I.

ABSTRACT

This explores the integration of Information and Communication Technology

(ICT) with conventional teaching materials to enhance the teaching and learning process.
It examines how the combination of digital tools and traditional resources can create
dynamic and interactive learning environments, catering to diverse learning styles and
needs. The abstract highlights the benefits of ICT classroom equipment. While in
conventional learning materials it benefits in facilitating active engagement and
collaboration among students. It also emphasizes the importance of maintaining a balance
between ICT and conventional materials to ensure a holistic and effective educational
experience. Through case studies and research findings, this abstract underscore the
potential of ICT-enhanced teaching methodologies in improving learning outcomes and
preparing students for the challenges of the digital age.
We are currently experiencing a time of constant evolution in the field of education
in which students require more resources and tools to obtain the information and
construction of knowledge. One such resource is the use of distance learning
environments, where the teacher assigns additional activities for the understanding of the
concepts seen before. But there are times when the student does not understand the
material because of the form it is represented, making it necessary to have more options
to facilitate the understanding of content through different ways that may be more
attractive to the student, achieving more active participation in the subject and an affinity
that leads to a better learning experience. This is the goal of the present research, which
proposes a methodology for designing distance learning tasks adaptable to the student's
learning style.
In conclusion, this abstract underscore the importance of integrating Information
and Communication Technology (ICT) with conventional teaching materials to create
dynamic and interactive learning environments that cater to diverse learning styles and
needs. It emphasizes the benefits of both digital tools and traditional resources in
facilitating active engagement and collaboration among students. The abstract also
highlights the necessity of maintaining a balance between ICT and conventional materials
to ensure a holistic and effective educational experience. Furthermore, it recognizes the
current evolution in education, where students require more resources and tools to
construct knowledge, particularly in distance learning environments. The proposed
methodology for designing distance learning tasks adaptable to students' learning styles
aims to enhance active participation and affinity with the subject, ultimately leading to a
better learning experience. Overall, this research demonstrates the potential of ICT-
enhanced teaching methodologies in improving learning outcomes and preparing students
for the challenges of the digital age.
II. TABLE OF CONTENTS

Title …………………………………………………………... 1

Abstract……………………………………………………….. 2

Table of Contents ……………………………………………. 3

Introduction ………………………………………………….. 4

Learning Contents …………………………………………… 4-8

Conclusions …………………………………………………... 9

Recommendations ………………………………………….9-10

References …………………………………………………….10
III. INTRODUCTION

Learning is not solely a talking process where learners just understand what the teacher
discusses. Learning is a combination of a teachers’ appropriate pedagogies, accurate and
contextualized content, and, relevant and engaging learning materials. Although it is not given
much emphasis on some teachers, it can’t be denied that the latter has definitely supported
experiences that learners cannot access on their own. Moreover, the latter provides opportunities
for learners to bridge between teaching and learning. So as a teacher, being exposed with the
various instructional materials you can use for your future process allows you to offer diverse
opportunities for learners to explore.

In this lesson, you will be able to learn the different kinds of ICT and conventional teaching
and learning materials that the learners can explore with for your future classes.

IV. LEARNING CONTENTS

This lesson aims to expose the different ICT and conventional learning materials that
enhances the Learning experiences with an expectation that students are able to:
 explain the difference of digital learning resources and conventional learning
resources;
 discuss the different digital and conventional materials used in the teaching-
learning process; and
 Select appropriate ICT and conventional learning materials designed to enhance
the teaching and learning process.

The teaching and learning materials are grouped into two – the ICT and conventional
materials. ICT materials utilize technological media in delivering knowledge and engaging
learners throughout the teaching and learning process; while conventional materials are used by
the teachers and the learners for many times already, even before the advent of technological
media.

These learning or instructional materials may come in different forms. One of these mentioned
groups is called conventional or non-digital learning tools.
1. Conventional or non-digital tools or learning/instructional materials are those materials used
in regular and “conventional or traditional” classrooms. 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, manipulative, 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 21st-
century learners who are mostly audio-visual and digital native learners.

2. ICT 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/smart
boards, television, mobile phones and tablets, and others.

Digital Learning Resources

 Google docs

Google docs is a free web based application in which documents and spread sheets can be
created, edited and stored online. Google Docs is an online word processor included as
part of the free, web-based Google Docs Editors suite offered by Google, which also
includes Google Sheets, Google Slides, Google Drawings, Google Forms, Google Sites
and Google Keep. Google Docs is accessible via an internet browser as a web-based
application and is also available as a mobile app on Android and iOS and as a desktop
application on Google's ChromeOS.
  Survey Monkey

SurveyMonkey is a tool that allows users to create their own surveys using question
format templates. The basic version of SurveyMonkey is free; an enhanced version is also
available at a cost.

Conventional Learning Resources

 Conventional learning involves a mentor or a teacher, a confined facility, and a

group of students that meet together at a fixed time. This system follows the trend
of testing the knowledge of students through exams.
 Traditional learning consists of a classroom, a trainer, and to deepen their
knowledge the trainer provides the prospects or students written exercises to
practice at home. Textbooks, notebooks, readings, a calculator, etc. are
considered conventional learning materials.
Different kinds of Conventional Learning Resources

 Picture/Charts- For easy understanding of the lessons, the teachers use teaching
aids like the charts, pictures and posters which they display in the walls of the
classrooms.
 Realia- are real objects such as specimens of plants or animals, and machines or
tools, as they are known to exist or used in life situations.
 Flash Cards- are another useful teaching aid used especially in small classes to
teach vocabulary and important concepts.
Distance learning
form of education in which the main elements include physical separation of teachers and
students during instruction and the use of various technologies to facilitate student-teacher and
student-student communication.
Three Types of Distance Learning
1. Education programs that are delivered entirely online. Also known as virtual learning, through
which colleges and universities allow students to receive instruction only from home.

