NON-DIGITAL AND DIGITAL SKILLS AND TOOLS IN

DELIVERING TECHNOLOGY-ENHANCED LESSONS

AT THE END OF THIS MODULE, YOU SHOULD BE ABLE TO:

1. Integrate media and technology in various content areas.

2. Describe technology tools that are used in group activities.
3. Use technology tools to collaborate and share resources among
communities of practice.
4. Reflect on the use of technology and on its relevance and appropriateness.
LESSON 1: DEVELOPMENT AND USE
OF NON-DIGITAL OR CONVENTIONAL
MATERIALS
 
INSTRUCTIONAL MATERIALS 

Are the tools used in educational lessons, which includes

active learning and assessment.

Any resource a teacher uses to help him teach his students is

an instructional material.
ROLES OF INSTRUCTIONAL MATERIALS IN
TEACHING AND LEARNING

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.

5. They encourage participation especially if students can

manipulate materials used (Brown at al., 2005; Effiong & Igiri,
2015).
WRIGHT 176:1 (CITED IN CAKIR (2006))

Many media and many styles of visual presentations are

useful to the language learner. All audio-visual materials
have positive contributions to language learning if they
are used at the right time, in the right place.
1. DIORAMA
a scenic representation in which
sculptured figures and lifelike
details are displayed usually in
miniature size, to blend
indistinguishably with a realistic
painted background.
IN DEVELOPING DIORAMA, YOU WILL:

Choose a concept
Research the subject
Make a rough sketch of your ideal diorama and gather
your supplies
Select a container or box
2. NATURE TABLE
 This is a table that
contains objects and or
scene related to the current
season or upcoming festival
or symbol of an ecosystem.
3. WRITING BOARD

a writing board can display information written

with chalks (chalkboards or blackboard) or
special pens.
4. FLIP CHARTS

 is a large tablet or
pad of paper usually on
tripod or stand.
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 different type.
6. WALL DISPLAY

a collection of many
different types of items
and materials put up on a
wall to make an interesting
and informative display
7. ROPE AND POLE DISPLAY BOARD
 This board consist of two
parallel, horizontal poles
tied loosely together with
rope. Visual aids such as
posters can be pinned to
the rope.
 

GUIDELINES WHEN DESIGNING CONVENTIONAL INSTRUCTIONAL

MATERIALS:

1. Unity – Use only one idea for each visual aid and include a
headline.
2. Simplicity – Makes 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 audiences.
4. Consistency – Use the same type style and art style.
5. Clarity – Avoid typing letters that are 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
WHAT IS ICT?

Information and Communication Technology

refers to various tools and devices or gadgets used in

communicating, disseminating, creating, storing, and

managing information.
  Integrating ICT tools will reveal the usefulness of employing
ICT Tools in a wider range of the teaching and learning
process.

 It is not necessarily the presence of advanced technology or

the use of ICT tools that can ensure the success in engaging
learners, but it remains in the effective use of ICT tools.
A. USING MOBILE PHONE AND THE QR
CODE

What is a QR Code?
It is a code that was created by a Japanese corporation
Denso-Wave in 1994.
QR stands for “Quick Response”
It allows the readers to decode the information at a high
rate of speed.
This is popular in Japan and it is also used by
companies as they attach their QR code in their
products.

It usually gives a URL linking you to a website or

immediately provides the salient information about the
product.
WAYS TO INTEGRATE QR CODE IN YOUR
TEACHING

Create Interactive and Engaging Content

Scavenger Hunts
Share Resources
Enhance Classroom Library
Use in classroom Activities
Provide Help with Homework
Gather Students Feedback
Research Project
Provide Easy Access to Online Content
Communicate with Parents or Partners
HOW TO MAKE YOUR OWN QR CODE

Step 1: Be online
Step 2: Search for a QR code generator and ensure that
you read the information about the application. This is
important to ensure your safety on the internet. There
are many free applications online and therefore you can
take this chance to use them.
Step 3: Once you have identified your free online QR code
generator you can now encode the text or the information
that you want for, run it and save it as a jpeg file. Now you
have successfully created your QR code which you can
download.
Step 4: Test the QR code using your QR code reader or
scanner.
B. INFOGRAPHICS

