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Lesson 2: Understanding the Basic Concepts in ICT

"I think we need to be careful not to get too specific (i.e. technology a computers)
while at the same time not getting so broad that our definition of technology includes
everything from pencil and paper to lasers and computers. I'd like to see us define
technology in a manner that looks at electronic tools we use to enhance teaching and
learning. " Sally, grade teacher from Joy Egbert (2009).

Lesson Outcomes:
1. Define conceptually or operationally terms that are basic to the understanding of
ICT.
2. Use the concepts and terms in communicating with peers for further Understanding.

Let us unpack some concepts and terms related to technology for teaching and learning.
You can further find more explanation in this handout as you go along with your lessons
or in other references in the library or in the web.
Here are some terms and concepts that you need to know and understand.
1. Technology refers to a mix of process and product used in the application of
knowledge. It includes tools from pencil and paper to the latest electronic gadgets and
tools for practical tasks.
2. Information and Communication Technology Literacy or ICT Literacy is the use of
digital technology, communication tools and/or networks to access, manage, integrate,
evaluate, create and communicate information in order to function in a knowledge
society (Guro 21, 2011).
3. Educational Technology refers to the use of technology in teaching and learning.
Educational technology includes both the non-digital (flip charts, pictures, models,
realias, etc.) and digital (electronic tools. hardware, software and connections, etc.),
4. Digital Literacy is the ability to find, evaluate, utilize, share and create contents
using information technologies and the Internet (Comell University). According to
American Library Association (2018), digital literacy is the ability to use information
and communication, requiring both cognitive and technical skills (hptts:// edweek.org,
downloaded 06 03-18).
5. Digital learning is any type of learning that is accompanied by technology or by
instructional practice that makes effective use of technology. It encompasses the
application of a wide spectrum of practices which included blended or virtual learning.
It can come as online or off-line which utilizes digital technology
6. On-line digital tools and apps use an Internet connection to access the information
needed. A common example is Skype. It is a telecommunication application software
product that specializes in providing video chat and voice calls between computers,
tablets, mobile devices via Internet and to regular telephones.
7. Off-line digital tools and apps can still be used even if there is no internet access.
Among these are Canary Learning, Pocket, Evertone, ibooks, KA LITE (Gupta, Prinyaka,
2017) downloaded in edtech review (July 03, 2017)

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8. Instructional technology is the theory and practice of design development,

utilization, management, and evaluation of the processes and resources for learning
(Association for Educational Communications and Technology, Seels, B.B. & Richey, P.
C. 1994).
9. Software refers to program control instructions and accompanying documentation,
stored on disks or tapes when not being used in the computer. By extension, the term
refers to any audiovisual material, (Smaldino, 2005).
10. Multimedia is a sequential or simultaneous use of a variety of medi. formats in a
given presentation or self-study program (Smaldino, 2005)
11. Internet is a massive network of networks, a networking infrastructure. It connects
millions of computers together globally, forming a network in which any computer can
communicate with any other computer as long as they are connected to the Internet.
It is generally defined as a global network connecting millions of computers
(https://www.webopedia.com).
12. World Wide Web (www) is also called the Web which is a graphical environment on
computer networks that allows you to access, view and maintain documentations that
can include text, data, sound and videos (Smaldino, 2005). It is a way of accessing
information over the medium of the Internet. It is an information sharing model that is
built on top of the Internet.
13. Web access is the ability of the learner to access the Internet at any point during
the lesson in order to take advantage of the array of available education resources.
14. Webquest is an inquiry-oriented lesson format in which most or all information that
learners work with comes from the web. These can be created using various programs,
including simple word processing documents that include links to websites.
15. Productivity tools refer to any type of software associated with computers and
related technologies that can be used as tools for personal. professional or classroom
productivity. Examples: Microsoft Office, Apple works - word processing, grade and
record keeping, web page production, presentation) (KFIT-Unesco 2016)
16. Technology Tool is an instrument used for doing work. It can be anything that help
you accomplish your goal with the use of technology. These technology tools can be
classified as:
(a) Data/Calculation tools. Examples: spreadsheets, Excels, Sketchpads,
probability constructor
(b) Design tools. These are used to make models and designs, creating and
building. Included here are Family Tree Maker, GollyGee, and Crazy Machines
among others.
(c) Discussion tools. There are 4 different approaches that utilize discussion and
interaction in the Internet. These are threaded discussion forum, Blogging, Live
chat and Video Teleconferencing, Netiquette and Safety on the Net.
(d) Email tools. Emails are great communication tools for sending messages,
photographs, videos and other files. It allows you to reach out to others around
the world. Examples are google mail, Ymail, Yahoo mail and many more.
(e) Handheld devices. Handheld devices have become popular among learners.
These include Personal Digital Assistants, global positioning system, (GPS) and

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geographic information system (GIS) in the classroom, Portable electronic

keyboards, Digital Cameras, Mobile phones, Palm, Handheld computers.

