
For teachers, the advantages include student engagement,
authentic experiences with real audiences, and the potential to
connect with other student sand experts outside the classroom.
On the other hand, Web 2.0 tools, even in protected
environments, require significant monitoring. When students
publish, comment on blogs, or send emails, their messages
sometimes hurt others unintentionally.
Teachers need to address appropriate language, messages, and
tone before students begin using the tools and then monitor use
during the experiences. Consider pairing students to monitor
one another before any message is submitted to you for
approval. Secondary teachers, of course, have more leeway than
elementary teachers when students are using Web 2.0 tools, not
only because the Children’s Online Privacy Protection Act
(COPPA) does not apply to youth over age 13, but also because
older students ought to have deeper understanding about how
their words may affect others.
Technology Centers
Teachers who use learning centers in their classrooms can
design complementary technology centers as well. Technology
centers may be content-based with a combination of digital
tools. Sometimes the center can involve a highly engaging
website or the use of digital tools such as cameras or audio
recorders. Teachers should also plan multiple opportunities for
students to communicate—writing online, creating
presentations, or contributing to class sites.
The advantages of classroom technology centers are that
teachers can easily promote equitable access with limited
access to technology, involve all students
in using digital tools every day, support ongoing projects, and
place students in charge of their own work. Disadvantages
include the time required for advance planning until the work
becomes routine for the teacher and students, the need for
students to take responsibility for troubleshooting (which can
also be an advantage), and the need for monitoring students’
work.
Collaborations with Colleagues
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Rather than flying solo in using technology, many teachers
partner with colleagues to plan for, implement, and evaluate
technology use. In some schools, grade-level teachers have
combined their classes for technology experiences, while others
have combined older and younger students as “buddy classes.”
Schools with teacher/librarians or teacher/technologists often
encourage co-teaching. In fact, at schools lucky enough to have
media specialists or technologists, teachers will enjoy initiating
partner teaching if it is not already in place. This gives
classroom teachers planning partners as well asco-teachers. At
one school, a team of second-, third-, and fourth-grade teachers
plans technology-based experiences that build over three years.
Sometimes parents and community members express interest
in helping with technology in a classroom, particularly if they
have expertise that complements the teachers’ skills. Teachers
have invited high-school or college students with interest in
teaching or technology to become extra sets of hands in the
classrooms.
Project-Based Learning
Project-based learning (PBL) is a specific learning approach that
engage steams of students in investigating and responding to
complex questions or challenges. Thomas (2000) defined
project-based learning as having five components:
1. The projects are central to the curriculum, not
peripheral.
2. The problems or challenges drive students to
encounter and struggle with the essential concepts
and principles of the content area.
3. Students construct new understandings through their
investigations.
4. The projects are, to a large extent, driven by students,
not prescribed. 5. The projects are realistic and
authentic.
Students are given driving, intriguing problem-solving projects
such as, “Design study, including the best destination, for you
and your colleagues to research how giraffes communicate” (i.e.,
use any problem that will involve students’ meeting curricular
objectives while researching material they find compelling).
Another one might be something like this: “On Hawaii Island,
Kilauea continues to erupt. Scientists think the park should be
closed, but tour operators and restaurants are concerned that
closing the park will decrease tourism. Homeowners near Hilo
and the Puna Coast are worried about whether they need to
evacuate. County officials are requesting advice.” Teams
research, consult, and develop ways to convey their answers to
authentic audiences. These studies may take days or even
months, and technology can be involved at any and all phases.
Projects often involve several content areas, illustrating to
students that acquiring knowledge is an exciting process that
relies on expertise in many areas. Typically, project-based
learning that incorporates technology supports multiple ISTE
Student Standards.
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Project-based learning is at the high end of Bloom’s taxonomy
and is highly constructivist and differentiated. Because
students have timelines to meet, another advantage is that
students have a responsibility to complete their work at the
same time. Disadvantages include the difficulty of finding
balance between teacher direction and student autonomy, the
potential that students will tackle technology tools for which
they do not have the skills, and the challenge of monitoring
group work. For PBL to be effective, teachers need to schedule
regular conferences with each team to manage the social
relationships, academic requirements, and timeline demands.
How you integrate technology is your choice. Others can assist
you along the journey, but you control your classroom. As you
plan for technology integration, though, you may want to also
think about the level of challenge the digital tools introduce to
your lessons. Bloom’s taxonomy can be a helpful tool for
thinking about challenge.
