Module 1

SALIENT OF FEATURES K TO 12 PROGRAM

The K to 12 Program covers Kindergarten and 12 years of basic education (six years of primary
education, four years of Junior High School, and two years of Senior High School [SHS]) to
provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare
graduates for tertiary education, middle-level skills development, employment, and
entrepreneurship.
STRENGTHENING EARLY CHILDHOOD EDUCATION (UNIVERSAL
KINDERGARTEN)
Every Filipino child now has access to early childhood education through Universal Kindergarten.
At 5 years old, children start schooling and are given the means to slowly adjust to formal
education.
Research shows that children who underwent Kindergarten have better completion rates than
those who did not. Children who complete a standards-based Kindergarten program are better
prepared, for primary education.
Education for children in the early years lays the foundation for lifelong learning and for the total
development of a child. The early years of a human being, from 0 to 6 years, are the most critical
period when the brain grows to at least 60-70 percent of adult size..[Ref: K to 12 Toolkit]
In Kindergarten, students learn the alphabet, numbers, shapes, and colors through games, songs,
and dances, in their Mother Tongue.
MAKING THE CURRICULUM RELEVANT TO LEARNERS (CONTEXTUALIZATION
AND ENHANCEMENT)
Examples, activities, songs, poems, stories, and illustrations are based on local culture, history,
and reality. This makes the lessons relevant to the learners and easy to understand.
Students acquire in-depth knowledge, skills, values, and attitudes through continuity and
consistency across all levels and subjects.
Discussions on issues such as Disaster Risk Reduction (DRR), Climate Change Adaptation, and
Information & Communication Technology (ICT) are included in the enhanced curriculum.
BUILDING PROFICIENCY THROUGH LANGUAGE (MOTHER TONGUE-BASED
MULTILINGUAL EDUCATION)
Students are able to learn best through their first language, their Mother Tongue (MT). Twelve
(12) MT languages have been introduced for SY 2012-2013: Bahasa Sug, Bikol, Cebuano,
Chabacano, Hiligaynon, Iloko, Kapampangan, Maguindanaoan, Meranao, Pangasinense, Tagalog,
and Waray. Other local languages will be added in succeeding school years.
Aside from the Mother Tongue, English and Filipino are taught as subjects starting Grade 1, with
a focus on oral fluency. From Grades 4 to 6, English and Filipino are gradually introduced as
languages of instruction. Both will become primary languages of instruction in Junior High
School (JHS) and Senior High School (SHS).
After Grade 1, every student can read in his or her Mother Tongue. Learning in Mother Tongue
also serves as the foundation for students to learn Filipino and English easily.
ENSURING INTEGRATED AND SEAMLESS LEARNING (SPIRAL PROGRESSION)
Subjects are taught from the simplest concepts to more complicated concepts through grade levels
in spiral progression. As early as elementary, students gain knowledge in areas such as Biology,
Geometry, Earth Science, Chemistry, and Algebra. This ensures a mastery of knowledge and
skills after each level.
For example, currently in High School, Biology is taught in 2nd Year, Chemistry in 3rd Year, and
Physics in 4th Year. In K to 12, these subjects are connected and integrated from Grades 7 to 10.
This same method is used in other Learning Areas like Math.
GEARING UP FOR THE FUTURE (SENIOR HIGH SCHOOL)
Senior High School is two years of specialized upper secondary education; students may choose a
specialization based on aptitude, interests, and school capacity. The choice of career track will
define the content of the subjects a student will take in Grades 11 and 12. SHS subjects fall under
either the Core Curriculum or specific Tracks.
CORE CURRICULUM
There are seven Learning Areas under the Core Curriculum. These are Languages, Literature,
Communication, Mathematics, Philosophy, Natural Sciences, and Social Sciences. Current
content from some General Education subjects are embedded in the SHS curriculum.
TRACKS
Each student in Senior High School can choose among three tracks: Academic; Technical-
Vocational-Livelihood; and Sports and Arts. The Academic track includes three strands: Business,
Accountancy, Management (BAM); Humanities, Education, Social Sciences (HESS); and
Science, Technology, Engineering, Mathematics (STEM).
Students undergo immersion, which may include earn-while-you-learn opportunities, to provide
them relevant exposure and actual experience in their chosen track.
TVET (TECHNICAL VOCATIONAL EDUCATION & TRAINING) NATIONAL
CERTIFICATE
After finishing Grade 10, a student can obtain Certificates of Competency (COC) or a National
Certificate Level I (NC I). After finishing a Technical-Vocational-Livelihood track in Grade 12, a
student may obtain a National Certificate Level II (NC II), provided he/she passes the
competency-based assessment of the Technical Education and Skills Development Authority
(TESDA).
NC I and NC II improves employability of graduates in fields like Agriculture, Electronics, and
Trade.
MODELING BEST PRACTICES FOR SENIOR HIGH SCHOOL
In SY 2012-2013, there are 33 public high schools, public technical-vocational high schools, and
higher education institutions (HEIs) that have implemented Grade 11. This is a Research and
Design (R&D) program to simulate different aspects of Senior High School in preparation for full
nationwide implementation in SY 2016-2017. Modeling programs offered by these schools are
based on students’ interests, community needs, and their respective capacities.
NURTURING THE HOLISTICALLY DEVELOPED FILIPINO (COLLEGE AND
LIVELIHOOD READINESS, 21ST CENTURY SKILLS)
After going through Kindergarten, the enhanced Elementary and Junior High curriculum, and a
specialized Senior High program, every K to 12 graduate will be ready to go into different paths –
may it be further education, employment, or entrepreneurship.
Every graduate will be equipped with:
Information, media and technology skills,
Learning and innovation skills,
Effective communication skills, and
Life and career skills.

MODULE 2
Integrating Active Learning Approaches in Language Learning (Inquiry-Based Learning
and Research-Based Learning; and Problem-Based Learning and Project-Based Learning)
What is Inquiry Based Learning?
Rather than presenting known facts or a ready-made solution, this educational technique always
begins instead with questions, problems and challenges.
As a teacher, your role is to pose the initial question to your students, then facilitate them in
discovering answers. Ideally – and in order to meet the true definition of Inquiry Based Learning –
that process involves them asking further questions.
Inquiry Based Learning is often used in scientific subjects, where there’s likely to be a definitive
answer for students to reach, often through a process of elimination, testing and trial and error.
However it can equally be applied to any subject.
What is Project Based Learning?
While this technique also begins with a challenge or question, its remit tends to be wider.
If Inquiry Based Learning is about discovering an answer, Project Based Learning is about
exploring an answer.
The aim here is that students gain and develop their knowledge and skills through working
extensively to investigate and respond in detail to an issue that’s engaging and complex, rather
than clear-cut. For that reason, Project Based Learning is often used with literature, social and
historical topics. It’s also – in terms of outputs – a great opportunity for your students to create
visual or multimedia material.
What do the two have in common?
Sometimes it’s important to step back from defining the nuances between the two, and remember
the key thing that they share. Both are about emphasizing the teaching and learning process, not
just the content and the knowledge.
Using either or both of these methods will help your students to become independent thinkers,
who can gather information on their own, question and interpret it, and then form their own
evidence-based conclusions. In the modern knowledge-based world in which we now live, life
skills such as these have arguably never been more valuable.
Teacher
The language teacher needs to look into the learning competencies that can be satisfied by a
simple inquiry or more complex inquiry. According to Avsec and Kocijncic (2016) the following
are to be considered by the teacher: prior knowledge and capacity, context, content and learning
materials, process, strategy of reactions and behavior and course outcomes.
Technology
The technology tools that are made available for the learners should support the object of inquiry
which is aligned to the learning competencies in the K to 12 Language Curriculum.
Ali (2019)
Five Principles of PBL
1.It is a power of independent and self directed learning.
2. Learning happens in a group and teacher is a facilitator.
3. All groups have to participate equally.
4. Students learn about motivation, teamwork, problem-solving and engagement with the task.
5. Materials such as data and photographs, articles, can be used to solve the problem
Lo (2009) Six Stage Process
1. Identifying the problem
2. Brainstorming
3. Collecting and analyzing the information
4. Synthesizing information
5. Co-building knowledge
6. Refining the outcomes

AUTHOR Pisapia, John

TITLE Teaching with Technology: Exemplary Teachers . Research Brief
Practices of teachers who use educational technology effectively are reviewed. The difference
between the classrooms of exemplary users of technology and low technology users is in the way
their classes are conducted. In exemplary classrooms, student use of learning technologies is
woven integrally into the patterns of teaching even though technology-using teachers can use
resources in different ways, such as drill and practice, simulations, problem-solving activities, and
productivity tools. For the majority of teachers, integrating use of computers into the curriculum
remains a practice at the cutting edge, since several studies indicate that exemplary technology
users are but 5% of the teaching population. Integrating technology into the learning process takes
a great deal of effort by the teacher, but teachers can be encouraged to adopt innovations in light
of their own goals, the culture of the school community, and their own interpretations of the
information they receive about new approaches. Most teachers cannot integrate computers into
their classes without support. They need examples of computer use and training in computer
techniques. As a result, exemplary computer-using teachers are likely to be found in districts that
provide support for teacher learning and where leadership is concerned about equity of access.
(SLD)
TEACHING WITH TECHNOLOGY: EXEMPLARY TEACHERS
What does technology integration mean?
Integrating technology with teaching means the use of learning technologies to introduce,
reinforce, supplement and extend skills. For example, if a teacher merely tells a student to read a
book without any preparation for follow up activities that put the book in pedagogical context, the
book is not integrated. In the same way, if the teacher uses the computer to reward children by
allowing them to play a game, the computer is not integrated.
On the other hand, integrating technology into curricula can mean different things:
l) computer science courses, computer-assisted instruction, and/or computer enhanced or enriched
instruction, 2) matching software with basic skill competencies, and 3) keyboarding with word
processing followed up with presentation tools.
Why is integration of technology into instruction so important?
Teachers are critical to integrating technology into the leaming process. They make the decision to
integrate the technology by making it an internal part of their technique, or use it as an add-on, a
"treat" or reward. Whether one uses a traditional instructional model or a contemporary one, most
observers agree that technology needs to be better integrated in the educational process. It is
generally agreed that technology can help create a rich learning environment. This potential
depends upon the teacher's ability to integrate the technology into everyday classroom activities.
Integration requires a great deal of effort by the teacher. However, used appropriately, it can
reinforce, supplement and extend student skills.
How does the classroom of exemplary technology-using teachers differ from low technology
using teachers?
The difference between the classrooms of exemplary users of technology and low technology
users is the way their classes are conducted. For instance, in exemplary classrooms student use of
learning technologies is woven integrally into the patterns of teaching. The technology is used as a
vehicle of expression, communication, or analysis as opposed to an activity isolated from the main
purpose of the class.
Technology-using teachers use technology in different ways: drill and practice, tutorials,
simulations, problem-solving and productivity tools. The types of instructional decisions they
make are dependent on their knowledge of possible uses, availability and ease of use of the
technology, and their instructional philosophy. As their philosophies change, as in restructured
schools, the technologies and applications they use will also change. For example, teachers
generally start with drill and practice and move to the tools approach.
A 1992 study, by Herman et al., showed that use of technology can influence instructional
practices in a variety of ways.
Technology use may encourage teachers to assign tasks which require students to engage
in higher level thinking.
Technology projects, more than regular classroom activities, tended to involve students in
more integrative tasks, requiring them to access and use a variety of sources of information across
the curriculum. In light of futurist visions of societal directions, this finding appears to be
significant.
How do accomplished integrators use technology?
Teachers who are accomplished integrators use computers about the same amount of time as other
computer users one half hour or more per day. Sixty-five percent indicate some every day use.
They use technology as a tool for specific subject matter more frequently than other technology-
using teachers.
Teachers who have integrated computers in the classroom and are considered heavy users in their
classroom report that they use l) text processing tools (95%), 2) instructional software (89%), 3)
analytic and information tools (87%), 4) programming and operating systems (84%), 5) games
and simulation (8 1 %), and 6) graphics and operating tools (81%) (Sheingold & Hadley, 1990).
Is it difficult to become an accomplished integrator?
For the majority of the teachers, integrating use of computers in the curriculum remains a practice
at the cutting edge.
Several studies indicate that exemplary technology-using teachers represent five percent of the
teaching population (Becker, 1992; Sheingold & Hadley, 1990).
It is generally felt that most uses of learning technologies in classrooms, especially computers,
make teaching more difficult. It takes planning to incorporate computers into a lesson, to sort out
the logistics of who will use the equipment, to make sure the hardware and materials are available,
and to design a fall back lesson if something goes wrong.
Integrating technology into the leaning process takes a great deal of effort by the teacher.
Someone has to know what software is available and appropriate, how to locate it, retrieve it, and
capture it for classroom use. Someone needs to know what equipment to use and how to guide and
encourage students' efforts to explore the subjects in more depth, how to organize the classroom to
complement traditional teaching and make the connection in students' minds between computer
trained skills and non-computer trained skills.
How can teachers become accomplished integrators of technology?
Teachers adopt innovations in light of their own goals, accustomed practice. culture of their
community and school. and their own interpretations of the information they receive about new
approaches. Therefore, it is appropriate to find uses of technology that support the instructional
philosophies teachers have identified.
There seems to be a sequence from teaching without technology to becoming an accomplished
integrator. Exemplary technology-using teachers were more likely to have begun using computers
at the suggestion of their school level computer coordinator or a district coordinator, rather than
starting on their own initiative or because of suggestions from school administrators or teaching
colleagues (Becker, 1992).
Becker (1992) also found more computer-using teachers in schools where there were higher
numbers of computer active teachers to provide a social network of computer users. Only math
teachers were likely to become exemplary users when there are few computer users in their
school. Science and English teachers are particularly dependent on the presence of other
computer-users to develop into accomplished integrators (Becker, 1992).
What can school divisions do to increase the number of accomplished integrators?
Even though some teachers are accomplished integrators, most teachers can't integrate without
support. At worst. computers remain segregated in the back room, where "students come to visit
the room where the machines live -once in a while".
To move this practice into the mainstream, teachers and schools need information and resources in
the following areas: l) examples of what is possible. 2) examples of support and training, 3)
information on results, 4) clearly identified subject area learning outcomes. and 5) learning to
learn skills.
More experienced technology users suggest that teachers need to be shown clearly one way of
using computers, either to alleviate their work outside class or enhance some part of their
classroom work (Wiske et al., 1988).
Exemplary computer-using teachers are likely to be found in school districts with the following
characteristics:
As likely to be found in low income, low SES deficits as in high income, high SES sites,
 Districts where leadership is concerned about equity of access to computers across
categories of students. Districts with organized support in the form of staff development
activities and a full-time coordinator (Becker, 1992),
Teacher support from administrators, department heads and technology coordinators for
planning and scheduling lessons and reviewing materials (Hawkins & Sheingold, 1986;

ICT-Pedagogy Integration in Teacher Training: Application Cases Worldwide

Insung Jung

Teaching is becoming one of the most challenging professions in our society where knowledge is
expanding rapidly and modern technologies are demanding teachers to learn how to use these
technologies in their teaching. While new technologies increase teachers’ training needs, they
also offer part of the solution. Information and communication technology (ICT) can provide
more flexible and effective ways for professional development for teachers, improve pre- and in-
service teacher training, and connect teachers to the global teacher community. This paper
analyses and organizes a variety of approaches found in ICT uses in teacher training into a four-
cell matrix. Based on the analysis of those approaches, it discusses new possibilities and
challenges that ICT has brought to teacher training and professional development. It concludes
with discussion of emerging research issues with respect to ICT integration into teacher training
and networking.
Introduction
While information and communication technology (ICT) is not a panacea for all educational
problems, today’s technologies are essential tools for teaching and learning. To use these tools
effectively and efficiently, teachers need visions of the technologies’ potential, opportunities to
apply them, training and just-in-time support, and time to experiment. Only then can teachers be
informed and confident in their use of new technologies (Bowes, 2003).
Teaching is becoming one of the most challenging professions in our society where knowledge is
expanding rapidly and much of it is available to students as well as teachers at the same time
(Perraton, Robinson, & Creed, 2001). As new concepts of learning have evolved, teachers are
expected to facilitate learning and make it meaningful to individual learners rather than just to
provide knowledge and skills. Modern developments of innovative technologies have provided
new possibilities to teaching professions, but at the same time have placed more demands on
teachers to learn how to use these new technologies in their teaching (Robinson & Latchem,
2003). These challenges ask teachers to continuously retrain themselves and acquire new
knowledge and skills while maintaining their jobs (Carlson & Gadio, 2002). Then what can be
done to help teachers meet these challenges?
Today, a variety of ICT can facilitate not only delivery of instruction, but also learning process
itself. Moreover, ICT can promote international collaboration and networking in education and
professional development. There's a range of ICT options – from videoconferencing through
multimedia delivery to web sites - which can be used to meet the challenges teachers face today.
In fact, there has been increasing evidence that ICT may be able to provide more flexible and
effective ways for lifelong professional development for today’s teachers.
Because of rapid development in ICT, especially the Internet, traditional initial teacher training as
well as in service continued training institutions worldwide are undergoing a rapid change in the
structure and content of their training and delivery methods of their courses. However, combining
new technologies with effective pedagogy has become a daunting task for both initial teacher
training and in-service training institutions.
This paper looks at a variety of approaches in ICT-Pedagogy integration in teacher training.
Those approaches are organized into a four-cell matrix and elaborated with the collection of cases
in an international context. Via a variety of examples, the author tries to show that ICT use is not
only a matter of new possibilities but that it also brings with it new implications and new
challenges. The paper concludes with a discussion of emerging research
Teacher Training Approaches
Research indicates that ICT can change the way teachers teach and that it is especially useful in
supporting more student-centered approaches to instruction and in developing the higher order
skills and promoting collaborative activities (Haddad, 2003). Recognizing the importance of ICT
in teaching and learning, a majority of the countries in the world have provided ICT teacher
training in a variety of forms and degrees. Even though many teachers report that they have not
had adequate training to prepare themselves to use technology effectively in teaching and
learning, there seem to be several efforts around the world in which countries are effectively using
technology to train teachers, and/or are training teachers to use technology as tools for enhancing
teaching and learning.
ICT teacher training can take many forms. Teachers can be trained to learn HOW to use ICT or
teachers can be trained VIA ICT. ICT can be used as a core or a complementary means to the
teacher training process (Collis & Jung, 2003). This paper organizes various ICT teacher training
efforts found in different countries into four categories using the framework of Figure 1