2.Hybrid education programs. Learning takes place both via face-to-face interaction and online.

3.Open schedule or fixed-time online courses. This refers to online course instruction. Open
schedule online courses are asynchronous.

What is distance learning?

Distance learning refers to the way of learning that does not require you to be present physically
at the university or institution.

Types of Online Distance Learning: synchronous and asynchronous

Synchronous

distance learning refers to the real-time delivery of lectures. You will have live communications
with your teachers. This learning model needs teleconferencing and other similar technologies.

Asynchronous

With asynchronous distance learning, learners advance through the curriculum at their own pace.
You will receive weekly deadlines, and therefore, you can work at your desired speed and
schedule.

Different modes involved in distance learning

Video conferencing

Traditionally, video conferencing refers to the interactions between multiple participants via the
internet. You may compare it to synchronous communication. Both students and teachers have to
use tools like Blackboard Collaborate, Zoom, or Adobe Connect. Participants can continue their
interactions anytime, anywhere.
Online open-schedule courses

The open-schedule instructions belong to the asynchronous category. Learners get freedom while
undergoing the course. During the educational programme

Fixed-time virtual course

A fixed-time course is the most commonly chosen format for distance education. Learners access
the learning website at the desired times.

Hybrid distance education

When you combine asynchronous and synchronous methods, it creates a hybrid version. Learners
have to stick to deadlines to do their assignments and appear for tests. But one major advantage is
that they can study at a convenient pace.

Who prefers distance education?

This includes college students, high school learners, and office goers.

Benefits of distance education

Distance education provides you with a range of benefits. Consider these advantages as you
decide whether to enrol in distance learning courses or degree programmes.

Flexibility

Many highly motivated and self-disciplined learners prefer distance educational programmes.
They are well-organised and maintain their performance in the virtual setting. It affords you the
flexibility of learning from any place at any time.

Adaptability

Some instructors customise distance education programmes to serve their academic needs.
Learners will get the chance to learn the course in any way.

No need to travel

Distance learning does not require commuting to campus. At the same time, distance learners can
take virtual trips to museums, geographical locations, planetariums, and other places. A virtual
trip is fun, and learners enjoy it during the distance learning programme. With the interactive
tools, learners can increase their engagement level.
Accessibility

Education that requires attendance in physical classrooms can present barriers to some learners.
Distance education can help make learning accessible to those living with disability or geographic
constraints, for example, since distance learning is accessible to learners from almost any place.

Does distance education have disadvantages?

Although distance education programmes are advantageous, you may find a few downsides. It’s
important to be aware of distance learning’s potential challenges so that you can set yourself up
for success.

V. CONCLUSION

In conclusion, integrating Information and Communication Technology (ICT)

with conventional teaching materials can significantly enhance the teaching and learning
process by providing interactive, multimedia-rich, and personalized learning experiences.
ICT tools offer opportunities for active engagement, collaboration, and exploration,
fostering a more dynamic and effective educational environment. However, it's crucial to
balance their use with traditional materials to ensure a well-rounded and comprehensive
learning experience that addresses diverse learning styles and needs. While in Distance
learning Synchronous and asynchronous learning each bring unique strengths to the table
in the realm of online education. Synchronous learning fosters immediate interaction,
structure, and community but may pose scheduling and technical challenges.
Asynchronous learning offers flexibility and independence but requires strong self-
discipline and can lead to feelings of isolation. In the ever-evolving landscape of online
education, finding this equilibrium between synchronous and asynchronous learning is
essential for meeting the demands of the digital age and ensuring that education remains
accessible and effective for all.

VI. RECOMMENDATION

Based on the findings highlighted in the abstract, it is recommended that educators and
educational institutions prioritize the integration of Information and Communication
Technology (ICT) with conventional teaching materials in their curriculum design and
 instructional practices. This can be achieved by providing professional development
opportunities for educators to enhance their digital literacy skills and proficiency in
utilizing ICT tools effectively in the classroom. Additionally, educational policymakers
should allocate resources and support initiatives aimed at promoting the adoption of ICT-
enhanced teaching methodologies, particularly in distance learning environments.
Furthermore, educators are encouraged to continuously assess and adapt their
instructional approaches to ensure a balanced integration of ICT and conventional
materials, thereby catering to the diverse learning needs and preferences of students. By
embracing ICT-enhanced teaching methodologies, educators can create more dynamic,
interactive, and engaging learning environments that foster active participation and
facilitate better learning outcomes for students in the digital age. In distance learning
innovative methods of removing barriers to access which are created when courses are
offered solely by cable and/or telephonic transmission, should be part of the pilot project
proposals so that all students have access to distance learning. Outcome measures used to
evaluate the pilot projects should be analyzed by age and motivation as well as by
comprehensive demographic measures. Where possible, outcome measures should also
be applied to other sections of the same course taught by traditional means.

VII. REFERENCES
https://www.studocu.com/ph/document/universidad-de-zamboanga/secondary-education/
ict-and-conventional-learning-materials/42947361

https://www.coursera.org/in/articles/distance-learning?
fbclid=IwAR3xInpKSmK1HuI1udMzn6NWQfMm_8JIScuLRBCK_BiqJcZOMTl8vKN
0r_

https://www.linkedin.com/pulse/conventional-learning-system-
pranainsight#:~:text=Traditional%20learning%20consists%20of%20a,are%20considered
%20conventional%20learning%20materials
https://www.coursehero.com/file/143123490/Conventional-Learning-Resourcesdocx