17. Webquest is a teacher structured research experience for the students that is
primarily based on use of the World Wide Web and typically takes one or more
instructional periods (Bender & Waller, 2011).
18. Blog is an online journal where posted information from both teachers and students
are arranged. There are three kinds of blogs: blogs used for communication, blogs used
for instruction, and blogs used for both (Ferriter & Garry, 2010).
19. Wiki, an editable website usually with limited access, allows students to
collaboratively create and post written work or digital files, such as digital photos or
videos. Wikipedia is one of the most widely recognized of all the wikis (Watters, 2011).
20. Flipped classroom utilizes a reverse instructional delivery, where the teacher is
required to use the web resources as homework or out of class activity as initial
instruction of the lesson which will be discussed during classtime.
21. Podcast is a video or audio multi-media clip about a single topic typically in the
format of the radio talk show. The two basic functions of podcast are to retrieve
information and to disseminate information (Eash, 2006).
22. Google Apps is a cloud-based teaching tool which is stored in the Google server and
is available for students both at home and in school. It includes the gmail, a free-email
for all; Google calendar - a tool used for organizational purposes: Google sites that
provide options for developing blogs and wikis; and Google docs is used for sophisticated
word processing and editing of the document,
23. Vlog is a video blog where each entry is posted as a video instead of the text.
24. Facebook is a popular social networking site used by students and adults worldwide
to present information on themselves and to the world.
25. VOIP (voice over internet protocol) is a category of hardware and software that
enables people to use the Internet as transmission medium for telephone calls by
sending voice data in packets using IP rather than traditional circuit transmission.

ACTIVITY
Game Show: WORDLES
Each team (2 members per team) shall develop a game-show using the words found in
the wordle. Create a game for the whole class. The purpose is to become more familiar
with the words and to have a deeper understanding of them. Write the procedure and
submit to your faculty for review.
(see last page for the wordle)
Word Game Show Title:
I. Procedure:
II. No. of Teams Playing:
III. Game Master:
IV. Scoring
V. Prepared by:

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Lesson 3: Roles of Technology for Teaching and Learning

Lesson Outcomes:
1. Identify roles of technology in teaching and learning.
2. Appreciate the value of technology in supporting student learning.

Are students of today interested to use technology in order to learn? Do teachers have
the skills to use technology to enhance their teaching? With the 4th Industrial
Revolution, nobody can deny the influence of technology in our lives. As future teachers
of the 21" century, it is high time that you prepare yourselves to integrate technology
in your classrooms. Using technology is a tool and a catalyst for change. What then are
the roles of technology for teaching and learning?

As teaching and learning go together, let us explore what would be the roles of
technology for teachers and teaching and for learners and learning. According to Stosic
(2015), educational technology has three domains:
1. Technology as a tutor. Together with the teacher, technology can support
the teacher to teach another person or technology when programmed by the teacher
can be a tutor on its own. The teacher will simply switch on or switch off radio
programs, television programs or play DVDs, or CDs that contain educational programs.
There are on-line tutorial educational programs, too.
2. Technology as a teaching tool. Like a tutor, technology is a teaching tool, but can
never replace a teacher. This is like the handyman, which is just there to be reached.
Like any other tool, it is being used to facilitate and lighten the work of the teacher. It
will be good if the teacher can also create or develop technology tools that are needed
in the classroom.
3. Technology as a learning tool. While the teacher utilizes technology as the tool for
teaching, likewise it is an effective tool for learning. As a learning tool, it makes
learning easy and effective. It can produce learning outcomes that call for technology-
assisted teaching. Even the teachers who are teaching can utilize similar tools for
learning. As a learning tool, it is very interesting that even the elderly use these tools
for learning for life.
A. FOR TEACHERS AND TEACHING
There are numerous roles that technology plays in the job of teachers. As a tool,
technology has opened wider avenues in management of resources and management of
learning. Likewise, it has modernized the teaching-learning environment in schools.
Here are some examples of the myriad of roles that technology can do for teachers and
teaching.
1. Technology provides enormous support to the teacher as the facilitator of learning.
It transforms a passive classroom to an active and interactive one, with audio-visual
aids, charts and models, smart classrooms, e-learning classrooms which motivate and
increase attention level of learners. Many of these can be searched on the web.
2. Technology has modernized the teaching-learning environment. The teachers are
assisted and supplemented with appropriately structured instructional materials for
daily activities.

