UNIT 1 : SESSION 1& 2
EDUCATION, TECHNOLOGY, and EDUCATION TECHNOLOGY
EDUCATION
From the Latin word,
“educare” which means to
lead forth.
It involves a purpose or a
goal, and a process of
support or guidance toward
the achievement of that goal. and refrigerators
It can be planned and
incidental
It involves intentional and
effortful activity
It is broad and involves
intentional and systematic
study, guidance, and support
from others and often from
an institution, along with
changes in one’s ability and
knowledge (Spector, 2016).
EVOLUTION OF CONCEPTS OF EDUCATION TECHNOLOGY
TECHNOLOGY EDUCATION TECHNOLOGY
From Greek words, The disciplined application
“techne” (art, craft or of knowledge to improve
skill) and “logia” (words, learning, instruction, and/or
study or body of performance
knowledge)
Refers to manufactured Offers support for
objects such as instructional objects and
computers, telephones, other aspects of learning &
instruction, new forms of
technology referred to as
smart technologies (Spector,
2014).
Software or Hardware “Educational technology is
the study and ethical
practice of facilitating
learning and improving
performance by creating,
using and managing
appropriate technological
processes and resources”
(Richey, Silber & Ely, 2008).
Involves the practical “Educational technology is
application of knowledge the study and ethical
for a purpose practice of facilitating
learning and improving
performance by creating,
using and managing
appropriate technological
processes and resources”
(Richey, Silber & Ely, 2008).
Changes what people do “Educational technology is a
and what they can do. systematic, iterative process
for designing instruction or
training used to improve
performance.”
RELATED CONCEPTS ABOUT EDUCATION TECHNOLOGY
Teaching Technology
Technology IN Education
Technology OF Education
Instructional Technology
Technology Integration
Educational Media
Technology Enhanced Classroom
(TEC)
-Concerns with the systematization of the process of
teaching
-Provides necessary theory and practice for the
teachers
use of technological advancement for educational
purposes
signifies a system of technological approach to the
problems of education.
Branch of education is concerned with the scientific
study of instructional design and development.
Purpose: Create engaging, effective learning
experiences.
is the way to infuse technology into the learning
experiences of students;
channels of communication that carry messages
with an instructional purpose
ithouses collaborative technology equipment to
assist with the presentation of information.
contexts that incorporate ICT technologies in
support of learning.
it is important to situate and explore TEC within the
predominant learning paradigms.

Processing Question: Why must we investigate the link between evolution ideas and
associated concepts of educational technology?

HISTORICAL FOUNDATION OF EDTECH

Technology Era Used
Cave paintings 30,000 BCE The first thing that
happened in the history
of educational
technology was the cave
drawing in 30,000 BCE.
Cave paintings were first
found in Asia and Europe.
 “The exact purpose of
drawing and paintings is
not known. However,
these cave painting
might have also been
used to educate early
humans and show them
some stories about their
life and what happened
during their life.
Pythagoras Academy 510 BCE It was the time wherein
the first school was
opened and headed by
the philosopher
Pythagoras. Students
were taught in an open
classroom setting
Manuscript Transcripts 382 BCE Manuscript is a
handwritten document,
while transcripts is the
printed copy both are
origin from Latin words.
It helped shaped the
Medieval Ages and often
includes text and
decoration.
Paper 105 BCE Paper was invented in
China. These papers were
used for wrapping
delicate bronze mirrors
and in relation to
educational technology,
it was used to help
spread literature and
literacy.
Gutenberg Printing Press 1450’s In 1450, the Gutenberg
printing press was
created. The printing
press altered the way
people learn, share
knowledge, spread
opinions and amuse
themselves. Its effects
include the impact of
printing press on
education, for example,

The Hornbook and Printed Books
The Early School Book
The Sandbox
vastly increasing the
number of people who
learned to read.
“Basically, because
printing could reach
more people, over a
wider area than having
one person to instruct or
teach others.
1450’s/earlier It is used to aid in
teaching reading in
American schools. It was
“a small wooden,
paddle-shaped
instrument. A sheet of
paper, with the alphabet,
numerals, the Lord’s
prayer, and other
reading material printed
on it was pasted upon
the blade and the entire
implement was covered
with sheets of
transparent horn.
1690’s It contained the 24
letters of the alphabet;
each letter being
illustrated with a drawing
and a verse to impress it
on the child’s mind. The
primer also contained
various lessons and
admonitions for youth
the Lord’s prayer, and
the Ten Commandments.
1806 Students would use a
sandbox on their desk to
practice the alphabet:
“White sand overlaid the
box and the children
traced the letters of the
alphabet with their
fingers in the sand, the
black surface showing
through in the form of
the letter traced. After
 the children had made
each of the letters, the
monitor smoothed the
sand with a flat iron, and
a new letter was
presented.
Stereoscope 1832 The 3D devices were sold
to schools featuring
educational sets
containing hundreds of
images
School slate and chalkboard 1841 Classroom chalkboard
was first introduced. By
the late 1800’s, the
chalkboard had become
a permanent fixture in
most classrooms.
Magic Lantern 1870 It is the primitive version
of an overhead projector,
it projected images from
a glass plate onto a wall
in a darkened room.
Popular with Victorians
as home entertainment,
the magic lantern was
also used in schools.
Lead pencils 19th century Around the turn of the
19th century, mass
produced pencils and
paper become readily
available, gradually
replacing the school
slate.

Film Strip Projector and Film 1902 In 1902, Charles Urban of

Strip Viewer London began exhibiting
the first educational
films. Thomas Edison also
contributed to the use of
film in the classroom by
producing a series on the
American Revolution. In
1910, enthusiasm for
educational films led
Rochester New York’s
Board of Education to
 adopt education films for
instructional use.
Radio 1920 Radio entered the
educational system in
the early 1920s.Typically,
educational radio
programs lasted between
30-60 minutes and were
broadcasted a few times
a week. “Schools of the
air” were formed. These
radio-based schools
partnered with a local
radio station, developed
curriculum, created
lesson leaflets, produced
educational programs,
established a weekly
schedule for broadcasts,
trained staff, and
ultimately executed the
concept of “schools of
the air”.
Overhead Projector 1930 The overhead projector
was widely used by the
US Military to train forces
during World War II and
eventually the device
spread to school.
Television 1930’s-1950’s The popularity of
instructional television
was rising between these
times. Because of that,
some hypothesized that
television could provide
students with a better
education at a lower
cost. To this end, a few
school systems,
attempted to substitute a
large portion of
teacher-led classroom
over time with
educational television
programming. In most
schools, however,
 instructional television
served as a
supplemental role and
was used minimally.
Computer 1950’s Computers were first
used in education in the
1950s in a way that was
intended to individualize
instruction. This method
became known as
computer assisted
instruction (CAI).
Internet 1990 The most useful
technology of modern
times, which helps us not
only in our daily lives but
also in professional lives.
For educational
purposes, it is widely
used to gather
information and to do
research or add to the
knowledge of various
subjects. Through
knowledge-explosion,
learners were able to
research information
easier, and support
individualization and
personalization of
learning.
Smartphones and laptops 2000’s Children as young as
primary age interact
readily with digital
devices such as tablets.
Young people conduct
their social lives through
their phones, and
instinctively turn to them
first for news,
information-sharing and
entertainment. By
capitalizing on familiarity
with mobile, education
can motivate today’s
digital natives through
 new and innovative ways
of learning.

Processing Question Why does educational technology affect our

behavior?

THEORETICAL FOUNDATIONS OF EDUCATIONAL TECHNOLOGY

BEHAVIORISM Learning focuses almost exclusively on directly

observable things, that is, the directly observed
and believed most relevant to learning are the
immediate things in the learner’s environment,
and most closely contiguous in time and place to
the targeted learning – the stimulus condition for
learning Integrating technology allows teachers
to focus on desired behaviors, and supplies
positive reinforcement that enhances the
modification and internalization process

Brief Learning emphasizes what is immediately

observable in the learner's environment.
Integrating technology shifts focus to desired
behaviors, using positive reinforcement to
enhance the learning process and promote
meaningful internalization of knowledge and
skills.

Example When instructors reward their class or particular

pupils with an award or incentives at the end of
the week for excellent behavior throughout the
week. That aligns with positive reinforcement.

COGNITIVISM This is a perspective that arose when

behaviorism proved to be inadequate to explain
complex human learning, notable language
learning. Because in many cases, some observed
behaviors appeared impossible to explain in
terms of the stimulus conditions and other
directly observable things in the learners’
environment. Games that will often present prior
knowledge schema in a different method, thus
creating disequilibrium and a need to adapt and
learn the new information in order to continue.
Brief It emerged when behaviorism fell short in
explaining complex human learning, especially
language acquisition. It addresses behaviors
that are not easily explained by observable
stimuli. In learning games, presenting
information in a new way disrupts prior
knowledge, prompting learners to adapt and
acquire new information for continued
understanding.

For Example, Students and teachers explore and manipulate

software apps to create an aesthetic PowerPoint
presentation in class.

CONSTRUCTIVISM This is a naturalistic epistemological perspective

that describes how it is that people come to
know and understand the world. It is naturalistic,
in the sense that the focus in on describing what
happens in the development of understanding
rather than deducing what must have happened
or advocating what should happen based on
various a priori assumptions. Applying this
theory with technology integration can allow
students to work to their fullest potential.
Students are given tools to construct their own
knowledge.

Brief This is a naturalistic perspective on how people

learn and understand the world. It focuses on
describing the development of understanding
rather than making assumptions. Integrating
technology with this approach empowers
students to reach their full potential by
providing tools to construct their own
knowledge.

For Example, Both teachers and students utilize the internet to

conduct in-depth searches for material
depending on the specified facts that must be
given in class.

CRITICAL THEORY Dewey and Habermas are the two widely known
theorist wo are often associated with critical
theory and the implication to education. This
 theory emphasizes human freedom and liberty
as opposed to perspectives and practices that
tended to oppress individuals. In broader sense,
this theory refers to any perspective that
challenges accepted practices on the grounds
that the impact and effects on people are
dehumanizing and oppressive.

Brief It emphasizes human freedom and opposes

practices that oppress individuals. It challenges
accepted norms, arguing that practices with
dehumanizing and oppressive effects should be
reconsidered.

For example, Teachers and students can use software

programs like Chat GPT, Canva, QuillBot, and
Grammarly. Yet, we are supposed to be
conscious of and restrict ourselves from
becoming overly reliant on the applications'
intelligence.

HUMANISM Humanism is a psychological perspective that

emphasizes the study of the whole person.
Humanistic psychologists look at human
behavior not only through the eyes of the
observer, but through the eyes of the person
doing the behavior.

Brief Psychological perspective that studies the whole

person, examining behavior from the individual's
perspective rather than just that of the observer.

Example Technologies must foster a healthy safe space

atmosphere in the classroom to avoid shaming
endeavors such as cyberbullying, and one of the
most important roles of teachers is to ensure
that their students feel comfortable and valued
in the classroom.

DEVELOPMENTAL THEORIES:

Cognitive Development His theory focused on Piaget justified based

Theory by Jean Piaget how applicable on his theory that the
constructive knowledge instruction should be
 in learning occurs when drawn is integrated on
a learner creates their developmental
products and artifacts. level. This means that
learning activities
should be
developmentally
appropriate or
experiences such; as
hands-on experiences
and application of
discovery learning.

Cognitive Social Mediated This theory emphasized Vygotsky explains that

Theory by Lev Vygotsky on the vital play of cognitive development
social and cultural is mainly
interactions Which individualized.
added to the idea of However, the influence
cognitive development. of peers, instructors,
and parents has a
major effect on
students'
developmental
behavior. A further
source that Vygotsky
mentioned is the ZPD,
or Zone of Proximal
Development, which
describes how
important
development growth is
for educational
technologies and
instructors to focus on,
as learning
development can occur
often.

Psychosocial Development Erikson proposed eight This theory influenced

Theory by Erik Erikson phases of development by Freudian
that cover an psychology. It stated
individual's whole life, that it can be seen in
the central notion that
 including the a person’s identity and
fundamental personalities develop
The notion inside each in stages, ego, and
stage is that personal identity play
representative crises a central role in
shape one's identity. Erickson’s theory of
development.

LEARNING THEORIES:

Operant Conditioning by B. F. In this theory, learning The main procedure

Skinnweer is defined as change in engaged in such
ove gort behavior. alterations is termed
reinforcement. Using a
reinforcer seeks to
improve the link
between stimulus
circumstances with the
intended response. The
idea behind this theory
is that Individuals
work on the
environment via
actions that have
repercussions.

Social Learning Theory by ● The theory Further information on

Albert Bandura supports that this theory emphasizes
learning occurs creating a general
in social context implication for the use
and is grained of technology. Albert
through Bandura wedges
observation. observational
learning/modeling as
using the multiple
types or various forms
of models that involve
the instructional
method requires the
attention of the learner
observation in their
internal cognitive form.
Situated Learning Theory by
Jean Lave
Experiential Learning by
David Kolb
Cognitive Load Theory by
John Sweller
The theory focuses on Learning is inextricably
the unintentional and linked with activities,
situated aspects of human behaviors, and
learning. performances. These
characteristics are part
of a relevant process in
honest outer
engagement, which
entails the student
transitioning from an
observer. (The
condition of the
practitioner is
directed).
It is a four-stage This theory posits that
cyclical theory of learning is based on
learning that is experience,
fundamentally a transforming events
cognitive theory with into active knowledge
some behavioral that informs future
aspects. behaviors. Using
technology, one may
create an environment
in which students learn
and share. They use
information as they
would in real life,
dealing with actual
situations and
implementing what
they have learned.
The fundamental Our working memory is
notion of this theory is limited in capacity and
that the human’s may experience
cognitive architecture information overload.
has certain Here are some tips p
characteristics and using technology to
limitations that avoid overload: create
account for why and execute
learning may or may differentiated
 not occur in some activities in your
situations. course, and utilize
microlearning to
deliver content in
bite-sized portions.
Frequent breaks can
also help to reduce
stress, especially when
using a computer.

Processing Question: How will you use the knowledge given to integrate
development and learning theories into educational technology?

IMPORTANCE, FUNCTIONS, ROLES, & IMPACT OF EDTECH

Today, technology gradually There are positive and negative implications of

making its venture into the
field of education especially
since most schools are
offering remote teaching and
learning
emerging technologies such; as capitalizing on
affordances of technology might spell the
difference between the rich and poor. (Bates
2019) Cox (2019) claims the statement that there
is no traditional classroom that does not use any
sort of technology. In further explanation.
Education is predominated by technologies that
evolve due to the concurrent rapid
modernization of our society. In the 21st century
education. We were not limited to just printed
books. We elevated manipulating technologies
such as websites, software, smartphones,
computers, and the internet. In a various
explanation, the modernity and improving
technologies mold how they learn using these
technologies

Tabbada& Buendia insighted there are elements for using technology that help
the learners’ development.
Motivation Gaining learner attention – it is the critical first
event in providing optimal conditions for
instruction, based on Robert Gagne. The visual
and interactive features of many technology
resources help students to focus and
encourage more time in learning tasks.
Encouraging learners through production work
– Engaging learners in creating their own
products promote creativity, self-expression,
and feelings of self-efficacy and result in
professional-looking products they can be
proud of.
Increasing perceptions of learner control –
Learning control is important for learners; it
increases their intrinsic motivation.
d.) Technology use as motivation –
Technology-based methods have successfully
promoted several kinds of motivational
strategies that can be used individually or in
combination

Unique Instructional Linking learners to information sources –

Capabilities hypertext systems develop skills in addition to
those used with traditional reading materials.
Enabling learners to visualize problems and
solutions – interactive visual media provide
powerful visual means of “representing social
situations and tasks such as interpersonal
problem solving, foreign language learning, or
moral decision making” (Kozma, 1991).
Tracking learners’ progress – there are many
ways that students, as well as parents can
track students’ progress, like portfolio,
electronic diary, and others. Schools may also
capitalize the showcase of the students’
outputs through technology.
d. Linking learners to learning tools – learners
have access to different productivity tools and
information needed in their lessons and in
solving problems that goes beyond classroom
concerns.
UNIT 2: SESSION 1
A. Instructional Design Models

Instructional design is “the process of creating effective training materials and

experiences to facilitate learning and improve performance”
- It involves analyzing a learner’s needs and the characteristics of the target
learning audience, defining training objectives, selecting appropriate
instructional strategies and resources, designing and developing instructional
materials, implementing and evaluating the effectiveness of the instruction, and
revising and refining the instruction as needed.”

Instructional Design Models are composed of different frameworks that are

beneficial for efficient student learning.
- This allocates a systematic structure that ensures effective learning materials for
a smoother learning process.