ICT use as main content focus of teacher training

Most of the early ICT teacher training programs in the 1990’s focused on ICT use as the main
training content. This approach has an emphasis on teacher training in how to use ICT in the
classroom. It addresses issues such as selecting appropriate ICT tools and supporting students in
the use of those tools, using ICT to promote learning activities, developing new methods of
facilitating learning and evaluating student performance, and so on. One example case from
Singapore’s initial teacher training is provided below.
As Singapore’s only pre-service teacher training institute, the National Institute of Education
(NIE) was entrusted with the responsibility for integrating ICT into initial teacher training
programs based on the nation’s Masterplan for IT in Education. Accordingly, the NIE developed
and began implementing a new ICT plan in 1998, which identified four main areas that needed
change: curriculum; physical and technological infrastructure; human resource infrastructure; and
R & D in the use of ICT in education. For the purpose of this chapter, I will focus on how NIE
has revised its curriculum to promote ICT use in the classroom for future teachers (Jung, 2001).
The curriculum was revised to include three kinds of ICT courses for student teachers: basic ICT-
skill workshops, a 30-hour ICT foundation course, and a 26-hour elective course. In addition, the
6 to 12 hours of ICT integration into each curricular subject class was recommended. Basic ICT
skill workshops, paid for by students, are provided by external organizations and cover word
processing, PowerPoint, Internet literacy, and other technical skills. A 26-hour elective course
covers the design and production of computer-based instruction. A 30-hour ICT foundation
course is entitled “Instructional Technology” and covers: “learning, thinking and the effective use
of instructional technologies in the classroom; instructional planning models; selecting, creating,
evaluating, and integrating instructional technologies and resource materials; promoting creativity
and complex thinking through ICT project work activities; and organizing and managing
instructional activities with appropriate ICT resources in the classroom.” Besides taking these
courses, NIE students pursuing a Diploma in Education must have five weeks of practicum during
the first year of their pre-service training and ten weeks during the second year. The trainee is
expected to use ICT while teaching, depending on the school’s ICT infrastructure.
As shown in the NIE’s case, this approach of using ICT as the main content focus of teacher
training emphasizes the development of basic ICT skills, design and development skills, and
pedagogical strategies. However, the basic ICT skill development, rather than the ICT-
pedagogical integration, has been the major concern of teacher training. When interviewed about
the new teacher training curriculum, student teachers at NIE agreed that the foundation course
provided useful pedagogical strategies for the use of ICT in classroom teaching. However, they
also reported that the 30 hours of instruction was not enough time to gain proficiency in ICT-
pedagogy integration, and some wanted more ICT-pedagogy integration in the practicum. The
next approach provides a more effective way of ICT-pedagogy integration in teacher training
programs.
ICT use as part of teaching methods
This approach integrates ICT into teacher training to facilitate some aspects of training. Two
cases below show how a variety of ICT are adopted as part of effective training methods. In these
cases, teachers are provided with examples of ICT-pedagogy integration in their training process.
Captured Wisdom (http://www.ncrel.org/cw/) is a resource developed by the federally-funded
(USA) North Central Technology in Education Consortium for K-12 teachers, school
administrators and extended to adult literacy educators. It uses videotape and CD-ROM to help
US teachers to see how technology can be integrated into their work. The Captured Wisdom (tm)
CD-ROM Library is made up of stories about teachers who are making meaningful and creative
uses of technology in their instruction. These CD-ROMs contain video descriptions and
demonstrations of how technology is used in teachers' classrooms. They provide “examples of real
educators and learners using successful practices of technology to support instruction and learning
in their classrooms.” Video sequences are viewed by teachers' focus groups who then discuss the
strategies and techniques of classroom management, assessment, etc. In this specific case,
teachers learn how to use ICT in their classrooms by actually being engaged in the process of
ICT-integrated training.
Another example of this approach can be found in the School Administrators’ Technology
Integration Resource (http://www.satir-ritas.org) project. It is a bilingual Canadian initiative
which provides tools and resources to help school administrators successfully integrate ICT into
curriculum in their school. It includes the National Center for Technology Planning clearinghouse
of school district ICT plans, advice on how to provide technology, successful practices in
introducing ICT, perspectives on staff development, a beginners’ guide to the Internet, etc. The
focus of this project is not on the basic skill development but on the development of ICT
pedagogy integration skills of educators by sharing successful cases and practical ideas.
UNICEF’s Teachers Talking About Learning (http://www.unicef.org/teachers/) also illustrates the
application of this approach to ICT teacher training. It is designed for international collaboration
between teachers in developing countries using the Internet and television. It provides access to
teacher training materials and useful links and promotes discussions among teachers.
All the cases discussed above use ICT as part of training methods and promote teachers’ ICT-
pedagogy integration in the classroom by demonstrating examples and allowing discussions
among teachers throughout the whole training process. Participants of the training are asked to
actually use ICT to learn about ICT skills and develop ICT-integrated pedagogies. These training
strategies seem to be supported by previous research that argues that teachers are likely to benefit
by actively experiencing ICT skills as a learner (Jung, 2003).
ICT as core technology for delivering teacher training
In this approach, ICT is used as the major way of providing the learning experience of teacher
training. The content of this approach does not necessarily focus on ICT skill itself but rather
covers a variety of ICT applications. As you will see in the two examples below, the digital
technology is frequently becoming the core technology of ICT teacher training.
The case of the Virtual High School (VHS: http://www.govhs.org/website.nsf) in the USA
provides an example of the Internet-based ICT teacher training. VHS is a non-profit organization
that facilitates a collaborative of participating secondary schools; for every semester a
participating school offers a VHS NetCourse that school can enroll up to 20 students in VHS
courses. A limited number of student-only schools are allowed to enroll students (10 per semester)
on a trial basis, for a single year, after which they must train a teacher and join VHS as a fully
participating school. The VHS has developed two graduate-level online professional development
courses for teachers of participating high schools: a 26-week Teachers Learning Conference
(TLC) course which trains teachers to develop and teach a NetCourse for VHS and a 15-week
Netcourse Instructional Methodologies (NIM) which trains teachers to teach an existing online
VHS course.
The TLC is designed to train teachers to become online course instructors and course developers
whereas the NIM is designed to prepare classroom teachers to become online course instructors
only. The TLC provides instruction on the pedagogy and methodology that each teacher will need
to develop an effective NetCourse to be offered to the VHS students. A facilitator, a veteran VHS
teacher, is assigned to each TLC participant to ensure that they have the correct resources to
achieve training objectives. The focus the NIM is on content and curriculum, as well as good
online course delivery. Experienced facilitators are assigned to help NIM participants access the
correct resources and monitor each participant's progress.
Both of the teacher training courses at VHS use the Internet as the main delivery technology and
focus on ICTpedagogy integration in an online learning environment. Support given by
facilitators of these courses is known as an important factor which helps teachers have positive
experiences with technology and integrate technology into their own teaching (Freeman, 1997).
Another case of adopting ICT as the core delivery means of teacher training can be found in the
LearnLink project (http://www.aed.org/learnlink) supported by USAID and AED. The project has
implemented computermediated professional development programs to improve training and
support services for teachers in several developing countries (Fontaine, 2000; Collis & Jung,
2003). For example, in Guatemala, the project includes the development of culturally appropriate
Mayan language instructional materials, and improvement of teacher’s professional skills in
Mayan languages. Necessary equipment and multimedia computer labs have been installed in
several teacher training schools in the Quiche region and instructional materials for bilingual
teacher preparation, including an interactive multimedia system on CD-ROM to train teachers in
oral and written languages have been developed. In Morocco and Namibia, the Computer
Assisted Teacher Training project has started to develop computer-assisted teacher training
courses and construct communications network to facilitate interaction among teacher trainees,
teacher trainers, and inspectors. Moreover, collaboration and information sharing among peers
across the provinces have been emphasized. Similarly, the Connectivity for Educator
Development project in Uganda has been designed to improve professional development for
primary school teachers, with a focus on multimedia-assisted teacher training and digital library
resources. The US-Brazil Learning Technologies Network is an Internet-based learning
environment and clearinghouse on the role of ICT in education and promoting interactive
collaboration between teachers in the two countries.
The LearnLink project is still under implementation. Some of the expected outcomes include:
increased collaboration and interactions among educators in each country or among countries,
institutionalization of support for learning technology in each country, greater ICT access for
teachers and students, ICT-based curriculum reform, and enhancement of pedagogy.
An Internet-based online teacher training is recently introduced and has been found to provide a
flexible and interactive training environment for teachers (Jung, 2003). However, costs related to
the online training cannot be ignored in most parts of the world and effective online training
pedagogies for ICT teacher training have yet to be explored.

ICT used to facilitate professional development and networking

Whereas the use of ICT as core technology for delivering teacher training can be found in limited
contexts, there are many examples of ICT, particularly Internet and Web-based communication
technologies, being used to support teachers' on-going professional development and networking.
Many countries have developed a website or websites to provide online resources for teachers and
facilitate teachers’ networking based on the assumption that professional development should be
an integral part of daily practice for all teachers and the use of the Internet would enhance
continuous professional development activities of teachers, connecting teachers to larger teaching
communities and allowing for interaction with expert groups. Specific examples are discussed
below.
The UK Virtual Teacher Centre (http://vtc.ngfl.gov.uk) website provides a "Career Development"
area which provides a variety of learning and teaching resources and links to support teachers’
continuing professional development. Under "Support Providers", for example, teachers can find a
range of resources for professional development, such as the ICT Support Network Directory
which provides easy access to ICT provision and training. Teachers also find a link to the New
Opportunities Fund (NOF), which is currently providing ICT training for teachers and librarians.
“International Professional Development” helps teachers learn from and contribute to educational
ideas and best practice throughout the world. TeacherNet UK
(http://www.teachernetuk.org.uk), an independent professional association for teachers, also
supports teachers’ professional development and national and international teacher networking.
The Korea’s EduNet (http://www.edunet4u.net/) is an integrated educational internet services for
K-12 students and teachers managed by the Korea Education and Research Information Services.
Through the EduNet, teachers can search the materials according to training institution, content,
instructor, year of publication and type of training, and download them for self-training. These
online materials can be also used for individual study in conjunction with face-to-face courses, or
as learning resources for online teacher training courses offered by educational institutions.
Similar to the cases above, the US Teachers Network (http://www.teachnet.org), a nationwide,
educational nonprofit organization, identifies and connects innovative teachers exemplifying
professionalism and creativity within public school systems. This network promotes interactive
collaboration among teachers and educators to improve teaching and student achievement,
provides resources for designing their own professional development, disseminates the work of
outstanding classroom teachers, and attempts to provide teachers with the knowledge and skills
needed for good teachers. At the international level, the World Bank’s World Links for
Development (WorLD) (http://www.worldbank.org/worldlinks/english/index.html) program
provides Internet connectivity and training for teachers, teacher trainers and students in
developing countries in the use of ICT and other technologies in education. WorLD then links
students and teachers in secondary schools in developing countries with schools in industrialized
countries for collaborative learning via the Internet.
Other examples include: SchoolNet SA (http://www.school.za), a South African organization
providing supports to educators and learners who wish to use ICT in education; Singapore’
Clearinghouse (http://www1.moe.edu.sg/iteducation/resources/welcome.htm), a website created
by Ministry of Education to provide ICT resources and internet educational resources including
lesson plans for various content areas for teachers; Swedish Schoolnet
(http://www.skolutveckling.se/skolnet/english/index.html), a website to stimulate the use of ICT
in schools; and European Schoolnet (http://www.eun.org/eun.org2/eun/en/index.html), the
European framework for the co-operation between the European Ministries of Education on ICT
use in education.
One of the best ways to develop teachers’ ICT skills and promote ICT-pedagogy integration in
their teaching is the provision of ICT-based training environments where on-demand access to
materials, peers, and networks of experts where expertise and advices can be obtained and active
discussion can take place in relation to technology or pedagogy. In this regard, the approach of
using ICT to support teachers’ on-going professional development and networking can be very
effective as long as organized support is provided (Pacey, 1999).
Discussions and Conclusions
This analysis of approaches in ICT teacher training indicates that there are possibilities and
challenges in adopting ICT in teacher training and professional development. Some possibilities
are discussed below.
Overall, governments and teacher training institutions seem to recognize the importance of
integrating ICT in education and teacher training. In many cases, the national vision for ICT use
in education has been integrated into teacher training. For example, Singapore’s teacher training
institute has successfully integrated the national vision toward ICT use in education into its ICT
plan. Other countries such as UK, USA, South Africa, Sweden and Korea have developed
extensive online resources and encouraged active exchanges of new pedagogical ideas to upgrade
teachers’ knowledge and skills at the national or international level. In addition, the LearnLink
project in several developing countries is being implemented with close relationship with each
country’s government to integrate its activities into the nation’s educational vision and policies.
It is also observed in the analysis that a variety of ICT-integrated training environments have been
created to provide more effective ICT training. As indicated above, teachers tend to integrate
ICT in their teaching if they experience ICT skills as a learner (Collis & Jung, 2003). Teacher
training approaches in this paper show that many cases adopt ICT into their training process not
just as content of the training but rather as an integrated training environment and thus allow
teachers to experience ICT-based pedagogies. The cases of VHS and Captured Wisdom are those
examples. One UK site has compiled cases of technology-integrated pedagogical strategies for
teachers (http://www.educ.cam.ac.uk/tips/reports.html) and made suggestions in incorporating
ICT into the curricula. More hands-on experiences that relate ICT to the achievement of wider
pedagogical objectives are suggested at the initial training level and at the advanced level, the
provision of opportunities for teachers to produce and disseminate ICT-based instructional
materials is recommended.
Another possibility with the use of ICT in teacher training is that it connects teachers to a larger
international teaching community. Several cases analyzed above operate the Internet-based
teachers’ learning community and support teachers to interact with peer teachers as well as
teachers in other countries. Moreover, they invite experts to provide expertise to teachers through
online forums or emails. Best practices in using ICT in teaching and learning and successful
pedagogies are now being shared among teachers scattered around the world.
While these possibilities are observed in ICT teacher training approaches, those experiences also
impose challenges to teachers, teacher training institutions, and nations. Some of the challenges
are presented below.
First, teacher training approaches need to adopt cost-effective strategies. Most nations have
limited resources for teacher training and must make decisions based on cost-effectiveness. The
teacher training experiences provide several cost-saving strategies (Collis and Jung, 2003):
¾ Maximize use of computer facilities in training centers to lower user contact hour costs
through efficient scheduling. Outside training hours, open computer labs to the public for a small
fee (as Uganda has planned in the Connect-ED project).
¾ Standardize on hardware and software and negotiate best prices with vendors.
Complementary peripheral devices can mean savings in hardware costs and free, public-domain
software lowers costs. Some vendors include ICT skills training in the purchase price.
¾ Share Web-based resources and training materials with other training institutions.
Second, support and investment in teacher trainer training is important for the adoption of ICT for
teacher training. The experiences of NIE, VHS, and LearnLink indicate the importance of
providing a variety of both formal and informal teacher trainer training systems so that trainers
could take advantage of the methods which suit them best. Experience shows that to enlist staff
support and involvement, it is useful to:
¾ Employ a variety of teacher trainer training methods, ranging from face-to-face workshops
to online selfstudy programs depending on training objectives and environments.
¾ Integrate informal support into the formal teacher trainer training system so that the less
experienced teacher trainers can obtain timely assistance.
¾ Plan to provide multiple incentives such as workload reduction, recognition and reward in
faculty evaluations, increased research allocations to encourage use of ICT in teaching, and
compensation for those providing educational or technological assistance to others.
Finally, national and international partnerships across public and private sectors need to be formed
to share resources, knowledge, and experiences in providing effective and efficient ICT teacher
training. ICT teacher training efforts made by organizations have shown training advantages of
international collaborations and benefits of using ICT for teacher training. One of such
advantages of international collaboration is to bridge the gap between ICT haves and have-nots.
Governments or teacher training institutions seeking to promote national and international
partnerships should:
¾ Provide incentives for private and public participation and investment in ICT teacher
training.
¾ Remove legal barriers – for example, classroom attendance requirement – to online
training courses shared by several countries or institutions.
¾ Incorporate a plan to lesson the digital divide that may exist in participating countries or
training institutions.