Module 3
Integrating Active Learning Approaches
Lesson 1. Inquiry Based- Learning and Research
Based Learning
Nature of Inquiry-Based Learning
Inquiry, in its simplest definition, is a process of asking
questions. This has spurred the numerous developments that
we continue to enjoy in our society today. It continues to usher
the study of so many fields that enable various scientists and
experts to provide solutions to emerging issues affecting society
in general. In the classroom, in particular, the process of
inquiry is a basic learning activity that every teacher is expected
to facilitate. The development of the ability to ask among
learners is primordial in the age of the Fourth Industrial
Revolution. According to the Future of Jobs Report during the
World Economic Forum, top three of the ten skills needed in
this age are complex problem-solving, critical thinking and
creativity (Gray, 2016) which all start from the process of
asking.
Inquiry-based learning as an approach essentially involves
tasks requiring learners' active participation in finding answers
to curricular questions. The questions can run from very
specific simple questions to more complex questions in relation
to the curriculum. Learners are given opportunities to engage in
self-regulated activities as they pursue their investigation. Using
these in the mathematics and science classrooms can facilitate
the development of communication skills as it involves activities
such as writing questions, deliberating on ways of finding
answers to curricular questions. and presenting outputs as
evidence of inquiry among others. This approach encourages
students to work together in accomplishing their task.
15
The process of inquiry starts from positing a question aligned to
a content standard in the K to 12 curricula for Mathematics
and Science. investigation proceeds using various sources of
information and presentation of outputs of the students using
productivity tool. Depending on the required output, the
assessment tool that will be used should be given to the
students before the inquiry commences.
The process of inquiry starts from positing a question aligned to
a content standard in the K to 12 curriculums for English.
Investigation proceeds using various sources of information and
presentation of outputs of the students using a productivity
tool. Depending on the required output, the assessment tool
that will be used should be given to the students before the
inquiry commences.
Types of Inquiry
VIU (2020) presented four types of inquiry that can be used in
facilitating classes. These are:
1. Structured Inquiry - This lets the students follow the
lead of the teacher as the entire class engages in one
inquiry together.
2. Controlled Inquiry - The teacher chooses topics and
identifies the resources the students will use to answer
questions.
3. Guided Inquiry - The teacher chooses topics or
questions and students design the product or solution.
4. Free Inquiry - Students are allowed to choose their
own topics without any reference to a prescribed
outcome.
Role of the Teacher
The success of IBL largely depends on the careful planning of
the teacher in relation to the curriculum. The mathematics or
science teacher needs to look into the learning competencies
that can be satisfied by a simple inquiry or more complex
inquiry. He/she controls and prepares the topic for
investigation and guides the learners by setting the questions to
be explored. Learners are allowed to design their own way of
investigation and present their outputs using technology tools
that are afforded to them. When technology is coupled with IBL,
a gateway to information is opened and students can have to
information at anytime and anywhere. It is assumed that the
teacher is knowledgeable of the sources of information and
whether the learners have access to these sources.
When designing an IBL, the teacher has to consider the
following fields proposed by Avsec and Kocijncic (2016):
1. Prior knowledge and capacity
2. Context - Learners require meaning from experience.
3. Content and learning materials
4. Process
5. Strategy of reactions and behavior
6. Course outcomes
16
Role of Technology in the K to 12 Mathematics and Science
Curricula.
The internet or the World Wide Web offers lots of platforms for
mining information. It has become the most sought out source
of information because of the variety of tools that abound.
Language is no longer a barrier in one's search for information.
Depend into the unit of study in a mathematics or science
curriculum, there are many free educational
websites that are available for the mathematics and science
teachers and learners. Due to the vastness of sources of
information from the WWW, any mathematics or science
teacher who is using IBL has the responsibility to direct
learners to websites that provide the proper information. The
technology tools that are made available for the learners,
whether online or offline, should support the object of inquiry
which is aligned to the learning competencies in the K to 12
Mathematics and Science Curricula.
It should be noted that the use of technology in IBL is just one
of the many other sources of information in the process of
inquiry. This does not exclude the other resources, human and
non-human, in gathering information.