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There are varied available technology-driven resources which can be utilized for
remedial lesson or activities. Likewise, there are also a lot of technology-driven
resources that can be used for enrichment purposes. You may search for the examples
on the web.
3. Technology improves teaching-learning process and ways of teaching. This will make
the act of teaching more efficient and effective. There are arrays of teaching methods
and strategies that can use technology which are found compatible with learning styles.
The multiple intelligence theory of Howard Gardner tells us that there is a genius in
every child. This implies that there must be varied ways of teaching as there are many
varied ways of learning. All the learning styles can find support from technology, so
that teaching will be more effective and efficient.
4. Technology opens new fields in educational researches. The areas of teaching testing
and evaluation are enhanced by technologies for teaching and learning. Current
educational researchers will no longer find difficulty in interpreting tests, assessment
and other evaluation results. There are available programs that can analyze and
interpret results with speed and accuracy. Reference retrieval is also hastened because
many of the research materials are in digital form. Technology has also provided access
to big data that can be processed for problem solving and inquiry.
5. Technology adds to the competence of teachers and inculcates scientific outlook.
Through the utilization of theories of learning and intelligence, which are explained in
references uploaded in the net, the teachers are encouraged to imbibe skills to source
these information with speed and accuracy
6. Technology supports teacher professional development. With the demand of
continuing professional development for teachers, the availability of technology
provides alternative way of attending professional development online. For those who
are involved as providers of continuing professional development like trainers,
facilitators or organizers, they can level up or enhance their delivery systems with the
support of technology tools.
B. FOR LEARNERS AND LEARNING
1. Support learners to learn how to learn on their own. All teachers fully understand
that subject matter or content is a means to achieve the learning outcomes. There are
three categories of knowledge according to Egbert (2009): declarative knowledge,
structural knowledge, and procedural knowledge
a. Declarative knowledge consists of the discrete pieces of information that
answers the questions what, who, when, and where. It is often learned through
memorization of facts, drills and practice. It can be learned by simple
mnemonics or conceptual maps. Declarative knowledge is the fundamental
knowledge necessary for students to achieve more complex higher order thinking
such as critical thinking and creativity, inquiry and production.
b. Structural knowledge consists of facts or pieces of declarative knowledge put
together to attain some form of meaning. An example of declarative knowledge
is "pencil". The idea that evolved from a pencil is an understanding that: "it is
something used to write." This is referred to as structural knowledge. It can be
presented by concept maps, categorization or classification.
c. Procedural knowledge is knowledge in action or the knowledge of how to do
something. It is based on facts but learned through the process of procedural
knowledge. Examples include how to drive a car, how to use a cell phone, or how
to speak English. Procedural knowledge is indicated by a performance task or
graphical representation of a concept.
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The traditional sources of knowledge are printed books, modules and journals. Other
sources are primary sources such as information taken from research. However,
knowledge or content can be learned in many ways.
But how can technology support the learning of declarative, structural or procedural
knowledge? To teach content, time is always an issue of teachers. Oftentimes, we hear
teachers say: "Too many things to teach too little time to do." Technology may be the
answer, however the challenge is for teachers to use technology to learn the technology
first. As a facilitator of learning, the teacher can guide the students to look for the
resources and to utilized them appropriately. There are varied programs that can be
used by students off-line or on-line for students. What should be necessary is that the
students are engaged, the tasks should focus on questions like how, why and which in
addition to who, what, when and where.
2. Technology enhances learners' communication skills through social interactions. This
is commonly described as the transmittal of information from one person to another as
single individual or groups of individuals According to Shirly (2003) in Egbert (2009),
there are three basic communication patterns:
a. Point to point two-way or one-to-one like Internet chat, phone conversation
or even face-to-face conversation.
b. One-to-many outbound like a lecture, or television. There is no social
interaction.
c. Many-to-many like group discussion, buzz session, heads together. This kind
of interaction provides opportunities for social interaction
Social interaction occurs in two ways where the participants ask for clarification, argue,
challenge each other and work towards common understanding Social interaction
through communication occurs through technology (directly between two persons via
email, a cell phone or other communication technology). It can also occur around
technology like students discussing about a problem posed by a software program or
with support of technology like teachers and students interacting about the worksheet
printed from a website. In all the three modalities, communication occurs and
technology is involved.
For this particular role, what are the benefits derived from technology supported
communication?
a. Enables any teacher to guide the learners virtually and making learning
unlimited because communication and social interaction go beyond a school day
or a school environment
b. Enhances students' freedom to express and exchange ideas without the
snooping eyes of the teacher face to face freely
c. Enables learners to construct meaning from joint experiences between the
two or more participants in communication
d. Help learners solve problems from multiple sources since there is limitless
sources of information that the teacher can direct or refer to the learners
e. Teaches learners to communicate with politeness, taking turns in sending
information and giving appropriate feedback
f. Enhances collaboration by using communication strategies with wider
community and individuals in a borderless learning environment