A well-designed teacher training program is essential to meet the demand of today’s teachers who
want to learn how to use ICT effectively for their teaching. This paper was an attempt to report
popular approaches of using ICT in teacher training programs and organized them into four
categories. However, to provide proven strategies to design effective ICT teacher training
programs, we need empirical research in the use of ICT for teacher training and professional
development.
First, we need more studies comparing effectiveness and cost-effectiveness of different training
approaches. A few attempts have been made to investigate effectiveness or cost-effectiveness of
online ICT teacher training over traditional face-to-face ICT training based on empirical data
(Jung & Rha, 2000; Jung, 2003). One of those studies reports that ICT training, regardless the
modes of the training, has contributed to increasing the quantity of ICT use in teaching and the
Internet-based online training tends to encourage teachers’ Internet use in teaching (Jung, 2003).
While these studies are useful in providing overall effectiveness or cost-effectiveness of different
training modes, not much research has been conducted to assess effectiveness or cost-
effectiveness of specific pedagogical approaches to ICT teacher training which have been
discussed in this paper. We need future studies that include the investigation of an application
level of long-term effectiveness or cost effectiveness of different ICT teacher training approaches
using more elaborated criteria.
We also need more empirical studies focusing on factors affecting learning process, satisfaction
and achievement in different teacher training approaches. Given the fast development of ICT, we
can expect that ICT will bring changes in forms of teacher training throughout the world. It is
thus important for teacher trainers and policy makers to understand the factors affecting
effectiveness and cost-effectiveness of different approaches to ICT use in teacher training so
training strategies can be appropriately explored to make such changes viable to all.
Finally, more attention should be paid to specific roles of ICT in offering multimedia simulations
of good teaching practices, delivering individualized training courses, helping overcome teachers’
isolation, connecting individual teachers to a larger teaching community on a continuous basis,
and promoting teacher-to-teacher collaboration. Intended outcomes as well as unintended results
of using ICT for teacher professional development need to be explored.

