TEACHING AND LEARNING WITH TECHNOLOGY: AN

INTRODUCTION

LESSON 1: ICT COMPETENCY STANDARDS FOR PHILIPPINE

PRE-SERVICE TEACHER EDUCATION

If there is one thing that changed the world so fast, it is TECHNOLOGY. Technology has
provided a new environment for learning, new ways teachers teach and new ways of how
learners learn. It has created a division between digital natives and digital immigrants. As the
years go by, this division become narrower and even blurred. This has led to the new educational
revolution in teaching and learning which has been triggered by technology and resulted to better
learning outcomes in the 21st century.

ICT COMPETENCY STANDARDS (CHED-UNESCO)

(AS PROVIDED IN THE 2017, POLICY, STANDARDS AND GUIDELINES (PSG) FOR PRE-
SERVICE TEACHER EDUCATION)

The program outcome for teacher education degrees clearly state that every future teacher
“demonstrate proficiency in the development and utilization of Information, Communication and
Technology (ICT) resources in promoting quality teaching-learning process”

To ensure that the program outcomes related to ICT shall be achieved, competencies were
identified to be developed by every pre-service teacher (CHED-UNESCO, Bangkok, 2009).

The ICT Competency Standards is made up of seven domains. Each domain has a set of
competencies. The competencies are expressed in desired learning outcomes. Becoming
proficient in the different competencies will enable you to handle learners of the 21st century in
your future classrooms.

COMPETENCIES PERFORMANCE INDICATORS

DOMAIN 1: UNDERSTANDING ICT IN EDUCATION

1.1 Demonstrate awareness of policies 1.1.1 Discuss national ICT policies affecting
affecting ICT in education classroom practices

1.2 Comply with ICT policies as they 1.2.1 Implement ICT policies in teaching-learning
affect teaching-learning

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1.3 Contextualize ICT policies to the 1.3.1 Incorporate ICT policies in the design and
learning environment implementation of teaching-learning activities.

DOMAIN 2: CURRICULUM AND ASSESSMENT

2.1 Demonstrate understanding of 2.1.1 Discuss ICT concepts, principles and theories
concepts, principles and theories of in various teaching-learning processes
ICT systems as they apply to teaching-
learning 2.1.2 Use technology tools in the assessment process

2.2 Evaluate digital and non-digital 2.2.1 Select digital and non-digital learning
learning resources in response to resources in reference to the student learning
student’s diverse needs references

2.2.2 Revise digital learning resources in response to

varied needs of students

2.3 Develop digital learning resources 2.3.1 Produce digital learning material designed to
to enhance teaching-learning enhance teaching-learning

2.4 Use ICT tools to develop 21st 2.4.1 Integrate ICT in teaching plans that require
century skills: information media and learners to connect the content of the lesson to
technology skills, learning and society
innovation skills, career skills and
effective communication skills

DOMAIN 3: PEDAGOGY

3.1 Apply relevant technology tools for 3.1.1 Design a technology-enhanced lesson to
classroom activities support learning

3.1.2 Deliver the lesson using appropriate digital

tools or applications

3.1.3 Assist students to reflect on their own learning

using technology tools

3.2 Use ICT knowledge to solve 3.2.1 Use varied teaching strategies like project-
complex problems and support student based learning that integrate technology tools to
collaborative activities support thinking and collaboration

3.3 Model collaborative knowledge 3.3.1 Initiate flexible learning through online
construction in face to face and virtual communications (synchronous /asynchronous
environments modality)

DOMAIN 4: TECHNOLOGY TOOLS

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4.1 Demonstrate competence in the 4.1.1 Perform basic trouble shooting and
technical operations of technology maintenance of technology tools and systems
tools and systems as they apply to
teaching and learning 4.1.2 Use productivity and other tools in everyday
work.

4.2 Use technology tools to create new 4.2.1 Make technology tools-based instructional
learning opportunities to support materials to improve student learning;
community of learners
4.2.2 Produce ICT-based teaching and learning tools
in collaboration with students.

4.3 Demonstrate proficiency in the use 4.3.1 Propose or recommend technology and policy
of technology tools to support teaching innovations related to promoting continuous learning
and learning among students

DOMAIN 5: ORGANIZATION AND ADMINISTRATION

5.1 manage technology-assisted 5.1.1 Facilitate flexible learning environment that

instruction in an inclusive classroom enhances collaboration with the use of technology
environment tools.