Characteristics of ID Models
According to Branch and Merrill (2012), there are several characteristics that should
be present in all ID:
1. ID is learner-centered: the learner and his/ her performance are the focal points.
2. ID is goal-oriented: well-defined goals are essential.
3. ID focuses on real-world performance: helps learners perform the behaviors that will
be expected of them in the real world
4. ID focuses on outcomes that can be measured in a reliable and valid way. Creating
valid and reliable measurement instruments is essential.
5. ID is empirical. Data is the heart of the process.
6. ID typically is a team effort. This process usually involves teamwork.

The first generation of instructional design models centers on seven basic

questions:
1. Who – target group of learners;
2. What – content to be taught/ learned;
3. What for – instructional goals and learning objectives;
4. Why – accountability (needs analysis);
5. How – instructional strategies and methods;
6. When – timeline of instruction; and
7. Where – venue of the learning environment

Importance of Utilizing Instructional Design Models (Gupta, 2023)

 1. Quality: All learning material is designed with a clear purpose and has intended
outcomes.
2. Saves time and resources: Creation of a blueprint for learning material that
includes all necessary components, activities, and assessments, and that can be
reused for future instruction which saves time and resources in the content
creation process.
3. Collaboration: Instructional designers, subject matter experts, and stakeholders
can create high-quality collective instructions that meet the needs of the
learners and the organization.
4. Increases engagement: Instructional designers can identify the learners’ needs,
interests, and preferences, and design instruction that aligns with them.
5. Evaluation and improvement: By collecting data on the learners’ performance
and feedback, instructional designers can identify areas for improvement and
refine the instruction for future use.

The following are some of the Instructional Design Models that can be used by an
educator in their classroom:

1. ADDIE MODEL
● The ADDIE Model was designed by the Center of Educational
Technology at Florida State University solely for military training in
the United States (U.S.) Army, was developed by Bransan in 1975 and
was used by the U.S. Armed Forces.
● It is a process model that can be achieved in a sequential order to
develop educational and training programs. Its acronym stands for
Analysis, Design, Development, Implementation, and Evaluation. This
model may sound simple yet powerful as these five words are the key
phases in creating an effective and structured process of learning and
development as it ensures effectiveness, customization, and improvement
in a constant way. This model abbreviates the systematic and
comprehensive approach to instructional design.

COMPONENTS OF ADDIE MODEL

This model abbreviates the systematic and comprehensive approach to instructional
design:

A (Analysis)
➢ This is the foundation of knowing and understanding the learner’s needs in order
to provide ways that will best fit their needs and cater to what they already
know and have. By this, educators can process the gaps to create and identify
learning goals and objectives. And that’s why it should be critically analyzed and
overarching complete by the end of this phase as this is the crucial and
beginning of everything.
D (Design)
➢ This is a phase considered as a blueprint of the design since educators will
consider every piece of information that is being included in the analysis such as
learning objectives and content. Every detail should be carefully pondered.

D (Development)
➢ This is where concepts are being developed and bringing them to life by creating
lessons and instructional material.

I (Implementation)
➢ In this phase, educators will go through the process of application since
objectives, outlines, concepts, and content are being cleared and completed.

E (Evaluation)
➢ This is where educators will have feedback on every detail that is concise,
helpful, and effective with the learners. It will help them identify the parts that
require revisions and improvements in instructional design.

APPLICATION

This model can be used in both e-learning and face-to-face set-up as it provides
comprehensive components to ensure a well-ordered process of learning. Every phase
of this model has an output or result that should be achieved that is beneficial to
leaping to the next phase and makes it easy to follow because of its phases.

2. ASSURE MODEL
● This technique aims to guarantee that the instructional resources
utilized are essentially designed to provide emphasis on
accomplishing particular learning outcomes to inspire learners to
participate fully in the learning process in the classroom. In addition,
learners will understand what and how they are supposed to learn.
● Heinrich and Melenda were the researchers of this model in 1999. This
was made to incorporate multimedia and technology to improve the
learning environment. Each letter of the name stands for its component.
The ASSURE Model is a systematic approach applied to lesson plans.
Educators can use the ASSURE approach to ensure that every learner has
a tailored and engaging e-learning experience while building courses.

COMPONENTS OF ASSURE MODEL

ANALYZE LEARNERS
- This model depends majorly on the learners and is designed based on the
learner’s needs. This is the reason why the first step involves analyzing the
learners because it involves recognizing the unique characteristics of a learner
such as age, education level, learning capabilities, and other details needed.
 Once this important information has already been collected, the teacher can
start designing his/her lessons based on the learner’s needs.

STATE OBJECTIVES
- After completing the instructional materials, you should be able to discover what
learners should be able to do. The first is by creating objectives based on the
SMART Method, so it can be Specific, Measurable, Attainable, Relevant, and
Time-bound. Meaning to say, you, as a teacher, should be able to have
knowledge of what your learners are going to absorb in your lesson in a specific
amount of time. Hence, teachers should set realistic and feasible goals
important to the lesson to attain the best learning outcomes or results.

SELECT METHODS, MEDIA, AND MATERIALS

- In this step, you need to choose instructional methods to deliver the content. If
the lesson is teacher-centered, lectures, presentations, and other demonstrations
would suit it best. However, if the lesson is student-centered, it should be more
aligned with collaborative works such as group activities and group discussions.

UTILIZE MEDIA, MATERIALS, AND METHODS

- This is the time or part that you will use the methods you have chosen. In order
for the method to execute smoothly, reviewing the technology and other media
would help so you can avoid technicalities during the presentation and you will
know what to enhance and prepare before the presentation. Aside from this, you
need to prepare the teaching environment as well as inform the learners about
the entire process, including the materials, objectives, and assessment types.

REQUIRE LEARNER PARTICIPATION

- Identify strategies that will make your learners actively engaged in the learning
process. For instance, you can orient them and establish a mandatory
engagement in class discussions or orient them to ask questions to guide the
lesson themselves. Teachers should consider how his/her learners will understand
the material.

EVALUATE AND REVISE

- In the final step, this is the time for you to decide whether the material is
effective or not so you can make revisions ahead of time if necessary. By
evaluating your teaching strategies, the media, the technology you used, and
how you applied them. Aside from this, you should be able to find out if the
lessons and learners meet your objectives and if the overall exposure to the
lesson was provided based on their learning needs. This is why feedback in
evaluation is important and supports the improvement of both the student and
 the material itself. By getting feedback from students, you will be able to
analyze what is lacking and what to improve. It can be made by asking them
how the lesson affected them if they are satisfied with the experience and if they
have achieved their personal objectives that time. Finally, give them the results
of their assessment as well as feedback based on their performance.

APPLICATION

E-LEARNING SETUP IN-PERSON SETUP

To use this in an e-learning setup, we In order to use this in a face-to-face

must analyze the learners so we will be
able to design materials that cater to
their needs and preferences. Then you
may use your preferred learning
application to give them the objectives of
the lesson and provide the multimedia
chosen for delivering the lesson and
support this with videos, interactive
quizzes, recitation, and other discussion
forums. Aside from this, you can also use
educational applications wherein you can
gather data like learner involvement,
login details, and such. This will enable us
to examine and observe the process. By
addressing the unique needs of each
learner, the ASSURE approach goes one
step further. Providing each learner with
the particular technology they need to
accomplish their individual goals and
objectives is the main focus, as opposed
to providing generic tech tools or
resources (Pappas, 2023).
setup, take the time to look at the
learners by assessing their knowledge,
preferences, and skills prior to the
instruction. After this, orient your
students about the intended outcomes or
expectations. Lessons shouldn’t start
without having clear instructions on what
is supposed to happen. Students need to
know what we expect from them. In-
e-learning, you can use an app that they
can utilize to watch educational videos
you require them to watch but in a
face-to-face setup, you can utilize
materials such as projectors and TV so
you can make them watch what you have
prepared for them or you can make a
PowerPoint presentation showing the
content of your lesson. But you need to
consider first if it is student-centered or
teacher-centered. After giving them the
materials, you can ask them things they
learned about the media you showed
them to increase participation. It may be
through recitations or group work. After
having a discussion in a specific amount
of time, try to assess if they have learned
something by giving them quizzes or seat
works with feedback (Pappas, 2023).
 3. DID MODEL
The Dynamic instructional design model was developed by Lever Duffy and
Mcdonald (2011). This model is a study that is mainly based on the matters of
improved technology which is around the designing and focusing on the
establishment of an appropriate and effective studying environment for all the
students. The DID model is primarily centered on learners and it consists of
various procedures such as determining learning styles among learners by
establishing a welcoming and safe learning environment ( Dynamic Instructional
Design (DID) Model - 765 word | Research Paper Example, 2019b). Moreover, it
has a 6 steps model that is built around continual internal and external feedback
loop and the whole learning process contains opportunities for feedback and
revisions.

PROCEDURE
STEP 1: Know the Learners
➢ It is necessary that before the teaching session starts the teacher must know the
various characteristics of the students so that it is easy for them to learn and
benefit during the discussion in class. There are characteristics that should be
put into consideration and these are the following: language and cultural
backgrounds, information particularly the skills and knowledge of learners, their
development period, and student personal characteristics among learners. Some
examples of these characteristics are intelligence, techniques on how to study,
and cognitive styles.

Step 2: State Learning Outcomes

➢ This procedure pertains to the learner's opinion that as a result of instruction for
example is the ability of students of what the students are able to do at the end
of scheduled lessons. The learners should be able to understand and apply the
knowledge they have learned inside the classroom. Furthermore, analyzing,
synthesizing, and evaluating the learnings they’ve gained during the discussions
should be considered. This step includes creating performance objectives that
must be measurable, valid, and reliable.

Step 3: Establishing the Learning Environment

➢ Learning institutions should have a conducive environment such as the physical
and educational part of teaching. This procedure includes the welcoming
competition, seating arrangement, and appropriate physical environment.
Through this kind of learning environment learners can learn without any
difficulties. The teacher should determine the changes that need to be made,
and the reinforcement to motivate and build
Step 4: Identify Teaching and Learning Strategies
➢ Teaching and learning strategies are indeed necessary for learning considering
that they guide and help learners achieve a positive outcome that suits their
learning process. This procedure includes executing strategies that meet the
diverse needs of learners and it should be connected to the prior knowledge,
reinforcing knowledge, and the formative and summative evaluation.

Step 5: Identifies and Select Technologies

➢ In executing this procedure the use of Instructional technologies plays an
important role considering it is used to maintain the learning strategies put up
by teachers. In this, the educator must select a necessary technological tool
such as CD, Multimedia, radio, videos, and pictures. In utilizing these
technological improvements, the learning strategies of a teacher become more
effective.

Step 6: Plan Summative Evaluation

➢ The summative evaluation is the last step in conducting the DID model and this
procedure is indeed effective in regards to designing and evaluating measures
related to learning. It allows changes and revision to improve the design and this
can be achieved through self-evaluation of the effectiveness of your topic. One
example of this is providing learners and questionnaires to fill up so that the
teacher will be aware of the views of the students.

APPLICATION

E-LEARNING SETUP IN-PERSON SETUP

The DID model is about improving
technology, which focuses on designing
to build an appropriate and effective
studying environment. To execute the
dynamic instructional design in an
e-learning setup, the teacher must start
with an introductory activity where
students have an opportunity to share
their hobbies as well as their
characteristics. Performing this activity
also follows the first step in the DID
model, which is ‘Know the learners’. In
conducting the DID model in e-learning,
the teacher should provide clear
The following procedure under the DID
model can be also conducted a
face-to-face setup where the teacher will
give a simple activity known as the
introduce yourself to determine their
characteristic and through executing this
the learner can benefit during their
discussion inside the class. It is important
also that before teaching a particular
lesson, the teacher must state the
objectives so that at the end of the
discussion the learners can evaluate and
analyze their learnings. In a face-to-face
setup, the DID model can be seen in
information regarding the lesson, provide building a learning environment by
activities that will help learners evaluate creating an organized and clean learning
their learning, and use an education tool environment, positive welcome, and
in which lessons and activities can be seating arrangement. Moreover, in
uploaded so that the learners have identifying teaching strategies,
material to review and understand the technology can be utilized such as
lessons. Even though it is in an e-learning providing them with videos, pictures, and
setting, teachers can build a learning listening to podcasts. Lastly, summative
environment to create a positive evaluation can be executed to provide
interaction with the learners, and this can them with a set of questionnaires to
be done by accepting their opinions and determine the views of learners (Dynamic
ideas during an online meeting. Instructional Design (DID) Model - 756
Furthermore, the teacher should have Words | Research Paper Example, 2019c).
learning and teaching strategies during
their online session, for learners to
achieve a positive outcome. In addition,
in selecting technologies in an online
learning setting, the teacher can use
videos and pictures so that the process of
information and teaching for learners will
be effective. Lastly, in performing the
summative evaluation, the teacher can
utilize an online evaluation to determine
the views of the learners (Dynamic
Instructional Design (DID) Model - 756
Words | Research Paper Example, 2019c).

OTHER INSTRUCTIONAL DESIGN MODELS

4. KEMP DESIGN MODEL

The Kemp Model has four elements of design that are important to the course
development such as students, objectives, methods, and evaluation. This
approach places a strong emphasis on the interrelated relationships between
each step in the process, holding that instructional design is a never-ending
cycle in which “revision” or “changes” is a constant process of improvement and
adjustment as needed. This also allows flexibility as the design of the nine stages
continues to progress. When creating and implementing objectives, course
materials, and evaluations, the Kemp model urges designers to consider the
requirements, priorities, and restrictions of the learner. When designing and
implementing objectives, course materials, and evaluations this model urges
designers to consider the requirements, priorities, and restrictions of the
learners.

ELEMENTS
1. Determine the specific goals and instructional issues.
2. Identify the characteristics and needs of the learners that should be
taken into account.
3. Clarify the course content and analyze the proposed task components in
relationship to the set goals.
4. Define the instructional objectives and learning outcomes.
5. Ensure the content for each component of instruction is sequentially and
logically presented.
6. Design instructional strategies to enable learners to master the content
and achieve the learning outcomes.
7. Plan the instructional message and the appropriate mode of delivery.
8. Develop the evaluation instruments suitable for measuring and assessing
learners’ progress toward achieving the course objectives
9. Choose appropriate resources that will support the teaching and learning
activities.
 APPLICATION
E-LEARNING SETUP
The first step in implementing the Kemp
Design Model in your e-learning is to
define the objectives and goals as well as
the instructional challenge. You can
create a course that meets the demands
of your target audience by looking at
their attributes, including their interests,
learning styles, past knowledge, and
abilities. The components of the work and
the subject matter that has to be
mastered should be identified and
arranged into logical and significant
chunks. Determining the desired learning
outcomes and assessment criteria might
be aided by stating the instructional
objectives for each unit. Your course will
have a logical and captivating flow if the
content is arranged in a certain order
and learning exercises are created with
certain goals in mind. Learners'
performance and retention will be
improved by creating instructional tactics
such as scaffolding, reinforcement,
motivation, and direction. A consistent
design for your course will be produced
by carefully preparing the instructional
content and delivery, as well as by
choosing the right media and instruments
to support learning activities and
transmit knowledge. Creating assessment
tools to gauge students' accomplishment
of learning goals and the efficacy of your
course will yield information to assess
results and quality. Lastly, choosing your
resources wisely will guarantee the
viability and durability of your course,
IN-PERSON SETUP
To use this in a face-to-face setting, the
instructor must first pinpoint the issue or
the students' deficiency in order to
evaluate the students' needs. You can
conduct needs assessments through
surveys. Conduct a review of the learner’s
educational experience. With this, you
can clarify your content material catering
to their needs and develop learning
objectives necessary for their cognitive
complexity. To avoid confusion make sure
that the content is logically presented
and design strategies that will enable the
learners to understand the lesson. Make
sure that you will use a clear construction
style of writing that is easy to understand
and provide assessment tools that can be
used to measure and evaluate learners'
advancement lastly, select the right
materials to help the teaching and
Learning Activities. For example, if the
pupils' issue is related to reading. You'll
be aware of the processes and
requirements that students must meet in
order to study. Make sure the course
material is understood and updated as
needed. Make the course's aims and
objectives clear to them so they can get
started. Make sure the course you're
creating is presented rationally to avoid
confusing the pupils. Plan a few tactics
that will add movement to the
information you convey. Test it with
quizzes, and supplement it with insightful
educational and instructional resources
(Saha, 2023).
 including personnel, equipment,
materials, and finances (Pappas, 2023).

5. ELABORATION THEORY
It was introduced by Charles Reigeluth, an American educational theorist in
1979. The elaboration theory relies on the idea that the instruction is necessary
and offered to those learners in increasing order of difficulty. Instead of giving a
complex process or idea, the teacher should provide first a basic version of the
process, and then gradually present the lesson so that it will come up with the
desired result. Elaboration includes also a summary of previous lessons that
learners can receive for them to fully understand and grasp each stage of the
process. Lastly, The goal of Elaboration Theory is to allow learners to build their
necessary skills through completing each lesson. (Pappas, 2021b).

3 STEPS OF ELABORATION THEORY

1. The learners will begin with a “broad scope” picture of the problem or
task. This allows them to see all the parts of the problem for them to
understand the relationship between the components.
2. The learners will be encouraged to focus on the first step in the process,
or either a simplified version of one of the problems/components that
they had previously viewed while examining the “broad scope” picture.
3. After the learners have examined and learned each of the steps or
mastered the components, they are then asked to look at the larger
picture (which is the whole problem or task) once again.

SEQUENCING TYPES
Topical Sequencing
- includes lessons that are taught until the students have mastered the
content, and then they will move on to the next topic.
Spiral Sequencing
- involves the mastery of a certain topic before going back to learn more
about each individual step.

FUNDAMENTAL STRATEGIES
1. Organizing the Structure of the Coursework
- The course must be organized in such a way that each of the
lessons will elaborate upon the previous lesson in the sequence.
 This can be executed in three ways such as conceptually,
theoretically, or procedurally.
2. The simple to complex theory
- Every lesson should be undergone from simple to more complex
considering that it allows learners to build upon the knowledge that
they gain from the previous step in the process.
3. Sequences with the lesson itself
- The lesson will begin with a general overview, followed by a more
detailed look. This strategy can be applied to abstract concepts
that are viewed as real-world-based steps.
4. Summaries of the Content
- This strategy is about the instructor which he/she needs to
encourage learners to summarize what they’ve learned and
provide them an overview of all the previously learned steps at the
end of the lesson.
5. Cognitive Strategies
- Through Cognitive strategies, the learners were able to acquire
knowledge better consciously or unconsciously. Moreover, the
instructor will post specific questions so that the learners can lead
in the previously acquired cognitive strategy.
6. Learner Control
- This strategy encouraged students to have full control over how the
given instruction was carried out and the content being learned.
7. Analogies or Metaphors
- Executing this allows learners to be related to the content in
real-world scenarios or even the knowledge they have already
gained.

APPLICATION
Elaboration theory can be used in E-learning by following the four given steps
which are the scope, sequence, synthesize, and summarize. The first one is scope
which means defining the scope of your course and identifying the certain core
concepts and procedures that are part of your teaching session. Next is the
Sequence which is about organizing your content based on the logical and
hierarchical order, from simple to complex, and from general to specific.
Synthesize means connecting the content to the previous and future lessons and
highlighting the connections and relationships between different procedures and
concepts. Last summarization entails reinforcing and reviewing the key points
and results of the course, and providing opportunities for learners to self-assess
and reflect (How Do You Sequence and Organize Content According to
Elaboration Theory Principles?, 2023d).
SESSION 2

A. THE LEARNING DESIGN MODELS

Introduction
● The Learning Design emphasizes the broader process and/or direct factors that
can influence the design of the activities, contents, and supporting tools to
achieve the learning outcomes (Record, 2023).
● Learning Design is a learner-centered framework: This learner-centered model
ensures that the learning process is consistent and aligned to learning, teaching,
and assessment in the program regulations and related policies. For this reason,
the design works collaboratively with educators, parents, and stakeholders to
create a diverse and inclusive learning environment (Laurillad, 2012).
● Learning Design makes thoughtful decisions regarding what, when, where, and
how to teach inside a learning environment: It is necessary to plan and decide
on the course's content, structure, scheduling, pedagogical approaches, learning
activities' order, frequency of assessments and kind of technology assistance for
learning. This will help them to clearly understand and achieve the learning
objectives of the process.

- Differences between Instructional Design and Learning Design according to

Record (2023):

● INSTRUCTIONAL DESIGN
a.) This design follows a systematic process and gives importance to the outline of
instructional materials and activities.
b.) Focuses on the alignment of the instructional materials, strategies, and methods
with the learning objectives.
c.) The models under ID are prescriptive and are applied clearly based on the
guidelines (applied to the design and instructions that will be delivered).

● LEARNING DESIGN
a.) The broader perspective considers the environment (where the targets are learning
and what kind of environment they are in) and collaboration with others.
b.) Giving importance to the complexity and diversity of learning contexts.
c.) Being adaptable or flexible is encouraged in the design process.

- Similarity of Instructional Design AND Learning Design

- These two (2) models have a common goal which is to promote effective
learning (Record, 2023). Despite the differences, they are both focusing on
achieving an effective learning outcome after taking a course or subject. These
models encompass effective ways to teach and apply a method and strategy in
a learning environment.
The following are some of the models that we can use and for better understanding of
Learning Design :

a.) 8 Learning Events Model by Leclercq and Poumay (2005)

8 Learning Events Model is developed by Leclercq and Poumay at the University of

Liège. It is a Learning Design for describing the activity of the learners in a learning
situation that is independent of the content. The following stages are:

1.) Imitation / Modeling - Humans learn a lot from observation, impregnation

(and, afterwards, imitation), either voluntarily or without really trying, outside
any system of instruction, simply by absorption, as a result of being immersed in
the problem, by living in a context, and sometimes without even realizing it –
making this a form of latent learning.
2.) Reception / Transmission - Humans learn a lot from intentional
communication, from the reception of messages (via the press, radio, books,
television, lectures, etc.) intended to give us information. This communication is
encoded in a language that the recipient must share with the transmitter,
contrarily to imitation by observation, where no code is needed.
3.) Exercising / Guidance - In fields where it is important to create a procedure, to
automate, to create routines, humans learn by acting, practicing. Essays and
errors are necessary not only to discover the sequences of actions but also to
interpret feedback (stimuli) produced by these actions, that help correct it if
needed.
4.) Exploration / Documenting - In fields where a large degree of freedom of
choice is beneficial, humans learn by exploration, i.e. by a personal search
among data, either randomly, or to answer their questions. The difference is the
personal character of exploration and the pre-existing will or expectation to find
 something or an answer to a personal query. In a free exploration, a
consultation, it is the learner who has the initiative, who asks the questions, but
without changing the object of his exploration, without creating knowledge
which pre-existed its discovery during exploration.
5.) Experimentation / Reactivity - Experimentation processes mostly by
exhausting and combining the possibilities the experimenter regards as
meaningful, in order to test a personal hypothesis (otherwise it is simply drill by
applying the other’s ideas)
6.) Creation / Confrontation - Humans learn by creating something new (new to
them, no to humanity), by constructing, by changing their environment, by
producing concrete works (texts, musical compositions, objects, buildings,
shows, films, etc.) ...often starting from a personal idea or an individual or
collective project.
7.) Self-reflection / Co-reflection - Judgements, analysis and regulations operated
by a person on his/her own cognitive processes or products in PRE, PER or POST
performing situations, the performance being a test or a learning activity.
8.) Debate / animation - Learning takes place during social interactions between
pairs or between trainees and trainers provided there are conflicts of views
(called socio-cognitive conflicts), challenging discussions forcing the opponents
to justify their position.

All learning events fall roughly into eight different activities through which a learning
event can occur and are paired with teaching events. Leclercq and Poumay define each
type of activity below and provide an outline describing the teacher or trainer's role,
the domains of learning best governed by the activity, where the activity can be
situated, how it usually occurs in a classroom context, associated words, and the
learning theory that supports the event.

Learners Teacher Activity Domain of Application Related

Activity Learning
Theory

Imitate Provide a model Movements, Noises, Social

Words, Melodies, Learning
Postures etc (Bandura)

Receive Transmit Information Many Domains (except: Verbal

Information Mastery of skills, Learning
Adoption of values, (Ausubel)
sensory-Motor...)
 Exercise Guide, Feed-back Sensory-Motor, Music Law of Effect
etc... (Thorndike),
Reinforcement
(Skinner)

Explore Provide Access to Data History, Geography, Theories

Personal Relations etc... related to
conceptual
maps

Experiment Provide Environment Sciences, Computer Cognitive

for Experimentation, Sciences, Social Learning
Supervise Relations etc... (Piaget, Polya
and De Bono)

Create Facilitate Arts, Learning Divergent

Technologies Production
Concept
(Guilford),
Criteria for
Creativity
(Torrance)

Self-Reflect Co-Reflect Intellectual, Relational or Metacognition

Sensory-Motor (Flavell,
Brown,
Leclercq)

Debate Animate Complex Mental Models, Social

Construction of Mental Interaction
Representations (Doise,
Perret-Clermo
nd), Cognitive
 Learning
(Piaget)

APPLICATION OF 8 STAGES IN FACE TO FACE CLASSES AND ONLINE LEARNING:

1. Imitate Learning Event

The imitate learning event involves observation and modeling. In essence, learners will
imitate what they have learned or draw upon past experience in order to solve a
current problem. To imitate learning events face to face and online learning, teachers
can create a video walkthrough of a particular task or a presentation that allows
learners to observe the key steps in a process. Since imitation can be better achieved
through social learning, teachers can also develop group activities that encourage
learners to collaborate, and benefit from the experiences and knowledge base of the
other group members.

2. Reception Learning Event

The reception learning event is centered around the transmission of information and
how it is received by the learners. To incorporate the reception learning event into a
face to face and online learning, the teacher can combine text with audio narration in
order to cater to different learning needs, and provide the learners with content that is
clear and concise; no verbose or lengthy blocks of text. It's important to mention that
the reception learning event must be paired with the localization. In other words, the
content must be written in a language that the learners can easily comprehend.

3. Exercising Learning Event

The exercising learning event is also referred to as “guidance”, and often involves some
sort of routine that is accompanied by feedback. To integrate this, the teacher can
create activities that offer a step-by-step look at a specific process. This will often
involve observation beforehand to boost comprehension, and feedback once the
activity has been completed. In short, learners will need to practice what they have
learned and put their knowledge to good use via practical activities and exercises.
Often the exercising learning event will help learners to fine tune their skills and find
alternative approaches to problem solving, especially if feedback is timely and has
pointed out their commonly made errors.

4. Exploration Learning Event

As humans, we have an innate need to explore. We're curious and we tend to jump at
the chance to learn new skills or information in order to solve challenging problems. The
exploration learning event centers around this human trait. To offer learners the chance
to explore, you'll want to give them control over the learning process. Design activities
or modules that encourage them to learn more about a topic on their own. Create
eLearning games and interactive scenarios where their decisions lead to consequences
or rewards. Ask them to explore a topic by reaching out to professionals online via
social media sites, such as LinkedIn, in order to gain a better understanding of the
subject matter.

5. Experimentation Learning Event

The experimentation learning event pertains to the application of knowledge. Learners

must be able to try out the knowledge that they've acquired and use them to
experiment. This often requires manipulation of the environment or exhausting all
possibilities in order to arrive at a solution. To incorporate this learning event, teachers
can develop simulations or group collaboration activities that allow your learners to put
their newly acquired information to good use. Teachers can also ask learners to
paraphrase key concepts to test their understanding and boost knowledge retention.

6. Creation Learning Event

This revolves around the idea of using newly learned knowledge or skills to create
something new. This may be in the form of an activity that requires the learners to
design a website based upon the subject matter or develop a lesson plan that explores
the topic and then teach it to their peers. By doing this, learners can delve into the
subject matter even further and commit it to long-term memory, which is the ultimate
goal.

7. Self Reflection Learning Event

As the name suggests, the self-reflection learning event focuses on the learners’ self
reflection and understanding of the concepts being taught. This learning event
encourages them to explore why they learn, how they learn, and even gain a better
understanding of what they have learned throughout the course. This can be achieved
by asking the learners to identify how they will use the information in real world
environments, or having them complete simulations or scenarios that give them the
opportunity to see the benefits of building specific skill sets, which can also allow them
to determine their strengths and weaknesses.

8. Debate Learning Event

This last learning event is also known as “animation”, and it focuses on justifying one's
opinions or views, as well as being able to support them with facts or evidence. To
include the debate learning event, teachers can integrate group activities that
encourage learners to defend their views or debate about a particular topic. Teachers
can also ask learners to offer feedback on the work of their peers, so that they can
discuss their different points of view or offer invaluable insight and experience.

b.) Atkinson’s 8-Stage Learning Design Framework

➔ The framework that provides a supportive step-by-step process to enable faculty
and course designers to develop sturdy and well-aligned programs or modules.

Stage 0: Overview
- Where institutions will orientate themselves to learn the design process
and understand their institutional purpose.

Stage 1: Student Profiles

- This allows faculties to imagine what different types of students might
take their program or module and triangulate the kind of student that will
embark on the program so they can think about boundaries effectively.
While each student has a unique background and experience, it can be
helpful to see patterns in the types of people your pupils typically are. This
indicates that programs and modules are created to come as close as
feasible to the expectations, skills, and learning objectives of students.

Things to Consider in Student Profiling (Sijen, 2022)

Circumstantial Age; disability; paid/voluntary employment; caring

responsibilities; geographical location; access to IT
and transport services; flexibility; time available;
entitlements; financial background and means;
marital status.

Educational Level/type of entry qualifications; skills; ability;

knowledge; educational experience; life and work
experience; learning approaches.

Cultural Language; values; cultural capital; religion and belief;

country of origin/residence, ethnicity/race; social
background.

Dispositional Identity; self-esteem; confidence; motivation;

aspirations; expectations; attitudes; assumptions;
beliefs; emotional intelligence; maturity; learning
style perspectives; interests; self-awareness; gender;
sexuality.
Stage 2: Context
- Designing context is very important as it involves thinking about what
professional standards statements are, what ethical standards, and
whatever the employment trends are so as a whole there is a real
emphasis in this stage on horizon scanning.

Stage 3: Meeting Media Choices

- It involves not just the transmission of the community and process of the
virtual learning environments and the videos, audio, podcast, and
readings, it is also thinking about the actual structures of the learning.
Thinking about what existing content is available or reusing existing
content, and taking an external third-party content and repurposing it. So
a review of the media will tell you whether it is suitable for the student
because matching your students and context to your media is also very
important. When we create learning through media or deal with media in
the learning process, there are five things to keep in mind:
● Students: orientation and disposition to learning with and through
media.
● Staff: abilities to work with media. Their abilities to identify
appropriate media and manipulate it as appropriate.
● Professional needs: present and future demands of the
professional context in using media appropriately.
● Content & Resources: Identifying existing, or creating, effective
media resources for learning.
● Institutional Choices: The constraints and opportunities for
learning designers to develop media.

Stage 4: Intended Learning Outcomes

- the backbone of an effective and robust design, it is necessary to design
these outcomes across all five domains of learning so the cognitive,
metacognitive, affective, psychomotor, and interpersonal to make sure
you have a genuinely broad and meaningful educational program for
students.
- This aims to provide a course or module's overarching purpose or
objective. They are meant to serve as a summary of the course's overall
objectives rather than as declarations of what students will learn or do.
Aims' should often be written as answers to two questions:
● What is the purpose of this program or module?
● What is the program or module trying to achieve?

Stage 5: Assessment
- This enables us to guarantee that all Intended Learning Outcomes (ILOs)
are assessed while managing the assessment load for both teachers and
students. Then, using taxonomy circles, we can create marking rubrics for
each level that include all the instructions needed for specific assessors
 and students to direct their practice. This is to make sure that you can
provide sufficient opportunities for students to evidence their attainment
of those outcomes.

Stage 6: Learning Design Activities & Learning and Teaching Activities

- Start to draft your design and the learning activities and strategies that
are relevant to the particular outcome. Accordingly, activities are almost
rehearsals for the outcomes. The learning activities that enable students
to get ready for the assessment of their learning outcomes are the third
component of a constructively aligned course design and stage six of the
8-SLDF. It is not about the material we teach our pupils; rather, it is about
how we come up with a suitable plan to accomplish it.

Stage 7: Feedback
- Constant feedback is the fourth component of a constructively aligned
course design strategy. Feedback is closely reflective of both the
assessment approach and the learning activities. Creating feedback for
all of the changes in the courses will change the evaluation methods as
well as how learning activities are conducted. By reviewing the feedback
techniques at this point in the design phase, there can be modifications of
activities, assessments, and Intended Learning Outcomes as needed to
take into account valuable input as it comes in.

Stage 8: Evaluation
- This should always be integrated into the process because effectively, you
are evaluating the effectiveness of each stage. The evaluation of learning
experiences, including the strength of your course design, and evaluation
for learning—which, for consistency's sake, I will refer to as in-class
evaluation—should then be thoroughly examined.
- This stage explores five basic concepts that underpin the evaluation of
learning:
1. Distinguishing between Evaluation, Feedback, and Assessment
- Evaluation is all communication designed to elicit
evaluative comments provided by students on their learning
experiences, and/or from academic peer review and
self-reflection on our teaching practices.
- Feedback is all communication designed to support the
future learning capabilities of a student.
- Assessment is all communication designed to enable the
student to evidence their ability to meet a defined learning
outcome.
2. Measuring Student Performance versus Teacher Performance
3. In-class evaluation versus Post-Completion evaluation
4. Learning Gain
 5. Progression: Access, Retention, Pass Rates, Grades, Completion,
and Destination

Processing Question: As a pre-service teacher, is the model presented known as the

Learning Design something that you would consider for your Learning Design? If yes,
kindly press the “raise hand” button.

c.) ICAP = Interactive > Constructive > Active > Passive

Developed by Chi and Wylie in 2014, this model aims to provide a more precise
definition of concepts like "constructivism" and "active learning" by providing a
classification of four different types of cognitive engagement that learners may
participate in during their learning process. This answers the question: what does it look
like for a student to move through the process of “active” learning?

They were able to verify their hypothesis, which stated that some activity affected
learning and engagement more than others. Thus, in order to foster proper cognitive
engagement, their framework offers tasks or overt behaviors that might involve
students in active learning. The ICAP framework defines four behavioral modes:
interactive, constructive, active, and passive. During any educational task, learners
might interact with all, some, or none of these modes.

THE PASSIVE LEVEL

The "P" in ICAP, or the first level of this architecture, pertains to passive involvement. At
this level, activities support the idea of a transaction of instruction, in which learners
are given knowledge without being expected to interact. For example, consider that
learners are just attending a lecture or viewing a video.

THE ACTIVE LEVEL

Active engagement is the primary objective of the framework's second level, or the "A"
in ICAP. An activity is classified as "active" by Chi and Wylie if learners show that they
have directly manipulated the course materials or activities. For example, The
instructor would observe learners completing taking exact notes, underlining text, or
maybe pausing or fast-forwarding a presentation.

THE CONSTRUCTIVE LEVEL

The "C" in ICAP, or the third level of the framework, stands for constructive
engagement. Instead of simply regurgitating instructional materials, learners generate
original concepts influenced by their own experiences, past understanding, and links to
more general subject areas.

THE INTERACTIVE LEVEL

The focus of the framework's last level, or the "I" in ICAP, is interactive participation.
Learners improve on their prior knowledge at this last level and collaborate with other
learners. Learners participate actively in the classroom, contributing to deeper
comprehension in turn, and as more students participate over time, creative thinking
develops.

Question: As a pre-service teacher, is the model presented by the Center of

Educational Technology known as the LEARNING DESIGN something that you would
consider for your Learning Design? If yes, kindly press the “raise hand” button.

Technology Integration Frameworks

- As the technology evolves, the use of it in education becomes a pathway to have
an effective learning and teaching process. Technology Integration Framework
are models that allow the educators to use and design technological materials
inside the learning environment. These models can gradually help the educators
to identify what is the precise technology and pedagogical strategy that they
can implement (LinkedIn, 2023).

The following are some of the different frameworks that we may use in teaching:

a.) TPACK (Mishra & Koehler, 2006)

- is an acronym for Technological, Pedagogical, and Content Knowledge
- It is a technology integration framework rooted in the argument that
deep technological understanding is an essential competency that
modern educators should attain to make learning much easier for
students. This is a combination of the teacher’s knowledge of a certain
topic, their teaching styles, and the integration of technology to be able
to teach efficiently.
- Punya Mishra and Matthew J. Koehler from Michigan State University first
presented the TPACK framework in 2006.

● Content knowledge (CK)

- The teacher’s knowledge, understanding, and expertise in a certain
subject area.
- It contains the facts, concepts, and theories of that certain area of
discipline.
- Guide Questions: What content does this lesson focus on?
● Pedagogical knowledge (PK)
- The teacher’s knowledge and skill in the art of teaching.
- It contains learning theories, instructional designs, methods of
teaching, and assessments (ex. project-based learning) that best
assists learners.
 - Guide Questions: What pedagogical practices are employed in this
lesson?
● Technological Used (TK)
- The teacher’s knowledge of technological tools and their proper
integration appropriate to their curriculum.
- Proper and appropriate utilization of applications and websites.
- Guide Questions: What technologies are available and used?

Each domain passes across every other domain. The foundation of successful
technology integration is the knowledge, skills, and abilities — referred to as TPACK,
developed where all three domains intersect and work together harmoniously. It is
crucial to find a balance across all three of these areas to teach effectively in the
contemporary classroom.

● Pedagogical Content Knowledge (PCK)

- The teacher’s knowledge of best practices and ways to effectively
engage students in learning concepts and skills.
- Includes various approaches to address the differences of
students, particularly their learning styles.
- Guide Questions: Do these pedagogical practices make concepts
clearer and/or foster deeper learning?
● Technological Content Knowledge (TCK)
- Utilization of technology, particularly available digital tools, for
deeper learning and understanding of a student of the content of a
certain subject area.
- Guide Questions: Does the use of technology help represent the
content in diverse ways or maximize opportunities to transform the
content in ways that make sense to the learner?
● Technological Pedagogical Knowledge (TPK)
- The teacher’s recognition of the use of digital tools as a way to
achieve learning outcomes.
- Guide Questions: Do the pedagogical practices maximize the use
of existing technologies for teaching & evaluating learning?
● Technological, Pedagogical, and Content Knowledge (TPACK)
- On this question, the flexibility and adaptability of everyone would
be tested if an unexpected event happens.
- Guide Questions: How might things need to change if one aspect
of the lesson were to be different or not available?
With the help of the TPACK, educators will be guided on the know-how of integrating
technology (EdTech) into their existing pedagogies and proper utilization leads to
effective and efficient educational experiences and practices. In the context of
education, the majority of educators and administrators are aware of the advantages
technology can bring to the existing field; whether to help simplify district, school, and
course administration or to prepare students for a world where technology is
prominent.

The TPACK framework is flexible in the sense that it can be used in an in-person setup
or e-learning space. This framework only offers a new perspective for educators in
order to properly and efficiently integrate technology into their knowledge and
expertise, as well as their teaching strategies. Since emerging technologies offer a
much easier lifestyle in the field of education when it comes to information
accessibility, it has become beneficial and part of student learning. However, it does
not only benefit the students but it can also be helpful on the teacher’s end. Utilizing
technology and digital spaces can lessen the expected efforts that teachers need to
exert to be able to give the students the quality education they deserve. The TPACK
model enables both teachers and students to attain the necessary 21st-century
competencies. Thus, it helps us to understand how technology can strengthen the
connection between instructional methods and content.

b.) SAMR Model and Padagogy Wheel

- As the world changes over the period of time, technology is undeniably
progressing — each year, the advancement and development of technological
materials are growing rapidly (Ahmed, 2022). For this reason, the educational
approach, context, and strategies should also change and be renewed. For
instance, technology and education are always correlated — as a result, models
that are connected to both learning and advancement were born.

What is the SAMR Model?

➢ Substitution Augmentation Modification Redefinition (SAMR) Model
that was designed for educators to evaluate the use of technology in the
productivity of both learning and teaching. It was developed by Dr. Ruben
Puentedura and aims to guide educators to manipulate the technology
correctly and to help learners enhance their technological skills (Nearpod
Team, 2023). Hence, the use of this framework allows the educators to
explore the technological materials and choose the best and right
strategy to use in teaching — to make it safer to use, being aware of the
range of the lesson at hand and options to make are must (Terrada, 2020).

How does the SAMR Model work and apply?

 In using the SAMR Model in education, the substitution, augmentation,
modification, and redefinition needs to be considered:
● Substitution is a direct substitute of technology in the materials without
changing the context and there is no improvement when it comes to
delivering the lesson — for example, instead of jotting down notes in a
paper or notebook, learners will use Microsoft Word or Google Document.
● The next stage is augmentation which still has a direct substitute to the
materials without changing the context yet the method of delivering the
ideas is improving — for instance, using a video presentation to help the
educators to convey the topic.
● Then the modification that allows the technology to improve and develop
the significant task of both learners and educators — a good example of
this is when the task requires research and deep understanding, learners
use the Google Document for drafts.
● The last and final stage is the redefinition, this is where the technology
manages the creations of new activity — for instance, recording the
activities that the learners made will help them to reflect on their
performance (The Vibe Team, 2022).

What is the Padagogy Wheel?

➢ The Padagogy Wheel was developed by Allan Carrington. The Padagogy
Wheel was designed to connect Bloom’s Taxonomy with the possible
outcome of learning, in order to remind educators to rethink each plan
and decision that they are making (Horne, 2021). Through this model,
educators will be able to revise the content of their lesson to have a better
outcome in learning.

How does the Padagogy Wheel and SAMR Model work together?
● Padagogy Wheel works with Bloom’s Taxonomy and SAMR Model. The
wheel starts in the center, it will ask what level of Bloom’s Taxonomy you
want your learners to be working at or the goal of your content — you can
also see the type of activity that you can use through the level of the
learning outcome. Then with that, the wheel will automatically point to the
technology that suits your activities and level.
● On the outermost part of the wheel, a SAMR model is present — the main
purpose of this model is to ask the educators why and how they are using
the tools (Wilson, 2020). This is where technology became involved in the
learning and teaching process. Moreover, the Padagogy Wheel allows
educators to explore the different technological aspects that will help
them to develop techniques and strategies to use.
Question: As a pre-service teacher, is the model presented by the Center of
Educational Technology known as the LEARNING DESIGN something that you would
consider for your Learning Design? If yes, kindly press the “raise hand” button.

c.) Florida Technology Integration Matrix (TIM)

- The Technology Integration Matrix was discovered by the Florida Center for
Instructional Technology (FCIT). It concentrated on the intersection of
meaningful learning environments and levels of technology integration (S3
Technologies, 2023).
- Florida. The Technology Integration Matrix (TIM) was developed to provide a
comprehensive framework for assessing technology integration in instructional
settings. It includes resources that demonstrate best practices, provide context
for planning, and help educators choose professional development opportunities
- There are five (5) levels of Florida TIM; entry, adoption, adaptation, infusion and
transformation. It is important to note that the TIM focuses on teaching and
learning practices, NOT the technology itself. In the TIM model, the goal is to use
technology as a TOOL to increase these 5 characteristics.
- Technology integration is split into 5 levels for each characteristic. As you move
to the right, we call that moving “up the TIM.” You will see an increase in
student-centered learning and students will move from procedural, conventional
understanding of content, to conceptual learning and higher-order thinking.
- When looking at the characteristics, there is no hierarchy between the rows.
Those lenses often overlap, but one is not necessarily better than the other.
Moving any of these characteristics to higher levels will result in more
meaningful learning for your students.
- When the five characteristics of meaningful learning environments are
evaluated using the five levels of technology integration, the Technology
Integration Matrix (TIM) framework is created. Educators can use this matrix to
 evaluate and reflect upon their lessons, as well as a planning tool to improve
student engagement and achievement

The Five Qualities of Contextual Learning Environments

The major and related areas of effective classroom practice serve as the foundation
for the structure of the TIM are the following:

ACTIVE LEARNING: Engaging Student’s Mind

The Active characteristic distinguishes between lessons in which students passively
receive information and those in which students discover, process, and apply their
learning. There is a night-and-day difference between a classroom of students with
glazed-over eyes awash in the flow of information from a teacher's lecture or
drill-and-practice software and a classroom of students whose lesson is so structured
that they must actively "do something" with the content and think about what they are
doing.

Collaborative Education: Creating Knowledge in Society

The collaborative characteristic pertains to the extent to which technology is employed
to help students collaborate with peers, experts, and others who might be in different
places and represent different cultures, experiences, and points of view. It also fosters
critical thinking abilities and provides an opportunity to hone and improve
communication skills

Constructive Learning: Making Connections

When students use technology to make connections between new information and
what they already know, they are engaging in constructive learning. In the short term,
students can memorize and repeat back any information we teach them, including
dates of historical battles, mathematical formulas, and dictionary definitions, provided
they are sufficiently motivated. This is something that experienced teachers are well
aware of.

Authentic Learning: Mirroring the Real World

The authentic characteristic highlights how new knowledge relates to the world outside
of the classroom. "The basic idea of authentic learning is that students are more likely
to be interested in what they are learning, more motivated to learn new concepts and
skills, and better prepared to succeed in college, careers, and adulthood if what they
are learning mirrors real-life contexts, equips them with practical and useful skills, and
addresses topics that are relevant and applicable to their lives outside of school," says
the statement (Winkelman, 2023.

Goal-Directed Learning: Escape from the “Schoolwork Box”

Releasing students from the constraints of the traditional schoolwork box is the main
focus of the TIM's goal-directed characteristic. They have the opportunity to step into
the mystical world beyond the box that was previously only accessible to educators.
With this new viewpoint, students are able to understand the main objective of an
activity from the very beginning. Based on their understanding of the objective, they
participate in the planning and design of the activities. They gain the ability to
impartially assess their own development in relation to the objective and the scheduled
activities.

DISTINGUISHING THE DIFFERENT LEVELS OF TECHNOLOGY IN FLORIDA TIM

(ACTIVE LEARNING)

At the entry level, it is common for the teacher to be the only one in the classroom
using technology. Students are passively receiving the information presented to them,
rather than being engaged in the lesson itself.

At the adoption level, students are using technology in conventional, guided ways. The
teacher chooses what tool the students will use, and often walks them through it
step-by-step.

An adaptation level lesson introduces independent work and some student choice
regarding the technology tools they use. The teacher is able to take a step back and
allow students to develop conceptual understandings of the tools, and allow them to
explore those tools.

At the infusion level, multiple forms of technology are regularly available to the
students, allowing them to select tools based on their learning style and lesson. The
classroom is typically more student-centered. The teacher guides, informs, and
contextualizes student choice of technology tools but is flexible and open to student
ideas.

In a transformation level lesson, students are actively engaged and are using
technology as a tool to support their learning in ways that could not happen without
the technology. The focus of student activity can now rest on the content rather than
about how to use specific tools.
UNIT 3: SESSION GUIDE 1&2

DIGITAL CITIZENSHIP AND ITS NINE ELEMENTS

Digital Citizenship

Digital citizenship occurs when a person utilizes the internet in a legal, safe,
ethical, and responsible manner. It is also the responsible use of technology by
anyone who utilizes computers, the Internet, or digital gadgets to interact with
society at any level.

As technology advances at a rapid pace, the world as a whole becomes

more reliant on the Internet for daily tasks. This makes it an important topic to
teach today's students.

Good digital citizenship engages students and teaches them how to connect
with one another, empathize with one another, and build long-term connections
via digital tools. In contrast, bad digital citizenship includes cyberbullying,
reckless social media usage, and a general lack of awareness about how to use the
Internet securely. Fortunately, almost all of the prerequisites for being a
responsible digital citizen can be taught in the classroom.

Nine Elements of Digital Citizenship

Digital Access
Digital access refers to the ability
to fully participate in digital society.
This includes access to tools and
technologies such as the Internet and
computers, which enable full
involvement. Unfortunately, not
everyone has comprehensive internet
access, therefore they are unable to
fully engage in digital society.

Examples:

​ Software
​ Public Computers
​ Digital literacy programs
​ Applications used on a computer
​ Laptop
​ Cellular phone
​ School Connectivity
​ Government Subsidies
​ Internet of Things (IoT)
​ Information and communication
technology (ICT)
Digital
Digital Commerce refers to the
Commerce
online purchase and sale of goods, as
well as the tools and safeguards in
place to aid those who buy, sell, bank,
or use money in any way in the digital
environment. The purpose behind eCommerce is to
sell. An eCommerce venture's success is determined by the
overall revenue earned while keeping inventory expenses
low. In that regard, eCommerce is more transactional. In
digital commerce, value is ascribed to involvement in the
purchasing process. Mobile devices and content are the
primary driving forces behind digital commerce.

Examples:

​ Amazon
​ eBay
​ Etsy
​ Shopify

Advantages:

​ Faster buying process

​ Store and product listing creation
​ Cost reduction
​ Affordable advertising and marketing
​ Flexibility for customers
​ No reach limitations
​ Product and price comparison
​ Faster response to buyer/market
demands
 ​ Several payment modes
​ Enables easy exports

Digital
Digital communication is the use of
Communicatio
n & internet tools such as email, social
Collaboration media messaging, and texting to
communicate with others or a specific
audience. Even something as easy as
viewing the text on this webpage is
digital communication.

Examples:

​ Email
​ Social Media
​ Games

Digital collaboration refers to the use of digital

technologies to facilitate collaboration. It is fundamentally
different from traditional cooperation in that it brings
together a larger network of people who can do far more
than they could on their own. Digital collaboration is
employed in a variety of disciplines, including teaching.
Digital collaboration refers to the process of teams
interacting, sharing, and working on projects together via
online platforms.

Examples:
 ​ Online meetings and webinars.
​ Online team chat rooms.
​ Co-authoring documents and
spreadsheets.
​ Social media.
​ Shared task lists and problem tracking
systems.
​ Wikis.
​ Email.
​ Digital Collaboration in the Classroom.

