Technology for Teaching and Learning 1 (TTL1)

Module

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 Table of Contents

Module Page

Module 1 Introduction to Technology for Teaching and Learning 4

Lesson 1 Basic Concepts Definition 5
Lesson 2 Roles of ICT in Teaching for Learning 8

Module 2 ICT Policies and Safety Issues in Teaching and Learning 14

Lesson 1 ICT National or International Policies That Are Applicable to 15
Teaching and Learning
Lesson 2 Safety Issues in ICT 18
Lesson 3 Uses of ICT Policies in the Teaching and Learning 23
Environment

Module 3 Theories and Principles in the Use and Design of 33

Technology-Driven Learning Lessons
Lesson 1 Dale’s Cone of Experience 34
Lesson 2 TPACK Framework for Effective Pedagogical Practice 47
Lesson 3 The ASSURE Model 55

Module 4 ICT in Various Content Areas 67

Lesson 1 21st Century Literacy Skills 69
Lesson 2 Instructional Design Models 80
Lesson 3 Technology Enhanced Teaching Lessons exemplars 90
Lesson 4 ICT Conventional Materials to Enhance teaching 96
Lesson 5 Distance Learning 106
Lesson 6 Relevance and Appropriateness in the use of Technology in 112
Teaching and Learning

Module 5 Innovative Technologies for Teaching-Learning and 125

Assessment Task
Lesson 1 ICT and Assessment in Learning 127
Lesson 2 Tools in evaluating appropriate assessment tools 131
Lesson 3 Technology Enhances Lesson using the ASSURE as 136
technology-Integration Model

Module 6 Social, Ethical and Legal Responsibilities in the Use of 146

Technology Tools and Resources
Lesson 1 Digital Citizenship 147
Lesson 2 Intellectual Property Rights Applicable to the Educational 153
Setting: Copyright and Related Rights Copyright Law
Lesson 3 Netizenship and Netiquette 159
Lesson 4 Educational Sites and Portals, Online Communities and
Online Resources 166
Lesson 5 Collaborative Projects and Technology Tools 176

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 Module 1

Introduction to Technology for Teaching and Learning

Module Overview

“Technology is just a tool. In terms of getting the kids working together and
motivating them, the teacher is most important.”
– Bill Gates –

Lessons in this Module

Understanding the Basic Concepts Related to Technology

Roles of Technology for Teaching and Learning

Hello students! Welcome to Technology for Teaching and Learning 1- Module 1.

In this module, essential terms and constructs of getting the knack of technology for
teaching and learning are defined. You will encounter these terms as we go through in
this course. Also, this module introduces to students the roles of technology for teaching
and learning.
At the end of this module, you are expected to:

• Define terms and concepts essential to the understanding of technology for

teaching and learning
• Use the concepts and terms in communicating with peers
• Explain the roles of technology in teaching and learning
• Portray the value of technology in supporting student learning

Are you ready? Then start the lessons now!

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 Lesson 1

Understanding the Basic Concepts Related to Technology

Learning Outcomes

At the end of the lesson, you should be able to:

Understanding the Basic Concepts Related to Technology for Teaching and
Learning
Use concepts and terms in communicating with peers.

Time Frame 2 days

Introduction

Welcome to Lesson 1 of Module 1! This lesson will provide you a flavor of essential
ideas in technology for teaching and learning.

Activity

Write honestly the words you are familiar with. Write your idea on the box below about
the word/s you see from the picture.

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 Analysis

How useful is the technology for teaching and learning?

What are the terms and concepts related to technology for teaching and learning?

Abstraction

The following terms and concepts are related to technology that you need to
digest.
1. Technology refers to methods, processes, and devices used for practical purposes.
It includes instruments from pencil and paper to modern electronic gadgets and
tools for the practical task.

2. Information and Communication Technology and Literacy or ICT Literacy is

the use of digital technology, communication tools and networks to access,
manage, integrate, evaluate, create and communicate information (Guro 21,
2011).

3. Educational Technology refers to the utilization of technology in teaching and

learning, which includes both the non-digital (flip charts, pictures, models, realia,
etc.). And digital (electronic tools: hardware, software, and connections, etc.).\

4. Digital Literacy refers to the ability to discover, assess, utilize, share, and
generate content with the use of information technologies and the internet
(Cornell University).

5. Digital Learning is an instructional practice that utilizes technology to reinforce

students’ learning experience. It covers the use of a broad spectrum of processes
that comprises blended or virtual learning. It can come as online or off-line, which
utilizes digital technology.
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6. Online Digital Tools and Apps use an Internet connection to access the
information needed, like Skype. It is a telecommunication application software
product that focuses on providing video chat and video calls between computers,
tablets, mobile devices via the 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).

8. Instructional Technology refers to 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 audiovisual materials (Smaldino, 2005).

10. Multimedia is a sequential or simultaneous use of a variety of media 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 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 (http://www.webopedia.com).

12. World Wide Web (www) is also called a Web, which is a graphical environment
on computer networks that allows you to access, view, and maintain
documentation 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 to take advantage of the array of available educational 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 refers to any type of software associated with computers and
related technologies that can be used as tools for personal, professional, or
classroom productivity.

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 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
helps 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 design, creating, and
building. Included here are Family Tree Maker, GollyGee, and Crazy
Machines, among others.
c. Discussion Tools. Four different approaches utilize discussion and interaction
on 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 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 are
primarily based on the 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 is 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 class time.

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 essential functions of a podcast are to
retrieve information to disseminate information (Eash, 2006).

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 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-mail for all; Google calendar – a tool used for organizational purposes;
Google sites that provide options for developing blogs and wikis; and Google
docs are used for sophisticated word processing and editing for 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 the world.

25. VOIP (voice over internet protocol) is a category of hardware and software that
enables people to use the Internet as a transmission medium for telephone calls by
sending voice data in packets using IP rather than traditional circuit transmission.

Application

Make a wordlist of terms of at least 20 ICT-terms with definitions or descriptions.

Write in your references (APA Format) to the sources of your explanations.
Identify three (3) concepts that you learned in this lesson. Write your ideas about the
idea.
Closure

Congratulations on the job well done. You can now proceed to the next lesson
“ Roles of Technology for Teaching and Learning

Lesson 2

Roles of Technology for Teaching and Learning

Learning Outcomes

At the end of the lesson, you should be able to:

Explain the roles of technology in teaching and learning
Portray the value of technology in supporting student learning

Time Frame 2 days

Introduction

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 Welcome to Lesson 2 of Module 1. Now that you have unpacked yourselves with
the terms and concepts in technology for teaching and learning, you are now going to
learn about the roles of technology for teaching and learning, which are divided into two:
For teachers and teaching and for students and learning. The three domains of
educational technology will also be tackled in this lesson.

Activity

Go back to your learning experiences in school. Recall specific ways by which the
use of educational technology helped you learn.

Write a short paragraph on how helpful technology is in your life as a learner.

Analysis

• What are the roles that technology plays in the work of a teacher?

• What are the roles that technology plays in the learning of students?

• Many college students are presently required to take computer courses inncluding
word processing, spreadsheet preparation , presentation techniques, etc. How do
you think this will help application of skills in teaching?

• How can learners benefit most in the use of technology?

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 Abstraction

Roles of Technology for Teaching

According to Stosic (2015), educational technology has three domains:

1. Technology as a tutor. Technology can support the teachers, tutors and other
professionals to help students learn better.
2. Technology as a teaching tool. Technology can be used as an instrument in
teaching.
3. Technology as a learning tool. Technology makes learning easier and more
effective. use these tools for learning for life.

A. For Teachers and Teaching

1. Provides essential support to teachers.

2. Modernizes the teaching-learning environment.
3. Enhances teaching-learning methods and strategies in teaching.
4. Opens opportunities for educational research.
5. Improves the capabilityof teachers and inculcates scientific attitude.
6. Serves as an avenue for teacher professional development.
7. Encourages scientific attitude.

B. For Learners and Learning

1. Supports learners on learning how to learn on their own.

2. Develops the communication skills of learners through social interactions.
3. Augments learners’ higher-order-thinking skills: critical thinking, problem
solving and creativity.

Application

Write a paragraph on how you are going to use technology when you become
a teacher.

Closure

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 Congratulations because you gained knowledge of the roles of technology in the
teaching-learning process.

Module Assessment

This test aims to evaluate how the learners are learning about Module 1.
Encircle the letter of the correct answer.

1. The following are purposes of using WebQuest EXCEPT

A. To encourage the students to use information in meaningful classroom
discussions.
B. To introduce new knowledge and to strengthen knowledge.
C. To acquire knowledge through reading.
D. To develop higher-order-thinking.

2. John has the skill in using information and communication technologies to find,
evaluate, create and communicate information. What ability is manifested?
A. Digital literacy
B. Numerical Literacy
C. Reading and Writing Skill
D. Assessing and Evaluating Skill

3. It refers to a global network providing various information and communication

facilities which consist of interconnected network.
A. WebQuest
B. Blog
C. Internet
D. Google Apps

4. This refers to the integration of multiple forms of media which includes text,
graphics, audio, video etc.
A. Visual aids
B. Educational radio program
C. Motion pictures
D. Multimedia

5. This is a type of learning facilitated by technology that allows students to have

control over time, place, path or pace.
A. Digital learning
B. Deep learning
C. Digital teaching
D. Instructional learning

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 6. Teacher Gina uses tablets, video conferencing and smartboard for effective
teaching. What domain of technology is this?
A. Technology as a teaching tool
B. Technology as a learning tool
C. Technology as a tutor
D. Technology as a program

7. The following are roles of technology for teachers and teaching EXCEPT
A. Enhances passive classroom to alive classroom.
B. Improve higher-order-thinking skills of students.
C. Improves teaching performance of teachers.
D. Provides an avenue for professional development

8. Jennifer has the ability to think with reason, understand the logical connection
between ideas and ability to identify, analyze and solve problems systematically.
What is manifested by Jennifer?
A. Higher-order-thinking skill
B. Creative thinking
C. Reading literacy
D. Numerical literacy

9. Which statement about technology in teaching and learning is FALSE?

A. Technology has modernized teaching and learning.
B. Use of technology enhances higher-order-thinking skills.
C. Millennial teachers are not ready to use technology in teaching.
D. Technology use is indispensable.

10. This is characterized by the ability to perceive the world in new ways and ability
to generate ideas and alternatives useful in solving problems.
A. Higher-order-thinking skills C. Novelty
B. Manipulative skill D. Creativity

MODULE SUMMARY

Congratulations for you have completed Module 1-Introduction to Technology for

Teaching and Learning.

• Important terms and concepts related to technology were defined and discussed
like technology, educational technology, instructional technology, information and
communication technology, digital literacy and digital learning, digital tools,
technology tool, and other terms related to modern technology.

• In addition, educational technology has three domains: tutor, a teaching tool, and
a learning tool. Educational technology is useful for teachers for it augments their

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 performance in teaching. It is also beneficial for students because it supports
learning, improves communication skills, and enhances higher-order thinking
skills.
References

Bilbao, P., Dequilla, M.A., Rosano, D., Boholano, H. (2019). Technology for teaching
and learning 1. Lorimar Publishing, Inc.
Online Sources

User blog: W A N I S A H/Understanding the basic concept in ....

https://community.fandom.com/wiki/User_blog:W_A_N_I_S_A_H/Understanding
_the_basic_concept_in_ICT

Role of Educational Technology in Public and Private ....

http://www.macrothink.org/journal/index.php/ijld/article/download/2337/5905

LESSON 2: Understanding the Basic Concept in ICT | Fandon ....

https://fandon.fandom.com/wiki/LESSON_2:_Understanding_the_Basic_Concept_
in_ICT

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 Module 2

ICT Policies and Safety Issues in Teaching and Learning

Module Overview

“There can be infinite uses of the computer and new-age technology, but if
teachers themselves are not able to bring it into the
classroom and make it work, then it fails.”

-Nancy Kassebaum-

ICT National or International Policies That Are Applicable to Teaching and

Learning
Safety Issues in ICT
Uses of ICT Policies in the Teaching and Learning Environment

Welcome to your journey for an exciting fact about Module 3!

Restrictions of distance have been broken by technology at present times. Now

when we live in a technology-based society, ICT learning is one of the best methods of
teaching students through virtual classrooms. The relationship between ICT and
Education has been one of rapid change from technology to learning. Schools
increasingly determine new technologies and models for teacher professional
development in enhancing teaching and learning (Ndongfack, 2010). The importance of
national policies and programs for the realization of ICTs can be an essential tool in
education. According to Schmidt, et al., (2009), the way teachers use ICT tools for
effective teaching can be an important tool for information communication technology
development for learning and teaching.

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

• enumerate the national ICT policies affecting classroom practices
• describe the implementation of ICT policies in teaching-learning
• identify ICT policies that are incorporated to the design and implementation of
teaching-learning activities

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 Are you ready? Then start the lessons now!

Lesson 1

ICT National or International Policies That are

Applicable to Teaching and Learning

Learning Outcomes

At the end of the lesson, you should be able to:

Understand ICT in Education
Define basic concepts in understanding ICT in Education
Enumerate the national ICT policies affecting classroom practices

Time Frame 2 days

Introduction

Information and Communications Technology (ICT) can impact student learning when
teachers are digitally literate and understand how to integrate it into the curriculum.
When you want every student to enumerate national ICT policies, each time you teach,
understanding the existing and planned national policies related to ICT, may help you
achieve your goal. You will find the answers to this question in this lesson.

Activity

1. Write down the policies and suggest what to do to implement the ICT in
Education policy first at the national level (all schools) and then how to
implement the policy in our classroom.

2. Individuals prepare a presentation for class discussion.

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 Analysis

ICTs are not only an instructional means to provide prerequisite learning activities;
they offer an exploratory space where the learner is in charge. Write down a list of the
international and national ICTs as a learning tool you think can improve quality in
education.

Abstraction

The international policymakers join forces to successfully implement ICT in

educational practice to address the individual needs of students, the implications
of technology for student assessment, and teacher learning to successfully implement
technology (Voogt, 2013). A National ICT Policy is a policy put into place so that the
government and stakeholders can have access to information that is committed to
bringing digital technology to all individuals and communities.

The provision of ICT to academic staff and students is critical to recommend them
to more effective learning environments. By overcoming the needs and reinforcing the
functional aspects, it may help decision-makers to employ academic staff on an
investigation of the status of the developments of ICT in improving the teaching and
learning environment in educational institutions. (Alzahrani, 2017).

The ability of policymakers to innovate on related policy issues outperform

technological innovations because it changes and evolves. Different institutions in
different countries formulated and proposed policies in various forms. Lack of rigorous
and significant evidence complicates the attempts to outline impactful ICT/education
policies.

The World Bank’s Systems Assessment for Better Education Results (SABER)
initiative, as part of their work, attempts to document national educational technology
policies around the world and their evolution over time. Policymakers try to benchmark
their policies on ICT use in education against international norms, so a related SABER-
ICT policy framework has been developed. Likewise, those of comparator countries
around the world, identify key themes and characteristics, draw on an analysis of their
policy documents.

There are eight policy themes around the world that are commonly identified in
educational technology policies; (1) vision and planning; (2) ICT infrastructure; (3)
teachers; (4) skills and competencies; (5) learning resources; (6) EMIS; (7) monitoring
and evaluation; and (8) equity, inclusion, and safety. The framework only considers
policy intent but not the extent to which policies are realized in practice, nor the impact
of such policies. The policymakers are challenged to offer useful related policy guidance
for rapid developments and innovations in the technology sector (Trucano, 2016).

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 SABER-ICT policy framework may find useful by policymakers as a means to help
their country benchmark the current state of related policy development. It can look
forward to potential future policy directions and gain inspiration from other countries.

There are two official documents wherein Policy on the use of ICTs in the
Philippine basic education system is articulated. The Medium-Term Development Plan
of the Philippines (MTPDP) 2004-2010. The MTPDP states:

“ICT will be harnessed as a powerful enabler of capacity development. It will,

therefore, be targeted directly towards specific development goals like ensuring basic
education for all and lifelong learning, among others” (National Economic Development
Authority, 2004a, p. 2)

and the 2002 Basic Education Curriculum (BEC), that stipulates the following goal of
Philippine primary education:
“We must educate our Filipino learners to filter information critically, seek credible
sources of knowledge, and use data and facts creatively so that they can survive,
overcome poverty, raise their personal and national esteem, and realize a gracious life in
our risky new world.” (p. i)

The Philippine government, especially the Department of Education and

Department of Science and Technology, has forwarded ICT educations through policies
and projects. The Restructured Basic Education Curriculum launched in 2002 aimed to
implement an interactive curriculum and to integrate technology in instruction and
education, with computer literacy much emphasis. The Act of 1998 (R.A. 8484) was
passed to generate the participation of companies and to engage the private sector. There
are programs with DepEd through streamline data collection to improve ICT education.
To help schools to participate in ICT-related programs, the DepEd Computerization
Program (DCP) was implemented.

According to Arinto (2006), policy statements on ICT integration in Philippine

primary education reflect a human development perspective. However, critical ICTs for
schools’ programs tend to be informed by a human capital approach. The human
development perspective joined the mainstream of education and development in the
1990s, and it now reinforces the international consensus on Education for All and the
Millennium Development Goals, However, many educational reform efforts. It continues
to influence the human capital perspective (Avalos, 2003).

Application

As a whole class, you plan to organize a forum inviting a resource speaker to

talk on ICT on national and international policies applied to teaching and learning

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Well done! You have just finished Lesson 1 of this module. Should there be some parts of
the lesson which you need clarification, please ask your teacher during your online
interactions.

Closure

Now if you are ready, please proceed to Lesson 2 of this module which will discuss safety
issues in ICT

Lesson 2 Safety issues in ICT

Learning Outcomes

At the end of the lesson, you should be able to:

Describe the implementation of ICT policies in teaching-learning
Know and understand existing and planned national policies related to ICTs in
Education

Time Frame 3 days

Introduction

Understanding the safety issues in ICT would help students to understand why learners
there are issues of cyberbullying. This lesson will describe the implementation of ICT
policies this information in improving the delivery of teaching-learning.

Activity

1. Write a 3-5 page critique paper critically examining the implementation process
of technology integration about ICTs in education

2. Learners share knowledge with classmates.

3. In groups, discuss the policies and suggest what to do to implement the ICT in
Education policy first at the national level (all schools) and then how to
implement the policy in your classroom.

4. Once the group has an overview of the policy environment, they need to start
thinking about how to implement the ICT safety issues in cyberbullying.
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 Analysis

1. Organize small groups to interview and explain how existing and planned national
policies impact classroom practices and how their classroom practices correspond to
and support policies related to ICT.

2. What is the impact of ICT in Education Policy to teaching and learning?

3. Interview a cyberbullied student and what are your suggestions to improve

student performance related to the discussion of safety issues in cyberbullying?

Abstraction

“Technological change is not additive; it is ecological. New technology does not merely
add something; it changes everything.”
Originally, with the active participation of the learner instructor, the implementation
of ICT in education was to change the teaching and the learning process from the
traditional instructional teacher-centered endeavor to a learner-centered approach with the
active participation of the learner coach (Voogt et al., 2013).
The most natural part for the effective integration of ICT into the educational
system is given enough capital although the process of integration is complex and
multifaceted, like in curriculum and pedagogy, teacher competencies, institutional
readiness, and long-term financing,
To improve the quality of education, policymakers and implementation managers
must have a clear vision in investments of ICTs that requires a vast amount of money.

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Such massive investments require not only careful planning for skills enhancement of
both teachers and learners but also thoughtful implementation. Both policymakers and
implementation managers at the national and institutional levels need to plan for the
introduction of high technology and understand the contextual complexities of the
educational ecosystem of the communities.
Youths acquire ICT skills faster than adults, according to the studies of the World
Youth Report (2003) and more likely to share these skills with their peers either
intentionally or through interaction. Hu & McGrath (2012) study reports on the
implementation of the national reform in Chinese secondary schools. The study focused
on the use of ICT in teaching the English language. Findings indicated that the majority
of the teachers have a positive attitude towards ICT and happy with the current ICT use
in English. Moreover, results showed that some teachers find difficulties in changing
from the traditional pedagogical method of teaching to a technological based pedagogy.
Hu and McGrath (2012) suggested that continuous professional development programs
that can motivate the attitudes of teachers positively to equip them with new ICT skills

After substantial worldwide implementation ICT in schools, studies have found out
that those teachers who are more proficient in using ICT focus on the internet search and
word processing instead of project-based teaching ()Phelps, Graham, & Watts, 2011).
Mingaine (2013) observed that despite the benefits of ICT, the school management had
not fully implemented the policies developed by the Ministry of Education in Kenya.
They assert that some schools had developed guidelines on how to implement ICT, but no
attempt was made to achieve them. This prompted an investigation of challenges that
hindered the efficient implementation of ICT in public secondary schools in Meru
County.
Mooij and Smeets (2001) suggested five successive phases of ICT implementation
representing different levels of ICT transformation of the educational and learning
processes. These include:
(1) the incidental and isolated use of ICT by one or more teachers
(2) increasing awareness of ICT relevance at all levels
(3) emphasis on ICT co-ordination and hardware
(4) focus on didactic innovation and ICT support
(5) use of ICT-integrated teaching and learning that is independent of time and place
The study of Tondeur et al. (2008) entitled “ICT integration in the classroom:
challenging the potential of school policy. Findings showed that there is a potential
impact of policy-related factors on the actual integration of ICT in teaching-learning in
daily classroom instruction. Results suggested that success in ICT integration is related to
activities at the school level, like, ICT support, the development of an ICT plan, and ICT

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training. The results also suggest that principals have a big role in facilitating the policies
put in place when defining this policy.
Implementing ICT safety issue policies regarding cyberbullying

You might have heard the term’ cyberbullying,’ and it means to try to hurt
someone’s feelings by using ICT such as the internet, email, chatrooms, and texting to
deliver demeaning messages at any time and through a variety of avenues. Today’s
children with online access and equipped with digital mobile phone or social network
account can receive cyberbully messages anywhere and at any time, and these digital
messages can also be anonymous, that increase the amount of fear experienced by the
target child. This intense psychological stress of victims of bullying unfavorably affects a
child’s ability to concentrate on schoolwork, and school lessons or activities.
Children who experience classic bullying and cyberbullying adversely affects their
academic performance. Those who experience classic bullying are likely to avoid
locations and activities they associate with negative experiences; likewise, cyberbullied
victims try to avoid the technological spaces. In cyberspace, technological areas such as
social media networking sites, online websites, social networks, chat programs, and
school computer rooms are all vital elements in the educational development and social
lives of students relevant to their academic success. As technology and technological
skills become more critical in modern academics and professional training, cyberbullied,
students face several academic and career difficulties.
The Government today unveiled tough new measures to be like the UK that is the
safest place in the world to be online.
These are the suggested safety policy measures:
• Independent regulator will be appointed to enforce stringent new standards
• Social media firms must abide by mandatory “duty of care” to protect users and
could face hefty fines if they fail to deliver
• Measures are the first of their kind in the world in the fight to make the internet a
safer place

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 In the first online safety laws of their kind, social media companies and tech firms
will be legally required to protect their users and face severe penalties if they do not
comply. The eSafety Toolkit for Schools is designed to support schools to create safer
online environments. The resources are backed by evidence and promote a nationally
consistent approach to preventing and responding to online safety issues.
The resources are categorized into four elements: Prepare, Engage, Educate, and
Respond. Each contributes to creating safer online environments for school communities,
whether the resources from each element are used on their own or collectively, each
contributes to creating safer online environments for school communities.

• Prepare
Prepare resources to help schools evaluate their willingness to deal with online
safety issues and deliver suggestions to improve their practices. They are useful for
strengthening school policies and procedures in online safety.
• Engage
All members of your school community should be active participants in creating
and maintaining safe online environments. Engage resources to encourage the
participation of the school community in creating a safe online environment. They help
engage school community members as involved and valued participants, and they
facilitate the real involvement of students.

• Educate
Preventing an online incident is always better than having to respond to one. The
Educate resources support schools in developing the knowledge, skills, and capabilities
of students, staff, and parents to have positive and secure online experiences. They bid
best practice guidance for online safety education and sit alongside eSafety’s complement
of curriculum-aligned teaching-learning activities.

• Respond
There must be processes in place in case an incident happens so that it is controlled
appropriately. The Respond resources support schools to evaluate and respond to online
incidents effectively. They preserve digital evidence, offer guidance to understand
reporting requirements, minimized more harm, and supporting wellbeing.
eSafety developed the Toolkit in consultation across every state and territory with
government and non-government education sector representatives. It was established in
response to the Royal Commission into Institutional Responses to Child Sexual Abuse
and the Education Council’s work program to report bullying and cyberbullying.

Application

Based on your activities, make a mind-map of the decisions you face

concerning the implementation of ICT policies in teaching-learning and the safety issues
in ICT regarding cyberbullying.

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 Closure

Congratulation! You have just finished Lesson 2.

In this lesson, you learned about the practices that address safety issues in ICT for
teaching and learning and safety issues in cyberbullying. In the next lesson, you will learn
about the ICT policies that are incorporated to the design and implementation of
teaching-learning activities

Lesson 3

Uses of ICT Policies in the Teaching and

Learning Environment
Learning Outcomes

At the end of the lesson, you should be able to:

• Identify ICT policies that are incorporated into the design and
implementation of teaching -learning activities and have a deeper
understanding of the uses of ICTs in facilitating the teaching and
learning process
• Incorporate ICT policies in the design and implementation of
teaching-learning activities

Time Frame 2 days

Introduction
This module will provide the student with a deeper understanding of the uses of
ICTs in facilitating the teaching and learning process as well as the role that ICTs play in
the larger educational and national context. Students will explore ways in which ICTs can
be used for professional development, educational management, and school
administration and publicity.

Activity

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 1. You will research other schools’ ICT policies and best practices by surfing the
World Wide Web and write down your discoveries using the graphic
organizer.

2. You will do a class observation on how ICT practices are utilized in the
classroom

Analysis

1. Where is the most research on the impact of ICT focusing on?

2. What policies do reports on the use of ICT practices that impacts teaching and
learning in the classroom?

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Abstraction

Globally, researchers and policymakers acknowledge the importance of developing a

school-based ICT policy plan to facilitate the integration of information and
communication technology (ICT) in education. Despite this interest, little is known about
how schools can improve their local ICT policy capacity and how to launch an ICT
policy plan.

In many countries, the use of ICT in education and training has become a priority
during the last decade. However, very few have achieved progress. Indeed, a small
percentage of schools in some countries reached high levels of effective use of ICT to
support and change the teaching and learning process in many subject areas. Others are
still in the early phase of Information and Communication Technologies adoption. Those
schools with sufficient ICT resources have better results achievements compared to those
schools that are not well-equipped. Finally, teachers are more convinced that the
educational achievements of pupils are anticipated to good ICT use. There is a high
percentage of teachers in Europe (86%) say that students are more motivated when they
used computers and the Internet in class.

A lot of resources have been invested by many governments across the world to
ICT development to improve teaching and learning using technology in schools. New
educational ICT policy issues emerged, and new patterns of ICT related practices are
evident in education. To support traditional learning methods, many teachers use ICT to
know how ICT can promote teaching and learning, as explained by Khattak, (2015).
Furthermore, it has been proven that students have lots of benefits to new technologies.

Literature shows that ICT has a potential to enhance the teaching and learning
process in many ways if it is well-utilized in learner-centered schools According to
research conducted by Dzidonu, (2010), it shows that learning activities that are
challenging, authentic, multisensorial and multi-disciplinary, students are motivated with
higher attendance report, motivation and academic accomplishment as a result of ICT
programs.

When there are potential and promise of ICT use in education, there are also 'perils'
related to the distraction of existing traditional teaching and learning practices, such as
the high costs, increased responsibilities on teachers, equity, and issues around data
privacy and security. Four broad tangled issues must be addressed when considering the
overall impact of the use of ICTs in education, effectiveness, cost, equity, and
sustainability.

Policies related to technology use in change and evolve, often along a somewhat
predictable path, and technological innovations often outpace the ability of policymakers
to innovate on related policy issues. Such policies take different forms and are formulated
and proposed by various institutions in different countries. No matter what country, a lack
of rigorous, relevant evidence typically complicates attempts to draft impactful
ICT/education policies. The educational effectiveness of ICTs depends on how they are

P a g e 25 | 190
used and for what purpose. ICTs do not work in other educational tools or educational
delivery for everyone, everywhere in the same way.

