PTR ee : Shaping Teachers. Frantevning loves TECHNOLOGY FOR TEACHING & LEARNING |. UNDERSTANDING THE BASIC CONCEPTS IN ICT 1. Technology - a mix of process and products used in the application of knowledge. - includes tools from paper and pencil to the latest electronic gadgets and tools for practical tasks. 2.1CT Literacy - use of digital technology, communication tools and/or networks to access, manage, integrate, evaluate, create and communicate information in order to function in a knowledge society 3. Educational Technology = refers to the use of technology in teaching and learning. It includes both non-digital and digital. - non-digital (flip charts, pictures, models, realia, and etc.) - digital (electronic tools, hardware, software and connections etc.) 5. Digital Learning = any type of leaming that is accompanied by technology or by instructional practice that makes effective use of technology. ~ application of wide spectrum of practices which includes virtual learning (online or off-line) 6. On-line Digital Tools and Apps - use an Internet to access information - common example is Skype (a telecommunication application software product that specializes in providing video chat and calls) 7. Off-line Digital Tools and Apps - can still be used even if there is no Internet - examples are Canary Learning, Pocket, Evertone, ibooks, and KA LITE (KA Lite is a lightweight web application software that allows users without Internet access to engage with Khan Academy videos and exercises in completely offline settings) 8. Internet ~ a massive network of networks, a networks infrastructure - generally defined as a global network connecting millions of computers. 9. World Wide Web - allows you to access, view and maintain documentations that can include text, data, sound and videos of the internet 10. Facebook - a popular social networking site used by students and adults worldwide to present information ‘on themselves and to the world 11. Wiki - an editable website usually with limited access, allows students to collaboratively create and post written works or digital files, such as digital photos or videos. - Example is Wikipedia. 1[Pagei) FTR e FALCULAN TWINS’ REVIEW CENTER y) Shaping Teacher. Trvvbovany Loves 12. Flipped Classroom Traditional Classroom - _ Instructor prepares materials to be delivered in class. - Students listen to lectures and other guided instruction in class and take notes. - Homework assigned to demonstrate understanding, Flipped Classroom - Instructor records and shares lectures outside of class. - Students watch/isten to lectures before coming to class. - Students receive support from instructor and peers as needed. 13. Podcast ~a video or audio multi-media clip about a single topic typically in the format of the radio talk show - two basic functions are to retrieve information and to disseminate information. 14. Vlog - a video blog where each entry is posted as video instead of the text 15. Blog an online journal where posted information from both teachers and students are arranged. -three kinds include blogs for communication, blogs for instruction and blogs for both SYNCHRONOUS AND ASYNCHRONOUS LEARNING Synchronous © Asynchronous O Students learn at the same time. Students learn at different times. Communication happens in real time. Communication is not live. Possibly more engaging and effective. Possibly more convenient and flexible. Allows for instant feedback and Allows students to work at their own, clarification. pace. & Examples. fm Examples Video conferencing, live chat, Email, screencasts, Flipgrid live streamed videos. videos, blog posts/comments, a BLENDED LEARNING Y Another way of handling flexible leaning is combining modalities of instructional delivery. Y Blended learning is a combination of learning activities wherein a part of the lesson is, delivered online while the other part is handled in actual physical setting of a classroom.FTIRG scene sevew coves : Shaping Teachers. Frovlerneny Loves FLEXIBLE LEARNING Online Distance Education and Communities of Learners Distance learning is a form of learning without a face-to-face contact with the teacher and delivered via telecommunications. ¥ Itallows flexibility in learning to a certain extent. THE DIFFERENT PLATFORMS The flexible mode of learning used a platform such as Moodle, Google classroom, Edmodo, Schoology, etc. These are free programs designed for educational purposes, it has features that are patterned after the instructional activities of a teacher in a physical classroom. 1. Moodle ¥ created by Martin Dougiamas, founder and CEO of Moodie, stands for Modular Oriented Dynamic Learning Environment which is an open source software. Y aLearning Management System (LMS) that supports teaching and learning. 2. Google Classroom Y Google Classroom is a free service for teachers and students. ¥ Itis an LMS platform that is accessible google account. ¥ You can create and perform your roles and functions as a facilitator of learning. 