Digital
Digital etiquette, sometimes known
Etiquette
as "netiquette," emphasizes the
necessity of appropriate online
behavior. Digital etiquette is the basic
set of rules for behavior that
consumers with technology should
follow in order to be responsible
citizens online. It is important for all of
us to practice good manners, which
includes acting appropriately and
making wise decisions when using
digital platforms.

Five Tips for Digital Etiquette:

​ Golden Rule: Treat others as you wish to

be treated.
​ Keep your messages and posts positive
and true.
​ Double-check your messages before
hitting send.
​ Respect your friend's privacy.
​ Avoid digital drama.
Digital
It is the capacity to find, assess,
Fluency
and make ethical and efficient use of
technology and information.
Furthermore, it represents someone's
capacity to use digital technologies
safely and effectively for development,
communication, teamwork, and
problem-solving abilities in a variety of
settings. This is known as digital
fluency. It includes information
literacy, critical thinking, adaptability
in navigating the digital world, and
technical skills like using digital
devices and software.

Examples:

​ Media Literacy

The capacity to evaluate and comprehend a

variety of digital media, including photographs,
videos, and news articles, is a prerequisite for
digital fluency. Understanding ideas like
prejudice, false information, and digital
manipulation falls under this category.
 ​ Job Positions in Social Media

Because social media reaches such a wide

spectrum of users, it requires a variety of
platforms, trends, and analytics to work
successfully.

​ Adaptability to New Technologies

It involves the capacity to change with arising

tools and technologies. It also includes
discovering and exploring new digital platforms,
keeping up with technological trends and
advancements, and being receptive to learning
new skills.
Digital Health It refers to the use of technology, such as mobile
and Welfare apps, wearables, and other digital tools, to improve
healthcare delivery, monitoring, and overall wellness. It
encompasses a wide range of applications, from electronic
health records to telemedicine. Digital welfare, on the
other hand, involves using technology to enhance social
and economic well-being, often through the provision of
digital services and platforms that support individuals in
areas like education, employment, and social assistance.
Both concepts leverage digital advancements to enhance
the quality of healthcare and social services.

Examples:

​ Digital Record Keeping: Transitioning

from paper-based records to electronic
systems allows for seamless sharing of
patient information among healthcare
providers, improving coordination of
care.
​ My Telehealth
​ HealthTap
​ EyecareLive
​ MyChart
Digital Law
Digital law is concerned with the
legal rights and limits that regulate the
use of technology. To prevent any type
of online crime, no matter how serious,
students as digital citizens must
understand the law and how it pertains
to them specifically.

Digital law is defined as the

electronic accountability for deeds and
actions. In other words, digital law
defines what you are and are not
permitted to do while using the
Internet. Ethical use refers to all
Internet activity that follows societal
rules. Unethical usage of the Internet
refers to any activity that violates
societal laws.

Examples:

​ Ethical Use
include properly referencing sources, respecting
others, and reviewing and adhering to the terms
of service for any references, files, apps, or
other resources that you use.

​ Unethical Use

hacking, software piracy, unauthorized music

downloads, plagiarism, and the creation and
spread of viruses.
Digital Rights
Digital rights, which are closely
&
Responsibility related to freedom of expression and
privacy, enable people to access, use,
create, and publish digital media, as
well as access and utilize computers,
other electronic devices, and
communication networks.

Examples:

​ Access computers and other technological

gadgets.
​ Access and utilize digital content.
​ Create and share digital media.
​ Maintain personal privacy in digital
communities.
​ Feel free to express your views and
opinions.
​ Report anything that is perceived as
inappropriate.

The term "digital responsibility" refers to using

technology in an appropriate and beneficial manner for
oneself and others. It entails managing a wide range of
ethical circumstances involving privacy, net neutrality,
transparency, and "the digital divide," among other
challenges and scenarios.
Examples:

​ Use appropriate language when

interacting with others
​ Respect the opinions and ideas of others
​ Obey all intellectual property laws of
media and copyright
​ Not to share others' works without
permission
​ Follow the rules and conduct within every
site or digital community on the internet
Digital
Digital security refers to securing
Security &
Privacy your computer, mobile devices, tablets,
and any other Internet-connected
devices from invaders such as hacking,
phishing, and so on. Digital security
can also keep your personal
information from being used and sold
by businesses. There are other ways to
safeguard yourself online, including
VPNs, password managers, password
generators, and identity monitoring
programs.

Examples:

​ DIfficult Password
​ Application security
​ Backup your data
​ Software updates
​ Antivirus software
​ Cloud Security

Digital privacy is a right that tries to protect the

personal information of users who access a service via the
internet. It must ensure that they are aware of, and have
control over, the treatment of their data acquired on a
website, application, or social network.
 Examples:

​ Two-Factor Authentication (2FA)

​ Virtual Private Network (VPN)
​ Secure Messaging Apps
​ Password Managers
​ Encryption for Email
​ Biometric Authentication

MENDING THE DIGITAL DIVIDE

Digital Divide

The digital divide is the gap that exists between individuals who have
access to modern information and communication technology and those who lack
access.

Digital inequality is evident between communities living in urban areas and

those living in rural settlements; between socioeconomic groups; between less
economically developed countries and more economically developed countries;
between the educated and uneducated population.

The digital divide originally referred to the gap between those with and
without telephone access, but since the late 1990s, it has primarily focused on the
division between those with and without internet access, particularly broadband.
This gap exists between urban and rural areas, educated and uneducated
individuals, and different socioeconomic groups, both nationally and globally.
Even among those with some access to technology, disparities persist in terms of
computer performance, internet speed, affordability, and access to
subscription-based content.

Stages of Digital Divide

Stage 1:
Economic
In its most basic form, the digital
Divide divide is the fact that some individuals
cannot afford to own a computer.
Although politicians frequently bring
up this point, it is becoming
increasingly irrelevant – at least in the
developed world. We must recognize
that computers will stay out of reach
for the typical citizen in truly poor
developing countries for at least the
next 20 years.

Computer costs are no longer a

concern in North America, Europe,
Australia, and the advanced countries
of Asia. Dell's lowest computer costs
$379 (with a monitor) While some
people cannot even pay $379,
computers will be one-fourth the price
they are now in five years.
Stage 2:
Usability
Far worse than the economic
Divide disparity is the reality that technology
is still so difficult that many people
would be unable to utilize a computer
even if it was provided for free. Many
others can use computers but do not
fully profit from the contemporary
world because most of the available
services are too complex for them to
understand.

Almost 40% of the population has

limited literacy skills, yet few websites
adhere to the rules for writing for
low-literacy users. Even government
websites aimed for low-income
residents are typically written at a
collegiate level. The British
government has done a decent job of
simplifying much of the material on its
direct.gov.uk website, but it still
requires at least a high school
education to understand.
 Senior citizens have the
second-largest accessibility issue, but
there is little interest in
recommendations for making websites
easier for older users. Companies no
longer have the excuse that catering to
this demographic is unprofitable,
because retirees are now wealthy.
Despite the fact that seniors are the
primary driver of Internet growth,
businesses continue to be obsessed
with young users while ignoring older,
wealthier users who would be far more
devoted consumers if someone
bothered to market to them.

Stage
3:Empowermen
The empowerment divide, on the
t Divide other hand, is the most difficult to
bridge: even if computers and the
Internet were extremely simple to use,
not everyone would take advantage of
the potential provided by such
technology.
 Participation disparity is one
aspect of the empowerment divide that
has persisted over the years of
Internet growth: in social networks
and community systems,
approximately 90% of users do not
contribute, 9% contribute irregularly,
and a tiny minority of 1% account for
the majority of contributions.

Types of Digital Divide

Usage Gap
This is the first instance of a digital
divide. This refers to a lack of sufficient
digital abilities to use information and
communication technologies on a
personal or professional level. People who
struggle with the Internet, for example,
encounter an additional barrier while
executing everyday tasks (such as
scheduling an online doctor's
appointment or using electronic banking,
among other things).
Access Gap
This is one of the leading causes of
the digital divide. This is related to
specific population groups' inability to
access ICTs. This is typically due to
socioeconomic disparities between
individuals and regions, as public funding
is not always available to implement
infrastructures that facilitate Internet
access, and not everyone has enough
resources to afford the devices and
services that would allow them to
connect.

Gender
Divide
In a report from 2013, it was
highlighted that the digital gender divide
is particularly evident in developing
nations, with a significant gap in internet
access. Despite the rapid expansion of
mobile connectivity, it is not distributed
equitably, and women continue to fall
behind. In low-income countries, men are
90% more likely to possess a mobile
phone than women, leaving 184 million
women without access to mobile
connectivity. Furthermore, even among
women who own mobile phones, 1.2 billion
 in low and mid-income countries lack
internet access.

Universal
Access
People with physical disabilities
Divide frequently face challenges in accessing
the internet, not because they lack the
skills, but due to limitations in utilizing
the available hardware and software. In
certain regions, a digital divide persists,
preventing some areas from fully
harnessing the internet's immense
potential. This segregation is attributed to
insufficient digital literacy skills, lower
educational attainment, and inadequate
broadband infrastructure.

Generation
Gap
Eurostat data shows that nearly half
of people aged 65 to 74 don't have strong
digital skills, and the COVID-19 pandemic
has made this issue more noticeable. The
gap in digital skills becomes even bigger
for people with less money or those living
in the countryside.

Digital Divide Today

 The digital divide in education means some people have good access to
technology and know a lot about it, while others don't, says the ACT Center for
Equity in Learning. To understand this gap, we need to see who can connect to
what and how. For instance, a student with many laptops at home and fast
internet is likely to do better in education compared to someone who shares one
computer with their family and has slow dial-up internet. Due to the Digital Divide,
more than half of the Philippines' population is classified as internet-poor. This
affects their capacity to buy the minimal mobile phone package, which implies
that more than 58 million Filipinos are unable to purchase one gigabyte of mobile
data each month. The Philippines wanted to usher in a new era of digital
innovation by connecting the majority of rural households to the internet and
encouraging their use in order to establish an inclusive, productive digital
economy. This would also help the country meet its goal of considerably
decreasing poverty (Philipp, J., 2023).

Causes of Digital Divide

Limited In many regions, especially rural and remote areas, there

Access to is a lack of adequate infrastructure for internet connectivity. This
Internet can be due to the high cost of building and maintaining the
Connectivity necessary infrastructure.

Affordability The cost of devices such as computers and smartphones, as

well as the cost of internet services, can be a barrier for
individuals with lower incomes. Affordability issues contribute to
the digital divide, as access to technology becomes a luxury
rather than a basic necessity.

Access to Schools and educational institutions in underserved areas

Educational may lack the resources to provide students with the latest
Technology technology, putting those students at a disadvantage in terms of
digital skills and knowledge.
Urban-Rural Rural areas often face greater challenges in terms of
Divide infrastructure development, leading to disparities in access to
technology and the internet. Urban areas generally have better
connectivity and resources.

Language The availability of content in local languages and its

and Content relevance to specific communities can impact the adoption and
Relevance use of digital technologies.

Regulatory Government policies or regulations may create barriers to

Barriers the widespread adoption of technology. For example, restrictive
regulations on internet access or import tariffs on technology can
impede its availability and affordability.

Impact of Digital Divide

Educational
Access to digital resources, such as
Disparities
the internet and computers, is crucial
for education in the modern world.
Students without access to these
resources may face challenges in
keeping up with their peers, limiting
their educational opportunities and
 hindering their ability to acquire digital
literacy skills.

Economic
The digital divide can exacerbate
existing economic disparities. Those
who lack access to technology may miss
Inequality
out on job opportunities, online
marketplaces, and digital skill
development. This can lead to a cycle of
poverty as digital skills become
increasingly important in the job
market.

Social
With the growth of online
Isolation
communication and social networks, the
digital divide can contribute to social
isolation. Individuals without access to
the internet may find it challenging to
connect with others, access information,
or participate in online communities,
limiting their social interactions and
opportunities
Health
The digital divide can impact access
Disparities
to healthcare information and services.
Online health resources, telemedicine,
and health monitoring tools may be less
accessible to those without digital
connectivity, leading to disparities in
health outcomes.

Political
The digital divide can affect
Participation
political engagement and participation.
Access to information, online news, and
social media can influence political
awareness and activism. Those without
internet access may have limited
opportunities to engage in the
democratic process and stay informed
about current events.

Global
The digital divide is not limited to
Disparities
individual countries; it also exists on a
global scale. Developing countries may
face challenges in adopting and
integrating digital technologies,
 contributing to global economic and
social inequalities.

Innovation
Access to technology is crucial for
Divide
innovation. Communities or individuals
lacking digital access may miss out on
opportunities to participate in and
contribute to the development of new
technologies, slowing down overall
progress and exacerbating
technological inequalities.

Consequences of Digital Divide

In Education
One of the consequences will be
restricted access to digital technologies
and the internet, which may make it
more difficult for students to engage in
part in class, conduct research, and
access online courses.
Job
Opportunities
Finding work could be difficult for
someone who doesn't know how to use
online job sites.

Politics
Lack of access to digital
technologies can have an impact on a
person's capacity to stay informed
about current and upcoming events and
engage in political activities like online
advocacy campaigns.

Unequal
access to
Lack of access to digital resources
healthcare can lead to unequal access to
healthcare services and information,
which can have an impact on health
outcomes because telemedicine and
online resources are becoming a
growing trend.

Social
Isolation
Since digital platforms are
frequently used for socializing,
connecting with others, and accessing
 support networks, people who are not
online may feel socially isolated.

DIGITAL DIVIDE IN EDUCATION AND ITS IMPORTANT COMPONENTS

Digital Divide in Education
There are inequalities in students' access to and use of digital devices, which
affects their ability to fully engage in current educational practices. This is
referred to as the "digital divide in education." The divide can manifest itself in a
variety of ways, including differences in device access, internet connectivity, and
digital literacy levels.

Components of Digital Divide in Education

Device
Accessibility
Not all students have equal access to
tablets, laptops, or personal computers.
Without these gadgets, students may
struggle to participate in virtual
classrooms, complete online
assignments, or access digital learning
materials.

Internet
Connection
For online learning to be successful,
reliable and fast internet access is
required. Students in low-income or
rural areas may not have enough
internet access, making it difficult for
 them to access educational websites,
engage in virtual classrooms, or submit
homework online.

Digital
Knowledge and
Being able to navigate online
Skills educational platforms and interact with
digital content necessitates skill with
digital tools. Students who lack digital
literacy or have limited experience with
technology may struggle to transition
to online learning environments.

Socioeconomic
Gaps
Low-income families may struggle to
afford the internet and equipment
required to their children’s education.
Students from wealthy households may
have more access to resources, which
can exacerbate educational gaps.

Educational
Resources
Depending on one’s level of digital
Inequalities access, certain high-quality
educational resources may be more or
less accessible. Students with limited
internet access may miss out
 interactive learning tools, collaborative
learning chances, and online
educational resources.

Digital Divide Project

Mending the Digital Divide is an initiative that aims to close this gap and
ensure that everyone has equitable access to digital tools and resources. This
initiative focuses on a few crucial areas.

Projects in Digital Divide

1. Mending the Digital Divide strives to increase access to

Infrastructure ICT infrastructure, such as broadband internet, in
underprivileged communities. This could entail working with
government and private sector groups to increase
connections and improve the quality of digital infrastructure.

2. Digital
Literacy
The project also seeks to increase
individuals’ digital literacy abilities,
such as their capacity to use and access
digital tools efficiently. This could
include offering training and
educational tools to help people build
the skills they need to navigate the
digital world.
3. Access to
Devices
Mending the Digital Divide strives to
ensure that people have access to the
equipment they need, such as
computers and smartphones, to use
digital tools and resources. This could
entail collaborating with organizations
to deliver affordable or free
smartphones to underserved
communities.

4. Policy
Advocacy
The project seeks to promote
policies and laws that ensure equal
access to digital technology. This could
include pushing for government
financing for digital infrastructure, as
well as legislation that promotes digital
inclusiveness and accessibility.

Mending the Digital Divide is devoted to

collaborating with local communities, governments,
and other stakeholders to ensure that all people can
benefit from the digital revolution. By tackling the
digital divide, the initiative hopes to foster a more
equal and inclusive society in which everyone can
succeed in the digital era.
Example:
A lack of access to ICTs can limit students' access to education, impede people's
capacity to obtain adequate healthcare, create challenges for those seeking
employment, and prohibit individuals from accessing information that can aid in
economic advancement.

Other Examples of Digital Divide

Infrastructure The lack of contemporary infrastructure in diverse places

Divide contributes significantly to the digital divide. For example,
rural populations frequently lack access to high-speed
internet and other telecommunications services in their cities
and villages. Communities without the necessary
infrastructure to support broadband and other ICT needs are
unable to capitalize on current economic opportunities.