5.2 Exhibit leadership in shared 5.2.1 Lead group activities using technology tools.
decision-making using technology
tools

DOMAIN 6: TEACHER PROFESSIONAL LEARNING

6.1 Explore existing and emerging 6.1.1 Use technology tools to search for, manage,
technology to acquire additional analyze, integrate and evaluate information that can
content and pedagogical knowledge be used to support professional learning

6.1.2 Evaluate technology resources in terms of

appropriateness, quality, usability, accessibility and
cost effectiveness.

6.2 Utilize technology tools in creating 6.2.1 Use technology tools to collaborate and share
communities of practice resources among communities of practice

6.3 Collaborate with peers, colleagues 6.3.1 Identify educational sites and portals suitable
and stakeholders to access information to their subject area
in support of professional learning
6.3.2 Join online expert and learning communities

6.3.3 Use resources from relevant mailing lists and

online journals

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 6.3.4 Evaluate and compare useful and credible web
resources to be shared with other students

6.3.5 Active membership to local and global learning

communities to maintain access to creative
applications of technology that help enhance student
learning

DOMAIN 7: TEACHER DISPOSITION

7.1 Demonstrate social, ethical, and 7.1.1 Discuss safety issues in obtaining resource
legal responsibility in the use of materials from local area network-based and the
technology tools and resources internet

7.1.2 Comply with intellectual property laws

including the fair use of educational content

7.1.3 Institute mechanisms to ensure child online

safe and prevent cyberbullying

7.2 Show positive attitude towards the 7.2.1 Practice standard netiquette in sharing and
use of technology tools utilizing shared materials among learning
communities.

7.2.2 Provide support to learners' digital culture and

behaviors.

7.2.3 Utilize smart devices for building the positive

relationships between teachers and students.

Learning and mastering these competency standards will assure the 21 st century learners in your
class of a more enjoyable, creative, innovative ways in teaching and learning

ISTE NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS FOR

TEACHERS (NET*T)

The International Society for Technology in Education (ISTE) was established standards for
both teachers and students. These standards were referred to in the development of the Philippine
ICT Competency standards which include the following:

STANDARD 1: TECHNOLOGY OPERATIONS AND CONCEPTS

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  It means that teachers demonstrate a sound understanding of technology operations and
concepts

STANDARD 2: PLANNING AND DESIGNING LEARNING ENVIRONMENT AND

EXPERIENCES
 This implies that teachers utilize the use of technology to plan and design effective
learning environments and experiences.

STANDARD 3: TEACHING, LEARNING AND CURRICULUM

 Teachers should be mindful that in the implementation of curriculum plan, they have to
include strategies for applying technology to maximize student learning.

STANDARD 4: ASSESSMENT AND EVALUATION

 Teachers apply technology to facilitate a variety of effective assessment and evaluation
strategies to collect and analyze data, interpret results, and communicate findings to
improve instructional practice and maximize student learning.

STANDARD 5: PRODUCTIVITY AND PROFESSIONAL PRACTICE

 Teachers use technology to engage in on-going professional development and lifelong
learning support of student learning, increase productivity and to build community of
learners

STANDARD 6: SOCIAL, ETHICAL, LEGAL AND HUMAN ISSUES

 Teachers understand the social, ethical, legal and human issues surrounding the use of
technology in support of student learning who come from diverse background, affirm
diversity, promote safe and healthy use of technology resources and facilitate access to
technology resources for all students

ISTE NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS FOR

STUDENTS (NETS*S)

From how technology teachers facilitate learners, outcomes of student learning should indicate
that the following standards have been complied with.

STANDARD 1: CREATIVITY AND INNOVATION

 This standard will produce students who demonstrate creative thinking, construct
knowledge, and develop innovative products and processes using technology from
existing knowledge.

STANDARD 2: COMMUNICATION AND COLLABORATION

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  This standard requires students to use digital media and environments to communicate
and work collaboratively to support individual learning and contribute to the learning of
others. This includes the use of variety of media and formats for global awareness with
learners from other cultures.

STANDARD 3: RESEARCH AND INFORMATION FLUENCY

 Students are expected to apply digital tools to gather, evaluate and use information and
plan strategies for inquiry. This standard expects the student to locate, organize, analyze,
evaluate, synthesize and ethically use information from a variety of sources and media.

STANDARD 4: CRITICAL THINKING, PROBLEM SOLVING AND DECISION

MAKING
 This standard expects the students to use critical thinking skills to plan and conduct
research, manage projects, solve problems and make informed decisions using
appropriate digital tools.