Towards a definition of the integration of ICT in the classroom

Margaret Lloyd

Towards a definition of the integration of ICT in the classroom

Despite the contention that the effects of technology integration are generally not well
documented (Hayes, 2004), there has been an increasing use of information and
communication technology (ICT) in Australian schools (Bruniges, 2003; Finger, 2003; Finger
& Trinidad, 2002; MCEETYA, 2005; Meredyth, Russell, Blackwood, Thomas & Wise, 1999).
There has similarly been a demonstrable incremental movement of ICT from the peripheral to the
mainstream of school life as progress is made towards meeting the specific national aim to
“integrate information and communications technology into all facets of education and training,
including the administrative functions and e-business models required to support learning”
(Bruniges, 2003, para. 4). The purpose of integrating ICT has been stated as being “to improve
and increase the quality, accessibility and cost-efficiency of the delivery of education, while
taking advantage of the benefits of networking learning communities together to equip them to
face the challenges of global competition” (Bruniges, 2003, para. 6). As a background to (and
arguably driving) these directions in education, ICT is being charged with the capacity to
transform society (Fullan, 1993, 1997; Fullan & Miles, 1992; MCEETYA, 2005) and,
consequently being held to be central to school reform (Prestridge & Watson, 2002; State of
Queensland, 2002).
The continuing demand for wider implementation and integration is similarly evidenced in state
and national goals for education most notably the Adelaide Declaration on National Goals for
Schooling in the Twenty-first Century (MCEETYA, 1999) which specified that students should be
confident, creative and productive users of new technologies, particularly information and
communication technologies, and that they should understand the impact of those technologies on
society (Goal 1.6). The Education and Training Reforms for the Future (ETRF) in Queensland
included ICT as one of its four target areas of reform (Education Queensland, 2004) and the
federal Department of Education, Science and Training (DEST), in its 2004 review of teaching
and teacher education included the action that: All teacher education programs prepare
prospective teachers for the digital age where ICT is an important tool in information and
knowledge management and integral to student learning (DEST, 2004, Action 31).
In the initial release of Education Queensland’s ICTs for Learning Strategy, the then Director
General of Education offered that:
ICTs are at the core of teaching and learning in the 21st Century. Queensland’s future depends on
how successfully we integrate ICTs in the curriculum and daily learning and teaching. … Many
teachers already use computers to enliven teaching and inspire students. In order to build a 21st
Century schooling system …, we need teachers to understand how ICTs promote higher order
thinking skills and deepen understanding in all key learning areas.
(State of Queensland, 2002)
The cited statement draws attention to the key notion of integration and its qualifying adverb
“successfully.” It also equates ICTs with “computers” and named the key agent for their use as
being the teacher. It speaks of, but does not define, a 21st Century schooling system but hinting
that ICT is at the “core” of this system confirming its perceived centrality. It also brings into
focus the notion that successful ICT integration is a desired but ill-defined and intangible outcome
(see also Milton, 2003; Warschauer, 2000).
Australian education systems and independent researchers are concurrently developing
instruments to measure the integration of ICT in the classroom (Fitzallan, 2004; JamiesonProctor,
Watson, & Finger, 2003; Trinidad, Clarkson & Newhouse, 2004). While the measurement of a
“successful integration” could be reduced to a survey of ICT infrastructure in Australian schools
and could be easily achieved (such as in counting machines, noting bandwidth, calculating money
expended or deriving student:computer ratios), fundamental problems of definition and
measurement arise in the integration of ICT. Finger, JamiesonProctor and Watson (2003)
contended that “unless more sophisticated notions of describing ICT curriculum are developed,
researchers run the risk of promulgating severely restricted ways of measuring it” (p. 69).
The theoretical purpose of this paper is to problematise the concepts which underpin the
measurement of ICT integration and in turn, threaten to restrict the adoption of consistent and
generally-applied definitions of terms. The logistical purpose of this paper is to serve as the
introduction to a conference symposium on the measurement of integration of ICT in Australian
classrooms. It will begin with a definition of ICT and then move into a brief discussion of the
defining and measuring of ICT integration with a particular emphasis on the issues of concern
facing potential researchers in this area.
ICT
The acronym ICT is taken to stand for information and communication technology or alternatively
information and communications technology. The differing number of the word
“communication” is significant in that the singular form is concerned with human interaction
while the plural is generally taken to refer to the whole field of data communications
infrastructure. At its simplest, the former or singular form is the process or outcome while the
latter or plural is about the technology itself. The acronym ICT can also take a plural form
(technologies) where it is understood to entail the specific devices or processes which collectively
make up the “Technology.” This pluralised form (particularly in Queensland) is sometimes
written as ICTs. The term ICT must be seen as an evolution from the antecedent and more
narrowly defined term IT (information technology) which maintains its usage in government,
business, industry and in relation to tertiary and other academic courses dealing with such areas as
programming, database design and expert systems. In the United States, synonymous terms such
as “technology” and “educational technology” are used. A useful definition of ICT is that it:
… generally relates to those technologies that are used for accessing, gathering, manipulating and
presenting or communicating information. The technologies could include hardware (e.g.
computers and other devices); software applications; and connectivity (e.g. access to the Internet,
local networking infrastructure, videoconferencing). What is most significant about ICT is the
increasing convergence of computer-based, multimedia and communications technologies and the
rapid rate of change that characterises both the technologies and their use.
(Toomey, 2001, para. 3)
While it effectively refers to a broader domain, ICT tends to mean computers and their peripheral
devices (as deduced in the previous citation from the Director General, Education Queensland
(State of Queensland, 2002). But the term “computer,” particularly in a school setting, is a
connotative rather than denotative term because it may refer to anything from high-speed
connected state-of-art machines to something which is dated, stand-alone, or poorly maintained.
The configuration of computers in schools may range from individual machines, to distributed
models, and to sophisticated networks (Ryan, 1999). There is no standard school configuration of
machines and this has much to do with systemic and school purchasing and maintenance policies
as it does to the obsolescence and unreliability of the machines themselves. A question was asked
in the Queensland Parliament on May 25, 1995 which revealed the lack of standardisation in a
typical Queensland state secondary school at a time when computers had only been widespread in
schools for a little over a decade. The Hansard entry reads as follows:
Mr HEALY asked the Minister for Education—
With reference to the fact that the Toowoomba State High School’s computer stock was (a) 7
Apple Computers—15 years old, (b) 18 Sperry Computers—10 years old, (c) 13 CCS Computers
—8 years old, (d) 4 CCS Computers—6 years old, (e) 1 Epson
Computer—6 years old, (f) 16 Compacts—4 years old, (g) 1 Computer—6 years old,
(h) 30 terminals—Business Ed Centre and (i) 11 Hunts—4 years old at the end of 1994—Will he
immediately review this situation where a student population of 1,250 has access to just 71
computers, 25 of which are more than 10 years old, and bring the ratio up to the promised one
computer for every ten students?
(Queensland Legislative Assembly, 1995/2000, para. 156)
The current inventory of the cited school is not known at time of writing but it could be cautiously
conjectured that some of the machines included in this list to State Parliament may still be in use.
If not, then a similarly disparate and motley collection of machines of different capacities and
configurations may be being used by students and be constituting the learning environment in
which teachers are trying to produce students who are “creative, confident and productive users”
of ICT (see MCEETYA, 1999). It is unlikely that this school is unique.
Amidst unfounded and inflated claims that ICT “is transforming the way individuals learn
throughout life”(DEST, 2005, para. 7), it is important to draw attention to the research findings
that insist that ICT infrastructure on its own does nothing to effect change in a school with the
often-repeated contention that “while new digital technologies make a learning revolution
possible, they certainly do not guarantee it” (Resnick, 2002 , p. 32). It has similarly been noted
that “technologies by themselves have little scaleable or sustained impact on learning in schools”
(Honey, McMillan & Carrig, 1999 in Hayes, 2003, p. 3) and that what, in fact, is critical is “how”
the technologies are used (Reimann & Goodyear, 2004). An influential U.S. study diminished the
role of technology itself to act as a catalyst for change concluding that change and reform were
about pedagogical beliefs (Dexter, Anderson & Becker, 1999) and Lightford (1995, in Lechner,
1998) offered that “it is the use of technology to create learning communities, a human
intervention and not the technology itself, that may reform education” (p. 22). A tangential
understanding is of the valency of ICT, or rather how it is “embodied in things; such as ICT tools
which ‘carry’ a set of pedagogical beliefs or preferences” (Reimann & Goodyear, 2004, p. 12).
While the computer is itself not a catalyst, its valency as a conduit for communication,
collaboration and knowledge building has the potential to transform learning.
Defining ICT integration
It is surprisingly difficult to locate a direct and consistently applied definition of ICT integration
despite its having been an aim of educational systems for some time (Cuttance & Stokes, 2000;
Milton, 2003) and one of increasing contemporary interest (MCEETYA, 2005).
The term “ICT integration” connotates a range of learning environments from a stand-alone
computer in a classroom to a situation where the teaching is done by the computer through pre-
packaged “teacher-proof courseware” (Laferrière, 1999, p. 3).
There is evidence to suggest that the term “integration” is often used interchangeably with the
more plebeian “use.” It is generally taken, however, to reflect a change in pedagogical approach
to make ICT less peripheral to schooling and more central to student learning. In some instances,
it is taken to be one of a set of typologies referring to how ICT is used in Australian schools
(Downes et al., 2001) particularly Type C which is used to describe the introduction of ICTs as an
integral component of broader curricular reforms that are changing not only how learning occurs
but what is learned. This is encapsulated in the views that “not only can technology help children
learn things better, it also can help them learn better things” (Roschelle, etc, 2000, p. 78) and that
“better learning will not come from finding better ways for teachers to instruct but from giving the
learner better opportunities to construct” (Papert, 1989, in Lechner, 1998, p. 22).
The ubiquity of the term “integration” in relation to ICT in education is illustrated by the titling of
two influential U.S. teacher education texts. One of these, Integrating Educational Technology
into Teaching (Roblyer, 2004), is in its third edition while the other, Integrating Technology for
Meaningful Learning (Grabe & Grabe, 2004), is in its fourth edition. Neither text defined the
term “integration” but instead spoke of it in circuitous ways. For example, Roblyer (2004)
globally offered that “like teaching itself, integrating technology into educational practice is
challenging work, full of exciting possibilities and complex problems” (p. E-vi). The meaning and
consequences of the term are presumed.
The same ubiquity of usage – particularly without a lack of precise definition – has arguably led to
the term being reduced to rhetoric or dismissed as jargon. A posting to a professional email list
offered that “personally I feel that the word ‘integrate’ is as foul as any four letter word ever
uttered by an angry student. I feel the need to vomit every time I hear someone natter on about
‘integrating’ ICTs” (G. Washburn, email to qsite-community, April 15, 2005). There are
therefore those who see “integration” as critical, challenging and exciting and others who see it as
confronting or ill-conceived.
To integrate is to seamlessly combine components, parts or elements into a complex but
harmonious whole. The notion of seamlessness is implicit in the definition that ICT integration is
the degree to which ICT “vanishes into the background” of the classroom (Fluck, 2003). Davis
and Shade (1999) drew an interesting parallel between technology and language contending that,
like literacy, “technological fluency” can be achieved if technology is “integrated into the
classroom environment” (p. 225). This invisibility is similarly consonant with the seminal Genres
of Technics (Ihde, 1979) which positioned human beings in a continuum of engagement with
technology from intentional and reflexive correlations (completely external to it) to background
relations that is, being completely surrounded by and oblivious to the technologies. At its
extreme, there is more here than sublimation as what is created is a technological cocoon where
the technology cannot be ignored because of our reliance or dependence on it. Wisdom can be
drawn from the notion that “environments are not passive wrappings, but are, rather, active
processes that are invisible” (McLuhan & Fiore, 1967, p. 68). An exemplar of ICT integration of
interest to this study is that described in a tertiary pre-service teacher education course (Lloyd &
Ryan, 2004; Ryan & Lloyd, 2003). In the tertiary unit under review, integration is achieved by
positioning ICT at the centre of the unit making it the context rather than the content for learning.
In this centrality, it becomes the context for learning. There is an argument for the substitution of
“integrated” with the term “embedded” to better explain the conceptual placement of the ICT in
relation to the learner, the content and the teacher.
Hay (2001) proposed a way of thinking about ICT integration which encapsulated its semantic
definition as a combining of elements. Her hypothesis was that ICT integration is an equation
made up equally of three domains, namely, Information Literacy, Information Policy, and
Knowledge Management. What is of interest with this definition is that it speaks of processes
rather than of hardware infrastructure and is exclusive of operational ICT skills. It is interesting in
its partial encompassing of the accepted sequence of data-informationknowledge (Bellinger,
Castro & Mills, 2004; Clark, 2004) where machine operations are used to complement and
expedite human processes of logic and knowledge construction.
Despite the lack of a clear definition, “integration” is seen as a key outcome. Scaplen (1999)
noted the presumption that teachers would “know” how to integrate offering that:
One main area of support that is sometimes overlooked is that concerning the actual integration.
So much attention is paid to learning how to operate the hardware and software, that it almost
seems taken for granted that a teacher will instinctively know how and when to exploit it in the
learning context. (para. 8)
This observation inadvertently offers three important concepts towards the definition of ICT
integration. The first is that integration is distinct from an operational use of hardware and
software. The second is that it is not defined or explicated but presumed to be part of a teacher’s
tacit knowledge or general understandings (as previously noted in the titling of the text books).
The third is that it is conditional knowledge (after Anderson, 1997) in that it relates to the “how”
and “when” ICT is used in the classroom defined in the cited text as being when “exploit[ed] in
the learning context.” These concepts, tangentially, raise a critical issue for professional
development in ICT as a transference is generally presumed between the learning of operational
skills and the application of those skills in classroom activities with McKenzie (2001) reporting
that “a large percentage of teachers feel ill prepared to use … [ICTs] in curriculum rich ways”
(para. 26).
Roblyer (2004), in making visible the supposedly tacit knowledge of teachers regarding ICT
integration, described a Technology Integration Planning (TIP) model of five phases. These are
to:
1. determine relative advantage
2. decide on objectives and assessment
3. design integration strategies
4. prepare the instructional environment
5. evaluate and revise integration strategies
Of interest to the discussion in this paper is Roblyer’s (2004) third phase relating to integration
strategies which involved teachers in making decisions about (a) instructional approaches, (b)
curriculum approaches, (c) grouping, and (d) sequence. What can be drawn from this is that
integration can be embedded in teaching practice as opposed to being extraneous or peripheral to
it. It is also apparent that integration needs to be planned and purposefully enacted.
Returning to the semantic definition of integration, ICT integration might also be a seamless
combination of school-wide factors. A longitudinal study conducted by the British Educational
Communications and Technology Agency (BECTA, 2002) concluded that the essential factor for
effective ICT integration was school readiness, which, in turn, was described as comprising of
resourcing, school leadership and general teaching. Kozmo (2000, cited in Milton, 2003) offered
that successful integration could be demonstrated by its affects which included a culture of
innovation, pedagogical goals (student-centred, authentic), collaborative learning, robust and
reliable hardware, and access to expertise. Further to the notion of integration as a combination of
parts, Milton (2003) offered that the component parts included the school context, the
technologies provided, the technical skills of teachers, technical support, maintenance and
upgrading, pedagogical skills and preferences of teachers, availability of resources, and finally,
the skills and motivations of students. She reduced this list to concerns with connectivity, content
and capacity. A review of these studies leads to an understanding of ICT integration as a complex
and multi-layered phenomenon which needs to include a survey of infrastructure as well as more
intangible measures of pedagogy.
The conditions for successful ICT integration emerging from the ACOT research studies
(conducted from 1985-1995) included administrative support, physical configuration of learning
spaces, and teacher collegiality (see Apple Computers, 2003; Sandholtz, Ringstaff & Dwyer,
1989, 1997). One of the ACOT reports (Haymore-Sandholtz, Ringstaff, & Dwyer, 1992)
specifically concluded that there are four conditions for the effective integration of ICT in
education. These may be summarised as being:
1. the adoption of innovation and the creation of a collaborative environment are
complementary conditions for change;
2. innovations introduced at only one level of the system are not likely to succeed;
3. the introduction of technology to schools can act as a catalyst for change, thereby
enhancing restructuring efforts; and,
4. teacher commitment to an innovation will not occur until they see a positive impact on
their teaching.
An alternate and emerging way to define ICT integration is a step within a broader trend to school
reform (Fluck, 2003; Fullan, 1993, 1997; Garvey, 2004; Nichol & Watson, 2003).
Transformation is taken to be the final of the set of typologies referring to how ICT is used in
Australian schools (Downes et al., 2001) previously alluded to in this paper. This “type” is
classed as Type D which describes the introduction of ICTs as an integral component of the
reforms that alter the organisation and structure of schooling itself. Hayes (2004) described the
agency of technology in transforming the effects of schooling through its capacity to amplify,
mediate, validate and subvert while Laferrière (1999) contended that “the creative integration of
ICT in the curriculum is likely to bring significant changes in the way schools carry out their
educational mission” (p. 12).
Trinidad, Clarkson and Newhouse (2004) incorporated the notion of integration as progression to
transformation into a planning and analytical framework developed for schools in Western
Australia. The five layers of their framework were inaction, investigation, application, integration
and transformation. A “critical use border” was identified within the first layer (Layer One)
between application and integration with integration being deemed to be the stage where the use
of ICT becomes critical to the support of the learning environment. Transformation is the stage
where the teacher is able to take on leadership roles (formal or informal) in the use of ICT and be
knowledgably reflective on its integration by themselves and others. The second layer (Layer
Two) is referred to as Integration and Use (I & U) and here speaks of integration as a component
of the overall outcomes. Integration can thus be seen to be both a process and an outcome. It is
also the condition or state in which the learning is reliant on the technology to provide the context
or environment for learning.
While the notion of integration being a step toward transformation is an innovative one in
practice, the role of ICT as a potential catalyst for change has been contended in the literature for
some time (see for example Fullan, 1993, 1997; Fullan & Miles, 1992) and can be said to be in
line with current systemic approaches. It is a process which would require the four previously
cited conditions for success in integration (as suggested by Haymore-Sandholtz, Ringstaff, &
Dwyer, 1992) to be evident.
From this brief review, it can be seen that there are multiple and often conflicting definitions of
ICT integration. It is, in one instance something which is non-existent and in another, so
seamlessly embedded it is invisible. It is regarded as critical practice by some commentators and
empty rhetoric by another. What is known, however, is that integration can be a state, an outcome
and also a process; and deciphering which is which may well be the key to developing effective
measurement instruments.
Measuring ICT integration
If the defining of ICT integration is problematic, then so too is its measurement (Cuttance, 2001).
An interesting contention emerging from the literature is that integration is a rare occurrence with
some researchers suggesting that while the classroom use of ICT has increased, “it is still unusual
for a teacher to regularly integrate technology into the learning experience” (Willis, as cited in
Proctor, Watson & Finger, 2003, p. 68). Some authors (see, for example, Cuban, 2002; Schofield
& Davidson, 2002) are unequivocally critical in their description of the non-use of computing
resources in schools and Trinidad et al. (2004) found it necessary to include an “inaction” level in
their model. It is not possible to empirically measure something which does not exist. This
section will attempt to identify some of the issues facing potential researchers in this area.
The first issue of concern is the identification of what actually constitutes new ICT-mediated
learning experiences. Where integration is observed, it may well be a mere transposition of “old”
pedagogies and practices into a new environment. The teacher may have replaced the blackboard
for the electronic whiteboard but may retain fundamental views about teaching and learning.
Hayes, Schuck, Segal, Dwyer, and McEwen (2001) noted in their study of ICT use in NSW
schools that where “teachers generally integrate computer-based technology into their existing
teaching strategies. … they were using technology as a replacement tool to provide tasks similar
to those not mediated by technology” (p. 12). What is observed and noted as being part of 21st
Century schooling may well be transposition rather than transformation with the actual classroom
practice falling short of the previously noted “critical use barrier” (Trinidad, Clarkson &
Newhouse, 2004). An acknowledgment of this issue implies that the measurer of ICT integration
needs to be cognisant of what might be called a transposition paradox where new media is being
used but there has been little or no pedagogical change. The intent of the teacher may be to meet
mandatory requirements or community expectations to use ICT rather than to provide truly new
integrative or transformative learning experiences.
Consonant with the previously-cited definition offered by Trinidad, Clarkson and Newhouse
(2004) that integration is where the use of ICT becomes critical to the support of the learning
environment, Reimann and Goodyear (2004) argued that learner-centred ICT use requires ICT to
be “a necessary component … [and that] without ICT the method would not be feasible” (p. 21).
Education Queensland (n.d) in their online ICTs Curriculum Integration course emphasised the
notion of ICT being integral to learning experiences as well as being integrated within the
curriculum. This is a countering of what Richards (2005) has called “add-on” activities
suggesting that these are unlikely to transform traditional or transmission models of teaching.
This suggests a need for measurement of integration to consider the extent of reliance on the
technology or more pertinently, its centrality to the learning environment.
It is of use at this point in the discussion to interject the widely-used descriptors of the classroom
use of ICT as being learning (a) about, (b) with, or (c) from the technology. The oldest of these is
learning about which generally refers to computer science or courses based on operational skills.
This equates roughly with Type A use from the typology described by Downes et al. (2001). The
descriptor learning with emerged along with the movement for ICT to be cross-curricular rather
than isolated. It implies an enhancement of learning where the technology is used to amplify
student understanding or capacity. What this generally means in practice, however, is that ICT is
used as a presentation medium (which Richards (2005) would refer to as “add on”) and aligns
with Type B use (Downes et al., 2001). The third descriptor, learning from has emerged from the
use of the Internet (as an information source) and from increasing use of programmed courseware.
There is an argument for a fourth descriptor, learning through the technology which extends the
notion of amplification and, more importantly, allows for collaboration and reflection both on-
and off-line.
Irrespective of descriptors and typologies, what is apparent is that change in classroom use has
occurred and this is arguably because of changes in the technologies themselves. This is evident in
Toomey’s (2001) observation of a trend to “whole school reform” through the use of ICT by
suggesting that:
Many schools are now experimenting with new approaches to teaching and learning. They are
doing so because they consider it a valuable way to encourage the development in young people
of higher order thinking skills such as synthesising, analysing and evaluating, problem solving
abilities, working in groups and other lifelong learning skills. They also recognise the relevance of
these skills for life in the information economy. (para. 23)
There is little in this cited text which would indicate an “add-on” ethos. Change is clearly evident
and, given this, the need for new measures become important. In response to this, it has been
argued that “we need to dissolve and reconstruct the classroom in a connected world” (Lightford,
1995, in Lechner, 1998, p. 22) and with it, our ways of understanding and measuring it must also
change.
The base measure of integration studies is usually the teacher with a specific emphasis on ICT
skills and affective dimensions such as confidence and anxiety (see for example Scaplen, 1999).
This, in many ways, parallels the research being conducted in determining the inhibitors and
facilitators of teachers’ use of ICT in the classroom (see for example, Downes et al., 2001;
Godfrey, 2001; Lloyd & Yelland, 2003). While it is widely held that the “crucial component in the
use of ICT within education is the teacher and their pedagogical approaches” (Cox, Webb, Abbott,
Blakeley, Beauchamp, & Rhodes, 2004, p. 4) and that teachers are “the rank and file
implementers of change” (Bailey, 2000), this paper contends that simply surveying the teacher in
isolation masks the complexity of integration and the issues and paradoxes inherent in its
measurement.
A study by Scaplen (1999) is typical of those which purport to measure integration but do not
define it and instead measure “use.” The data collection for this study was drawn from a
questionnaire in two parts. The first part related to gathering background information with the
following questions being posed:
1. What grade level(s) do you teach?
2. How many students are in your class(es)?
3. What subject areas do you teach?
4. How many computers do you have in your classroom?
5. Does your school have a computer lab?
6. To the best of your knowledge, how and based on what criteria, was the decision made to
allocate computers as they are in your school?
These questions position the teacher as the focus of the study. The second part of the
questionnaire referred to “actual” classroom use and, to meet this end, the following questions
were posed:
7. What types of software do you use most frequently with your students in the classroom?
8. What are the titles of some of the most useful software that you use in your classroom?
9. What physical preparations/precautions have you made in the classroom in order to
optimise use of the computer?
10. Are there any teaching/learning strategies that you employ to facilitate being able to
schedule students at the computer?
11. What classroom management techniques do you use to free students up to use the
computer or to allow yourself time to work with them there?
12. What are some of the strategies employed to facilitate the actual use of the computer?
The questions posed by Scaplen (1999) were not attributed to the extant literature nor to any
broader systemic objectives. Some (particularly Questions 1-5) are descriptive and provide data
which could have been obtained through observation or through a questioning of a school
administrator. It is difficult to see a causal connection between the number of computers in a
classroom, whether or not the school has a computer lab and the nature of ICT tasks being set.
This is a corollary of the previously cited discussion over the inability of ICT, without human
intervention, to do anything or to effect any change in any learning environment.
The questions in the second part (Questions 7-12) of Scaplen’s (1999) study are equally unlikely
to measure integration. The first of these are, in essence, descriptive (in listing software) and are
similarly looking for a causality which may not exist. The final questions (Questions 9-12) in the
survey are somewhat repetitive and seem aimed at identifying logistical issues of classroom layout
and structures such as rosters and activity centres to enable students to use computers. The study
was of a one-computer classroom and the questions presuppose a particular environment, that is, a
single classroom with a small number of computers which may or may not be networked together
or connected to a wider school network or the Internet. It does not fit all possible configurations
of laboratories, “pods” or stand-alone machines.
The Scaplen (1999) study is somewhat typical of studies being conducted to “measure
integration.” It could be contended that such studies might be useful in describing isolated
environments and, further to this, only doing so on a physical or logistical level. Such studies do
not broach understanding curricular integration or to any notion of transforming the practice of
teaching and learning itself.
Where the teacher is not the focus of measurement, it may alternately be “school.” If so, there is
the problematic issue of there being no single identifiable entity as a whole school approach to
ICT integration, in real and tangible terms, and, that students, within the one school, may have
very different experiences of ICT. In a pre-school or primary setting, this may be dependent on
the teacher’s predisposition, expertise and teaching goals or on access to reliable resources. In a
secondary setting, it may also have to do with subject area demands and practices and to logistical
matters such as timetabling. In some schools, ICT (in various guises) is treated as a stand-alone
subject taught by a specialist while in others a crosscurricular approach is adopted (Department of
Education, Training and Youth Affairs, 2000;
Lloyd, 2003). Extrapolating on the notion of complexity of school settings (Hennessy, Ruthven &
Brindley, 2005; Tolmie, 2001; Zhao & Frank, 2003) and the evidence of observation, it could be
posited that no two schools use or integrate ICT in the same way. There will also be little
coherence within schools as some teachers enthusiastically adopt ICTmediated learning
experiences and others inventively avoid them (Lloyd & Yelland, 2004).
In a recent research study with extensive field studies, Lloyd and McRobbie (2003) noted this
within-school difference. At one regional primary school (here to be called School A), all
students were “taught computers” by a teacher aide following a rigid scope and sequence plan of
isolated operational skills devised by the school’s Year 7 teacher. Few classroom teachers in
School A engaged their students with any experience other than this although one, here to be
referred to as Teacher A, was doing so. Her students were asked to present an argument for the
local council to reduce the speed limit on the major road running in front of the school. They
tallied data and then manipulated it on an Excel® spreadsheet to respond to the given information
problem. The completed presentations included statistical data and digital photographs as well as
the students’ conclusions and recommendations. This use of ICT in Teacher A’s class is one
which mirrors real world applications and integrates its operational skills rather than foregrounds
them. This activity was a rare experience for the students at School A. There was no transposition
paradox in this activity and ICT was central to its enactment. Students in Teacher A’s class were
learning both with and through the technology.
Within the same study, (Lloyd & McRobbie, 2003) a rural primary school of a similar size (here
to be called School B) was also observed. The school’s ICT co-ordinator (also a Year 7 teacher)
was busily encouraging teachers to adopt ICT in meaningful ways but there was one teacher
(Teacher B1) whose own limited understanding of ICT meant that all his students did was word
processing under the supervision of a teacher aide. The Maslow aphorism that “if all you have is
a hammer, then the world looks like a nail” was enacted in this teacher’s “integration” of ICT. All
that B1’s students did were typing exercises. This does present as a transposition paradox because
it is a transcription task and could be described as learning about the technology. The
disassociation from students’ own classwork meant that the ICT experience was isolated and
fractured.
In an adjacent classroom, Teacher B2 was using ICT in a way which was more than integrative in
that it changed typical power structures between teachers and students allowing students the
opportunity to manage their own learning. This was characteristic of Type D ICT use (see
Downes et al., 2001). Teacher B2 had developed a cross-curricular unit of work for his upper
primary school class on Antarctica. A unit overview was developed in Inspiration® making use of
its hyperlink functionality to turn the created concept map into an interactive index with direct
links to support documents, presentations and relevant websites. All support files and resources
could be easily updated and edited in response to changing student profiles and availability of
resources without altering the fundamental structure of the overview. The files were posted to the
school network where they could be accessed by both staff and students with the latter using the
digital resource as a flexible management tool and activity guide. This action involved students
metacognitively in the structure and direction of their learning and students were observed
engaged in this proactive activities. The role of the teacher had been redefined in this classroom
as students moved between off- and oncomputer tasks and between collaborative and independent
activity. The suite of files also had a role in the management of curriculum within the school,
particularly the mapping of KLA (Key Learning Area) outcomes with the Queensland Studies
Authority (QSA) syllabuses. This activity shares the same characteristics as Teacher A’s
spreadsheet task but goes a step further to transformation in the change of power structures from
teacher to student.
Schools A and B were both within the Queensland state system, Education Queensland and
therefore could be presumed to be enacting the same policies in regard to the role of ICT in
teaching and learning. What was noted, however, was a lack of shared purpose between the
schools, and more problematically for those who wish to measure integration, within the schools.
Holding the “school” as the base measure can only valid if cases within a school are considered as
discrete entities.
In considering the school’s infrastructure (as in the Scaplen (1999) study), the experiences of
Teachers B1 and B2 are illustrative of the fact that, while both had parallel and equal access to the
facilities of School B, their use and integration were markedly different. Causality between
integration and access cannot be sustained, neither can a link be established between software
selection and pedagogical outcomes as Teacher A had used software from the Microsoft Office ®
suite but had done so in a creative and applied way. Superficially using a business or productivity
tool could have been seen as being a poor or limiting choice of software to engage students in
meaningful learning. The observed reality differed from this simplistic causality. Similarly the
Antarctic learning environment established in Teacher B2’s class could be simplistically described
as self-paced computer-centred learning. Coding from questionnaire responses may well lose the
intent and enactment of the activity and the perceived centrality of the technology to the task.
The key problem is therefore identifying what is to be measured and how it is to be done,
particularly, what is to be the base unit of measure and which dimensions of integration are
deemed to be critical. A novel approach to this can be seen in a recent Canadian study
(Conference Board of Canada, 2002). This study concluded with the design of a framework for
measuring ICT integration which views “connectivity and ICT integration as a value chain,
moving from Inputs to Impacts” (p. 8). This can be seen diagrammatically in Figure 1.
Each of the seven categories (namely, inputs, infrastructure, reach, use, outcomes and impacts) is
affected by enablers and inhibitors. Each feeds into the next with obvious links and
interdependencies between the categories for measurement. This is arguably a mechanistic model
but it does consider interactions between dimensions and is closer to a mapping of complexity
than possible through a simple survey.
Measure and models
It is self-evident to suggest that how something is understood and defined and when and where it
is used determines how it should be measured. The way that ICT integration is currently being
measured is premised on these notions. A rethinking of the measurement of ICT integration needs
a parallel rethinking of what the term means and arguably a clearer understanding of the role and
level of mediation of the technology itself. Similarly a rethinking of what “technology” means
and how it is used reflexively affects its measurement. It is of interest that the previously cited
email list respondent who was incensed (and nauseated) by the use of the term “ICT integration”
went on at length to describe technology as a tool. He drew an analogy of other “tools” (such as a
javelin in Physical Education, or food processor in Home Economics) and how there is never any
discussion of these being “integrated.” His defining of “integration” comes causally from his
conceptual understanding of what a computer is and how it is used. This enactment of belief was
also seen in Teacher B1’s approach to ICT experiences which were restricted to using a word
processing application because of his conceptual understanding of a computer as a productivity
tool.
This identification of belief enactment presents us with another problem in measuring ICT
integration. Reimann and Goodyear (2004) noted the importance of “confront[ing] the issue that
technology, and what we aim to do with it, are changing rapidly; understanding the relations
between learning, pedagogy and ICT needs a firm grip on what is stable and what is in flux” (p.
2). Because our demands are changing, then so too is what defines “integration.” Measuring the
extent students learn “about” technology would be a measure for an older arguably simpler time
before ICT went cross-curricular and schools were connected to the Internet and had access to
inexpensive robust peripheral devices. The changing use of the about, with, from, and through
descriptors is evidence of the changing demands and, equally, of changing capacities.
A key principle of developing effective and current measures and models of ICT integration is
that new technologies are ecological in that they change the whole environment in ways that other
technologies (such as a javelin or food processor) do not. Lankshear et al. (1997) argued that new
technologies change the “social practices within which they are used, with the result of changing
the way people talk and think about them” (p. 48). An acceptance of this key principle translates
into a model which takes a holistic view of a learning environment as opposed to focusing on
specific features (such as those considered in the Scaplen (1999) study).
The measurement of ICT integration could arguably be simply quantified from 0 to 100 percent,
with “0” being where integration is non-existent or revealing “inaction” and “100” being a full
seamless embedding of ICT into class activities. Fluck (2003) argued that integration relates to
the way in which ICT is incorporated into student learning and can, interestingly, be treated
separately from its consequences. This view is validated where “integration” is achieved to the
extent where it is not visible. Philosophically, full ICT integration could not be measured as
100% cannot also be 0.
A further instance of 100% integration could be where CAI (computer-assisted instruction)
learning experiences are used and where there is a 1:1 student:computer ratio and that all
“learning” is programmed. Integration measures do not usually encompass these environments as
they are uncommon in classroom situations.
Measurement could be (as in Conference Board of Canada, 2002) based on a profile of general
characteristics or dimensions. The advantage of more complex measurement is that it is more
likely to represent the complex nature of integration as opposed to simplistic measures based
solely on teacher perceptions, skills or attitudes. The disadvantage is that they are based on
unfounded assumptions particularly in determining causality between such entities as access and
pedagogy. This paper has contended five issues of concern in the measurement of ICT integration.
These are (a) the transposition paradox where old learning is moved to new media, (b) the reliance
on/centrality of technology on the learning experience, (c) the relationship between student,
learning and the technology, that is, is the learning occurring about, with, from or through the
technology, (d) determining the base unit of measure, for example, teacher (which may mask
complexity) or school (which may not allow for differences both within and between schools
because of enacted belief dominating stated policy and goals), and (e) potentially erroneous
causal connections. What can be stated unequivocally is that the measurement of integration is
problematic.
Module 2 - Integrating Active Learning Approaches in Social Science Learning

Active learning approaches are characterized by learner’s engagement in activities that are geared
towards the generation of new knowledge or making meaning to an existing knowledge while
developing other 21st Century skills (such as collaboration, media literacy, critical thinking in the
process. Four of the recent active learning approaches introduced to enhance the teaching learning
process are Inquiry-Based learning (IBL), Research-Based Learning, Problem-Based Learning
(PBL). These learning approaches are designed to give more depth and breadth in the learning of
content in the K to 12 Curriculum. While these approaches are meant to provide opportunities for
active exploration of content, each of these approaches has a distinct characteristic that needs to
be considered by teachers in the realization of learning competencies especially in social science
teaching. Knowing the distinctions among these active learning approaches will help the social
science teacher in deciding what approach to adopt. Central to active learning approaches is the
construction of framing questions that will guide the learners in their investigation either on a
specific topic or unit. Investigations become more meaningful when these are related to real life
experiences or real world issues or problems. As learners become active participants in the
process of generating new knowledge, technology whether digital or non-digital, plays an
important role in the utilization of these active learning approaches. With the ubiquity of
technology tools that learners are exposed to, it is the teachers’ role to ensure the appropriateness
and relevance of such tools in the development of learning competencies. Aside from learning,
social science skills, it is also important to train learners of their responsibilities as they engage in
digital learning activities and enable them to discriminate digital tools that are useful in enhancing
their knowledge on the content of investigation.

Nature of Inquiry-Based Learning

Inquiry, in its simplest definition, is a process of asking questions. This has spurred the
enumerable developments that we continue to enjoy in our society today. It continues to usher the
study of so many fields that enable various scientists and experts to provide solutions to emerging
issues affecting the society in general. In the classroom, in particular, the process of inquiry is a
basic learning activity that every teacher is expected to facilitate. The development of the ability
of ask among learners is basic in the age of the Fourth Industrial Revolution. According to the
future of Jobs Reports during the World Economic Forum, the top three of the ten skills needed in
this age are complex problem solving, critical thinking and creativity (Gray, 2016) which all start
from the process of asking.
Inquiry-Based Learning (IBL) as an approach essentially involves tasks requiring learner’s active
participation in finding answers to curricular questions. The questions can run from very specific
simple questions to more complex questions in relation to the curriculum. The learners are given
opportunities to engage in self-regulated activities as they pursue their investigation.

The process of inquiry starts from posting a question aligned to a content standard in the K to 12
for Social Science. Investigation proceeds using various sources of information and presentation
of outputs of the students using a productivity tool. Depending on the required output, the
assessment tool that will be used should be given to the students before the inquiry commences.
When to Use
Chisholm and Godley (2011) purport that inquiry-based instruction (IBL) offers an especially
appropriate approach to learning about social science education since IBL provides students with
opportunities to learn about current issues through sharing and debating o a personal experience
from multiple perspectives.
Types of Inquiry
VIU (2020) presented four types of inquiry that can be used in facilitating classes. These are:
1. Structured Inquiry. This lets the students follow the lead of the teachers as the entire class
engages in one inquiry together.
2. Controlled Inquiry. The teacher chooses topics and identifies the resources that the students
will use to answer questions.
3. Guided Inquiry. The teacher chooses topics or questions and students design the product or
solution.
4. Free Inquiry. Students are allowed to choose their own topics without any reference to a
prescribed outcome.

Role of the Teacher

The success of IBL largely depends on the careful planning of the teacher in relation to the
curriculum. The teacher needs to look into the learning competencies that can be satisfied by a
simple inquiry or more complex inquiry. He/she controls and prepares the topic for investigation
and guides the learners by setting the questions to be explored. Learners are allowed to design
their own way of investigation and present them outputs using technology lol that are afforded to
them. When technology is coupled with IBL, a gateway to information is opened and students can
have access to information at anytime and anywhere. It is assumed that the teacher is
knowledgeable of the sources of information and whether the learners have access to these
sources.
When designing an IBL, the teacher has to consider the following fields proposed by Avsec and
Kocinjncic (2016).
1. Prior knowledge and capacity
2. Context – Learners require meaning from experiences
3. Content and learning materials
4. Process
5. Strategy of reactions and behavior
6. Course outcomes

Role of Technology
The internet or the World Wide Web offers lots of platforms for mining information. It has
become the most sought out source of information because variety of the tools that abound.
Language is no longer a barrier in ones search for information. There are many free educational
websites that are available for the teachers and learners. Due to the vastness of sources of
information from the WWW, any social science teacher who s using IBL has the responsibility to
direct learners to websites that provide the proper information. The technology tools that are made
available for the earners, whether online or offline, should support the object of inquiry which is
aligned to the learning competencies in the K to 12 Social Science Curriculum.
It should be noted that the use of technology in IBL is just one of the many other sources of
information in the process of inquiry. This does not exclude the other resources, human, non-
human, in gathering information. However, learners are undeniably familiar and probably more
adept in exploring the internet. Guiding them in locating online resources that are relevant in
developing their research and communication skills will let them learn the importance of using
educational resource in an explicit and implicit way.

Midterm TTL
What is the program of the Department where every Filipino child is expected to have access to
early childhood education?
Universal Kindergarten
Which of the following is a limitation of models and real objects in teaching and learning?
They pose problems on storage
Which of the following statements is incorrect about the contributions of technology to student
learning?
The role of the teacher can be changed into knowledge dispenser.
Ms. Maximoff, a computer teacher demonstrates understanding of local and global issues and
exhibits ethical and legal use of information and communications technology tools. Which is true
about her?
She promotes and models digital citizenship and responsibility.
Ms. Romanoff employs student-centered instruction as the learners create their digital portfolios
in her computer class. What could be developed among them through this approach?
Construction of knowledge and information exchange
Mr. Stark will have a multimedia presentation in his Science class. Which of the following should
he avoid?
Apply different computer effects per slide
Mr. Parker would like to integrate technology in writing a friendly letter. Which of the following
is the most effective way of doing it?
Let the pupils write a friendly letter using word processing and have it critiqued by their peers
Which is the most important reason why teachers need to preview their instructional materials that
will be used in the class?
To ensure appropriateness of the materials with the objectives and target audience
After Ms. Grey planned her lesson in English, she found out that the materials at hand do not
match her objectives. Which is the best thing that she can do?
Modify the available materials
There are several reasons why teachers are reluctant in using electronic media in the teaching-
learning process. Which is the most common reason?
The limited exposure of teachers to new equipment
Plants, pebbles, and blocks are just some of the effective instructional materials readily found in
the environment if they are utilized properly. Which of the following is INCORRECT about their
classroom use?
Pass a single object around the class.
Your principal purchased new computer units for your Learning Resource Center. Which of the
following should be your last consideration in using the technology?
Computers can be used for entertainment.
Which of the following is an ineffective use of a Presentation software?
Read directly from the slides.
Why is one-way delivery of information a misuse of communication tools?
Because this kind of practice lessens interaction capabilities of communication tools
When is distance education as effective as the traditional instruction?
When the method, technologist and assessment used are appropriate to the required competencies.
ICT involves all the full range of the following with the exception of which?
Administrative system controls
Statement I. ICT includes computerized machinery and computerized robots. Statement II. ICT
includes local area networks and wide area network that will allow computer systems in people to
communicate with each other.
Both statements are correct
Which of the following does not belong to the four categories of successful ICT-pedagogy
integration according to Jung?
ICT as student paradigm shifter
Which of the following lets the students follow the lead of the teacher as the entire class engages
in one inquiry together?
Structured Inquiry
Which of the following is an approach but has evolved as a teaching method that engages learners
in a series of planned tasks resulting to the generation of solutions to real-world problems?
Project-based learning
Which of the following is NOT an effective example of Inquiry-Based Learning?
Launching a recycling program that solves an identified problem with existing recycling
programs.
Web 2.0 technologies are characterized by collaboration, sharing and networking. Which of the
following is NOT an example of Web 2.0 technology?
Encyclopedia Britannica
Which leading computer software business created programs like Spread Sheet, Word and Power
point?
Microsoft
What does "www" stand for?
World Wide Web
A monitor displays information. T
A microphone is used an input device. T
A firewall is a type of hardware. F
Which of the following is not a Productivity tool?
Tik Tok
Why did Markusic and Sabljic said that PBL is an acceptable methodological system?
They saw greater interest and activity of students
In what Policy does the Department of Education ensure integrated and seamless learning?
Spiral Progression
Which of the following paths is NOT an expected outcome for students after K to 12?
Truancy
In what component generally uses computers to support various learning activities?
Technology
In what component focuses whether the system is either Web 1.0 or Web 2.0?
Content Interaction
The pedagogical element in language learning is very important as it primarily reflects the art of
teaching a teacher will employ in the learning process.
The statement is true
How do you encode formula in MS Excel?
{
It is assumed that your teachers and you have been using productivity software applications and/
or media tools to enhance the teaching and the learning process of your courses or subjects in the
basic education and in the teacher education program before enrolling in TTL 2. The common
productivity tools that they or you may have used are word processing software, spreadsheets, and
presentations.
Open-ended Tools and their Use in Teaching and Learning Languages Skills Open-ended tools
are productivity software applications are ICT which help the teachers and the learners make
their learning together concrete, efficient encouraging, and meaningful. In any teaching-learning
the use of these tools play a vital role as it helps meet the demands of the learners in the 21
Century classrooms. As described by Palmer (2013) teachers need to demonstrate 21 Century
characteristics to be able to meet the demands of the 21 Century learners. These characteristics
in the context of language teaching are briefly presented for teachers to
1. create a learner-centered classroom and make instruction personalized because learners have
different personalities, goals, and needs
2. facilitate the students' productivity skills so they can produce, when assisted and given the
chance, movies that are helpful to enhance their language proficiency:
3. learn new technologies since technology keeps on developing and learning a tool once is not
an option for teachers;
4. go global to allow students to learn languages, culture, and acquire communication skills
virtually
5. be smart and allow the use of devices as aids to language acquisition:
6. do blogging. This will give teachers real experience to see the value of writing for real
audience and establishing their digital presence,

7. go digital to help promote the "go paperless" advocacy and to help level up the language
learning experience of the students through digital discussions and alike,
8. collaborate with other educators and students to give opportunity for the sharing of great ideas
beyond a conversation and paper copy.
9. use web chats to share research and ideas and stay updated in the field,

10.connect with like-minded individuals through using media tools like the social media:
 11. introduce Project-Based Learning to allow students to develop their driving questions,
conduct research, contact experts, and create their projects for sharing with the use of
existing devices present;

12 build positive digital footprint that aims to model appropriate use of social media, produce
and publish valuable content, and create shareable resources:

13. code as it is today's literacy which helps boost students' writing skills as the feeling of writing
a page with HTML is amazing:

14. innovate to expand their teaching toolbox for the sake of their students by engaging social
media for discussions and announcements and using new formats like TED talks in presenting
their lessons; and

15. keep learning.

To be able to demonstrate the characteristics of an ICT-engaged classroom and teacher cited

above, it is appropriate to discuss how the various

productivity software applications can be used in the language classrooms.

A. Using Word in Scaffolding Student Learning in a Language Classroom
To appreciate the value of Word Applications in scaffolding student learning, we have to explore
how these are maximized by teachers. In education, scaffolding is used to refer to various forms
of support given to assist, guide, or facilitate the learning process (World Links, 2008). Examples
of scaffolding for learning that are usually prepared using word applications are learning plans,
assessment tools, templates and forms, graphic organizers, and others.
Although there are varied formats and contents of learning plans across all schools in the world, a
learning plan has essential parts that are non-negotiable which must be considered by any teacher.
Learning plans can be good for a semester like a syllabus in the tertiary education. It can be a unit
plan, a daily lesson plan, or an individualized plan. To better appreciate the way word processing
software features are used to prepare learning plans, it will help if some examples of these will be
viewed, explored and analyzed.

1. Intel Teach Unit Plan

The Intel Teach Program has this template for its Unit Plan (Intel Corporation, 2007)
2. Department of Education (DepEd)
The Department of Education of the Philippines requires teachers to develop and submit their
lesson plan. With the help of Word Application, the teachers are assisted to develop it with ease
and with the provision to edit and update it.

3. Masusing Banghay Aralin sa Filipino

Apart from teaching English, Mother Tongue, and other Foreign Languages, Filipino is being
taught as an academic subject and is being used also as a language of instruction. Here is an
example of a Lesson Plan Template in Filipino.
To enhance your process guide, you may consider completing the following graphic organizers
identified according to different purposes (Ware, nd, cited by World Links, 2008):

Purpose Graphic Organizer

To compare and contrast two or more Venn Diagram
concepts
To describe a concept Frayer model, Bubble Diagram, Concept Map

To make decision T Chart

To show causes and effects Fishbone Map, Inductive Tower
To show sequence (as in a process) Flow Chart
To identify basic components Story Map, 5Ws Chart
 b. Frayer Model
Definition Characteristics

A 14-line verse form usually having Shakespearean or Petrarchan one of

several conventional rhyme (Italian) schemes. The poem is usually written
• Iambic pentameter or hexameter' in iambic pentameter. There is usually •
can be part of a sequence a thought division between the first • Rhyme
scheme varies octave (eight lines) and the second
octave (eight lines) • Heroic couplet in the last two line

sonnet
Examples Non-examples

"Shall I Compare Thee to a * "The Raven" by Edgar Allan Poe

Summer's Shakespeare, Day" Sonnet by XVIIIWilliam"l your like my body by
e.e. best cummingswhen its with
body"
Astrophill and Stella series by * "Ode to a Grecian Urn" by John
Philip Sydney
Keats
"Much Have I Traveled on- the Robert
Realms of Gold.. by John "The Road not Taken' by
Keats Frost
Me It is Moments After I Have
Dreamed" by E.E. Cummings

c. Bubble Diagram
|

A. Using Presentations in Teaching Language Skills Language teachers can use computers to
create visually and audibly appealing presentations that utilize a variety of media tools. By
using presentation software applications, students can also develop their project outputs and
reports to be able to share in the class or in the World Wide Web. Both teachers and students
can learn variety of skills in the process of planning, developing, presenting, and evaluating
their presentations.
In language teaching and learning, presentation software applications have a lot of uses. It can be
used as a presentation tool in an innovative skill integration task, and the other as a novel writing
tool. In both cases, students can use language actively for speaking, listening, reading, and
writing (Schcolnik & Kol, 1999). While it is true that presentation software is commonly used in
business and other disciplines for presentation, this is also a very powerful tool in the language
classroom.
Presentations, allow language learners to experience a world of real language
environment and opportunity in language courses, i.e. Filipino, English, Mother Tongue
and Foreign Languages. For instance, presentation software applications allow language
learners to:
1. sent their language reports with audio, visual images and animations
2. develop anal present their group projects using real-world visual

3. present charts, tables, graphics, charts, and others that are useful to 4. show data stored in
graphic organizers that cannot be fully presented by a printed material,

5. develop digital stories or story books,

6, show results of any survey, questionnaire and other forms of language assessment activities,
7. articulate and crystallize their ideas using the special features of presentation software apps:

8. experience language learning process through the integration of contents in the presentations,

9. enjoy developing their projects; thus, are highly involved. 10. commit to the quality of their
work, both content and form, beca they don't only present what their classmates hear but what
they also

11.present information in condensed form and focusing on salient points because of the limited
area in slide presentations; hence, avoiding digression and drifting;

12.innovatively communicate their ideas and express themselves in ways

they feel comfortable.

Specifically, the integration of presentation software applications to language teaching and

learning is very beneficial in developing the students four language skills. In their study
Schcolnik and Kol (1999) were able to present how presentation software activates the four
macro skills
1. Reading - In our courses, students first read some of academic articles on a topic of their
choice, knowing that they will have to present their conclusions in class. They analyze the
articles critically, compare and contrast the ideas presented, synthesize and evaluate. Finally,
they select highlights for inclusion in their presentations. This process is comparable to the
process students go through when reading to write a paper. In both cases, reading to transmit
information requires clarification of ideas and presentation of those ideas in such a way that
others will understand.

2. Writing -When composing slides, students have to condense the information they have
gathered to present only the main points. In this type of minimalistic writing, key concepts
and words have to be retained, while the 'chaff" is discarded. This information reduction
process is in itself a difficult but very profitable language task. While writing a minimal list
of points on the screen, students can organize a suitable sequence for the points and divide
the points into slides. At the same time, students need to take into consideration slide layout.
A slide cannot be too cluttered, the size of the font has to be large enough, and the location of
the elements on the screen has to be balanced. All these force students to re-read, re-evaluate
and re-write what they have written again and again.