Divide in
Wealth and
Much like regional infrastructure,
Income these factors influence people's ability
to utilize ICT. Specifically, a 2019 Pew
Research Center research found that
44% of persons in households with
annual incomes under $30,000 do not
have access to broadband. A 2015 Pew
study also discovered that 35% of
low-income households with school-age
children did not have access to
broadband.
Racial Divide
The difference in ICT access between
white people and people of color is
known as the racial digital divide.
Specifically, a 2021 Pew research found
that just 69% of Black people and 67%
of Hispanic adults reported possessing
a laptop or desktop computer,
compared to 8 out of 10 white
households that reported having one.

BRIDGING THE DIGITAL DIVIDE

Bridging the Digital Divide in Education

Students without access to digital tools and connectivity are more likely to miss
out on current web information, important educational milestones, and resources,
tools, and edutainment.

This lack of access has the potential to have long-term consequences for
children, as Business Insider reports that without quality remote education, they
will not have equal access to quality jobs.

The growing digital divide has severely hampered educational access and
delivery. As we begin a new year, here are six efforts that can help improve — and
possibly eliminate — technology disparities in education worldwide.
 Ways on how to Bridge the Digital Divide in Education

1. Governments
Need to
According to the United Nations,
Improve governments may play a vital role in
Affordability of
Digital
bridging the digital divide by providing
Resources affordable, user-friendly solutions. The
high cost of internet connectivity,
technological devices, electricity tariffs,
and taxes all contribute significantly to
the digital divide for instructors and
students.

With the COVID-19 pandemic

upsetting global economics, UNESCO
predicts that aid to education would fall
by an estimated $2 billion by 2022.

According to recommendations from

American University's School of
Education, educational leaders and
policymakers must continue to work with
governments and large corporations to
improve financing so that schools,
students, and teachers can afford access
 to digital learning technologies. This will
help to accelerate the growth of
information technology infrastructures
and lower the cost of internet access.

2. Digital Skills
Acquisition and
With digital competency becoming
Empowerment increasingly linked with our lives, the
for Schools,
Teachers, and
Digital Divide Council reports that an
Students unacceptably large percentage of people
still lack basic technical abilities and
competencies, putting them at a
disadvantage.

Teachers and students must receive

comprehensive training on how to use
the internet and current technology
successfully. The less pupils can use
these tools, the wider the digital divide
becomes. This is why the United Nations
has launched a new worldwide project
aimed at boosting the digital learning
and abilities of children and youth in
marginalized communities, with a goal
of reaching 3.5 billion by 2030.
 According to American University,
educational leaders can actively help in
the future by surveying stakeholders'
needs, developing action plans with
policymakers, providing skills
acquisition training, connecting with
potential digital resource partners such
as telecom companies, and allocating
appropriate resources to continuously
bridge the gap.

3. Digital
Literacy
The general people must be
Awareness educated on the economic and social
development benefits of incorporating
technology into the education sector.
According to the World Bank, many
people see the need of becoming
digitally active.

To achieve the best results,

governments should also provide
chances for input, allowing the public to
share their thoughts, needs, and ideas on
how they would want to see
improvements.
 Increasing awareness of digital
literacy by instilling confidence in users,
emphasizing the benefits of use, and
recognizing security and privacy limits
has been shown to improve educational
outcomes.

4. Inclusion of
Local
Educational internet content makers
Languages in should attempt to provide material in as
Education
Content
many languages as possible. According
Creation to the World Bank, when users know they
may see content in their native or local
language, they are more likely to use
similar solutions that offer personalized
benefits.

Content creation tools and language

translation resources can help to bridge
the language digital gap while also
providing better and more accountable
support to all types of learners who need
it the most.
5. Improving
Opportunities
Screen readers, magnifying devices,
for Learners augmentative and alternative
With
Disabilities
communication devices that assist
people with verbal communication
difficulties, telecommunication relay
devices, interactive white boards, close
captioned videos, and other assistive
and adaptive technologies can help
learners with disabilities gain
independence, participation, technology
equity, and access to quality education.

These technologies make education

more accessible to all types of learners.
6. Addressing
the Gender
The World Bank believes that
Digital Divide reducing the gender digital divide is
especially important in 2022 and beyond.
For example, in South Asia, male mobile
phone users outnumber female users by
26%. Access to the internet is hampered
by barriers and limits that prevent
women and girls from fully participating
in their communities' and countries'
social and economic development. In
2021, we saw long-standing development
inequalities between men and women
shift online, with over 1.9 billion women
worldwide lacking internet access.

To achieve decisive success in

closing the gender digital divide, we
need a detailed action plan that informs
decision-makers about the challenges it
presents. According to the World Bank,
processes must be put in place to
analyze available data, apply the
outcomes, and assess progress.

NATIONAL AND INTERNATIONAL POLICIES ON ICT-INTEGRATION IN

EDUCATION
Information and Communication Technologies (ICT)

Information and Communications Technology (ICT) refers to the use of

computing and telecommunications technologies, systems, and tools to facilitate
the creation, collection, processing, transmission, and storage of information. It
encompasses computing technologies such as servers, laptop computers, and
software applications, as well as wired and wireless communication technologies
that enable telephony, the Internet, the Internet of Things (IoT), and the
metaverse. ICT's purpose is to enhance access to information while also making
human-to-human, human-to-machine, and machine-to-machine (M2M)
communication easier and more effective.

The concept of ICT dates back to the nineteenth century, with the invention
of the telegraph and telephone. These two technologies transformed the way
people worked and interacted socially by allowing one person to connect with
another in real or near-real time, regardless of location.

Radio and television introduced the concept of mass communication in the

middle of the twentieth century, and by the end of the century, the internet had
established itself as a mainstream instrument for communication, commerce, and
entertainment. Its use grew fast in the years that followed, altering the way people
worked and digitally transforming how they communicated.

Components of ICT

Data
Data is any set of characters gathered
for a certain purpose, generally analysis.
It can be any character, such as text and
numbers, images, sounds, or video.
Hardware
Physical components of computers or
peripherals. This is the physical
technology that deals with information.
Hardware can range in size from a
smartphone that fits in a pocket to a
supercomputer that fills a whole building.
Hardware also includes computer
peripherals like keyboards, external disk
drives, and routers. Sensors that
communicate with computers are
penetrating the human world as the
Internet of Things expands, allowing
anything from home appliances to cars to
clothing to collect and transmit data.

Software
The hardware must know what to do,
which is the responsibility of software.
Software is classified into two categories:
system software and application software.
The operating system (e.g., Windows or
iOS) manages the hardware's operation.
Application software is created to
perform certain activities, such as
managing a spreadsheet, producing a
paper, or designing a Web page.
Information
Information is a collection of data that
is processed in a meaningful way in
accordance with the specified criteria.
Information is processed, arranged, or
presented in a certain context to make it
relevant and helpful. Information
provides meaning and increases the
dependability of data. It contributes to
undesirable outcomes while also reducing
uncertainty. So, when data is translated
into information, there is never any
meaningless data.

Procedures
Actions taken in a specific sequence to
guarantee that the system runs smoothly.
Procedures are a sequence of actions and
steps taken to guarantee that the
computer system performs the tasks
expected of it.

People
People entered data onto computer
systems using a variety of methods,
including keyboards and voice
recognition. People are required to
 administer the system so that the
knowledge in the massive databases and
data warehouses may be transformed
into learning capable of interpreting
previous events and guiding future
behavior.

ICT-Integration in Education

Information and communication technologies (ICTs) are incorporated into

teaching, learning, and administrative activities at educational institutions. This
process is known as ICT integration in education. Technologies such as computers,
the internet, multimedia, interactive whiteboards, tablets, smartphones,
instructional software, and digital learning platforms are all included in the
category of information and communication technologies, or ICTs.

Some key aspects and benefits of ICT integration in education:

Aspects and Benefits of ICT-Integration in Education

Enhanced
Learning
Students may participate in
Opportunities collaborative and self-directed
educational opportunities thanks to
ICTs, which provide them access to a
wide range of information and resources.
They may interact with peers and
 professionals worldwide, study
multimedia information, access online
databases, and take part in virtual
simulations.

Personalized
Learning
With the use of ICT resources,
teachers may modify their lessons to fit
each student's unique requirements and
learning preferences. Students may
advance at their own speed with the aid
of individualized feedback and guidance
from educational applications, online
tests, and adaptive learning systems.

Enhanced By utilizing ICT, educators may build dynamic and

Teaching captivating learning environments by utilizing cutting-edge
Practices teaching tactics and resources. To offer dynamic lectures,
promote debates, and provide real-world examples, educators
might make use of interactive presentations, digital learning
tools, and instructional software.

Collaborative In and outside of the classroom, ICTs let students,

Learning instructors, and other stakeholders collaborate and
communicate. Students are able to collaborate, exchange ideas,
and participate in peer learning activities through online
discussions, collaborative tasks, and virtual meeting
capabilities.
Global Resource Students can have access to a multitude of global
Access educational materials and knowledge through ICT integration.
Pupils can study a variety of viewpoints, cultures, and subject
areas through online libraries, virtual museums, open
educational materials (OER), and instructional websites.

Competent Information and Communication Technologies (ICTs)

Administration simplify a number of administrative tasks at educational
and institutions, such as scheduling, grading, student enrollment,
Management and resource distribution. Administrative software, student
information systems (SIS), and learning management systems
(LMS) all improve accuracy, efficiency, and data-driven
decision-making.

Lifelong Students gain critical thinking, information fluency,

Learning Skills digital literacy, and problem-solving skills by incorporating
ICTs into their education. These abilities help students succeed
in postsecondary education, the workforce, and lifetime
learning pursuits. They are becoming more and more important
in the digital era.

Integrating ICT into education has the power to revolutionize instruction

and learning by giving students more access to resources, encouraging teamwork,
creating individualized learning plans, and preparing them with critical
21st-century skills. To guarantee significant and long-lasting results, effective
integration necessitates regular assessment, infrastructural support, training for
educators, and strategic planning.

National and International Policies on ICT-integration in Education

 National and international policies on ICT integration in education aim to
promote the use of information and communication technology (ICT) in teaching
and learning to improve the quality of education and to prepare students for the
digital age. These policies recognize the transformative potential of ICT in
education and seek to provide guidance and support for its effective integration
into educational systems.

At the national level, many countries have developed specific policies and
strategies for ICT integration in education. These policies often include goals
related to infrastructure development, teacher training, digital content
development, and the use of ICT for assessment and monitoring. For example,
some countries have set targets for the provision of high-speed internet
connectivity in schools, while others have focused on training teachers to use
digital tools and resources in their classrooms.

Internationally, organizations such as the United Nations Educational,

Scientific and Cultural Organization (UNESCO) and the Organization for Economic
Cooperation and Development (OECD) have also developed guidelines and
recommendations for ICT integration in education. These international policies
often highlight the need for equitable access to technology, the importance of
digital literacy, and the potential of ICT to support inclusive and innovative
pedagogical practices.

Overall, national and international policies on ICT integration in education

reflect a growing recognition of the significance of technology in modern
education and the need to ensure that all learners have the skills and
opportunities to thrive in a digital world. These policies provide a framework for
effective implementation and ongoing development of ICT in educational settings.

Examples:
 There are eight policy themes around the world that are commonly
identified in educational technology policies:

​ Vision and Planning;

​ ICT Infrastructure;
​ Teachers;
​ Skills and Competencies;
​ Learning Resources;
​ EMIS;
​ Monitoring and Evaluation and;
​ Equity, Inclusion, and Safety.

The framework only considers policy intent but not the extent to which
policies are realized in practice, nor the impact of such policies. The policymakers
are challenged to offer useful related policy guidance for rapid developments and
innovations in the technology sector (Trucano, 2016).

Ethical, Legal, and Social Issues of ICT in Education

Ethical Issues of ICT in Education

Accessibility
and Inclusion
National and international
policies on ICT integration in education
need to ensure that all students have
equal access to technology and digital
resources. This includes addressing
issues related to the digital divide and
ensuring that students from
marginalized communities have the
 necessary tools and connectivity to
benefit from ICT integration.

Data Privacy ICT integration in education involves the collection and

and Security storage of vast amounts of student and teacher data. National
and international policies need to establish clear guidelines
and regulations to protect the privacy and security of this
data, including how it is collected, stored, and used.

Digital Literacy Policies on ICT integration in education need to

and Digital prioritize the development of digital literacy skills and
Citizenship promote responsible digital citizenship. This includes
educating students about online safety, critical thinking, and
ethical behavior in digital environments.

Digital Equity National and international policies should address

issues related to digital equity, ensuring that students and
educators have access to high-quality digital resources and
tools. This may involve providing funding and support for
schools and communities with limited resources.

Intellectual ICT integration in education often involves the use of

Property and digital resources such as e-books, online articles, and
Copyright multimedia content. Policies need to address issues related to
intellectual property and copyright, ensuring that educators
and students understand their rights and responsibilities when
using digital materials.
Ethical Use of National and international policies need to promote the
Technology ethical use of technology in educational settings, including
addressing issues related to cyberbullying, online harassment,
and inappropriate use of digital resources.

Professional Policies should prioritize providing educators with the

Development necessary training and support to effectively integrate ICT
and Support into their teaching practices. This includes addressing issues
related to digital pedagogy, curriculum development, and
ongoing professional development.

Overall, national and international policies on ICT integration in education

need to prioritize ethical considerations to ensure that technology is used in ways
that promote equity, access, inclusion, and responsible digital citizenship.

Legal Issues of ICT in Education

Ensuring
All students should have equal access to
Students Equal
Access to technology and information, irrespective of their
Technology and physical ability, age, socioeconomic status, race, or any
Digital other attribute. Not only is it essential for educational
Resources opportunities, but it's also a key element in helping
students gain the knowledge and abilities they need to
become tech-savvy citizens.
Compliance The use of digital resources, including multimedia
with Copyright content, educational software, and online materials, may be
Laws subject to copyright laws and licensing agreements.
Educational institutions must ensure that they have the
necessary permissions or licenses to use and distribute
copyrighted materials in compliance with intellectual property
laws.

Cyberbullying It is the responsibility of educational establishments to

and Online encourage a polite and secure online environment for both
Safety employees and students. In order to handle improper content,
cyberbullying, harassment, and other issues related to online
safety, regulations and procedures must be put in place. When
misbehavior takes place on school-owned devices or
networks, schools could also be held accountable. This
includes instances of cyberbullying.

Data Privacy Information on students and employees must be

and Security collected, stored, and processed in accordance with data
privacy laws and regulations in educational institutions.
Safeguarding confidential information from unwanted access,
disclosure, or misuse involves keeping things like attendance
records, grades, and student records private.

Social Issues of ICT in Education

Inequality in ICT integration in education can exacerbate existing
Access inequalities if not implemented thoughtfully. National and
international policies must address issues of unequal access to
technology, internet connectivity, and digital resources in
schools, especially in low-income and rural areas.

Skills Gap and ICT integration can widen the gap between students who
Digital Divide have access to technology at home and those who do not,
leading to a digital divide. Policies need to address this gap
and ensure that all students have the opportunity to develop
digital skills.

Dependence on Over-reliance on ICT in education can lead to a

Technology decrease in traditional literacy and critical thinking skills.
National and international policies need to address the
balance between digital and traditional education to ensure
that students develop well-rounded skills.

Curriculum Bias ICT integration in education may result in an

overemphasis on certain subjects or types of knowledge,
neglecting the importance of arts, social sciences, and
humanities. Policies should ensure that ICT is integrated
across various subjects to promote a holistic education.
Cyberbullying The increased use of ICT in education brings with it the
and Online risk of cyberbullying, online harassment, and exposure to
Safety inappropriate content. Policies must address these social
issues and provide guidelines for promoting online safety and
responsible digital citizenship among students.

Digital Excessive use of technology in education can lead to

Well-being issues related to digital addiction, screen fatigue, and mental
health concerns. National and international policies must
consider the social and emotional impact of ICT integration on
students and provide guidelines for promoting digital
well-being.

Teacher The integration of ICT in education requires teachers to

Training and develop new skills and adapt their teaching practices. Policies
Support should address the need for ongoing training and support for
educators to effectively integrate technology into their
teaching while addressing social issues that may arise.

Overall, national and international policies on ICT integration in education

should address social issues to ensure that technology is integrated in a way that
promotes equality, digital literacy, and responsible digital citizenship while
considering its impact on student well-being and social development.

UNIT 4: SESSION GUIDE 1&2

Learning resources are very essential in the field of education. It helps
teachers and learners approach a given topic and utilize it effectively. There are
different learning resources, such as print materials (books and journals),
non-print materials (video materials, audio recordings, still photographs,
animations, and simulations), and human resources (teachers, specialists, and
students themselves).
According to Laurillard (2002) learning resources may be categorized according
to Learning Tasks:
1. Narrative – tell or show the learner something (e.g. text image);
2. Interactive – respond in a limited way to what the learner does (e.g. search
engines, multiple choice tests, models)
3. Communicative – facilitate exchanges between people (email, discussion
forum)
4. Adaptive – are changed by what the learner does (simulation, virtual worlds)
5. Productive – allow the learner to produce something (word processor,
spreadsheet, presentations)

Educational media are means to a better and effective transfer of lessons to our
students. These are very helpful for both teachers and students.

