Unit 4 – ICT in Various

Content Areas
Flores, Johna
Jovita, Myla
Pasilan, Alfredo
Arribas, Daryl
Cabahug, Patrick John
 21st Century Literacy Skills
DIGITAL LITERACY SKILLS IN THE
21ST CENTURY
 INTRODUCTION
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 non-verbal symbols try to
capture the knowledge;
b. technological literacy requiring one to able to use technology in
addressing a
need;
c. computer literacy, which in the one's target; and
d. information literacy which refers to the finding, evaluating,
using and sharing of information
THE DIGITAL LITERACIES
Media Literacy - is one's ability to critically read information or
content and utilize multimedia in creatively producing
communication.

Information Literacy - is locating information from the web and

interpreting which evaluates 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 FOUR Cs OF THE 21ST CENTURY SKILLS
1. Critical Thinking is learning how to solve problems. It is the ability to
differentiate facts from opinions and not only just learn a set of facts or
figures but also discover these for the sake of knowing
what ought to be.

2. Creativity - requires students to think out of the box and take pride in what
is uniquely theirs. Creativity encourages students to think beyond the
expectations of conventions.

3. 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 efficiently and
clearly convey ideas.

4. Collaboration happens when students know how to work well with others
to accomplish a given task or solve a problem at hand. q4q
Lynch (2017), identified eight digital literacy skills needed to become digitally literate.

.
1. Coding - is a universal language. Basic understanding of HTML, CSS and the like will
create a
shared understanding of what we can do with the web pages.
2. Collaboration - the use of Google Docs among others allow students to begin
experimenting with effective online collaboration.
3. Cloud Software - this is an essential part of document management. The cloud is used
to store everything from photos to research projects, to term papers and even music.
4. Word Processing Software - Google, Microsoft Online Drop Box are available for storage
and
management solutions.
5. Screencasting - is a video recording using the computer screen, and usually includes
audio. On the other hand, when you take a picture on the screen of your computer, it is
called a Printscreen.
Both can be used in explaining topics as well as providing visual support to clarify what
you are
thinking. While the printscreen is a picture, the screencasting is a video screen capture
which is a
great way to share ideas and easy to use for novice video creators.
6. Personal Archiving - students should be taught the concepts of metada
tagging, keywords and
categories to make them aware how they are represented online.

7. Information Evaluation - Critical thinking to weed out fake news is a

crucial 21st century skill.
The use of tools and skills needed to process information are very much
needed.

8. Use of social media - social media serves different purposes dependin

on the use, the technology
and the need. For example, students should realize that Twitter can be
useful for staying current on
the latest news in the field.
 Instructional Design Models

Instructional design models help instructional designers to

make sense of abstract learning theory and enable
real world application. Instructional design models organize
and visualize learning theories and principles to
guide instructional designers through a learning
development process. Stated differently, an instructional
design model can be considered a framework to develop
learning materials. Many of them have common
instructional design principles and patterns. Below is a list
of the most common instructional design models
(including the ADDIE model) that are used to design learning
experiences, courses, and instructional content.
 Gagne’s Nine Events of Instruction

In 1965, Robert Gagné proposed a series of events that

are associated with and address the mental conditions
for learning. Each of the nine events of instruction is
highlighted below, followed by sample methods to help
implement the events in your own instruction. Use
Gagné’s nine events in conjunction with Bloom’s
Revised Taxonomy to design engaging and meaningful
instruction. The following steps have been adapted
from Gagné, Briggs, and Wager (1992)
1. Gain attention of the students
Ensure the learners are ready to learn and participate in activities by
presenting a stimulus to capture their attention.

2. Inform students of the objectives

Inform students of the objectives or outcomes for the course and
individual lessons to help them understand what they are expected to
learn and do. Provide objectives before instruction begins.

3. Stimulate recall of prior learning

Help students make sense of new information by relating it to something
they already know or something they have already experienced.

4. Present the content

Use strategies to present and cue lesson content to provide more
effective instruction. Organize and group content in meaningful ways,
and provide explanations after demonstrations
5. Provide learning guidance
Advise students of strategies to aid them in learning content and of resources
available. In other words, help students learn how to learn.

6. Elicit performance (practice)

Have students apply what they have learned to reinforce new skills and knowledge
and to confirm correct understanding of course concepts.

7. Provide feedback
Provide timely feedback of students’ performance to assess and facilitate learning
and to allow students to identify gaps in understanding before it is too late.

8. Assess performance
Test whether the expected learning outcomes have been achieved on previously
stated course objectives.

9. Enhance retention and transfer

Help learners retain more information by providing them opportunities to connect
course concepts to potential real-world applications.
Bloom’s Revised Taxonomy
There are six levels of cognitive learning according to the revised version of
Bloom's Taxonomy. Each level is conceptually different. The six levels are
remembering, understanding, applying, analyzing, evaluating, and creating.

