CHAPTER 3 - Non-Digital and Digital Skills and Tools in Delivering Technology Enhanced Lessons

Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY

Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.:EEDTTL-1STSEM-2022-2023
College: TEACHER EDUCATION

Campus :BAMBANG
DEGREE PROGRAM BEED COURSE NO. PROF ED 7

SPECIALIZATION COURSE TITLE TECHNOLOGY FOR TEACHING AND
LEARNING IN ELEMENTARY GRADES
YEAR LEVEL 3 TIME FRAME 5 WK NO. 3 IM NO. 1
I. UNIT TITLE/CHAPTER TITLE
NON-DIGITAL AND DIGITAL SKILLS AND TOOLS IN DELIVERING TECHNOLOGY-ENHANCED

LESSONS
II. LESSON TITLE
Non-digital and Digital Skills and Tools in Delivering Technology Enhanced Lessons
1. Non-digital or conventional technology tools for teaching and learning
1.1 Writing Board
1.2 Diorama
1.3 Nature Table
1.4 Flip Chart
1.5 Zigzag Board
1.6 Board display/wall display
1.7 Rope and pole display board
2. Digital tools or non-conventional instructional support for teaching and learning
2.1 mobile phones and QR Codes
2.2 Infographics
2.3 ePortfolio as a tool
3. Selection and use of tools and apps in teaching and learning
4. Creating ePortfolio as a Technology Tool
5. Collaborative environment in the digital world
5.1 Digital literacy skills in the 21st century
III. LESSON OVERVIEW
This chapter discusses Non-digital and Digital Skills and Tools in Delivering Technology
Enhanced Lessons
IV. DESIRED LEARNING OUTCOMES
At the end of the lesson, the students should be able to:
1. Integrate media and technology in various content areas

2. select conventional materials designed to enhance teaching-learning
3. introduce sample technology enhance lessons to support learning
“In accordance with Section 185. Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for
educational purposes only and not for commercial distribution.”
NVSU-FR-ICD-05-00 (081220) Page 1 of 14
V. LESSON CONTENT
NON-DIGITAL AND DIGITAL SKILLS AND TOOLS IN DELIVERING TECHNOLOGY-ENHANCED

LESSONS
Instructional materials have several roles in teaching and learning which include the following:
(1) they promote meaningful communication and effective learning; (2) they ensure better retention,
thus making learning more permanent; (3) they help to overcome the limited classroom by making the
inaccessible accessible; (4) they provide a common experience upon which late learning can be
developed; and (5) they encourage participation especially if students are allowed to manipulate
materials used (Brown et al., 2005; Effiong & Igiri, 2005)
Instructional materials are the supplementary materials that help the teacher make his or her
presentation concrete, effective, interesting, meaningful, and inspiring. Instructional materials play an
important role in any teaching and learning process because they provide learners with sensory
experiences. The primary goal of teaching materials is to provide teachers with a blueprint of how to
teach in the classroom.
These instructional materials may come in varied forms. One group refers to conventional and
non-digital tools. A classroom will always need a chalkboard or a writing board that may come in varied
forms and shapes. Bulletin boards, flipcharts, dioramas, puppets, terrariums, and the like, will always
find their significance in any classroom. However, nowadays, lessons can be made more relevant and
engaging for learners as digital tools are integrated. This module presents both non-digital and digital
tools. Explore the possibilities of learning about these tools and how to effectively integrate them into
instruction.
Lesson 1: Development and Use of Non-Digital or Conventional Materials
It is important to understand how to develop instructional materials. Instructional materials refer

to any pre-existing materials that are being incorporated, as well as to those that will be specifically
developed for the objectives (Haigler, 2014). There are also several factors to consider in developing
instructional materials:
1. Develop a story board and working outline based on the subject goals and objectives.
2. Identify existing institutional resources including materials and teachers’ capability.
3. The teacher may research off the shelf materials that have been developed by others to
determine if their approach could be useful.
4. Explore the possibility of adapting concepts of other teachers without infringing on anyone’s
copy protected design.
5. Modify existing materials based on the objectives of the lesson.
6. If the instructional materials are effective, you can share them with other teachers.
7. The teacher developer can also sell his/her materials available.
Instructional materials can be of great assistance in stimulating and facilitating learners'