3. Edmodo ¥ In 2008, Edmodo was created by Nic Borg Jeff O'Hara and Crystal Hutter. ¥ Have commonalities with Google Classroom as apps that can integrate well with classroom activities. The decision lies in the teacher who will determine what works best in his or her teaching and learning context. Both are amazing tools that can be explored. 4, Schoology ¥ another LMS founded in 2009 by Jeremy Friedman, Ryan Hwang, Tim Trinidad and Bill Kindler. ¥ You can create your own online distance education learning system using any of theses platforms. 5. MOOC’s ¥ Another recent modality to learning is the Massive Open Online Course (MOOC). Massive ~ on-line courses designed for large number or participants usually larger than the number of students that can fit a regular classroom. There can be hundreds or even thousands of them. Open There is mostly freedom of place, pace and time - Courses can be accessed by anyone anywhere as long as they have internet connection. - Courses are open to everyone without entry qualification - Some courses are for free. 3|PageFT RG eens cone : Shaping Teachers: Frentevning loves Online - ALL ASPECTS of the course are delivered ONLINE Course - The MOOG course offers a full course experience including: - Educational content (video, audio, text, games, social media, animation, and simulations) - Facilitation interaction among peers - Some interaction with the teacher or academic staff - Some kind of non-formal recognition option - Astudy guide or syllabus. PRESENTATION SOFTWARES = are useful in organizing your lesson with a series of text and graphics, often with audio and video to capture the interest of learners. Things to Remember when creating audio-visual presentations: 1. Plan your presentation by drafting an outline (headings & subheadings) 2. Abide by the Rule of Six - Each slide should have a maximum of six lines with six words 3. Ensure that your font size is large enough to be seen by learners at the back. - Font size for tiles should not be less than 36-40; and 32 for the rest. 4, Include more of key words or phrases and less of whole sentences. 5. Animation should have a clear purpose. It should only be used if it will help highlight important points, not distract leamers. Pictures speak a thousand words. Follow the 3 Cs for information: Correct, Current, Complete Proper citation should also be observed. Include a list of references at the end of the presentation PNe DEVELOPMENT AND USE OF NON-DIGITAL OR CONVENTIONAL MATERIALS 1. Diorama small scenes created of layers of materials, all depicting a similar concept or theme usually display a historical time period, a nature scene, or a fictional situation 2. Nature Table Ya table that contains objects and/or scenes related to the current season, or upcoming festival or a symbol of an ecosystem 3. Writing Board can display information written with chalk (chalkboard or blackboard) or special pens (whiteboard) ¥ commonly used visual aids 4, Flip Chart Y _allarge tablet or pad of paper, usually on a tripod or stand 5. Zigzag Board ¥ amulti-board series of three or four rectangular boards joined together along the sides by hinges so that they can be easily folded up and carried 6. Wall Display Ya collection of many different types of items and materials put up on a wall to make an interesting and informative display 4|PageSB FTR e FALCULAN TWINS’ REVIEW CENTER y Shaping Teachers, Provkerning lowes 7. Rope and Pole Display Board ¥ consist of two parallel, horizontal poles tied loosely together with rope ¥ invaluable where there are few solid walls for displaying information PPPF by Hayden Smith and Thomas Nagel To ensure effective use of instructional material, Hayden Smith and Thomas Nagel, (1972) bookauthors on Instructional Media, advise us to abide by the acronym PPPF. 1. Prepare Yourself Know your lesson objective and what you expect from the class after the sessionand why you have selected such particular instructional material, 2. Prepare Your Students Y Set class expectations and learning goals. Y_ Itis sound practice to give them guide questions for them to be able to answerduring the discussion. ¥ Motivate them and keep ther 3. Present the Materials ¥ Present materials under the best possible conditions. Using media and materials, especially if they are mechanical in nature, oftenrequires rehearsal and a carefully planned performance. 