● Print media – any written or pictorial form of media produced

mechanically or electronically. It includes books, journals, magazines,
newspapers, workbooks and textbooks.

● Non-print media – other carrier media than paper, for example,

electronic data carriers. This also includes projected and non-projected
media. Projected media – require light source for projection such as film
projector, DLP, and others; Non-projected media – do not require light
source which may include 2D or 3Rd objects, prints, charts, models, etc.

● Electronic media – they include audio media, visual media and

audio-visual, projected media and non-projected media.

Conventional Educational Technologies

Learning resources have grown significantly as a result of technology

advancements. The Instructional materials include more conventional
materials, such as the blackboard, overhead projectors, televisions, VCRs,
overhead projectors, slide projectors, and opaque projectors, as well as
newer materials, such as the computer, various software applications,
LCD projectors, camcorders, digital cameras, scanners, the Internet,
satellite, interactive TV, audio and video conferencing, artificial
intelligence, and so on.
Types What are the What are the How to utilize
Advantages? Limitations this kind of
Conventional
Educational
Technologies in
teaching and
learning?

1. Text/ Print ● Readily ● Reading ● Direct

(books, available in level of students
periodicals, a range of learners reading
modules, topics and ● Memoriza with
etc.) formats. tion objectives
● Flexible for ● Passive and/or
they may questions
be used in ● Emphasiz
any lighted e the use
environmen of visuals
t. They are with
portable. text-base
d
materials

2. Still Visuals ● Realistic ● Lack of ● Use

a. Printed format Motion simple
visuals, i.e., ● Readily ● 2-D materials
pictures, available ● Lack of that
graphic and Motion everyone
organizers, etc inexpensive can see.
● Provide
written or
verbal
cues to
highlight
important
aspects of
visuals
● Use one
visual at a
time
 except for
compariso
n
● Hold
visuals
steadily

b. Displayed ● Multipurpos ● Commonp ● Check the

Visuals, i.e., e lace visibility
chalkboard, ● Colorful ● Not of the
bulletin ● Participatio portable board
board,etc. n from
several
positions
around
the room.
● Decide in
advance
how you
plan to
use the
board.
● Print
using
upper-
and
lowercase.
● Face your
audience.

c. Projected ● Instructor ● Instructor ● Focus the

Visuals, i.e. control dependen image so
OHP, ● Versatility t it fills the
transparencies ● The OHP ● Preparati screen
, can be on ● Turn off
LCD/DLP, used in required lights over
opaque normal the screen
projectors room if possible
lighting ● Direct
● Opaque students’
projector attention
 allows to the
instantaneo important
us parts of
projection the OHT
of 2 or 3-D
objects

3. Real Objects ● Less ● Storage ● Familiariz

and Models abstract ● Possible e yourself
and more damage with the
concrete. object
● Attract and
students’ model.
attention. ● Make sure
objects
are large
enough to
be seen.
● Indicate
actual
size,
shape and
color of
objects
represent
ed by
models.
● Avoid
passing a
single
object
around
class.

4. Audio ● Student ● Fixed ● Make

technologies and Sequence sure that
(Audio teacher ● Pacing all
cassette preparation ● Accidental students
tapes/ . erasures involved
recorders/ ● Familiarity ● Limited can hear
players/ CD) ● Locating recording and that
selections capability other
● Resistance students
to damage aren’t
distracted
.
● Use a
handout
or
worksheet
to
maximize
learning
from
audio
media.
● Use a
follow-up
activity
after each
audio
lesson.

5. Audio- ● Motion ● Fixed ● Checking

Visuals/ ● Real-life pace lighting,
Motion ● Repetition ● Schedulin seating
Pictures g and
(Television, ● Misinterpr volume
Video & Film) etation control to
be sure
that
everyone
can see
and hear
the
presentati
on.
● Get
students
mentally
prepared
 ● List on the
chalkboar
d the
main
points to
be
covered in
the
presentati
on.
● Support
the
presentati
on with
meaningf
ul
follow-up
activities.
● Get
involved
in the
program.

Integration of Information and Communication Technologies (ICTs)

into Teaching and Learning

The United Nations and Educational, Scientific, and Cultural Organization

(UNESCO) state that the introduction of ICTs into education has given
students and teachers unlimited access to resources and information and
that it has also improved the caliber of student learning. For this reason, it
is imperative that we comprehend how we will apply or integrate ICTs into
teaching and learning, and that, in spite of all of their advantages, we
should be conscious of their limitations.

ADVANTAGES LIMITATIONS ICTs INTO

TEACHING AND
LEARNING
 ● Improves ● Limited ● Use a display
concentration intelligence and technology that
and skills is appropriate
comprehension ● Startup costs for the number
● Flexibility and ● Lack of of students
autonomy technical ● Install and test
● Exchange of support all software
information and ● Equipment from the hard
collaboration requirement drive so that the
● Stimulates ● Lack of passion computer
motivation program will
● New Teaching respond more
and Learning quickly
Methods ● Encourage
student
participation
through
questioning and
having students
decide on the
next steps

Edgar Dale’s Cone of Experience

Edgar Dale's Cone of Experience is a visual or learning model that suggests

people learn the best by doing, followed by observing, then listening, reading,
and finally visualizing. This pictorial device presents bands of experience
arranged according to the degree of abstraction and not the degree of
difficulty. The cone is divided into 11 levels, with the most concrete experiences
at the bottom and the most abstract experiences at the top.

11 LEVELS OF THE CONE EXPERIENCE

Jerome Bruner's Theory of Development. When it came to Edgar Dale's Cone
of Experience under the Band of Experiences, Jerome conducted an
investigation and concluded that it is divided into three folds: enactive, iconic,
and symbolic.
Discovery Learning recognizes three levels of cognitive representation;
1. Enactive (Action-based) - The depiction of knowledge through activities.
The learning process happens when the student begins to understand the
objects by doing actions.

2. Iconic (Image-based) - Which is a visual summary of imagery. The

information was stored by watching and observing any visual objects like
images, motion pictures, visual representations such as; charts, diagrams,
graphs, and even any mental images that can depict an idea on the mind,
can be part of the learning process that students can attain through the
iconic mode.

3. Symbolic (Language-based) - It refers to the use of words and other

symbols to explain events. It is acquiring knowledge from the words,
mathematical symbols, or any objects as a sign.

Band of Experiences

Enactive
● The Real Thing and presentation of knowledge through actions

1. Direct Purposeful Experiences – first hand experiences which serve as the

foundation of our learning. We build up our reservoir of meaningful information
and ideas through empirical experiences. It is learning by doing.

Example:
Realia (Real things) - You experience it firsthand, and all your senses are
stimulated.

Example in Situational:
In the subject of chemistry, there is an experiment in which you will visit the
laboratory and try the balloon and candle experiment. Which your teacher will
allow you to discover the experiment to be performed. This is where experiential
learning comes into play.

2. Contrived experiences – we make use of representative models or mock ups

of reality for practical reasons and so that we can make the real-life accessible
to the student’s perceptions and understanding.

Example:
a. Model- large scale or small scale representation EX. Globe, DNA structure
b. Mockup-arrangement of detachable parts
c. Specimens-items considered typical of a group a sample or a part of an
object
d. Games -EX, Pictionary, charades, math relay races
e. Replica- exact copy of something
f. Diorama-3D scenes (example: nature and terrarium)

Situational Example:
A social studies activity requires them to establish where north, south, west, and
east are. So the teacher used a globe to demonstrate the various directions.

3. Dramatized experiences – By dramatization, we can participate in a

reconstructed experience, even though the original event is far removed from us
in time.
Example:
a. Play-depicts life, character and culture
b. Pageants- community dramas; small- scaled. It means demonstrating
someone's character.
c. Pantomime-body movements
d. Tableau- scene of people against a backdrop; make still images with their
bodies to represent a scene
e. Role-play-unrehearsed play
Situational Example:
When I was in junior high, we produced a play called Florante and Laura, and I
was the tree that supported our backdrop. It could be a scene that falls within
the dramatic category of band experiences.

Iconic
● Representation of knowledge through actions.

4. Demonstrations – it is a visualized explanation of an important fact, idea or

process by the use of photographs, drawings, films, displays or guided motions.
It is showing how things are done.

Example:
Simulations indicate that the teacher will show while learners observe. These are
the reasons why the instructor will be the handler at this stage: the task is too
hard and dangerous, the materials supplied are limited, and there isn't enough
time.

Situational example:
One example of a simulation or demonstration is how to start a fire with two
metal steels, which the teacher will do and the student will assess because it's so
dangerous.

5. Study trips – these are excursions and visits conducted to observe an event
that is unavailable within the classroom.

Example:
Field trip

Situational Example:
When I was in eighth grade, we went on a field trip to a museum and learned
about the artifacts and other items on display. There is also someone who
teaches us trivia, which provides us with new information to expand our
knowledge.
6. Exhibits – Exhibits are relevant exhibits that require minimal handling. This
means that some exhibits may be associated with viewing only. Meanwhile,
other types of exhibits are interactive, encouraging learners to participate
directly and use all of their senses.

Example: Galleries and museums

Situational Example:
During the time when we went to the National Museum, our teacher told us that
we will also do the same thing but inside the classroom where we will be the
ones to exhibit different materials based on our topic and provide information
about it.

7. Motion pictures and educational television – Since motion pictures and

educational television are related media, recent publications treat both equally.
However, such levels were counted separately in the original model. The focus of
these levels is learning through animations and films that engage the senses of
sight and sound.

Example: Sineskwela and Hiraya Manawari

Situational Example:
The teacher made an educational video for its students so they can simply go
back to the video whenever they need to clarify a specific concept.

8. Recordings, radio, and still pictures – This refers to photographs and audio
recordings. This debunks the misconception that auditory media is better than
visual media since photos and audio are combined together in the same level.

Example: Radio broadcasting

Situational Example:
The teacher lets its students create their own radio broadcasting that is aligned
with the teacher’s topic which lets them discuss the topic in a creative way.

9. Visual symbols – They are used to help make concepts easier for our brains
to understand and interpret concepts. In practice, you can use arrows to
visually show the flow of a step-by-step process. Or, you can use charts to
interpret numerical data.

Example: Visual symbols are graphic representations of concepts, which include

charts, diagrams, infographics, graphs, flowcharts, and the like.

Situational Example:
The teacher made an infographic to show the characteristics of a
comprehensive essay.

10. Verbal symbols – Refer to texts or words, like terminologies, rules, formulas,
and other similar concepts. It’s located at the peak of the cone, which means
that this is the most abstract learning experience as they don’t give any visual
representation of a subject.

Situational Example:
The teacher presented different words such as book, chocolates and waffles.
The students know exactly what these words mean because they do not contain
visual clues to their meaning.

Factors Affecting the Selection of Educational Technologies

The selection of educational technologies is a critical decision influenced by

various factors, including the learning objectives, students profile, technological
infrastructure, and available resources. Considering the interplay of these
factors is crucial for educators to make informed decisions about integrating
technology effectively to enhance students’ learning experiences in the rapidly
evolving landscape of education.

1. Human Factors
A. Learner Factors – refer to the differences of learners that can
influence media choice.

● Individual Differences - learners may differ in their

preferences or styles for learning: by observing (visual
learners) or by listening (aural learners)
● Attention span - factors that affect how long a learner can
attend to one type of activity are age, interest and learners’
motivation
 ● Number of Learners - select media that are well-suited to
the group size you have or if this is difficult, modify the group
or structure to media you have
● Physical disabilities - learners with disabilities such as poor
vision, hearing loss, dyslexia, color blindness, etc.

B. Teacher Factors – refer to those factors such as training or level

of competence, and classroom management of a teacher with the
technology that affects the success of media implementation.

2. Instructional Method – the method of instruction dictates or limits our

choice of presentation media. Is it a self-regulated learning method or
learning that supports collaboration or lecture/expository?

3. Practical Constraints – administrative and economic constraints both

limit the choice of methods and media:

● Objectives - educational technologies should align with the specific

learning objectives and outcomes that teachers aim to achieve. For
example, if the objective is to promote collaborative learning,
teachers may choose technologies that facilitate communication
and teamwork.
● Availability - this includes software applications, online platforms,
internet connectivity, devices (e.g., computers, tablets) that should
be accessible to both teachers and students, including those with
disabilities or limited access to technology.
● Time - the amount of time available for planning, implementation,
and integration of educational technologies is a significant
consideration. Technologies that are easy to use, set up, adopt, and
require minimal training or preparation time are preferred.
● Resources - Teachers may choose technologies that are affordable
or fit within budget constraints, and easy access with reliable
technical support and assistance.

Contribution Of Educational Technology To Education

As technology becomes more accessible and takes place in the education

sector, and as this sector finds a helping hand in the form of technology, there
are some evident contributions that created a huge impact to the learning and
teaching style process of both teacher and students.
 ● It offers a wider choice of materials that can be accessed easily -
Through the wider scope of options available, students can and have the
choice to choose for the best options they can use for their learning.
● It helps improve learners' communication skills - Through technology,
students tend to improve their communication skills especially in
conveying and expressing their ideas clearly and comprehensively.
● It provides a fun and engaging learning experience for students - Let
the children find enjoyment and fun in learning, through educational
technology, learners tend to stay more motivated and excited to learn
new things.
● It allows learners to access the Internet from anywhere, anytime -
technology has been a part of our day to day lives as well as to
education. Through educational technology, knowledge and learning can
be accessible anywhere and anytime as long as an internet connection is
present. This is one of the biggest impacts of educational technology in
our generation.
● It helps learners learn new skills and acquire new knowledge -
Different programs and websites are available on the internet. Through
the help of educational technology, learners can acquire new knowledge
and skills that can help them develop their interests and dream
professions.
● It helps the learners to grow - As the educational technology takes
place, students tend to learn by their own pace and way, with these,
confidence, self esteem, and their thinking skills are improving. These
allow them to seek unique opportunities to apply the learnings, skills, and
talents they acquired along the process of learning.

Session 2

Instructional Roles of Computer

The Computer as a Teacher

The computer is a powerful device with numerous applications in education. It
has a long history of use and is still a popular option in classrooms today.
Similarly, computers were used to deliver instructions directly to students. It can
be highly interactive, individualized, and infinitely patient when used as
teaching machines. Applications that use computers to teach are commonly
referred to as Computer-Assisted Instruction (CAI) or Instructional Software,
Computer-Based Instruction (CBI), or Computer-Assisted Learning (CAL).

There are several common categories of Computer-Assisted Instruction:

Categories Use/ Purpose Features

Drill and • Memorize and recall • Motivation

Practice information • Interactivity
• Increase proficiency • Immediate feedback
in a newly learned • Exercises for practice
skill or refresh an • Variable level of difficulty
existing one

Tutorial • Assume the primary • Embedded questions

instructional role of • Dynamic presentation
teacher or tutor • Allowed to work on own
pace

Simulation • Represent or model • Control of multiple

a real system, variables
situation or • Dynamic presentation
phenomenon • Time control
• Effects of chance

Instructional • Add an element of • Motivation

Game fun in CAI • Game structure

Problem • Promote students’ • Focus on specific problem

Solving higher order thinking types
skills, such as logic, • Variety
reasoning, pattern
recognition,
and strategies

The Computer as a Tool

A computer, or computer system is a set of tools that facilitates

information-related tasks. It is one of the tools that exist in the twenty-first
century, when the use of technology is widespread. One of the functions of a
computer is to make jobs easier and more creative. The computer is also used
for a variety of purposes, including learning, teaching, and working. Further,
what functions can be employed with a computer?

1. Informative tools are applications which provide vast amounts of

information in various formats (e.g. text sound graphics or video, multimedia
encyclopedias)
2. Communicative Tools are systems which enable easy communication
between the teacher and the students or among students beyond the physical
barrier of the classroom (e.g., email, electronic bulletin boards, chat,
teleconferencing and electronic whiteboards).
There are two categories:
a. Synchronous (e.g., chat or video conferencing) enables real time (i.e.,
simultaneous) communication
b. Asynchronous (e.g., email and electronic bulletin boards), on the other hand,
are messaging systems in which the exchange of information between people is
not ‘live’, but is somehow delayed.
3. Productivity/Constructive Tools are general-purpose tools that can be used
for manipulating information, constructing one’s own knowledge or visualizing
one’s understanding. Common examples are:

Software Type Sample Classroom Use

Word processing ● Prepare letters, memos, reports,

flyers, rubrics, lesson plans,
forms, newsletters, sheets,
posters, study guides, class
notes
● Help students prepare stories,
essays, group reports
● Use in language exercises
(writing and outlining skills)

Presentation software ● Create class lectures support

that features text, audio and
visual elements with special
effects
● Create student worksheets to
accompany class lectures

Spreadsheets ● Provide students with methods

for tracking and analyzing data
 and creating charts for it.
● Demonstrates what-if analyses
visually

Databases ● Organize and provide easy

access to lists of academic
resources
● Provide support for students
tracking data
● Prepare teacher resource
inventories, personalized letters

Desktop publishing software ● Create newsletter, brochures,

flyers, posters, books

Desktop publishing software ● Creates test item banks

● Generate various versions of
tests
● Administer test online

Image processing tools ● Used to illustrate documents,

web pages

Video development tools ● Create video documents

What is the Web (World Wide Web)?