learning. Many media and styles of visual presentation are useful to language learners, according to
Wright (1976:1), as cited in Cakir (2006). All audio-visual materials have a positive impact on language
learning when used at the right time, in the right place, during the teaching and learning process.
Learners use both their eyes and their ears, but their eyes are the most important in learning.
1. Diorama
- Dioramas are small scenes made up of layers of materials that depict the same concept
or theme. They typically depict a historical
era, a natural scene, or a fictional situation.
- In developing diorama, you will: (1) choose
a concept or theme, (2) research the
subject, (3) make a rough sketch of your
ideal diorama, (4) make a list of the items
you’ll need and gather your supplies, and
(5) select a container or box.
2. Nature Table
- This is a table that contains objects and/or scenes related to the current season, or
upcoming festival or a symbol of an ecosystem. Children love to follow the natural
changes that the world offers each month and classroom decorations reflect these.
3. Writing Board
- A writing board can display information written with chalk (Chalkboard or Blackboard) or
special pens (whiteboard). Although there are usually more effective methods of
transmitting information, the writing board is still the most commonly used visual aid.
Suggestions on using the writing board:
1. Keep the board clean.

2. Use chalk or pens that contrast with the background of the board so that students
can see the information clearly.
3. Make text and drawings large enough to be seen from the back of the room.
4. Prepare complex drawings in advance ( if very complex, an overhead transparency
or 35mm slide may be preferable).
5. Underline headings and important or unfamiliar words for emphasis.
6. Do not talk while facing the board.
7. Do not block the students’ views of the board; stand aside when writing or drawing is
completed.
8. Allow sufficient time for students to copy the information from the board.
4. Flipchart
- It is a large tablet or pad of paper, usually on a tripod or stand.
Suggestions using Flipchart:

1. Use wide-tipped pens or markers; markers with narrow tips produce printing that is
difficult to read.
2. Print in block letters that are large enough to be read easily from the back of the
room.
3. Use different colored pens to provide contrast; this makes the pages visually
attractive and easier to read.
4. Use headings, boxes, cartoons and borders to improve the appearance of the page.
5. Use bullets () to delineate items on the page.
6. Leave plenty of white space and avoid putting too much information on one page.
(Crowded and poorly arranged information is distracting and difficult to read)
7. When pages are prepared in advance, use every other page. If every page is used,
colors will show through and make text difficult to read.
8. Have masking tape available to put pages up around the room during brainstorming
and problem - solving activities.
9. To hide a portion of the page, fold up the lower portion of the page and tape it. When
ready to reveal the information, remove the tape and let the page drop.
10. Face the student, not the flipchart while talking.
5. Zigzag Board
- It is a multi-board series of three or four rectangular boards. They are joined together
along the sides by hinges so that they can be easily folded up and carried. Each board
can be of a different type, for example, a whiteboard, a chalkboard, a flannel board and
so on. The size of the boards for the zigzag multi-board depends on what you want to
use them for.
6. Wall Display
- Displaying items on a classroom wall is a well-known, tried and tested educational
method. A wall display is a collection of many different types of items and materials put
up on a wall to make an interesting and informative display. In a classroom, the display
can consist of the students’ own work. In development work it can be used to convey
information to the community.
7. Rope and Pole Display Board

- This board consists of two parallel, horizontal
poles tied loosely together with rope. Visual aids
such as posters can be pinned to the rope. This
kind of display board is invaluable where there are
few solid walls for displaying information. It has no
solid backing and can be made quickly for
teaching, training and when working with
communities.
Guidelines when designing conventional

instructional materials:
1. Unity - Use only one idea for each visual aid

and include a headline.
2. Simplicity - Make ideas and relationships simple and easy to recall. Avoid cluttering
a visual with too many words, numbers, or graphics. The audience should be able to
grasp the concept in 10 to 15 seconds.
3. Legibility - Make letters big and readable for all in the audience.
4. Consistency - Use the same type style and art style.

