PROFESSIONAL EDUCATION
PrEd 129n & 153c: Scavenger Hunt
Technology for Teaching and Learning
TERMINOLOGIES
Technology
- refers to a combination of processes and items that are used in knowledge
application. It involves tools for everyday tasks from the pencil and paper to
the new technological devices and equipment.
Instructional Technology
- the theory and practice of design, development, utilization, management, and
evaluation of the processes and resources for Learning.
- refers to the use of technological tools and resources to enhance teaching and
learning, such as interactive whiteboards, educational software, and online
learning platforms. Example: Using virtual reality simulations to teach
complex scientific concepts.
Educational Technology
- the use of Technology in teaching and Learning. It involves non-digital (flip
charts, pictures, Model, etc.) and digital (electronic tools, software, etc.).
- encompasses the broader use of technology in education, including
instructional methods, materials, and systems for learning. Example:
Implementing a flipped classroom approach with online lectures and in-
person discussions.
Instructional Media
- refers to various forms of visual or auditory aids used to facilitate learning,
such as videos, slideshows, and podcasts. Example: Showing a documentary
film to illustrate historical events.
Instructional Materials
- are tangible resources designed to support teaching and learning, including
textbooks, workbooks, and laboratory equipment. Example: Distributing
worksheets for students to practice mathematical equations.
Instructional Aid
- are supplementary tools or resources utilized to assist in the instructional
process, including charts, graphs, and models. Example: Using flashcards to
reinforce vocabulary learning in language classes.
Information and Communication Technology Literacy or ICT Literacy
- the use of digital technologies, communication devices, and, or networks to
access, control, incorporate, evaluate, build and communicate information to
function in a knowledge society
Digital Literacy
- the ability to utilize, share, and create content using information technologies
and the internet. It is also the ability to use information and communication,
requiring both cognitive and technical skills.
- The ability to effectively navigate, evaluate, and utilize digital information
and communication technologies; for example, understanding how to verify
the credibility of online sources before sharing them.
Media Literacy
- The capacity to critically analyze and interpret various forms of media,
including news, advertisements, and social media content, to comprehend
their messages and biases; for instance, recognizing the manipulation
techniques used in a political campaign advertisement.
Digital Security
- The practice of protecting digital devices, networks, and data from
unauthorized access, cyber threats, and breaches; such as using strong
passwords and encryption to safeguard personal information online.
Digital Law
- The legal regulations and guidelines governing digital behavior, including
issues related to copyright, privacy, and cybercrime; for instance,
understanding intellectual property laws when sharing content online.
Digital Etiquette
- The appropriate and respectful conduct when interacting with others in
digital environments, encompassing aspects like online communication
manners, netiquette, and respecting privacy; for example, refraining from
cyberbullying and being mindful of others' time when scheduling online
meetings.
Computer Assisted Learning
- Educational approaches that integrate computer technology to enhance
teaching and learning processes, such as interactive simulations and online
tutorials.
Distance Learning
- A mode of education where students and instructors are separated by
physical distance, often facilitated through online platforms and digital
resources; for instance, attending virtual lectures and completing
assignments remotely.
Online digital tools and apps
- use an Internet connection to access the information needed. A typical
example is Skype.
Offline digital tools and apps
- can still be used even if there is no internet access. Among these are Canary
Learning, Pocket, Evertone, Offline application software.
Software
- refers to program control instructions and accompanying documentation,
stored on disks or tapes when not being used in the computer. This also
refers to any audiovisual material.
Multimedia
- a sequential or simultaneous use of a variety of media formats in given
presentation or self-study program.
Internet
- a massive network, a networking infrastructure. It links millions of
computers worldwide, creating a network through which any computer can
communicate with any other computer so long as it is linked to the internet.
World Wide Web (www)
- also called the web, which is a graphical environment on computer networks
that allows you to access, view and maintain documentations that can
include text, data, sound and videos. It is primarily called as an information-
sharing model that is built on top of the internet.
Hyperlink
- a clickable element on a webpage or electronic document that, when
selected, directs the user to another location, typically another webpage or
resource, and is often highlighted through text or images.
Webquest
- an inquiry-oriented lesson format in which most or all information that
learners work with comes from the Web. It can be done using various
programs, including simple word processing documents that include links to
websites.
- A recreational activity where participants search for specific items or
complete tasks based on clues within a designated area.
PhedNET
- Walled garden that hosts educational and teaching materials and applications
for use by Filipino students.
Productivity tools
- refer to any type of software associated with computers and related
technologies that can be used as tools for personal, professional, or
classroom productivity.
Google Apps
- a cloud-based teaching tool which is stored in the Google server. It includes
the Google sites that provide options for developing blogs and wikis Gmail.
Vlog
- a video blog where each entry is posted as a video instead of the text.
Blog
- Blogs used for communication, blogs used for instruction, and blogs used for
both these different kinds of blogs can be an excellent opportunity to create a
harmonious environment to express our taught and to read from others
perspectives as well.
Podcast
- a video or audio multimedia clip about a single topic typically in the format
of the radio talk show. Its primary functions are to retrieve information and
to disseminate information.
Flipped classroom
- utilizes a reverse instructional delivery, the teacher is required to use the web
resources as homework or out of class activity as initial instruction of the
lesson, which can be applied during class.