3. Speaking - The material that students have read, organized and summarized has to be
presented orally to convey a clear message to an audience of peers. Just as they would in a
purely oral presentation, students have to 'rehearse' the pronunciation of difficult words, time
themselves, and make sure that they have all the English lexicon needed for their speech. The
added value of computer presentations is that the repeated revisions of their slides (to be seen
by all of their peers) give students extensive exposure to the content of their 'talk', helping
them remember what they want to say and giving them more self-confidence. Many students
have had no experience speaking in front of an audience in their native language. The
computer mode seems to minimize their tension and feeling of insecurity when having to
speak in English.

4. Listening -The class listens to the oral presentation. Listening to a non-native speaker is not
easy, and visual elements facilitate comprehension. We give the listeners a task requiring
them to write down three new facts that they learned about the subject and one question to
 ask the speaker at the end of the presentation. When listening for a purpose, the listening is
focused and thus perhaps made easier.

Other studies confirm that the use of presentation software facilitates the acquisition of the four
macro skills. Brooks and Gavin (2015) stressed that most teachers recognize the spoken
component of presenting, as students are required to speak when giving their presentations.
Moreover, they are required to research and plan out their presentations for a properly
structured academic presentation. In doing so, students are required to use their reading and
writing skills. Students also have the opportunity to practice their writing skills when they are
asked to give presentations that include some type of visual component. When they are
preparing for these presentations, students will have to write out the appropriate information on
their poster or in their PowerPoint slides. Finally, students have the opportunity to practice their
listening skills when they act as the audience members for the other group’s presentations. If
these students are given a simple task to do during the presentation, or are expected to use the
knowledge disseminated through the presentation for a specific purpose, this will allow them to
use this opportunity to practice their listening skills. The communicative nature of presentations
also allows audience members to improve their listening skills more than listening to a tape or a
lecture would because they are able to confirm their understanding by asking questions and
interacting with the presenters.

In preparing language presentations, there are various factors that must be considered to ensure
that the language competencies are also developed and demonstrated. The following are some
guidelines that Brooks and Gavin (2015) shared in designing presentations:
Basic Instructional Design in Preparing Presentations
1. Setting Up the Presentation Class - It is not enough to simply tell students to go and do a
presentation. Students have to be taught the skills involved in giving a presentation. This can
include such things as when to use eye contact, how to organize a presentation, how to
connect with an audience, how to use body language and manage time, and how to construct
an effective PowerPoint presentation. Since oral presentations involve multiple
communication and language skills, it is important to focus on the specific presentation skills
that are needed to present in front of others. These included things like voice projection, eye
contact and the use of gestures.

2. Organization of the Presentation - Proper organization of information is one of the most

important competencies that must be developed among students. Hence, before beginning to
work on developing presentation, it is important to understand the genre of oral presentation.
There is a need to learn how to separate the presentation into meaningful sections and present
each section separately to reduce the cognitive work that is required in the presentation.
3. Presentation Skills - Its developing oral presentation is very important to consider in
developing oral presentations to spend time to consider the macro and micro skills that are
needed. These micro level skills include the genre specific language items, such as the
vocabulary and grammar that students need to be successful in oral presentation. These items
are important to the students for two reasons. First of all, they allow students to be successful
when they are presenting in the class. Secondly, the language and grammar that students learn
in the course of giving a presentation will be useful for them in other situations that involve
spoken English (Thombury, 2005).

4. The Use of Visual Aids Visual aids are an important part of oral presentations because they
provide support for both the speakers and listeners during the presentation. Visual aids can be
used to give more details about the topic, help the audience members to understand what is
being said, and act as a concrete reminder of the message for both the audience and the
presenter. The type of visual aid used can vary depending on the topic of the presentation.
Visual aids help cater to different learning styles and some of the students who are not savvy
at paper written presentations are motivated at using presentation software applications. In
language learning, it helps students who are comparatively weaker at acquiring a language to
be motivated to participate in the presentation and become valuable members of their groups,
which helped to facilitate a more positive group dynamics.

5. Performing Self-Reflections - The final stage of each oral presentation involves students
writing a self-reflection of their presentation. Through this activity, writing skills are further
enhanced together with the ability of the students to do self-reflection.

B. Using Spreadsheets in Language Learning

Spreadsheets are very helpful in introducing some lessons in language courses. Through
spreadsheets, one can teach with tables and charts, make a table and a graph, compute students'
grades. Spreadsheet programs are not only beneficial to business and mathematics courses but
are also beneficial to language courses. Apart from being built around a grid of cells that hold
numerical data, it also contains text, dates, and other content that can be presented in language
courses for discussions.
The following are essential ideas that teachers may consider when employing spreadsheets in the
language classrooms:
I. Reinforce learning scientific and mathematical languages that are also relevant in language
learning.

2. Add well-designed charts and tables to reports to enhance students' non-verbal reading skills.
3. Allow students to create their own charts, graphs, tables, and the like, to develop and enhance
their language and spatial skills.

4. Give students completed chart and see if they can reconstruct underlying worksheet. This
goes a long way toward helping them to understand the relationships between the data and the
chart.
5. Require that language reports and research papers contain some type of chart to help support
their findings. Encourage them to look for samples form the World Wide Web.
6. Let students explore websites that have table presentation for language teaching and let them
discuss how these were used to facilitate the acquisition of language competencies.
7. Let the students look for charts in language learning materials like textbooks, workbooks and
others and discuss why these were used.
8. Teach the language and principles of financial literacy and management as it is also
important to learn these concepts in the context of purposive communication and life skills.

9. Explain numerical concepts by showing the relationships between numbers and their
concrete representation in charts and graphs. As language teachers, this is needed to
understand language researches with quantitative designs.

10. 10. Demonstrate how spreadsheets are useful in preparing assessment and evaluation
tools for students' performance.

With the advent of web-based word processing software and with the exposure of a lot of
students in exploring new innovative media tools, explore the following online Microsoft Word
Alternatives (Investintech, 2020).

1. Drop Box Paper

Dropbox Paper is a free online word processor offered by the online cloud storage provider. To
start using it, you will need a Dropbox account. Once logged in, you get full access to the
online suite. The minimalist interface is very intuitive and its simplicity allows you to focus on
your content. You can also do many things that go beyond creating a textual document. You
can add rich media, such as audio, video and images. Dropbox Paper also allows you to access
apps that let you embed Trello cards, Youtube videos or SlideShare decks. Other collaborative
features include document link-sharing, creating and assigning checklist items to members or
embedding one of your Dropbox documents. Dropbox Paper, overall, does an excellent job at
creating dynamic documents you can share and access online.

2. Office Online

For Microsoft Word and Office aficionados, the best possible free online alternative for their
document editing needs is Word online, which comes as part of the Office Online suite.
Although free MS Word web app is not a full-fledged version of its paid counterpart, it allows
you to open, create and edit Word documents online. Also, it offers some additional benefits of
online software tools. For example, enables you to access and see updates from co-authors
literally from anywhere in real time with only an Internet connection and the latest 2016 version.
You can share and collaborate on documents. An equally alluring feature of Office Online is its
cross-platform compatibility. So, if you're a Chromebook or Linux OS user, MS Word web app
is the most elegant way to get access to Microsoft's document editing features - for free!
3. Google Docs Google Docs allows you to create, collaborate and share documents,
spreadsheets, presentations, drawings and even forms. Google Docs is packed with features,
which can be further extended with various add-ons. While it will automatically save the file
online and store it there, you can also have the documents published as a web page,
downloaded or emailed as an attachment in Word, ODT, PDF, plain text or RTF formats.
You can invite collaborators to work on the document with you or only allow others to view
it without the ability to edit. If you are apprehensive of having to depend on the Internet
connection for document processing, don't worry. You can enable Google Docs offline
access and keep editing your documents even when you are disconnected from Internet. All
it takes is a free Google account.

4. Etherpad

Etherpad is an online document editor primarily intended for collaborative editing in, as the site
claims, "really real time". It's an open source, highly customizable tool for online document
collaboration with friends, fellow students and classmates, or colleagues at work. One of its
advantages, especially appealing to users who are reluctant to use services which require email
registration, is that there is no sign up with Etherpad. All you need to do is start a new pad and
share the link to it with your collaborators. You can also invite them by email if you prefer.
After that, you can start working on the planned writing project together, in real-time, even if
you are miles apart.

5. Zoho
Zoho offers around 20 free online applications including Writer for word processing. You can
link your Zoho account to your Google and Yahoo accounts, as well. The Writer's interface
should not cause anyone problems as it is comfortably familiar. When working online there's
always the risk of losing data due to a lost network connection, accidentally closing your
browser or having your browser crash. Luckily Zoho automatically saves your documents for
you, as you finish typing. Zoho Writer is well-equipped with features that allow you to work
easily online: two-way desktop sync, large file transfer, encryption, file recovery, two-step
authentication, in-app chat, and more. You can import and work with MS Word documents,
allowing you to insert images, and edit content as needed. Zoho Writer offers all the standard
text formatting and document creation features and can export to DOCX, ODF, PDF, Latex,
RTF, TXT and even HTML. It can plug into Echosign for digital signatures, publish the
document to a blog or make it public for all to see. Zoho Docs is completely free to use.

6. OpenOffice

The OpenOffice package includes six programs that use the same engine making them
inherently the same and extremely easy to learn and use. The 6 applications included in the
OpenOffice suite are: Writer (word processor), Calc (spreadsheets), Impress (presentations),
Draw (graphics) and Base (database manipulation) and Math (mathematical equations). Writer
can even natively do some things that Word cannot, like open PDF files without the addition of a
plug-in or commercial add-on. As the software is open source, it is maintained by a large
community meaning help and bug fixes are freely available and quickly created. This is perhaps
the leading free desktop alternative to Microsoft Word Office. You can install this suite on
Windows XP to Windows 10, macOS (OS X) and Linux.
7. AbiWord

Abi Word is a free word processing application very similar to Microsoft Word. It is available
for Linux distributions only. The software is fully compatible with not only Microsoft Word, but
also OpenOffice.org. Word Perfect, Rich Text Format and more. It has advanced document
layout capabilities and can do mail merge as well, which allows you to automatically fill in
specific form fields in documents with information from databases and comma separated or
tabbed text files. It is a highly useful feature if you need to work with many formats at the office.
Additionally, the software can be enhanced and expanded with freely available plug-ins that will
give you even more features and functions.

8. Jarte

Jarte is based on Microsoft WordPad Engine, but is still free. There is a paid version of the
software that adds on some extra functionality, but the free version is more than adequate and
fully compatible with Word and WordPad documents. Features include an ergonomic tabbed
interface, small resource requirements, portability, support for touchscreens, and quick loading
time. It also has built-in spell checking and can export to HTML and PDF files. Jarte allows you
to insert images, tables, hyperlinks and everything else that you have come to expect from Word.
9. wps Office 2016 Free

WPS Office 2016 Free is a free document processing suite whose WPS Writer app will serve
you well as a Microsoft Word alternative. WPS Office 2016 Free can open and save to a long list
of popular file formats native to those applications like docx, doc, and more. You can get the
application in languages other than English: French, German, Spanish, Portuguese, Polish and
Russian. The suite has the same familiar look and feel of MS Office with one exception--it has a
tabbed viewing window, so you can open more than one document at a time. And also worth
mentioning is WPS Cloud, the company's cloud document storage service that offers up to IGB
of free storage that you can use. This is perfect if you're trying to find a free Word alternative
that's not only scalable for teams, but can also be as collaborative and seamless as its Microsoft
counterpart.
10.SoftMaker FreeOffice

SoftMaker FreeOffice is another great free suite that offers a full featured Microsoft Word
alternative. The suite's TextMaker application allows you to focus on creating documents just
as you would in MS Word. This suite offers up essential editing features and even a handful of
basic templates for creating and editing documents. Tables, charts, shapes and graphics are
available along with standard text formatting options. This application provides you with
everything you need. The entire suite is available for Windows, Linux, and Android, so you can
keep your document processing tasks going even while away from your desktop.

Students sample projects using open-ended tools

Simply knowing the principles of ICT Pedagogy integration is not enough to make learning efficient and
meaningful. Moreover, an effective and efficient technology-supported lesson does not only end with
having a well-designed learning plan. This means that there is a need to prepare all the learning tools
and materials articulated in the learning plan and these must be ready for implementation. A plan not
supported and implemented is a plan that is void.

This module aims to ensure that after you were able to clearly identify the coverage of your learning
plan and after clearly identifying the documents, materials, and presentations that you need to
prepare, you will be tasked to develop student sample presentations and teacher presentations to
support the implementation of your learning plan.
In doing the activities for this specific lesson, you will be able to come up with well-designed
presentations and documents. By these documents, you will be able to make the teaching and learning
of language motivating and fulfilling.

Students as Digital Authors

As the quality of authoring software increases and as you are exposed to online learning, it is but
proper for you as would-be facilitators of learning to explore and understand some principles and
guidelines to help your future students author or write digitally. Moreover, you may also facilitate
some online language courses for any distance learning or blended learning that require digital
authoring.

A. Language Learning Via Web Publishing

Language skills can be fully developed by allowing students to communicate through the
internet. This may take place when the students or the class will be required to post a story or
other products on a bulletin board or web page. There are two ways to contribute any
authored documents to the World Wide Web. First, with the advent of ready-made websites
that are meant to invite and encourage contributors to share their authored stories, research,
commentaries, and the like. students may publish their work by submitting their products to
these websites. Second, the students may create their own web pages because there are a lot
of free apps for web page development or they may place them on their institution's official
website.

To help you submit your authored products in an existing website, you may search for these
sites that are designed to highlight students' researches, narratives, stories, literary works, and
other academic writings. The following are examples of existing websites that inspire students
to submit their authored products. To be able to submit to these websites, it pays to explore
their web sites and pay attention to their submission guidelines.

a. The Diary Project

http://www.diaryproject.com

This digital authoring website encourages students to contribute their narrations or daily
diaries with different themes required by the web site. Some of the themes or topics can be on
school activities, relationships, family, managing stress and others.
For the Students: You are encouraged to read diary entries from youth around the world to
author a diary project. There are thousands of entries in 24 categories posted on the Diary
Project site. Topics include a wide range of issues. For those who want to read more about the
entries provided in the website, or just want to read other diary project entries, visit
www.diaryproject.com. Use the search function to find specific entries by title or keyword.
Write your own entry. Go to diaryproject.com and click on Submit Entry to write your own. It
must be noted that the Diary Project is monitored by a team of adults and teens who read all
the material that is sent to The Diary Project website. If you would like to volunteer, email
them at staff@ diaryproject.com.

b. CyberKids

http://www.cyberkids.com

The mission of Cyberkids is to provide a voice for young people on the internet. It
accomplishes this by publishing original creative work by kids ages 7-12.

For the Students: Here are some points the CyberKids' editors consider to decide what to
publish: a) We especially like stories, articles and poems that are funny; b) Art and written
submissions can be on any topic that is appropriate for our audience; c) Stories which include
an original illustration or photo are more likely to be published than stories without pictures;
d) Originality is very important—make sure the work you submit is your own and not copied
from someone else; and e) In addition to art and writing, we also like to publish games,
puzzles, brain teasers, jokes, and multimedia creations by kids.

c. Global Show-N-Tell

http://www.telenaut.com/gst

Wabisabi Learning (n.d.) was able to present some lists of online publishing tools for avid
writer students who are looking for an online. publishing tool to publish their works.

d. Atavist

https://atavist.com
Atavist is a beautiful tool. It was founded in 2011 on the heels of what we once called the
"death of longform." As you can imagine, it's highly visual. It's a drag-and-drop editor for
creating beautiful online publications.

For the Students: Students have total creative design power here. They can submit
assignments with visual flair. Get them doing presentations and online journalling with this
tool. It also supports bigger writing projects. If they're feeling ambitious, they can promote and
sell work if they wish.

e. Calameo

https://en.calameo.com

If students are looking to do magazines, Calameo is the tool to use. It's an online e-magazine
publishing tool that lets you add multimedia and personal branding to anything you create.
With one click publishing, you can share it instantly. Websites, social media, and more all
integrate with Calameo.

For the Students: This is a great tool for learning about design and layout for magazines. It's
perfect for smaller writing projects, like a brochure or flyer design. Students writing for the
school paper can link to custom publications. They can even promote their own series of e-
magazine using Calameo.
f. Tikatok https://tikatok.com

This is a creative publishing studio for young children. K-6 kids will love Tikatok. They can use it
to publish digital and printed books of all kinds. Tikatok was designed specifically for the K-6
classroom. It's media literacy-oriented and aligned with Common Core. Take a look at their
subscriptions page for plans.

For the Students: Kids can upload their photos and drawings for their creations. They can also
take advantage of preloaded project templates for classroom lessons. Tikatok's digital library
co ntains lots of ideas to get kids inspired.

g. Storybird https://storybird.com
This online publishing tool brings your words and global artists' work together in amazing
storybooks. Be sure to check out the section for educators. Storybird is at work in hundreds of
thousands of classrooms all over the world. It's free for educators, now and forever. Take a
look at what's possible with this tool.

For the Students: Students can create storybooks, long chapter books, and poetry books
with Storybird. They also have a fundraising program for students to get into. This is a
great way to use creativity for raising money for great causes.

h. Lulu

http://www.lulu.com/us/en/create/ebooks LuLu was one of the first players that offered

serious online publishing features. They established themselves in 2002 and they're still going
strong. They've greatly expanded their interface over the last few years. Everything you need
to know about doing online publishing is right here. They offer tutorials, resources, guides, and
more to learn with.

For the Students: LuLu is a great information database for self publishing. They can create all
sorts of projects. These include print books, ebooks, photo books, and calendars. Check out
this article on how graduate students are even using LuLu for publishing a thesis.

i. Flipsnack

https://www.flipsnack.com

Flipsnack is a flip book creator. It's as simple as uploading a PDF file. It also supports PNG and
JPG files. It renders shareable interactive creations that can also include multimedia. Flipsnack
looks great across all online platforms and social media.

