Module 3

Module Overview

Educational Technology
and Its Current
Application

“Technology will never replace great

teachers, but

technology in the hands of great teachers is transformational.”

- George Couros

Welcome to Module 3! This part of the course pack focuses on the principles of the
instructional planning system. You will determine the factors that should be considered
when planning a lesson embedded with educational technology. Moreover, you will learn
the guidelines in preparing for activities and in choosing and using instructional materials.

This module is organized in four lessons as follows:

• The ISTE Standards
• Linking, Planning, Learning, and Teaching Technology

At the completion of this module, you should be able to:

• identify the six ISTE standards in digital citizenship;
• apply the principles of instructional planning system;
• apply the different design models in planning instruction; and
• design a lesson plan effectively.
 Lesson 1: The ISTE Standards
Objectives:
• Identify the six general categories of the ISTE standards;
• Evaluate situations based on what general categories being
described; and
• Explain in his/her own words the categories of the ISTE standards.

Introduction:
Hi, students! Welcome to lesson 1: The ISTE Standards. In this lesson, you will
learn the six general categories of the ISTE standards and their application in learning. You
will also determine concepts about how learners can use technology in a more meaningful
and exciting way. You may start the lesson now!

Study the figure in the right, then answer the questions in the analysis part.

Analysis:
Describe how was technology used in the figures above.
Passive Use Active Use

Abstraction:
 The International Society for Technology in Education (ISTE)
has crafted a description for a model digital-age citizen through the ISTE
Standards for Students (ISTE Standards*S). Six general categories
describe what students need to know and be able to do to be digital citizens
in a changing world.
Standard 1: Creativity and Innovation
Students demonstrate creative thinking, construct knowledge and develop innovative
products and processes using technology. Teachers at every grade level already help
students build creativity and innovation skills. The question to be considered is “How am I
building these skills with digital tools?”
a. Students apply existing knowledge to generate new ideas, products, or processes.
b. Students create original works as a means of personal or group expression.
c. Students use models and simulations to explore complex systems and issues.

Standard 2: Communication and Collaboration

Students use digital media and environments to communicate and work
collaboratively, including at a distance, to support individual learning and contribute to the
learning of others.
The classroom has always replicated a community where students learn
communication and collaboration skills. In fact, for some students, the classroom serves as
the first training ground for social skills. In the digital world, educational communities often
reached beyond classroom and even national walls, so communications and collaboration
skills require more sophistication. Technology tools invite students to work together, create
ways to deliver information, and learn about other cultures.
a. Students interact, collaborate, and publish with peers, experts, or others employing a
variety of digital environments and media.
b. Students communicate information and ideas effectively to multiple audiences using
a variety of media and formats.
c. Students develop cultural understanding and global awareness by engaging with
learners of the cultures.
d. Students contribute to project teams to produce original works or solve problems.

Standard 3. Research and Information Fluency

Traditionally, school librarians have addressed research and information fluency
skills with or without classroom teachers’ involvement. Educators now recognize that even
in schools with full-time librarians, information literacy must be a whole school effort.
Building library skills extends beyond library walls. To be effective, research skills need to
be addressed and built cumulatively over the K-12 school years.
a. Students plan strategies to guide inquiry.
b. Students locate, organize, analyze, evaluate, synthesize and ethically use information
from a variety of sources and media.
c. Students evaluate and select information sources and digital tools based on their
appropriateness to specific tasks.
 d. Students process data and report results.

Standard 4: Critical Thinking, Problem Solving, and Decision-Making

Critical thinking skills have become vital in students’ media-driven world. Students
of all ages are aware of world problems, face a bombardment of advertising and political
opinions on all their digital devices, and believe they will need to solve global issues in their
lifetimes. Today’s students want to know the relevance of what they learn in school to what
they will encounter as adults. Teaching critical thinking skills encourages students to seek
answers to authentic problems.
a. Students identify and define authentic problems and significant questions for
investigations.
b. Students plan and manage activities to develop a solution or complete a project.
c. Students collect and analyze data to identify solutions and/or make informed
decisions.
d. Students use multiple processes and diverse perspective to explore alternative
solutions.

Standard 5: Digital Citizenship

In this domain, teachers help students understand practices that lead to becoming
responsible, ethical, and safe digital citizens. Because so many students use technology,
including accessing the internet even before they enter elementary school, teachers must
start addressing these values in kindergarten or earlier. Child protection laws and districts
filtering policies protect students from many online threats while at school, but students are
often vulnerable when they use computers at home. Even within the confines of protected
spaces and classroom use, students can violate other students’ privacy, erase or edit files,
and treat peers poorly. Online resources about digital citizenship can help teachers
strengthen their instruction in this domain.
a. Students advocate and practice safe, legal, and responsible use of information and
technology.
b. Students exhibit a positive attitude toward using technology that supports
collaboration, learning, and productivity.
c. Students demonstrate personal responsibility for lifelong learning
d. Teaming exhibit leadership for digital citizenship. Standard 6: Technology
Operations and Concepts
It’s hard to remember when words for digital technology, such as mouse, screen,
disc, cursor, and desktop, were not part of everyday vocabulary. Teachers no longer need to
teach the vocabulary of the computer, but they can introduce students to computer skills that
transfer from program to program. As they become proficient users, they unconsciously
build competency in technology operations and concepts.
a. At the elementary level, students might gain understanding of some systems, such as
how digital cameras work, but typically they will not really understand the technical
aspects of technology systems until secondary school.
b. Students select and use applications effectively and productively.
c. Students troubleshoot systems and applications
 d. Student transfer current knowledge to learning of new technologies.