5. Clarity - Avoid type that is too small to read; avoid all caps.
6. Quality - Make it neat and professional, and remember to proofread
Lesson 2: Select and Use ICT Tools for Teaching and Learning
The current systems employ technologies by integrating ICT tools and applications in education
and in instruction. ICT stands for Information and Communications Technology. This refers to various
tools and devices or gadgets used in communicating, disseminating, and creating, storing and
managing information. It is important that learners understand how to use these tools in helping them
learn.
Working with information to create something useful and edifying for humanity is an important
part of learning. Because the goal of education is to transform students into useful and productive
citizens, the use of ICT tools can open up a world of possibilities for students to do something with what
they know. Teachers can thus use ICT tools to engage students by communicating, disseminating, and
managing information. This path entails incorporating ICT tools into a broader range of the teaching
and learning process.
It is not always the presence of advanced technology or the use of ICT tools that ensures
success in engaging learners, but the effective use of ICT tools is still dependent on how the teacher
uses them. There are numerous ICT tools from which to choose. When used correctly, the potential of
their applications can have an impact on the lesson and the learners' engagement in the learning
process. ICT tools can be used in the presentation of a lesson, demonstrating a point, or presenting a
concept in instruction. There are tools that can be used to provide practice or the opportunity to apply
the skills taught. Even when working as part of a team or group, tools can be useful.
Allows
effective
collaboration
Easy
Allows
Processing of
Creativity
Information
Why ICT
Integration
in
Education
Allows Easy Effective

Sharing of Accessibility
Resources to Resouces
Effective Allows easy

Allows effective Easy processing Allows
accessibility to sharing of
collaboration of information creativity
resources resources
1. Instant messaging 1. Accounting tools 1. Search engines 1. Sensor networks 1. Websites
2. Web conferencing 2. Data loggers 2. Metadata 2. Bluetooth 2. Camera
3. Social networking 3. Statistical tools 3. Browser 3. Infrared 3. Digital recorder
4. Forum/chats 4. CPU, MIS, ERP 4. Database 4. Internet 4. Screen casting
5. Wiki 5. Computing Devices 5. Web indexing 5. 1G/2G/3G 4G/5G 5. Multimedia
- Smartphones - Audio
- Phbalet - Text
- PC - Animation
- Laptop - Video
- Wearable - graphic
Devices
As per the diagram above, ICT integration in education enables easy information processing,
effective resource accessibility, easy resource sharing, creative expression, and effective collaboration.
All of this is simple to accomplish with the gadgets you keep in your pockets or backpacks.
A. Using Mobile Phone and the QR Code
Since ICT integration facilitates information processing, here's an example of how we can
read information more quickly and in a more interesting way.
Have you ever seen a symbol like this one? This is now widely used in a variety of products,
reading materials, and even museums. This is an example of a QR Code.
What is a QR Code?
Are you familiar with QR Code?
Denso-Wave, a Japanese corporation, invented the QR code in 1994, connecting the

physical and electronic worlds in an effective and efficient manner. QR is an abbreviation for "Quick
Response." It enables the reader to decode information at a rapid pace. This is popular in Japan,
and businesses use it to attach QR codes to their products. It usually provides a URL that directs
you to a website or provides the most important information about the product right away.
You can easily read QR codes through QR code scanner. Here’s all you need to do:
1. Have a mobile phone with camera;
2. Download the QR code reader/scanner app from the Playstore or App Store on your mobile
device. Choose a QR code reader that is compatible with your operating system, whether it
is IOS or Android. After installing it on your device, you can use it to read the codes.
3. Focus your camera on the QR code. Click it and the message will be revealed.
More interesting than QR codes reading QR codes is creating your own QR Codes.
How will you make your own QR Code?
1. Be online.
2. Look for QR Code generator and make sure to read the application's information. This is
necessary to ensure your online safety. There are numerous QR code generators available,
but some of the most popular are Kyawa, GOQR.me, visualead, and QR stuff. There are
numerous free applications available online, and you should take advantage of this
opportunity to use them.
3. Once you've found your free online QR code generator, you can start encoding the text or
information you want.
4. Launch the QR generator and save the resulting code as a jpeg file. Download the QR code
that was generated.
5. Test the QR code using your QR code reader/scanner.
Ten interesting ways to integrate QR codes in your teaching