The World Wide Web, commonly known as the Web, or WWW. It is an

information system to access data over a massive networking
infrastructure—the internet, or also known as Cyberspace. It is an
information-sharing model that is built on top of the internet. This is one of the
ways that information can be disseminated over the Internet. It utilizes
browsers, such as Internet Explorer or Firefox, to access Web documents called
web pages that are linked to each other via hyperlinks.

What are web sources?

It is an online source material available on the internet. Web sources are

also known as electronic sources, online sources, and internet sources.
Some examples are online articles, blogs, online magazines, and any web
pages available online.
There are three proper and common ways to cite sources depending on
the academic discipline involved;

● American Psychological Association (APA) - Education,

Psychology and Sciences.

● Modern Language Association (MLA) - Humanities and Social

Sciences.

● Chicago/ Turabian style is generally used by Business, History and

the Fine Arts.
Evaluating Web Sources
In gathering data and reading online articles, journals, or papers regarding a
certain topic or subject, it is vital to make sure that the website that the
students or researchers will be citing is reliable and/or valid, as it may result in
misinformation and a failure to fully comprehend the study being worked on.
There are various pieces of information found on the internet that are not edited
or thoroughly fact-checked by professionals. Unlike printed resources such as
newspapers, textbooks, and magazines that are reviewed and proofread before
they are published. That is why one should be critical, and know how to evaluate
the websites they will use, and consult knowledgeable people like librarians if
they are unsure.

When it comes to evaluation of web sources, here are the main points or criteria
that a student should keep in mind when browsing different websites:

Currency: There are data points that are always revised or amended; it is
important to see that the information is up-to-date.

Accuracy: This ensures reliable and error-free information. There are citations
included, and they can be verified by other sources.

Coverage: This delves into the trustworthiness of the content, wholeness, and
inclusivity of the vital scope of information. For example, the article may only
focus on one subtopic or be about a broad overview of a certain subject.
Authority: It talks about the qualifications of the author for the subject written,
including the background information of the writer and who sponsored,
reviewed, or edited the posted data.

Objectivity: It identifies the purpose of information: to inform, entertain, or

overcome biases. The basis of the documents, whether they are factual or
opinionated.

Audience: This refers to the target individuals or to whom the information is

intended. For example, it is for beginners, so the topics are about the basics, or
it can be for professionals, and the contents are advanced.

Relevance: This is about the importance of the topic. If it gives further

knowledge about the specific study or is one of the detailed presentations to
analyze and gather information,.

URL/Domain- URL stands for Uniform Resource Locator, and it identifies the
networks found on the world wide web. The domain is a component of a URL. In
the URL, the domain is at the last part, for example,.com. This tells you what
type of institution the site belongs to.

Here are is the guide for top level domains(City University of Hong Kong ,
Research guides: Literature review - finding the resources: Evaluating sources):
● .com / .co
This is used by commercial sites (may be trying to sell a
product).
● .edu / .ac
This is used by educational institutions. They are usually
reliable but may not if it is a personal web page of a member
of the institution.
● .gov
This is used by the government department or agent.
● .net
Network access provider
● .org
This is used by non-profit organizations (may or may not be
biased)
● "~"
In the URL, it usually indicates that it is a personal web page.
The quality of information can vary greatly among personal
web pages.

e.g., http://personal.univ.edu/~smith/abc.htm
Evaluation of Learning Resources

Importance of Evaluating Learning Resources

Multiple information can be found online, and it is important to

know which is the most eligible and helpful for certain topics. For
educators, it is necessay to evaluate learning resources to make sure that
it would be fit for the students’ needs.

Specific Evaluation Criteria:

The following criteria considered below are intended to encourage
Evaluators to critically examines the Learning Resources on more
comprehensive aspects. This evaluation criteria are group into four (4)
categories; Content, Instructional Design, Technical Design, and Social
Considerations.

A. Content
● Content is current.
- The information should be updated and in line with
modern skills and needs.
● Content is accurate.
- It should be verified and have no factual or grammar
errors.
● Scope (range) and depth of topics are appropriate to student
needs.
- The information must satisfy the intended learning
outcomes and be in line with the students’ needs.
● The level of difficulty is appropriate for the intended
audience.
- The overall structure and content, including the visuals
and vocabulary, cater to the broad ability levels of
learners.
● Content integrates “real-world” experiences.
- The integration of activities includes personal, cultural,
and familiar context.

B. Instructional Design
 ● Instructional goals and learner objectives are clearly stated.
- It is concise and specific, which is also easily
understandable.
● The resource promotes student engagement.
- There should be feedback and reflection throughout
the use or implementation of the instructional material.
● The methodology promotes development of communication
skills.
- Students’s self-expression is encouraged, and they can
practice in activities such as debate and also in
activities that may improve their auditory and writing
skills.
● Materials are well organized and structured.
- The information is clearly defined and presented in a
way that is understandable to both the teacher and the
student. To show an overview of the topic, like a table
of contents.
● Pedagogy is innovative
- The approach is fresh and motivates students to learn.

C. Technical Design
● Assess whether support materials contribute to the
achievement of the resource’s objectives.
● Visual design, illustrations, layout, should be appropriate and
effective.

D. Social Considerations
● Examine a resource that can be seen that support pro-social
attitudes and promote diversity and human rights that might
help to handles or treats social issues.
● A learning resources that recognizes and embrace inclusivity.
● In using specialized language, it should be suited to the
context, maturity, and intellectual level of the learners.
● Resources should avoid any biases.

Alternative Delivery Systems (Teleconference, Distance Education,

Broadcast and Flipped Classrooms)
- The National Association of Special Education Teachers (n.d.), defined
Alternative delivery systems as management systems that are used in
Inclusion classrooms to provide support for students and maximize
learning while being presented with the core curriculum.
 - The alternative delivery system refers to a method of instruction where
the students can learn not just in a typical traditional classroom setting.

What is the goal of the Alternative Delivery System?

- The goal of alternative delivery systems is to develop many creative ways
together for the benefits of the students (NASET, n.d.).
- In the traditional, teacher-in-the-classroom approach to education is not
the answer to every educational need.
- In this 21st century generation, where students are unafraid in expressing
one’s preference through one’s action, provision of a more relevant
education on when, how, and where the students desire it.
- Refuse the idea that the quality of education will be sacrificed, nor the
instructional content will be spoon-fed.
- According to Baltzer (1980), educators must be resourceful enough to
make use of any and every available means to provide equal access to
educational opportunities for all segments of the population.

Types of Alternative Delivery Systems

Teleconference or teleseminar

A teleconference which is also called a teleseminar is a live, large-scale

information exchange between a number of participants and computers that
are separated by distance but linked by a communication network. Concepts
such as audio conferences, phone conferences, and phone. It's also common
to refer to teleconferencing as "conferencing

The teleconference may be supported by the telecommunications system by

delivering audio, video, and/or date.

Services through a variety of channels

● Radio
● Television
● Telegraph
● Computer
● Telephone
● Typewriter

Four different types of teleconferencing

● Audio teleconferencing - These voice-only calls are conducted similar to
 normal telephone calls but can support up to 100 participants (Gillis,
n.d.).
● Video teleconferencing - This form of teleconferencing combines live
visual and audio mediums. Depending on the vendor, video
conferencing can support over 100 participants. Users in the meeting
can use features such as screen sharing or file sharing (Gillis, n.d.).
● Audio graphic conferencing - Audiographic conferencing has the same
technical requirements as an audio conference, but additional elements
are used. For example, each site has a standard computer with modem,
keyboard, and color monitor with an appropriate software application;
an electronic tablet and pen which allows for hand-written text and
graphics on-line; and usually a document camera, although a VCR and
camera can also be used (Audiographic Conferencing, n.d.).
● Web-based conferencing - A web teleconference is an umbrella term
that describes teleconference services or mediums provided online,
which includes web meetings, webinars and webcasts. A video
conference is, therefore, a type of teleconference (Gillis, n.d.).

Video conferencing security best practices

Distance Education

Distance learning was first practiced by Issac Pittman through postcards in

1840's. From then, different universities adapted this concept and eventually
involved educational technology in implementing this mode of delivery.
In the present times, distance learning refers to a mode of learning delivery in
which online technologies and platforms were used. It commonly takes place
outside a typical classroom set up. It is a way of learning delivery in which
technology is widely used and often observed as classes or courses were
taken through different online platforms without requiring the learners to go in
person to normal school set ups.

Online Educational Tools are also in use to help the implementation of

Distance Learning. Teachers and learners use this to interact synchronously
and asynchronously and give unending training opportunities even if they are
kilometers away. Online courses were delivered using LMS or simply the
Learning Management Systems. This LMS contains Study guides, self-paced
homework, audio and video lectures, recorded lectures, video conferences,
interactive learning tools, required readings, live chat with other students, and
asynchronous conversations are all available.

ADVANTAGES OF DISTANCE LEARNING:

● You Have The Opportunity To Learn At Any Time - Students have the
choice whether when or where they will invest time to study a certain
course or subject.

● You have the opportunity to study at your own pace - Learners hold the
opportunity to study. May it be a hard topic that they can go back to, a
video lesson or recorded discussion that they can review, or an easy
topic that they can skip if they want to.

● Less Commute - Learners enrolled in distance learning usually stay at

home. With this matter, learners tend to have lesser hassle in
commuting. It also has less fares.

● Distance Education Is Cheaper - Financially speaking, universities and

schools usually offer cheaper tuition fees for online or distance learning
modality. In addition, fares, allowances, and other expenses are less
when it comes to this modality because learners are not required to
physically go to schools.

DISADVANTAGES OF DISTANCE LEARNING:

● Online learning may create a sense of isolation - Since distance learning

does not require physical interaction inside schools, this can cause
isolation for children enrolled in this modality because they only have
their gadgets with them as they study, the sense of interaction lacks.
 ● Online learning requires additional training for instructors - Teachers
and instructors are required to add more effort in familiarizing and
mastering the rules and uses of technology as it is the most important
tool in distance learning.
● Online classes are prone to technical issues - It may come through video
or camera, internet connection, and audio or microphone malfunctions.
● Online learning means more screen-time - Overuse of screens can cause
a variety of physical problems, such as headaches and bad posture.
However, it can also be a personal problem for kids who find it difficult
to concentrate or learn from screens. especially considering that social
media and entertainment on the internet are designed to divert kids
from their studies with just a click.

Broadcast and Flipped Classrooms

A Broadcast Radio or Radio alone, is a type of Alternative Delivery System

which is regarded as an effective tool for teaching or sharing information with
a big group of students. Originally, in the 1970's radios were first used as a
tool for learning as an "instructional conversation". It may not be popularly
known but developed countries still implement this type of ADS, and it is also
a highly recommended ADS for developing countries, especially those who
have extremely deprived areas for school facilities. It is low-cost as well as it
saves time and energy.

Advantages of radio in education

- It enhances listening capability among students of different age groups
- Radio is a great medium to promote drama, talks, and lectures, especially for
people in rural areas.
- It enhances the reach for student participation in different sectors like live
drama, quizzes, projects, etc.
- Educational radios are the best to impart self-education.
- Through broadcasting events, students from a wider area are exposed to
follow-up programs.

Limitations of radio in education

- Since radio education mainly depends on hearing ability, it might reduce an
individual’s concentration duration, which can be challenging to follow up on
by the teachers.
- Radio education is a one-way communication method that limits interaction
between teachers and students and can limit their knowledge.
- It is difficult for teachers to integrate different programs without student
input.

A Flipped Classroom is a pedagogical model in which the typical lecture and

homework elements are reversed (Flipped Classroom, n.d.). Furthermore, it is
an approach in which direct instruction moves from the group learning space
to the individual learning space, and the resulting group space is transformed
into a dynamic, interactive learning environment where the educator guides
students as they apply concepts and engage creatively in the subject matter,
according to Kari Arfstrom, cofounder of the Flipped Learning Network. This is
a type of Alternative Delivery System and blended learning which is a “Less
‘sit and listen’ equals more ‘do and learn’" approach (Flipped Institute, n.d.).

Advantages:
- Students have more control
- It promotes student-centered learning and collaboration
- Lessons and content are more accessible (provided there is tech access)
- Access = easier for parents to see what’s going on
- It can be more efficient

Disadvantage
- It can create or exacerbate a digital divide
- It relies on preparation and trust
- There is significant work on the front-end
- Not naturally a test-prep form of learning
- Time in front of screens–instead of people and places–is increased
- Some students with special needs may need extra support at home–support
that might not always be available

Educators are free to use media and technology in the classroom as tool for
better way of disseminating information and learning to students, however, as
we are free, we are also responsible in deciding which appropriate technology
should we use, thus, Bates and Poole conceptualized the SECTIONS Model to
"“facilitate decisions with regard to choice of technology at both the strategic
and the tactical level, and also to help decide within a particular technology
the most appropriate balance between different media” (Bates & Poole,2003,
p.79-80).

STUDENTS
- Review accessibility mandates or policy of your institution, department or
program.
- Determine demographics of the students and appropriateness of technology.
- Consider student access to technologies, both off campus and on campus.
- Determine digital skills and digital readiness of your students with learning
expectations.
- Justify students' purchases of a new technology component (if needed) for
learning.
- Assess prior learning approaches & how technology can support student
learning.

EASE OF USE
- Select the technology for ease of use by the instructor and students.
- Identify technology that is reliable for teaching and learning.
- Verify the technology set up, maintenance and upgrade are simple.
- Confirm the technology provider/company is stable to support hardware or
software use.
- Outline strategies to secure any digital teaching materials you create should
the organization providing the software or service cease to exist.
- Locate technical & professional support, both in terms of the technology and
with respect to the design of materials.
- Determine technologies to best support edits and updates of learning
materials.
- Outline how the new technology will change teaching with to get better
results
- Assess risks and potential challenges for using this technology for teaching
and learning.

COST & YOUR TIME

- Consider media selection by the length of time and ease of use during course
development.
- Factor the time it takes to prepare lectures, and determine if development of
digital learning materials will save time and encourage interaction with
students (online and/or face-to-face).
- Investigate if there is extra funding for innovative teaching or technology
applications; if so, determine how to best use that funding for learning
technologies.
- Assess the local support from your institution from instructional designers
and media professionals for media design and development.
- Identify open educational resources for the course, e.g. an open textbook,
online videos, library page of articles, or other potential open educational
resources

TEACHING AND LEARNING FACTORS

- Determine the desired learning outcomes from the teaching in terms of
content and skills.
- Design instructional strategies to facilitate the learning outcomes.
- Outline unique pedagogical characteristics appropriate for this course, in
terms of content presentation and skill development, specifically for:
- Textbook, readings, or other online text materials;
- Audio, such as podcasts, streaming audio from news, etc.;
- Video, such as slide presentations, lectures, tutorials, and screencasts;
and
- Social media, such as blogs, wikis, microblogs, photo sharing, curation,
etc.
§-Plan learning aspects that must be face-to-face (in-person or online).

INTERACTIONS
- Identify the skills for development and interactions that are best to
determine the best type of media or technology to facilitate this learning.
- Determine the kinds of kinds of interaction to produce a good balance
between student comprehension and student skills development.
- Estimate the amount of time the instructor will be interacting personally or
online with students, and the type of medium for this interaction.

ORGANIZATIONAL ISSUES
- Identify institutional support in choosing and using media
- Determine if the support is accessible, helpful and caters the needs for the
learning technologies
- Determine funding for designing new or revising courses
- Locate institutional funding or resources
- Review the ‘standard’ institutional technologies, practices and procedures for
teaching and learning
- Determine if the institution will support trying a new technological approach

NETWORKING
- Outline the importance for learners to network beyond a course
- Identify how the course or student learning can benefit from networking and
learning from external connections.
- Determine the appropriate network and/or social media space to integrate
for your learners to network with each other and connect with external
community members.
- Integrate these networking mediums with standard course technology.
- Delegate responsibility for its design and/or administration to students or
learners.

SECURITY & PRIVACY

- Determine the student information you are obliged to keep private and
secure.
- Identify the institutional policies for security and privacy for teaching &
learning.
- Outline potential risks and challenges of using a particular technology where
institutional policies concerning privacy could easily be breached.
- Identify who at your institution could best advise you on security and
privacy concerns, with regards to learning and teaching technologies.