However, learners are undeniably familiar and probably more
adept in exploring the internet. Guiding them in locating online
resources that are relevant in developing their research and
communication skills will let them learn the importance of
using educational resources in an explicit and implicit way.
Role of Technology in the K to 12 Language Curriculum
The internet or the World Wide Web offers lots of platforms for
mining information. It has become the most sought out source
of information because of the variety of tools that abound.
Language is no longer a barrier in one's search for information.
Depending on the unit of study in a language curriculum, there
are many free educational websites that are available for the
language teachers and learners. Due to the vastness of sources
of information from the WWW, any language teacher who is
using IBL has the responsibility to direct learners to websites
that provide the proper information. The technology tools that
are made available for the learners, whether online or offline,
should support the object of inquiry which is aligned to the
learning competencies in the K to 12 Language Curriculum.
It should be noted that the use of technology in IBL is just one
of the many other sources of information in the process of
inquiry. This does not exclude the other resources, human and
non-human, in gathering information. However, learners are
undeniably familiar and probably more adept in exploring the
internet. Guiding them in locating online resources that are
relevant in developing their research and communication skills
will let them learn the importance of using educational
resources in an explicit and implicit way.
Lesson 2. Problem-Based Learning Project Based
Learning
17
Nature of Problem-Based Learning
Problem-based learning is an approach that involves a process
of inquiry and solving open-ended questions that serve as the
main problem that the learners will work on. The type of
questions posited is focused on a specific content standard and
its application to real life issues. It also requires more than one
answer or solution. Learners are engaged in a collaborative task
as they work towards the solution to the problem. This learning
activity is done in small groups with each member assigned a
certain task to accomplish. In the process of engaging in PBL,
they learn several skills such as problem-solving,
communicating, research, among others which are essential in
the workplace. The end goal of PBL is to ensure that the target,
the learning competencies, are achieved in the process.
Ali (2019) described PBL as a process that is used to identify
problems with scenario to increase knowledge and
understanding. In her article, she proposed the following five
principles of PBL that may be considered by teachers in
planning or using the approach:
1. It is a power of independent and self-directed learning.
2. Learning happens in a group and teacher is a
facilitator.
3. All groups have to participate equally.
4. Students learn about motivation, teamwork, problem-
solving and engagement with the task.
5. Materials such as data, photographs, articles, can be
used to solve the problem. (p. 73)
Lo (2009, p. 208 proposed a six-stage process used in the
adoption of the online PBL:
1. Identifying the problem current issues that do not
have just one answer or one definite solution;
2. Brainstorming generates ideas; tackle the problem
through self-directed questioning; arouse students'
intrinsic motivation;
3. Collecting and analyzing the information assigning
group members to collect information; posting what
they found and what they learned; collaborative
collection of useful information;
4. Synthesizing information–solving the problem through
synthesized relevant data; knowledge building;
5. Co-building knowledge presentation of the solution to
the learning problem/ issue; and
6. Refining the outcomes giving feedback and suggestions
by the instructor to help students improve; learning
from other group's presentation.
Benefits of Problem-Based Learning Language)
Several studies have revealed positive impacts of PBL on
learners as they engage in the process. Among these are the
following:
(Ghufron & Ermawati, 2018, p. 666 in n EFL writing class)
1. Promotes self-confidence and motivation
18
 2. Reduces students' nervousness during the learning
process
3. Increases students® responsibility in learning
4. Makes students easily learn the material through
sharing of ideas
5. Promotes problem-solving skills
6. Promotes self-directed learning
7. Promotes active learning
8. Makes students explore many learning resources
9. Makes students develop positive attitude towards
learning For Baresh, Ali, & Darmi, 2019 EFL students:
• Enhances fluency in communication
• Improves grammar
• Increases comprehension
• Enhances good pronunciations and
intonations
• Enhances self-confidence
• Increases range of vocabulary
For English as a Foreign Language (EFL) students, PBL:
• Enhances fluency in communication
• Improves grammar
• Increases comprehension
• Enhances good pronunciations and intonations
• Enhances self-confidence
• Increases range of vocabulary
The study of Lin (2017) revealed statistically that the PBL
participants showed more improvement in their reading
comprehension than the non-PBL participants. The study
further looked into the PBL active English learning
Benefits of Problem-Based Learning (Sci-Math)
https://www.researchgate.net/publication/26605577 Problem-
Based_Learning_inScience Education
In the work of Schettino (2016), PBL in teaching mathematics,
groupwork
values all voices and that a mathematics classroom
environment becomes open and safe. Accordingly, the
mathematics learners are able to make solution methods that
might be connected to other problems. In addition, the research
prompts the importance of PBL in checking student
communication through feedback on their presentation,
questioning skills, metacognitive journaling to reflect on their
errors, and thought processes. In the study of O'Brien, Wallach,
& Mash-Duncan (2011), they proposed that teaching
mathematics should not be taught merely as solving word
problems (computational exercises couched in words) but solve
problems outside a math classroom- the essence of PBL. Also,
according to the research, the heart of PBL is collaborative work
that will help students devise and solve problems involving
conceptually complex materials. PBL promotes personal
construction of knowledge where students engage in interesting
tasks, problems, and investigations.