Create interactive and engaging content Scavenger Hunts
- You can enrich the content you teach in - Create an interactive classroom activity such
a class by using QR codes that link to as the Scavenger’s Hunt by using QR codes
other readings and resources. You can that provide directions or instructions
link to a pdf, a video production, a resulting in better learner engagement.
website, a document or an audio file
among others.
Share Resources Enhance Classroom Library
- learners can use QR codes to share - Create QR codes from students' brief write-
educational resources with each other ups about why they like their book and place
(e.g. lecture notes, wen content, how-to- them in or on the books in the classroom
do videos) library. Students can learn more about the
books by scanning the QR codes.
Use in Classroom Activities Gather Student Feedback
- The QR code can be used in giving - You can create surveys, polls, and forms
instructions in class and pin them up using Google form and share them with
inside the classroom instead of providing students as QR codes which can be easily
them with thick copies of printed scanned and accessed.
materials giving instruction on how to do
an activity.
Provide Help with Homework Research Project
- A detailed instruction can be made into a - Make students create QR codes linking other
QR code which students scan at home resources and web content to their research
and use the information to help them work
comply with their assignments.
Communicate with Parents or Partners Provide Easy Access to Online Content
- You can share information to parents on - Create QR codes with URLs for students to
school events or activities in school. You gain easy access to online resources.
can also put it in in a webpage for Sometimes when a long URL is given,
parents to get information or include it in learners may copy a broken URL version
newsletters, permission slips, etc. You hence, resources become inaccessible.
can have them printed as magnets and

parents can get the information.
However, make sure to orient the
parents on how to use QR codes.
B. Using Laptop and Infographics
The most basic definition of an infographic is a visual representation of information and

data. An infographic, which combines text, image, chart, diagram, and, more recently, video, is an
effective tool for presenting data and explaining complex issues in a way that can quickly lead to
insight and better understanding.
An infographic is
Canva (http://canva.com) is one tool that can be used to create infographics. It includes
several educational infographic templates. You can experiment with the free design elements and
create one that looks like it was created by a professional inforgraphic designer. You can begin
exploring this site and becoming acquainted with its features. Please take the time to read the
instructions and navigate around the features to get the most out of it.
Infographics can be used in a variety of ways.
1. To present survey data

2. To simplify a complex concept
3. To explain how something functions
4. To compare
5. To present interesting facts
C. iPad/Tablet and the Online Bulletin Board

- Creativity and collaboration are enjoyable activities. When done online, a dull and boring
bulletin board can be made interesting. Posts with themed backgrounds, stylish fonts,
and a variety of colors are more appealing to learners. An online bulletin board is a free
way to present ideas with a unique twist and interest. Here’s how:
1. In address bar type https://padlet.com/

2. Sign up or log in using any of your social media account
3. If you want to make your own, click on make a padlet.
a. You can choose Start with a Blank or Pick a Template

b. Start making posts by clicking the + sign
c. Make your posts as creative as you can by clicking modify and selecting your
choice of color, font, theme, etc.
d. You can now share Padlet or online bulletin board to your friends. Click share
and allow others to have access to it or you can share through the social media
account where others can view it.
4. If you want to join someone’s bulletin board, click on join a padlet.

a. Enter in the dialog box the URL of the padlet you want to join.
b. Start posting on your friend’s/classmate’s padlet by clicking the + sign.
Lesson 3: Creating ePortfolio as a Technology Tool
Documenting a personal learning journey is essential in 21st century instruction, where

independent learning is encouraged. Such documentation can assist the teacher in monitoring the
process and assessing the learning product. This necessitates proper organization via a portfolio.
Portfolios are a good way to keep things organized. A learning portfolio in a semester work is a
collection of student work that demonstrates students' effort, progress, achievements, and
competencies gained during the course.
Portfolios can take many different forms. It can resemble an album, a scrapbook, or even a filer
in which documents and evidence are stored. However, it is now possible to have online portfolios by
creating websites. This is also known as an ePortfolio or a digital portfolio. This can be used as a digital
archive that includes the same materials as a physical portfolio but also includes additional materials
such as multimedia productions, relevant online links or references, digital stories or video blogs,
Powerpoint presentations, photographs, and other ICT materials. The ePortfolio can be kept private or
made public and shared with stakeholders such as parents and friends.
Creating an Online Portfolio Using a Site
There are many sites that can be used in creating an ePortfolio. One of which is the Google site.
If you have a Google account, you can start using the available applications. You can also try weebly,
or wix, among others.
Steps in constructing an ePortfolio
1. Enter your gmail account and