4. Follow-Up Y The purpose on the use of the instructional materials is for the attainment of alesson. objective. terested and engaged. FOUR GENERAL PURPOSES OF BULLETIN BOARD DISPLAYS 1. Decorative - They offer visual stimulation and appeal to the aesthetics. They set the social and psychological atmosphere of the school. Motivational - Encourage students to perform better and have greater confidence. Informational - Used as a strategy to disseminate information. Instructional - invite students to respond and participate through interactive displays aeN lo for evaluating bulletin boards Effective Communication - conveys the message quickly and clearly. Attractiveness - Colors and arrangement catch and hold interest Balance - Objects are arranged so stability is perceived Unity - Repeated shapes or colors or use of borders holds display together. Interactivity - the style and approach entice leamers to be involved. Legibility - letters and illustrations can be seen from a good distance Correctness - itis free from grammar errors, misspelled words, ambiguity Durability - it is well constructed, items are securely attached IPACK FRAMEWORK © Technological, Pedagogical, and Content Knowledge (TPACK) Espoused by Mishra and Koehler (2006) © Shows the types of knowledge involved in the teacher's capacity to integrate technology PNOTA EN S| Pagei) FTR e FALCULAN TWINS’ REVIEW CENTER y Shaping Teachers, Provkering loves 3 Types of Knowledge a. Technological Knowledge - refers not only on whether you are computer literate but also on knowing what technology is best to use and how they should be utilized in teaching. b. Pedagogical Knowledge - refers to the principles and strategies of teaching and is about the strategies and techniques used in classrooms and other learning situations and environments to ensure curriculum goals are met. c. Content Knowledge - refers to how well you know the subject area or topic that you will teach OVERLAPS 1. Pedagogical Content Knowledge (PCK) ¥ knowing what teaching approaches fit the content and expectations of the subject 2. Technological Content Knowledge (TCK) ¥ interpreting your curriculum through a technology lens and to consider the impact of technology on what is changing in your curriculum area. 3. Technological Pedagogical Knowledge (TPK) ¥ special pedagogical considerations for using technology within your teaching strategies or considering new pedagogical approaches afforded by the qualities of software 4. Technological, Pedagogical, Content Knowledge (TPACK) way of describing how technology pedagogy and content fit together to enable powerful learning. ‘SAMR MODEL - The SAMR Model is a neat model developed by Dr. Ruben Puentedura as a way for educators to evaluate the incorporation of technology into their teaching. - By reflecting upon your teaching and the technology that you use, SAMR helps educators to design and implement better learning activities incorporating that technology. - The model has four stages and is split into two with a threshold dividing the two halves: a. ENHANCEMENT - the technology is merely a REPLACEMENT for an analogue activity with varying degrees of improvement. b. TRANSFORMATION - where the REAL LEARNING happens. The technology allows for significant changes in the task and ultimately new forms of tasks which would not have been possible with the old analogue process. 1. Substitution - This is where technology is used as a DIRECT SUBSTITUTE for what you might already do, without functional change. Ex. Writing an essay using a pen vs. Writing an essay using computers 2. Augmentation - This is where technology is used as a DIRECT tool SUBSTITUTE, WITH FUNCTIONAL IMPROVEMENT. The task is just the same but the technology is allowed for some technical improvement. Ex. Like instead of writing essay to your paper, you may use google docs. The task may just be the same but the unique features of the collaborative technology provide functional improvements such as commenting, add ons, etc 6 [PageETRE cyse ens seve come : Shaping Teachers, Trenbevminge loves 3. Modification - Technology allows you to significantly redesign the task. Ex. Instead of simply writing an essay, the student can publish his essay through WORD PRESS and the teacher is not the only audience, but the whole world who have internet. This means that your writing is published globally. 4. Redefinition - Technology allows you to do what was previously not possible or inconceivable. Ex. Instead of writing essay, students could now create and publish a digital story telling project to argue their writings with multimedia. By publishing this video to the world, it allows other people to. comment and analyze their message. ASSURE MODEL ¥__was developed by Heinrich and Molenda in 1999 Y instructional framework or rule that instructors can use to create lesson plans which coordinate the utilization of innovation of technology and media. (Smaldino, Lowther and Russell, 2008) 1. Analyze Learners — get a clear picture of the learners’: a. General attributes b. Prior competencies c. Learning styles 2. State Objectives — main instruction guide that will direct the flow to reach the target. The mark of a good set of learning objectives is conformity to the ABCDs of well-stated learning objectives. They are as follows: Audience — For whom is the objective intended? Behavior — What is the behavior or performance to be demonstrated? Congitions = What are the conditions under which the behavior or performance will be observed? Degree - To what degree will the knowledge or skill be mastered? 