19
The study of Kim, Belland, & Walker (2018) discussed that PBL
is a learner-centered approach that aims to improve students'
content knowledge and problem-solving skills using authentic
problems. Also, students are able to do self-reflection by
identifying the needed skills and knowledge in solving problems
they encounter. According to Inel & Balim (2010), PBL allows
students to construct their own learning through group
activities to solve real-life problems presented as scenario-based
problems. In addition, PBL has proven to help teachers
effectively teach science and technology and to improve
students' level of concept construction for them to adapt to the
changing world.
Role of Technology
How is technology integrated in the PBL activity? As the
learners embark on an open-ended question collaboratively,
there are a number of free online tools that they can use from
the commencement of the task to its completion especially that
some of the group tasks will be done outside the regular class
hours. These online tools will allow the learners to be actively
connected and engaged in the group task while monitoring their
own contributions. The teacher acting as facilitator may also
have the opportunity to peep in to the activities of each learner
thereby enabling him/her to give feedback at any stage of the
PBL activity. Bower, Hedberg and Kuswara (2010) stresses that
technology is simply the mediator for collaboration and
representation and that it is the type of task and thinking
processes in which students engage that determines the quality
of learning (p. 181)
The WWW has affordances for PBL that can be utilized by the
learners to accomplish their tasks. Web 2.0 technologies are
characterized by collaboration, sharing and networking. These
may facilitate and enhance PBL activities (Tambouris et al,
2012) in its different stages. In the study of Tarrant (2018),
using Web 2.0 is effective in helping students in health sciences
to bridge the gap between theory and practice. Also, according
to Holmes & Dubinsky (2009), Web 2.0 tools facilitate creativity,
collaboration, and sharing of research results among users.
According to Schettino (2016), PBL in mathematics classrooms
promotes the use of technology in the process of problem-
solving the students to become more independent and aware of
the various mathematical resources they can utilize.
Productivity tools such as those for writing, presentations,
spreadsheets, calendars, organizers, citations and others are
also available to assist learners and teachers in accomplishing
required tasks and outputs from a PBL activity. There are free
tools that can be downloaded for mobile phones, laptops, or
desktops.
Before using or recommending these tools to learners, it is
important that teachers take note or try out the tools first to be
familiar with the most appropriate tool for the PBL activity.
When using PBL, the learning competencies must be the
primary consideration together with the content and
20
performance standards before the technology integration. AS
soon as these are in place, the statement of learning outcomes
in the learning plan must be stated in behavioral and
measurable terms. PBL is about developing higher order
thinking skills; therefore, the taxonomy of objectives should be
utilized to ensure that you’re targeting the required outcomes.
Consider using the revised Bloom's taxonomy by Anderson and
Krathwohl (2011) in creating your learning outcomes.
Nature of Project-Based Learning/Approach
Project-based learning is an approach but has evolved as a
teaching method that engages learners in a series of planned
tasks resulting to the generation of solutions to real-world rob
clanned tasks student-centered approach as it takes into
account the realm of experiences and interest of students. This
method is based on John Dewey’s principle of learning by doing
and Vygotsky's constructivist theory of learning that advocates
social construction of knowledge. PrBL/ PBA is a collaborative
learning activity where learners work on an authentic task
guided by an open-ended question, each member has an
assigned role that will contribute to the solution of the problem
that was identified which reflects the real issues in their
community or the world at large.
Past and more recent researches have proven PrBL to be
beneficial in the development of various skills such as:
1. Research methodology skills (Tiwari, Arya, & Bansal,
2017).