Application:
 Lesson 2: Linking, Planning, Learning and Teaching

Objectives
• Identify guides in using educational technology in planning a lesson; and
• Create a lesson plan based on the suggestions about Linking, Planning, Learning, and
Teaching

Introduction:
Just as you have carefully plan and rehearse an important speech before giving it,
you must also carefully plan and rehearse the important communication process that takes
place between the teacher and the learners. In this lesson, you will learn the basic concepts
of linking, planning, learning, and teaching embedded with educational technology. With a
guide written in this lesson, you will create a lesson plan integrating educational technology.
You may start now!

“Word Puzzle”
Arrange the scrambled letters then write the correct words on
the space provided for each number.
1. ITIVISECAT 4. AIRLMEATS 7. NOUATIVELA

2. EISVJOCTBE 5. ICTPO 8. VIATTONIMO

3. CUOMSEOT 6. EECRFSRNEE

1. ______________ 4. ______________ 7. ______________

2. ______________ 5. ______________ 8. ______________
3. ______________ 6. ______________

Analysis:
• Are the words you have formed connections with each other?
• In what specific material are we using those formed words?
• Is it necessary that those elements need to be coherent to make the
planning successful?
Abstraction:
Some suggestions on Linking, Planning, Learning, and Teaching

1. Review your curriculum guide or competency standards for the

subject you are teaching.
If you are a veteran teacher, you may already have files full of lesson
plans. Review them, considering what you might modify to include
technology.

2. Write goals for your lesson plan, both for your curriculum and for the technology. For
example, if you are teaching composition writing, your curricular goals may include
your students learning to find and evaluate sources and write a persuasive essay. Your
technological goals may include your students learning to use an online article database,
create an onscreen presentation, or present a short film in the class.

3. Develop your teaching sequence.

Do not forget that students have different experiences or level of expertise with
technology. Assume that you will need to spend some time developing a baseline of
technical knowledge for the technology you plan to use. For example, if students will be
using video cameras, demonstrate how the cameras work for the entire class. However,
always bear in mind that you are teaching with technology, not the technology.

4. Plan learning activities that will use the technology you are integrating.
If students will be creating a screen-based presentation on the life cycle of insects, they
might be tasked with finding the five pictures that they will need for the presentation by
using an online database. An integrated lesson plan does not need to include technology
at every step, but it should be an integral part of the learning process.

5. Plan for assessment of student learning.

In integrated lesson plans, students often produce a final project or presentation using the
technology. This could include a presentation, short video, or sound recording. However,
it is also possible to assess students in other ways, such as online scavenger hunt or a test
on technological specifics covered in the lesson. Do not forget that the assessment of
students’ use of technology should be coupled with an assessment of whether they meet
the curricular goals and competency standards.

6. Review or share your lesson plan with others.

Because you are relying on technology, you will want to check with the staff responsible
for the technology in your school. Also, share your lesson plan with teachers
experienced with integrated instruction. They might have insights into the content and
logistics of your lesson that will help you succeed

Guides in Preparing Lesson Exemplars that Integrate Educational Technology

1. Is the lesson plan flexible enough and does it allow adjustments for students with
different abilities?
 The instructional method or methods planned for a particular lesson must take into
account the students’ different ability levels. Difference in abilities may be result of
cognitive disorders, emotional handicaps, physical handicaps, or a student’s mastery of
appropriate prerequisites for any given lesson. As a lesson planner, you should take this
seriously, because your goal is to facilitate learning.

2. Does the lesson plan provide students with activities and encourage them to be
continually involved in those activities?
To keep students focused and involved in learning, the teacher should be resourceful, it
is something he or she needs to consider well when planning the lesson.

3. Does the lesson plan provide for adequate and sufficient coverage of the content for all
students to learn?
The best way to think about it is to consider the least amount of content that students
should learn in a particular session to indicate some level of pre-discussed mastery. It is
important to specify this level of learning in the criterion statement of the lesson
objective.

4. Does the lesson permit for constant monitoring of the students’ learning within the
session?
There should be an ongoing assessment, or formative assessment, during the lesson
proper. The purpose of this monitoring is not just to collect information about your
students’ progress. It also helps you find ways to make constant changes in lesson
procedures.

5. Does the lesson provide for adequate assistance for students who could follow the
lesson, especially those who cannot follow the discussion since the start of the lesson?
Sometimes teachers tend to think that if everyone “got it” right the first time, no one
could be left behind. However, this is not always the case and some students will fall
behind, they “won’t get it”. Usual pedagogical thinking suggests that the “get it”
students can be given ancillary work, or some enrichment materials, while you work
with the students who need your help.

6. Does the lesson make use of students’ context and background or prior knowledge? The
use of context and students’ prior knowledge can provide an avenue for students to make
connections and make use of their prior knowledge to assimilate the new lesson.
Teachers who are using unfamiliar situations and tools may not always be successful in
terms of getting students’ attention and make them learn.

7. Does the lesson provide adequate practice to permit consolidation and integration
skills?
Prior to the practice of skills, it is recommended that the teacher must see to it that there
is understanding of the concept. While it is true that practice can help master the skill,
there is no substitute for conceptual understanding.

Application: