ICT IN VARIOUS CONTENT AREAS

Non-digital and Digital Skills and Tools in Delivering Technology-Enhanced Lessons

Learning Outcomes:
1. Integrated media and technology in various content areas
2. Described technology tools that are used in group activities
3. Use technology tools to collaborate and share resources among communities of
practice.
4. Reflected on the use of technology and its relevance and appropriateness.

INTRODUCTION

Teaching becomes rewarding when learners get the most from instruction as manifested in their
performance. An important element in engaging learners is the strategy used in delivering the
lesson using instructional material. When properly and appropriately used, it can spice up a classroom
activity.

These instructional materials may come in varied forms. One group refers to the conventional and
non-digital tools. A classroom will always need a chalkboard or writing board that may come in varied
forms and shapes. Bulletin boards, flip charts, dioramas, puppets, terrariums, and the like, will always
be significant in any classroom. However, nowadays, lessons can be made more relevant and
engaging for learners as digital tools are integrated. This Module presents both non-digital and digital
tools. Explore the possibilities of learning about these tools and how to integrate them in instruction
effectively.

Lesson 1. Development and Use of Non-Digital or Conventional Materials

Lesson Outcomes:

1. Described the procedures for developing conventional instructional materials.

2. Developed instructional material based on a given topic and strategy.
3. Described the factors to consider in revising media selections and delivery systems for
given instruction.

The teachers need instructional materials to enhance teaching and learning. Instructional materials
are defined as print and non-print items that are rested to impart information to students in the
educational process (Effiong & Igiri, 2015). Examples of instructional materials are drawings, kits,
textbooks, posters, magazines, flip chart, newspapers, diorama, pictures, recording videos, and the like.

Instructional materials have several roles in teaching and learning which include the following: (1)
they promote meaningful communication and effective learning; (2) they ensure better retention, thus
making learning more permanent; (3) they help to overcome the limited classroom by making the
inaccessible accessible; (4) they provide a common experience upon which late learning can be
developed; and (5) they encourage participation especially if students are allowed to manipulate
materials used (Brown et al., 2005; Effiong & Igiri, 2015).

On the Web . . .

Task 1: Viewing the video

Please watch this video from YouTube. This is about the Low-Cost and
Low
Tech Resources for the Classroom.

Video link: www.youtube.com/watch?v=XCKQP7zzYjU

 Instructional materials are the supplementary materials, which help the teacher to make his/her
presentation/concrete, effective, interesting, meaningful and inspiring. In any teaching and learning
process, instructional materials play a vital role as they provide sensory experiences to the learners.
The primary aim of teaching materials is to provide the teachers with the layout of the way to teach in the
classroom.

It is important to understand how to develop instructional materials. Instructional materials refer to

any pre-existing materials that are being incorporated, as well as to those that will be specifically
developed for the objectives (Haigler, 2014). There are also seven factors to consider in developing
instructional materials:

1. Develop a storyboard and working outline based on the subject goals and objectives.
2. Identify existing institutional resources including materials and teachers’ capability.
3. The teacher may research off-the-shelf materials that have been developed by others to
determine if their approach could be useful.
4. Explore the possibility of adapting concepts of other teachers without infringing on
anyone’s copy protected1 design.
5. Modify existing materials based on the objectives of the lesson.
6. If the instructional materials are effective, you can share them with other teachers.
7. The teacher developer can also sell her/his materials available.

Instructional materials are a great help in simulating and facilitating the learning of the
learners. According to Wright (1976:1) as cited in Cakir (2006) many media and many styles of visual
presentation are useful to the language learner. All audio-visual materials have positive
contributions to language learning as long as they are used at the right time, in the right place. In the
teaching and learning process, learners use their eyes as well as their ears; but their eyes are basic in
learning.

1. Diorama
It will make the classroom to be creative and innovative. It is a fun way to build and
exciting scene in a small space. Dioramas are small scenes created of layers of
materials, all depicting a similar concept or theme. They usually display a historical
time period, a nature scene, or a fictional situation. In developing diorama, you will:
(1) choose a concept or theme,
(2) research the subject, (3) make a rough sketch of your ideal diorama,
(4) make the list of your items you’ll need and gather your supplies, and
(5) select a container or box.

2. Nature Table
This is a table that contains objects and/or scenes related to the current season, or
upcoming festival or a symbol of an ecosystem. Children love to follow the natural
changes that the world offers each month and classroom decorations reflect these.