For the Students: This is a simple way to create and share a publication that has a unique
look and feel. Flipsnack lets students upload 3 publications of 15 pages each on their free
plan. Paid plans are quite reasonable and offer lots more features.

j. Penzu
https://penzu.com

Online journalling is the focus of Penzu and it works well. Journalling is a great writing and
selfreflective exercise. With a free online tool like Penzu, it becomes more appealing. The
interface replicates an old leather-bound journal with lined paper. The basic formatting
features are everything you need to get started. Upload photos to your journals, too. You can
also Go Pro for even more features.

For the Students: With Penzu Classroom, you can create class journals that can be graded and
managed. Students can also submit diary entries by email. They can even receive comments
from their teacher right inside the journal. Create and send assignments to students with due
data, grading scheme, and more.
If you decide to let your students' works to be hosted by your institutions' official website,
this can also be. Today, there are a lot of academic institutions whose website serves as their
information dissemination center for their customers and stakeholders. Barron et al. (2002)
state that there are two fundamental stages in creating a website or web pages. First, the
page files and all associated images, sounds, and so forth must be created in the proper
format and tested. Second, the files must all be transferred to a host computer called a web
server.
Barron et al. further state that web page files must adhere to a specific format or language,
called hypertext markup language (HTML). HTML uses tags to define how information is
formatted on a screen. In creating a web page using HTML, students may find it intimidating
but even elementary students can do it. For language learners, using HTML may gradually
expand their horizons and enrich their vocabulary and communication skills.

You may search for the steps in developing a web page by using HTML

through the following:

Author URL Address

John Neuhaus (2006) https://www.jneuhaus.com/write.html

Codecademy (2020) https://www.codecademy.com/articles/local-web-
page
 https://internetingishard.com/html-
and-css/basic-web-pages/
InternetinglsHard (2017)

w3schools htt s://www.w3schools.com/html/html editors.asp

B. Enhancing Language Skills through Digital Storytelling
One of the most exciting ICT-based language tasks that can be done to develop all the four
macro skills is to create digital stories. This language task meets the demands of today's
learners living in a rapidly changing world with opportunities and challenges that are different
from the ones many of the previous generations grew up with. Today's learners are more
demanding and are willing to discover new ways to apply, extend, and expand on existing
knowledge (Kaminskiene & Khetsuriani, 2018.)

Responding to these challenges, language classroom facilitators need to migrate to a more

flexible and modernized delivery of the language curriculum. Doing so, leads to changes in the
technological pedagogical role of the teacher and the learner, so the language competencies
of today's learners will be developed beyond the use and aid of traditional writing tools.
Contemporary language learning needs to create a new culture of teaching and learning that
focuses on how to develop the ability of the students to listen, speak, read, and write in the
digital age.
In language education, storytelling is a common requirement that aims to share one's stories,
culture, knowledge, values, language, and others. Storytelling is not something new because it
has been one of the oldest activities not only inside the classrooms but even in the
communities. Storytelling has been considered to have great contribution to literacy
development by improving learners' language, writing, reading or listening skills (Kaminskiene
& Khetsuriani, 2018.) At present, storytelling is not just done face-to-face or through the aid
of traditional technologies. This can already be done digitally, Hence, the word digital
storytelling.
Numerous researches have proven that digital storytelling can bring benefits to students and
other individuals. In a research conducted by Olivia and Bidarra (2017), they affirmed that
digital stories are very helpful because they help develop understanding individual experiences
and perception of real world among learners. Rong and Noor (2019) cited some researches
conducted in various countries saying that in the basic schools in Oya state, it was discovered
that digital storytelling was able to improve kindergarten pupils' achievement in moral
instruction. Moreover, it was proven in Portugal that the use of digital storytelling among
secondary school students encouraged multimodal literacy in education. Additionally, in
southern Taiwan, research showed that project-based digital storytelling technique improved
elementary school students' learning motivation, problem-solving competence as well as their
learning achievement. Lenette et al. (2019) in their paper highlights the broader potential of
digital storytelling particularly in mental health research in collaboration with refugee
participants. Their research concludes that digital storytelling is a valuable and ethical research
tool to engage in collaborative research. This was proven by their research that recounts how
digital storytelling was used in a mixed methods study on settlement, to document the
journeys of women who entered Australia through the Woman at Risk program. McDrury and
Alterio (2000) claim that digital storytelling, as one of the ICT based pedagogical tool, provides
student-centered learning strategies based on learners' engagement, reflection, project-based
learning, and the effective integration of technology into instruction.

As an innovative and interactive approach to language skills acquisition, storytelling is seen as

a very responsive variation of the traditional methods because it brings more meaningful and
essential learners' engagement into the language skills acquisition process. As pointed out by
Gils (2005), the employment of digital storytelling as a pedagogical tool enables teachers to
elucidate certain complex topics in a simpler manner and create real life or problem-solving
situations where learners get actively involved.

The following are some of the existing storytelling tools listed and described by Knapen (2018).

1. Steller

This is a free storytelling application developed by Mombo you create

photo and video an emphasis
 on design. - the next web. Steller focuses on telling a story through
pictures and text. The simple, yet structured layout options allow even
a beginner to produce a professional standard of work.

2. Adobe Spark Page

h s://s ark.adobe.com

Adobe Spark Page is a free online web page builder. No coding or

design skills needed. Create your own beautiful web story using videos,
pictures and text. The templates and layout options available are very
modern, and are-designed to present your work in an elegant and
engaging way, focusing on visual content.

3. WeVideo

https://www.wevideo.com

This has the goal of bringing its educational creative toolbox to

a broader global audience of students and educators. WeVideo wants
to make video editing available for everyone. They make it possible
for friends, families, teachers, students and businesses small and
large to create incredible videos that motivate and inspire. "WeV1deo
has deep roots in education and believes that creativity is driven by
what is inside the hearts and minds of people, not by complicated
technology".
4. Popplet

It m

Popplet, an iPad and web app, is a tool to capture and organize your
ideas. Students can for example use Popplet for learning. Used as a
mind-map, it helps students think and learn visually. Students can
capture facts, thoughts, and images to structure their stories.

5. Storybird
 https://storybird.com

Storybird not only gives you the simple

tools to create books in

Illinutes, the
books,
picture visual
stories
community,
creating a as
they get.

6. Bookcreator

Book Creator is an open-ended book creation app that

unleashes have your
students take to
 create interactive
poetry books, science

C. Enhancing Language Skills through E-mail Activities Email activities are very good activities to
develop language skills. Through some e-mail activities that can be facilitated by a teacher, the
students are given the opportunity to practice and demonstrate their reading and writing
skills. It may also enhance further their research and ICT skills.

Barron et al. (2002) were able to present the following email activities that can be fully
maximized to develop the various language skills of students:

1. Pen-Pal Activities

Belouga https://belouga.org
Founded in 2016, Belouga was started with the mission to
encourage intercultural communication to create a better
tomorrow. Belouga is a global ecosystem connecting classes
throughout the world where students and teachers can connect,
collaborate and learn from one another by identifying similarities
and embracing differences through everyday communication that
is fun and educational.
This is the most common form of e-mail projects called electronic pen pals or e-pals.
Students can practice their written communication skills and can become aware of other
cultures and practice foreign language skills. This can be done through the following:

a. Belouga
b. Epals

https://www.epals.com/#/connections

It enriches K-12 learning in the classroom to create real world,

culturally- enriching learning experiences for students. With ePals
classroom matching, teachers can connect their classes with other
classes around the world who are interested in collaborating on a
special project together.

c. Empatico

mpa https://empatico.org

empowers teachers and students to

explore the world through experiences that
spark curiosity, kindness, and empathy.
utorinø

2. Peer-to-Peer Tutoring Another form of electronic

communication is peer-to-peer tutoring or mentoring. By
using e-mail communication, students will be provided with opportunities to practice
their mentoring skills apart from enhancing their language skills.

3. Ask an Expert Email is a very powerful tool for students to use to engage the experts in
the field especially if the experts are far from their institution. They can engage the Ask
An Expert Website at http://www. askanexpert.com.

4. Round Robin Stories

In a round-robin approach, a participating class starts a story with one paragraph. The story
starter is sent to a predetermined class (class one sends its story class two, and so on).
Students work in small groups to add a new paragraph to the story.

Publication Requirements in the Light of the Digital Age

While there is a ubiquity of productivity tools for students to maximize, it is your responsibility
as the facilitator of the learning process to ensure that your students will be fully guided to
observe several guidelines in publishing their products. It must be noted that the development
of high-quality digital learning products and materials involves a complex combination of
subject matter expertise, instructional design knowledge, and technical skills — graphic design,
photography, audio, video, computer programming, etc. (Wilde, 2004). With the engagements
of all of this, it is very important to be mindful of the following:

A. Copyright Laws

Copyright Law protects works of authorship. Hence, it is very important for teachers and
students to learn more about copyrights laws and copyright acts to ensure that there will be no
copyright infringements that will happen in the process of authoring of publishing materials
offline or online.

According to FindLaw (2020), the Copyright Act states that works of a uthorship include the
following types of works: Literary works. Novels, nonfiction prose, poetry, newspaper articles
and newspapers, magazine articles and magazines, computer software, software
documentation and training manuals, manuals, catalogs, brochures, ads (text), and manuals,
compilations such as business directories Musical works. Songs, advertising jingles, and
instrumentals.

Dramatic works. Plays, operas, and skits.

Pantomimes and choreographic works. Ballets, modern dance, jazz dance, and mime works.
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. Motion pictures and other audiovisual works. Movies,
documentaries, travelogues, training films and videos, television shows, television ads, and
interactive multimedia works. Sound recordings. Recordings of music, sounds, or words.
Architectural works. Building designs, whether in the form of architectural plans, drawings, or
the constructed building itself.
FindLaw (2020) further states that Copyright Law is important for multimedia developers and
publishers for two reasons:

a. Original multimedia works are protected by copyright. The Copyright Act's exclusive rights provision
gives developers and publishers the right to control unauthorized exploitation of their works.

b. Multimedia works are created by combining "content" music, text, graphics, illustrations,
photographs, software that is protected under copyright law. Developers and publishers must
avoid infringing copyrights owned by others.
B. 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. Bullying refers to any severe or repeated use by one or more students of a
written, verbal or electronic expression, or a physical act or gesture, or any combination thereof,
directed at another student that has the effect of actually causing or placing the latter in reasonable
fear of physical or emotional harm or damage to his property; creating a hostile environment at school
for the other student; infringing on the rights of the other student at school; or materially and
substantially disrupting the education process or the orderly operation of a school.
One of the most common problems encountered today by internet users is bullying online which we
call cyberbullying. Consequently, it is important for teachers to be very judicious and alert in advising
students as they publish their requirements online or as they communicate or collaborate through the
World Wide Web.

RA 101751
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 content production, as
telecommunications, broadcasting electronic commerce, and data processing, in the nation's overall
social and economic development. The State also recognizes the importance of providing an
environment conducive to the development, acceleration, and rational application and exploitation of
information and communications technology (ICT) to attain free, easy, and intelligible access to
exchange and/ or delivery of information; and the need to protect and safeguard the integrity of
computer, computer and communications systems, networks, and databases, and the confidentiality,
integrity, and availability of information and data stored therein, from all forms of misuse, abuse, and
illegal access by making punishable under the law such conduct or conducts. In this light, the State
shall adopt sufficient powers to effectively prevent and combat such offenses by facilitating their
detection, investigation, and prosecution at both the domestic and international levels, and by
providing arrangements for fast and reliable international cooperation.
Producing Learning Resources Using Technology Tools

1 Instructional Materials (IMs) are very important because they contribute a lot to student learning
and teaching. It is never new to claim that IMS help to improve students' knowledge and skills and
teachers' management of the class requirements. Much has been written to present the relevance of
instructional materials in general and for language teaching in particular. Using instructional materials
in language classes makes language learning fascinating and authentic. It enables both the teacher
and the student to enthusiastically participate in the language learning activities; hence, giving the
students the opportunity to acquire the knowledge and the skills of language aimed at in their
lessons. By the use of well-prepared IMs, teachers' self-confidence to deliver their lessons is also
heightened while the students are also given the opportunity to actualize their learning.

There are a lot of teachers who use traditional instructional materials to enhance the teaching
learning process. This module aims to present to you the innovative ICT-based instructional materials
that can be used to enhance language instruction. The texts, charts, models, graphics, and other
objects usually presented in printed materials will be shown using interactive ICT tools to enrich 1M
development and presentation.

Information and Communication Technologies (ICTS) can be significantly useful as tools for language
instruction. In the Philippines, the languages that are being taught are Mother Tongue, Filipino,
English and other foreign languages. With the integration of ICTs in teaching languages, the need to
process data quickly and integrate voice, music, video, pictures, and text into lessons can be fully
addressed. Eslit (2017) claims that ICTs can be programmed to tailor instruction and tests for each
individual language learner

To be able to use these technologies successfully as tools and materials and to help in effective
conduct of language classes, some principles on suitability, adequacy, and efficient utilization will
also be discussed in this Module. The effectiveness of instructional tools in promoting students'
academic performance in teaching and learning is indisputable. It provides the much needed sensory
experiences needed by the learners for an effective and meaningful behavioral change (Ajoke, 2017).
Slavin (2010) also added that, well-planned and imaginative use of visual aids in lessons banish
apathy, supplement inadequacy of books as well as arouse student's interest by giving them
something practical to see and do, and at the same time help to train them to think things out
themselves.

In language teaching and learning, there are a lot of instructional materials that can be prepared to
enhance the teaching-learning process. These instructional materials can be prepared with the
support of technologies.

Some of the common language teaching materials will be presented in this module and the
technological tools that can be used to prepare them are also described. Gone are the days
when cassette tapes, radios, and televisions were the only technologies being used to allow
students to demonstrate language skills for the English or Filipino subjects or courses. Today
there are a lot of instructional materials that are being used to enhance language learning that
are ICT-based.

Computer-Based Instructional Tools and Materials in Language Teaching

The numerous technology tools being used in language teaching are fully supportive of the different
types of instructional materials commonly used in language teaching. Below are some computer-
based instructional tools, strategies and materials in language teaching.

A. Computer-Assisted Language Learning (CALL)

Computer-assisted language learning (CALL) is a fundamental part of English teaching methodology

and it is a highly acknowledged means in attaining learning objectives. Computers provide many
opportunities of exchanging ideas and information at both national and international level. Before this
technology, students were not able to learn language easily and they had to face many hurdles and
difficulties. The classical and traditional methods used by the old teachers couldn't help them to learn
foreign language effectively. The old teaching methods couldn't fulfill the requirements of learning
and learners. But now the advanced and progressive technology of the computer has motivated the
learners to learn language effectively. The computer has become a valuable tool of learning for
modern students (Lohdi, 2019). Eslit (2017) also described CALL as one of the many tools and
techniques that can help improve the students' language competencies. He claims that this new
technology in language education has increased learner autonomy, creativity, productivity and team
work. It has been used with interactive teaching approach to tutor language learners through
language drills or skills practice. It has also been used as stimulus for discussion and interaction; or as
a tool for writing and research.
Abate (2018) conducted a research on blending Content and Language Integrated Learning (CLIL) and
CALL. The research found out that the use of simple but efficacious web tools during lessons in CLIL
approach improved learners' competencies. The web tools enable communication; facilitate access to
knowledge, online dictionaries and other learning resources and increase exposure to using a foreign
language, CLIL develops cognitional improvement, cultural understanding without any substantial loss
to content learning. The use of ICT enhances effective student's motivation to learn languages.

The use of CALL in today's language classroom has improved a lot because of the new trends of
technologies and because of the various challenges and innovations in language teaching and
learning. In a research conducted by Paul Lyddon (2018), it was pointed out that digital technologies
have increased communications between speakers of different languages, but the widespread use of
online machine translation has become a disruptive force for foreign language education, as it permits
intelligible exchanges between persons with little or no knowledge of a foreign tongue. The research
further notes that as machine translation technology only continues to improve, the entire purpose of
foreign language learning, computer-assisted or otherwise, may one day soon likely be called into
question. It is, therefore, recommended that while nothing is ever truly future-proof, the
sustainability of foreign language education may require a shift in focus, away from traditional
language acquisition and toward social semiotic awareness and multimodal intercultural
communication. This suggests possible roles for digital technologies in sustainable language teaching.

B. Language Instructional Materials Supported by Technology Tools

Ajoke (2017) cited the different types of instructional materials in teaching English as a second
language. These types are also useful in teaching other languages.

1. Instructional Charts

One Of the common types Of instructional materials in language teaching and learning is a chart.
Charts can be seen on printed materials but their presentation can be enhanced and are presented in
3D or 4D form with the aid of technology. Charts can help language learners read with understanding
data and concepts that are not presented in text forms. By the use of charts, students' writing skills
beyond text writing are enhanced because some charts also involve how to show relationships and
demonstrate processes and so on. The following are some of the many technology tools that can be
used to develop charts:

a. Microsoft Word Microsoft Word does not only allow you to create documents but it also has a
provision to allow you to create charts or graphs that will add to the visual appeal of the
presentation of your text.

b. Microsoft Excel One of the main features of Microsoft Excel and other spreadsheets applications is
to create charts and graphs. For language learners, a simple chart in Excel is more comprehensible
than to see a lot of sheets and cells full of

numbers.

c. Microsoft PowerPoint PowerPoint offers various tools that can make your presentation interactive.
One of its features is to present charts

in a slide.

d. iOS, Andriod, and Windows Phone and iPad Chart Maker

Apps These are Numbers, Viz, 3D Charts, Chart Maker,

Graphing Calculator HD, Roambi Analytics, and Graph

2. Posters

Many of the schools in the Philippines have been requiring their students to participate in poster-
making activities to further develop their creativity and to help them express their ideas through a
pictorial device. With the advent of tutorial videos on YouTube, students can develop more creative
and digitalized posters. Moreover, there are several applications that students can download and use
for their poster making activity. These are free samples of the free poster maker applications
available:

a. Spark Past

https://spark.adobe.com/make/posters/Adobe Spark

a suite of design tools that allows you to make your own posters, videos and webpages using your
computer or iOS mobile device. The poster-making tool of this collection of apps is called Spark
Post, This app offers a range of poster templates and layouts that you can use to create your own
custom posters for sharing on social media and for print. b. Canva's Poster Maker

https://www.canva.com/create/posters/

B.
Canva's poster maker has hundreds of templates designed by their team of professional designers.
Templates are have shortcuts to great design: You'll have a custom poster in minutes.