3. Select Methods, Media, and Materials — the teacher has to decide which strategy, materials or technology would be best considering the learners and the desired learning outcomes 4. Utilize Methods, Media, and Materials — concerns the making of a plan as to how you will utilize the technology, media, and materials that you have selected. 5. Require Learner Pai Nn — It requires that you make plans to how you are going to actively engage your students in the material that you are teaching, 6. Evaluate and Revise ~ In this step, you evaluate the impact of your teaching to students’ learning. Assessing learners’ performance can take place across phases of the lesson. Lastly, this phase should be congruent to the learning outcome provided in the lesson. EDGAR DALE’S CONE OF EXPERIENCE Q Isa visual model, a pictorial device that presents bands of experience according to the degree of abstraction and not degree of difficulty. The farther you go from the bottom of the cone, the more abstract the experience becomes, Lower levels of the Cone involve the student as a participant and encourage active learning The upper levels of the Cone need more instructional support than lower levels. oooFALCULAN TWINS’ REVIEW CENTER Shaping Teachers. Tronbevming. loves Verbal Symbols Visual Symbols Recordings Radio & Still Petes, Motion Potures Educational Televison baits Study Trips Demonstrations Dramatized Experiences Contrved Experiences Direct Puposetl Experiences The Cone of Experience corresponds with three significant modes of learning (JeromeBruner): + Enactive (direct experience) - series of actions + Iconic (pictorial experience) — series of illustrations + Symbolic (highly abstract experience)- series of symbols 1. Direct and Purposeful Experiences - Direct, first-hand experiences - Have direct participation in the outcome - Use of all our senses - Examples allow students to prepare their meals, make a PowerPointpresentation, delivering a speech, performing experiments, or making their furniture. 2. Contrived Experiences - edited copies of direct experiences - designed to simulate to real- life situation a. Model - substitute of real thing in a small scale, or large scale or exact size, but made up of synthetic materials b. Mockup - special model where the parts of a model are singled out, heightened and magnified in order to focus on that part or process under study cc. Specimen- An individual animal, plant, piece of a mineral, etc. Itis used as an example of its species or type for scientific study of display. d. Object- May also include artifacts displayed in a museum or objective displayed in exhibits.\F RC FALCULAN TWINS’ REVIEW CENTER ) T Shaping Teachers. Fronlrvmeng. loves e. Simulation- A representation of a real manageable event in which the learner is an active participant engage in learning behavior or in applying previously acquired skills orknowledge f. Games - Forms of physical exercise taught to children at school. They make classes more interactive and develop the decision-making skills and knowledge construction skillsof the students. 3. Dramatized experiences - Forms of reconstructed experiences - The pupil who takes part in dramatization gets closer to direct experience than a student who watches. A. Plays - depict life, character, culture, or a combination of the three. They offer excellent opportunities to portray vividly essential ideas about life. B. Pageants are usually community dramas that are based on local history. An example isa historical pageant that traces the growth of a school. C. Pantomime is a "method of conveying a story by bodily gestures.” Pantomime's impact on the audience relies on the actors’ movements. D. Tableauis a picture-like scene composed of people against a background. Itis an arrangement of people who do not move or speak, especially on a stage, who representsa view of life, an event, etc. E. Role-Playing is an unrehearsed, unprepared, and spontaneous dramatization of a situation where their roles absorb assigned participants. The focus is on attitudinal change. F. Puppets ~ It is an inanimate object or representational figure animated or manipulated by an entertainer, who is called a puppeteer. Puppets can present ideas with extreme simplicity 4, Demonstrations - Visualized explanation of an important fact, idea, or process - Shows how certain things are done - Examples: - How to make a peanut butter and jelly sandwich - How to play the piano 5. Study Trips ~ These are excursions, educational trips, and visits conducted to observe an event that is unavailable within the classroom. 6. Exhibits - Bring the outside world into the classroom employing exhibits, the concrete representation of the things. The teacher can help the students by gaining useful experience through the observation and organization of educationally significant exhibitions. 7. Educational Television - Bring immediate interaction with events from around the world 8. Motion Pictures - Used to slow down a fast process - Viewing, seeing and hearing experience 9. Still pictures, recordings, and radio - This stage includes the number of devices that might be classified roughly as one-dimensional 9|Page@ FTR e FALCULAN TWINS’ REVIEW CENTER oe haprry Teachers. Trerkereag loves aids because they use only one sense organ that is either eye (seeing) or ear (hearing). All these materials are less direct than audio-visual experiences. 10. Visual Symbols - Help students see an idea, event, or process iagrams - It is any line drawing that shows arrangement and relations as of parts to thewhole, relative values, origins and development, chronological fluctuations, distributions,etc. (Dale, 1969) A. Affinity Diagram - used to cluster complex apparently unrelated data into natural and ‘meaningful groups. An affinity diagram is to arrange ideas into a specific or natural relationship. B. Tree Diagram — A tree diagram is a modern method for planning management that defines the hierarchy of tasks and subtasks required to complete and be objective. The tree diagram begins with one element, then branches out to two or more, each branchinginto two or more, and so on. C. Fishbone Diagram - Often referred to as the cause-and-effect diagram or Ishikawa diagram is a visualization method for categorizing the possible causes of the root cause of the issue. D. Venn Diagram — uses circles to show the relationship between two specific ideas. Charts - Itis a diagrammatic representation of individual connections within an organization. A. Time Chart a tabular time diagram displaying data in ordinal series. B. Tree or Stream Chart shows creation, growth and change starting with a simple course spreading out over several branches C. Flowchart visual way of showing a process from beginning to end. D. Organizational Chart - graphical representation of the structure which shows the relationships within the positions or jobs. E. Pareto chart Is a type of bar chart, prioritized from left to right in decreasing order of magnitude or importance. F. Gantt chart is an activity time chart. Graphs ~ shows you information as a visual image or picture. A le Graph -A visual representation of data made by dividing a circle into sectors thateach represent parts of a whole. Usually, the amounts in each area are expressed in percent, so that all of the amount total of 100%. B. Line Graph — type of chart used to show information that changes over time. C. Bar Graph - Used to compare the magnitude of identical things at different relations. D. Pictorial Graph — a visual representation of data by using pictograms. It uses icons or pictures in relative sizes to highlight some data patterns and trends. 11. Verbal Symbols - To express any meaning, verbal representations are words, phrases, sounds, or other utterances that are spoken aloud. The verbal symbol may be a phrase, an idea, a concept, a scientific theory, or a formula Dale's Cone of Experience as a tool to help my students build learning experiences 10| PageSS. Shaping Teachers. Tronkevacey Loves After 2 weeks, we tend to remember... Involvement 10% of what we READ 20% of what we HEAR 30% of what we SEE 50% of what we SEE & HEAR 70% of what we SAY TECHNOLOGY INTEGRATION MATRIX + Provides a comprehensive framework for you to define and evaluate technology integration. + Itprovides direction and guide you on the process of achieving teaching with technology. 5 LEVELS OF TECHNOLOGY INTEGRATION 1, ENTRY 2. ADOPTION 3. INTEGRATION 4. INFUSION 5. TRANSFORMATION ENTRY LEVEL + Technology is used to deliver curriculum content to students + Drills and practices + Students receive direction, feedback & guidance From technology + _ Information is passively received by the students ADOPTION LEVEL Use technology in a conventional way Students begin to utilize technology Students have opportunities to apply technology From time to time, students have opportunity to use technology CONVENTIONAL AND PROCEDURAL USE OF TOOLS ADAPTATION LEVEL. * Students select and modify technology tools * Conventional independent use of tools + Some student choice and exploration 11] PageS&S FTR e FALCULAN TWINS’ REVIEW CENTER N Shaping Teachers. Trovlermey loves INFUSION LEVEL Throughout the day Throughout the curriculum Across the subject areas Across disciplines Allow students to select appropriate technology tools to complete authentic situations Describes choice of tools, & regular self-directed use of technology RANSFORMATION LEVEL Beyond the limitations of even the best school library Worldwide audience Unattainable