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g. Develops critical thinking, problem solving and creativity throughout the

communication There are several technology tools and software programs that
you will learn in the coming modules.
3. Technology upgrades learners' higher-order-thinking skills: critical thinking, problem
solving and creativity
Twenty-first century learning requires the development of higher-order thinking skills.
Technology has a great role to play in the development and enhancement of these skills.
Let's discuss this in the lesson.
Critical thinking is part of the cluster of higher order thinking skills. It refers to the
ability to interpret, explain, analyze, evaluate, infer and self-regulate in order to make
good decisions. With the use of technology, one will be able to evaluate the credibility
of the source, ask appropriate questions, become open-minded, defend a position on
an issue and draw conclusion with caution. All of these competencies are covered by
Bloom's Taxonomy of Analysis, Synthesis and Evaluation.
Teachers play a significant role in supporting learners with technology. How?
As a role model, teachers should display and practice critical thinking processes, so that
the learners can imitate them. Here are some ways that teachers can do to develop
critical thinking.
a. Ask the right questions.
Most often teachers ask questions to find out if the students can simply repeat the
information from the lesson. Although these are necessary questions like what, who,
when and where, these do not develop critical thinking. Critical thinking questions
should ask for clarity, accuracy, precision, relevance, depth, breadth and logic.
Clarity: Here are some examples: Can you give examples of ...
Accuracy: What pieces of evidence support your claim? Precision: Exactly how much ...
Breadth: What do you think will the other group say about the issue?

b. Use critical thinking tasks with appropriate level of challenge.

Teachers should be mindful of the readiness of the students. Students who have higher
ability may find the task too easy, thus getting bored early, while those who have low
ability may find the task too difficult. Thus, there is a need to have activities that are
appropriate for the learners. These can be determined by interview, observations and
other forms to determine the level of readiness.
What are some simple ways that teachers should do?
1. Vary the questions asked.
2. Introduce new technologies.
3. Modify the learners' grouping.
4. Modify the critical thinking task.
5. Encourage curiosity.

By nature learners are curious. They ask lots of questions all the time, Why is the sky
blue? Why do I have to learn geometry? How do people choose what will they become
in the future? Can robots solve the problems of climate change? How?

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These questions will lead to critical thinking, but some of these questions cannot be
answered by the teacher. The unanswered questions are avoided or answered
unsatisfactorily. Sometimes teachers shut down the question that curtails the first step
in critical thinking. The internet as a problem solving and research tool can help find
answers to the questions.
Creativity is characterized as involving the ability to think flexibly, fluently, originally,
and elaborately (Guildford, 1986 & Torrance, 1974 in Egbert, 2009). Flexibly means
able to use many points of view while fluently means able to generate many ideas.
Originally implies being able to generate new ideas and elaborately means able to add
details. Creativity is not merely a set of technical skills, but it also involves feelings,
beliefs, knowledge and motivation.
Seven Creative Strategies (Osborn, 1963). These have been simplified into fewer
categories. To be creative, one can use any of these strategies.
1. Substitute - Find something else to replace to do what it does.
2. Combine - Blend two things that do not usually go together.
3. Adapt - Look for other ways this can be used.
4. Modify/Magnify/ Minify - Make a change, enlarge, decrease.
5. Put to another use Find other uses.
6. Eliminate - Reduce, remove, 7. Reverse - Turn upside-down, inside out, front-side
back.
All together, the strategies will be labelled as SCAMPER.
What should teacher do to support student creativity? Here are some suggestions:
1. Provide an enriched environment.
2. Teach creative thinking strategies,
3. Allow learners to show what they can do
4. Use creativity with technology.

Further, teachers can do the following to develop and enhance critical thinking,
problem solving and creativity. As a future teacher, try these suggestions.
1. Encourage students to find and use information from variety of sources both on-line
and off-line.
2. Assist students to compare information from different sources.
3. Allow student to reflect through different delivery modes like writing, speaking, or
drawing,
4. Use real experiences and material to draw tentative decisions.
5. Involve students in creating and questioning assessment.

To do these, the teacher should see to it that right questions are asked, student's tasks
should be appropriate to the levels of challenge and curiosity is encouraged.
There several critical thinking tools and technology software that can support critical
thinking skills. Some of these you will encounter in the succeeding modules:
1. Encourages digital production projects
2. Popularizes e-learning modalities
3. Enhances global awareness and citizenship

References:
Bilbao, P. P, Dequila, M.A.C. V., Rosano, D. A., & Boholano, H. B. (2019). Technology for Teaching and Learning I.
Lorimar Publishing, Inc.

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WORDLE:

or this:

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