Eskwela
- For out of school youth
- The initiative responds directly to a national development priority to bring
elearning opportunities and Information Communication Technology (ICT)
for learning resources to mobile teachers / instructional managers and out-of-
school learners in the Philippines.
eQuality Programs
- for tertiary education through partnerships with state universities and
colleges (SUCs) to improve the quality of IT education and the use of ICT in
education in the country, particularly outside of Metro Manila.
VOIP (voice over internet protocol)
- a category of hardware and software that enables people to use the internet
as a transmission medium for telephone calls by sending voice data in
packets using IP rather than traditional circuit transmission.
Technology tools
- an instrument used for doing work. With the use of Technology, it can be
something that helps you achieve your goal. These methods can be graded
as:
a. Data/Calculation tools.
 Examples: Spreadsheets, Sketchpads, Probability constructor.
b. Design tools.
 These are used to constructing and creating models. Examples are
Family Tree Maker, and Crazy Machines, among others.
c. Discussion tools.
 There are four different approaches that can utilize discussion and
interaction in the internet. These are threaded discussion forum,
Blogging, Live chat, and Video Teleconferencing, Netiquette,
and Safety on the Net.
d. Email tools.
 Emails are great communication tools for sending photographs,
messages, videos, and other files.
e. Handheld devices.
 These include Personal Digital Assistants, global positioning
system, (GPS) and geographic information system (GIS) in the
classroom, Portable electronic keyboards, Digital Cameras,
Mobile phones, Palm, Handheld computers.
Philippine Strategic Roadmap (2006)
- A comprehensive plan outlining the long-term goals and strategies for
national development, such as the Philippine Development Plan.
1987 Constitution
- The fundamental law of the Republic of the Philippines, enacted after the
ousting of Ferdinand Marcos, which establishes the structure of government
and guarantees basic rights and freedoms to Filipino citizens.
RA 10533 (2013)
- The Enhanced Basic Education Act of 2013, also known as the K-12
program, which restructures the Philippine educational system by adding two
additional years to the basic education cycle.
RA 10650 (2014)
- the “Open Distance Learning Act” that seeks to expand access to educational
services through open distance learning or the use of technology to enable
students to develop competencies and earn a degree.
RA 10844 (2016)
- The law establishing the Department of Information and Communications
Technology (DICT), aimed at promoting the development and efficient use
of information and communications technology in the Philippines.
International Society for Technology in Education (ISTE)
- A global organization dedicated to promoting the use of technology to
improve teaching and learning.
(SEAMEO INNOTECH)
- The Southeast Asian Ministers of Education Organization Regional Center
for Educational Innovation and Technology, which provides training,
research, and consultancy services to improve educational systems in
Southeast Asia.
(PAFTE)
- The Philippine Association for Teachers Education, an organization
committed to the professional growth and development of Filipino educators.
(BESTRA)
- The Basic Education Sector Transformation Agenda, a comprehensive plan
aimed at improving the quality and accessibility of basic education in the
Philippines.
窗体顶端

The FOUR Cs of the 21st Century Skills
1. Critical thinking
 is learning how to solve a problem. It teaches students not to embrace
statements automatically without seeking the facts.
2. Creativity
 requires students to think outside the box and be proud of what is
unique to them. This means that they will be able to look at the
problem from multiple perspectives – including multiple perspectives
– including the possibility of using multiple options and alternatives
to address the problem.
3. Communication
 makes students express their ideas in a most transparent and
organized manner. They need to know how to efficiently and convey
ideas through varied modes- face-to-face, technologically mediated,
or blended.
4. Collaboration
 occurs when students know how to work well with others to
accomplish a given task or solve a problem at hand. This is the 21st
essential.
Other 21st Century Skills:
 Accountability And Adaptability
 Exercising personal responsibility and flexibility in personal,
workplace, and community contexts; setting and meeting high
standards and goals for one’s self and others; tolerating ambiguity.
Demonstrate diligence and positive work ethics: flexibility and
adaptability
 Communication And Collaboration Skills
 Understanding, managing, and creating effective oral, written, and
multimedia communication in a variety of forms and contexts.
 Research And Information Fluency
 Students use digital tools to collect, analyze, and utilize information.
 Critical Thinking, Problem-Solving And Decision Making
 Students use critical thinking skills to prepare and conduct research,
execute tasks, solve problems and use relevant digital tools and
resources.
ROLES OF COMPUTER
INFORMATIVE TOOLS
 Computers serve as powerful platforms for accessing and disseminating
information, providing users with vast amounts of data and knowledge
through various mediums such as the internet, databases, and digital
libraries.
CONSTRUCTIVE TOOLS
 Computers enable users to create and manipulate digital content, allowing
for the development of multimedia presentations, documents, graphics, and
other forms of creative output.
CO-CONSTRUCTIVE TOOLS
 Computers facilitate collaborative work and communication among
individuals or groups, enabling them to collaborate on projects, share ideas,
and collectively create and edit documents or multimedia content in real-
time.
SITUATING TOOLS
 Computers help situate users within their environments by providing
location-based information, mapping services, and context-aware
applications that enhance navigation, decision-making, and interaction with
the physical world.
Types of Virtual Classroom
A virtual classroom, by comparison, links people. Teachers can
collaborate in real-time with their students. Students should work with peers in
cooperation. And to educate an ever-growing number of digital natives who may
want to complement or substitute conventional learning paradigms, the scheme is
still scalable.