Using student feedback questionnaire given to 99 students, it
was revealed that students were enhanced in their knowledge of
the topic taken, searching review for the topic, improved
communication skills, data collection skills, and analytical and
presentation skills when PrBL was used as component in
research methodology. The teachers' perception also agreed that
there was 100% enhancement of knowledge on the various
components of research methodology, update of the knowledge
on a particular topic, and increase in interaction with students.
2. Critical thinking skills (Nargundkar, Samaddar, &
Mukhopadhyay, 2019). The researchers investigated how PrBL
advances the critical thinking skills of students. To solve real-
life problems, students are expected to use the knowledge they
had constructed, to think deeply about the issue, consider
evidence for or against a proposed solution, and apply
reasoning skills and logical inquiry to come up with the best
solution or conclusion.
3. Development of life skills (Wurdinger & Qureshi, 2015).
The study employed mixed method to examine the development
of life skills through pbrl
Their findings revealed that after taking the PBL course, there
was a significant difference in the mean scores for the following
life skills: responsibility, problem-solving, self-direction,
communication, and creativity skills. It was concluded that
PrBL indeed promotes further development of life skills.
21
 Whiteboard activity • SMART
software- Teachers create • Learning Suite
Module 4 lessons for use with inter- • Note
active whiteboards • Book
Instructional Material Generators • Amp
• Lab Response
Lesson 1: Instructional Material Generator Software • Promethean
Activinspire
Material generators are software programs or apps that help • Promethean
teachers produce instructional materials for the classroom. ClassFlow
There are generators for web design, whiteboard activity, • EduCreations
worksheets, puzzles, individualized education programs (IEPs), • ExplainEverything
graphic document makers, and PDF and form makers. A Worksheet and puzzle • Crossword Puzzle
summary of the benefits and sample software is shown in Table generators-Teachers create Maker
puzzles and work- sheets to • Worksheet Works
Instructional Material allow skill practice • Quia Web
Generator software IEP Generators-Teachers • IEP Online
Software Tool Example software create individual education • EasyIEP
Category/Benefit plans (IEP) for special • PowerIEP
education students • PowerSchool
Web page and website • Google Sites Graphic document makers- • Print shop Delux
design software-Teacher’s • Webley for Teachers and students • SmartDraw Cloud
design web pages and Education create awards, recognitions,
websites to share • WordPress flyers, cards, and other
information or house often • EduBlogs decorated documents
used links; students design • Wix. PDF and forms makers- • • Adobe Acrobat Pro
web pages to learn the skill Teachers and students PDF Maker Pilot
and to display the results of create documents in Por- • Cute PDF
project work or research table Document Format

22
 (PDF) and create forms that
can be completed online
Web Design Software
Although educators and others can create web pages and
websitesusinga programming language called hypertext markup
language (HTML), it is easier and faster to use web design
software. Also known as web page editors, these tools allow
people to create web pages in the same way they would use
word processing to create documents. They insert text,
graphics, and hyper media links to create the pages, and the
software automatically creates the HTML code that allows the
pages to be linked and available on the web.
The web pages that teachers and students can design with
software are for both instructional and productivity
applications. Some common uses include:
• Classroom news, activities, and resources—Many teachers use
web design software to create their own classroom websites.
These are multipurpose sites with items ranging from
announcements and information about current curriculum to
locations from which student sand/or parents can download
handouts or homework. These sites can also have links to
websites that teachers know they will be using often to support
instruction. For example, if they use certain sites for puzzles
and games to provide practice for students, teachers can make
part of the website have links to these activities.
• Web-based lessons—Teachers can create their own
instructional activities that students can do on the web. More
details and examples of these lessons will be presented later in
this book.
• Student-produced work—Teachers can have students create
webpages instead of documents to show off their creative work
or research results. Students find it very motivating when they
realize that their work will be available online and can be seen
by others. Teachers” must be sure to know their schools’
policies regarding sharing student work on publicly accessible
online areas.”
