MODULE

3:
NON-DIGITAL AND
DIGITAL SKILLS AND
TOOLS IN
DELIVERING
TECHNOLOGY-
ENHANCED
LESSONS
Module Outcomes
• Integrated media and technology in various content areas
• Described technology tools that are used in group activities
• Used technology tools collaborate and share resources among communities of
practice
• Reflected on the use of technology and on its relevance and appropriateness

Instructional Materials- are materials that are used to aid in the transmission
of information from one to another. These materials could include power point
presentations (visual aids), articles, books, and materials for project
development.
 Lesson 1: Development and Use of
Non-digital or Conventional
Materials
Lesson Outcomes
Described the procedures for developing conventional instructional
materials

Developed instructional material based on a given topic and

strategy
Describes the factors to consider in revising media selections and
delivery system for given instruction
 Promote meaningful communication
1
Roles of Instructional and effective learning;

Materials in teaching 2 Ensure better retention;

and learning:
Help to overcome the limited
3
classroom by making the
inaccessible;
Provide a common experience upon
4 which late learning can be
developed; and

5 Encourage participation.
 Several Factors to consider in
developing instructional materials:
1 2 3 4

Develop a Explore the

Identify Research
possibility of
story existing off the adapting
board and institutional shelf concepts of
working resources materials other
outline teachers.

5 6 7
Share
Modify Sell
them
existing his/her
with
materials materials
other
available.
teachers
DIORAMA
-Dioramas are small scenes created of layers of
materials, all depicting a similar concept or
theme.
• Historical period
• a nature scene
• fictional situation

In developing diorama, you will:

• choose a concept or theme
• research the subject
• make a rough sketch of your ideal diorama
• make a list of the items you’ll need and
gather supplies
• select a container or box
NATURE TABLE
-A table that contains objects
and/or scenes related to the
current season, or upcoming
festival or a symbol of an
ecosystem.
WRITING BOARD
-A writing board can display information written
with chalk or special pens.

Suggestions on Using the Writing Board:

• Keep the board clean.
• Use chalk or pens that contrast with the
background of the board.
• Make text and drawings large enough.
• Prepare complex drawings in advance.
• Underline headings and important or unfamiliar
words.
• Do not talk when facing the board.
• Do not block the students’ views of the board.
• Allow sufficient time for students to copy the
information.
FLIP CHART 01
Use wide-tipped pens or markers, markers with
narrow tips produce printing that is difficult to
read.

02 Print in block letters that are large enough to

be read easily from the back of the room.

Use different colored pens to provide contrast;

03 this makes the pages visually attractive and

easier to read.

04 Use headings, boxes, cartoons and borders to

improve the appearance of the page.

It is a large tablet or pad of

paper, usually on a tripod
or stand. 05 Use bullets () to delineate items on the page.
FLIP CHART
Leave plenty of "white space" and avoid putting too

06 much information on one page. (Crowded and poorly

arranged information is distracting and difficult to
read).

When pages are prepared in advance, use

07 every other page. If every page is used, colors
will show through and make text difficult to
read.
Have masking tape available to put pages up
08 around the room during brainstorming and
problem solving activities.

To hide a portion of the page, fold up the lower

09 portion of the page and tape it. When ready to
reveal the information, remove the tape and
let the page drop.

10 Face the student, not the flipchart while

talking.
 ZIGZAG BOARD
It is a multi-board series of three or four
rectangular boards.
WALL DISPLAY
A wall display is a collection of many different types of items
and materials put up on a wall to make an interesting and
informative display.
ROPE
AND POLE
DISPLAY
This board consists of
two parallel, horizontal
poles tied loosely
together with rope.
Visual aids such as
posters can be pinned
to the rope.
 Unity - Use only one idea for each
1 visual aid and include a headline.
Guidelines when
designing 2
Simplicity-Make ideas and relationships simple

conventional and easy to recall. Avoid cluttering a visual with

too many words, numbers, or graphics. The
instructional audience should be able to grasp the concept in

materials.
10 to 15 seconds.

3 Legibility - Make letters big and

readable for all in the audience.

Consistency - Use the same type style

4
and art style.

Clarity Avoid type that is too small to

5 read; avoid all caps.
 Lesson 2: Select and Use ICT Tools
for Teaching and Learning

Lesson Outcomes
Selected and used an appropriate digital tool in
teaching

Provided alternative ways in incorporating the

digital tool in a lesson
 Why ICT Integration in
Education?
ALLOWS EASY
ALLOWS
EFFECTIVE INFORMATION
CREATIVITY
COLLABORATION PROCESSING

ACCESS TO SHARING
RESOURCES RESOURCES
 A. Using Mobile Phone and the QR Code
Using QR codes can help you quickly access information with a mobile phone.