Remember
retrieve, recall, or recognize relevant knowledge from long-term memory (e.g.,
recall dates of important events in U.S. history, remember the components of a
bacterial cell). Appropriate learning outcome verbs for this level include: cite,
define, describe, identify, label, list, match, name, outline, quote, recall, report,
reproduce, retrieve, show, state, tabulate, and tell.

Understand
demonstrate comprehension through one or more forms of explanation (e.g.,
classify a mental illness, compare ritual practices in two different religions).
Appropriate learning outcome verbs for this level include: abstract, arrange,
articulate, associate, categorize, clarify, classify, compare, compute, conclude,
contrast, defend, diagram, differentiate, discuss, distinguish, estimate, exemplify,
explain, extend, extrapolate, generalize, give examples of, illustrate, infer,
interpolate, interpret, match, outline, paraphrase, predict, rearrange, reorder,
rephrase, represent, restate, summarize, transform, and translate.
Apply
use information or a skill in a new situation (e.g., use Newton's second law to solve a problem for
which it is appropriate, carry out a multivariate statistical analysis using a data set not previously
encountered). Appropriate learning outcome verbs for this level include: apply, calculate, carry out,
classify, complete, compute, demonstrate, dramatize, employ, examine, execute, experiment,
generalize, illustrate, implement, infer, interpret, manipulate, modify, operate, organize, outline,
predict, solve, transfer, translate, and use.

Analyze
Definition: break material into its constituent parts and determine how the parts relate to one another
and/or to an overall structure or purpose (e.g., analyze the relationship between different flora and
fauna in an ecological setting; analyze the relationship between different characters in a play;
analyze the relationship between different institutions in a society). Appropriate learning outcome
verbs for this level include: analyze, arrange, break down, categorize, classify, compare, connect,
contrast, deconstruct, detect, diagram, differentiate, discriminate, distinguish, divide, explain,
identify, integrate, inventory, order, organize, relate, separate, and structure.

Evaluate
Definition: make judgments based on criteria and standards (e.g., detect inconsistencies or fallacies
within a process or product, determine whether a scientist's conclusions follow from observed data,
judge which of two methods is the way to solve a given problem, determine the quality of a product
based on disciplinary criteria). Appropriate learning outcome verbs for this level include: appraise,
apprise, argue, assess, compare, conclude, consider, contrast, convince, criticize, critique, decide,
determine, discriminate, evaluate, grade, judge, justify, measure, rank, rate, recommend, review,
score, select, standardize, support, test, and validate.
Create
Definitions: put elements together to form a new coherent or functional
whole; reorganize elements into a new pattern or structure (design a new
set for a theater production, write a thesis, develop an alternative
hypothesis based on criteria, invent a product, compose a piece of music,
write a play). Appropriate learning outcome verbs for this level include:
arrange, assemble, build, collect, combine, compile, compose, constitute,
construct, create, design, develop, devise, formulate, generate,
hypothesize, integrate, invent, make, manage, modify, organize, perform,
plan, prepare, produce, propose, rearrange, reconstruct, reorganize,
revise, rewrite, specify, synthesize, and write.
Instructional System Design (ISD):
Using the ADDIE Model
• Analysis
• The Analyze phase is the foundation for all other phases of
instructional design. During this phase, you must define the
problem, identify the source of the problem and determine
possible solutions.

• Design
• The Design phase involves using the outputs from the Analyze
phase to plan a strategy for developing the instruction. During
this phase, you must outline how to reach the instructional goals
determined during the Analyze phase and expand the
instructional foundation.
• Development
• The Develop phase builds on both the Analyze and Design phases.
The purpose of this phase is to generate the lesson plans and
lesson materials. During this phase you will develop the instruction,
all media that will be used in the instruction, and any supporting
documentation. This may include hardware (e.g., simulation
equipment) and software (e.g., computer-based instruction).

• Implementation
• The Implementation phase refers to the actual delivery of the
instruction, whether it's classroom-based, lab-based, or computer-
based. The purpose of this phase is the effective and efficient
delivery of instruction. This phase must promote the students'
understanding of material, support the students' mastery of
objectives, and ensure the students' transfer of knowledge from the
instructional setting to thejob.
• Evaluation
• This phase measures the effectiveness and efficiency of the
instruction. Evaluation should actually occur throughout the entire
instructional design process - within phases, between phases, and
after implementation. Evaluation may be Formative or Summative.

• Formative Evaluation is ongoing during and between phases. The

purpose of this type of evaluation is to improve the instruction
before the final version is implemented.

• Summative Evaluation usually occurs after the final version of

instruction is implemented. This type of evaluation assesses the
overall effectiveness of the instruction. Data from the Summative
Evaluation is often used to make a decision about the instruction
(such as whether to purchase an instructional package or
continue/discontinue instruction).
Merrill’s Instructional Design Principles
Principle 1

Principle 2

Principle 3
Principle 4

Principle 5
 THANK YOU
FOR
LIStENING!!!!!!