Interactive Whiteboard Activity Software
An interactive whiteboard (IWB) is a display screen connected to
a computer that allows information that is projected on a screen
to be manipulated with special pens, hands, or other mobile
devices. IWB systems also allow drawings or notes from a given
session to be saved, shared, or reused later. The most popular
interactive whiteboards are the Promethean ActivBoard Touch,
ActivPanel and ActivTable, and SMART Technology’s SMART
Board and SMART kappiQ. Promethean also offers two kinds of
student response systems, ActivExpression
“Each brand of interactive whiteboard comes with its own
program, called interactive whiteboard activity software, that
allows teachers to author and display lessons. For example,
SMART offers the SMART Learning Suite, software for creating
and recording lesson activities for formative assessment,
23
collaborative workspaces, and game-based lesson activities. For
the Prome the an ActivBoard Touch or ActivPanel interactive
whiteboard, teachers can use ActivInspire to create lessons and
assessments and to export or save lessons. Class Flow allows
searching a marketplace of lessons made by other teachers. The
software comes with a resource bank of images, graphics tools,
and text tools that teachers can use to author activities in much
the same way as they would use PowerPoint’s program and
resources to create slides. Whiteboard activity software is
required to give whiteboard lessons their interactive qualities.
For example, teachers can use whiteboard activity software to
develop a lesson that allows students to move objects around on
the whiteboard or touch the screen to select or enter an answer
to a mathematics problem. Technology Integration Example
4.11 highlights a lesson in which students respond to historical
moments.
” “Other software apps, such as Explain Everything, offer
collaborative, interactive whiteboard tools for mobile devices.
These tools facilitate screen casting, a recorded video of content
shown on the screen with user audio narration if desired. The
app has drawing tools and others that import graphics, video,
and files. Teachers use screen casting to prepare content
representations for advance viewing before teaching,
explanation videos to visualize or work with ideas
extemporaneously in class, and media-based assessment
feedback for student work. Students use these tools primarily to
create representations of their knowledge.
Worksheet and Puzzle Generators
“Teachers can use software to produce a number of items for
student use. Worksheet generators help teachers produce
exercises for practice by prompting the teacher to enter
questions of various kinds, but they usually offer no options for
completing exercises on screen or for grading them. In many
cases, software generators for tests and worksheets are similar
enough to be used interchangeably, and some packages are
intended for both purposes. Puzzle generators automatically
format and create crosswords, word search puzzles, and similar
game like activities. The teacher enters the content, and the
software formats the puzzle. Refer to Table 4.11 for popular
worksheet and puzzle generation sites. Common uses of
worksheet and puzzle generators include:
• Practice for lower-level skills, such as math skills • Cloze
comprehension exercises with certain words removed that
students fill in on the blanks
• Exercises to review words and definitions”
“PDF and Form Maker
Portable document format (PDF) file software created by Adobe
permits viewing and sending documents in a general format
that displays all of the formatting and design elements (e.g.,
margins, graphics) of the original document without requiring
access to the software used to create it. Teachers can createa
PDF using most software by choosing to save the document in
24
the PDF format. The resulting PDF files can then be shared (sometimes on interactive • Kahoot!
exactly as formatted and viewed by anyone with the free Adobe white- board), all students • Socrative
Acrobat Reader. PDFs can be used in conjunction with forms answer it at the same time, • Compass learning
makers such as PDF Maker Pilot, a software tool that creates and the system summarizes
documents and web pages with forms that can be filled in on and displays results
screen. Teachers find forms makers useful because they make it immediately; teachers use
easy to create forms to collect information from students, the systems to engage
students and check
parents, and faculty and to implement surveys as part of action
understanding formatively
research projects. However, Google Forms is likely an easy
Portfolio systems-Students • SeeSaw
solution for teachers who do not have extensive graphics or
can capture and collect • DIGIcation
layout needs. These software tool’s structure the process and evidence of their learning • Mahara
make the design simple to accomplish. As teachers create these and engage in deeper • Adobe Acrobat Pro
forms, they can store them as templates for later use and reflection on their knowledge • LiveBinder
perhaps revise them.” development by examining • Google Sites with
their learning Google Drive
Lesson 2. Assessment Software products/performances over • eduClipper
time. Some portfolios can
• Prezi
Teachers use a range of software and hardware tools for engage others, such as
formative and summative assessment, including student teachers or parents, in
response systems, rubric and test generators, digital portfolio interactive communication
systems, gradebooks, SIS, and computer-based testing systems. Electronic gradebooks and
A summary of available software for assessment and their student information sys- tem
benefits is shown in Table. (SIS) SISs allow teachers to
track attendance and grades.