3. Writing Board
A writing board can display information written with chalk (chalkboard or
blackboard) or special pens (whiteboard). Although there are usually more
effective methods of transmitting information, the writing board is still the most
commonly use visual aid.
Suggestion on using the Writing Board:

1. Keep the board clean.

2. Use the chalk or pens that contrast with the background of the board so
that students can see the information clearly.
3. Make text and drawings large enough to be seen from the back of the room.
 4. Prepare complex drawings in advance (if very complex, an overheard
transparency or 35 mm slide may be preferable).
5. Underline headings and important or unfamiliar words for emphasis.
6. Do not talk while facing the board.
7. Do not block the students’ views of the board; stand aside when writing or drawing
is completed.
8. Allow sufficient time for students to copy the information from the board.

4. Flip chart
It is a large tablet or pad of paper, usually on a tripod or stand.

Suggestions on Using Flipchart:

1. Use a wide-tipped pen or markers; markers with narrow tips produce printing that is difficult
to read.
2. Print in block letters that are large enough to be read easily from the back room.
3. Use different colored pens to provide contrast; this makes the pages visually attractive
and easier to read.
4. Use headings, boxes, cartoons, and borders to improve the appearance of the page.
5. Use bullets (●) to delineate items on the page.
6. Leave plenty of “white space” and avoid putting too much information on one page.
(Crowded and poorly arranged information is distracting and difficult to read.)
7. When pages are prepared in advance, use every other page. If every page is used, colors will
show through and make text difficult to read.
8. Have masking tape available to put pages up around the room during brainstorming and
problem–solving activities.
9. To hide a portion of the page, fold up the lower portion of the page and tape it. When ready
to reveal the information, remove the tape and let the page drop.
10. Face the student, not the flipchart while taking.

5. Zigzag board
It is a multi-board series they of three or four rectangular boards. They are
joined together along the sides by hinges so that they can be easily folded up and
carried. Each board can be of a different type, for example, a whiteboard, a
chalkboard, a flannel board and so on. The size of the boards for the zigzag multi-
board depends on what to use them for.

6. Wall display
Displaying items on a classroom wall is a well-known, tried and tested educational
method. A wall display is a collection of many different types of items and
materials put up on a wall to make an interesting and informative display. In a
classroom, the display can consist of the students’ own work.in development work
it can be used to convey information to the community.

7. Rope and Pole display board

This board consists of two parallel, horizontal poles tied loosely together with rope.
Visual aids such as posters can be pinned to the rope. This kind of display board
is invaluable where there are few solid walls foe displaying information. It has no
solid backing and can be made quickly for teaching, training and when working
with communities.

Guidelines when designing conventional instructional materials:

1. Unity – Use only one idea for each visual aid and include a headline.
2. Simplicity – Make ideas and relationships simple and easy to recall. Avoid
 cluttering a visual with too many words, numbers, graphics. The audience
should be able to grasp the concept in 10 to 15 seconds.
3. Legibility – Make letters big and readable for all in the audience.
4. Consistency – Use the same type style and art style.
5. Clarity – avoid type that is too small too read; avoid all caps.
6. Quality – Make it neat and professional, and remember to proofread.

What I have learned….

It is necessary to be receptive or open to the possibilities of the use of instructional materials.
Instructional materials are of many kinds: textbooks, audio and video cassettes, handouts, charts,
teaching aids of various kinds which can all be used for different purposes by the teacher. Classroom
instructional materials do not mean only the materials available in the market.
There is no substitute for hands-on experience in creating instructional materials. The
following are suggested steps in developing instructional materials: (1) find existing materials that
may be adopted or amended to meet your needs; (2) Use tools to create new instructional materials
that help plan and carry out the development process: (3) implement preproduction activities before
materials are created; (4) schedule the crafting of the story board; and (5) When developing content,
provide contextualizing elements (collaboration, role play, case studies).

Lesson 2: Select and Use ICT Tools for Teaching and Learning

Lesson Outcomes:
1. Selected and used an appropriate digital tool in teaching
2. Provided alternative ways in incorporating the digital tool in a lesson

INTRODUCTION
The current systems employ technologies by integrating ICT tools and applications in education
and instruction. ICT stands for Information and Communications Technology. This refers to various
tools and devices or gadgets used in communicating, disseminating, creating, storing and managing
information. It is important that learners understand how to use these tools in helping them.
A great part learning is working on information and using to create something that can be
useful and edifying for humanity. Since the intention of education is to make learners become useful
and productive citizens, the use of ICT tools can provide a lot of possibilities on how learners can do
something with what they know. Teachers can therefore employ ICT tools in their ways engaging
learners by communicating, disseminating, and managing information. This direction of integrating ICT
Tools in a wider range of the teaching and learning process.

It is not necessarily the presence of advanced technology or the use of ICT tools that can ensure
success in engaging learners, but still remains that the effective use of ICT tools depends on how the
teacher will use them. There is a variety of ICT tools from which to choose. When employed
appropriately, the potential of their uses can have a bearing on the lesson and the learners’
engagement in the process of learning. In instruction the ICT tools can be used in the presentation of the
lesson, demonstrating a point or presenting a concept. There are tools that can be used in providing
practice or providing the chance to apply the skills taught. Even when working as a team or a group,
t o o l s can be employed to facilitate the accomplishment of the task during the class or even after the
face-to-face session.
A. Using Mobile Phone and the QR Code
Since ICT Integration allow ease of processing of information, here’s an example of how
we can read information at quicker speed and in an interesting manner:
Have you seen a symbol like one below? This is now popularly used in different products,
reading materials, and even in museums. This is a QR code.

What is a QR Code?
Are you familiar with a QR Code?

Familiarize yourself with a QR Code. It is a code that was created by a Japanese corporation Denso-wave
in 1994. Effectively and efficiently connecting the physical world with the electronic world, QR stands
for “Quick Response”. It allows the readers to decode the information at a high rate of speed. This is
popular in Japan and it is also used by companies as they attach their QR codes in their products. It
usually gives a URL linking you to a website or immediately provides the salient information about the
product.

You can easily read QR codes through a QR code scanner. Here’s all you need to do:
1. Have a mobile phone with a camera;
2. Using the mobile phone, download from Playstore or App Store the QR Code Reader/Scanner
application. Choose an appropriate QR code reader for your operating system whether IOS or
Android. Once installed in your gadget, you can use it to read the codes.
3. Focus your camera on the QR code. Click it and the message will be revealed to you.

More interesting than reading QR codes is creating your own QR codes.

How will you make your own QR Code?

Step 1: Be online 1 0
Step 2: Search for a QR Code generator and ensure that you read the information about the
application. This is important to ensure your safety in the internet. There are tons of QR code
generators out there, but a few of the most popular include Kaywa, GOQR.me, Visualead, and QR Stuff.
There are many FREE applications online and therefore you can take this chance to use them.
Step 3: Once you have identified your free online QR Generator, you can now encode the text or the
information that you want.
Step 4: Run it and save it as a jpeg file. Now, you have successfully created your own code which you
can download.
Step 5: Test the QR code using your QR Code reader or scanner.

Take a look at the table on ten interesting ways to integrate QR Codes in your teaching. Were you able to
think of something similar?
 Create Interactive and Engaging Content Scavenger Hunt
You can enrich the content you teach in a class Create an interactive classroom activity such as
by using QR Codes that link to other readings the Scavenger’s. Hunt by using QR Codes that
and resources. You can link to a pdf, a video provide directions or instructions resulting in
production, a website, a document, or an audio better learner engagement.
file among others.

Share Resources Enhance Classroom Library

Learners can use QR Codes to share educational Create QR Codes of students’ brief write-ups
resources with each other (e.g. lecture notes, web about why they enjoy their book and put them
content, how-to-do videos.) right in or on the books in the class library.
Students can use these QR Codes to find out more
about the books.

Use in Classroom Activities Gather Students Feedback

The QR Code can be used in giving instructions in You can create surveys, polls, and forms using
class and pinning them up inside the classroom Google form and share them with students as QR
instead of providing them with copies of printed Codes which can be easily scanned and accessed.
materials giving instructions on how to do an
activity.

Provide Help With Homework Research Project

A detailed instructions can be made into a QR Make students create QR Codes linking other
Code which students scan at home and use the resources and web content to their research work.
information to help them comply with their
assignments.

Communicate with Parents or Partners Provide Easy Access to Online Content

You can share information with parents on school Create QR Codes with URLs for students to gain
events or activities in school. You can also put it easy access to online resources. Sometimes when
on a webpage for parents to get information or a long URL is given, learners may copy a broken
include it in newsletters, permission slips, etc. URL version hence, resources become
You can have them printed as magnets and inaccessible.
parents can get the information. However, be sure
to orient the parents on how to use QR Codes.