A. Virtual Enriched
 an enhanced virtual curriculum is often taught to complement the
lessons online with occasional offline components. In certain
instances, the in-person aspect takes the form of one-on-one meetings
for face-to-face assistance and personal interaction with teachers or
instructors.
B. Rotating
 the virtual classroom rotation model blends virtual learning with live,
in-person lessons within a set schedule. The rotation model is usually
for higher levels of single-subject classes, such as high school or
university. It also acts as part of a flipped classroom where students
at home do their primary studying, usually online, and time is for
analysis and reinforcement in the classroom.
C. Classroom Completely Online
 a virtual classroom that only exists on the Internet and does not have
a real-life version is an entirely online classroom. The VC is the only
time students, and teachers can communicate directly. Many fully
online courses are asynchronous and have no real-time interactions at
all.
D. The Flex
 a versatile model for distance learning generally includes a virtual
classroom that is open and usable for students to visit at their own
time. Students are encouraged, on their own or in small groups, to
work online. Depending on the needs of a specific course, the
instructor will be available regularly, either online or in person.
E. The Model À La Carte
 an à la carte model incorporates a range of interactive teaching styles
and makes students open to various platforms. This mix-and-match
design of these virtual classrooms can be up to or maybe student-
driven, the individual or organization running the course.
ICT4E Strategic Plan
An ICT4E Strategic Plan is a comprehensive roadmap that outlines the
use of Information and Communication Technologies (ICT) for enhancing
education (ICT4E). It typically includes goals, objectives, strategies, and action
plans aimed at integrating ICT into educational systems to improve teaching,
learning, administration, and overall educational outcomes.
CLASSIFICATION OF INTRUCTIONAL MEDIA
1. NON-PRINT
 PROJECTED
 Media that require a projection device to display content, such as
slides, transparencies, and films.
 NON-PROJECTED
 Media that can be viewed directly without the need for projection,
including posters, charts, and diagrams.
2. PRINT
 Media that are produced in a printed format, such as textbooks,
workbooks, handouts, and manuals.
3. ELECTRONIC
 AUDIO
 Media that deliver content primarily through sound, including audio
recordings, podcasts, and radio broadcasts.
 VISUAL
 Media that convey information primarily through images, such as
photographs, illustrations, maps, and diagrams.
 AUDIO-VISUAL
 Media that combine both audio and visual elements to communicate
information effectively, including videos, multimedia presentations,
animations, and simulations.
TECHNOLOGY HAS THREE DOMAINS
Technology as a tutor
- With the help of the teacher, Technology can support the teacher to teach
another person or Technology when programmed by the teacher can be a
tutor on its own. The teacher will simply switch on or switch off radio
programs, television, and programs or play DVDs, or CDS that contain
educational programs. There are online tutorial educational programs.
Technology as a teaching tool
- Technology is a teaching tool, but can never replace a teacher. This is like a
handyman, which is just there to be reached. Like any other tool, it is used to
facilitate and lighten the work of the teacher.
Technology as a learning tool
- while the teacher uses Technology as the tool for teaching, likewise, it is a
useful tool for Learning. As a learning tool, it makes learning easy and
effective. It can yield learning outcomes that call for Technology-assisted
teaching.
For learners and Learning
1. Support learners to learn how to learn on their own
a. Declarative knowledge – Consists of the discrete pieces of
information that answer the question of what, who, when, and where.
Often it is learned by memorizing facts, drills, and practice. It can be
learned by simple mnemonics or conceptual maps.
b. Structural knowledge – Consists of facts pieces of declarative
knowledge put together to attain some form of meaning.
c. Procedural knowledge – Is knowledge in action or the knowledge of
how to do something. It is purely based on facts but learned through
the process of procedural knowledge
2. Technology enhances learners’ communication skills through social
interaction
a. Point to point two- way or one- to one- like internet chat, phone
conversation, or even face to face conversation.
b. One too many outbound like a lecture or television. There is no social
interaction.
c. Many to many, for example, like group discussion, buzz session,
heads together. This kind of interaction provides opportunities for
social interaction.
3. Technology upgrades higher-order thinking skills of a learner: Critical
Thinking, Problem Solving, and Creativity
a. Critical Thinking. Is part of the cluster of higher-order thinking skills.
It refers to the ability to interpret, explain, analyze, assess, infer, and
self-regulate to make good choices.
b. Creativity. It is characterized as involving the ability to think flexibly,
fluently, originally, and elaborately. Creativity is not merely a set of
technical skills, but also involves feelings, knowledge, and motivation.
c. Flexibility. means able to take advantage of many points of view
d. Fluently. means able to generate ideas
e. Originally. Implies being able to generate new ideas.
f. Elaborately. means able to add details
Seven Creative Strategies (Osborn, 1963)
Substitute. find something else to substitute for doing what it does
Combine. blend two things that do not usually go together
Adapt. look for other ways this can be used
Modify/ Magnify/ Minify. make a change, enlarge, decrease
Put to another use. find other uses
Eliminate. reduce, remove
Reverse. turn upside down, inside out, front side back
5 LEVELS OF TECHNOLOGY INTEGRATION
1. ENTRY (only the teacher knows)
 Technology is used sporadically and serves as a supplementary tool in the
classroom, with limited impact on teaching and learning.
2. ADOPTION (teacher and the student knows)
 Technology is consistently used to support existing instructional practices,
enhancing teaching and learning experiences but not fundamentally
changing them.