In developing countries, education takes place under situations that are substantially
different from those in developed countries. The poorest countries spend the least
proportionately on non-salary related educational expenditures. The Philippines is one of
many developing nations that have turned to information and communication technology
(ICT) as a tool to improve teaching and learning, whose educational system reveals many
of the same problems and limitations of its fellow developing nations. Unfortunately,
implementation endures from several weaknesses: the absence of documentation and
information on how ICT is used; there is a lack of coordination between public and
private sector efforts; and not sufficient teacher preparation. More specifically, there is
uncertainty about whether computers in schools are fully utilized for educational
computing. There were also concerns that computers meant for students were instead
being used only by teachers for lesson plans preparation or playing games.

Educational researchers stated that lack of documentation regarding ICT use is a

problem that exists in many countries. In developing countries, data that could help
determine how scarce educational resources should be distributed or how effectively they
are being used are simply not available. Finally, teacher preparation is not sufficient.
Some training programs for teachers emphasize the use of specific software packages, but
the integration of ICT in the curriculum is overlooked (Ng et. al, 2009). If teachers dare
to use ICT without adequate training, they are likely to do it inaccurately.

Therefore, Philippine national policy has been formulated in the advanced use of
ICT in education. The Senate Committee on Education, in cooperation with the DECS,
launched Project CARES in March 2001. Project CARES was designed to upgrade the
use and application of ICT in public elementary and secondary schools nationwide
(Rimando, 2001). The primary concern of the project is the school administration to
respond to the need for accurate and timely data that administrators and teachers need to
manage their classes.

Philippines as a developing country are committed to instilling schools with ICT,

hopeful that these technologies will improve teaching and learning in today's knowledge
society. Subsequently, the government and the private sector have introduced programs to
deliver schools with computer hardware and software, Internet connectivity, and teacher
training. However, substantial gaps still exist in ICT program implementations. There is a
lack of data on schools’ use of ICT, so there is little basis for policy formulation;
furthermore, there is a lack of coordination between public and private sector efforts.
Within the ICT program, thus leads to wasted time, money, and human resources. Finally,
there is a demand for further teacher training in both computer literacy and ICT
integration in the curriculum. These gaps must be sufficiently addressed before ICT can
have a significant impact on teaching and learning in Philippine schools (Rodrigo, 2001).

A. Policy Recommended Programs that have applications to education teaching-

learning:

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 1. ICT in Education Masterplan for all levels, including a National Roadmap for
Faculty Development in ICT in Education. A National Framework Plan for ICTs
in Basic Education was developed.

2. Content and application development through the Open Content in Education

Initiative (OCEI), which converts DepED materials into interactive multi-media
content, develops applications used in schools and conducts students’ and
teacher’s competitions to promote the development of education-related web
content.

3. PheDNET is a “walled” garden the hosts educational learning and teaching

materials and applications for use by Filipino students, their parents, and teachers.
All public high schools will be part of this network with only DepEd-approved
multi-media applications, materials, and mirrored internet sites accessible from
school ‘s PCs.

4. Established Community eLearning Centers called eSkwela for out-of-school

youth (OSY), providing them with ICT-enhanced alternative education
opportunities.

5. eQuality Program for tertiary education through partnerships with state

universities and colleges (SUCs) to improve the quality of IT education and the
use of ICT in education in the country, particularly outside of Metro Manila.

6. Digital Media Arts Program, which builds digital media skills for the government
using Open Source technologies. Particularly the beneficiary agencies
organizations, the Cultural Center of the Philippines, National Commission and
for Culture and Arts, State Universities, and local government units.

7. ICT skills strategic plan, which develops an inter-agency approach to identifying

strategic and policy and program recommendations to address ICT skills demand-
supply type.

B. Some Issues on ICT and Internet Policy and Regulations

Issue No. 1: Freedom of Expression and Censorship.

• The UN Universal Declaration of Human Rights provides that everyone has the
right to freedom of thought, conscience, and religion, likewise the right to
freedom of opinion and expression.
• Censorship restricts the transmission of information by blocking it or filtering
information.

Issue No. 2: Privacy and Security

• Privacy means “personal privacy,” the right of individuals not to have their
home, private life, or personal life interfered with.

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 • Privacy of communication refers to the protection from interference with
transmission over the phone or the internet.
• Information privacy must be used for purposes and will not be disclosed to
others without the consent of the individuals.

Issue No. 3: Surveillance and Data Retention

• Indirect Surveillance – no direct contact between the agent and the
surveillance subject and but evidence of activities can be traced.
• Dataveillance –the use of personal information to monitor a person’s
activities.
• Data Retention – the storage and use of information from communication
systems.

Issue No. 4: E-pollutants from E-waste

• A large amount of E-waste is generated by ICT.

• These are in particular, terminal equipment for computing, broadcasting,
telephony, and peripherals.
• Material waste can be destroyed by crushing, toxic material brought by the
different equipment requires top management.

Application

The availability and the use of the new ICTs also encourage new types of learning
interactions: between teacher-learner, teacher-teacher, learner-experts, and between
learners-computer.

In a continuum from traditional to the new environment, where would you position your
school? Place an X mark where you think your school is.

In the space below, write a brief explanation for your

answer.

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Closure

Now that you have already known the implications of ICT Policies and Safety
Issues in Teaching and Learning, you can now proceed to the next module, which will
discuss on Theories and Principles in the Use and Design of Technology-Driven Lessons.

Module Assessment
Encircle the correct answer,
1. When you ensure important information that will only be used for purposes
and not be disclosed to others without the consent of the individuals, is an
example of what safety issues of ICT?
A. Privacy and Security
B. Surveillance and Data Retention
C. E-pollutants from E-waste
D. Freedom of Expression and Censorship

2. Which form of surveillance that serves as storage and use of information from
communication systems?
A. Data Retention
B. Indirect Surveillance
C. Dataveillance
D. Censorship

3. Which of the following is NOT considered as minor misuse of ICT?

A. Downloading materials were not relevant to their studies.
B. Leaving a mobile phone turned on during the class period.
C. Theft and fraud form activities such as phishing.
D. Unauthorized taking of pictures or images with a mobile phone camera,
still or moving.

4. The following statements are the risks associated with the use of ICT and e-
Networking, EXCEPT:
A. Cyber-bullying in all forms, receiving sexually explicit images or
messages.
B. Prolonged exposure to on-line technologies, particularly at an early age.
C. Emphasizes learning to understand and new technologies in a positive
way.
D. Addiction to gambling and gaming.

5. Which of the statement is the e-safety of using technology in the classroom?

A. Downloading materials are not relevant to their studies.
B. Helps safeguard children and young people in the digital world.
C. Social pressure to maintain on-line networks via texting and social
networking sites.

P a g e 29 | 190
 D. Prolonged exposure to on-line technologies, particularly at an early age.

6. What network management considered when you make clear that no one
should log on as another user?
A. Password Policy
B. Safety in the Use of Network in Schools
C. Personal mobile phones and mobile devices
D. Using Cameras

7. These are, in particular, terminal equipment for computing, broadcasting,

telephony, and peripherals.
A. Privacy and Security
B. Surveillance and Data Retention
C. E-pollutants from E-waste
D. Freedom of Expression and Censorship

8. What program for tertiary education through partnerships with state

universities and colleges use to improve the quality of IT education and the
use of ICT in education in the country, particularly outside of Metro Manila?
A. PheDNET
B. eSkwela for out-of-school youth (OSY)
C. eQuality
D. Digital Media Arts

9. What practices violate the provision in the use of the internet when it restricts
the transmission of information by blocking it or filtering the information?
A. Blocking
B. Censorship
C. Freedom of expression
D. Surveillance
10. The following statements are the implications of the ICT policies and
guidelines for teaching and learning, EXCEPT:
A. Learners should not only know the benefits of technology use, but they
should know how they can be protected by hazards that brings to their
lives.
B. It guides the teachers on what they should teach that relate to ICT.
C. The learners of the 21st century are even more advanced than some of the
teachers, so they don’t need guidance on how to use technology.
D. Technology should never replace any human teacher.

MODULE SUMMARY

Congratulations! You have completed Module 2. Essential points covered in the

Module include:
• Overview of National policies related to ICT in Education Policy
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 • Enumerate the national ICT policies affecting classroom practices
• Impact of ICT in Education Policy to teaching and learning
• Discussion on how various ICT can be used in the curriculum and how this
information improved the delivery of teaching-learning.
• Identification of ICT policies that are incorporated to the design and
implementation of teaching-learning activities and have a deeper understanding of
the uses of ICTs in facilitating the teaching and learning process
• Integrating ICT policies in the design and implementation of teaching-learning
activities

References
Anderson, J. (2010). ICT transforming education: A regional guide. Published by
UNESKO Bangkok, 120.
Alzahrani, M. G. (2017). The Developments of ICT and the Need for Blended Learning
in Saudi Arabia. Journal of Education and Practice, 8(9), 79-87.
Arinto, P. B. (2006, September). Reflections on ICTs in basic education policy and
practice in the Philippines. In 2nd National ICTs in Basic Education Congress (pp.
6-7).
Bilbao, P. et al. (2019). Technology for teaching and learning 1. Quezon City,
Philippines: Lorimar Publishing, Inc.)
Blurton, C.,“New Directions of ICT-Use in Education”. Available online
http://www.unesco.org/education/educprog/lwf/dl/edict.pdf; accessed 7 August
2002.
Dzidonu, C. (2010). An analysis of the role of ICTs to achieving the MDGs. United
States of America: Division for Public Administration and Development
Management, United Nations Department of Economic and Social Affairs
(UNDESA).
Gloria, R. T., DECS Memorandum 90, s. 1997, Department of Education, Culture, and
Sports, Pasig City, 18 March 1997.
Hu, Z., & McGrath, I. (2012). Integrating ICT into College English: An implementation
study of a national reform. Education and Information Technologies, 17(2), 147-
165.
Jannah, M., & Higgins, S. Islamic Studies Teachers’ Perceptions of Using a Blended
Learning Approach for Teaching the Islamic Education Curriculum in Saudi
Arabia. DOING EDUCATION DIFFERENTLY, 59.
Khattak, R., & Jan, R. (2015). The impacts of ICT on the students’ Performance: A
Review of Access to Information. Res Human Soci Sci, 5(1), 85-94.

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Mingaine, L. (2013). Challenges encountered by Principals during implementation of
ICT in public secondary schools, Kenya. Journal of Sociological Research, 4(2), 1.
Mooij, T., & Smeets, E. (2001). Modelling and supporting ICT implementation in
secondary schools. Computers & Education, 36(3), 265-281.
Ng, W. K., Miao, F., & Lee, M. (2009). Capacity-building for ICT integration in
education. Digital Review of Asia Pacific, 2010, 67-76.
Nkwenti Ndongfack, M. (2010). ICT Integration in Cameroon Primary Schools: A Case
Study of Government Primary Practicing School Angele, South Region. Master's
Dissertation, Kuala Lumpur: Open University Malaysia.
Pellegrino, J.W. and M.L. Hilton (eds.) (2012), Education for Life and Work: Developing
Transferable Knowledge and Skills in the Twenty-First Century, National
Academies Press, Washington, DC.
Phelps, R., Graham, A., & Watts, T. (2011). Acknowledging the complexity and diversity
of historical and cultural ICT professional learning practices in schools. Asia-
Pacific Journal of Teacher Education, 39(1), 47-63.
Rimando, T. P. (2001). “Senate, DECS set computer project for public schools”, in
Manila Bulletin, 13 .
Rodrigo, M. M. T. (2001). Information and communication technology use in Philippine
public and private schools. Loyola Schools Review: School of Science and
Engineering, 1, 122-139.
Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S.
(2009). Technological pedagogical content knowledge (TPACK) the development
and validation of an assessment instrument for preservice teachers. Journal of
research on Technology in Education, 42(2), 123-149.
Tondeur, J., Van Keer, H., Van Braak, J., & Valcke, M. (2008). ICT integration in the
classroom: Challenging the potential of a school policy. Computers &
education, 51(1), 212-223.
Trucano, M. (2016). SABER-ICT framework paper for policy analysis.
Voogt, J., Knezek, G., Cox, M., Knezek, D., & ten Brummelhuis, A. (2013). Under which
conditions does ICT have a positive effect on teaching and learning? A call to
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4), 199-216.

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 Module 3

Theories and Principles in the Use and Design of Technology-

Driven Learning Lessons

Module Overview

“Learners in the internet age don’t need more information. They need to know how to
efficiently use the massive amount of information available at their fingertips – to
determine what’s credible, what’s relevant, and when it’s useful to reference.”
- Anna Sabramowicz-

Lessons in this Module

Dale's Cone of Experience
TPACK Framework for Effective Pedagogical Practice
The ASSURE Model

Welcome to your quest for exciting facts about Module 3!

The varied theories and principles in the use and design of technology-driven
learning lessons is a critical factor in promoting innovation in the instructing, and the
learning process relies particularly upon their convictions on how individuals adapt.

P a g e 33 | 198
Specifically, they have to know who their students are and how to move toward
instruction. As a future teacher, your job is to give learning encounters that will help
accomplish the target outcomes. In this Module, you will be acquainted with various
theories and learning standards, for example, Edgar Dale’s Cone of Experience, the
TPACK Framework, and the ASSURE model

After this module, you will be able to::

• Explain comprehensively Dale’s Cone of Experience and present classroom
practices that exemplify each level of the Cone.
• Presents an exemplar of different instructional tools that are suitable for an
instructional setting.
• Understand and describe the Technological pedagogical content knowledge
(TPACK)
• Select and employ appropriate technology tools in designing a lesson.
• Understand the concept of the ASSURE model in designing lessons with
technology.
• Apply the ASSURE model in planning and creating a lesson.

Are you ready? Then start the lessons now!

Lesson 1

Dale’s Cone of Experience

Learning Outcomes

At the end of the lesson, you should be able to:

Explain comprehensively Dale's Cone of Experience and present classroom practices
that exemplify each level of the Cone.
Present exemplars of the different instructional tools suitable for an
instructional setting.

Time Frame 3 days

Introduction
Next to the discussion on the ICT policies and safety issues in teaching and
learning, you will now understand and examine Edgar Dale’s Cone of Experience to get
informed with various instructional media that form part of the system approach to
instruction.
The model of Dale’s Cone of Experience integrates several concepts associated
with the instructional model and learning processes. He emphasized that learners retain
more information by what they “do” as opposed to what is “heard,” “read,” or
“observed.” His studies caused the improvement of the Cone to revel. These days, this
“learning by doing” has become known as “experiential learning” or “action learning.”
As you immerse yourself in the lesson, you will discover the importance of the
Cone as you plan your lesson to make learning more productive and engaging to students.
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 Activity

Activating Prior
Knowledge
Study the Cone of
Experience given below.
Analyze how the elements
are arranged from the
bottom upward or top-
down and put your ideas to
the graphic organized
below

Source adapted from E. Dale, Audio-visual Methods in Teaching, 1969, NY: Dryden Press.

Analysis

• How are the experiences of reality organized in the Cone of Experience?

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• Which way is farthest away from the real world, in this sense, most abstract?

• Is the basis of the arrangement of experiences difficulty of experience or amount

of abstraction (the amount of immediate sensory participation involved)?

• Does the Cone of Experience design mean that all teaching and learning must
move systematically from base to pinnacle?

• Can you overemphasize the amount of direct experience that is required to learn a
new concept?

• How can you, as a future teacher, can use the Cone of Experience to maximize
learning?

• Identify the bands of the Cone of learning that belong to passive and active
learning categories

Passive Active

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 Abstraction

Edgar Dale (1946) introduced Cone of Experience that reveals the

development of experiences from the very real to the extremely abstract (at the
top of the Cone). The Cone of Experience intends to notify students of how much a
person’s recall established on how they face the material.

The Cone charts the average retention rate of the knowledge for various teaching
methods. The further down the Cone you move, the higher the learning, and the more
knowledge is likely to be retained. It also indicates that it is important to note when
selecting an instructional method that engaging students in the process can improve the
retention of information. This shows that strategies of “action-learning” result in the
retention of up to 90 percent. Individuals learn better by using visual types of learning.
Perceptual types of learning are based on feelings. The more sensory channels are
possible in interacting with a resource, the better chance that many students can learn
from it (Diamond, 1989). According to Dale (1969), two teachers should develop lessons
that draw on more real-life experiences. Dale’s Cone of Experience is a device that helps
teachers make resource and activity choices.

Edgar Dale’s Cone of

Experience gives the following
interpretation:
1. Lower levels of the Cone
involve the student as a
participant and encourage
active learning.
2. Pictures are remembered
better than verbal
propositions.
3. The upper levels of the
Cone need more
instructional support than
lower levels.
4. Abstractness increases as
we go up the Cone, and
concreteness increases as we go down the Cone.
5. Higher levels compress information and provide data faster for those who can
process it.

What are these bands of experience in Dale’s Cone of Experience?

1. Direct Purposeful Experience - Some experiences have the least abstractness and
the maximum possible concreteness. Purposeful means interactions of one intent are
meaningful. Skills we gained in real life through our first-hand, direct involvement.
In a teaching-learning cycle, it is the best mode, means, or channels for the desired

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 outcomes. Teachers will also strive to provide the students with real-life realistic
experiences in the form of showing actual objects and enabling them to come into
direct contact with the realities of life themselves. Examples allow students to
prepare their meals, make a PowerPoint presentation, delivering a speech,
performing experiments, or making their furniture.

2. Contrived Experiences - These are not very rich, concrete, and direct as a real-life
experience. When the real thing cannot be accurately observed, artificial stimuli can
be given as a working model or as specific experiments in the laboratory. The
working model is the editing of fact, which varies in size or complexity from the
original. It includes models, mock-ups, experiments, and so on. We may delete the
needless information in a condensed and edited version of the real thing, and make
the learning simple. A mock-up of Apollo, the moon exploration spacecraft, for
example, allowed the North American Aviation Co. to research the lunar flight
problem.

Examples of Contrived Experiences:

Model- A replication in a small scale or a large scale or exact

size of a real item- but made of synthetic materials. It is a substitute for a real item
that may or may not be operational – Gray, et. In 1969, al.

Mockup- Is an arrangement of a real device or associated devices displayed in such a

way that representation of reality is created. A unique model where the parts of a
model are singled out, heightened and magnified to focus on that part or process
under study. Example: Planetarium

Specimen- An individual animal, plant, piece of a mineral, etc. It

is used as an example of its species or type for scientific study or display. An example
is a product or piece of work, regarded as typical of its class or
group—a sample for medical testing, especially of urine.

Object- May also include artifacts displayed in a museum or objective displayed in

exhibits or preserved insect specimens in science.
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 Simulation- A representation of a real manageable event in which the learner is an
active participant engage in learning behavior or in applying previously acquired
skills or knowledge

3. Dramatized Experiences – The experience gained through active participation and

role-playing in dramatic activities. Activities in which visual representation and role-
playing depict the actual events of the past or present. It is useful in the teaching-
learning of subjects like history, political science, language, and literature. The pupil
who takes part in dramatization gets closer to direct experience than a student who
watches it. The plays can be a variety of forms, such as full-length play, one-act play,
puppet show, pageants (a kind of group drama focused on local history), mime,
tableau, dialogs, spot-spontaneous acting, and mock conventions, etc. We revive the
eruption of the revolution in the Philippines by playing the role of characters in a
drama.

Plays - depict life, character, culture, or a combination

of the three. They offer excellent opportunities to
portray vividly essential ideas about life.

Pageants are usually community dramas that are based

on local history. An example is a historical pageant that
traces the growth of a school.

Pantomime is a "method of conveying a story by bodily

gestures." Pantomime's impact on the audience rely on
the actors' movements.

Tableau is a picture-like scene composed of people

against a background. It is an arrangement of people who
do not move or speak, especially on a stage, who
represents a view of life, an event, etc.

Role-Playing is an unrehearsed, unprepared, and

spontaneous dramatization of a situation where
their roles absorb assigned participants. You
pretend to be someone else or pretend to be in a
particular position you are not really in at the
moment.
 Puppets - A puppet is an inanimate object or
representationa figure animate or
manipulated
l by an entertainer,dwho is called a
puppeteer. Puppets can present ideas with
extreme simplicity.

Types of Puppets

Shadow puppets – flat, black silhouette made

from lightweight cardboard shown behind a
screen.

Rod puppets – flat, cut-out figures tacked to a stick with one or

more movable parts, and are operated below the stage through
wires or rods.

Glove-and-finger puppets – make use of gloves in which

small costumed figures are attached.

Marionettes – a flexible, jointed puppet operated by strings or

wires attached to a crossbar and maneuvered from directly
above the stage.

4. Demonstrations – It’s a visual description of a significant reality, concept, or

process. Students can watch how certain things are done either in the form of actual
objects or models. Specific complicated procedures can be performed by the teacher
for the benefit of pupils who are reduced to the position of passive listeners. For
better performance, the teacher should try to involve the students in the
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 demonstration process by asking questions and answering them or by helping them
plan the demonstration and execute it. For example, a teacher in Physical Education
shows the class how to dance the tango.

5. Study Trips – It is a planned point visit or a location outside the daily classroom.
This is an organized situation in the form of tours, flights, hikes, and excursions.
Provide the students with valuable opportunities to offer direct real-life experiences.
Learning several principles, gaining relevant information, knowledge, and skills (in
combination with lots of entertainment) related to the school’s various issues;
curriculum. We put the classroom back into the community and the community’s
concerns back into the school.
Sample title for your study trips
Science Museum Trip - Science Field Trip
Historical Reenactment Trip - Living History Field Trip
Eco-Adventure Trip - Biology Field Trip
Museum of Natural History Trip - Social Science Field Trip
Reward Trip - Celebration/Fun Field Trip
Aviation Museum Trip - Military History Field Trip
Heritage Museum Trip- Culture Field Trip
Historic Church Trip - Religious Field Trip

6. Exhibits – Bring the outside world into the classroom employing exhibits, the
concrete representation of the things. The teacher can help the students by gaining
useful experience through the observation and organization of educationally
significant exhibitions. Exhibits are less real or direct in terms of providing direct
practical experience. These may consist of meaningfully organized working models
or photographs of templates, maps, and posters. Many exhibitions are “only for your
eyes.” However, several shows provide interactive opportunities in which visitors
can touch or manipulate the displayed models.

7. Television and motion pictures – Television and movie clips can so expertly
recreate the history of the past, that we have to feel like we’re there.The special
meaning of the messages that film and television deliver lies in their sense of reality,
their focus on individuals and personality, their organization presenta¬tion, and their
ability to select, dramatize, highlight, and clarify.

8. Still, pictures, Recordings, Radio - This stage includes the number of devices that
might be classified roughly as one-dimensional aids because they use only one sense
organ that is either eye (seeing) or ear (hearing). All these materials are less direct
than audio-visual experiences.

9. Visual symbols - There are no longer practical reproductions of material objects, for
such representations are incredibly abstract. Visible concepts that describe something
intangible by association and something that reflects or stands for something else,
usually by association or by way of definition of something abstract. Visual
perception has a predictive framework that is interesting. This contains visual

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graphic resources such as charts, maps, diagrams, sketches, posters, comics, photos,
drawings on blackboards, and illustrations. The visual symbols (free to use any
language) form a primary contact language.

Drawings - A drawing might not be a real thing but

better than nothing to have practical visual help. To
prevent ambiguity, it is important that the real thing is
depicted correctly by our drawing.

Cartoons The cartoon is another useful visual

symbol which can add innovation to our teaching.
Metaphorically a first-rate cartoon reveals its story.

Strip drawings - A series of sketches linked to a funny story

or an adventure in a newspaper, magazine, etc .. It is a series
of adjacent, typically horizontally organized images which
are intended to be read as a narrative or a sequential
sequence.

Diagrams - It is any line drawing that shows arrangement and relations as of parts to
the whole, relative values, origins and development, chronological fluctuations,
distributions, etc. ( Dale, 1969)

Types of Diagrams

Affinity Diagram - used to cluster complex

apparently unrelated data into natural and
meaningful groups. An affinity diagram is to
arrange ideas into a specific or natural
relationship. Bananas, bananas, and oranges,
for example, would be grouped as fruits while
green beans, broccoli, and carrots would be
grouped as vegetables.

Tree Diagram – A tree diagram is a modern method for

planning management that defines the hierarchy of tasks
and subtasks required to complete and be objective. The
tree diagram begins with one element, then branches out
to two or more, each branching into two or more, and so on. The finished diagram is
like a tree, with a trunk and many branches.

Fishbone Diagram - Often referred to as the

cause and effect diagram or Ishikawa diagram
is a visualization method for categorizing the possible causes of the root cause of the
issue. A fishbone diagram usually used for root cause analysis incorporates the
brainstorming technique with a form of mind map design.

Charts - It is a diagrammatic representation of individual connections within an

organization.

Types of Charts

Time Chart a tabular time diagram displaying data in ordinal series.

Tree or Stream Chart shows creation, growth and

change starting with a simple course spreading out
over several branches

Flowchart visual way of showing a process from

beginning to end. A diagram of the series of
individual gestures or acts or events involved in a
complex structure or operation.

Organizational Chart Shows how one part of the

company applies to other sections. It is a graphical
representation of the structure which shows the
relationships within the positions or jobs.
Comparison and Contrast Chart shows similarities and differences.

Pareto chart Is a type of bar chart, prioritized from

left to right in decreasing order of magnitude or
importance

Gannt chart is an activity time chart. A diagram

displaying a sequence of horizontal lines
representing the amount of work completed or
produced during different periods to the amount
expected for those periods

Graphs - Pictures helping us to understand the details. A diagram showing the

relationship between the variable quantities, usually two variables, each calculated at
the right angles along with one of a pair of axes.

Circle Graph –A visual representation of data

made by dividing a circle into sectors that
each represent parts of a whole. Usually, the
amounts in each area are expressed in percent,
so that all of the amounts total of 100%.

Bar Graph – Using to compare the

magnitude of the same things at different
relations or to see the relative sizes of the
entire pieces. Also, the numerical values of
variables are represented by the height or
length of lines or rectangles of equal width.

Pictorial Graph – a visual representation of

data by using pictograms. It uses icons or
pictures in relative sizes to highlight some
data patterns and trends.

Graphic organizers – In your subject, you've encountered many graphic leaders,

teaching values. Also known as knowledge map, idea map, story map, cognitive

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organizer, advance organizer, or idea diagram, this is a pedagogical method that uses
visual symbols to communicate knowledge and concepts through interactions
between them.

Maps - Is a reflection of the earth's surface or a part thereof.

Physical Map Is altitude, temperature,

precipitation, rainfall, vegetation, and soil.
A diagram of known iconic places on
chromosomes. In base pairs, the actual
distance is determined between landmarks.

Relief Map is a three dimensional represents and

shows contours of the physical data of the earth or
part of the earth. It is indicating hills and valleys
by shading rather than by contour lines alone, also
elevations and depressions representing hills and
valleys, typically on an exaggerated relative scale.

Political maps are reference maps commonly used. They 're put
worldwide on the walls of classrooms. They display the
geographical boundaries between units of government,
such as nations, states, and counties. We show
highways, cities, and significant water features like
oceans, rivers, and lakes.

Poster - A large printed picture, photograph, or notice that you stick or pin to a wall
or board, usually for decoration or to advertise something.

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10. Verbal symbols - They are not like the artifacts or concepts they stand for. They do
not generally contain visual references to their meaning. To express any meaning, verbal
representations are words, phrases, sounds, or other utterances that are spoken aloud.
The verbal symbol may be a phrase, an idea, a concept, a scientific theory, a formula, a
philosophical aphorism, or some other representation of the experience listed in any
verbal symbolization. Published terms fall into that range. It may be a word for a
concrete-object (book), an idea (freedom of speech), a scientific principle (the principle of
balance), a formula (e=mc2)

Dale's Cone of Experience as a tool to help my students build learning experiences.

The Cone of Experience corresponds with three significant modes of learning:

• Enactive (direct experience),- Enactive or direct contact includes working with

objects (the student joins a knot to practice knot tying). The enactive perception
requires direct action and effective use of the senses and the body.
• Iconic (pictorial experience) - Iconic learning includes reading photos and
sketches (the student looks at paintings, pictures, or movies to learn how to tie
knots). Iconic perception is separated from the world of science and limited to two
or three senses.