STANDARD 5: DIGITAL CITIZENSHIP

 It is required by this standard that every technology student becomes a digital citizen who
demonstrates ethical and legal behavior, exemplified by the practice of safe, legal and
responsible use of information. Further, the student exhibits positive attitude towards the
support of technology for collaboration, learning and productivity as a digital citizen.

STANDARD 6: TECHNOLOGY OPERATIONS AND CONCEPTS

 Sound understanding of technology concepts, systems and operation is a standard that
students should comply with. They too, are expected to further transfer current
knowledge to learning of new technologies

LESSON TASK

Review the ICT Competency Standards for Teachers. Identify one performance indicator for
each cluster that you consider as most Important and that you are excited to do. Identify also one
performance indicator that you consider least important and that you are not excited to do. Place
your answer on a table as shown.

Performance Indicator Performance Indicator

ICT Domain Most Important for Me to Least Important for Me to
Do Do

Domain 1

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Domain 2

Domain 3

Domain 4

Domain 5

Domain 6

Domain 7

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LESSON 2: UNDERSTANDING THE BASIC CONCEPTS IN ICT

Here are some terms and concepts that you need to know and understand:

1. Technology refers to a mix of process and product in the application of knowledge. It

includes tools from pencil and paper to the latest electronic gadgets and tools for practical
tasks.
2. Information and Communication Technology Literacy or ICT Literacy is the use of
digital technology, communication tools and/or networks to access, manage, integrate
evaluate, create and communicate information in order to function in a knowledge
society. (Guro 21, 2011)
3. Educational Technology refers to the use of technology in teaching and learning.
Educational includes both the non-digital (flip charts, pictures, models, realias, etc.) and
digital (electronic tools: hardware, software and connections, etc.).
4. Digital Literacy is the ability to find, evaluate, utilize, share and create contents using
information technologies and the Internet (Cornell University). According to American
Library Association (2018), digital literacy is the ability to use information and
communication, requiring both cognitive and technical skills
(hptts://edweek.org.downloaded06-03-18)
5. Digital learning is any type of learning that is accompanied by technology or by
instructional practice that makes effective use of technology. It encompasses the
application of a wide spectrum of practices which included blended or virtual learning. it
can come as online or off-line which utilizes digital technology.
6. On-line digital tools and apps use an Internet connection to access the information
needed. A common example is Skype. It is a telecommunication application software
product that specializes in providing video chat and voice calls between computers,
tablets, mobile devices via Internet and to regular telephones.
7. Off-line digital tools and apps can still be used even if there is no internet access.
Among these are Canary Learning, Pocket, Evertone, ibooks, KA LITE (Gupta,
Prinyaka, 2017) downloaded in edtech review (July 03, 2017)
8. Instructional technology is the theory and practice of design, development, utilization,
management, and evaluation of the processes and resources for learning (Association for
Educational Communications and Technology, Seels, B.B. & Richey, P.C. 1994)
9. Software refers to program control instructions and accompanying documentation;
stored on disks or tapes when not being used in the computer. By extension, the term
refers to any audiovisual 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)

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11. Internet is a massive network of networks, a networking infrastructure. It connects
millions of computers together globally, forming a network in which any computer can
communicate with any other computer as long as they are connected to the Internet. It is
generally defined as a global network connecting networks connecting millions of
computers. (https://www.webopeddia.com)
12. World Wide Web (www) is also called the Web which is a graphical environment on
computer networks that allows you to access, view and maintain documentations that can
include text, data, sound and videos (Smaldino, 2005). It is a way of accessing
information over the medium of the Internet. It is an information sharing model that is
built on top of the Internet.
13. Web access is the ability of the learner to access the Internet at any point during the
lesson in order to take advantage of the array of available education resources.
14. Webquest is an inquiry-oriented lesson format in which most or all information that
learners work with comes from the web. These can be created using various programs,
including simple word processing documents that include links to websites.
15. Productivity tools refer to any type of software associated with computers and related
technologies that can be used as tools for personal, professional or classroom
productivity. Examples: Microsoft Office, Apple works – word processing, grade and
record keeping, web page production, presentation. (KFIT-Unesco 2016)
16. Technology Tool is an instrument used for doing work. It can be anything that help you
accomplish your goal with the use of technology. These technology tools can be
classified as:
a. Data Calculation tools. Examples: spreadsheets, Excels, Sketchpads, probability
constructor
b. Design tools. These are used to make models and designs, creating and building.
Included here are Family Tree Maker, GollyGee and Crazy Machines among
others.
c. Discussion tools. There are 4 different approaches that utilize discussion and
interaction in the Internet. These are threaded discussion forum, Blogging, Live
chat and Video teleconferencing, Netiquette and Safety on the Net.
d. Email Tools. Emails are great communication tools for sending messages,
photographs, videos and other files. It allows you to reach out to others around
the world. Examples are google mail, Ymail, Yahoo mail and many more.
e. Handheld devices 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 is primarily
based on use of the World Wide Web and typically takes one or more instructional
periods (Bender & Waller, 2011)