3. ADAPTATION (students fully knows without guidance)
 echnology is modified and customized to meet specific instructional needs,
allowing for more flexible and personalized learning experiences.
4. INFUSION (+ freedom to choose the technology)
 Technology is seamlessly integrated into all aspects of teaching and
learning, becoming an integral part of the educational process and
enhancing student engagement, collaboration, and creativity.
5. TRANSFORMATION (+ to create something on their own)
 Technology fundamentally transforms teaching and learning practices,
leading to innovative approaches that redefine traditional educational
paradigms and empower students to become critical thinkers, problem-
solvers, and lifelong learners in a digital age.
DIGITAL DIVIDE
1. SOCIOECONOMIC STATUS
 Disparities in access to ICT resources, such as computers, internet
connectivity, and digital devices, often correlate with socioeconomic factors
such as income level, education, and geographical location. Those with
higher socioeconomic status are more likely to have access to and afford
technology, exacerbating the digital divide.
2. EMPOWERMENT SKILLS
 Disparities exist in digital literacy and proficiency, with some individuals
possessing the necessary skills to effectively utilize ICT for learning,
employment, communication, and civic engagement, while others lack such
competencies. Access to training and education in digital skills is essential
for bridging this aspect of the digital divide.
3. USABILITY
 The usability of ICT tools and platforms can influence digital inclusion.
Factors such as language barriers, interface design, accessibility features for
individuals with disabilities, and user support resources can impact the
ability of people to utilize technology effectively. Improving the usability of
ICT can help reduce barriers to access and promote digital equity.
DIGITAL LAW
Intellectual Property Rights on the Development and Use of Digital Materials
Intellectual property, according to World Intellectual Property
Organization (WIPO), refers to creations of the mind such as inventions; literary
and artistic works; designs; and symbols, names and images used in commerce.
Intellectual property protection is important in fostering innovation.
Without protection of ideas, individuals will not be able to enjoy the full benefit of
their inventions and they would not be compensated for their creations. This
encourages innovation without the fear that a competitor will steal the idea and/or 1. Core curriculum
take the credit for it.
An intellectual property right is a right held by a person or by a
company to have exclusive rights over these. Internationally, these intellectual 2. Real-world connection
properties are protected by the World Intellectual property Organization to which
the Philippines is one of the 191 member states.
Patent 3. Extended time frame
 A government-granted exclusive right to an invention for a specified period,
such as a new product or process, giving the inventor the right to prevent
others from making, using, or selling the invention without permission; 4. Student decision making
examples include pharmaceutical formulas, technological innovations, and
design patents for consumer products.
Fair Use
 A legal doctrine that allows limited use of copyrighted material without 5. Collaboration
permission from the copyright holder for purposes such as criticism,
commentary, news reporting, teaching, scholarship, or research; examples
include quoting excerpts from a book in a review, using a segment of a song
in a parody, or displaying copyrighted artwork in an educational 6. Assessment
presentation.
Creative Common
 A licensing framework that allows creators to retain copyright while
granting permission for others to use their work with conditions, such as
requiring attribution or restricting commercial use; examples include
photographs shared with a Creative Commons license on websites like 7. Multimedia
Flickr, music available for remixing on platforms like SoundCloud, or
educational materials distributed with open licenses for reuse and
adaptation.
Copyright
 refers to the legal right given to the owner of the original work or
intellectual property.
 These "works" are original intellectual creations in the literary and artistic
domain protected from the moment of their creation.
Plagiarism
 an act of fraud; it involves both stealing someone else’s work and lying
about it afterward.
 refers to copying the work of another and claiming it as one's ideas or
without proper attribution while copyright infringement is copying one's
work without obtaining permission.
Copyright Infringement
 a Violation Of the' right of the copyright holder while plagiarism is a
violation of the right of the author.
 In addition, copyright infringement is a legal violation while plagiarism is
an ethical violation.
Publication Requirements in the Light of the Digital Age
Anti-Bullying Act of 2013
Republic Act No. 10627 otherwise known as the Anti-Bullying Act of
2013 of the Philippines directs all elementary and secondary schools to adopt
policies to address the existence of bullying in their respective institutions.
Republic Act 110175
This is known as Cybercrime Prevention Act of 2012 declaring a
policy that states that the State recognizes the vital role of information and
communications industries such as content production, telecommunications,
broadcasting electronic commerce, and data processing, in the nation's overall
social and economic development.
Copyright Laws
According to FindLaw (2020), the Copyright Act states that works of
authorship include the following types of works: 
1. Literary works. Novels, nonfiction prose, poetry, newspaper articles and
newspapers, magazine articles and magazines, computer software, software
documentation and manuals, training manuals, manuals, catalogs, brochures, ads
(text), and compilations such as business directories. 
2. Musical works. Songs, advertising jingles, and instrumentals. 
3. Dramatic works. Plays, operas, and skits. 
4. Pantomimes and choreographic works. Ballets, modern dance, jazz dance, and
mime works. 
5. Pictorial, graphic, and sculptural works. Photographs, posters, maps, paintings,
drawings, graphic art, display ads, cartoon strips and cartoon characters, stuffed
animals, statues, paintings, and works of fine art. 
6. Motion pictures and other audiovisual works. Movies, documentaries,
travelogues, training films and videos, television shows, television ads, and
interactive multimedia works. 