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 • Symbolic (highly abstract experience)- Symbolic experience involves reading
or hearing symbols (the student learns or hears the word “knot” and forms an
image in mind). In symbolic experience, the action is removed nearly altogether,
and the experience is limited to thoughts and ideas.

Application

A. Based on the concepts presented above, design a lesson that will employ activities
that can be found on the bottom parts of the Cone of Experience, particularly proving
a direct, purposeful experience.

B. Reflect on the following questions.

1. Think about your most unforgettable learning experience. How was it (or how
was it not) a “rich experience” as defined by Dale?

2. Dale thought a rich experience would be “emotionally satisfying” and “motivate

[learners] to read throughout their lives.” Describe an experience you’ve had that
has been emotionally satisfying and inspired you to continue learning throughout
your life.

3. Why does Dale recommend that teachers maximize their time by giving practical
and abstract opportunities to teach?

4. How does this instructional tool increase Textbook information?

Closure

You did it! Now that you’ve already learned Cone of Experience’s
consequences for teaching and learning, you can now move on to the next lesson, TPACK
Framework for Effective Pedagogical Practice.

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 Lesson 2

TPACK Framework for Effective Pedagogical Practice

Learning Outcomes

At the end of the lesson, you are expected to:

• Understand and describe the Technological pedagogical content
knowledge (TPACK) framework needed by a teacher for effective
pedagogical practice in a technology-enhanced learning environment.
• Select and employ appropriate technology tools in designing a lesson.

Time Frame 3days

Introduction

As you put together to be a teacher, how do you validate your content knowledge
with your specialization? In terms of your teaching competencies, what strategies
techniques do you understand will work if you use it when teaching? You will keep in
mind the use of the technological device when teaching, what would be?

Teaching subjects or courses are challenging. However, technology has the

potential to help. To increase the chance of technology assisting students in learning,
teachers must develop technological, pedagogical, and content knowledge (TPACK).

TPACK emerges, which forces you to look at the process of using technology in the
classroom clearly and concisely. By looking at each aspect of this framework as a
separate but equally important type of knowledge, you can make the right educational
decisions on how, when, and what kind of technology to use in instruction. Teachers as
curriculum designers can integrate their knowledge of student thinking and learning, the
subject matter, and technology to create useful lessons.

In the lesson, you will begin to explore the TPACK model or framework.

Activity

Read and carefully understand the sample lesson plan created based on Harris
and Hofer’s (2009) procedure followed by its TPACK element description and answer the
questions in the analysis below.

LESSON PLAN

Unit Title: Cardinal and Ordinal Numbers

Subject: English

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Grade Level: 4th grade
Time Allocation: One class meeting (70 minutes)

Competency Standards:
3. Understanding very simple written English in classroom contexts.
4. Spelling and rewriting very simple written English in classroom contexts.

Basic Competences:
3.2 Understanding very simple sentences and written messages.
4.2 Rewriting very simple, written English correctly and appropriately.

Indicators:
1. Pointing the difference between cardinal and ordinal numbers.
2. Mentioning cardinal and ordinal numbers from one to one hundred.
3. Using cardinal and ordinal numbers in simple sentences.

Learning Objectives:
1. Students can mention the difference between cardinal and ordinal numbers after
discussing with their peers.
2. Students can mention at least ten cardinal and ordinal numbers ranging from one to
one hundred independently.
3. Students can produce at least five sentences containing five different cardinal or
ordinal numbers independently.

Learning Material:
Cardinal and Ordinal Numbers

Learning Strategies:
Group discussion, pair work, individual assignment.

Learning Activities:
(Note: Before the lesson, the teacher may have asked the students to do little research about
numbers around them. They may do it while at home or school.)

1. The teacher asks the students to sit in groups and discuss what they have found
during their research about numbers.
2. The teacher asks representatives of the groups to tell the class about what the groups
think about their findings during their research about numbers.
3. The teacher guides the students to compare the forms of the numbers they found and
find the difference between them.
4. The teacher introduces the terms cardinal and ordinal numbers and explains as well as
gives examples of how to write and use them in simple sentences.
5. Students are assigned in pairs and take turns to play cardinal and ordinal numbers
drag and drop game and word matching game (Note: depends on the availability of
the personal computers as well as the Internet connection, the teacher can assign
different pairs to different PCs and play the games as teams). The teacher will walk
around to observe and assist any team having difficulty with the games.
6. Students tell the class and the teacher about their results on playing the games,
whether there is any difficulty concerning the questions or items of the games or not,
and the teacher will give feedback and comments about them.
7. The teacher distributes a BINGO worksheet to the students and guides them to play the
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 BINGO game classically.
8. The teacher reviews what the students have learned through the BINGO game and
helps them wrap-up their learning experience by asking them to take turns to do an
online quiz about cardinal and ordinal numbers individually.
9. While doing so, the teacher assigns the students who have not yet got the turn to do
the online quiz to write down five simple sentences containing both cardinal and
ordinal numbers and submit them to the teacher as soon as they finish.

Resources and Tools:

1. Cardinal and Ordinal Numbers Word Matching Game, available at
www.manythings.org/wbg/numbers-mw.html
2. Cardinal and Ordinal Numbers Drag and Drop Game, available at
www.manythings.org/wbg/numbers-jw.html
3. Cardinal and Ordinal Numbers BINGO Game Sheet, available for direct printing at
www.eslhq.com/worksheets/preview_worksheet.php?worksheet_id=131265
4. Cardinal and Ordinal Numbers Quiz, assessable at
www.usingenglish.com/quizzes/240.html

Assessment:
The teacher can use the online quiz as well as the five-sentences writing assignment as the
tools for assessing students’ progress and understanding about cardinal and ordinal numbers.
Source: Setyawan, T. Y. (2014). Designing the TPACK Lesson Plan for Primary English Classrooms

Analysis

• Describe the Content Knowledge (CK), Pedagogy Knowledge (PK),

Technology Knowledge that the teacher used in designing the lesson?

• How is the Pedagogical Content Knowledge (PCK) element of the lesson

articulated?

• How is the Technological Content Knowledge (TCK) component of the lesson

formulated?

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 • Based on the plan, how is the teacher demonstrates Technological Pedagogical
Knowledge (TPK)?

• Overall, describe the Technological Pedagogical Content Knowledge that the

teacher possesses?

• How and why this particular combination of technology, pedagogy, the content
most appropriate for this lesson/unit?

Abstraction

What is TPACK?

TPACK is a Useful framework for researchers working to explain the convergence

of learning and teaching technologies. Based on Shulman’s (1986) concept of PCK,
Mishra, and Koehler (2006) included technology to PCK and described the resulting
TPCK as the interlocking of technology, pedagogy, and content. TPACK is a system
tailored to the dynamic interactions of teacher knowledge of content (CK), pedagogy
(PK), and technology (TK). Integrating technology and pedagogy into a given topic may
require complex intersections such as TPK (technological pedagogical knowledge), PCK
(pedagogical content knowledge), and TCK (technological content knowledge). Doering
et al. (2009) emphasized the dynamic nature of TPACK, an evolving and multifaceted
(rather than static) representation of teacher knowledge, as new technologies emerge for
integration into particular content areas.

At the heart of excellent teaching with technology are three essential factors:
content, pedagogy, and technology, plus the relationships among and between them. The
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dynamics between and among the three elements played out differently in various
contexts account for the substantial differences seen in the size and nature of the
incorporation of educational technology. These three knowledge roots (content,
pedagogy, and technology) form the core of the technology, pedagogy, and content
knowledge (TPACK) framework (Koehler & 2008; Mishra & Koehler, 2006).

The TPACK framework was proposed to emphasize the need to situate technology
knowledge within the content and pedagogical knowledge. TPACK considers teachers’
expertise As dynamic and multifaceted, critical techno-centric approaches focusing on the
achievement of technical competences separate from pedagogy and content. Seven
components (see Figure 1) are comprised of the TPACK Framework. They are described
as:

Figure 1. Technological Pedagogical Content Knowledge (Koehler & Mishra, 2009;

adapted from Koehler & Mishra, 2008)

1. Technology knowledge (TK): Knowledge of various technologies. They range

from low-tech technology like pencil and paper to emerging technologies like the
internet, digital media, interactive whiteboards, and software programs. TK is
about recognizing educational technology, evaluating its possibilities for a
particular subject area or classroom, learning how to identify whether it can assist
or hinder learning, and continually learning and adjusting to emerging technology
offerings.
2. Content knowledge (CK): Awareness of the actual subject matter that teachers
need to learn about teaching. This explains the appreciation teachers have of the
subject matter. CK may include knowledge of principles, hypotheses, facts, and
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 organizational structures within a given subject matter; it may also include the
best practices of the field and existing methods for presenting this information to
students. The CK will also differ according to the level of discipline and grade.
Senior high school science and history classes, for example, require less detail and
scope than undergraduate or graduate courses, so the CK of their different
teachers will differ, or the CK that each teacher imparts to their students can
differ.
3. Pedagogical knowledge (PK): Awareness of teaching strategies and processes
such as classroom management, assessment, creation of the lesson plan, and
learning of the students. As a general type of information, PK covers educational
objectives, principles, and goals and can extend to more specific fields, including
recognizing student learning styles, lesson planning, and assessments.
4. Pedagogical content knowledge (PCK): This defines the awareness of teachers
about the essential areas of teaching and learning, including the creation of
curricula, student evaluation, and reporting performance. PCK focuses on
encouraging learning and exploring the ties between pedagogy and its supporting
activities (curriculum, assessment, etc.), and similar to CK, may also differ
depending on the grade level and subject matter. However, in all situations, PCK
seeks to improve teaching practices by building more consistent linkages between
the material and the pedagogy used to communicate it.
5. Technological content knowledge (TCK): Knowledge of how technology can
create new representations for specific content. TCK requires an awareness of
how the subject can be conveyed through different educational technology
offerings and considering which specific educational technology tools might be
best suited for particular subject matters or classrooms.
6. Technological pedagogical knowledge (TPK): Knowledge of various
technologies that can be used in teaching and learning experiences. Another
dimension of TPK relates to understanding how to apply these resources
alongside pedagogy in ways relevant to the discipline and the creation of the
lesson at hand.
7. Technological pedagogical content knowledge (TPACK): Focus on the
knowledge required by teachers for integrating technology into their teaching in
any content area. Teachers, who have TPACK, act with an intuitive understanding
of the complex interplay between the three essential components of knowledge
(CK, PK, and TK). TPACK is the culmination of these complex combinations and
desires, drawing from them – and from the three wider underlying fields of
content, pedagogy, and technology – to create a useful framework for teaching
using educational technologies. For teachers to use the TPACK system effectively,
they should be open to unique, critical ideas, including:
• Concepts of the taught material can be expressed using technology;
• Pedagogical techniques can use technology to communicate content in
various ways;
• Different subject definitions allow students to have specific ability levels and
educational technology may help address some of these requirements;

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 • Students have various experiences in the classroom – like previous
educational experience and technology exposure – and lessons using
educational technology should take this opportunity into account;
• Educational technology may be used in combination with established
awareness of the students, either by improving previous epistemologies or by
introducing new ones.

This incentive is most apparent if teachers are unexpectedly forced to address

fundamental educational issues and restore the complex equilibrium between all three
elements using new educational technology. This view inverts the traditional view that
pedagogical priorities and innovations are derived from the curricula in the subject field.
Things are rarely that simple, mainly when newer technologies are employed.

Teaching with technology is a hard thing to do right. The TPACK paradigm

suggests that contextual such as content, pedagogy, technology, and teaching/learning
have roles to play both individually and together. Excellent teaching with technology
involves continuous development, maintenance, and restoration of a dynamic equilibrium
between all components. It’s means noting that there are a variety of variables that affect
how this balance is achieved.

Application

1. You are now ready to design your TPACK lesson plans using and applying the
knowledge baseline you learned to the topic.

2. Reflect on the following questions:

According to Mishra & Koehler (2006), “the simple incorporation of technology

into the educational process is not enough.” Many approaches to the professional
development of teachers provide a one-size-fits-all approach to technology integration
when, in reality, teachers work as a potential teacher in a variety of teaching and learning
contexts – facing these challenges.

How can teachers incorporate technology into their instruction?

What other matters or concerns should teachers look into and consider concerning the
use and integration of instructional media and technology?

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 Closure

Well done! You have just finished Lesson 2 of this Module. Should there be some
parts of the lesson which you need clarification, ask your teacher during your face-to-face
interactions or other means of communication.
Now, if you are ready, please proceed to Lesson 3 of this Module, which will discuss
the ASSURE model.

Lesson 3

The ASSURE Model

Learning Outcomes

At the end of the lesson you are expected to:

• Understand the concept of the Assure model in designing lessons with
technology.
• Apply the ASSURE model in planning and creating a lesson.

Time Frame 3 Days

Introduction

This section will discuss one instructional design model that can be used in
planning instruction for teaching. The ASSURE instructional design (ID) model uses a
six-step process to effectively integrate the use of technology and media into lessons to
improve student learning. For successful instruction to occur, cautious arranging is
required. As a future teacher, this model is intended to help you viably coordinate
media/innovation into your lesson or instructions - to help “guarantee” learning.

Activity

Examines the teachers’ use of the ASSURE model to create technology-integrated

lessons and implement these lessons with their students in a variety of settings. Answer
the questions in the analysis section below.

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 ASSURE Model Lesson Plan

Lesson Title: Macbeth Introduction

Grade Level: Grade 11
Lesson Length: 90-minute block

I. Analyze Learners

Learners’ general characteristics: The lesson is designed for 11th-grade high school
students. This is an in-class support class comprised of 7 male and 11 female students, of
which six (6) students have Individualized Education Program (IEP) accommodations.
Academic ability and learning styles vary. In general, students become easily distracted and
lose focus quickly. The students are familiar with the work of William Shakespeare and are
capable of identifying the various literary devices found in work.

Entry characteristics: The students in this class are skilled in the use of computers and
tablets. However, their proficiency in this technology is limited to the use of social media and
entertainment applications.

Learning styles: Although the class is comprised of students of all learning styles, the
majority of students in this class are tactile learners.

II. State Standards and Objectives

This lesson is designed to meet the Common Core Standards for Language Arts. The
standards covered in this lesson plan include:
Objective 1: The students will be able to determine the atmosphere created in Act I, scene i of
the play and discuss how language and choice setting is responsible for that atmosphere.

Curriculum Standard
Analyze the impact of the author’s choices regarding how to develop and relate
elements of a story or drama (e.g., where a story is set, how the action is ordered, how
the characters are introduced and developed)

Objective 2: The students will be able to rewrite Act I, Scene i of Macbeth, using modern
terminology.

Curriculum Standard
Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the impact of specific word choices on
meaning and tone, including words with multiple meanings or language that is
particularly fresh, engaging, or beautiful.

Objective 3: Students will be able to understand the significance of Act I, scene i of Macbeth

Curriculum Standard
Analyze how an author’s choices concerning how to structure specific parts of a text
(e.g., the choice of where to begin or end a story, the choice to provide a comedic or
tragic resolution) contribute to its overall structure and meaning as well as its aesthetic
impact.

Objective 4: Students will experience varying interpretations of Act I, scene i of Macbeth and
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produce their interpretation

Curriculum Standard
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live
production of a play or recorded novel or poetry), evaluating how each version
interprets the source text. (Include at least one play by Shakespeare and one play by an
American dramatist.)

III. Select Strategies, Methods, Media, and Materials

Strategies. A variety of teacher-centered and student-centered approaches have been designed

for this lesson.

Technology and Materials. Students will have access to computers, printers, microphones,
headphones, word processing software, video, and audio editing software, and the Internet.

Media. Students will use print, audio, texts, visuals such as photos, and clip art or drawings
to create assignments.

IV. Utilize Technology, Media, and Materials

Prepare the materials: With the assistance of the instructional technology coordinator,
Classroom computers and chrome books will be checked and ready for student’s use.
Appropriate software will be accessible to the students.

Prepare the environment: Desks are to be arranged in a manner that allows for small group
work. Additionally, a computer station must be accessible to all students to complete various
aspects of the assignment.

Prepare the learners: Students will have been prepared for this lesson during the lesson

Prior. Students have notes on Shakespeare and literary devices, which can be referred to as
needed.

V. Require Learner Participation

Student participation in this lesson will include both large and small group activities. The
lesson is structured to begin with, with large group instruction and activities to prepare for the
smaller group activities.
Large group activities: The lesson will begin with students assuming roles and
reading Act I, scene i of Macbeth. A brief discussion will focus on what the
students
think
is happening in the scene. Student reading will be followed by students
listening to a recording of the scene. Using the Promethean Board, students will
begin to develop a comparison chart of what they read and what they heard.
This will be followed by viewing the performance of the scene via YouTube.
Students will add to the chart upon completion of the viewing.

Small group activities: The students will break into groups of three or four to rewrite
the scene they have just watched. They will use computers to access the internet
for research and assistance. Once rewritten, students will use PowerPoint
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presentation software to present their version of Act I, scene i to the class.

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VI. Evaluate and Revise
Student activities will be evaluated using the rubric (you can attach your rubric)

Analysis

What do you understand about the ASSURE model?

How does the teacher use the ASSURE model to integrate technology into the
instruction?

What do you think the impact on student learning resulted from the ASSURE- based
instructional lessons?

What are your perceptions of implementing the instruction and of student learning
with technology?

Abstraction

What is ASSURE Model?

The ASSURE model is an instructional framework or rule that instructors can use
to create lesson plans which coordinate the utilization of innovation of technology and
media (Smaldino, Lowther and Russell, 2008). The ASSURE Model emphasizes the
student and the general result of achieving learning targets. The ASSURE model is an
enhanced advancement of the ADDIE general model. Although the ASSURE model has
six stages, which don’t relate to ADDIE’s five, ASSURE additionally presents
configuration stages, and offers with it the two principle includes: the underlying
spotlight on examination and the cyclic structure.
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 The exceptional component of this model is that it is centered around “arranging
and directing Instruction that fuses media” (Heinich, Molenda and Russel, 1993). Its
principal point of view is on the best way to incorporate media (any sort of media) into
guidance in a technique equipped for delivering the ideal learning results. Created by
Robert Heinich and Michael Molenda decades prior, the ASSURE model picked up
ubiquity due to its utilization in a well-known course reading for instructors.
It is a notable instructional structure control that
utilizes the constructivist point of view, which
integrates multimedia and technology to upgrade
the learning condition (Lefebvre 2006). The
ASSURE model was altered to be used by
educators in the study hall by Smaldino,
Lowther, and Russell, 2008. The teacher leans
toward the ASSURE model since it is intended
to be utilized for a couple of long stretches of
instruction and every individual understudy.
This model doesn’t require high multifaceted
nature of conveyed media, profound ID
information, or high correction of plans (Gustafson and Branch, 2002). The ASSURE
model gives the new or beginner teacher a general guide to follow to assist them with
deduction increasingly like experienced teachers.
This model was developed by Heinrich and Molenda in 1999 and is based closely
on the Instruction Events of Robert Gagne. Furthermore, Smaldino, Lowther & Russell,
2008, adapted the ASSURE model to be used by teachers in the classroom.
Understanding when to use teaching techniques and immersive technology is key to
being successful academically in the future.

Six Steps of ASSURE Model

The ASSURE Model has six steps, each represented by a letter in the acronym title,
with each step describing a set of tasks central to the informed selection and use of
educational technology. The ASSURE acronym stands for these essential components:

Analyze Learners - The first step in the process is to make the instructor evaluate her
learners’ attributes. Those learner characteristics that are correlated with the optimal
learning outcomes should be given a priority. The collected information will help you
with the decisions you make on the other steps in the process. When you assess the
learners’ character, this will help you in choosing different techniques and tools to assist
the learning process. Your learner analyzes will include:
• General attributes of learners (e.g., age, academic abilities, gender, interests, etc.
• Prior competencies
• Learning styles, such as auditory, visual, and tactile

State Objectives - The next step in planning is to state the objectives of the lesson or
presentation accurately. Targets must be specified in terms of what the learner (not the
instructor or presenter) would do as a result of the training (in behavioral conditions).

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Your lesson will have two or three clear targets. Usually, goals include four (4) essential
parts:
• A statement that describes the intended Audience. For example, “The first-grade
student will . . .” or “The student will . . . “
• A description of the student’s anticipated Behavior resulting from your teaching.
This conduct must be detected to be assessable. For example, it is beneficial to
use action verbs such as add, alphabetize, organize, construct, pick, classify,
contrast, define, describe, diagram, identify, kick, mark, locate, create, multiply,
name, produce, pronounce, choose, sketch, sort, determine, say, throw, emphasize,
verbalize and compose. Ignore such terms as learning, appreciating, grasping, or
understanding.
• A description of the Condition to be observed for results. What tools does it
require the student to use (e.g., a map, a dictionary)? Which tools or equipment
does it need the student to use? Will the student be permitted to use notes or a
summary when composing an article?
• A declaration of the learner’s Degree of accuracy or ability must be demonstrated
to pass forward. The conditions should be based on the real-world and not
specified on the multiple-choice test. Time and efficiency are also crucial to other
purposes. Will an English student in 11th grade be able to write a theme in 5
paragraphs within 50 minutes? If a third-grade student can solve at least seven of
ten single-digit multiplication problems, can the instructor believe he or she has
mastered the concept?

Select Media and Materials - In this step, you have set the starting point (the student’s
current information, aptitudes, and perspectives) and the consummation point (objectives)
of your instruction. Presently your activity is the fabricate an instructional scaffold that
will associate the two focuses. You may choose accessible materials, change existing
materials, or structure new materials to help achieve the task. You may select a few
distinct kinds of media to use with the unit. Any of the media/innovations examined in
the content will be fitting.

Utilize Media and Materials - Here you should choose how the students will utilize the
materials. Next, set up the room and be sure the essential hardware and offices are
accessible and prepared for your utilization before you use the exercise. It’s vital to
follow the “five p’s” process to achieve this:
• Preview the Technology, Media, and Materials
• Prepare the Technology, Media, and Materials
• Prepare the Environment
• Prepare the Learners
• Provide the Learning Experience

Require Learner Performance - This step expects you to depict how you will get every
student effectively and exclusively engaged with the exercise. Students understand best
when they are effectively engaged with the learning experience. Whatever your teaching
approaches, make sure to fuse questions and replies, conversations, group work, hands-on
exercises, and different methods of getting the students engaged effectively with the
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learning of the contents. You should give close consideration to your students and feel
sure that they are really getting a handle on the content and not merely tuning in. Taking
an interest in the learning will encourage this degree of comprehension. Permit them to
build information instead of attempting to feed them with information. Finally, for this
step, feedback must be provided to the learner before any type of evaluation is conducted.

Evaluate and Revise - The last advance of the ASSURE technique is to Evaluate
Student Performance. Here the assessment ought to be coordinated to the target.
Eventually, this final stage is the most significant. You should assess the guidance
procedure through, and through utilizing the goals you made before all else. It is useful to
consider your complaints, the instructional process, the instructional materials, and the
appraisal. By assessing the students against the targets, it tends to be resolved if the
exercise was successful and whether any progression should be altered or rethought.

The ASSURE lesson plan model guides in the joining of innovation into study hall
guidance. It fills in as a guide for educators and spotlights fair and square of innovative
help applied. The best possible utilization of this model will enhance day by day
exercises and understudy exercises and expand the capability of open innovations.

Application

Develop an ASSURE lesson plan based on the above concepts and apply all the
insights that you have gained in this lesson.

Closure

Congratulations! You have positively answered the endeavors and tasks for this
lesson. It is not out of the ordinary that you have taken a great deal from this exercise. If
there are a few pieces of the activity that you don’t comprehend, don’t hesitate to ask
your teacher through instant message, email, or different methods for correspondence
accessible.

You have just finished this Module. Enjoy the next module and gained more
understandings of ICT in various content areas. Have fun learning! But before that, please
answer the module assessment to check your knowledge.

Module Assessment
This test aims to evaluate your understanding of the Cone of Experience,
TPACK, and ASSURE. Read the question and encircle the letter of the correct.

1. A practical model for educators as they continue using digital resources and
techniques to promote learning and teaching.

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 A. SAMR model
B. ASSURE Model
C. TPACK model
D. Dick and Carey Model

2. Which statement applies to correctly to Edgar Dale’s Cone of Experience?

A. The closest you get to the base, the more direct the learning process
becomes.
B. The further from the edge you are, the more accurately the learning
process is.
C. The closer you are to the base, indirect the learning experience becomes.
D. The farther you are from the base, direct the learning experience becomes.

3. As implied in the Cone of Experience, which will work best for kindergarten
children?
A. Videos
B. Books
C. Audio recordings
D. Real-life experiences

4. It is the knowledge that teachers have about their content and the knowledge
that they have about how to teach that specific content.
A. Technological Pedagogical Knowledge (TPK)
B. Technological Content Knowledge (TCK)
C. Pedagogical Content Knowledge (PCK)
D. Instructional Content Knowledge (ICK)

5. Teachers need to know what unique technology is sufficient for presenting

materials of a particular subject matter. This is ...
A. TK
B. TCK
C. PCK
D. CK

6. The subject matter for teaching can be changed by teachers, such as

discovering different ways to portray resources and modifying them to suit
their students ' needs.
A. TK
B. CK
C. TCK
D. PCK

7. is an example of an activity to measure Technological Content

Knowledge (TCK).
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 A. Researching an event from history and composing a piece of music from
the period
B. Researching an event from history on your laptop
C. Researching an event from history and writing a two-page report
D. Researching an event from history and producing a podcast to teach the
same knowledge to younger students

8. Knowledge is the knowledge used by the instructor to deliver the

material most effectively.
A. Content
B. Curriculum
C. Pedagogy
D. Technology

9. Which of the following measures to Use MATERIALS is NOT included?

A. Prepare the materials, media, and technology
B. Prepare the environment
C. Prepare the teachers
D. Prepare the learners

10. ABCD is used to create a well-stated learning objective. What does C stand
for?
A. Confusion
B. Conditions
C. Conditioner
D. Creativity
11. Prof. Gee wants her class to learn how to manipulate a microscope. She then
brought the apparatus in her class and allowed each student to explore it. This
activity falls on what type of experiences in Dale’s Cone of Experience?
A. contrived
B. demonstration
C. Direct purposeful
D. Exhibit

12. Based on Edgar Dale’s Cone of Experience, Which activity is closest to the
real thing?
A. View images
B. Attend exhibit
C. Watch a demo
D. Hear

13. Based on Edgar Dale’s Cone of Experience, which activity is farthest to the
real thing?
A. Read
B. Hear
C. View Images

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 D. Attend Exhibit

14. When a teacher talks about a haunted house, pupils will not be able to imagine
what kind of home it is, how does it look. Still, if a picture is being shown, the
learners will have a specific visualization of the type of haunted house the
teacher describes. Pupils will then have uniform information about the topics
discussed. The picture is used to
A. lend meaning to what one reads
B. concretize words and symbols
C. introduce or motivate
D. correct misconceptions

15. To teach the democratic process to pupils, Biag Elementary School decided
that the election of class officers shall be patterned after local elections. There
are qualifications to set for candidates, a limited period for campaign and rules
for posting campaign materials, etc. Which of the following did the school
use?
A. Symposium
B. Simulation
C. Role Playing
D. Exhibit

MODULE SUMMARY
You are awesome! You have completed Module 3, which is all about Theories and
Principles in the Use and Design of Technology-Driven Learning Lessons. Essential
points covered in the Module include:

• The Cone of Experience is a visual depiction of the idea that learning events can
be put in specific categories based on the extent to which the non-abstract
referents of real-life experiences express themselves.

• Dale’s explanations are vague enough to allow a wide variation of understandings

to rely upon. Nevertheless, Cone has been considered for many ways to bear
witness to the vigor and attractiveness of Dale’s visual metaphor.

• The TPACK framework was proposed to emphasize the need to situate

technology knowledge within the content and pedagogical knowledge. TPACK
considers teachers’ expertise As dynamic and multifaceted, critical techno-centric
approaches focusing on the achievement of technical competences separate from
pedagogy and content.

• With the increasing focus on technology, we also need to learn how to combine
technology with our content and pedagogy to create a productive learning
environment.

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 • ASSURE model, even though it was incorporated from Gagne’s nine events of
instruction, and both models are very similar. The main reason this model is my
personal preference is that it is intended for planning and delivery of teaching
with technology and media, and therefore makes it appropriate for planning
distance education.

• ASSURE model to instruct teachers on how to prepare and implement lessons

that incorporate technology efficiently into their teaching in the classroom. Its
simple, realistic approach has made it one of the education arena’s most
commonly taught models of instruction.