Assessment Software Other functionality facilitates
Software Tool Software Examples parent and student
Category/Benefit communication, calendars,
Student response systems • Turning Point: report cards, state reporting,
or clickers-Teacher displays Polling and and integration with systems
a question or problem Response Options
25
such as learning
management systems (LMS)
Electronic gradebooks and
student information
system (SIS) SISs allow
teachers to track attendance
and grades. Other
functionality facilitates
parent and student
communication, calendars,
report cards, state reporting,
and integration with systems
such as learning manage-
ment systems (LMS)
Rubric and test generators-
Teachers create tests and
test item banks, administer
tests online; teachers create
or adopt rubrics for grading
complex products or
performances
Student Response Systems
• Infinite Campus Used primarily for formative assessment, student response
• Power School systems (SRS) (also called audience response systems, personal
• Synergy response systems, clickers, and classroom response systems)
• iRespond are software programs or combinations of
• SMART Response 2
• Activote, handheld hardware and software programs that permit each
• ActivExpression student in a classroom to answer a question simultaneously
(Figure 4.10). SRS also permit the teacher to see and display a
summary of results immediately. The software ranges from that
sold with a textbook to new technologies with which any digital
device can be used to respond to an instructor’s questions.
Examples of SRS uses range from vocabulary games to
• RubiStar
comprehension checks during a classroom presentation that
• Rubric Maker
offer an easy way to engage all students during whole-group
• iRubric
instruction. Successful SRS uses have been reported in science
• ClassDojo
(Binek, Kimla, &Jarosz, 2016; Moss & Crowley, 2011),
• Google Forms and
mathematics (Popelka, 2010), second language communication
Flubaroo
• Quizlet (Agbatogun, 2014), and English language arts (Moratelli &
• ForAllRubrics DeJarnette, 2014).
• StudyBlue
“Studies and use cases of these tools in K–12 classrooms have
• Exam View
reported results
Assessment Suite
• EasyTestMaker including improved student engagement, increased active
• iSpring Quizmaker
learning, and greater achievement (Mccrea, 2014; Moratelli &
or Free Quiz Maker
DeJarnette, 2014; Waight, Chiu, &Whiteford, 2014). DeSorbo,
Noble, Shaffer, Gerin, and Williams (2012) found that
elementary school students grouped according to paper-and-
26
pencil use and SRS use achieved about the same in a health
education program but that both
students and teachers preferred the clickers over other ways of
gauging progress. Moratelli and DeJarnette (2014) found that
clicker-based review sessions for fifth grade urban students led
to improved test scores for all students, including low achievers.
Stowell, Oldham, and Bennett (2010) also found that students
were less likely to conform to the group’s opinion and felt more
comfortable responding with this tool than raising their hands
when questions being discussed were controversial.”
Lesson 3 Rubric and Test Generators
Software tools are available to help teachers produce rubrics
and tests
Rubric Generators
A rubric is an assessment instrument that measures more
open-ended assignments such as writing tasks, performances,
and presentations. The rubric includes criteria that will be
assessed and descriptive levels of quality for each criterion.
Rubrics should also be shared with learners because they help
guide students’ efforts to meet the assessed criteria. Teachers
can create rubrics independently or with their students, and
rubric generators offer a set of prompts after which the system
creates a rubric that can be printed or accessed online. These
generator sites usually also have a bank of prepared rubrics
that teachers can select and use. ForAllRubrics also integrates
a badge creator with its rubric software.
ClassDojo is an app that focuses on developing classroom
community through management and assessment of
customizable student behaviors, Catskills, values, or learning
accomplishments, that should be assessed using rubrics
developed by the teacher with students. It also supports
teacher–parent and student–parent communication with
sharing tools.
“Test Generators
Teachers use test generators to create tests built from a test
bank of questions or
teacher-created questions, and then the program prepares the
test for print or, with some software, for online testing. The
features of test generators vary, but the following common ones
offer several advantages even over word processing programs:
Test creation and revision procedures—Test generator software
produces tests in a standard layout; the teacher need not worry
about arranging the spacing and format of the page. The
software prompts teachers to create tests item by item in
formats such as multiple choice, fill in the blank, true/false,
matching, short answer, and essay. It can also include
multimedia, image, audio, and video content. Changes,
deletions, and updates to questions are easy for teachers to
accomplish without concern for page format.