7. Sound recordings. Recordings of music, sounds, or words. 
8. Architectural works. Building designs, whether in the form of architectural plans,
drawings, or the constructed building itself.
Nature of Problem-based and Project-based Approaches
PBL vs PrBL
Problem-based learning
 focuses on the process
 uses scenarios and cases that may be less real-life related
Project-based learning
 focuses on the product and problem-solving
 involves authentic tasks that solve problems in the real world
Eight Essential Project Design Elements
1. Key knowledge, understanding, and success skills
2. Challenging problem or question
3. Sustained inquiry
4. Authenticity
5. Student voice and choice
6. Reflection
7. Critique and revision
8. Public product
Project Based Multimedia Learning
A Project-based multimedia learning is a teaching method in which
students “Acquire new knowledge and skills in the course of designing, planning,
and producing multimedia product” (Simkins, et al, 2002.) The name project-
based multimedia learning implies the use of multimedia and the learning activity
includes a project.
Dimensions of Project-Based Multimedia Learning has seven key dimensions
 At the foundation of any unit of this type is a clear set-off learning goal
drawn from whatever curriculum or set of standards in use.
 The project seeks to connect student” work in school with the wider world
in which students live.
 A good project is not a one-shot lesson. It extends over a significant period
of time.
 In a protect-based multimedia learning, students have a say. But it is clear
to them that the teacher is in charge and so the students understand that
there are decisions which only the teacher can make.
 Collaboration is working together jointly to accomplish a common
intellectual purpose in a manner superior to what might have been
accomplished working alone.
 There are three (3) assessment concerns in protect-based multimedia
learning, namely:
a. activities or developing expectations;
b. activities for improving the media products; and
c. activities for compiling and disseminating evidences of learning.
 In multimedia projects, students do not learn simply by “using” multimedia
produced by others; they learn by creating it themselves.
GUIDELINES IN DESIGNING INSTRUCTIONAL MATERIALS
UNITY
 Ensure coherence and cohesion throughout the instructional materials to
create a harmonious learning experience, aligning content, visuals, and
activities towards common learning objectives.
SIMPLICITY
 Present information in a clear, straightforward manner to minimize
cognitive load and facilitate understanding, avoiding unnecessary
complexity or jargon that may hinder comprehension.
LEGIBILITY
 Use fonts, colors, and layout designs that enhance readability, ensuring text
and visuals are easily discernible and accessible to all learners, regardless of
their background or abilities.
CONSISTENCY
 Maintain uniformity in design elements, formatting, and instructional
approaches to provide learners with a predictable and structured learning
environment, fostering familiarity and ease of navigation.
CLARITY
 Communicate ideas and instructions with precision and accuracy, using
concise language, relevant examples, and appropriate multimedia aids to
convey information effectively and minimize ambiguity.
QUALITY
 Strive for excellence in content creation, instructional design, and
production standards to deliver instructional materials that are accurate,
engaging, and pedagogically sound, meeting the needs and expectations of
learners and educators alike.

THEORIES AND DESIGNS IN TECHNOLOGICALLY DRIVEN
LESSONS
This taxonomy expands on the original one and focuses on how
technology and digital tools are used in education, created by Andrew
Churches. It emphasises the incorporation of technology into teaching and
learning by matching the cognitive levels of Bloom's Taxonomy with digital
competencies and activities.
Remembering - To recall facts, basic concepts, or retrieval of material.
Tools – Bookmarking, copying, googling, bullet-pointing, highlighting, group
networking, searching
Understanding - To explain ideas, concepts, or construct meaning from written
material or graphics. Tools – Advanced searching, annotating, blog journaling,
tweeting, tagging, commenting, subscribing
Applying - To use information in new situations such as models, diagrams, or
presentations. Tools – Calculating, Charting, editing, hacking, presenting,
uploading, operating, sharing with a group
Analyzing - To draw connections among ideas, concepts, or determining how
each part interrelate to an overall structure or purpose. Tools – Mashing, mind
mapping, surveying, linking, validating
Evaluating - To justify a stand or decision; to make judgements based on criteria
and standards through checking and critiquing. Tools – Grading, networking,
rating, testing, reflecting, reviewing, blog commenting, posting, moderating
Creating - To produce new or original work. Tools – Animating, blogging,
filming, podcasting, publishing, simulating, wiki building, video blogging,
programming, directing
TPACK
TPACK, Punya Mishra and Matthew J. Koehler of Michigan State
University in 2006, is a framework that combines the teacher’s three knowledge
areas: technological knowledge, content knowledge, and pedagogical knowledge.
This framework shows the interconnectedness of content knowledge with
pedagogical knowledge and the integration of technology in making more
engaging, relevant, and useful.
Content Knowledge (CK) is content knowledge. It is the ‘what’- understanding
of the content such as language arts, math, science, history, among others.
Pedagogical Knowledge (PK) is the ‘How.’ It is the expert’s knowledge in the
science of teaching from educational and learning theories to individual
differences to strategies and techniques as well as the assessment of Learning.
Technological Knowledge (TK) is the e incorporation of technology knowledge
into PCK. This is the teachers’ knowledge on how to select, use, and integrate
these tools in the teaching and learning context.
SAMR
SAMR is a model designed to help educators infuse Technology into
teaching and learning Developed by Dr. Ruben Puentedura, the model supports
and enables teachers to design, develop, and infuse digital learning experiences
that utilize Technology.