References

Bilbao, P. et al. (2019). Technology for Teaching and Learning 1. Manila, Philippines.
Lorimar Publishing INC.

Davis, B., & Summers, M. (2015, August). Applying Dale’s Cone of Experience to
increase learning and retention: A study of student learning in a foundational
leadership course. In Engineering Leaders Conference 2014 on Engineering
Education (Vol. 2015, No. 4, p. 6). Hamad bin Khalifa University Press (HBKU
Press).

Harris, J., Hofer, M., Blanchard, M., Grandgenett, N., Schmidt, D., Van Olphen, M., &
Young, C. (2010). “Grounded” technology integration: Instructional planning using
curriculum-based activity type taxonomies. Journal of Technology and Teacher
Education, 18(4), 573-605. https://activitytypes.wm.edu/HarrisHofer&Others-
InstructionalPlanningUsingLATsTaxonomies.pdf

Kurt, S. “ASSURE: Instructional Design Model,” in Educational Technology, November

23, 2015. Retrieved from https://educationaltechnology.net/assure-instructional-
design-model/

Kurt, S. “TPACK: Technological Pedagogical Content Knowledge Framework,” in

Educational Technology, May 12, 2018. Retrieved from
https://educationaltechnology.net/technological-pedagogical-content-knowledge-
tpack-framework/

Martin, D. (2019, November). Designing a course with accountability and Dale’s Cone
of Experience. https://www.facultyfocus.com/articles/course-design-
ideas/designing-a-course-with-accountability-and-dales-cone-of-experience/

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A

framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.

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Module 1 Technology Frontier – edu210site. https://edu210site.wordpress.com/module-1-
technology-frontier/

New Jersey Department of Education. (2013). Common Core Standards. Retrieved from
www.state.nj.us/education/sca

Riales, J. W. (2011). An examination of secondary mathematics teachers’ TPACK

development through participation in a technology-based lesson study.
https://egrove.olemiss.edu/cgi/viewcontent.cgi?article=1241&context=etd

Setyawan, T. Y. (2014). Designing TPACK Lesson Plan for Primary English Classrooms.
Jurnal Kependidikan WIDYA DHARMA, 26(2), 224-245.
https://repository.usd.ac.id/3704/1/985_DESIGNING+TPACK+LESSON+PLANS
+FOR+PRIMARY+ENGLISH+CLASSROOMS.pdf

Smaldino, S.E., Lowther, D.L., & Russell, J.D. (2008). Instructional technology and
media for learning (9th edition). Upper Saddle River, NJ: Pearson Education, Inc.
https://www.utm.edu/staff/mspaulding/EDST750/750assuremodel.html

Wetzel, K., & Marshall, S. (2011). TPACK goes to sixth grade: Lessons from a middle
school teacher in a high-technology-access classroom. Journal of Digital Learning
in Teacher Education, 28(2), 73-81. https://files.eric.ed.gov/fulltext/EJ960153.pdf

West, R. (2018). Foundations of learning and instructional design technology.

https://edtechbooks.org/lidtfoundations

Online Sources

Educational Technology 1: Lesson 9: Dramatized Experience.

https://dctedtech1sy1617.blogspot.com/2016/08/lesson-9-dramatized-experience-
dramatic.html
Contrived Experiences. https://www.slideshare.net/tolentino_noemi/contrived-
experiences-46394289
Educational Technology 1: Lesson 13: Teaching with Visual ....
https://dctedtech1sy2016.blogspot.com/2016/10/lesson-13-teaching-with-visual-
symbols.html
shorturl.at/lpryC
shorturl.at/wBEU6
shorturl.at/hADIJ

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 Module 4

ICT in Various Content Areas

Module Overview

“ICT is a skill which is essential in the world we live in. Our pupils need to use the latest
technology to offer them an effective education in the twenty-first century.”

- Jane Rosser-
Lessons in this Module
• 21st Century Literacy Skills Instructional Design Models
• Technology Enhanced Teaching Lessons exemplars ICT Conventional
• Materials to Enhance teaching Distance Learning
A • Relevance and Appropriateness in the use of Technology in Teaching
• and Learning
•
A

As teachers in the 21st century, we tend to become more resourceful in the usage
of ICT tools in the teaching-learning process. Learning the different tools available will
help us to be equipped in providing quality education to our students. Together with
conventional and non-conventional learning and the materials available, the modalities
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and platforms in distance learning will also give us more options in delivering our course
contents effectively.
At the completion of this module, you should be able to:

▪ identify and describe the elements of 21st-century literacy skills

▪ discuss the rationale for teaching and learning 21st Century Skills
▪ write a Personal Lifelong Learning Plan (PLLP).
▪ introduce an instructional design model
▪ introduce sample technology-enhanced lessons to support learning
▪ describe flexible learning environments that enhance collaboration with
the positive use of technology tools in teaching.
▪ Explain what conventional learning and its implications are.
▪ Differentiate conventional and non-conventional learning.
▪ Identify what the different digital learning materials and conventional
learning resources that can support the teaching and learning process are.
▪ compare and contrast synchronous and asynchronous learning modalities;
and
▪ identify what examples of distance learning platforms are.
▪ define what is instructional material;
▪ discuss the relevance and appropriateness in the use of technology in
teaching and learning;
▪ explain the importance of the relevance and appropriateness in using
technology in teaching;
▪ evaluate technologies and instructional materials used by teachers in
teaching

Are you ready? Then start the lessons now!

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 Lesson 1

21st Century Literacy Skills

Learning Outcomes

At the end of the lesson, you should be able to:

Identify and describe the elements of 21st century literacy skills.
Discuss the rationale for teaching and learning 21st Century Skills.
Write a Personal Lifelong Learning Plan (PLLP).

Time Frame 3 days

Introduction

With the upsurge of the 21st century, the whole world has seen a period of
extraordinary change in all territories, regardless of whether it is instruction, worldwide
exchange, and economy, innovation, or society. As of late, the COVID-19 pandemic is
likewise hurling difficulties for a person to adapt to its effects. Usually, for such
occasions, an alternate range of abilities is required that would empower an individual to
adapt up and prevail with regards to confronting the difficulties, all things considered,
prompting his/her comprehensive advancement.
These abilities are tended to as 21st Century Skills/Learning Skills/Transversal
Competencies and so on. The 21st Century Skills are the aptitudes that are required by a
person for his/her all-encompassing turn of events with the goal that he/she can add to the
advancement and improvement of the general public/country and world.

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 Effective instruction in 21st-century literacies takes an integrated approach, helping
students understand how to access, evaluate, synthesize, and contribute to the
information. As a forthcoming teacher of the 21st century, you need to be familiar with
the latest literacies, or new fields of learning that you need to illustrate and prioritize
while managing teaching and learning activities. But first, these literacies need to be
established yourself before you can pass them on to your students.

Activity

What Do You Already

Know?

To find out how much you

already know about the
concepts discussed in this
lesson. Try to Study the
Framework of 21st-
Century Learning and
answer the KWL below.

Analysis

To extend the information about the lesson, address the following issue
comprehensively.

• In your own words, define 21st Century Skills.

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• Why is it essential, as a teacher, to learn the expertise, skills, attitudes and values
required to respond to 21st-century demands?

• Characterize and briefly describe some of the core literacies of the 21st century.

• Explain a person who is: information and communications technology (ICT)

literate and media literate.

• Why is needed to incorporate the 21st Century Literacy Skills agenda into an
education delivery system?

• Cite evidence do you have that says 21st-century skills improve teaching and
learning. Where is this impacting teaching and learning?

• 21st-century skills are all critical for your students to master to achieve success in
the future. You now try to review the descriptions of each skill and think of
A. What could it mean in your subject and grade level in the future?

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 B. How can you integrate these skills into your lesson plan?

C. What would these skills look like in your classroom?

Abstraction

What are 21st Century Skills?

The word ‘abilities of the 21st century’ refers to a wide range of believed
expertise, skills, work habits, and character traits by educators, school reformers, college
professors, employers, and others to be critically important to success in today’s world.
21st Century Skills refer to the skills that are required to enable an individual to face the
challenges of the 21st-century world that is globally-active, digitally transforming,
collaboratively moving forward, creatively progressing, seeking competent human-
resource and quick in adopting changes.

Wagner (2010) and the Change Leadership at Harvard University identified

another set of competencies and skills. Informed by several hundred interviews with
business, non- profit and education leaders, Wagner stressed that the students need seven
survival skills to prepare for life, work and citizenship in the 21st century: Critical
thinking and problem
solving, collaboration and leadership, agility and adaptability, initiative and
entrepreneurialism, effective oral and written communication, accessing and analyzing
information, curiosity and imagination.

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 21st Century Themes

Global Awareness
• Make use of expertise from the 21st century to consider and fix global problems
• Learning from and engaging with people who represent various cultures,
religions, and lifestyles in a spirit of mutual respect and open dialog in personal,
work and community contexts
• Knowing other nations and traditions through the use of languages other than
English

Financial, Economic, Business and Entrepreneurial Literacy

• Knowing how to make the best personal financial decisions
• Understanding the economy’s position in society
• Use entrepreneurial skills to boost profitability and job opportunities in the
workplace

Civic Literacy
• Being able to engage efficiently in public life by learning how to remain updated
and respecting policy processes
• Exercising citizenship rights and responsibilities at the local, state, national and
global levels
• Understanding the consequences of local and global political decisions
Health Literacy
• Obtaining, interpreting and recognizing basic health knowledge and resources and
using them in ways that improve health
• Knowing preventive steps for physical and mental health include a healthy diet,
nutrition, exercise, disease avoidance, and stress management
• Usage of available information to make reasonable decisions to safety
• Establishing and managing personal and family wellbeing priorities
• Understanding regional and international facets of public health and safety
Environmental Literacy
• Demonstrate awareness and understanding of the environment and the conditions
and circumstances that affect it, especially about air, atmosphere, land, food,
energy, water and ecosystems
• Show experience and awareness of the effect of society on the natural
environment ( e.g., population growth, economic development, rate of resource
use, etc.)
• Investigate and evaluate environmental issues, and draw definite conclusions on
possible solutions
• Take individual and collective action to tackle environmental problems ( e.g.,
global action, approaches that encourage action on environmental issues)

Learning and Innovation Skills

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 Increasingly, learning and creativity skills are recognized as those that distinguish
students who are prepared for ever more dynamic living and working environments in the
21st century, and those who are not. To prepare students for the future, a focus on
innovation, critical thinking, communication, and teamwork is essential.

Creativity and Innovation

Think Creatively
• Using a large variety of methods to generate concepts (such as brainstorming)
• Creating new and exciting innovations (both revolutionary and incremental)
• Create, refine, evaluate and assess your thinking to improve and optimize creative
efforts

Work Creatively with Others

• Effectively create, introduce and pass on new ideas to others
• Be responsive and receptive to new and diverse perspectives; job input and
feedback
• Demonstrating originality and inventiveness in the workplace and recognizing the
actual drawbacks of introducing new ideas
• See failure as an opportunity to learn; know that creativity and innovation are a
long-term, cyclical cycle of minor successes and regular errors

Implement Innovations
• Act on new ideas to make a concrete and meaningful difference to the area where
the invention takes place

Critical Thinking and Problem Solving

Reason Effectively
• Using the different forms of reasoning (inductive, deductive, etc.) according to the
situation

Use Systems Thinking

• Analyze how portions of a whole communicate with each other to achieve overall
results in complex systems

Make Judgments and Decisions

• Analyze and appraise facts, points, statements, and beliefs effectively
• Analyze and analyze essential alternative perspectives
• Synthesize and connect the knowledge and the arguments
• Interpret details and conclude using the best possible methodology
• Grant serious thought to learning experiences and processes

Solve Problems
• Solve different forms of unknown issues, both conventionally and innovatively

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 • Identify and ask essential questions which explain different perspectives and lead
to better solutions

Communication and Collaboration

Communicate Clearly
• Articulate thoughts and ideas effectively in several ways and contexts using vocal,
written and nonverbal communication skills
• Hear to decode meaning effectively like information, beliefs, attitudes, and
intentions
• Using contact for a variety of purposes (for example, educating, instructing,
motivating and persuading)
• Using various media and technologies, and know-how to determine their
performance a priori and their effect
• Effectively interact in can contexts (including multi-lingual ones)

Collaborate with Others

• Demonstrating the ability to work with diverse teams efficiently and respectfully
• Exercise flexibility and expertise to help make the sacrifices possible to achieve a
shared goal
• Assume mutual responsibility for collaborative work, and respect each team
member’s contributions

Information, Media and Technology Skills

In the 21st century, people live in a technology and media-sufficient environment,

characterized by different characteristics, including 1) exposure to an abundance of
information, 2) rapid improvements in technology resources, and 3) the opportunity to
collaborate and make individual contributions on an unparalleled scale. Citizens and staff,
useful in the 21st century, must be able to demonstrate a variety of practical and critical
competencies in information, media, and technology thought.

Information Literacy

Access and Evaluate Information

• Effectively (time) and productively (sources) access information;
• Assess details objectively and skillfully

Use and Manage Information

• Using details correctly and creatively for the specific issue or question
• Manage information exchange from a large variety of sources
• Apply a clear understanding of ethical/legal problems concerning access to and
use of information

Media Literacy

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Analyze Media
• Know how and why media messages are created, and for what purposes
• Examine how people understand terms differently, how principles and opinions
are integrated or omitted, and how media can affect attitudes and behaviors
• Apply a clear understanding of ethical/legal problems related to access and use of
media
Create Media Products
• Know-how and why media messages are created, and for what purposes
• Examine how people understand terms differently, how principles and opinions
are integrated or omitted, and how media can affect attitudes and behaviors
• Apply a clear understanding of ethical/legal problems related to access and use of
media

ICT (Information, Communications and Technology) Literacy

Apply Technology Effectively

• Using technology as an instrument for studying, arranging, analyzing and
communicating information
• Using modern technology (computers, PDAs, media players, GPS, etc.),
communication/networking tools, and social networks to access, handle,
incorporate, analyze and generate information that works in a knowledge
economy successfully
• Apply a clear understanding of ethical/legal problems related to access to and use
of information technology

Life and Career Skills

Life and work environments today need much more than analytical skills and
knowledge of content. In the globally competitive knowledge age, the ability to manage
the diverse living and work environments requires students to pay close work in
improving appropriate life skills and career skills.

Flexibility and Adaptability

Adapt to Change
• Respond to diverse tasks, employment, schedules and contexts
• Work successfully in an uncertain world and with shifting goals

Be Flexible
• Effectively integrate feedback
• Addressing praise, failures, and criticism
• Understand, negotiate and balance different views and beliefs for achieving
workable solutions, particularly in multicultural environments

Initiative and Self-Direction

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Manage Goals and Time
• Set expectations with parameters of measurable and intangible performance
• Tactical (short term) and strategic (long term) alignment goals
• Using resources, and effectively control workload

Work Independently
• Track, describe, prioritize and execute tasks without direct supervision

Be Self-directed Learners
• Go beyond the necessary skills or curricula to develop and enhance one’s learning
and knowledge
• Demonstrate commitment to developing skills to professional level
• Demonstrate dedication to Lifelong Learning
• A critical reflection on past experiences to guide future development

Social and Cross-Cultural Skills

Interact Effectively with Others

• Know when listening is necessary, and when to speak
• Behave properly, professionally

Work Effectively in Diverse Teams

• Respect cultural differences and collaborate with people from all walks of life and
community effectively
• Respond openly to opposing ideas and beliefs
• Profit from social and cultural differences to generate new ideas and boost
innovation and job effectiveness

Productivity and Accountability

Manage Projects
• Set and achieve targets, particularly when faced with challenges and conflicting
pressures
• Prioritize, schedule and execute work to achieve the desired outcome

Produce Results
• Demonstrate added qualities associated with the development of high-quality
outputs. Including the ability to work positively and ethically, efficiently manage
time and tasks, multi-task, participate actively, be consistent and prompt, present
yourself professionally and with a proper mark, collaborate and cooperate with
teams, value, and appreciate the diversity of groups and be responsible for
outcomes.

Leadership and Responsibility

Guide and Lead Others

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 • Using organizational and problem-solving skills to influence others and direct
them towards an objective
• Leverage other people’s abilities to reach a shared goal
• Encourage others to do their very best by example and selflessness
• Demonstrate honesty and ethical actions in exerting authority and control

Be Responsible to Others
• Act professionally with broader group values in mind

What is 21st Century Literacy Skill?

Information, both from the traditional sources

like Books, Newspapers, etc. and other digital
sources like the Internet sites, social media,
Apps, etc. is to be used effectively and
judiciously by students. It is to be seen carefully
by the teachers that information available is
used at all levels of Bloom’s TaxonomyThey
must be able to recall, understand, apply,
interpret, assess the information provided, and
build new knowledge.

In Growing Up Digital: How the Net Generation

Is Changing Your World, gives the following
eight reasons why students use technology:

• Freedom of expression
• Facility to use it as per likings
• Multiple resources of information
• Open interaction
• Blend of work and play
• Connecting and collaborating
• Exploring and Innovating

Tabular presentation of the basis, purpose, and strategy in the digital classroom.
Basis • Accessing Information
• Collaborating
• Communicating
• Using Information
• Analysing Information
• Interpreting Information
• Creating New Information
Purpose IMT makes the learning environment more exciting than
a traditional classroom environment and helps the
students perform better in their respective careers.
Strategy Digital classroom • With traditional blackboard, digital interactive boards

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 should be placed in the classroom.
• This will aid in the teaching-learning process. In
teaching
of lesson related to space, teachers can show videos of
space to children for long-lasting memories.

Activities that develop 21st Century Literacy skills

Know-How
The teacher must show the children
how to look for the details and where to
look. Then the teacher will give them topics
to explore and will see how children are
seeking and if they were following her
instructions or not.

Design an App
Students will be asked to identify a
problem (environment/ societal /school-
related) and design an App using ICT to
offer a viable solution to it. Even if they do
not have the technical know-how to create
an App, they will plan it on paper by
preparing a detailed write-up on the why,
what, how, etc. of the App. This would also
enhance their critical thinking and decision
making.

Designing a Blog, Website, PPT

Ask children to design a PPT or blog and see how they do that. Tell them what all
can be done in the PPT or blog. This will help children to get information about how to
use Powerpoint and Microsoft word etc.

Application

Would you love to find out how much the module has taught you? Start this
mission, and complete it.

Identify the literacy areas in which you are great, right, or weak. Then build a
personal life plan to fix the places where you are still weak and strengthen those you
already are good or strong. In writing your Own Lifelong Learning Plan (PLLP), you can
use the template in the activity as a reference, which includes the following:

• The seven 21st century literacies

• Your level of competency for each literacy

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 • Activities that will help improve or enhance literacy
• Time Frame
• Support/Resources Needed
• Barriers/Challenges
• Solutions/Action Points

Closure

The key competitiveness challenge of the next decade is developing an

integrated, 21st-century public education system that prepares Filipino’s to succeed.
Addressing this challenge requires stable, forward-thinking leadership from government,
policy-makers, and teachers. This lesson gave you details on the experience, skills,
attitudes, and values to help you prepare to be an efficient teacher in the 21st century.

Congratulations! It shows that you are already familiar with the contents of this
lesson. You can now proceed to the next experience of this module.

Lesson 2

Instructional Design Models

Learning Outcomes

At the end of the lesson, you should be able to:

• Introduce instructional design model
• Introduce sample technology- enhanced lessons to support
learning;

Time Frame 3 days

Introduction

As an aspiring teacher, you are being exposed to various techniques and strategies
in the teaching-learning process. With this, you were able to be given a chance to choose
different instructional models that you may think is the best model in your teaching. In
this lesson, you will understand better how these instructional models work and their
appropriateness in the topic given.

Activity

Back to the future!

~If you could turn the clock fast and see yourself in a classroom as a teacher, who are
you as a teacher? Let’s find out and try to fill in the information on the semantic web.
 SETUP OF
STUDENTS

ENVIRONMENT My Future Your presence as

Classroom a teacher

MOOD OF
LEARNER'S

Analysis

To extend the information about the lesson, address the following issue
comprehensively.

• What makes the learning process successful?

• What factor creates an ideal environment for learning?

• What is your ideal classroom environment?

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• What classroom scenario is your greatest fear?

• How a teacher affects the mood of learners in the learning process?

• What do you think is your greatest asset as a teacher? Why?

Abstraction

Instructional Design Model

An instructional model serves as an anchor wherein the journey to learning is
rooted. There are various instructional designs created to keep track of the efficiency of
the instructions. Through different models of instructions, teachers were able to draw
some inspirations on the different techniques and strategies patterned on the models of
instructions. Nevertheless, teachers should bear in mind that there is such no such thing
as a perfect model. Still, it will be in the appropriateness of the model and how the
teacher processes the learning for such a model to be effective.
In a nutshell, different instructional design models to be mentioned in this lesson
are as follows:
• Gagne’s Nine Events
• Blooms Revised Taxonomy
• ADDIE
• Merrill’s Principles of Instructions

As aspirant teachers, I want you to have an in-depth knowledge of the different

instructional models for you to be able to make use of them appropriately in your future
career as a leader inside the classroom in the process of learning.
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A. Gagne’s Nine Events of Instructions
Robert Gagne has created Nine Events of Instructions that have been widely used in the
educative process. This Instructional model has focused on providing teachers,
instructors, and facilitators in the academe an organized process efficiently designed to
help maintain efficiency in the teaching-learning process.

Gain Inform Stimulate

Attention Learner Recall

Elicit Provide Present

Performance Guidance Information

Provide Assess Enhance

Feedback Performance Retention

Figure 1: Gagne’s Nine Events of Instructions

Here is additional information on the Nine Events of Instruction developed by Gagne:

a. Preparation
1. Gain Attention (reception)-this is the part wherein the teacher must get the
attention of the learners and keep them focus while the content of the lesson is
about to be delivered.
2. Inform Learner of Objective (expectancy)- this is to lay down your expectation
and focus on the learning. An announced objective (s) helps learners have an
overview of how their performance will be assessed and the value of the content
in the future.
3. Stimulate Recall of Prior Information (retrieval) – this is based on the schema
theory wherein student’s prior knowledge will be linked and associated with the
newly introduced knowledge.
b. Instruction and Practice
4. Present Information (selective perception)- this is where the new content will be
systematically organized for the learning process to be achieved. One important
matter to be considered is the varied learning style of learners; this differentiated
instruction is highly recommended.
5. Provide Guidance (semantic encoding)-this is where facilitation of the learning
process should be taken into high consideration especially when learners are

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 drawing in new knowledge and associating it to their prior knowledge to avoid a
negative transfer.
6. Elicit performance (responding)-this can be in the form of individualized or
grouped; output-based or process-based, and outright performance or homework.
7. Provide Feedback (reinforcement)- this is one of the essential parts wherein
learners will be able to understand whether the learning process is a success or
needs to be enhanced or revisit.
c. Assessment and Transfer
8. Assess Performance (retrieval)- this is one of the most anticipated parts of the
student’s performance wherein they were able to know if the expected outcome or
the learning objectives has been met or there is a need for them to expound their
knowledge.
9. Enhance Retention Transfer (generalization)- This is an additional input to allow
learner’s retention of new knowledge. This can be in the form of additional
reinforcement through practices and summarization.

Events of Instruction Techniques

Gaining Attention • Pose thought to provoke questions
(reception) • Present an intriguing problem
• Present meaningful and relevant challenges
Informing Learners of the • Describe what they will be able to do after the
objective (s) session
(expectancy) • Describe the required performance and its criteria
• Explain how the learning will benefit them
Stimulate recall of prior • Ask a question on their previous experience
information • Ask about their understanding of the previous
(retrieval) concepts
• Give a similar situation to what they will be
learning
Present Information • Organize content in easy to understand manner
(selective perception) • Chunk information
• Use multiple delivery methods, a variety of texts,
and graphics as well as approaches.
Provide Guidance • Concept mapping for an association, graphics to
(semantic coding) make visual associations
• Mnemonics to cue and prompt learning; analogies
on knowledge construction
• Case studies for a real-world application
Elicit Performance • Have the learner demonstrate the acquired behavior
(responding) or knowledge of the content
• Ask thought-provoking questions
• Have the learner apply the knowledge to a scenario

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 or case study.
Provide Feedback • Be positive
(reinforcement) • Be objective
• Deliver focused and concise feedback on areas of
student’s control
Assess Performance • Written test, oral questioning, short essays or
(retrieval) questionnaires, etc.
Enhance Retention • Have them summarize the content
Transfer • Have them generate examples
(generalization) • Have them create concept maps

B. Bloom’s Revised Taxonomy

There are six levels of cognitive learning, according to the revised version of
Bloom’s Taxonomy. Each level is conceptually different. The six levels are remembering,
understanding, applying, analyzing, evaluating, and creating.
Using Bloom's Revised Taxonomy in Assessment
These levels can be helpful for the learning outcomes to be categorized most
appropriately according to the level of cognitive needs and demands as well as the ability
of the learner. This, the teacher was able to pattern his/her learning objectives
accordingly. Further, teachers will be able to assess according to his/ her understanding of
the
different Crea
cognitive te levels.

Evaluate

Analyze

Apply

Understand

Remember

Figure 2: Bloom’s Level of Cognitive Learning

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 1. Remember- is a simple retrieval, recall, and recognition of essential and relevant
knowledge from long-term memory
- simple identification of the different parts of speech in a sentence, tell the basic
step in the dance or label food according to its category (go, glow, grow)

2. Understand-to demonstrate comprehension by explaining facts

-summarize a story, rephrase an article, outline the steps in case of emergency
3. Apply-use information or skill and relate it to a new situation
-translation of the local dialect to the second language, demonstrate the different
approaches of teaching, execute the basic step in dancing
4. Analyze- break material into its constituent parts and determine how the parts
relate to one another and/or to an overall structure or purpose
-compare and contrast the similarities and differences of land and water animals,
analyze the relationship between different characters in a play, analyze the
relationship between various members of the family according to group
5. Evaluate- is to make judgments based on criteria and standards
-determine the quality of the manuscript according to a given standard, judge
whether methods used in a demonstration of the product is valid or not, determine the
fallacies on an article based on criteria
6. Create- put elements together to form a new coherent or functional whole;
reorganizing elements into a new pattern or structure
-compose a poem, write a thesis, write an essay of an event

Bloom’s Level
of Cognitive Learning Outcome Verbs
Learning
Remember cite, define, describe, identify, label, list, match, name, outline, quote,
recall, report, reproduce, retrieve, show, state, tabulate, and tell.
Understand abstract, arrange, articulate, associate, categorize, clarify, classify,
compare, compute, conclude, contrast, defend, diagram, differentiate,
discuss, distinguish, estimate, exemplify, explain, extend, extrapolate,
generalize, give examples of, illustrate, infer, interpolate, interpret, match,
outline, paraphrase, predict, rearrange, reorder, rephrase, represent,
restate, summarize, transform, and translate.
Apply apply, calculate, carry out, classify, complete, compute, demonstrate,
dramatize, employ, examine, execute, experiment, generalize, illustrate,
implement, infer, interpret, manipulate, modify, operate, organize,
outline, predict, solve, transfer, translate, and use.
Analyze analyze, arrange, break down, categorize, classify, compare, connect,
contrast,deconstruct,detect,diagram,differentiate,discriminate, distinguish,
divide, explain, identify, integrate, inventory, order, organize,
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 relate, separate, and structure.
Evaluate appraise, appraise, argue, assess, compare, conclude, consider, contrast,
convince, criticize, critique, decide, determine, discriminate, evaluate,
grade, judge, justify, measure, rank, rate, recommend, review, score,
select, standardize, support, test, and validate.

Create arrange, assemble, build, collect, combine, compile, compose, constitute,

construct, create, design, develop, devise, formulate, generate,
hypothesize, integrate, invent, make, manage, modify, organize, perform,
plan, prepare, produce, propose, rearrange, reconstruct, reorganize, revise,
rewrite, specify, synthesize, and write.

C. ADDIE
The ADDIE model is the generic process traditionally used by instructional
designers and training developers. The five phases—Analysis, Design, Development,
Implementation, and Evaluation—represent a systematized process of instruction wherein
the learning process is established in a framework of the organized flow of knowledge
effective transfer.

Figure 3: ADDIE Model

1. Analysis phase- this phase introduces the focus of the lesson-the goals and
objectives; also, learning environment, learner’s prior knowledge, cognitive
level, and learning style are
2. Design phase -is a systematic and specific phase wherein the different parts in
the process of learning such as crafting learning objectives, assessment
instruments, as well as appropriate contents and materials to name a few, will be
taken into consideration

3. Development phase -is the output of the design phase where content will be
assembled where the developers create and assemble the content assets that were
created in the design phase

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 4. Implementation phase-a procedure for training the facilitators and the learners
is developed. The facilitators’ training should cover the course curriculum,
learning outcomes, method of delivery, and testing procedures. Preparation of
the learners includes training them on new tools (software or hardware), student
registration.

5. Evaluation phase-is consists of two parts: formative and summative. Formative

evaluation is carried throughout the process of learning, while summative is
where the learner’s comprehension.

The content of the unit will be assessed at the end of the process.
ADDIE Phases Possible Outcome
Analysisan analysis of training needs and a training plan
Designan overview of the course design and storyboards/prototypes.
DevelopmentCourse Content
ImplementatioYour courses are live in the LMS and learners can start to take and complete
ncourses
EvaluationAn evaluation report and actionable changes for the current or future courses

D. Merril’s Principles of Instructions

Dr. David Merrill set of fundamental principles of instruction that can lead to effective,
efficient, and engaging instruction. Merrill's purpose was to identify the prescriptive
principles common to various design theories and models.

Integration Activation
PROBLEM
Application Demonstration

Figure 4: Merril’s Principles of Instruction

Purpose of Each Principle

1. Problem-Centered: Learning is promoted when learners are engaged in

solving real-world problems.

2. Activation: The purpose of the activation phase is to create activities that

build on existing knowledge before exposure to new information. Activating

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 prior knowledge prepares your learners to connect new incoming information
with existing knowledge.

3. Demonstration: The purpose of the demonstration phase is to create activities

that demonstrate your learners the steps and procedures. Demonstrating
knowledge requires the learners to be mentally active, but they are not
participating physically.

4. Application: The purpose of the application phase is to create activities that

give your learners opportunities to apply what they are learning. Application
of new information provides the learner's opportunities to do something, such
as practice a procedure, play a game, answer a question, etc.

5. Integration: The purpose of the integration phase is to create activities that

help your learners select and express what they learned and how they may use
it. Integrating new knowledge helps the learners connect what they are
learning to their work or their lives.

Application

Illustrate the (a) presence and (b) the importance of the different Instructional
models in a classroom setting.

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 Closure

Understanding the basic concept of the Instructional Design models is like

finding the blueprint in the teaching-learning process. With it, you, as an aspiring teacher,
will be able to have in-depth knowledge of not just what to teach but how to teach,
exploring endless possibilities and wonderful experience inside the classroom. Thus,
creating an unforgettable holistic teaching-learning experience together with your
excellent students in the near future. In this lesson, along with your grasping the concepts
of the different models, allows you to have a glimpse of who you will be. Good luck,
future teacher!

You can now proceed to the next experience of this module.

Lesson 3

Technology Enhanced Teaching

Learning Outcomes

At the end of the lesson, you should be able to:

• describe flexible learning environments that enhance
collaboration with the positive use of technology tools in
teaching.
Time Frame 2 days

Introduction

Hi! Welcome to Lesson 1. I assumed that you already understood the previous
module. This lesson will give you background and perspectives on Technology-Enhanced
Teaching.
Are you ready? Let’s begin!

Activity

Try this!

• Identify all feasible technological tools that can be applied in your locality.
Cite at least 5 technological tools.

• Draw a concept map which links the technological tools that contributes
teaching learning process.

Analysis

To extend the information about the lesson, address the following issue
comprehensively.

• How enhanced technology affects the learners in the learning process?

• How can enhanced technology teaching assist the learners in their learning
process?

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 Abstraction

Enhanced Technology Teaching

Teachers should seek out technology that enhances student learning. Most
students come to our courses with a strong foundation in the use of technology and expert
instructors to incorporate it into their teaching. Some caution is necessary to avoid using
technology merely for effect, without knowing how it will enhance learning. Take the
time to determine which technologies will support and to improve student learning, and
learn how to use them.

Fig.1 Specific types of teaching and learning tools

Technology provides numerous tools that teachers can use in and out of the
classroom to enhance student learning. This page provides an introduction to some of the
most common.
1. Blackboard
Teachers might use the course management system
Blackboard. It focuses on online learning delivery but supports a range of uses, acting as
a platform for online content, including courses, both asynchronous based and
synchronous based.
(You can use the short, engaging Blackboard that helps your students get comfortable in
Blackboard. Your students can do training and learning gaps, utilizing analytical data and
reporting and choose which ones they want, or they can view multiple videos in a row
about a particular topic.)

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2. Classroom Response Systems ("clickers")
One way to encourage student engagement is by using electronic devices that allow
students to record their answers to multiple-choice questions and will enable you to
display the results instantly. The anonymity encourages participation, and their responses
help the teacher know when further discussion is needed. The use of clickers can also
catalyze discussion.
Clicker systems let you pose a question and have students respond with a device that
looks like a TV remote. Several websites provide an alternative that allows students to
respond with a cell phone or laptop. Schools should encourage faculty to use the web
solution “Poll Everywhere,” but either technology enables many strategies for engaging
students.

3. Online Projects and

Collaboration Tools
Technology can support student collaboration on creating new knowledge,
reflecting on what they are learning, or working together to achieve a deeper
understanding of course material. These articles provide ideas about their use and
misuse. Online tools provide many new options. Students can collaborate on projects,
collect and synthesize information, and write for different types of audiences.
Example:
Teaching in the Cloud: Using Online Collaboration Tools to Enhance Student
Engagement (discusses jointly edited Google Docs, Google Sites, wikis, cloud storage of

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video projects, crowdsourced research, Google Spreadsheets for data aggregation, Piazza,
and class blogs; also considers issues of IT support, ease of use, and student privacy).

3. Information Visualization Tools

Technology can also clarify and stimulate thought by transforming words into
pictures. There are some tools to help lead your students to think more critically by
encouraging them to structure information visually. Visualization tools can help you
make information clearer to students, either by providing you with clearer visuals or,
better yet, assigning them to use visuals to make connections. Visualization tools can help
you create information clearer to students, either by providing you with clearer visuals or,
better yet, assigning them to use visuals to make connections.
Example: Make Infographics in the Classroom (help your students deepen their
understanding by showing connections, mapping, creating timelines, etc.).

5. Flipping the Classroom

Sometimes a great way to move them toward higher levels of understanding is to
move the lecture out of the classroom and use the in-person time for interactions that
require applying, synthesizing, and creating. "Flipping" doesn't have to use technology,
but tools such as videos, podcasts, online quizzes, and the like can help in and out of class
activity work together. These resources explain the theory underlying this teaching
method and provide practical suggestions for making it work.

Example:

Flipping the Classroom: Simply Speaking (video gives clear demonstration and
examples).

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6. Games
What could be more engaging than a good game, a game may lead to deeper
learning and give some examples of their use in higher education.

Ex. Reacting to the Past (Elaborate games set in the past, in which students are assigned
roles informed by classic texts in the history of ideas).

7. Converting a Face-to-Face Course to an Online Course

Teaching online, whether in a hybrid course or a wholly-online course, requires
different techniques and different tools. Without the F2F contact, professors will need to
be even clearer about setting and articulating expectations for digital work and
participation. Encouraging interaction between professor and student and among
students is an additional challenge, as is monitoring student learning as the course
progresses. The online environment requires the use of basic technologies to digitize
course materials as well as mastery of the university's learning management system. And
various tools like Skype allow synchronous communications, while blogs and Twitter can
encourage asynchronous interaction. Here are some ideas to get you started.
Example:
Synchronous learning is instruction and collaboration in “real time” via the
Internet. It typically involves tools, such as:

• Live chat
• Audio and video conferencing
• Data and application sharing
• Virtual "hand raising"
Asynchronous learning methods use the time-delayed capabilities of the Internet. It
typically involves tools, such as:

• E-mail
• Threaded discussion
• Newsgroups and bulletin boards

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Application
Let us test your learnings from the lesson. You will generate ideas to provide a
presentation by using a teaching and learning tool that is available to your local places.
Your teacher will give allotted time to prepare your presentation and will be graded using
the given criteria.

Closure

The implementation of technology in schools helps close that gap. Technology can
enhance relationships between teachers and students. Technology helps
make teaching and learning more meaningful and fun. Students are also able to
collaborate with their classmates through technological applications.

By incorporating technology strategically, educators can enhance the learning

experience and increase student engagement and curiosity. The future of learning lies in
striking the most effective balance between digital and in-person educational experiences.
Good luck, future teacher!

You can now proceed to the next experience of this module.

Lesson 4

ICT Conventional Materials to Enhance Teaching

Learning Outcomes

At the end of the lesson, you are expected to:

• Explain what conventional learning and its implications are.

• Differentiate conventional and non-conventional learning.
• Identify what the different digital learning materials and conventional
learning resources that can support the teaching and learning process
are.

Time Frame 3 days

Introduction

This lesson will help you understand the implications of both conventional and
non-conventional ICT materials to the teaching and learning process. Are you excited to
learn? If yes, let us start!

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Activity
Let us activate your prior knowledge!

Instructions: Remember and identify the conventional learning materials

below using the box of words. Good luck!

Chalk boardText booksManipulatives Flip charts ModelFlash cards

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1. What have you noticed on the learning materials presented on the activity?

2. Why do you think they were identified as conventional materials?

3. Do you think that using these conventional learning materials enhances learning
and teaching? Why or why not?

Analysis

What conventional learning materials you remember you and your teachers used in your
classes?

Are those materials helpful in your learning experience?

Based on the activity above, describe what conventional learning materials are.

What do you think are the difference between conventional learning materials and non-
conventional learning materials?

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Abstraction

Conventional or traditional learning refers to a learning method

wherein teachers and students interact face-to-face and is limited to the corners of
the classroom. This type of learning is teacher-centered, meaning the students in a
conventional classroom passively receive the information being provided by the
teachers.

Conventional VS. Non-conventional Learning

Conventional learning Non-conventional
1. Teacher-centered. 1. Student-centered.
2. Students learn via face-to-face 2. Students can learn wherever
classroom learning. they are.
3. Students passively receive 3. Interactive learning.
information. 4. Infinite access to information.
4. Students have limited access to 5. Student can decide what they
information. want to learn and when they
5. Teacher decides the course of want to learn it (self-paced).
learning. 6. Audio-visual and technology
6. Learning by listening and based learning.
memorization. 7. Most of the materials are
7. Materials are cheap and easy to expensive and is difficult to
use. use/manipulate.

Learning and teaching are more meaningful, efficient, and fun if we incorporate
the usage of learning or instructional materials.

These learning or instructional materials may come in different forms. One of

these mentioned groups is called conventional or non-digital learning tools.

Source: Educational Technology 2 by Mark Jay Peña

1. Conventional or non-digital tools or learning/instructional materials are those

materials used in regular and “conventional or traditional” classrooms.

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 The usual conventional or non-digital tools or learning/instructional materials are
the following: textbooks, charts, flip charts, pictures, posters, atlases, globes, maps,
flashcards, worksheets, blackboards/chalkboards/whiteboards, bulletin boards, science
lab apparatus and materials, models, diorama, dictionaries, encyclopedias, manipulatives,
and others. These learning materials are beneficial and highly accessible to both teachers
and students. They are also very simple, easy, and quick to use/manipulate. However,
today, lessons can be taught and learned more easily by the use of non-conventional or
digital learning tools because they are more engaging, especially to the 21 st-century
learners who are mostly audio-visual and digital native learners.

Source: Education 2.0: Blueprint for the 21st-century classroom by Amol Aurora

2. Non-conventional or digital tools or learning/instructional materials are those

learning materials that are not commonly used in a traditional classroom. These
materials are also identified as modern teaching tools. These materials include
computers and laptops, calculators, slideshow presentations, e-books, radio,
educational CDs, DVDs, audiotapes, interactive whiteboards/smartboards,
television, mobile phones and tablets, and others.

Since you already know what conventional and non-conventional learning is and
identify what some of the conventional and non-conventional tools are, let us now learn
more about each of the tools.

I. Conventional or non-digital tools

1. Textbooks
Textbooks are a collection of contents and information
in a particular subject and level that are printed and
published. Books are designed to aid both the students
and the teachers in the lessons and topics of the
subject/s.

2. Charts and Flip Charts

0
 Charts and flipcharts are educational visual aids that are usually mounted on the wall
or in its stand. It is a pad of paper fastened together; it includes pictures and
representations based on a specific lesson. The pages are flipped to view the other lessons
or topics.

3. Pictures and Posters

Pictures are visual aids used to teach or present

a more realistic view of the topics. Educational images
are usually used to depict stories, places, events,
people, and others. While posters are visual aids that
are used to depict symbols, icons, and even includes
pictures. They are more comprehensive since captions
and labels are present.

4. Atlases, Globes, and Maps

Atlases, globes, and maps are used in

teaching mostly geography-related lessons
because they provide an accurate
visualization of the geographical,
topographical, political, meteorological, and
some other features of the Earth.

5. FlashCards
Flashcards are usually used as an aid in drill activities in English, Filipino,
Math, and Science subjects.
This material has pictures, symbols, math
operations, sentences, and phrases that help in the
development of quick retrieval of information,
which promotes mental ability.

6. Worksheets

Worksheet refers to a printed paper or a set of printed

paper with activities, drills, and questions for the student to

P
 complete and answer. They are used by the teachers to determine the students’
previous knowledge, outcomes, and process of learning.

7. Blackboards/Chalkboards/Whiteboards

These are boards that are usually made from

wood, sophisticated plastic, fiber and even glass.
These boards are usually used by the teachers to
write and draw examples from the lesson that the
students must write. These boards are also used in
drills such as board works in math and spelling
drills in English and Filipino. Almost all
classrooms have these kinds of boards.

8. Bulletin Boards

Bulletin boards are boards with

designs and artistic materials. They are
used in giving up-to-date information,
announcements, posting of public
information, display of students' works
and lessons, and more. It is usually
wall-mounted and placed strategically
for everybody to see it.

9. Dictionaries, Encyclopaedias, and Thesaurus

These are comprehensive reference books used by

teachers and students to find the meaning of any word
and or idea. They contain a collection of facts,
knowledge, and other essential data.

10. Manipulatives

Manipulatives are various objects that

help the students to manipulate and play. These
objects are usually helpful in math and logic. It
helps the students to understand the concepts
through actual manipulation.

0
 11. Science Lab Apparatus and Materials

Science laboratory apparatus

and materials are used inside the
laboratory with caution to exercise
safety. These materials are used to
demonstrate science activities and
perform experiments. These are very
useful since they enforce motivation
and curiosity in science.

12. Models

Models are three-dimensional representation or replicas of the

actual/real things being taught. It may be smaller, more significant, or
even the same size as the exact thing. Models are used in teaching
since they simulate first-hand experience/s. They can be viewed,
examined, and manipulated by both the learners and the students.

13. Diorama

Dioramas are realistic scenic displays

usually used in exhibits. Dioramas include three-
dimensional characters such as people and animals
and things such as buildings, equipment, vehicles,
and others placed in a three-dimensional ground
with flat, scenic background. Some examples are
jungle scene, cityscapes, under the ocean, farms,
and others.

II. Non-conventional or digital tools

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 1. Computers and Laptops

Computers and laptops are used in education as a tool

for storing data, accessing and processing information using
engines and applications. Students and teachers can also
access the World Wide Web using these devices and can
connect to projectors to project presentations.

2. Slideshow Presentation

Slideshow presentations using projectors are

used in education to project slideshow
presentations, videos, clips, and more. The use
of applications can access this. It is beneficial to
the teachers and students since it aids in
learning by the projection of quality videos of
the lessons that are difficult to explain.

3. E-Books

E-books are an electronic copy of published

books. E-books are present in applications or
downloadable materials that can be accessed using
devices like tablets, laptops, mobile phones, etc.

4. Radio

Radios and Televisions are electronic devices that air or broadcast

programs, news, and music. Radios and televisions are used in education as
a venue to air or broadcast educational programs and lesson when the places
are not reachable, they lack teachers, and if the area or country is
experiencing a calamity or emergency as distance learning
must be practiced.

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 5. Educational CDs, DVDs, and Audiotapes

CDs, DVDs, and

Audiotapes are digital storage
of video or audio lessons.
They contain music, speeches,
drama, stories, poetry, pre-
recorded lessons, and others.

6. Mobile Phones and Tablets

Mobile phones and tablets are handheld devices that are very useful in learning.
These devices can be used to access the internet, almost all applications, even e-books
and can be used as a calculator, map, converter, etc.

7. Interactive Whiteboards/Smart
Boards

Smart boards or interactive boards are

used by some school in the world. They are
large screen that is mounted on the wall.
These boards can access the internet and
can project videos, pictures, and others.
These boards are very promising since it
motivates the learners because of its
interactive nature.

Application

Two pictures are presented below: a traditional classroom that practices

conventional learning and a modern classroom which practices non-conventional

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learning. Analyze what are their major differences including their advantages and
disadvantages.

Modern Classroom Traditional Classroom

Closure

Great job! You have just finished Lesson 4 of this module. If there are parts of the
lesson which you need clarification, please ask your instructor during your face-to-face sessions.

Now, if you are ready, please proceed to Lesson 5 of this module, which will discuss
distance learning. Kudos!

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 Lesson 5

Distance Learning
Learning Outcomes

At the end of the lesson, you should be able to:

Describe what distance learning is and identify its advantages and disadvantages.
Compare and contrast synchronousand asynchronouslearning modalities.
Identify what examples of distance learning platforms are.

Time Frame2 days

Introduction

This lesson contains information on how learning is practiced using different modalities in
distance learning. This lesson also provides a list of platforms that are used in distance
learning. If you are excited to know them, let us start now!

Activity

Picture Analysis.

Instructions: Analyze the picture below and answer the questions provided.

1.

What is/are being practiced in the

picture?

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P a g e 108 | 198
2. What do you think is/are the reason/s why we accommodate distance
learning?

3. What are some of the disadvantages and advantages you can point to form the
picture?

Analysis

• Can students learn via distance learning?

• What are the challenges we may encounter when we practice distance

learning?

• What are some of the platforms you know that helps in distance learning?

• As a student who practices distance learning, what views can you share?

Abstraction

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Distance learning is also known as remote learning, is a form of education wherein there
is little or no face-to-face learning or what we call residential learning between the
students and their teachers. Distance learning can be done anywhere, usually at home.

There are a lot of reasons why people choose or practice distance or

remote learning. Here are some of the examples:

• Borderless learning. Students can

enroll in programs being offered online
by schools abroad.

• Flexible schedule. Students can choose

to enroll in courses that fit their
timetable.

• Learners can save. Because you can

learn from your own home, you can
save from transportation fees, allowances, and even books and other resources.

• Self-paced learning. Learners can accomplish their modules/tasks at a convenient

time, pace, and whenever they are ready without being forced.
• Numerous programs and course offerings. There are a lot of programs and courses
being offered by schools for distance learners. They have the same standards and
quality as on-site learning.

• Increase employability. Since most of the schools that offer distance learning are
well-known and provides quality education, earning certificates from the courses or
programs finished by these institutions will give an advantage to your curriculum
vitae and increase your chance to be employed.
• Back up during calamities and emergencies. Due to natural calamities and or
health emergencies, learning institutions resort to distance learning to continue the
education of the students when face-to-face or residential learning cannot be
practiced.

Disadvantages of Distance Learning

• High chances of distraction. Students most likely to be distracted during distance

learning since most of their homes are not suitable or conducive for learning. Losing

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 focus and losing track of deadlines is also a big problem since there are no teachers or
students at their side to remind and motivate them.
• Hidden costs. Even if courses and programs offered in distance learning by schools
are much cheaper than residential learning, there are some hidden costs involved. For
example, buying gadgets, installing computers or internet routers, paying electricity
bills, and others.
• Access to technology. Since most of the platforms in distance education require
gadgets and digital tools, some students cannot access them due to the lack of these
said gadgets. Students coming from the low-income sectors of the community don’t
have any access to devices needed for this type of learning.
• Compromised quality. Since distance education promotes self-paced learning, the
quality of education can be compromised since individual students cannot exhibit
some of the outcomes of the lessons. Some needed to be collaborative, and some
required actual laboratory experience, and some needed the supervision of the
instructors
• Problems on the network. Some areas have limited source of internet connection or
network service. Since some of the activities in distance learning need to be done
online, the difficulty will arise when there is no sufficient network signal or internet
connection.
• Production of materials and resources. Learning institutions must prepare materials
to be used in distance learning. Problems will arise if there is an emergency or a
calamity wherein materials are not developed due to the nature of unpreparedness on
the given situations.

Types of Distance Learning Modes

I. Synchronous Learning –instructor-facilitated

learning that requires all the participants to be
virtually present at the same time. Tests and other
assessments are scheduled and timed. Learning
using this modality can be conducted using:
a. Virtual classrooms – is an online
environment wherein students and teachers can communicate, interact, view
and present lessons and discussions, and actively engage with the learning
resources available while teaming up or doing the tasks individually all in just
one setting.
b. Web conferencing – is a service available online wherein teachers and
students can conduct classes, conferences, meetings, training, and other
activities virtually.
c. Educational televisions and radios – These are technologies that air and
broadcast programs, lessons, and other educational stints to the general
public. This is widely used in places that are experiencing calamities and
emergencies such as volcanic eruptions and disease outbreaks.
d. Learning Management Systems (LMSs) – are online software applications
used to deliver course materials, educational training, program development,
and others.

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II. Asynchronous Learning – self-directed and self-
paced learning mode that does not require students
to be virtually present. Learning using this modality
can be conducted using:
a. Modules – just like this material that you
are using, modules are developed to help
learners access education during distance
learning without having the trouble to
access the internet and buy gadgets. Modules include comprehensive lessons
and activities that help achieve learning outcomes even if done using self-
paced learning.
b. Web-based courses – are uploaded courses and lessons on the internet. They
can be accessed from the different programs or course offerings of learning
institutions. Some of them are required to pay to be enrolled, while some are
free.
c. Video and audiotapes – These materials are pre-recorded copies of
instructors giving discussions and presentations. This is useful to learners
who have access to gadgets but don’t have the freedom of time to join the
scheduled meeting or don’t have any sufficient access to the internet.

Distance Learning Platforms

These are the Learning

Quipper, Management System
Moodle, and Synchronous (LMS) used to give
Schoology lessons, online quizzes,
tests, and other activities.

Serves as online virtual

Google
classrooms. Students can
Classroom and Synchronous
pass their works here and
Edmodo
interact with each other.

It is used to access e-
Proquest and Asynchronou books, online journals,
E-brary s and other online learning
materials.

P a g e 112 | 198
 It is used to provide pre-
Asynchronou
Youtube recordedlecturesand
s other video
references.

It is used to provide pre-

Coursera, recorded video lectures,
Asynchronou
Udacity, and online lessons and
s
edX modules, and othe
references r
.

Phet™ Used in science

Asynchronou
Interactive laboratory activity
s
Simulations simulations.

It is used to conduct video

Zoom, FB chat, meetings,
Synchronous
messenger conferences, and online
consultations.

Application

Reflective Journal

What made you choose modular learningAre you effectively learning using modular
over synchronous online learning?distance learning?

What distance learning platform would best suit you if you haven’t chosen modular
learning?

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 Closure

Great work! Lesson 5 of this lesson you've just started. If you need
clarification regarding parts of the experience, please ask your instructor during your
face-to-face sessions.

If you're ready now, please proceed to this module's Lesson 6. Kudos, you guys!

Lesson 6

Relevance and Appropriateness in the use of

Technology in Teaching and Learning
Learning Outcomes

At the end of the lesson, you should be able to:

• define what is instructional material;
• discuss the relevance and appropriateness in the use of technology in
teaching and learning;
• explain the importance of the relevance and appropriateness in using
technology in teaching;
• evaluate technologies and instructional materials used by teachers in
teaching

Time Frame 2 days

Introduction
Hello and welcome to another lesson of this module! This lesson introduces the
Relevance and Appropriateness in the use of Technology in Teaching and Learning.
Technology can do so much in the teaching and learning process. It can enhance the
teacher-student relationship, it helps the teaching and learning process fun and more
engaging, and it facilitates collaboration to the students. However, some things need to be
considered in using technology for it to be useful in the teaching and learning process.
This lesson will help you have a better understanding of the use of technology in teaching
and learning, which would greatly help you in future endeavors. So, what are you waiting
for? Let’s buckle up and enjoy the lesson!

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 Activity

Think of a text book that you like the most and answer the following
questions by filling out the blank.

Title of the book:

I like this book because:

This book caught my interest because:

This book suits me because:

I can easily understand the book because:

Analysis
After answering the activity above, you now have a rough idea about our
lesson. But before we proceed to abstraction, consider the following questions below:
1. Why do you think it is essential for a teacher to have a deep understanding of how
to utilize technology in the teaching and learning process appropriately?

2. Why do you think it is essential to consider the relevance and appropriateness of

using technology in teaching?

P a g e 115 | 198
 3. Why do you think instructional material is important for teachers?

4. The textbook is an example of instructional material. What do you think are the
things that we need to consider in selecting instructional materials like books?

Abstraction

In teaching, it is vital to consider the relevance and appropriateness of using

technology in teaching and learning. If we employ well-planned instructional strategies
with relevant and appropriate technology and media, we prepare our students for 21 st-
century careers (Smaldino et al. 2014). Utilizing appropriate technology in the teaching
and learning process is indispensable for us teachers. What works for one does not
necessarily work for all. We need the right tool for the right job.
When talking about utilizing technology appropriately, we are not only talking
about how to use technology appropriately but also, and we are talking about
Instructional Technology. Instructional Technologies includes the instructional design
process, which provides for analysis, design, development, evaluation, and
implementation of instructional systems and other learning environments
(https://uncw.edu/ed/mit/faq.html). It also includes the proper selection of instructional
materials. Instructional material should constitute the appropriate utilization of
technology.
But what is an instructional material? It is a device that aids the teacher in the
teaching-learning process. They do not replace the teacher but aids the teacher. It can be
traditional resources (e.g., textbook, workbooks, etc.), graphic organizers (e.g., graphs,
charts, tables, etc.), teacher-made resources (e.g., handouts, worksheets, etc.), and other
forms of instructional material (e.g., audio, audio-visual, electronic interactive, etc.).
Since instructional material is indispensable for teachers, we need to select carefully.

P a g e 116 | 198
 What are the things that we need to consider
in selecting instructional material based on
appropriateness and feasibility?

1. The principle of appropriateness –

- Does it meet the standards (general and specific
goals of the subject)?
- Is it appropriate to the intended level?

2. The principle of
authenticity – 3. The principle of cost
- Is the material accurate? (economy)
- Is the material up-to- - Can the students afford
date? the cost of the material?
- Is the information of the - Does the cost equate the
material dependable? quality of the material?

4. The principle of interest 5. The principle of

- Does the material catch the organization and balance
interest of the learners? - Is it well organized and
- Does the material stimulate balanced?
students’ curiosity? - Is the purpose clearly stated?
- Does the material motivates - Is there a logical
the students? organization, clarity, and
- Does the material encourage accordance with the principle
creativity and imaginative of learning?
response among users?

Application

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 Interview at least three (3) teachers (through text, messenger, email, and other
means available) and ask the following questions below. Consolidate the data after the
interview and make a conclusion and reflection based on the data collected.
1. Do you often use technology in teaching?
2. In your own opinion, why is it essential to utilize appropriate technology in the
teaching and learning process?
3. Have you ever been on a dilemma in selecting which instructional material is best
for the class? How do you solve that dilemma?
4. What are the factors that you always consider before selecting appropriate
instructional material for the class?

Conclusion

Reflection

Closure
Well-done! I am so happy because you were able to answer the activities and
tasks for this lesson. I’m sure that you have gained some insights and experiences from
this lesson. Now you are ready to move on to the next part of this coursepack. Enjoy the
lesson and keep up the excellent work!

Module Assessment
Read and answer the following questions. Encircle the letter of the correct answer.

1. Which of the following has highlighted Entrepreneurial literacy?

A. Lisa thinks about investments yet has only a little knowledge on the
subject.
B. Carol has an active social networking user and is an influencer.

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 C. Phil makes sure that his family wellbeing is the top priority
D. John, though still in college, was able to gain profit on his investments and
trades.