look for Sites. If this is your
first time doing this, you should
read the instructions.
2. Scroll down and read further
until you see the icon for Sites.
3. Click and it will lead you to
another section. This will let
you create a site that you can
use as an ePortfolio.
4. Consider a good label or a title
for your ePortfolio and prepare the texts, links multimedia outputs, images or jpeg files that
you want to upload in the pages of the ePortfolio.
Here’s a link on how to create digital portfolio in Google Sites.
https://www.youtube.com/watch?v=9axgV_cPtlU
Parts of an ePortfolio
The ePortfolio, like a book, has pages or sections. The organization can be done in a
chronological order based on the activities that you go through, or it can be done thematically.
Whatever you decide will be a demonstration of your organizational skills.
Home page
- This is the very first thing your readers will notice. As a result, you must introduce
yourself as well as the goals of your ePortfolio. Typically, templates are available, with
each providing sections. Personal touches, such as images or a change in color themes,
can be added.
Pages
- The pages that you can add depend on how you would like to organize your ePortfolio.
What is important is that you need to construct your ePortfolio at the start of the class. In
that way, you can have a fresh start as you try to be conscious in documenting the
activities and learning that goes with each session.
Reflections
- The writing of the reflection is an important component of any portfolio, whether it is

online or not. It is thinking aloud, a method of recording what they are thinking. It is
necessary to document how students process input and apply what they have learned in
an activity or project.
- Sometimes it is difficult to write a reflections and a structure can be helpful. There are
many models that can be used as a guide in writing reflections. One is the Gibb’s
reflective cycle model (1988).
DESCRIPTION
What happened?
FEELINGS
ACTION PLAN
What were you
If it arose again,
thinking and
what would you do?
feeling?
EVALUATION
CONCLUSION
What was good and
What else could you
bad about the
have done?
experience?
ANALYSIS
What sense can you
make of the
situation?
What's great about writing a reflection is that it allows you to embrace your own learning and
begin to accept responsibility for it. After all, you owe it to yourself, and no matter what the teacher
does inside the classroom, as a learner you can make the decision whether you want to learn or not.
With an ePortfolio, you try to capture your special journey of learning.
Administrating the ePortfolio
Befor publishing your ePortfolio for the world to see your work, you can control who can see
your work. The icon for sharing the site can be managed by entering the email address of the person
with whom you want to share it.
Lesson 4: Technology Collaborative Tools in the Digital World
The learners of this new generation are a different breed, and teachers must understand how to
deal with them. They appear to thrive in collaborative learning environments. They enjoy using social
networking sites. Rather than becoming information consumers in the classroom, they prefer to create
and produce something. They prefer to be mobile, either physically or virtually, as they travel from one
location to another. They appear to spend a significant amount of their time investigating in a digital
social environment, though they can be more self-directed in terms of what they want to learn, how they
want to learn, and when they want to learn.
Technology as a Collaborative Tool
Giving students a challenge and an opportunity to collaborate is one way to engage them. As an
example, suppose you give them a topic to discuss that they can continue discussing even if they are
not in class. Students can carry on the conversation, share information, and reach an agreement by
texting, emailing, chatting, or using the online document. Once they have reached an agreement, they
can proceed to the next step, which is to present their agreements or resolutions to the entire class.
There are numerous tools and applications available that can be used to collaborate with others.
Skype, wikis, blogs, Google forms, web conferencing, and realtimeboard are a few examples.
1. Skype
- Skype in the Classroom is a an online community that connects educators, experts, and
students through global learning and collaboration activities using Skype communication
software.
2. Wiki
- A wiki is a collaborative tool that allows students to contribute and modify one or more
pages of course related materials. Wikis are collaborative in nature and facilitate
community-building within a course. Essentially, a wiki is a web page with an open-
editing system.
3. Blog
- A blog is derived from the short form of a web blog. It is an online journal where people
can share their experiences or share information with other readers on any topic. Blogs
allow the owners to post a reversed chronological order; new posts first appear at the
top while the oldest posts are at the bottom.
4. Google group or Google form