S stands for Substitution.
It is literally using Technology as an alternate for the regular item that is employed
in augmenting or assisting instruction. Instead of suing a map or a globe in
teaching geopgraphy, teachers can use Google Map or Google Earth instead.
A is Augmentation.
In this part of Technology integration, there is a functional improvement in the use
of a Technology tool. With the google map, you can use the features available
such as measuring the distance from one point to another. You can provide a task
by making students utilize this.
M means Modification.
In this level, Technology is used to redesign a lesson. When studying geography
for example, google applications have panoramio. Using this you can guide
students to start uploading their own poctures of places they may have visited
online. A brief description of these places can also be added.
R is Redefinition.
Represents the idea of creating something from the regular item. This is
Redefinition. Technology allows the creation of a new concept that has not been
previously conceptualized.
ADDIE Model
The ADDIE model is a widely used instructional design framework
that stands for Analysis, Design, Development, Implementation, and Evaluation. It
provides a systematic approach to designing and developing effective instructional
materials and courses. Here's a breakdown of each phase:
Analysis:
 In this phase, the instructional designer identifies the learning needs, goals,
and objectives of the course or training program. They also analyze the
characteristics of the learners, the context of the learning environment, and
any constraints or limitations that may affect the design and development
process.
Design:
 During the design phase, the instructional designer outlines the overall
structure and organization of the instructional materials. This includes
defining the learning objectives, selecting appropriate instructional
strategies and methods, designing assessments and evaluation criteria, and
creating a detailed instructional plan or blueprint.
Development:
 In the development phase, the instructional materials are created based on
the design specifications established in the previous phase. This may
involve creating multimedia resources, writing content, developing
interactive activities, and producing any other instructional materials
needed for the course or training program.
Implementation:
 The implementation phase involves delivering the instructional materials to
the learners according to the established plan. This could involve
conducting face-to-face training sessions, delivering online courses,
distributing printed materials, or using other delivery methods depending on
the nature of the learning environment.
Evaluation:
 The evaluation phase focuses on assessing the effectiveness of the
instruction and its impact on the learners. Evaluation may occur at multiple
levels, including assessing learner satisfaction, measuring learning
outcomes, evaluating the effectiveness of instructional materials and
delivery methods, and identifying areas for improvement. The results of the
evaluation are used to make revisions and improvements to the instructional
materials and to inform future iterations of the instructional design process.
THE BANDS IN DALE’S CONE OF EXPERIENCE

Direct Purposeful Experiences.
- These refer to the foundation of experiencing Learning. Using the senses,
meaningful knowledge, and understanding are established. This is
experiential Learning, where one learns by doing.
Contrived Experiences.
- It is in this category that representations such as models, miniatures, or
mock-ups are used. There are things or events that may be beyond the
learners’ grasp, and so contrived experiences can provide a substitute.
Dramatized Experiences.
- These are commonly used as activities that allow students to actively to
participate in a reconstructed experience through role-playing or
dramatization actively.
Demonstrations.
- When one decides to show how things are done, a demonstration is the most
appropriate experience. It is actual execution of a procedure or a process. A
demonstration of bake a cake or how to execute the dance step is an
appropriate way of making the learning experience meaningful.
Study trips.
- These are actual visits to specific locations to observe a situation or a case
that may not be available inside the classroom.
Exhibits.
- These are displays of models such as pictures, artifacts, posters, among
others that provide the message or information. These are viewed; however,
there are currently exhibits that allow the viewers to manipulate or interact
with the display, and as a result, the exhibit becomes more engaging and fun.
Television and motion pictures.
- This Technology equipment provides a two-dimensional reconstruction of
reality. These allow learners to experience the situation being communicated
through mediated tools. They provide a feeling of realism as viewers try to
understand the message portrayed by actors in the films.
Still pictures, Recording, Radio.
- Still are pictures or images. Together in this category are the audio-recorded
materials or information broadcast through the radio.
Visual Symbols.
- These are more abstract representations of the concept or the information.
Examples of these are information presented through a graph or a chart. For
example, a process can be presented using a flow chart.
Verbal Symbols.
- This category appears to be the most abstract because they may not exactly
look like the concept or object they represent but are symbols, words, codes,
or formulae.
Brunner’s three-tiered Model of Learning points out that very area of
knowledge can be presented and learned in three distinct steps.
1. Enactive - a series of actions
2. Iconic - a series of illustrations or icons
3. Symbolic - a series of symbols
ASSURE MODEL
The ASSURE model provides a structured approach to designing
technology-enhanced instruction, guiding educators through the process of
integrating technology effectively to support teaching and learning goals.
Analyze learners:
 This step involves understanding the characteristics, needs, and preferences
of the learners who will be engaged with the technology-enhanced
instruction.
State objectives:
 Clearly define the learning objectives that the technology-enhanced
instruction aims to achieve.
Select methods, media, and materials:
 Choose appropriate instructional methods, media, and materials that align
with the identified learning objectives and the characteristics of the learners.
Utilize technology, media, and materials:
 Implement the selected technologies, media, and materials in the
instructional process.
Require learner participation:
 Engage learners actively in the instructional activities facilitated by
technology. Encourage interaction, collaboration, and hands-on learning
experiences to enhance engagement and understanding.