2. Which has shown Civic literacy?

A. Lindsey, a homeowner, knows that she could not kick out her renters
during the pandemic as the city government has ordered.
B. Clint, knowing his rights to vote, went to the polling precinct despite
having a contagious disease.
C. Carlo, the Mayor’s son, has shared information on COVID 19 positive
cases in the city so to expose the infected and to build citizen’s awareness.
D. Both A and C

3. Environmental literacy is
A. when you try to stop your neighbors to cut trees in their backyard since
those are timbers
B. when you burn your trash garbage to avoid litters and unnecessary rubbish
C. when you educate others regarding the symbiotic relationship of humans
and the environment
D. either A or C

4. The following are the techniques in Gagne’s first event, which is gaining
attention which one is NOT?
A. Teacher Beth has asked thought-provoking questions
B. Teacher Allan has present meaningful challenges
C. Teacher Kiera has exposed the benefits of the learning
D. Teacher Andy has shared an intriguing problem

5. Which classroom assessment measured Bloom’s cognitive learning at the

Application level?
A. Linda submitted her homework on revising an article on an editorial page.
B. Carl has submitted his movie review output.
C. Mira has connected the approach introduces by the teacher to her
classroom experience.
D. Paul has executed the proper handling of different utensils in a full course
dinner.

6. It is a phase wherein the learner’s knowledge of the content of the unit will be
tested and the basis of teachers whether the lesson needs to be retaught or
successfully transferred to the learner’s cognition.
A. Implementation
B. Evaluation
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 C. Development
D. Design

7. Which of the following is TRUE about instructional technology?

A. It only includes designing and evaluating the instructional system.
B. It also includes properly selecting instructional materials.
C. In instructional technology, only one instructional technology should be
used for varied learners.
D. None of the above.

8. The following are the questions that you need to consider in choosing
appropriate instructional materials EXCEPT:
A. Can we afford it?
B. Does it meet the intended learning outcomes?
C. Does the material increases motivation to the student?
D. None of the above.

9. Which of the following statement is INCORRECT about instructional

materials?
A. It refers to anything that aids the teacher in the teaching-learning process.
B. Instructional materials should constitute the proper utilization of
technology.
C. Trees, plants, and animals that are found outside the classroom are not
considered as instructional materials.
D. None of the above.

10. Teacher A wants to choose instructional material to use in his class. He

considers using an audiovisual, for it promotes the general and specific goals of
the topic. This is an example of .
A. The principle of interest
B. The principle of authenticity
C. The principle of appropriateness
D. The principle of organization and balance

11. Teacher B wants to utilize instructional technology in her class. What is the
first thing that she should do?
A. Implement an instructional system that is proven effective from other
teachers.
B. Evaluate her previous instructional system and integrate appropriate
technology for improvement.
C. Plan instructional strategy first to identify what appropriate technology is
best for her class.
D. Ask help from another teacher who is an expert on the subject.
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12. Why is it so essential to incorporate 21st-century skills into the curriculum?
A. Technology is already a massive part of our lives.
B. Teaching these skills transforms students' understanding of content.
C. Student achievement will be improved by teaching these skills.
D. These skills are essential for authentic learning and to prepare the jobs of
today and the future

13. What benefits can one get from ICT in education?

A. This leads to added abilities for self-regulated learning
B. May not help more disorganized learners who need more structure and
routine available in a physical classroom setting. Better for those who can
or at least keen to self-regulate their learning.
C. Difficult to replicate settings such as lab activities that require hands-on,
experiential learning
D. Academic staff should spend more time in preparation of teaching
materials.

14. What is the disadvantage of ICT?

A. Encourage the individual study
B. Provide educational activities in large geographical areas
C. It is more expensive than traditional education
D. Provide instruction according to student needs

15. Which expression is true?

A. ICT does not create an authentic learning environment
B. ICT provides a means of engagement to learning
C. ICT does not provide an interactive learning environment
D. with ICT teachers cannot create flexible teaching approaches

16. A is when students individually watch lectures or video clips

in preparation for completing activities/homework in class
A. Blogging
B. Flipped Classroom
C. Grab-N-Go
D. Curriculum Assessment Tools

17. Haiku, Moodle, Schoology, and Its Learning are all examples of:
A. Screencasting
B. Learning Management Systems
C. Google Forms Add-Ons
D. Chrome Extensions

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 18. Asynchronous student instructions for completing and turning in the
assignment should include
A. Detailed steps
B. Answer documents for assignments
C. Teacher office hours for assistance
D. Grading policy

19. Asynchronous learning...

A. Happens when students learn materials at the same time
B. Involves learning in a virtual classroom like Google Meet
C. Involves learning online
D. Can be online and offline

20. In planning an asynchronous lesson, Which of the following is NOT included?

A. Include clear and straightforward instructions
B. Pitch assignments appropriately
C. Consider differentiated learning materials
D. Include live quizzes to monitor student's learning progress

MODULE SUMMARY
The key concepts covered in this lesson are:
• Literacy in the 21st Century is more than just reading and writing. It is about
thinking and understanding. Students should develop a mix of skills with a
specific emphasis on IT skills, knowledge management skills, and critical
thinking skills. Successful teaching takes an integrated approach in 21st-century
literacies, helping students understand how to access, analyze, synthesize, and
respond to knowledge.

• Gaining multiple literacies is a must in this fast-changing world. As new

knowledge unfolds, adaptability and innovation is a must. To be well-adjusted
requires an in-depth understanding of essential concepts such as different
instructional design models, which are beneficial to instructors, facilitators,
educators, and more. Instructional design models are systematic processes crafted
by seasoned experts on the field of instructions, which has created a blueprint of
an organized and tried and tested pattern of the transference of content and
knowledge to the learners of the different fields.

• Teaching becomes rewarding when students can demonstrate the skills and
outcomes expected of them. Students learn and enhance their skills with the help
of ICT tools in education. Type of learning also affects the experiences of the
students in the classroom. It was presented that we have conventional learning
wherein learning is constricted in the traditional classroom façade, and non-
conventional learning is not constricted and can be practiced anywhere. Materials
P a g e 121 | 190
 or tools of the two types of learning were also identified to help us become
equipped as teachers.

• The importance of distance learning was also emphasized together with its
advantages and disadvantages. Distance learning can be done with the help of
available platforms. Some are LMS, web conferencing, web-based lectures, and
others.

• Always remember that in using technology in teaching and learning, it is essential

to consider the relevance and appropriateness.

• Instructional material is a device that aids the teacher in the teaching-learning

process.

• Instructional Technologies includes the instructional design process, which

provides for analysis, design, development, evaluation, and implementation of
instructional systems and other learning environments.

• In selecting instructional material, we need to consider the (1) principle of

appropriateness, (2) principle of authenticity, (3) principle of cost, (4) principle of
interest, and (5) principle of organization and balance.

Well done! You have completed the activities and tasks for Lesson 5. It is
expected that you have gained sufficient knowledge and insight into distance learning.
You are almost done with this module. The module summary will follow.

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 Module 5

Innovative Technologies for Teaching-Learning

and Assessment Task

Module Overview

The way of teaching is changing and updating every day—the traditional and old
paradigm of education in not demanding anything now. So, we have equipped the
classroom with new technology. It has an advantage.
– Josh Fleming-

Lessons in this Module

ICT and Assessment in Learning
Tools in evaluating appropriate assessment tools
Technology Enhance Lesson using the ASSURE as technology-
Integration Model

Hello and welcome to Module 5 of the course pack. In this module, I will be
introducing you to the concepts about Innovative Technologies for Teaching-Learning
and Assessment Task. Technological innovation contributes to a massive impact in
education. There are many technological innovations today that aids in the teaching-
learning process. Teachers employ innovative technology to improve the teaching-
learning process, thereby improving student’s academic performance. As a future teacher,
your knowledge and skills in innovative technologies are indispensable. This module will
help you equip with experience and expertise about innovative technologies, which will
significantly help you in your future endeavors. Before we proceed to the lesson, be
aware of the learning goals of this module.

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

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 • define what is assessment;
• identify and explain the different types of assessment;
• gain a deeper understanding of the role of ICT in assessment;
• discuss the tools used in evaluating assessment tools;
• explain the different types of a portfolio;
• create your rubrics.
• Explain how the integration of technology enhances the learning
experience.
• Provide examples of innovative technologies that enhance teaching-
learning experiences.
• Develop an ASSURE-based lesson plan.

As you go along in this lesson, you are expected to give your full participation by
answering all the activities provided in each lesson. You are also expected to have an
initiative in researching additional information to widen your horizon about the topic.

So, are you ready for the lesson? Well then, let’s start the lesson now!

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 Lesson 1

ICT and Assessment in Learning

Learning Outcomes

At the end of the lesson, you should be able to:

• identify the different types of assessment;
• discuss basic concepts related to assessment;
• explain the concepts and roles of ICT in the assessment.

Time Frame 2 days

Introduction

Welcome to the first lesson in Module 5. This lesson introduces ICT and the
Assessment of Learning. Assessment, teaching, and learning are all connected. When we
talk about teaching and learning, we cannot get away with an evaluation. When you plan
and conceptualize your teaching, you also need to plan on how to evaluate the learning of
your students. The assessment gives the teacher valuable information on how much the
students have learned so that the teacher can improve his/her teaching approach. Lesson 1
provides you with a better understanding of assessment and how you can integrate
technology in assessment. So, let’s buckle up and enjoy the lesson!

Activity

ASSESSMENT
Complete the
diagram by writing
inside the circle three 1. _2. _3.
(3) words that that
you think are related
to assessment. Give a
brief explanation why P a g e 128 | 190
you think those
words are related to
assessment.
 They are related to assessment because:

Analysis
After answering the activity above, you were now able to recall your previous
knowledge about assessment. To deepen that knowledge, consider the following:
1. How do you define assessment?

2. Why do you think an assessment is essential in teaching and learning?

3. How are assessment and technology-related?

4. What are the roles of ICT in assessment in learning?

Abstraction
What is an assessment? According to Bilbao, P. et al. (2019), assessment is
the process of identifying, gathering and interpreting information about students’
learning. Why do we need to assess our students? We evaluate to collect data from them

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about the status of their learning and then we make improvements to our teaching based
on that information.
Types of Assessment:
1. Formative Assessment
• It is done during the instructional process, while learning is ongoing.
• It provides feedback while learning is ongoing.
• The most typical example for this is impromptu quizzes

2. Summative Assessment
• It provides feedback at the end of the grading period.
• It is done after the learning is completed.
• It aims to measure a student’s academic achievement and learning.

3. Diagnostic Assessment
• It aims to evaluate students’ strengths and weaknesses on the subject.
• It is given before the instruction occurs.
• It helps the teacher how to plan on what to teach and how to teach.

4. Authentic assessment
• It describes the different forms of assessment (activities) that teachers employ
to reflect student learning, achievement, motivation, and attitudes on
classroom activities (Bilbao, P. et al 2019).
• It usually involves tasks that the students need to perform and is rated with
rubrics.

The Role of ICT in Assessment in Learning

Some teachers are hesitant to integrate technology in assessment of learning.
Technology plays a very important role in assessment. Today, technology offers many
tools and applications that can be used in assessment to be more efficient and effective.
See the diagram below to understand the role of technology in assessment.

The Role of ICT in Assessment

constructing assessment tasks

Digital delivering the task to relevant

Devices
Assist the students
e.g. Laptops,
eacher in P a g e 130 | 190
smartphones,
ssessment
computers, recording and providing feedback
in:
etc. to students
 computing and giving grades to
students

Current Trends in Assessment in Learning

Traditional objective tests like multiple-choice and other paper-pencil tests
received a great deal of criticism from the experts. Although they have some flaws, they
are still widely used by teachers. However, recent trends in the assessment are expanding.
The 21st-century assessment includes (Bilbao, P. et al. 2019):

1. Utilizing multiple measures in the assessment

2. Increasing the use of technology
3. Focus on the progress and development of the learner
4. Differentiating the roles and responsibilities of the teachers, administrators, and
another stakeholder

Application
Read and answer the following questions.

1. During class discussion, Teacher A observed that her students are having a hard
time understanding the lesson, but when she ask them, they would say that they
understood the lesson. What should she do to confirm if the students understand
the lesson and which part of the lesson they don’t understand? Why do you say
so?

2. In not more than four (4) sentences, explain what is the role of technology in the
assessment? Cite specific examples.

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 3. As a future teacher, how are you going to integrate the 21st-century assessment in
teaching? Cite specific examples.

Closure

Well done! You have successfully answered the activities and tasks for this lesson. It is to
be expected that you have learned a lot from this lesson. If there are some parts of the
lesson that you don’t understand, feel free to ask your instructor through text message,
email, or other means of communication available.
If you are ready, please continue to the next lesson which will discuss the Tools in
Evaluating Appropriate Assessment Tools. Enjoy the experience and have happy
learning!

Lesson 2

Tools in Evaluating Appropriate Assessment Tools

Learning Outcomes

At the end of the lesson, you should be able to:

identify the different assessment tools;
discuss the things to consider in selecting appropriate assessment tools;
explain the different types of a portfolio;
create your rubrics.

Time Frame 2 days

Introduction
Hello and welcome to Lesson 2 of this module! This lesson talks about the Tools
in Evaluating Assessment Tools. In assessing your students, there are many things that
you need to consider. You need to select appropriate assessment tools to achieve your
intended learning outcomes and competency for the lesson. This lesson will introduce
you to the tools that will help you evaluate assessment tools, which is significant to help
you in your future endeavor. Now, let’s start the lesson with activity.

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Activity

Read and answer the following questions below:

Give three (3) assessment tools used by one of your teachers. What do you think
are the advantages and disadvantages of those tools?

Assessment tools Advantages Disadvantages

1.

2.

3.

Analysis

After answering the activities above, you now have background knowledge about
assessment tools. Before we proceed to the abstraction of the lesson, have a deep
consideration first about the questions below:
1. How do you define the assessment tool?

2. Why are assessment tools necessary in education?

3. How do you evaluate these tools to select an appropriate assessment

tool?

Abstraction

What is the assessment tool?

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 Assessment methods and tools are the strategies, techniques, tools, and
instruments that the teachers used to collect information to determine if students have
attained the desired learning outcomes and in the process, teachers select tools for
assessment. However, in selecting appropriate assessment tools, it involves a process.
You may consider the following characteristics in choosing an appropriate assessment
tool, whether conventional or ICT-based assessment (Bilbao, P. et al. 2019):

1. Measure the desired level of performance – (What level of proficiency and

efficiency considered satisfactory from the student’s performance?)
2. Cost-effective in terms of effort, time and money – (Is the tool feasible in terms
of effort, time, and money?)
3. Useful that will produce results that provide information that can be used in
making decisions to improve student learning – (Does the tool able to provide
sufficient information in making decisions in enhancing student learning?)
4. Reasonably accurate and truthful – (Is the tool accurate and true?)
5. Dependable, consistent responses over time – (Is the tool dependable and
consistent in its information?)
6. Evidence of being on-going, not once and done

There are tools that we can use to evaluate certain assessment tools. They are used
to determine and scores the assessment tool. These tools are (Bilbao, P. et al. 2019).

1. Rubrics – they are sets of criteria used to determine the scoring of assignment,
performance, and products from the students. It lets the students know what is
expected of them to do before the activity starts. They are instrumental in rating
research papers, projects, speeches, etc. but they cannot be used in grading
multiple-choice tests. There are two (2) types of rubrics:

a. Analytic rubric – this rubric describes each criterion separately from

different criteria.

b. Holistic rubric - it uses one scale that applies to all criteria which gives
the overall score of the entire performance as a whole.

How to Create a Rubric

The steps on how to create Rubrics (https://health.usf.edu):

1.1 Record the performance objective
1.2 Identify the dimensions/tasks comprising the performance (e.g., Speech
mastery, voice quality, delivery, audience contact, etc.)
1.3 Identify the potential gradations of quality (e.g., poor, average, excellent)

P a g e 134 | 198
 1.4 Assign a point value to each gradation, and a total point value for the
assessment (e.g., 3 points for excellent, 2 points for average, 1 point for
poor, etc.)
1.5 Identify the criteria for each level of quality within a dimension/task
(e.g., for excellent - The speech was delivered in a sophisticated
manner; for average - the speech was delivered fairly effective, etc.)
1.6 Create the rubric table

2. Electronic Portfolio – is a collection of student’s product in an electronic format

which was uploaded on the internet and is managed by the student as a user. There
are three major types of e-portfolio, according to Eportfolio Resource Center -
United States Department of Education:

a. Developmental ePortfolio – (also called learning portfolios, reflection

portfolios, formative portfolios, working portfolios) it is a self-reflection
and self-assessment; focuses on the process and emphasizes reflection

b. Showcase ePortfolio – (also called professional portfolios, formal

portfolios, presentation portfolios, representational portfolios, career or
employment portfolios) it showcases skills, experience, and achievement;
portfolio as a product rather than process

c. Assessment ePortfolio – it documents what the students have learned; used

for both formative and summative assessment

Application

A. You surely have experienced making a portfolio before. Portfolio and ePortfolio
are pretty much the same; in essence, they just mainly differ in the platform. Now,
let’s try to answer the questions below:
What are the advantages of ePortfolio? What are the technological tools that we can
use in making the ePortfolio? What is the evidence to show student learning in
ePortfolio?

Answer the questions by filling out the table below:

Advantages of ePortfolio Technological tools we Evidence of student

can use in ePortfolio learning in ePortfolio
1.

2.

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3.

4.

5.

B. Create your own Analytical Rubric from a Role-play assessment applying the steps on
how to create rubrics.
Analytical Rubric for Role-play

Criteria Excellent Average Poor Score

(3 points) (2 points) (1 point)
1.

2.

3.

4.

5.

Closure
Job well done! You have successfully answered the activities and tasks for
this lesson. I know that you have learned a lot from this lesson. If you still have questions
for this lesson, you are free to ask me and I would gladly answer those questions to the
best of my ability.

P a g e 136 | 198
 If you are ready, please proceed to the next lesson which will discuss Technology
Enhances Lesson using the ASSURE as Technology-Integration Model. Enjoy the lesson
and have a good day!

Lesson 3

Technology Enhances Lesson using the ASSURE

as Technology-Integration Model

Learning Outcomes

At the end of the lesson, you should be able to:

Explain how the integration of technology enhances the learning experience.

Provide examples of innovative technologies that enhance teaching- learning

experiences.

Develop an ASSURE-based lesson plan.

Time Frame 2 days

Introduction

This lesson will teach you how to apply the ASSURE model in crafting your lesson
and apply this to enhance teaching-learning experiences using innovative technologies.

Activity

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 Thought bubble. Why do you think technology is essential in education?

Analysis
• Does technology play a significant role in learning?
• What are some of the technologies used in your classes before that you find
useful?
• Is the innovation of technologies relevant to education?
• As a future teacher, would you apply the use and integration of technology in
your future classes?

Abstraction

Teaching in a modern classroom is a big challenge. Gone are the days that
teachers are the only source of knowledge and information in the classroom. Teaching in
the 21st century is both a challenge and ease. But what is the integration of technology
in education?

Technology integration in education is the incorporation of present

technologies as an aid in the teaching-learning process. Technology can be

P a g e 138 | 198
 integrated into our lessons to promote learning, motivation, collaboration, critical
thinking, communication, and others.
Why is it essential to integrate technology into education?

According to the National Education Association (NEA), teachers in the

21st century integrate technology in their classrooms to have their students gain
and enhance these four skills, also known as fours C's.

✓ Creativity.
✓ Critical thinking.
✓ Communication.
✓ Collaboration.
Here are some of the innovative technologies used in education:

1. Virtual Reality (VR) –

VRs are used to simulate virtual
and or augmented realities. It promotes
motivation in learning since students
can explore in different environments
and conduct experiments freely
utilizing this technology. VRs are used
mainly in sciences, engineering,
mathematics, and others.

2. Artificial Intelligence (AI) –

AIs are commonly used in schools that

incorporate robotics in their curriculum. AIs can
perform assistant functions such as Siri, Alexa,
Google Assistant, and others. They help in
assisting students in searching for information,
deliver support services, aid in data processing,
and many more.

3. Cloud Computing –
Cloud computing is a storage
system that helps teachers and
students in accessing their files,
uploading works, access other
devices, and control remotely other

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 machines in the presence of the internet. It has no limit in storage and can be
accessed anytime, as long as there is a connection.

4. 3D Printing –

It is a modern technology used in

schools to create 3D models of something by
printing it. It can be historical artifacts in
history class, DNA strand in biology, 3D
manipulatives in math, and other useful
models to aid in teaching and learning.

5. Biometrics –

Biometrics is used nowadays in schools to record students' attendance for

safety. Once the students are in the school and access their attendance in
biometrics, a message will be sent to the parents giving them notice. Teachers
also use these data to monitor attendance in classes.

ASSURE – Based Lesson Plan Sample

Subject: English
Topic: Yesterday and Today
Subtopic: Grammar (nouns)
Year: 4 UM
Age Group: 10 years old.
Time: 30 minutes
Date: 14th February 2014

General Characteristic

This lesson is prepared for students in a year 4 class. This class has a population
of 35 students. There are 12 boys and 15 girls in the class. The students generally enjoy
learning English. 80% of the students in this class have come from average family
backgrounds. Most of their parents are settlers. Learning styles in this class vary from
auditory to visual and also kinetic. Students have difficulty maintaining focus during the

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course. To overcome this issue, lessons must be tailored to accommodate the students'
attention span. Learning styles in this class vary from auditory to visual and also kinetic.
Entry competencies

Students should be able to identify suitable determiners for singular and plural
nouns.

Learning Styles

Students learning styles vary from auditory to visual and also kinetic learners. To
ensure that the students learn, each style must be considered. There is no recommended
text for this class.

Objectives:

Students should be able to:

Cognitive - Identify the singular and plural nouns.

Psychomotor - Distinguish the differences between regular and irregular plural
nouns.
Affective - Change the singular nouns to plural nouns.

Selected Media, Materials, and Methods

Projector: The teacher will use the projector to allow the students to view the
examples of singular and plural nouns.

Speakers: With the aid of speakers, the students will be able to hear the clip. The
speakers will enhance their learning experience.

Marker Pen: This will be used to write on the whiteboard

Whiteboard: Students' activity on the board.

Computer: A computer will be used to run slides on the overhead projector.

Utilize Media and Material

Preview the Materials: The teacher previews the textbook and reference books for
the activity to ensure that the activities and worksheets are useful for the lesson.
Preview the Materials

The teacher will listen to the clip, ensuring that the video is working and the audio
is clear. The teacher will also ensure that the speakers are working as well. The teacher
will test the overhead projector and the computer, ensuring their compatibility.
Prepare the Materials

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 The teacher will set up the computer and overhead projector before the class.
These pieces of equipment will then be turned on and tested.
Prepare the Environment

The seating will be arranged so that all students will have a clear view of the
projection. The speakers will be placed in an area where all the students will be able to
hear the story.
Prepare the Learners

The teacher will inform the students about the activities planned before the class.
The students will also be informed of the evaluation exercises that they will be given at
the end of the class. By doing this, the students will be comfortable when the course
begins.
Provide the Learning Experience

The teacher will ask the pupils to name the things that they can find in a stationery
shop. The teacher writes pupils respond on the board by using mind mapping. Then the
teacher shows some examples of singular and plural nouns with PowerPoint
presentations. The students will be placed into groups where they will view and listen to
the clip. They will then be asked to identify the singular and plural nouns found in the
grocery shop that they know. The clip will be used to introduce the topic. Students will
then discuss the nouns, and the teacher will write them on the whiteboard. Students will
then be given a worksheet to complete. Students will change the singular to plural nouns
in groups. The teacher will then call on different groups to give their answers. The
teacher will indicate which answers are correct.
Require Learner Participation

Students will be placed into groups to complete the worksheet. Students will
discuss amongst themselves the changes of singular to plural nouns. Each group will have
a group leader who will answer when the teacher calls on the group.
Evaluate and Revise

Students will be asked to come to the board and make the singular nouns into
plural. The students are the leaders of each group. The correct answer will be given a
reward.

Application

• Develop an ASSURE – using the previous lesson plan you made in module 3;
Lesson 3 tries to incorporate the use of innovative technologies presented in our
lesson above.
• Attach your developed lesson plan at the end of this module.
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 Well done! You have completed the activities and tasks for Lesson 3. It is
expected that you have gained sufficient knowledge and insight on Technology Enhances
lessons using the ASSURE as technology-Integration Model. You are almost done with
this module. The module summary will follow.

Module Assessment
Read and answer the following questions. Encircle the letter of the correct answer.

1. The following statement about the role of ICT in Assessment is/are true EXCEPT:
I. ICT allows flexibility to assess.
II. ICT completely eliminates cheating during an assessment.
III. ICT is essential in assessment to improve instruction.
IV. ICT enables the teacher to give feedback to students right away.
A. I only
B. II only
C. I and II
D. III and IV

2. Which of the following statement about assessment is/are TRUE?

I. Assessment should be meaningful for students.
II. Assessment should also measure the affective domain.
III. Oral-recitation during the instructional process is not considered as
assessment.
IV. Assessment includes interpreting the scores of the test.
A. I and II
B. III and IV
C. I, II, and IV
D. I, II, III, and IV

3. Teacher A uses Multiple Choice after every Unit of the lesson. What do you call this
assessment?
A. Formative Assessment
B. Summative Assessment
C. Diagnostic Assessment
D. Authentic Assessment

4. Teacher B wants to make a 21st-century assessment for her class. What should she
avoid?
A. Consider using an online exam system for assessment to save costs from printing.
B. Choose only one type of assessment to save time and effort in preparing.
C. Make sure that the test contributes to the growth and development of the students.
D. None of the above

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5. The following are the reasons why a teacher should integrate ICT in assessment
EXCEPT:
A. ICT increases the efficiency of learning and evaluation.
B. ICT can help teachers by storing and recording information on students' progress.
C. Because of ICT, teachers can focus on other aspects of supportive learning.
D. None of the above

6. Which of the following statement is INCORRECT about ePortfolio?

A. It contains students' reflections that discuss how they were able to accomplish the
task and what they have learned.
B. It is only limited to formative assessment results.
C. In terms of required outputs, it is essentially similar to the physical portfolio,
although digital materials are uploaded in ePortfolio.
D. None of the above

7. Which of the following statement is DISAGREEABLE in the portfolio?

A. Portfolios should come only in one form.
B. Refection is the most crucial element in the portfolio.
C. Portfolios are a suitable means of keeping things in order.
D. None of the above

8. Teacher A explains clearly to her students about her expectations of the students’ essay.
She told them that to attain Outstanding Rating; their essay should have a good
introduction, unique style, well-organized content, and well-constructed sentences
with no grammatical errors. This is an example of .
A. Scoring Rubric
B. Criterion-referenced testing
C. Normative grading
D. Performance Criterion

9. The following statement is true about Rubrics EXCEPT:

A. They can be time-consuming to prepare.
B. Rubrics are useless at the elementary level.
C. Rubrics shows exactly how performance is weighted.
D. Students can double-check their performance from the standard.

10. Teacher B requires his student to make an ePortfolio. He instructed his student to
upload all their exams, quizzes, and activities from the start to the end of the semester
and make a reflection from it. This is an example of .
A. Learning ePortfolio
B. Showcase ePortfolio
C. Evaluation ePortfolio
D. Documentation ePortfolio
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11. How do we encourage students to be actively involved in their learning?
A. Incorporate questions and answers
B. Include hands-on activities
C. Incorporate group work and discussions
D. All of the above

12. Which step below is NOT included in utilizing media, materials, and methods?
A. Preview Materials
B. Prepare the learners
C. Provide learning experiences
D. Prepare rewards

13. When you determine the character of the learners, it will guide you in:
A. choosing specific strategies and resources to aid the learning process
B. choosing specific outcomes and resources to support the learning process
C. adopting specific strategies and Standards to help the learning process
D. choosing specific outcomes and Standards to aid the learning process

14. The assure model is:

A. A systematic approach to write lesson plans
B. A systematic approach to write lesson plans
C. A systematic approach to write lesson plans
D. A systematic approach to write lesson plans

15. Provide feedback is related to:

A. Require learner participation step
B. Evaluate step
C. State objectives step
D. Analyze the learner step

MODULE SUMMARY
Congratulations on completing the module about the Innovative Technologies for
Teaching-Learning and Assessment Task. The key concepts covered in this module are:
• Assessment is the process of identifying, gathering and interpreting information
about students’ learning.
• There are four types of assessment which are: (1) Formative assessment - which is
done during the instructional process while learning is ongoing; (2) Summative
assessment - which is done after the learning is completed; (3) Diagnostic
assessment – which is given before the instruction occurs; and (4) Authentic
assessment – which usually involves tasks that the students need to perform.