without the support of technological tools Irrespective of time or physical distance Technology tools are often used to facilitate higher order learning activities that would not have been possible or would have been difficult to accomplish without the use of technology + Unconventional use of tools/ innovative se eee ee eee 5 CHARACTERISTICS OF LEARNING ENVIRONMENT: 1. Active 2. Collaborative 3. Constructive 4. Authentic 5. Goal-Directed ACTIVE- students are actively engaged in using technology as a tool rather than passively receiving information from the technology COLLABORATIVE - Students use technology tools to collaborate with others rather than knowing individually at all times CONSTRUCTIVE - Students use technology tools to build understanding rather than simply receive information AUTHENTIC - Students use technology tools to solve real-world problems meaningful to them rather than working on artificial assignments. GOAL-DIRECTED - Students use technology tools to set goals, plan activities, monitor progress, & evaluate results rather than simply completing assignments without reflection TECHNOLOGY INTEGRATION MATRIX ACTIVE A. ENTRY- ACTIVE - Students use technology for drill and practice and computer-based training B. ADOPTION- ACTIVE - Students begin to utilize technology tools to create products, for example, using a word processor to create a report. C. Adaptation- ACTIVE - Students have opportunities to select and modify tools to accomplish specific purposes, for example using colored cells on spreadsheet to plan a garden D. INFUSION: ACTIVE - Throughout the school day, students are empowered to select appropriate technology tools and actively apply them to the tasks at hand. E, TRANSFORMATION- ACTIVE - Given on-going access to online resources, students actively select and pursue topics beyond the limitations of even the best schoo! library COLLABORA’ 12| PageS&S FTR e FALCULAN TWINS’ REVIEW CENTER Shapury Teachers, Trovtrrmyy loves . ENTRY- COLLABORATIVE - Students primarily work alone when using technology & ADOPTION- COLLABORATIVE - Students have opportunities to utilize collaborative tools, such as email in conventional ways. C. ADAPTATION- COLLABORATIVE - Students have opportunities to select and modity technology tools to facilitate collaborative work D. INFUSION- COLLABORATIVE - Throughout the school day and across subject areas, students utilize technology tools to facilitate collaborative learning E, TRANSFORMATION- COLLABORATIVE - Technology enables students to collaborate with peers and experts irrespective of time zone or physical distances. CONSTRUCTIVE ‘A. ENTRY- CONSTRUCTIVE - Technology is used to deliver information to students B. ADOPTION- CONSTRUCTIVE - Students begin to utilize constructive tools such as graphic organizers to build upon prior knowledge and constructive meaning. C. ADAPTATION- CONSTRUCTIVE - Students have opportunities to select and modity technology tools to assist them in the construction of understanding, D. INFUSION- CONSTRUCTIVE - Students utilize technology to make connections and construct understanding across disciplines and throughout the day. E, TRANSFORMATION- CONSTRUCTIVE - Students use technology to construct, share, and publish knowledge to a worldwide audience AUTHENTIC A. ENTRY- AUTHENTIC - Students use technology to complete assigned activities that are generally unrelated to real world problems. B. ADOPTION- AUTHENTIC - Students have opportunities to apply technology tools to some content-specific activities that are based on real-world problems. C. ADAPTATION- AUTHENTIC - Students have opportunities to select and modify technology tools to solve problems based on real world issues. D. INFUSION- AUTHENTIC - Students select appropriate technology tools to complete authentic tasks across disciplines. E, TRANSFORMATION- AUTHENTIC - By means of technology tools, students participate in outside of school projects and problem-solving activities that have meaning for the students and the community GOAL-DIRECTED A. ENTRY- GOAL DIRECTED - Students receive directions, guidance, & feedback from technology, rather than using technology tools to set goals, plan activities, monitor progress or self-evaluate B. ADOPTION- GOAL DIRECTED - From time to time, students have the opportunity to use technology to either plan, monitor, or evaluate an activity. C. ADAPTATION: GOAL DIRECTED - Students have opportunities to select and modify the use of technology tools to facilitate goal-setting, planning, monitoring, and evaluation specific activities. D. INFUSION- GOAL DIRECTED - Students use technology tools to set goals, plans, activities, monitor progress, and evaluate results throughout the curriculum, E, TRANSFORMATION- GOAL DIRECTED - Students engage in ongoing metacognitive activities at a level that would be unattainable without the support of technological tools. 13| Page