It is a code that was created by a corporation Denso-Wave in 1994. QR stands

for 'Quick Response.'

How to Scan a QR Code

How to make a QR Code

1. Have a mobile phone with a camera;

1. Be online
2. Using the mobile phone, download
from Playstore or App Store the Code
2. Find a QR Code Generator
Reader/Scanner application. Choose an
appropriate QR code reader for your
3. Enter your Information
operating system whether IOS or
Android. Once installed in your gadget,
4. Generate and Save
you can use it to read the codes.
5. Test Your QR Code
3. Focus your camera on the QR code.
revealed to you.
Click it and the message will be
revealed to you.
 INTERESTING WAYS TO INTEGRATE QR
CODES IN YOUR TEACHING

5. Use in
1. Create
3. Share Resources Classroom
Interactive and
Activities
Engaging Content
4. Enhance
Classroom Library 6. Provide Help
2. Scavenger Hunt
With Homework

9. Research
Projects
7. Communicate
with Parents
10. Provide Easy
8. Gather Student
Access to Online
Feedback
Content
B. Using Laptop and the Infographics

infographic is a visual representation or an image such as a diagram, chart

picture representing information or data.

It is eye-catching and makes use of clear layout, attractive colors and hues, that
provide a cohesive presentation of the information.

An example of tool that can be used in creating infographics is Canva. It has

several infographics template for education.
 Some ways to use
Using
Infographics
infographics

I) To present
survey data

2) To simplify a
complex
concept
 3) To explain
how something 4) To compare
functions

Jing Zhang
(2018)
5) To present interesting facts
C. Ipad/Tablet and the Online Bulletin Board

Padlet is a community-
centered internet application
“that allows users to easily
express their thoughts on a
common topic”.
 Bulletin Board

A dull and boring bulletin board can be

made interesting when done online. Post
when done with themed backgrounds,
stylish fonts and varied colors become
attractive to the learners. An online bulletin
board is a way of presenting ideas with a
twist and interest with no cost at all.
 STEPS
4
Step 1: Search for
https://padlet.com c. Make your posts as
/ creative as you can by
clicking Modify and Step 4: If you want to
selecting your choice join someone's
of color, font, theme, bulletin board, click
Step 3: If you want to
Step 2: Sign up or etc. JOIN A PADLET.
make your own, click
log-in using any of
MAKE A PADLET. d. You can now share
your social media a. Enter in the dialog
your Padlet or online box the URL of the
account. a. You can choose bulletin board to your padlet you want to
Start with a Blank or friends. join.
Pick a Template.
b. Start posting on
b. Start making posts your
by clicking the + friend's/classmate's
sign. padlet by clicking the
+ sign
 • Using your gadget, connect to the web and explore on the
following educational application tools.

1. Quiz Maker - https://testmoz.com/

2. Poll Maker - http://www.proprofs.com

3. Storytelling Online - http://www.storylineonline.net/

4. Rubrics Library -
http://school.discoveryeducation.com/schrockguide/asess . html

5. Online Journal - http://penzu.com/

6. Mind Map Tool - https://www.edrawsoft.com/freemind.php

7. Interactive Poster - http://www.glogster.com/

8. Graphic Organizers
http://www.educationoasis.com/printables/graphic-organizers/

9. Making a Podcast - ttps://www.buzzsprout.com/how-to-make-a-

podcast

10. Cartoon - http://www.toondoo.com

 Lesson 3: Creating ePortfolio as a
Technology Tool

Lesson Outcomes

Explored the use of a platform such as a google site

Constructed an e-portfolio to document learning

In 21st century instruction where
independent learning is encouraged,
the documentation of a personal
learning journey is a must.
 PORTFOLIO

• Portfolios are one good means of

keeping things in order.

• It is a collection of student work

that exhibits students' effort,
progress, achievements and
competencies gained during the
course.
ePortfolio or Digital
Portfolio
• A digital portfolio is a computer-based
collection of student learning over time
that provide a window into student
learning.

• Can be used as a digital archive that can

contain the same materials as a physical
portfolio but can have more such as
multimedia productions, relevant online
links or references, digital stories or
video blogs, powerpoint presentations,
photographs and other ICT materials.
 ePortfolio

• Student ePortfolios can evaluate students' academic

progress.