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

LESSON TASKS

1. Make glossary of terms of at least 20 ICT-related terms with each having a conceptual
or operational definition or description. Cite the source and year of your definition.
2. With a classmate, choose at least 3 important concepts that you can discuss with
him/her. Record your thoughts in the discussion and also your friend’s thoughts. Are
they similar or different? If they differ, why? Use the template below.

Concepts Identified My thoughts about the My Classmate's

Concept Thoughts about the
Concept

Example: Concept about

borderless classroom because
of technology

Concept A

Concept B

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Concept C

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LESSON 3: ROLES OF TECHNOLOGY FOR TEACHING AND LEARNING

3 DOMAINS OF EDUCATIONAL TECHNOLOGY

(ACCORDING TO STOSIC, 2015)

1. TECHNOLOGY AS A TUTOR

Technology can support the teacher to teach another person or technology when programmed by
the teacher can be a tutor on its own.
 The teacher will simply switch on or switch off radio programs, television programs or
search to Google or You tube that contain educational programs.
 There are on-line tutorial educational programs or even Webinars.

2. TECHNOLOGY AS A TEACHING TOOL

Like any other tool, it is being used to facilitate and lighten the work of the teacher. It will be
good if the teacher can also create or develop technology tools that are needed in the classroom.

3. TECHNOLOGY AS A LEARNING TOOL

It makes learning easy and effective. It can produce learning outcomes that call for technology-
assisted instruction. Even teachers who are teaching can utilize similar tools for learning. As a
learning tool, it is very interesting that even the elderly use these tools for learning for life.

ROLES OF TECHNOLOGY

FOR TEACHERS AND TEACHING

As a tool, technology has opened wider avenues in management of resources and management of
learning. It has modernized the teaching-learning environment in schools. Below are some
examples of the roles that technology can do for teachers and teaching:

1. Technology provides enormous support to the teacher as the facilitator of learning

It transforms a passive classroom to an active and interactive one with audiovisual aids,
charts and models, smart classrooms, e-learning classrooms which motivate and increase
attention level of learners. Many of these can be searched on the web.

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2. Technology has modernized the teaching-learning environment

The teachers are assisted and supplemented with appropriately structured instructional
materials for daily activities. There are varied available technology-driven resources which
can be utilized for remedial lessons or activities. Likewise there are also a lot of technology-
driven resources that can be used for enrichment purposes.

3. Technology improves teaching-learning process and ways of teaching

This will make the act of teaching more efficient and effective. There are different teaching
methods and strategies that can use technology which are found compatible with learning
styles. The multiple intelligence theory of Howard Gardner tells us that there is a genius in
every child. All the learning styles can find support from technology, so that teaching will
be more effective and efficient.

4. Technology opens new fields in educational researches

The areas of teaching testing and evaluation are enhanced by technologies for teaching and
learning. Current educational researchers will no longer find difficulty in interpreting tests,
assessment and other evaluation results. There are available programs that can analyze and
interpret results with speed and accuracy. Reference retrieval is also hastened because many
of the research materials are in digital form. Technology has also provided access to big
data that can be processed for problem solving and inquiry.

5. Technology adds to the competence of teachers and inculcates scientific outlook.

Through the utilization of theories of learning and intelligence, which are explained in
references uploaded in the net, the teachers are encouraged to imbibe skills to source these
information with speed and accuracy.

6. Technology supports teacher professional development

With the demand of continuing professional development for teachers, the availability of
technology provides alternative way of attending professional development online. For
those who are involved as providers of continuing professional development like trainers,
facilitators or organizers, they can level up or enhance their delivery systems with the
support of technology tools.