Block Posters

https://www.blockposters.com/

Block Posters can let you make your own custom poster for free. Upload an image, choose your
options, and then download and print out your own personalized huge poster.

Posterini https://www.posterini.com/

Posterini poster maker redefines the meaning of design, combining augmented reality, artificial
intelligence and gamification in a unique way.

PosterMyWall

https://www.postermywall.com/

It is a website that features amazing poster templates and has an easy-to-use custom graphics
service.
3. Flashcards

Flashcards are indispensable instructional materials in language teaching. These are commonly used
in reading and in teaching lessons in phonology and morphology. With the presence of free
educational websites, language teachers will not have difficulty in preparing their flashcards. The
following websites, organized by Softonic (2020), may help you prepare your flashcards for your
language classes:

https://anki.en.softonic.com/

Anki is a powerful, multi-purpose application. Flashcards created using Anki can contain text, sound,
images, and formatted documents in standard LaTeX.

b. Vocabla: English Dictionary https://en.softonic.com/android/education-reference

Vocabla focuses on the study of words. To make expanding your vocabulary more fun and addictive,
Vocabla introduces competitive elements, with achievements and points in the rankings, just like in
games. The unique feature of Vocabla is an add-on for Mozilla Firefox, which allows you to add words
and create flashcards directly online.

Learn Spanish with EduKoala

C. https://en.softonic.com/android/education-reference Edukoala is pretty similar to the previously

mentioned

app, but its uniqueness is in the way it lets you learn new words every time you unlock your Android
phone. In the settings, you can choose to be challenged with words, instead of the traditional code or
swipe pattern, to unlock your phone. Edukoala will display a question and three possible answers;
answer the question correctly to unlock your Android. It's an interesting approach, but as the
developer admits, it doesn't work on every phone, and you'll need to download a different app for
each language you want to learn (the app offers English, Spanish, German, French, Chinese, Italian,
Russian, Portuguese, Hindi, Japanese, Norwegian, and Greek).

d. Study Blue

https://en.softonic.com/iphone/education-reference

Study blue allows you to easily create flashcards with text, sound and images. You can, for example,
take a photo or draw something, and then add more information manually or verbally.

4.

Slide
Among the various types of materials that are available for projection, slides and film strips are the
foremost visual aids. They are of great value in teaching traditionally, slide projectors have been used
by teachers for their slide presentation. These slide projectors have been used for projecting pictures
from a transparent slide on a wall or screen. Nowadays, innovative and stimulating presentation
applications are commonly used by teachers. These presentation software applications have very
good features that can make the presentation of lessons near to seeing real objects and subjects.
Some of these are:

are:

a. Microsoft PowerPoint

Segundo and Salazar (2011) in their research state that PowerPoint this program has become the
world's most widely used presentation program and is a complete presentation program that allows
teachers to produce professional-looking presentation in EFL classrooms.

b. PowToon
Semaan and Ismail (2018) stated in their research that PowToon is a web-based tool that offers a wide
array of media options, graphics, cartoons, and animated images to create animated presentations
that flow smoothly and logically. It also features classroom accounts for project based learning
PowToon can be used to teach any subject. In 2014, Tracy Weber cited by Semaan and Ismail (2018)
described PowToon as a potential application to teach language courses particularly English. She said,
it could be employed in an English class to demonstrate knowledge of Romeo and Juliet from a
students' perspective; and even in industrial arts class by demonstrating welding techniques.
PowToon paves the way towards teaching higher order thinking skills like critical thinking,
summarizing, and problem-solving which are basic skills for a successful global citizens in the 21"
Century.

c. Google Drive Presentation

Google Drive Presentation is a cloud-based presentation; hence, it is always available because you can
always access it anytime there is net connection using your PC, Chrome Book, Android etc.
Since it is part of the Google's Software Office Suite within the Google Drive, you can also easily share
it to your students in your language classes.

d. Slide Rocket

This is a web-based program that will allow you to create presentations for your language classes.
This software is very similar to other presentation software like PowerPoint and Prezi. Its notable
features are its templates which can be used to make presentations more visually appealing.

e. Prezi
Just like PowerPoint Presentations, there are several pieces of research that claim that Prezi is
commonly used for presentation in academic instructions. Houska (2013) stated that Prezi is taking
hold in some disciplines and circles. Instructors, professional speakers and students continue to post
presentations created though Prezi online for public perusal. These presentations can be an excellent
starting point for tech-savvy instructors intending to reinvigorate their classroom instruction or
present material in a novel, engaging format. In language teaching, the research of Yusny and Kumita
(2016) concludes that teaching grammar utilizing Prezi presentation helps students improve their
grammar mastery. Additionally, it also shows that the students have positive responses toward
utilizing Prezi presentation in grammar lessons. However, they emphasized that the development of
Prezi presentation in all education materials should carefully adhere to the principles of instructional
design and must not overuse the features as it could also lead to negative effect to the learners,

5. Work Sheets and Forms

A worksheet is not only completed on printed materials but these can also be accomplished through
the web. By the use of some word processing software like Microsoft Word, a teacher can also
develop electronic forms.

a. Google Forms

b. Monkey Survey Form

c. Paper Forms

d. Survey Planet

e. QuickTapSurvey

f. Type Form

g. Cognito Form

h. Ninja Forms
6. Newsletters
A newsletter is a very useful material in language teaching and learning. Preparing a newsletter will
develop and build the vocabulary and writing skills of students through drafting, revising, editing, and
publishing. Students will become familiar with the process of producing formal written documents,
such as magazines and newspapers. Through interacting with others in the class, students will also
learn how to work within a team.
7. Pamphlets

A pamphlet is a small, unbound booklet focused on a single subject for educational purposes.
Pamphlets are non-periodical. They are written for the layman, simply and without excessive jargon,
Authors present text and images in an organized fashion to communicate a clear message. Pamphlets
can be folded in a variety of ways, such as in half, in thirds, or in fourths (Lucid Press, 2020). The
sample technology tools that you can use to develop your pamphlets are:

a. Microsoft Publisher

b. Adobe Spark

c. Lucid Press
8. Brochures

A brochure is used to advertise a company and its products or services (Lucid Press, 2020), Some
applications that you may use to

develop your brochures are:

Microsoft Publisher

Canva

Venngage

Visme

e. flipsnack

9.

A cartoon is a simple picture of an amusing situation; sometimes it is a satirical comment on a serious

or topical issue. A strip cartoon is a sequence of framed drawings, which tell a story. Both types are to
be found in newspapers, magazines and leaflets. In development situations a cartoon is a method of
conveying a specific message. How to use cartoons Cartoon pictures enable people to discuss
sensitive issues and so are useful for teaching and training. Listening skills in the language class can be
extended and developed using cartoon strips. You can read out a description of something, which
needs to be drawn in sequence, each part in a separate frame. Ask the students to listen carefully,
while you read the piece two or three times. Then ask them to draw what they have heard. You could
provide a template with several ready frames for them to fill in. You could do this with two separate
groups and ask the students to discuss what they see in the picture. You can then evaluate how well
they have understood the piece you read. Cartoon strips can be used to teach sequencing to
students. Find, or draw, a cartoon strip with between three and eight separate frames. Cut out each
frame and rearrange them so that they are in the wrong order. Stick them down in the new order and
make one copy for each group. Ask them to cut each frame out and put them in the correct order.
Before you do this, show the students an example on the chalkboard of pictures in the wrong order
and ask them to put them in the correct sequence. The above exercise can also be used in a workshop
or training session, using a topic related to the subject of the workshop or session. As it encourages
discussion and team decisionmaking, it can be introduced as an ice-breaker. The less obvious the
order, the more interactive the process will be as each group may suggest different answers. This
creates an opportunity for
each group to explain their answers and defend their position (Ajoke, 2017). There are cartoon
making software that can be paid online but the following are free cartoon making software that you
may use or

let your students use:

a. Animaker

b. Pencil 2D

c. Synfig

d. Inkskape

c. Pixton

10, Journals

Journals are records of personal insights and experiences of students. These can serve also as
instructional materials to be used by teachers to be able to manage the reflections and sharing of
insight in the class. Journal writing is a very good activity for students because they have the freedom
to write their thoughts and feelings about their learning experiences. The following are some
examples of free technological applications that can be used to help students write, their journals
digitally:

a. Perspective App by Blinky

b. Journey Journal App e. Momento Journal App

d. Penzu Journal App

e. Diaro Journal App

11. Bulletins Boards

Digitally, a teacher can develop online bulletin boards where he or she may post some language
activities or information that are helpful for the students' acquisition of the language competencies.
There are applications (Ferlazzo, 2011) that can be used for this purpose and these are:

a. Wallwisher (now called Padlet)

This was the first online application that enables you to place virtual post-it notes on a virtual
corkboard or bulletin board easily and allow you to post text, images, and/or

videos on them.

b. Corkboard Me

This is now called NoteApp which is a Wallwisher-like tool. The site enables you to embed your virtual
bulletin boards. Other features include real-time collaboration and a chat room for the people
collaborating.

c. Popplet

You can make an online "bulletin board" with virtual "post its" (called "popplets". Except for the fact
you have to register to use it, Popplet is just as easy and, in some ways, easier to use with a lot more
functionality.

d. Spaaze This is similar to the others on this list; with registration is required.
e. Group Zap This app joins a long list of online virtual "corkboards." It has some nice features,
including the ability to convert your board to a PDF and being able to "drag-and-drop" images and
documents from your files.

f. RealtimeBoard

This is an online whiteboard that seemed like a decent tool for real-time collaboration. It's easy to
use, and lets you upload images from your computer or by its URL address. They offer free "Pro"
accounts to educators.

Characteristics of Effective and Efficient Instructional Tools

Simply using technology is not enough to learn a language. An effective ICT-based instructional
material is a well-planned and a well-designed one. This means that the preparation of the IMs must
be planned very well and it must be ensured that they are developed to meet the learning objectives
of the language class. In addition, English language competencies should be given importance during
the planning, in-service training and in the making of ICT strategic plan, action plans and strategic
intervention materials for English language instruction. It is also highly recommended that teachers
maximize the use of teacher-made websites, OER (open educational resources) and, software or
mobile applications to encourage autonomous learning of students at the same time utilize these
tools in flipping the classroom along with task-based language activities, content and language
integrated learning and project-based outputs (Beduya, 2018).

The following are the characteristics of an instructional tool that is

effective in the classrooms.

I. Enhances instructional effectiveness

The instructional material must be able to facilitate the increase of students' achievement in language
classes. Through the instructional materials, all students including those with special learning needs
and students at risks will be benefited and will be helped to demonstrate the intended learning
outcomes of their language courses. With the use of technological tools, students' progress is
monitored and acted upon by concerned individuals like the teachers, the parents, and the school as a
whole,

Promotes active learning

Instructional materials are expected to help promote active learning. Through the use of interactive
technological tools, learning interest is stimulated and students' focus is redirected. By this, students
and teachers will be highly engaged in the learning process. The International Society for Technology
in Education (ISTE) cited by Barron (2002) gave the following descriptions of a learning environment
that uses interactive technologies:

Traditional Learning
Environment New Learning Environment
Teacher-centered instruction
Student-centered learning
Single-sense stimulation
Multisensory stimulation
Single-path progression
Multipath progression
Single media
Multimedia
Isolated work Collaborative work
Information delivery Information exchange

Active, exploratory, inquiry-based

Passive learning
learning
Critical thinking and informed
Factual, knowledge-based learning
decisionmaking
Reactive response Proactive/planned action

Isolated, artificial context Authentic, real-world content

3. Develops critical and instructional materials must be

thinking designed such a way that they help
Technological develop critical the learners. According to
tools and implemented Barron et al. (2002), technology can
in thinking skills promote higher-level thinking that some
among the structure and technological tools are designed
use of skills. They
skills.
further stated to
encourage problem- instruction backgrounds and have
solving diverse intelligences They learn in different
ways. They express also differently.
4. Accommodates Consequently, instructional be of help to the
differentiated teacher to facilitate his or the different 'Profiles
Students have diverse
of the students. There opportunity for
individualized and independent
and cooperative learning.
and learning styles. their thoughts and ideas materials and tools must her
classes considering must also be an learning with collaborative
 Motivating
The use of instructional njatcrials is a big help fijr the teacher to
facilitate the teaching-learning process. The use of thC%C materials is
expected to motivate the' students to pay attention and actively
participate. With the ubiquity and variety of educational tools available
to language teachers, selecting the most appropriate and best format is
very critical to stimulate learner motivation.
Multisensory
One of the biggest challenges among teachers is to prepare for
instructional materials that are multisensory. With he advent of
technological tools developed by very good programmers, multimedia
are available that allow teachers to just learn how to use them the
maxium in the teaching of their lessons.

Design for Learning (UDL)

The concept of UDL is a very important concept in preparing
instructional tools in language teaching. The concept stemmed originally
the UD principles, as well as from research in neuroscience on the brain
learns (Rose & Meyer 2002). According to Dalton et al.
(2019), universal design for learning applies the concepts of accessibility
inclusion beyond physical environments, to •design teaching and learning
opportunities in ways that are varied, accessible and engaging all students,
including those with differing needs and/or disabilities. this way, appealing
to the broadest range of diversity in our student populations, the
framework of UDL strives to remove discriminatory practices, as the
learning needs of most students are taken into account when instruction is
designed.

6.
 Universal

from
how
and

for
In

Professional practitioners and academicians were able to share their

thoughts about UDL principles. These principles are very important for us to
appreciate how we can integrate the concept in our ICT-pedagogy
integration.
A. National Disability Authority (2020)
The National Disability Authority cited the following 7 Principles
of Universal Design which were developed by Ronald Mace and group
in North Carolina State University.

Principle 1: Equitable Use

The design is useful and marketable to people with diverse abilities.
Guidelines:
a. Provide the same means of use of all users: identical whenever possible;
equivalent when not.
 b. Avoid segregating or stigmatizing any users
c. Give provision for privacy, security. and safety should be equally available
to all users.
d. Make the design appealing to all users.

principles 2: Flexibility in Use

The design accommodates a wide range of individual preferences and
abilities.
Guidelines:
a. Provide a choice in methods of use.
b. Accommodate right-or left-handed access and use.
c. Facilitate the user's accuracy and precision.
d. Provide adaptability to the user's pace.

Principle 3: Simple and Intuitive Use

Use of the design is easy to understand, regardless of the user's experience,
knowledge, language skills, or current concentration level.
7. Guidelines

a. Eliminate unnecessary complexity.

b.Be consistent with user expectations and intuition.
c.Accommodate a wide range of literacy and language skills.
d.Arrange information consistent with its importance.
e.Prövide effective prompting and feedback during and after task
completion.
8.Principles 4: Perceptible Information

The design communicates necessary information to the user effectively,

regardless of the ambient conditions or the user's sensory

Guidelines
a. Use different modes (pictorial, verbal, tactile) for redundant
 presentation of essential information.
b. Provide adequate contrast between essential information ansl its
surroundings.
c. Maximize "legibility" of essential information.

b. Provide
c. Provide
d. Discourage

Principle 6: Low
The design minimum
wamings of hazards and
of fatigue. Guidelines:
a. Allow user errors. fail safe features.
b. Use reasonable unconscious action in tasks that require
c. Minimize vigilance.
d. Minimize
Physical Effort can be used efficiently and
Principles 7: Size and comfortably and with a
Appropriate size
manipulation, and
to maintain a neutral body
mobility.
position. operating forces.
Guidelines:
repetitive actions.
a. Provide a
sustained physical effort.
clear seated
or standing Space for Approach and Use and space
b. Make reach
are provided for approach, reach, use,
to standing
regardless of user's body size, posture, or
user.
c. Accommodate
d. Provide adequate line of sight to important elements for any
user.
9. B.«enter fnr all components comfortable for any seated
or

variations in hand and grip size.

B. Center for space for the use of assistive devices or
Academic and
 d. Differentiate elements in ways that can be described (i.e.,
Faculty Development (2020) and
Faculty Development of Durham 3
UDL Principles. These principles are
The Center of Academic College as we are often challenged to
cited the following deem important design an increasingly diverse student
to educators and deliver curriculum population.
for Each student learns differently and can benefit from having a
of learning formats to choose helpvariety from, flexible assessments, and tools
with organization of us with a to new information and skills. UDL provides
variety of learning needs, improvestrategies and resources to help meet
increase student success. diverse accessibility to learning
opportunities, and
Principle I : Provide
Present
Principle 2: Provide multiple means of representation
information and content in different
ways
Multiple Means of Action and Expression the
ways that students can express what

interest and motivation for learning

Differentiate they
know Stimulate

The above cited and principles of Universal Design Learning

why it is very important for every teacher tool for
concepts are very helpful
the sake of having one and for technologies
to rationalize not to just
without understanding some learning teaching, a
pick any instructional theteacher must be vigilant, innovative, and/ or in
teacher to integrate developing instructional materials cited UDL
principles. In language andprinciples will be put to practice.
creative in choosing to crucial among students because language is the
living.
ensure that the above
Language learning is very main
tool in our day-to-day