• Monitoring students' progress can be highlighted in

a portfolio.

• Portfolios document students' learning growth.

 Creating an Online Portfolio Using a Site
Steps in constructing an ePortfolio

1. Enter your gmail account and look for Sites

2. You scroll down and read further until you see the icon for Sites.

3. When you click it, it will lead you to another section. This will let
you create a site that you can use as an ePortfolio.

4. Consider a good label or a title for your ePortfolio and prepare the
texts, links, multimedia outputs, images or jpeg files that you want
to upload in the pages of the ePortfolio.
 PARTS
OF AN
E-
PORTFOLIO
 HOME PAGE
• First thing your reader will see
• Introduce yourself and the objective of
your e-portfolio.
• Add personal touches such as images or
a change of color themes.
 PAGES
• The pages depends on how would you
like to organize your portfolio
• Construct your portfolio at the start of
the class
• Documenting the activities and learning.
 PAGES
• When adding pages, click the icon and
decide whether it will be parallel to your
Home Page or it will be under it.
• Just remember that when you have a
template, there are particular ways that
the pages have been arranged.
 PAGES
• So, if you are starting, it would not be
detrimental if you conform to the
template.
THE REFLECTION
• It is thinking-aloud
• How students are processing the input
and the application of what they have
learned into an activity or a project
needs to be captured.
 THE REFLECTION
• With the pencil and-paper test, the chance to
get a piece of their insights or realizations
may be nil unless the teacher requires them
to do so.
• However, with the portfolio they can show the
process of their work.
• This can be easily monitored.
 THE REFLECTION
• Sometimes it is difficult to write a
reflection and a structure can be helpful
• There are many models that can be used
as a guide in writing reflections. One is
the Gibb's reflective cycle model (1988)
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
managed by entering the email address
of the person with whom you want to
share it.
 ASSESSING AN
EPORTFOLIO
USING A RUBRIC
• Evaluating an e-Portfolio using a rubric,
is a consistent application of learning
expectations, learning outcomes or
standards.
 ASSESSING AN
EPORTFOLIO
USING A RUBRIC
• It should tell the students the link
between learning or what will be taught
and the assessment or what will be
evaluated
 ASSESSING AN
EPORTFOLIO
USING A RUBRIC
• Rubrics are simple and easy to
understand. The items in the rubric
should be mutually exclusive.
 ASSESSING AN
EPORTFOLIO
USING A RUBRIC
Students can see connections between learning (what will be
taught) and assessment (what will be evaluated) by making
the feedback they receive from teachers clearer, more
detailed, and more useful in terms of identifying and
communicating what students have learned or what they may
still need to learn.
 Lesson 4: Technology Collaborative
Tools in the Digital World

Lesson Outcomes
Identified and explored collaborative tools or applications that
can be integrated in instruction

Built a platform or an online account that can be used for a

collaborative work
 Technology as a
Collaborative Tool

• Collaboration helps students engage in

discussions, share information, and solve
problems together.
• Examples: Skype, Wiki, Blogging, Google
Forms.
 SKYPE

• Video conferencing tool

• Free to use
• Helps students
collaborate in real time
 WIKI

• Online platform for team

collaboration
• Allows writing, editing,
and sharing documents
• Useful for group projects
 BLOGGING

• Online journaling tool

• Encourages discussion
and feedback
• Enhances writing and
communication skills
• It is the abbrevition of
weblog
GOOGLE GROUPS &
FORMS
• Used for collaborative
documentation
• Helps in organizing team
discussions
• Requires a Google
account
 Lesson 5: Digital Literacy Skills
in the 21st Century

Lesson Outcomes
Identified and explored collaborative tools or applications that can be
Identified and described the
integrated in elements
instruction of digital literacies

Conducted a self-evaluation on level of digital literacy

skill
The 21st Century has redefined digital
literacy. It has broadened its
perspective to include other aspects of
the 21st context.

These literacies include:

1. Cyber Literacy or Digital Literacy
2. Media Literacy
3. Arts and Creativity Literacy
4. Financial Literacy
5. Multicultural Literacy or Global
Understanding.
Digital
Literacies
Digital literacies are the
individual’s capabilities to
effectively and responsibly
function in a digital society. The
term ‘digital literacy’ as coined by
Paul Gilster in 1997.