Infographics are useful for sharing information because they

can improve cognition (understanding and perception) by utilizing

eye-catching design elements and concise language to enhance
the human visual system's ability to see patterns and trends
An infographic is a visual representation or an image such as a
diagram, chart, or picture representing information, or data . It is
catchy and makes use of appear layout, attractive colors and hues,
and caricatures that provide a cohesive presentation of the
information. If it is used to market products in the increasing visual
world, then infographics can also be employed in marketing
information and ideas in the teaching and learning process.
USING LAPTOP AND THE INFOGRAPHICS

One tool that can be used in

creating infographics is Canva (
www.canva.com). It has several
infographics template for education.
You can start by exploring the site
and familiarize yourself with its
features. Take time to read the
instructions and navigate around
USES OF INFOGRAPHICS:

A recruiting tool
To present survey data.
To simplify a complex concept.
To explain how something function.
To compare/comparison.
To present interesting facts.
C. IPAD/TABLET AND THE ONLINE BULLETIN BOARD

An online bulletin board is a way

of presenting ideas with a twist
and interest, with no cost at all.
Posts with good backgrounds,
stylish fonts and varied colors
become attractive to learners.
PADLET (HTTPS://PADLET.COM/)

An online virtual “bulletin” board, 
here students and teachers can 
collaborate,
reflect, share links and pictures
in a secure location.
LESSON 3: CREATING
EPORTFOLIO AS A TECHNOLOGY
TOOL
ELECTRONIC PORTFOLIO 

also known as eFolio, e-portfolio, E-Folio, or online portfolio

is a collection of electronic evidence assembled and
managed by a user, usually on the Web. Such electronic
evidence may include input text, electronic files, images, 
multimedia, blog entries, and hyperlinks.
 Electronic Portfolio are effective learning tools because they support student’s
own knowledge construction which fosters learners motivation.

 Student ePortfolio can evaluate students` academic progress. They can

inform the teacher to adapt and use instructional strategies when pieces of
evidence indicate that they are either learning or not.
  Monitoring students` progress can be highlighted in a portfolio. It may
not only contain finished products but also several versions on how the
students improved their work based on the feedback provided by mentors. 

 Portfolios document students` learning growth. They encourage the

student sense of accountability for their own learning process.
PARTS OF AN EPORTFOLIO

1.HOME PAGE
 The first section is the Home or your cover page. This is the
first thing that your readers will see. So, you need to introduce
yourself and the objectives of your ePortforlio.
2. PAGES
 The pages that you can add depend on how you would like to
organize you ePortforlio. When adding pages, click the icon and
decide whether it will be parallel to your Home Page or it will be
under it.
3. REFLECTIONS
A major element in a portfolio whether it is online or not, is the writing of
the reflection. It is thinking –aloud, a way of documenting what they are
thinking. How students are processing the input and the application of
what have they learned into an activity or a project needs to be captured.
 

GIBB’S REFLECTIVE CYCLE

1. Description
 This initial phase in writing a reflection is very simple, since you just need to describe
the activity or the experience to the reader. You can write a little about the background on
what you are reflecting about by including relevant and to the point details.

2. Feelings
 Learners are involved in learning and an activity or perhaps a lesson can trigger
certain feelings. So, at this point you can consider and think about how you feel at that
time when you were doing the activity or having the experience. You need to discuss
your emotions honestly about the experience but not to forget this is part of an
academic discourse.  
3. Evaluation
 Discuss how well you think the activity went. Recall how you
reacted to the task or situation and how others reacted.
4. Analysis
 This part of the write up includes your analysis of what worked
well and what have facilitated it or what may have hindered it. You
can also discuss related literature that may have brought about
your experiences.
5. Conclusion
 Now, you can write what you have learned from the experience or what
you could have done. If your experience is a good one, you can probably
discuss how it can be ensured or how will you further enhance a positive
outcome.
 
6. Action Plan
 At the end of your reflection, you write what action you need to take so
that you will improve the next time such as a consult an expert for some advice
or read a book that will provide answers to your queries.
 

ADMINISTRATING THE EPORTFOLIO

 Before 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 shared by entering the email address of the person
with whom you want to share it.
ASSESSING AN EPORTFOLIO USING A RUBRIC

 Evaluating an ePortfolio using a rubric, is a consistent application of learning

expectations, learning outcomes or standards. It should be able to tell the
students the link between learning and what will be taught and the assessment or
what will be evaluated.
 