P a g e 145 | 190
 • The role of ICT in assessment is to assist the teacher in constructing assessment
tasks, delivering the task to relevant students, recording and providing feedback to
students, and in computing and giving grades to students.
• Teachers need to employ the current trends in assessment in learning. You should
not be contented in a traditional objective test. Instead, you should explore and
utilize 21st-century evaluation in teaching.
• Assessment methods and tools are the strategies, techniques, tools, and
instruments that the teachers used to collect information to determine if students
have attained the desired learning outcomes.
• Rubrics are sets of criteria used to determine the scoring of assignment,
performance, and products from the students.
• There are two types of rubrics which are: (1) Analytic Rubric - in which it
describes each criterion separately from different criteria; and (2) Holistic Rubric
– in which it uses one scale that applies to all criteria of the entire performance.
• Eportfolio is a collection of student’s product in an electronic format which was
uploaded on the internet.
• There are three major types of e-portfolio: (1) Developmental ePortfolio - also
called learning ePortfolio; (2) Showcase ePortfolio - also called employment
ePortfolio; and (3) Assessment ePortfolio - used for formative and summative
assessment.

References
Ali, S., Payne, B. H., Williams, R., Park, H. W., & Breazeal, C. (2019). Constructionism,
Ethics, and Creativity: Developing Primary and Middle School Artificial
Intelligence Education. In International Workshop on Education in Artificial
Intelligence K-12 (EDUAI'19).

Bilbao, P., Dequilla, M. A. C., Rosano, D. et al. (2019). Technology for teaching and
learning 1. Manila, Philippines. Lorimar Publishing Inc.
Edtechteacher (2018). Assessing student learning. Retrieved from:
https://edtechteacher.org/assessment/
Eportfolio Resource Center (2011). Types of ePortfolio. Retrieved from:
https://sites.google.com/site/resourcecentereportfolio/
University of South Florida (2016). Creating a rubric: Tutorial. Retrieved from
https://health.usf.edu/publichealth/eta/rubric_tutorial/#step1
Bethany Christian Institute (2018). ICT in assessment. Retrieved from:
https://sites.google.com/site/bethanycollegeofteacheredn/ict-in-assessment
Ballado, R. (2012). Basic concepts in educational technology 1. Rex Book Store, Inc.

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Kim, D., & Downey, S. (2016). Examining the use of the ASSURE model by K–12
teachers. Computers in the Schools, 33(3), 153-168.

Khan, S., & Alamri, S. (2017). Technology integration in education. Imam Journal of
Applied Sciences, 2(1), 1.

Online Sources

https://www.classcraft.com/blog/features/why-do-we-need-technology-
integration-in-education/

http://www.nea.org/assets/docs/A-Guide-to-Four-Cs.pdf

https://www.theamegroup.com/top-6-technology-innovations-education/

https://www.moesc.net/vimages/shared/vnews/stories/5a9e04d5deb1b/ (3H)Sample
%20LessonPlan.pdf

https://www.academia.edu/6755099/Lesson_Plans_using_ASSURE_Model?
auto=download

Module 6

Social, Ethical and Legal Responsibilities in the Use

of Technology Tools and Resources

Module Overview

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 ‘Modern technology has become a total phenomenon for civilization, the defining force
of a new social order in which efficiency is no longer an option but
a necessity imposed on all human activity.’
– Jacques Ellul-

Lessons in this Module

• Digital Citizenship
• Intellectual Property Rights Applicable to the Educational Setting:
Copyright and Related Rights Copyright Law

Welcome to Module 6!
Since technology has become an integral part of our lives, whether we like it or not, we
have become prone to safety issues. For that, we will go into the realm of our
consciousness of demonstrating social, ethical, and legal responsibilities in the use of
technology tools and resources.
At the end of this module, you must be able to:
• Describe the community of learners as citizens who share and utilize
digital materials;
• Identify examples of Intellectual Property right in the educational setting;
and
• Demonstrate social, ethical, and legal responsibilities in the use of
technology tools and resources.
• Cite different educational sites and portals that are useful in various
content areas; and
• Connect with different online learning communities and resources.
• Collaborate with stakeholders in the development of ICT-based teaching
and learning materials;
• Familiarize oneself with various technology tools; and
• Develop own teaching and learning materials with the use of technology
tools.

You are ready for the session, then? Well then, now let's start the lesson!

Lesson 1

Digital Citizenship vs. Global Citizenship

Learning Outcomes

At the end of the lesson you are expected to:

• Describe the five tenets of global digital citizenship and the nine
elements of digital citizenship; and
• Compare and contrast one’s role as a citizen of a community and that
of the digital world.
Time Frame 3 days
Introduction
Welcome to Lesson 1! This is quite exciting! By complying with the activities, you
will discover a whole new world of perspective being a citizen of this country and that of
the virtual society. Have fun!

Activity
As a Filipino citizen, you are endowed with rights and responsibilities. Wherever you are
situated, whether, in a metropolis or a barangay, you always carry with you what you
ought to do, in this digital age, by using the Internet, you have also become a member of
a cyberspace community. In that note, are you aware of what your rights and
responsibilities are as an Internet user?
To facilitate this awe-inspiring journey, fill out the Venn diagram for your
answer.
My Rights and Responsibilities
As a Filipino Citizen As Internet User

Source: Bilbao et al. (2019). Technology for Teaching and Learning 1, p. 177.

Look at your answers in each circle. For similar ones, put them in the center.
For different ones, keep them in their circle. Chat to a friend or two. Share your answers
to them. Listen also from their sharing.

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You may opt to do one of the following:
1. If you have access to computers and the Internet, create your Venn diagram in any
Venn diagram maker such as https://www.meta-chart.com/venn or
https://www.canva.com/graphs/venn-giagrams/ and upload your output to your
ePortfolio.
2. If none, design your Venn diagram on a piece of bond paper, photograph it, and
send it to your group FB page. Let your classmates comment on it. Feel free to see
their Venn diagram and make comments too.
3. If the first and second may not work for you, compile the Venn diagram that you
have created as evidence of your activity just in case you may be asked to submit
a regular portfolio at the end of this course.

Analysis
What does it mean to be a digital citizen? How can you observe social,
ethical, and legal responsibilities in the use of technology tools and resources?
You need to chat with two of your other classmates and discuss your views about
the questions. Fill out the three-column organizer for your views and the views of your
chatmates.

Questions Your Views Your Chatmate A Your Chatmate B

1. What does it
mean to be a
digital citizen?

2. How can you

observe social,
ethical, and
legal
responsibilities
in the use of
technology
tools and
resources?

You may opt to do one of the following:

1. If you are connected online, create a blog entry that you have learned from the
sharing with two of your chatmates using www.wordpress.org and post it. Read
also the posts of your classmates and comment on their ideas constructively.

P a g e 150 | 198
 2. If you cannot do number 1, post the synthesis from your sharing in your group FB
page. Read also the posts of your classmates and comment on their ideas
constructively.

3. If the first and second may not work for you, compile the article that you have
synthesized as evidence of your activity just in case you may be asked to submit a
regular portfolio at the end of this course.

Abstraction
How do you describe a good citizen?
How do you define a good digital citizen? Is there
much difference between the two? Take a look at
the infographic below and find the answers for
yourself.

CITIZENSHIP IN THE DIGITAL Source: www.iste.org

AG
A good citizen… An excellent digital citizen…
1. Advocates for equal human rights Advocates for equal digital rights and access for all.
for all. Five million school-age children do not have
internet access at home.
2. Treats others with respect. Seeks to understand all perspectives.
91% of surveyed Gen Z youth use technology to
gain perspective on people different from
themselves.
3. Does not steal or damage others’ Respects digital privacy, intellectual property, and other
property. rights of people online.
80% of UK students believe knowing about
intellectual property rights is essential for their
future careers.
4. Communicates clearly, Communicates and acts with empathy for others’ humanity
respectfully and with empathy. via digital channels.
88% of teens who use social media have
witnessed other people being cruel online.
5. Speaks honestly and doesn’t Applies critical thinking to all online sources and doesn’t
repeat unsubstantiated rumors. share noncredible resources, including fake news or
advertisements.
80% of students mistake “sponsored content”
ads for legit news.
6. Works to make the world a better Leverages technology to advocate for and advance social
place. causes.
77% of students share social or environmental
information with social networks.
7. Protects self and others from It is mindful of physical, emotional, and mental health
harm. while using digital tools.
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94% of teen drivers acknowledge the
dangers of

P a g e 152 | 198
 texting and driving, but 35% admitted to doing it
anyway.
8. Teams up with others on Leverages technological tools to collaborate with others.
community projects. 80% of Gen Z students like to study with friends,
and 52% like to help their friends learn.
9. Projects a positive self-image at all Understands the permanence of the digital world and
times. proactively manages the digital identity.
33% of all college students digital footprints and
47% of students say they do everything they can
to protect their digital identity.

As you can see, the infographic says it all. A global citizen understands the
interrelatedness of everything to everything else (https://urlshort.host/Ltp1d). With that
note, a global citizen is one who sees the world as a community, possesses the ability to
comprehend actions that contribute to the value of the world as a whole and one who is
concerned about how one could participate and contribute for the benefit of the whole
world while a digital citizen is an individual who adheres to the guidelines related to the
ethical and responsible use of technology. That person also knows how to act responsibly
in all relationships and interactions in the digital world (Debroy, 2019).

Thus, when both the attributes of a global citizen and a digital citizen are mixed,
the identity of a global digital citizen is justified in totality. Hence, a global digital
citizen is an empowered individual who is dutifully aware of his/her responsibility both
for the power of the Internet and for the lasting well-being of our global community
(Watanabe-Crocket, 2017).

The 5 Tenets of Global Digital Citizenship (Watanabe-Crocket, 2017)

1. Personal Responsibility:
This has something to do
with how one behaves in
matters as ethical and
moral considerations,
finance, interpersonal
relationships and
personal health and
fitness – both in virtual
and physical communities.

2. Global Citizenship: This

is about recognizing and
respecting diversity in
terms of appreciation of many concerns, cultures, religions, traditions, and values
of their fellow global citizens.

3. Digital Citizenship: It centers on safe and respectful behavior in any online

environment by fixing a correct program of digital ethics and best practices for
all.
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 Also, it is more of eliciting respect and responsibility for yourself, for others, and
a property of every definition.

4. Altruistic Service: This means a concern for the well-being of the people with
whom we share our world, and a desire to serve others by acting out of
compassion and recognizing that interconnectedness to others is vital.

5. Environmental Stewardship: This is all about the demonstration of common-

sense values and of an appreciation for the beauty and majesty that surrounds us
every day, that after all, we only have one world to live in, and it is our
responsibility to preserve it for future generations as global citizens.

As his/her hallmark, global digital citizens must: (Watanabe-Crocket, 2017).

✓ Always be virtuous and act with integrity in all digital and non-digital
communications and interactions.
✓ Always communicate using the appropriate language.
✓ Choose and uphold their social responsibilities.
✓ Being responsible for any online activity and accountable for his/her digital
footprint.
✓ Being dutiful to judge what is appropriate and ethical behavior within the
laws of the land.

Exploring the Nine Elements of Digital Citizenship

We are in a world where digital resources are everywhere. This is a reason that
giving importance to technology in education extends to all aspects of a student’s life.
The International Society for Technology in Education (ISTE) outlines nine elements of
digital citizenship to help students navigate online resources: (https://bit.ly/3jaNwDE)
1. Digital Access. With the use of technology, you can facilitate helping other
students from disadvantaged communities and teach them how to find valuable
and safe information on the Internet.

2. Digital Etiquette. This is concerning considering every digital user with respect
and avoiding inappropriate conduct and demonstrating the essential virtual
manner, which is being aware of the outcome of cyberbullying.

3. Digital Commerce. This refers to selling and buying in the digital market
dutifully. This is also to facilitate how students learn to be better consumers or
consider career paths related to digital sales.

4. Digital Rights and Responsibilities. It is just like freedom of speech that all
students have as a privilege while using the internet and making sure that these
rights remain available for everyone by treating other users fairly and respecting
their privacy.
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 5. Digital Literacy. This refers to teaching Internet skills in class to help bridge
gaps in digital literacy, and by doing so, students will display the ability to learn
how to use technology and access information online.

6. Digital Law. This encompasses guidelines, policies, and rules set by an

organization for using the Internet, such as preventing plagiarism and putting
phones away in class.

7. Digital Communication. This has something to do with the importance of

teaching students to communicate safely and effectively online - text, email, social
media, and online games.

8. Digital Health and Wellness. These are proper practices in the use of the
Internet – sitting correctly and avoiding too much screen time to make students
protect their psychological and physical well-being.

9. Digital Security. This is to ensure Internet safety lessons for children, which
could include anything from why privacy online is important to what to do if they
encounter a cyberbully and the need to know how to avoid viruses, scams, or
strangers online.

Application
Explore the virtual world and experience what it is to be a digital citizen. Log in
to your social media site and survey as to how many of your friends are observing or not
observing digital citizenship responsibly. Share your observations with your classmates in
your group FB page.

Closure
Congratulations on the job well done! Get ready for your next lesson, which is
about Intellectual Property Rights Applicable to the Educational Setting: Copyright and
Related Rights Copyright Law. Good luck!

Lesson 2

Intellectual Property Rights Applicable to the Educational Setting:

Copyright and Related Rights Copyright Law

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Learning Outcomes

At the end of the lesson you are expected to:

Identify examples of Intellectual Property Rights in an educational setting;
Define the copyright laws;

Time Frame3 days

Introduction

Welcome to Lesson 2! You are still fresh from your journey towards digital citizenship, and
it just time that you proceed right away to the norms and laws concerning your life as a
global digital citizen. Get ready to log in to Intellectual Property Rights Applicable to the
Educational Setting - Copyright and Related Rights Copyright Law

Activity

Inside the box is an icon with a powerful statement about plagiarism. Do you agree with
it?Why? Why not? Write 3-5 sentences of your thoughts about the statement.

https://urlshort.host/k33c7

You may opt to do one of the following:

1. Post in your group FB page what you have written on your metacard. Read also
the posts of your classmates and comment on their ideas constructively.

P a g e 156 | 198
 2. If the first may not work for you, compile the meta card that you made as
evidence of your activity just in case you may be asked to submit a regular
portfolio at the end of this course.

Analysis

According to research and surveys conducted by Dr. Donald McCabe and the International
Center for Academic Integrity, the number of university students
who admit to cheating in some form is truly eye-opening.

https://urlshort.host/kNXcG

The Problem Tree

Let us represent the roots of the tree as the root causes of plagiarism and cheating;
the trunk as the problem/s; and the branches as effects. What do you think are the root
P a g e 157 | 198
causes of plagiarism that lead to its problems and outcomes? Write as many as you can
think of. (Of course, you can draw your tree.)
You may opt to do one of the following:

1. If you are connected online, You can post your problem tree analysis on
your ePortfolio.
2. If you cannot do number 1, post your output in your group FB page. Read
also the posts of your classmates and comment on their ideas
constructively.
3. If the first and second may not work for you, compile the output that you
have made as evidence of your activity just in case you may be asked to
submit a regular portfolio at the end of this course.

https://urlshort.host/1nHHR
Abstraction
Intellectual Property Rights

Intellectual property rights refer to the exclusive rights of the creator over the use
of his/her creation for a specified period (https://urlshort.host/5ickH).
The World Trade Organization (WTO) customarily divides intellectual property
rights into two main areas:
1) Copyright and rights related to copyright. For a minimum period of 50 years
after the death of the author, the rights of literary and artistic works (such as
books and other writings, computer programs, films, musical compositions,
paintings, and sculptures) are protected by copyright.

P a g e 157 | 190
 https://urlshort.
host/iGNcN

This aims to encourage and reward creative work.

Under this, the rights of the performers – actors, singers and musicians, producers of
sound recordings, and broadcasting organizations are also being protected.

2) Industrial property. This can usefully be divided into two main areas:

a. One is about the protection of unique signs: 1)trademarks, and 2)

geographical indications. The first is to differentiate one undertaking from
other undertakings. In contrast, the second one gives attribution to the good
as coming from a place and indicating characteristics necessarily that of the
geographical origin.
b. Another one is primarily protected from inspiring design, creation, and
innovation. This is about the protected patents for fall inventions, industrial
designs, and trade secrets.

Copyright Infringement
Aside from a violation of someone’s intellectual property (IP), copyright
infringement is piracy or the theft of someone’s original creation
(https://urlshort.host/iGNcN).
The use of Internet materials without proper
citation is not exempted from copyright
infringement. It is a fact that the Internet has
become the foremost medium to gather
information for any purpose and plagiarism has
become common, with its increasing popularity.
People think that just because the information is
available for free, it can be copied. However, this
is not true. In the same way that books have copyright, materials published on the
Internet are also protected by specific copyright laws, which prohibit the readers or
whoever accesses the Internet from plagiarizing the content
(https://urlshort.host/mm6Nc).
Below are the guidelines on online use of copyrighted materials: (Smaldino,
Lowther and Russel, 2012 in Bilbao et al., 2019)
1. Contrary to popular opinion, all materials on the Internet are copyrighted unless
stated otherwise. It is copyrighted even if it does not display the copyright
symbol.

P a g e 158 | 190
 2. Copyright laws cover an email. For its originality, one cannot just use it or share
it. Hence it is recommended that you should not forward any email without
permission, in consideration of both the copyright and Privacy Act.
3. Making copies of articles from a newspaper’s website and distributing them to
your students before the class discussion on the topic is permissible following the
current photocopying guidelines, which permit making multiple copies for
classroom use. However, individually bylined and copyrighted articles cannot be
copied legally for class distribution (adapted from Becker 2003).
4. You cannot post students’ essays, poems, or other works on the school website
unless you have permission from the students and their parents or guardian.
5. Educators should treat copyrighted materials from the Internet the same way as
they do to print formats/ the best guideline is always to obtain permission. When
in doubt, ask!

Copyright Infringement vs. Plagiarism

Earlier, we talked about plagiarism. Take note that plagiarism and copyright
infringement are related ideas; however, these two are different. Plagiarism is an act of
fraud, involving both stealing someone else’s work and lying about it afterward.
Bilbao et al. (2019) cited the following as plagiarism as detailed by Plagiarism.org:
1. Making someone else’s work as your own
2. Using ideas from someone else without giving credit
3. Failure to put a quotation in quotation marks
4. Citing incorrect information about the source of a quotation
5. Altering words but retaining the sentence structure of a source without
giving credit
6. Using so many words or ideas from a source that it makes up the majority
of your work, whether you give credit or not (“fair use” rules)

On the other hand, for images, videos, and music, the following fall under
plagiarism:
1. Using media (especially images) from other websites to paste them into
your papers or websites
2. Creating a video using footage from others’ videos or using copyrighted
music as part of the soundtrack
3. Playing another person’s copyrighted music into a performance(i.e.,
playing a cover)
4. Creating a piece of music that borrows heavily from another composition

P a g e 159 | 190
 These are forms of plagiarism. How do we relate them with copyright
infringement? Plagiarism is a failure in citing the source, while copyright infringement is
a failure to obtain permission. In other words, copyright infringement in violation of the
rights of the copyright holder. Take note also that not all authors have the copyright for
their article. There are cases that the publisher is the one holding the copyright. To sum it
all, copyright infringement is a legal violation, while plagiarism is an ethical violation
(Bilbao et al., 2019).

Application

Take the following exercises step-by-step:

Step 1. Get one of your previous writing projects with a lot of internet materials. Go over
them and reflect on how many of those materials you have failed to give proper
attribution.
Step 2. Think about how you would feel if someone else does the same thing as you did
to your own published internet material.
Step 3. Now write your reflection following the guide questions.

Guide Questions:

What have you learned about the lessons on intellectual property rights?
What are your realizations after going through a self-plagiarism check?
What do you think are the consequences should a person violate copyright laws?
Cite your insights on how you can prevent yourself from copyright infringement and
plagiarism.

My Personal Insights on Avoiding Copyright Infringement and Plagiarism

You may opt to do one of the following:
1. If you are connected online, You can post your reflection on your ePortfolio.
2. If you cannot do number 1, post your output in your group FB page. Read also
the posts of your classmates and comment on their ideas constructively.
3. If the first and second may not work for you, compile the output that you have
made as evidence of your activity just in case you may be asked to submit a
regular portfolio at the end of this course.

Closure
Congratulations once again! You are two lessons down already! Now get ready
for the next one, which is about Netizenship and Netiquette. This is quite
interesting because this also pertains to you as one of the netizens. Break a leg!

Lesson 3

Netizens and Netiquette

Learning Outcomes

At the end of the lesson you are expected to:

• Describe the community of learners as netizens who share and
utilize digital materials;
• Practice standard netiquette in sharing and utilizing shared
materials among learning communities; and
• Create a campaign video to promote netiquette.

Time Frame 3 days

Introduction
Welcome to Lesson 3! This is quite timely, especially in your engagement in the
web as a global digital citizen – being so, you are also a netizen with expected proper
netiquette. Isn’t that exciting!
Activity
Read this case below and analyze the side of both parties. After that,
proceed far below and do some creative activity.

P a g e 161 | 190
 The case involved two students from a certain school whose photos were posted
on Facebook. The photos, which were uploaded by one of their friends, showed the
students drinking and smoking in a bar, and wearing just undergarments on a street. The photos
were shown by one of the Facebook friends of the girls to the school officials prompting them to
ban the students from marching in their graduation rites. According to the school, the students
violated the school code of conduct.

The parents of he students in defense filed a petition for the issuance of a writ of habeas data and
asked the court to order the school to surrender and deposit all soft copies of the photographs, and
to declare they have been illegally obtained in violation of the children’s right to privacy.
(Bilbao, et al. (2019). Technology for Teaching and Learning 1, p. 187.)

Create an editorial cartoon out of the case of Facebook privacy. Without texts, show your
stand on the issue using a graphical illustration. It doesn’t matter what level is your artistic
competency. Just follow the guide questions: 1) To what image do you compare Facebook
privacy? What message do you want to convey in your image of Facebook privacy?

Yo
 3. If the first and second may not work for you, compile the output that you have
made as evidence of your activity just in case you may be asked to submit a
regular portfolio at the end of this course.

Analysis

This is the decision of the Supreme Court on the case cited earlier:

The court dismissed the parent’s petition and ruled that, “The school did not violate the minors’
privacy rights. “According to the court, the school cannot be faulted for being “steadfast in its duty
of teaching its students to be responsible in their dealings and activities in cyberspace, particularly
in [social networks], when it enforced the disciplinary actions specified in the Student handbook,
absent a showing that, in the process, it violated the students’ rights.”

The decision of the court stated that the students cannot invoke the protection attached to the
right to informational privacy because the photos were seen by other student of the school, who in
turn showed them to the computer teacher who reported the incident to the school authorities. In
the language of the court – “The photos, having been uploaded on Facebook without restrictions as
to who may view them, lost their privacy in some way.” The court further added in its ruling that
setting their post privacy to ‘Friends Only’ is not an assurance that it can no longer be viewed by
another user who is not Facebook friends with the source of the content. The decision read that,
“Without proof that they placed the photographs subject of this case within the ambit of their
protected zone of privacy with respect to the photographs in question.

The decision of the court puts the burden of ensuring safeguarding privacy online users and expects
them to exercise due diligence in their online dealings and activities. According to the court, not
discounting the role of schools and parents in disciplining and educating their children to be good
digital citizens, self-regulation is the “best means of avoiding privacy rights violations.” It further
issued a ruling saying that nothing is ever private on Facebook, even those tagged as private never
really escape public viewing, including unintended audiences.

(Bilbao, et al. (2019). Technology for Teaching and Learning 1, p. 188.)

The case cited here calls for internalization of social media education and etiquette
among online users. The bottom line of this case is to pay attention to the call for
responsible use of social media – that is, for the inclusion of social media etiquette in the
curriculum or integration in good manners and right conduct… all social media can attain
many things in terms of social good (Brutas, 2015 in Bilbao et al., 2019).
Writing from Reading
Based on what you understand from the case, write your commentary about it. Follow the
pyramid framework provided here that includes: Problem statement; Recommendation/s;
Evidence and supporting arguments; and Conclusion.

P a g e 163 | 198
You may opt to do one of the following:
1. If you are connected online, You can post your analysis on your ePortfolio.
2. If you cannot do number 1, post your output in your group FB page. Read also the
posts of your classmates and comment on their ideas constructively.
3. If the first and second may not work for you, compile the output that you have
made as evidence of your activity just in case you may be asked to submit a
regular portfolio at the end of this course.

Abstraction

The things you put online can stay

there forever and might be the first
thing people notice about you. A bit
like a tattoo?
(https://ur lshort.host/2u9U4)

With every new feature you add to

your profile, you’re adding to a
digital tattoo. We’ve all got one and
people that know you, and people who don’t, can see it and learn a lot from it. What does
yours say about you?
ThinkUKnow.co.uk outlines five things to ask before you post:
1. What do I look like? Always remember that the way you look like in what you
share and your intention for sharing it is not always perceived the way you
originally intended it to be. People can still get you wrong. How you look like
may not always be the way others see it. So, be careful.
2. Is this ink permanent? Anything you share online is beyond your control. Even
if you delete it, still, you can never tell how many have copied or downloaded it
and how many are sharing it. It is always easy for other people to share what you
have posted without you knowing it.

3. Am I giving away too much? Keep your identity as private as you could. Don’t
reveal too much of your personal information. It might be used to put you down.

4. Would I want this shared about me? Think twice before you share something
that involves other people. Always ask permission from them if you're going to
share, say, for example, a funny picture with them. You might not know how they
feel when rude comments are getting in.

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 5. Does it pass the Billboard Test? Think twice before sharing something online.
Reflect: whether you would be happy to see it on a billboard – where the rest of
your family, school, and community could see it.

Every day, whether we want to or not, most of us contribute to a growing portrait of who
we are online, a portrait that is probably more public than most of us assume. So no
matter what you do online, you must know what kind of trails – digital footprints you're
leaving and what the possible effects can be (https://urlshort.host/eWAj5).
You are making a picture of who you are out of your digital footprints. Make sure it’s
accurate. To facilitate this, Internet Society has these tips:
1. Learn The Basics: What’s A Digital Footprint? All the stuff you leave behind
as you use the Internet – your app use, comments, email records, posts, and
Skype calls, are parts of your online history – your digital footprints.

Know Why Should You Manage Your Digital Footprint. You must understand
what you’re leaving behind when you visit a website because the web is listening
every time you use it! So, make no mistake about it.

2. Watch Online Tutorials. To safeguard your online identity, there are online
tutorials that can best help you not only to learn your digital footprints but also to
help you make the right choices. Just click https://urlshort.host/eWAj5.

Know Your Manners When Using Technology

The poor netiquette can stick around to disturb you much longer if not forever
because the rulebooks of etiquette are just as vital in cyberspace as they are in the real
world.
Hartney (2020) suggested ten basic rules of netiquette to avoid damaging your
online and offline relationships.
1. Make Real People a Priority. The most irritating situation is when during your
conversation, one is so hooked up in his/her gadgets. Remember the rule in the
face to face communication that we have to look at people we are communicating
with. If you are with people and your phone rings, don’t answer it in front of them
except telling the other party you are calling them back. If it is essential,
apologize for taking the call.

2. Use Respectful Language. Watch out for foul language! Be respectful at all
times. It’s not just what you say but also how you say it - either take the trouble to
use the shift key for capital letters, or write in all lower case, but don't use caps
lock. Text in all caps is generally perceived as yelling. Of course, it would be
pleasant if you say please and thank you as appropriate.

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3. Share With Discretion. Always be on guard by not sharing unpleasant materials
- drug use pictures, drunk pictures, naked sexy pictures, or unedited home video.
Your problem at home with your family, at work with your boss and co-employees,
and or at the party with friends are yours to keep in private, not for online
sharing.

4. Don't Exclude Others. Be careful with online jokes. If you have a funny
comment on your post involving somebody else, send that comment in private.
Don’t embarrass the person in a bigger group with your obscure comment. The
same thing is true with texted or emailed jokes. The best way not to hurt
somebody else is by not sharing that joke at all.