Evaluate and revise:
 Assess the effectiveness of the technology-enhanced instruction in meeting
the learning objectives. Gather feedback from learners and stakeholders,
analyze the instructional outcomes, and make necessary revisions to
improve future implementations.
LEARNERS CAN BECOME...
Contributors
Creators
Communicators
Collaborators
GAGNE’S NINE EVENT
Gagne's Nine Events of Instruction is a framework developed by Robert
Gagne, a pioneer in the field of instructional design and educational psychology. This
framework outlines a series of steps or events that are believed to enhance learning and
promote effective instruction.
1. Gain Attention (Reception):
 The instructor captures the learners' attention and stimulates their interest
in the upcoming material. This could be done through various means such
as presenting a problem, asking a question, using multimedia, or telling a
story.
2. Inform Learner of Objectives (Expectancy):
 The instructor communicates clear learning objectives or goals to the
learners. This helps them understand what they are expected to achieve by
the end of the instruction and provides them with a sense of direction.
3. Stimulate Recall of Prior Learning (Retrieval):
 The instructor activates relevant existing knowledge or experiences that
learners already possess related to the topic. This helps create connections
between prior knowledge and new information, aiding in the learning
process.
4. Present Stimulus Material (Selective Perception):
 The main content or information is presented to the learners in a clear and
organized manner. This could involve lectures, demonstrations, reading
materials, videos, or other instructional resources.
5. Provide Learning Guidance (Semantic Encoding):
 The instructor provides guidance and support to help learners understand
the presented material. This may include providing explanations,
examples, demonstrations, and feedback to clarify concepts and reinforce
learning.
6. Elicit Performance (Responding):
 Learners are given opportunities to actively demonstrate their
understanding and apply the newly acquired knowledge or skills. This
could involve exercises, activities, discussions, or simulations designed to
reinforce learning through practice.
7. Provide Feedback (Reinforcement):
 Feedback is provided to learners on their performance, highlighting areas
of strength and areas for improvement. Constructive feedback helps
learners assess their progress and adjust their learning strategies
accordingly.
8. Assess Performance (Retrieval):
 Learners' performance is formally assessed to evaluate their mastery of
the learning objectives. This could involve quizzes, tests, projects, or
other assessments designed to measure learning outcomes.
9. Enhance Retention and Transfer (Generalization):
 Finally, the instructor helps learners transfer their newly acquired
knowledge or skills to real-world situations and contexts. This may
involve providing opportunities for application, practice, and reflection to
reinforce long-term retention and transferability of learning.
Merrill’s Principle s of Instruction
Merrill's Principles of Instruction is a framework developed by David
Merrill, a prominent figure in the field of instructional design. Merrill's principles are
based on research in educational psychology and aim to guide the design and
implementation of effective instructional materials and activities. There are five main
principles in Merrill's framework:
1. Task-Centered Principle:
 Learning should be centered around authentic tasks or problems that
learners are likely to encounter in real-world situations. By engaging
learners in meaningful tasks, instruction becomes more relevant and
promotes deeper understanding and transfer of knowledge.
2. Activation Principle:
 Prior knowledge and experiences of learners should be activated and
connected to new information. This helps learners build on what they
already know and create meaningful connections between old and new
knowledge, facilitating learning and retention.
3. Demonstration Principle:
 New knowledge and skills should be demonstrated to learners through
examples, models, or expert demonstrations. This provides learners with
clear and concrete examples of desired outcomes and helps them
understand how to perform the task or solve the problem effectively.
4. Application Principle:
 Learners should be provided with opportunities to apply new knowledge
and skills in authentic contexts. By engaging in hands-on practice and
problem-solving activities, learners can reinforce their understanding and
develop competence in applying the concepts and skills they have learned.
5. Integration Principle:
 Instruction should be integrated with real-world contexts and activities
that are relevant to learners' goals and interests. By connecting learning to
authentic tasks and experiences, instruction becomes more meaningful
and motivating for learners, leading to deeper engagement and enhanced
learning outcomes.
TYPES OF ASSESSMENT
Formative Assessment
 provides feedback and information during the instructional process while
learning is taking place and while learning is occurring.
Summative Assessment
 is carried out after the learning has been completed and provides
information and feedback summarizing the process of teaching and
learning.
Diagnostic Assessment
 can help you identify your students' current knowledge of a subject, their
skill sets, and capabilities, and to clarify misconceptions before teaching
takes place. Knowing students' strengths and weaknesses can help you
better plan what to teach and how to teach it.
Authentic Assessment
 Describes the various forms of evaluation that reflect student learning,
accomplishment, motivation, and attitudes in classroom activities that are
educationally relevant.
ROLE OF ICT IN ASSESSMENT
 New technologies aim to develop higher-level thinking skills, creativity,
and critical thinking among students.
 ICT facilitates recording, storing, and retrieving students' information and
results, enabling teachers to provide feedback effectively.
 Feedback during test-taking with ICT improves student performance and
learning outcomes.
 Technology serves as innovation and support for teaching and learning,
enhancing instruction and performance.
 Tests are essential in both traditional and e-learning settings for measuring
learning outcomes.
Benefits of ICT in Assessment:
 Freeware allows teachers to create quizzes and evaluate learning
electronically.
 Online examination systems efficiently evaluate test takers, provide quick
results, and eliminate the need for monitoring during exams.