B. Using Laptop and the Infographics

There is an apparent deluge of information around and access to it is made easier through the
internet. You are faced with one major question on how to best interpret it all and put it into one
cohesive p i e c e o f information that is quick and clear to read.
In the teaching and learning context, you may be faced with a challenging topic given a short
amount of time. How can you capture and deliver that information simply and effectively while
making it engaging and informative as well? Infographics are an immediate answer to this situation.
This infographic is another interesting tool to use in instruction.

What is an infographic?
An infographic is a visual representation or an image such as a diagram, chart or picture
representing information or data. It is eye-catching and makes use of a clear layout, attractive colors and
hues, and caricatures that provide a cohesive presentation of the information.
If it is used to market products in the increasingly visual world, then infographics can also be
employed in marketing information and ideas in the teaching and learning process.
 One tool that can be used in creating infographics is Canva (http://www.canva.com). It has several
infographic templates for education. You can try out the free design elements and produce one just like a
professional infographic designer. You can start exploring this site and familiarize yourself with its
features. As a gentle reminder, please take time to read the instructions and navigate around the features
to get optimal use of them.

There are many ways in which infographics can be used. Using infographics:
1. To present survey data
Presenting statistical data such as from surveys can be overwhelming. Infographics can be highly
useful. Data are much easier to decode. They can be made easier and quicker to understand if
they are presented in infographics.
2. To simplify a complex concept.
Simplifying a complex idea is the core purpose of using infographics. This is a very effective
educational tool as a way of summarizing key points or providing an overview of a lesson.
3. To explain how something functions
Using infographics, you can show the intricacy of how something complex works. It can
reveal the mechanics behind how an object works. Designers can create infographics by showing
the mechanics behind intricate objects, processes, concepts.

Comparisons
Infographics help organize similarities and differences by visually creating parallels that complement
the information being presented. Comparisons can be difficult to express with words, sometimes to the
point
of being more confusing than revealing to the audience. It is easier to draw comparisons with
same
information neatly organized in infographic.
Comparisons
Infographics help organize similarities and differences by visually creating parallels that complement
the information being presented. Comparisons can be difficult to express with words, sometimes to the
point
of being more confusing than revealing to the audience. It is easier to draw comparisons with
same
information neatly organized in infographic.
4. Comparisons Infographics help organize similarities and differences by visually creating
parallels that complement the information being presented. Comparisons can be difficult to
express with words, sometimes to the point of being more confusing than revealing to the
audience. It is easier to draw comparisons with same information neatly organized in
infographic.
 5. Interesting facts
There are lots of interesting facts that aren’t quite interesting enough to be organized into
simple lists. When displayed in an infographic, these facts can be brought to life and can attract
and engage learners.
6. When words just don’t work
The perfect use of an infographic is to visually explain things that can’t be explained with words.
Some concepts just don’t have words associated with them, or some words don’t translate outside
of their native tongue.

7. Raise awareness
There is a lot of important information that is often dry or unpleasant, but that needs to be
communicated to raise awareness of issues or concerns. Infographics can make information more
interesting to read and more likely to be shared.

How will you make your own infographics?

1. You need to be online
2. Using the PC, laptop, or mobile phone, search for Canva, Vismen or Venngage among others.
3. Create or sign up for an account if you still do not have one in order to design your own
infographics.

4. Procedure:
Step 1. Choose the most suitable template for our use from the library.
Step 2. You may use images from their file or upload your own pictures.
Step 3. Make a cohesive layout containing correct and essential information.
Step 4. You can choose a background and font styles.
Step 5. You may change the color of boxes and the text to suit your style and add
stunning filters to add flair.
Step 6. Save the image of the infographics.
Step 7. Share the infographics you have created.

C. Ipad/Tablet and the Online Bulletin Board

An online bulletin board is a way of presenting ideas with a twist and interest with
no cost at all.
C. Ipad/Tablet and the Online Bulletin Board
An online bulletin board is a way of presenting ideas with a twist and interest at no cost at all.
 Here’s how:
Step 1: Search for http://padlet.com/
Step 2: sign up or log in using any of your social media accounts
Step 3: If you want to make your own, click MAKE A PADLET.
a. You can choose Start with a Blank or Pick a Template.
b. Start making posts by clicking the + sign.
c. Make your posts as creative as you can by clicking Modify and selecting your
choice of color, font, theme, etc.
d. You can now share your padlet or online bulletin board to your friends. Click
Share and allow others to have access to it or you can share through the social
media account where others can view it.
Step 4: If you want to join someone’s bulletin board, click JOIN A PADLET.
a. Enter in the dialog box the URL of the padlet you want to join.
b. Start posting on your friend’s/classmate’s padlet by clicking the + sign.