5. Choose Friends Wisely. Be careful with sending a friend request. Be sure you
know the person whom you want to be friends within social media very closely. If
you don’t want to be in touch with someone, don’t add them. Remember, when
worse comes to worst, it is insulting to be dripped from someone’s friend list on
social media.

6. Don't Email Large Files. Post large files to your own space and send people a
link. Don't attach it to an email so to avoid crashing their server or depleting
their inbox quota.

7. Respect People's Privacy. Avoid sharing the information sent to you without
checking with the original sender. Use BCC (blind carbon copy) rather than CC
(carbon copy) if you are sending it out to more than one person. You might be
thinking that we are all friends on the net, but others would not like their names
to be dragged or publicized. The same goes for uploading photos that include
other to public space, and when tag people on Facebook, others may also have
access to those people unless they have adjusted their privacy settings. And most
importantly, don't sign up for newsletters and other communications using
someone else's email address.

8. Fact Check Before Reposting. You might be too overwhelmed in sharing

something thinking you have done a wonderful thing to people with the
information that you have gathered, ensuring it’s beneficial just to be bashed for
sharing fake news. Don’t be naïve. Forwarding a message will not bring you good
luck, just bad karma! So, check first whether what you are going to share is legit
or a hoax.

9. Respond to Emails Promptly. No one can stop you from ignoring and deleting
crazy stuff, spam, and unsolicited messages but for a message coming from
someone you have given your email address to, you are in a position to have the
courtesy of replying their messages. If it is a survey and quite long, you can
always tell them you have difficulty understanding the question and might be

P a g e 166 | 190
 better off looking for the information elsewhere. To decline with proper reason is
a form of courtesy rather than simply ignoring it.

10. Update Online Information. Keep your website up to date. It is a way of making
people aware of your availability. Don’t give them the idea that you are available
when, in fact, you are not. If you can’t do it, take it down.

Application
Creating Netiquette Campaign Material
1. First, on your own, list down your internet etiquette about fighting online
rudeness and helping to bring courtesy and respect back to the web.
2. Chat with a classmate and discuss your internet guidelines with him/her. Listen
also from his/her ideas. Put together all your minds and create a peer internet
etiquette.
3. You may opt to do any of the following:
3.1 You may use the application tools that you have learned, such as
https://www.powtoon.com or any other digital apps, and create a two-minute
video about your netiquette guidelines and ask permission to disseminate
them on your whole college or university – as a campaign material to
encourage everyone to use the internet responsibly.
3.2 You can upload it to your ePortfolio.
3.3 You can also post on your group FB page.

Closure
Congratulations! After coming up with all your outputs and sharing them
accordingly, surely, you are making positive digital footprints and your digital
tattoo now resonates an aura of a responsible global digital citizen and by doing so, by
constant self-checking, eventually, there is no doubt of you becoming a champion in
demonstrating social, ethical, and legal responsibilities in using technology tools and
resources. Aja!

Lesson 4

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 Educational Sites and Portals, Online Communities,
and Online Resources

Learning Outcomes

At the end of the lesson, you should be able to:

• Cite different educational sites and portals that are useful in various
content areas; and
• Connect with different online learning communities and resources.

Time Frame 2 days

Introduction

In this age of lightning-fast information transfer, teachers and students alike

become increasingly reliant to online learning sites, communities, and resources.
Teaching and learning are now taking place on digital platforms and e-learning ecologies,
thereby bridging the gaps that physically divide various educational institutions.
While there are many educational sites and portals available on the web, access to
these resources are, however, limited. Both teachers and students are constrained by their
knowledge, skills, and even financial capacity. Furthermore, finding the right site or
portal that fits one’s instructional needs is another challenging task. With these challenges
at hand, it is essential for teachers to be influenced by both research and practice in the
utilization, development, and evaluation of online learning platforms.
In this lesson, you will be introduced to several educational sites and portals that
are useful in various content areas, and will be connected to different online learning
communities and resources through hands-on and direct experiences.

Activity

What Do You Already

Know?

To find out how much you

already know about the
concepts discussed in this
lesson, search the web
about, “The Best Online
Education Platforms for
Filipinos”, and complete
the table below.

Online Education Salient Features/

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Sites and Portals Description
1
2
3
4
5
6
7
8
9
10

Analysis

To extend the information about the lesson, answer the following questions
comprehensively.

• What are educational sites and portals?

• What makes an effective educational site and portal?

• What are the important considerations on the content of educational sites and
portals, communities, and resources?

• What are the challenges that you experienced in searching for educational sites
and portals?

• How can educational sites and portals be best utilized in student-centered

learning?
P a g e 169 | 198
 • Why is it important to connect with online learning communities and access
online learning resources?

Abstraction

What are Educational Sites and Portals?

Educational sites and portals are websites that help different educational sectors by
providing access to relevant information and resources to each community served. To
improve their teaching, teachers can find useful instructional tools, and by using these
portals they enhance student-centered learning. Students will have access to other
resources and facilities, including learning materials, lesson plans, current event news,
instant messaging and e-mail, and the opportunity to perform guided searches.

Some Examples of Online Educational Sites and Portals

Check these educational sites and portals by clicking the web link provided on the
table below:

AWS Educate is a global initiative created by

Amazon.com, one of the world’s largest tech giants. The
www.awseducate.com platform has a strong education-to-career focus.

Coursera was founded by Daphne Koller and Andrew Ng

with a vision of providing life-transforming learning
experiences to anyone, anywhere.

www.coursera.org
EdX is a trusted training and learning network. Founded
by Harvard and MIT, edX is home to more than 20 million
learners, most of the world's top-ranking universities, and
industry-leading firms.
www.edX.org

Khan Academy provides practice activities, instructional

videos, and a customized learning platform that empowers

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 learners to study in and out of the classroom at their own
www.khanacademy.org pace.

TED-Ed is TED's program on youth and education. The

goal of TED-Ed is to bring out and promote the thoughts
of teachers and students around the world. It encourages
learning — from creating a growing library of original
animated videos, providing teachers with an international
www.ed.ted.com forum to develop their interactive lessons, helping
interested students around the globe introduce TED to their
classrooms, acquiring presentation literacy skills, and
promoting creative leadership in the global network of
TED-Ed.

Online Communities for Education

What is an Online Learning Community?

Many educators are turning to Facebook or Twitter for the latest strategies,
materials, ideas, and news in teaching. But did you know that just for educators, there are
hundreds of online communities? You will network with fellow teachers through these
social networks, extend your personal learning network (PLN), discover and share tools,
and build peer-to-peer relationships. We've assembled a list of our favorite online teacher
groups.
Online learning communities are essential to achieving a productive environment
for online learning. That is why they're so popular, especially in not only in higher
education but also in other grades primary and secondary. Community participants in
online learning create an interactive canvas of diverse reactions and feedback.

You find ways to explore, learn, evolve, build skills, and look for intellectual
understanding-something you wouldn't do themselves. Such learning interactions instill a
sense of belonging and camaraderie that inspires and motivates online learners to
persevere. Nonetheless, most teachers are unable to include learners in the discussion
board because the learners are pursuing the courses in their time room.

There are also ways you can use to slowly create involvement and, eventually, a
real sense of community. What you need is to make improvements in the design of your
course like group learning activities. Some examples
of Online Communities:

Online Communities Description

Classroom 2.0 The social network in the classroom for
those involved in Web 2.0, Social Media,
and Participatory Technologies.
Participate in meetings, obtain updates for
https://classroom20.com/ activities, and get in contact with
colleagues.
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Edmodo for Teachers Need suggestions for a lesson in Common
Core, Science, or languages? Only ask; in
minutes, our global educator network will
share the tools. We have protected you no
matter what your grade level and subject
area.
https://www.edmodo.com/teachers

Discovery Educator Network The Community of Discovery Education

is a network of action centered on linking
educators to one another's most important
tool. No matter what your responsibility
in education, you deserve a positive
learning atmosphere that will help you
develop your practice, provide valuable
http://www.discoveryeducation.com/what- networking opportunities, promote the
we-offer/community/home.cfm sharing of great ideas and concentrate on
the joy of teaching and learning.
EdThena Video resources designed to improve
teacher professional development through
observation in the classroom and online
collaboration.
https://www.edthena.com/

Common Sense Educators Common Sense Educators form a group

of like-minded people who believe in the
power of learning transformation
technology and believe that digital
citizenship is an integral cornerstone of
effective digital teaching. Everyone who
is an educator-whether a teacher in the
https://www.commonsense.org/ classroom, a tech instructor, a librarian, a
education/recognition-educators teacher in the home school, a restoration
teacher, a parent coordinator, or more-
may become a common-sense educator.

Educator Innovator Educator Innovator offers an online forum

for educators and organizations that
support open learning and that exemplify
linked learning through their passions and
spirits.
http://educatorinnovator.org/

The Current The Current is Educator Innovator 's open

publishing website and provides a forum

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 for sharing resources and stories about
what we as educators observe, do, and
reflect on connecting learning and
teaching.
http://thecurrent.educatorinnovator.org/

Teaching Channel Teaching Channel is a vibrant online

community where teachers can observe,
exchange, and learn different strategies to
help each student grow.

https://www.teachingchannel.org/

Educators Connect EducatorsCONNECT is an online

community where teachers can socialize,
develop friendships, exchange teaching
tips, experience in classrooms, lesson
plans, career opportunities, etc.
http://educatorsconnect.com/

Edudemic Edudemic covers up-to-date research,

news, and educator tools.

http://www.edudemic.com/

Better Lesson Check over 1 M of instructional services

that high-performing teachers from
around the country contribute. You can
find full lesson plans and modules, along
with a wide range of innovative
https://betterlesson.com/ educational materials. You can also
incorporate your tools for instruction.

TeacherTube TeacherTube is an online community for

educators and others who wish to share
teaching videos. Members will rate the
videos and participate in group forum
http://www.teachertube.com/ discussions.

TeachAde
This online community was explicitly
developed for teachers and offered a
forum for educators to communicate,
http://www.teachade.com/ share resources, and ask questions.
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TeachAde-
TeachAde is an
educational,

P a g e 174 | 198
 social network. Members will find lesson
plans, audio, video, and other multimedia tools, and share them.

What makes an effective educational site and portal?

Educational sites and portals, to be effective, must possess several qualities such as
the following. Briefly explain each of these based on your understanding.

❖ Personalizes the learning journey.

❖ It makes the contents discoverable.

❖ Enables community interaction.

❖ Recognizes achievement.

❖ Blends online and offline learning.

❖ Accessible on all devices.

Other important considerations on the content of the educational site, portal, and
resources

From among the educational sites and portals presented above, choose one content
area, and evaluate using the following criteria.

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 Considerations Yes No
Content material provided by the portal is aligned
with the school’s curriculum and instructional
program.
Information is error-free, bias-free, current, and
timely and is presented objectively.
The portal and information contained there are
updated frequently.
Links to outside sites are relevant, authentic, up-to-
date, and appropriate.
Concepts and vocabulary used are relevant to
students’ abilities (but maybe differentiated by age or
intended audience).
Images and graphics are bias-free
Text throughout the site uses correct grammar,
spelling, and sentence structure.
Designers and researchers who provide content for
the site are experienced and reputable in their fields.
Contact information is provided, and users are
encouraged to suggest improvements
Interaction through the portal is compatible with the
physical and intellectual maturity of the intended
audience.
Topical information adequately covers the subject for
the intended audience.
The progression of topics within the portal and with
external links is logical and relevant.
The portal offers information that is not readily
available from other sources or offers unique ways of
accessing the materials.
Materials on the portal are tailored for various users
(students, parents, and teachers) who have different
needs and abilities.

Comprehensive Guide on How to Create an Account on Various Educational Sites and

Portals

Practice accessing an educational site and portal by following these simple steps:

1. Go to an Coursera.org by typing the URL on the address bar.

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 2. Click the ‘Login’ or ‘Join for Free’ button.

3. Choose whether you want to provide a name, email, and password or link your
Coursera account to your Facebook profile, Google account, or Apple ID.

If you choose to create a new Coursera account with a name, email, and
password, your password needs to be eight (8) characters or longer.

You may also watch video tutorials on how to set up your accounts on various
educational sites and portals. Watch through the links provided below:

1. Coursera: https://www.youtube.com/watch?v=clWzc4NghOk
2. AWS Educate: https://www.youtube.com/watch?v=4ySzWA0W1C0
3. edX: https://www.youtube.com/watch?v=sEeYnsobXIc
4. Khan Academy: https://www.youtube.com/watch?v=XM6SuhIe8CY

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 5. TED-Ed: https://www.youtube.com/watch?v=O6zCdzKGrmQ

Application

Would you love to find out how much the module has taught you? Start this mission, and
complete it.

Create an account and register on the following educational sites and portals:

• AWS educate
• Coursera
• edX
• Khan Academy
• TED-Ed

Guidelines to consider:
1. Use one email address, preferably an institutional email address, in creating your
accounts.
2. In each site or portal, you may opt to enroll or follow a course that matches your
field of interest or specialization.
3. Communicate with colleagues by sending them an email and co-sharing of
educational resources. You may ask for a copy of their learning modules, activity
sheets, lesson presentations, etc. Document this process.

Closure

Educational sites and portals are designed to aid and not replace teachers in the
teaching-learning process. It is through this premise that one must master the nitty-gritty
and technical know-how of accessing various educational sites and portals as well as in
connecting with online learning communities and resources.

As future teachers, you are now given the power of technology to optimize the
teaching-learning process. Make sure that you use this power to the fullest!
Congratulations, you may now proceed to the next part of the lesson.

Lesson 5
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 Collaborative Projects and Technology Tools

Learning Outcomes

At the end of the lesson, you should be able to:

• Collaborate with stakeholders in the development of ICT-based
teaching and learning materials;
• Familiarize oneself with various technology tools; and
• Develop own teaching and learning materials with the use of
technology tools.

Time Frame 3 days

Introduction

The use of technology tools in the teaching-learning process is becoming

increasingly relevant in the digital age. In essence, technology tools are software or
applications that can be used to develop or support online course content.
It is on this note that teachers must be familiar with various technological tools and
are capacitated to utilize them in the development of teaching-learning materials.
Meanwhile, in order to optimize the use of technology in instruction, there is a need to
bridge gaps between collaborative barriers. In the e-learning ecologies, collaboration is
made more possible with the physical divide becoming less visible. Both teachers and
students can now interact virtually, thus creating more spaces for collaboration.
Collaborative projects are integral to allow multiple but holistic perspectives in the
development of instructional materials.
In this lesson, you will be introduced to various technology tools and be given the
chance to utilize them in teaching and learning process. You will also be asked to
collaborate with stakeholders in the development of contextualized teaching-learning
materials.

Activity

What Do You Already

Know?

To find out how much you

already know about the
concepts discussed in this
lesson, watch the video
entitled, Why e-learning is
killing education through
this link:
https://www.youtube.com/w
atch?v=iwSOeRcX9NI.
 After watching the video, write an essay about, “How should e-learning be
done?”

Analysis

Read the journal entitled, “Relevance of ICT Tools in Teaching-Learning

Exploiting Flipped Classroom” by Sumathi and Selvarani (2020) and answer the
following questions:

• What are some ICT tools that are used in the teaching-learning process?
a. Quizzes?

b. Presentations?

c. Video Creation?

d. Online Collaboration?

• What are Learning Management Systems (LMS)? Give examples.

• How can the use of ICT tools in teaching enhance learning?

• How can you best collaborate with stakeholders using digital platforms?

P a g e 179 | 198
 Abstraction

The Use of Technology Tools in Teaching and Learning

Schools use a diverse set of technology tools to communicate, create, disseminate,

store, and manage information. In some contexts, technology tools formed an integral
part of the teaching-learning interaction, through approaches such as replacing
chalkboards with interactive digital whiteboards, using students' own smartphones or
other learning devices during class time, and the "flipped classroom" model where
students watch computer-in-house lectures and use classroom time for more interactive
exercises.
When teachers are digitally literate and trained to use technology tools, such
strategies will contribute to higher-order thinking skills, provide students with innovative
and individualized ways to communicate their understandings, and better prepare
students to cope with rapid technological change in society and the workplace.
Some Technology Tools used in Teaching and Learning

Check the following technology tools and explore their applications to teaching and
learning by visiting the URL:

Technology Tools Applications to Teaching and Learning

Google Form Google Forms is Google is a free online platform that

allows users to create forms, surveys, and quizzes as well
as collaboratively edit and exchange types with other
people. Educators can use Google forms at the beginning of
the class to evaluate their students and gage pre-existing
knowledge. Also, Google forms can be used to provide
https://blogs.umass.edu/onlinetools/ feedback from students and parents and receive feedback.
assessment-centered-tools/google- In the same way, students can use Google forms to measure
forms/ their learning, set learning goals, and collect data for their
research projects.

Google Docs Google Docs is an online Word processing software that

allows you to save all documents and files on Google Drive
for free. All you need is an (also free) Google Account,
which you already have when using Gmail. All the files are
saved on the Google cloud with Google Docs, so you have
access to your documents from anywhere; all you need is a
https://study.com/academy/lesso
n/how-to-use-google-docs-in-
device with an internet connection.
the-classroom.html

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Edmodo Edmodo is the leading social media and learning site for
teachers and students alike, also known as “Facebook for
education.” Teachers can also put the classroom online,
with Edmodo. Edmodo users can manage their classes and
consolidate all their activities in one place, with the ability
to give students assignments, quizzes, and polls.
https://www.educationworld.com/
a_tech/how-educators-can-use-
edmodo.shtml

Google Classroom Google Classroom is a powerful interactive resource for

learning-centered in a community. It allows students to
post questions and seek responses from their fellow
students and teachers. Additionally, teachers can post
intriguing questions and lesson materials for home review.
It may also be integrated with other Google products such
https://edu.google.com/k-12-
solutions/classroom/? as Google Forms, which can be an excellent way for
modal_active=none students to get feedback.

Canvas In the 21st century, online learning platforms rank among

the most common digital resources to emerge. They allow
students to access class materials from anywhere they have
an Internet connection and give teachers creative freedom
to develop lesson plans.
https://beaver.instructure.com/cou
rses/670/pages/welcome-to-
canvas-for-beginners

Moodle The Moodle name is an acronym for a Functional Object-

Oriented Dynamic Learning System. It is an open-source
and community-driven platform which, due to its feature
set and versatility, has gained immense popularity. You can
create classes using Moodle, make attendance lists, supply
https://www.ispringsolutions.com/
blog/getting-started-with-moodle
learning materials, give quizzes, submit feedback, and
much more. Inside the platform, there’s a tremendous
amount of versatility and configurability. For some
instances, it’s best to get an expert to assist you with the
installation and make sure you have all the right features
set up as you want, but we’ll touch on that later on.

Zoom Zoom is a free video conference platform commonly used

for online meetings and interactive presentations in
education. Yet its ability to improve the teaching and
learning experience in-classroom face-to-face provides
unexplored opportunities.
https://harvard.service-
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now.com/ithelp?
Synchronous online class sessions, where everyone is
id=kb_article&sys_id=4c3290f6db5
b845430ed1dca4896197f scheduled to attend a Zoom meeting, are one way to build
interaction when students are far. Still, Zoom can also be
used to help other teaching and learning scenarios. Zoom
can be used on laptops, desktops, tablets, smartphones, and
even desk phones, allowing students to access the class
session in many ways.

Schoology Schoology is a cloud-based learning management system

that provides educators and academic institutions with one
platform to develop engaging content, plan lessons, and
https://info.schoology.com/get-a- assess student comprehension.
demo.html?utm_source=schoology-
blog&utm_medium=web&utm_ca Education isn't just about students and teachers. Schoology
mpaign=Demo+Request&utm_cont
ent=bottom-cta lets you put together everyone — students, teachers,
coaches, parents, administrators — with one forum for
www.schoology.com connectivity and collaboration.

Other Video Resources

1. Best Apps for Teachers in 2020

Link: https://www.youtube.com/watch?v=vTDh-h7Xti4

2. 7 BEST Websites and Apps for Distance Learning

Link: https://www.youtube.com/watch?v=svmGQhQLuBQ

3. How do you keep google classroom organized?

Link: https://www.youtube.com/watch?v=sYJErrN0A8k

Application

Would you love to find out how much the module has taught you? Start this mission, and
complete it.

1. Create a google classroom account.

2. Prepare a lesson module with the following contents:
a. Objectives
b. Time Duration
c. Materials Needed
d. References
e. Lesson Proper following the 4As design
f. Assessment (use google form)
g. Assignment
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 3. Collaborate with 2 of your classmates in the preparation of the lesson modules
using the google docs. Document this process.

4. Upload the lesson module in your google classroom account.

Closure

Teaching, learning, and collaboration just got more comfortable with the
technology tools being readily available. As future teachers, you need to take advantage
of these tools to make your job simpler and easier. This lesson just provided you a scratch
on the surface, but it’s up to you to deepen your knowledge in a sea of online resources.
Keep swimming!

Module Assessment

This assessment is intended to check how learners manifest observance of

social, ethical, and legal responsibility in the use of technology tools and resources.

Instruction. Choose the letter of your chosen answer.

1. Which one of the following manifests a behavior of a global digital citizen?

A. By behaving appropriately when the situations demand it
B. By adopting a new identity in the virtual world
C. By acting responsibly in both offline and online activities
D. By acting appropriately when seen by the people in the community

2. How can one display the proper use of technology for altruistic service?
A. Creating prank accounts to malign the practices of the government
B. Hacking bank accounts to help the poor
C. Spreading chain prayers through messenger
D. Using social media sites to campaign for social advocacy

3. The following are considered as a global digital netizen EXCEPT for one. Which
one is this?
A. When meeting people online, Rosie never gives out her personal information
to others.
B. When collaborating with other people online, Dina is conscious of their
values and culture.
C. Marlon uses social media to campaign for support to the victims of
calamities.
D. Diana takes care of her gadgets and burns them when no longer useful.

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4. Which should you not give out on the internet?
I. Name
II. Address
III. Bank account
IV.All of them

A. I only
B. I, II, III, IV
C. II only
D. III only

5. Your friend posted your photo which you did not like and comments of people
seemed to devastate you? How should you handle the situation?
A. Keep quiet and allow everybody to hurt me
B. Quarrel with my friend on social media
C. Report to the police station
D. Tell my friend to remove the picture
6. Who among of these netizens displays proper netiquette?
A. Anne writes in all caps so that her post can be easily read.
B. Carlos shares his personal information on social media o that he will become
popular.
C. Martha writes her posts incomplete spelling, grammar, and punctuation.
D. Tracy posts anything that comes to her mind to express herself.

7. How can you keep yourself digitally secure?

A. Announce online connection and have all posts for public viewing.
B. Have virus protection and no need for backups.
C. Lock up and limit online associations.
D. Set the account on a privacy setting and have a confidential password.

8. Tracy submitted a report in her class by copying a blog without paraphrasing,

synthesizing, and citing the source. What did she violate?
A. Theft
B. Plagiarism
C. Hacking
D. Copyright infringement

9. Who should take the credit for copyright?

A. Author only
B. Publisher only
C. Both author and publisher
D. Reader
10. Teacher Rocky used a downloaded documentary film in his class. As an excellent
example of netizen with appropriate netiquette, which is the best thing for him to
do?
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 A. Inform the class where she downloaded the video
B. Introduce the video to the class without telling where it came from
C. Tell the class that she asked someone to make the video for her
D. Tell the class that she made the video for them to believe that she is an
efficient teacher.
11. What is the advantage of using Google Docs in a classroom?
A. All students and teachers can work at the same time on the same document
B. Each student can take turns editing the document
C. All students can email the document to the teacher and wait for feedback
D. Teachers can create a new document if an entire paragraph has been
accidentally deleted.

12. What happens when a teacher provides feedback to the students using Google
Docs?
A. The students can see the teachers comments, wait for the teacher to give
them the document and then ask questions
B. The students can see the teachers comment as the teacher types them and
ask questions immediately
C. The students can see the teachers feedback and email their responses to the
teacher
D. The students can see their work and can request the teacher to email the
feedback
13. A website that lets anyone add, edit, or delete pages of content is called a
A. Wiki
B. Online forum.
C. Usenet
D. Lurker site.
E. Social network.

14. Today the most popular social networking site is

A. MySpace
B. Twitter
C. Weibo
D. Facebook

15. Two increasingly important ethical aspects of social media are

A. Ratings and traffic.
B. Transparency and privacy.
C. Identity and honesty.
D. Virtue and virality.

16. What is the definition of collaborative tools?

A. A technology tool that enables people to work together to achieve a goal

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 B. work carried out by a group of people
C. collaborative music
D. online learning in the class

17. April gives her friend a Web site address. She recommends that her friend check
it out and possibly sign-up. April explains that the Web site is for a group of
friends to use to connect with each other. Which of the following best describes
the type of Web site April is recommending?
A. Social network
B. Online gaming
C. Collaborative group
D. Wiki

18. This allows classes to collaborate and share content, provide homework,
quizzes, grades, and school notices.
A. Learning, Managing, System
B. Learning Management Schools
C. Learning Management Students
D. Learning Management Systems

19. lets a group of people work together in real-time over the internet
A. Web Conference
B. Online Collaboration
C. Facebook
D. Web Portal

20. A/An is a specially designed website that brings information from

diverse sources, like emails, online forums and search engines, together in a
uniform way.
A. Dark Web
B. World Wide Web
C. Internet
D. Web Porta

MODULE SUMMARY
You have just completed Module 6 of Technology for teaching and Learning
one covering Social. Ethical and Legal Responsibilities in the Use of Technology
Tools and Resources. Important key points included in the module include:
• A global citizen understands the interrelatedness of everything to
everything else;
• A global citizen is one who sees the world as a community, possesses the
ability to comprehend actions that contribute to the value of the world as a
P a g e 186 | 190
 whole and one who is concerned about how one could participate and
provide for the benefit of the whole world;
• A digital citizen is an individual who adheres to the guidelines related to
the ethical and responsible use of technology – one who acts responsibly
in all relationships and interactions in the digital world;
• A global digital citizen is an empowered individual who is dutifully aware
of his/her responsibility both for the power of the Internet and for the
lasting well-being of our global community;
• There are five tenets of global digital citizenship, namely: personal
responsibility; global citizenship; digital citizenship; altruistic service;
and environmental stewardship;
• There are nine elements of digital citizenship, such as: digital access;
digital etiquette; digital commerce; digital rights and responsibilities;
digital literacy; digital law; digital communication; digital health
wellness; and digital security;
• Intellectual property rights are the rights given to persons over the
creations of their minds;
• Customarily, there are two types of intellectual property rights, namely:
copyright and rights related to copyright; and industrial property;
• Copyright infringement pertains to the violation of someone's intellectual
property (IP). It is another term for piracy or the theft of someone’s
original creation, especially if the one who stole recoups the benefits and
not the creator of the material;
• The use of Internet materials without proper citation is not exempted from
copyright infringement;
• Plagiarism is a form of copyright infringement. It is a failure in citing the
source, while copyright infringement is a failure to obtain permission. In
other words, copyright infringement is a violation of the rights of the
copyright holder;
• The things you put online can stay there forever and might be the first
thing people notice about you, as a form of digital tattoo;
• No matter what you do online you must know what kind of trails – digital
footprints, you're leaving, and what the possible effects can be;
• Etiquette principles are just as important in cyberspace as they are in the
physical world—and bad netiquette facts will hang around to haunt you for
much longer while illustrating ethical, social, and legal obligations through
the use of technology tools and resources ultimately creates a positive
digital footprint for any global digital citizen;
• Portals of educational services are vertical portals that provide a public
link to find Web pages and information on the Internet. Instructional
portals are variations of business knowledge portals that provide an entry
point for an educational institution or organization's private resources and
information. Applying this concept helps an individual to understand the
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 function of an educational portal. Also, it is possible to predict the path of
educational portals in the future, by noting that educational portals
represent the progress of other portals; and
• It happens that even a conventional classroom today has no open-ended or
interactive resources. To explore and learn new techniques, and keep on
top of stuff, is essential for modern teachers. Here's a list of the necessary
tools you need to turn your classroom into a mixed-learning or digital one.
The best teachers know the best tech tools to impress their students and
make the best they can be at their lessons.
• Technology platforms to teach provides incentives for all. Students with
special needs, students who live in remote locations, or who travel always
benefit immensely from technology and distant learning. It happens that
even a typical classroom today has no media or internet resources at all.
The exploration and learning of new technologies and keeping on top of
things is, therefore, important for modern teachers.
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