 Web-Based Online Examination Software ensures transparency and reduces
the risk of compromising assessment integrity.
 Instant result generation and accessibility are advantages of online
evaluation.
 Other benefits include flexibility, time management, cost-saving, and
statistical analysis.
Considerations for Security and Confidentiality:
 Security is a top priority when adding data to any website.
 Some schools utilize examination security and privacy software to ensure
security and confidentiality.
DIGITAL CITIZENSHIP VS. GLOBAL CITIZENSHIP
Global Citizen
 sees the world as a community where all people live and prosper together.
 He/she understands that his/her actions contribute to the entire planet's
values and he/she is concerned on how he/she participates and contributes
to the entire world.
Digital Citizen
 adheres to guidelines that govern the ethical and responsible use of
technology and acts responsibly in all relationships and interactions in the
digital world.
Global Digital Citizen
 a responsible, ethical citizen leveraging technology to foster community on
a global scale through connection and compassion.
 understands that we can govern technology for the benefit of both ourselves
and others.
 a citizen that views the world as an interconnected community.
 realizes that we simultaneously share technological and human experiences
regardless of culture, status, or political/ religious beliefs.
Five Tenets of Global Digital Citizenship
1. Personal responsibility
 Personal responsibility includes demonstrating how we manage
ourselves in matters such as personal finance, ethical and moral
boundaries, personal health and wellness, and relationships of every
kind, both online or offline.
2. Global citizenship
 The Global Digital Citizen understands that technology has dissolved
boundaries between all the world's people.
3. Digital citizenship
 Digital citizenship covers appropriate and exemplary behavior in our
online environments.
4. Altruistic service
 Altruism is defined as "having a selfless concern for the well-being
of others."
5. Environmental stewardship
 This practice is all about common-sense values and an appreciation
for the beauty and majesty that surround us every day.
ELEMENTS OF DIGITAL CITIZENSHIP
Digital citizenship is now a component of digital citizenship, and is in
fact on of the facets of Global Digital Citizenship. Under digital citizenship, there
are nine elements:
1. Digital Access
 Digital access is supposed to be available to all in the same manner
that education is made sure by the Philippine government to be
available to all citizens.
2. Digital Commerce
 Users of technology need to understand that a large share of the
market is carried out electronically. Nowadays people shop through
different websites and even do online transactions for banking.
3. Digital Communication
 Digital communication is an electronic communication exchange that
involves email, text, instant messaging, cell phone usage, etc.
4. Digital Literacy
 As digital citizens, it is our responsibility to develop and continually
enhance our technological knowledge. We should model the positive
and proactive use of technology for good causes, Personal and
professional growth and education.
5. Digital Etiquette
 This refers to the electronic standards of conduct or procedure. It is
not enough however to create rules and policies, everyone must be
taught to become responsible digital citizens.
6. Digital Law
 Digital law refers to the electronic responsibility for actions and
deeds. As digital citizens, we must be aware of these illegal
behaviors so that we can avoid them and report those who illegally
engage in them.
7. Digital Rights And Responsibilities
 "For every right, there is a corresponding duty and for every
privilege, there is a corresponding responsibility." The privileges of
digital access come along with responsibility.
8. Digital Health And Wellness
 Our physical and psychological well-being in a digital technology
world should be a priority. Technology has also posed an inherent
danger of addiction and threat from online predators. Thus, children
and adults alike must learn how to protect themselves as digital
citizens through education and training.
9. Digital Securities
 How to keep oneself secure in any community is a major concern. As
responsible digital citizens, we must know how to keep our data, our
money, and our identity from all hazards in the digital world.
NETIZENSHIP AND NETIQUETTE IN ONLINE COMMUNITIES
NETIZEN
 Merriam Webster Dictionary (26 April 2018) is an active participant in the
online community of the internet.
 The medical dictionary refers to it as an internet citizen who uses networked
resources, which connotes civic responsibility and participation.
 Thus, netizenship means citizenship in the internet or in the virtual world.
Below are some netiquette guidelines:
1. Protect your reputation. Whether in real or in virtual world, you are the
same person. Do only what is appropriate and share information that does
not harm you as a person.
2. Respect others. Respect begets respect. Treat everyone with respect even if
you have not seen him/her in person. Be judicious about what you say on
your own and other's pages.
3. Express yourself clearly and use emoticons. Communication online is
difficult because emotions are not evident during communication.
Miscommunication usually takes place because your facial expression and
your body language cannot be seen and the tone of your voice cannot be
heard. Thus, emoticons are readily available to show your emotions.
4. Remember the intellectual property. Ideas online are products of
intelligence of others. If you need to cite them, acknowledge the authors.
You definitely do not want to steal properties of others.
5. Check spelling, grammar and punctuation. Since your face cannot be seen
online, you will be judged according to your posts. Good writing means
good manners. We do not want to waste other people's time reading our
post which is incomprehensible.
6. Pause before you post. Take note that whatever you post become permanent
therefore think twice or thrice before you click send.
7. Do not share your personal information. Sharing ' your personal information
online is like going around the streets wearing a shirt printed with your
name, birthday, address, name of parents, etc. You definitely do not want to
reveal all these to many people. Besides, providing all these publicly will
make you prone to identity theft.
8. Think about who or what you are representing. As a son/daughter, you
represent your family. As a student, you represent your school. You do not
want your family or school to be put to shame by what you do.