 It is designed to promote the integration of learning so that students are not
only learning a specific subject but also developing an awareness of their learning
and thinking process.
 
LESSON 4: TECHNOLOGY
COLLABORATIVE TOOLS IN THE DIGITAL
WORLD
One way to engage students is to give them a
challenge and a chance to work together. An
example is when you give them an issue to discuss
which they can continue talking about even if they
are outside of the class.  

There are a lot of available tools and applications

that can used to work collaboratively with others.
1. SKYPE.
 Is a software application allowing you to do a
videoconferencing for free. All you need is to create an
account and can be used for a video meeting.
 
2. WIKI.
 Is software that allows you to create a page or a selection
of pages designed to allow you to post or write, edit, or
upload a link quickly.
3. BLOGGING
In blogging, it is journaling your ideas to which others can
react allowing a thread of discussion to take place and
which can be used online.

4. GOOGLE GROUP OR GOOGLE FORM

 Is an application that can be used in a collaborative
documentation of ideas contributed by members of the
team.
LESSON 5: DIGITAL
LITERACY SKILLS IN THE 21ST
CENTURY
WHAT ARE DIGITAL LITERACIES?

Digital literacies are the individual's capabilities to be able to

effectively and responsibly function and perform in a digital
society.
 The term digital literacy was coined by Paul Gilster in 1997 and it
came from the discussion of the concepts on (a)visual literacy when
images and nonverbal symbols try to capture the knowledge; (b)
technological literacy requiring one to be able to use technology in
addressing a need; (c) computer literacy which in the 1980s is started to
become a household item manipulated to achieve once target; and (d)
information literacy which refers to the finding evaluating using and
sharing of information.
 
In the teaching and learning context, digital literacy is an
important competence in schools and has been a
buzzword which refers to the ability to access process
understand utilize create media content using
information technologies and internet.
THE DIGITAL LITERACIES
 

 Media literacy – is one’s ability to critically read information or

content and utilize multimedia in creatively producing
communications.

 Information Literacy – is locating information from the web

and interpreting while evaluating its validity in order that it can be
shared.
ICT Literacy – is knowing how to select and use
digital devices, applications, or services to accomplish
tasks requiring the use of the internet.

Communications and Collaboration – are

one’s capabilities in being able to participate in the digital
networks in the teaching and learning context.
 Identity Management – is being able to understand how
to ensure safety and security in managing online identity and
foster a positive digital reputation.

 Learning Skills – are ways of knowing how to study and

learn in a technology – enriched environment; this is knowing how
to utilize technology in addressing the need to learn efficiently.

 Digital Scholarship – is being able to link and participate

in professional and research practices.
THE 4 CS OF THE 21ST CENTURY SKILLS

 Critical Thinking – is learning how to solve problems.

 Creativity – requires students to think out of the box and to take pride in what is
uniquely theirs.
 Communication – makes students express their ideas in the clearest and organized
manner. Through varied modes – face – to – face, technologically mediated or a
blended medium, they need to know how to convey ideas efficiently and clearly.
 Collaboration – happens when students know how to work well with others to
accomplish a given task or solve a problem at hand.
 In addition to the 4cs, there are Citizenship and Character.
DIGITAL LITERACY SKILLS VS. DIGITAL
LITERACY

Coding – is a universal language. Basic understanding of

HTML, CSS and the like will create a shared understanding of
what can be done with the web pages.

 Collaboration – the use of Google docs among others allows

student to begin experimenting with effective online collaboration
Cloud Software – This is essential part of document
management. The cloud is used to store everything from
photos to research projects, to term papers and even music.

Word Processing Software – Google, Microsoft

Online Drop Box are available for storage and management
solutions.
Screen casting – A screencast is a video recording using
the computer screen, and usually includes an audio. On the
other hand, when you take a picture on the screen of your
computer, it is called a Print screen.

Personal Archiving – Students should be taught the

concepts of meta-data, tagging, keywords and categories to
make them aware how they are represented online.
Information evaluation – Critical thinking to weed
out fake news is a crucial 21st century skill.

Use of social media – Social media serves different

purposes depending on the user, the technology, and the
need.