27
Random generation of questions—Test items can be selected
randomly from an item pool to create different versions of a test.
This is especially helpful when teacher wants to prevent
“wandering eye syndrome” as students take a test. Selection of
questions based on criteria—Programs usually allow teachers to
specify criteria to address when generating a test. For example,
items can […]” “Multimedia-Based e-Assessment
Many teachers are using Google Forms and an add-on app,
Flubaroo, to build their own e-assessments that can include
images, video, and text. This type of generator provides
automatic grading, simple graphing, and the ability to email or
embed the test in web sites, such as Google Classroom and
Google Sites. Some software is content specific, such as Avenue,
which is a system for building, assigning, evaluating, and
archiving video-based language performances for learners of all
world languages. StudyBlue facilitates crowdsourced flashcard
development.”
Computer-Based Testing Systems
Also known as computer-assisted testing (CAT), computer-
based testing systems allow students to take on-screen tests or
to put test answers on optically
scanned “bubble sheets.” These systems also provide reports on
performance data afterward. More state tests, as well as the
SAT and ACT, are now being administered by computerized
testing systems. Many textbook, content, and software
publishers are building computer-based testing systems to
complement the textbook content materials adopted by school
systems or to provide supplemental content and testing.
Software that can assess each person’s ability level can create
shorter tests. The software continuously analyzes responses
and presents more or less difficult questions based on the
student’s performance. This is known as computer adaptive
testing (Barla et al., 2010). Computer-based testing of all kinds
remains controversial, however. Some people feel that it is not
equivalent to other kinds of tests and could cause increased test
anxiety in some students (Fritts &Marszalek, 2010). Herold
(2013) notes that there are controversies regarding the use of
computer-based testing with students with disabilities.
Digital Portfolios”
“A portfolio includes a collection of a student’s work products
over time arranged so that the student and others can see how
his or her skills have developed and progressed in relation to
learning goals or outcomes. Many teachers are now using
student digital portfolios or electronic portfolios, collections of
work in a multimedia format on a website or other multimedia
product as an assessment strategy for cumulative achievement.
Most teachers emphasize student reflection in portfolios so
learners build deeper understandings about their development.
Reflective portfolios are more than just collections of materials.
Teachers usually provide the structure and criteria for selecting
and judging content and advise students how to place items in
the portfolio. The range of digital resources for creating
portfolios includes:
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E-Portfolio software—Portfolio software provides a ready-made
structure to which teachers can add content instead of creating
their own format. Software programs such as SeeSaw and
DIGIcation are e-portfolio systems.
Adobe Acrobat Professional—Adobe Acrobat Professional has
features that allow files that were created in different
applications (e.g., documents, email messages, spreadsheets,
videos, and presentations) to be combined in one Acrobat file.
Students can add navigation with customized bookmarks, add
interactive buttons into the multimedia products and websites
described previously. YouTube, School Tube, and Teacher Tube
are video hosting sites that have some limited editing features.
The following five steps can support portfolio development:
• Determine portfolio requirements—Teachers identify
the evidence are as required, technological medium to
use, and criteria to meet.
• Create the structure—Teachers set up the portfolio
structure on the medium (e.g., e-portfolio software,
web, Acrobat).
• Add and link components—Students collect or
create evidence of learning and add to the portfolio by
required deadlines.
• Monitor the collection—Students receive periodic
feedback from teachers or others and add reflective
ideas across time.
• Reflect on evidence areas—Students add or revise
evidence components as needed based on ongoing
reflection and feedback.”
“Gradebooks and Student Information Systems
In the past, teachers have tracked student grades in
spreadsheet software or in a gradebook program designed
specifically for student names, test and assignment scores,
teacher notes, and weighting information for specific
assignments or tests. Gradebook programs automatically
generate averages and weighted averages for each student and a
class average for each assignment. Many school districts are
beginning to adopt student information systems (SIS), which
include a gradebook feature.
SIS are software tools that help educators track student, class,
and school data (e.g., attendance, assignment and test scores,
special education processes) to maintain records and support
decision making. The systems can do any or all of the following:
Track and report attendance
Maintain records on student demographic data (e.g., birth date,
address) Track and report achievement by objective
Facilitate special education IEPs and Response to Intervention
(RTI) processes Allow parents and students online access to
student grades and attendance information via portal”
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