Key aspects:
- Visual literacy
- Technological literacy
- Computer literacy
- Information literacy
 Digital
Literacies
Media Literacy

• Ability to critically
read and create
multimedia
communications.
 Digital
Literacies
Information Literacy

• Finding and evaluating

information from the
web.
 Digital
Literacies
ICT Literacy

• Selecting and using

digital devices and
applications.
 Digital
Literacies
Communication &
Collaboration

• Participating in
digital networks.
 Digital
Literacies
Identity
Management
• Ensuring safety and
security of online
identity.
 Digital
Literacies
Learning Skills

• Utilizing technology
to learn efficiently.
 Digital
Literacies
Digital Scholarship

• Linking and participating

in professional and
research practices.
THE FOUR C'S
OF 21ST
CENTURY
SKILLS
 1. Critical
thinking

Critical thinking is learning how

to solve problems. It teaches
students not to accept
immediately claims without
seeking the truth
 2.
Creativity
Creativity requires students to think
out of the box and to take pride in
what is uniquely theirs. It means that
they will be able to look at a problem
from multiple perspectives-including
can propose multiple possibilities and
alternatives to address a problem and
they need to take calculated risks.
 3.
Communication
Communication makes students
express their organized manner.
Through varied modes ideas in the
clearest and face-to-face,
technologically mediated or a
blended medium, they need to know
how to efficiently and clearly convey
 4.
Collaboration
Collaboration happens when students
know how to work well with others to
accomplish a given task or solve a
problem at hand. This is a 21st
essential. When students are made to
work with others in a pair or in a
team, they are given the chance to
practice how to relate with others.
 In addition to the 4C's, there are
Citizenship and Character.
Citizenship is known as netizenship in
the virtual world. This is making the
person consider how one behaves
accordingly by observing the norms
and rules that are in accordance with
what are sociably and virtually
 Digital Literacy Skills
vs.
Digital Literacy
Digital Literacy Skills are required in
the wired world. These skills vary
from texts to images to multimedia.
 Lynch (2017), identified eight digital literacy
skills needed to become digitally terate. These
are:
1. Coding. 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.

2. Collaboration. The use of Google Docs among

others allows student to begin experimenting with
effective online collaboration.
 Lynch (2017), identified eight digital literacy
skills needed to become digitally terate. These
are:
3. 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.

4. Word Processing Software. Google, Microsoft

Online Drop Box are available for storage and
management solutions.
 Lynch (2017), identified eight digital literacy
skills needed to become digitally terate. These
are:
5. Screen casting. A screencast is a video
recording using the computer , and usually includes
an audio. On the other hand, when you a picture on
the screen of your computer, it is called a Print
screen.

6. Personal Archiving. - Students should be

taught the concepts of meta-data, tagging,
keywords and categories to make them aware how
 Lynch (2017), identified eight digital literacy
skills needed to become digitally terate. These
are:
7. Information evaluation. - Critical thinking to weed
out fake news is a crucial 21" century skill. The use of
tools and skills needed to proces information are very
much needed.

8. Use of social media. - Social media serves different

purposes depending on the user, 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.
 Here are examples of how Digital Skills
or Proficiency support Digital Literacy.

DIGITAL DIGITAL
SKILLS 1. Evaluate
LITERACY the
appropriate digital
1. Sending an email channel for online
or text. communication with
peers, teachers and
parents.
 Here are examples of how Digital Skills
or Proficiency support Digital Literacy.

DIGITAL DIGITAL
SKILLS 1.LITERACY
Identify the benefits
and drawbacks of each
2. Using Microsoft digital tool.
office/ Google
2. Evaluate critically
which tool is most
effective for the project at
hand.
 Here are examples of how Digital Skills
or Proficiency support Digital Literacy.

DIGITAL DIGITAL
3.SKILLS
Tweeting, Posting 1. Navigate
LITERACY the social
media safely to pro-tect
to Facebook,
oneself.
Uploading a Video
to YouTube, or 2. Identify hate
posting a photo to propaganda and fake
Instagram news.
 Here are examples of how Digital Skills
or Proficiency support Digital Literacy.

DIGITAL DIGITAL
SKILLS 1.LITERACY
Evaluate the information
online.
4. Researching from a. Is the site legitimate?
b. Is the author an expert? b
the worldwide web. c. Is the information current
or dated?
d. Is the idea neutral or
biased?
THANK YOU!
Group 2
Detros, Abby Gail
Sevillano, Kelcy
Lambaco, Irish
Gervacio, Remarie
Escudero, Glaydie
Inansugan, Regine
Abastillas, Emmanuel