- Google Forms is free online software that allows you to create surveys, quizzes, and
other interactive forms. It is part of Google's web-based apps suite, which also includes
Google Docs, Google Sheets, Google Slides, and more. It's a versatile tool that can be
used for a variety of purposes, including gathering RSVPs for an event and creating a
pop quiz.
VI. LEARNING ASSESSMENT
To be uploaded in MS Teams
VII. EVALUATION
Quiz #2 thru MS Teams
VIII. REFERENCES
Ballado, Ronato S. (2012). Basic Concepts in Educational Technology I. Manila Philippines: Rex
Publishing
Bernardo, Alejandro S. (2017). Educational Technology 1. Manila Philippines: Rex Publishing
Corpuz, Brenda B. (2012). Educational Technology 1. Manila Philippines: Rex Publishing
Kurt, S. (2019, September 16). TPACK: Technological Pedagogical Content Knowledge Framework.
Retrieved September 23, 2020, from https://educationaltechnology.net/technological-
pedagogical-content-knowledge-tpack-framework/
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for
integrating technology in teachers’ knowledge. Teachers College Record, 108 (6), 1017–1054
Schoology. (n.d.). The TPACK Framework Explained (With Classroom Examples). Retrieved
September 23, 2020, from https://www.schoology.com/blog/tpack-framework-explained

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Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY

College: TEACHER EDUCATION

DEGREE PROGRAM BEED COURSE NO. PROF ED 7

I. UNIT TITLE/CHAPTER TITLE

NON-DIGITAL AND DIGITAL SKILLS AND TOOLS IN DELIVERING TECHNOLOGY-ENHANCED

II. LESSON TITLE

III. LESSON OVERVIEW

IV. DESIRED LEARNING OUTCOMES

At the end of the lesson, the students should be able to:

1. Integrate media and technology in various content areas

NON-DIGITAL AND DIGITAL SKILLS AND TOOLS IN DELIVERING TECHNOLOGY-ENHANCED

Lesson 1: Development and Use of Non-Digital or Conventional Materials

It is important to understand how to develop instructional materials. Instructional materials refer

Instructional materials can be of great assistance in stimulating and facilitating learners'

Suggestions on using the writing board:

1. Keep the board clean.

Suggestions using Flipchart:

7. Rope and Pole Display Board

Guidelines when designing conventional

1. Unity - Use only one idea for each visual aid

4. Consistency - Use the same type style and art style.

6. Quality - Make it neat and professional, and remember to proofread

Allows Easy Effective

Effective Allows easy

A. Using Mobile Phone and the QR Code

Denso-Wave, a Japanese corporation, invented the QR code in 1994, connecting the

Ten interesting ways to integrate QR codes in your teaching

can have them printed as magnets and

B. Using Laptop and Infographics

The most basic definition of an infographic is a visual representation of information and

Infographics can be used in a variety of ways.

1. To present survey data

C. iPad/Tablet and the Online Bulletin Board

1. In address bar type https://padlet.com/

a. You can choose Start with a Blank or Pick a Template

4. If you want to join someone’s bulletin board, click on join a padlet.

Lesson 3: Creating ePortfolio as a Technology Tool

Documenting a personal learning journey is essential in 21st century instruction, where

Creating an Online Portfolio Using a Site

Steps in constructing an ePortfolio

1. Enter your gmail account and

Here’s a link on how to create digital portfolio in Google Sites.

- The writing of the reflection is an important component of any portfolio, whether it is

Administrating the ePortfolio

Lesson 4: Technology Collaborative Tools in the Digital World

Technology as a Collaborative Tool

4. Google group or Google form

VI. LEARNING ASSESSMENT

Quiz #2 thru MS Teams

Bernardo, Alejandro S. (2017). Educational Technology 1. Manila Philippines: Rex Publishing

Corpuz, Brenda B. (2012). Educational Technology 1. Manila Philippines: Rex Publishing

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