FOR LEARNERS AND LEARNING

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1. Support learners to learn how to learn on their own
Subject matter or content is a means to achieve the learning outcomes. According to Egbert
(2009), there are three categories of knowledge:

a. Declarative Knowledge consists of the discrete pieces of information that answers the
questions what, who, when, and where. Declarative knowledge is the fundamental
knowledge necessary for students to achieve more complex higher order thinking such as
critical thinking and creativity, inquiry and production.
b. Structural knowledge consists of facts or pieces of declarative knowledge put together
to attain meaning. An example of declarative knowledge is “pencil”. The idea that
evolved from a pencil is an understanding that, “it is something used to write.” This is
referred to as structural knowledge. It can be presented by concept maps, categorization
or classification.
c. Procedural knowledge is knowledge in action or the knowledge of how to do
something. It is based on facts but learned through the process of procedural knowledge.
Examples include how to drive a car, how to use cell phones, or how to speak English.
Procedural knowledge is indicated by a performance task or graphical representation of a
concept
Knowledge or content can be learned in many ways, apart from the traditional sources of
knowledge or the primary sources. There are varied programs that can be used by students off-
line or on-line. What should be necessary is that the students are engaged, the tasks should
focus on questions like how, why, and which in addition to who, when, what and where.

2. Technology enhances learners’ communication skills through social interactions

This is commonly described as the transmittal of information from one person to another as
single individual or groups of individuals. According to Shirly (2003) in Egbert (2009), there are
three basic communication patterns:

a. Point to point two-way or one-to-one like Internet chat, phone conversation or even face-
to-face conversation
b. One-to-many outbound like a lecture, television. There is no social interaction.
c. Many-to-many like group discussion, buzz session, heads together. This kind of
interaction provides opportunities for social interaction.

Social interactions interaction through communication occurs:

a. through technology - directly between two persons via email, cell phone, or other
communication technology. Or via google meet, google classroom, Instagram, Facebook,
etc.

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 b. around technology – for example, students discussing about a problem posed by a
software program
c. with support of technology – for example, teachers and students interacting about the
worksheet printed from a website

Benefits from technology-supported communication

a. Enables any teacher to guide the learners virtually and making learning unlimited
because communication and social interaction go beyond a school day or a school
environment
b. Enhances students' freedom to express and exchange ideas freely without the snooping
eyes of the teacher face to face
c. Enables learners to construct meaning from joint experiences between the two or more
participants in communication
d. Help learners solve problems from multiple sources since there is limitless sources of
information that the teacher can direct or refer to the learners
e. Teaches learners to communicate with politeness, taking turns in sending information and
giving appropriate feedback
f. Enhances collaboration by using communication strategies with wider community and
individuals in a borderless learning environment
g. Develops critical thinking, problem solving and creativity throughout the communication

3. Technology upgrades learners’ higher-order-thinking skills

Critical thinking refers to the ability to interpret, explain, evaluate, infer and self-regulate in
order to make good decisions. With the use of technology, one will be able to evaluate the
credibility of the source, ask appropriate questions, become open-minded, defend a position on
an issue and draw conclusion with caution. All of these competencies are covered by Bloom’s
Taxonomy of Analysis, Synthesis and Evaluation
Some ways by which teacher can develop critical thinking in the students involve asking the
right questions and using critical thinking tasks with appropriate level of challenge.

Creativity is characterized as involving the ability to think Flexibly, fluently, originally, and
elaborately. (Guildford 1986 & Torrance 1974 in Egbert, 2009)
 Flexibility – able to use many points of view
 Fluently – able to generate many ideas
 Originally – implies being able to generate new ideas
 Elaborately – able to add details

Seven Creative Strategies (Osborn, 1963)

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 1. Substitute – find something else to replace to do what it does
2. Combine – blend two things that do not usually go together
3. Adapt – look for other ways this can be used
4. Modify/Magnify/Minify – make a change, enlarge, decrease
5. Put to another use – find other users
6. Eliminate – reduce, remove
7. Reverse – turn upside-down, inside-out, front-side back

To develop and enhance critical thinking, problem solving, and creativity, teachers can:

1. Encourage students to find and use information from variety of sources both on-line and
off-line
2. Assist students to compare information from different sources
3. Allow students to reflect through different delivery modes like writing, speaking or
drawing
4. Use real experiences and material to draw tentative decisions
5. Involve students in creating and questioning assessment.
6. Encourage digital production projects
7. Popularize e-learning modalities
8. Enhance global awareness and citizenship

LESSON TASKS

1. Experience as a Learner: How Technology Influenced My Life as a Learner

Write a paragraph about your personal experience on how technology has influenced
your life as a learner from elementary, high school and college
2. Expectation as a Future Teacher: How will I use Technology When I become a
Teacher?
Write a paragraph on how you are going to use technology when you will become a
teacher.

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