Digital Tools that Support Teaching and Learning

Connect to the web using your phone/laptop or any available gadget and explore the different
application tools that support teaching and learning. Refer to the given links:
20 Digital Tools for Classroom for Innovative Teachers & Students
https://graphicmama.com/blog/digital-tools-for-classroom/
https://elearningindustry.com/321-free-tools-for-teachers-free-educational-technology
Creating e-Portfolio as a Technology Tool
Portfolio is one of the authentic assessment tools for learning. It is a collection of
student’s work,
progress, achievement and competencies gained throughout the semester in every course.
It comes in many forms such as album like, scrapbook or a compilation of significant documents as
evidence of learning. With the advent of technology, online portfolio can be easily created which
commonly
called as ePortfolio or digital portfolio. These can be used as a digital archive that can contain
the same
Creating e-Portfolio as a Technology Tool
Portfolio is one of the authentic assessment tools for learning. It is a collection of student’s work,
progress, achievement, and competencies gained throughout the semester in every course. It comes in
many forms such as an album, scrapbook, or a compilation of significant documents as evidence of
learning. With the advent of technology, an online portfolio can be easily created commonly called an e-
Portfolio or digital portfolio. These can be used as a digital archive that can contain the same materials
as a physical portfolio but can have more such as multimedia productions, relevant online links or
references, digital stories or video blogs, powerpoint presentations, photographs, and other ICT
materials. The e-portfolio can be private or can be published and shared publicly with stakeholders like
parents and friends.

Creating an Online Portfolio using a Google Site

In creating an e-portfolio, there are sites that can be used such as Google site and slides. Provided, you
must have a Google account so that you can use any available applications.

Below are the steps in constructing e-portfolio:

Step 1: Enter your Gmail account and look for Sites. If it is the first time that you have done this,
you need to read the directions.
Step 2: Scroll down and read further until you see the icon for sites.
Step 3: When you click it, it will lead you to another section. This will let you create a site that
you can use an e-Portfolio.
Step 4: Consider a good label or title for your e-Portfolio and prepare the texts, links,
multimedia outputs, images or jpeg files that you want to upload in the pages of the e-
 Portfolio.

Parts of an e-Portfolio

1. Home Page. This is also known as the cover page that your readers will see. Here you can
introduce yourself and the objectives of your e-Portfolio. Usually, templates are available but you
can
customize.

2. Pages. This depends on how you would like to organize your e-Portfolio. When adding pages,
click the icon and decide whether it will be parallel to your home page or it will be under it. Just
remember
that when you have a template, there are particular ways that the pages have been arranged, So if you are
starting, it would not be detrimental if you conform to the template.

3. Reflections. This is the major element in a portfolio whether it is online or not. It is thinking-
aloud, a way of documenting what they are thinking. How students are processing the input and
the
application of what they have learned into an activity or a project needs to be captured. Through
this
portfolio, students can easily monitor the process of their work.
At times, it is difficult to write a reflection. However, there are models that can serve as guide in
reflection writing. Gibb’s reflective cycle model can help
Parts of an e-Portfolio

1. Home Page. This is also known as the cover page that your readers will see. Here you can
introduce yourself and the objectives of your e-Portfolio. Usually, templates are available but you
can customize.

2. Pages. This depends on how you would like to organize your e-Portfolio. When adding pages,
click the icon and decide whether it will be parallel to your home page or it will be under it. Just
remember that when you have a template, there are particular ways that the pages have been arranged, So
if you are starting, it would not be detrimental if you conform to the template.

3. Reflections. This is the major element in a portfolio whether it is online or not. It is thinking-
aloud, a way of documenting what they are thinking. How students are processing the input and
the application of what they have learned into an activity or a project needs to be captured.
Through this portfolio, students can easily monitor the process of their work. At times, it is difficult to
write a reflection. However, there are models that can serve as guide in reflection writing. Gibb’s
reflective cycle model can help.
Gibb’s Reflective Cycle has Six (6) Stages

Step 1 – Description
 brief description of the experience or event to set the scene and give context.

Step 2 – Feelings
 What were you thinking and how you felt before the experience?
 How did you feel during the experience?
 How did you feel after the experience?
 Short descriptive step, rather than being analytical.

Step 3 – Evaluation
 looks objectively at both positive and negative aspects of the experience.
 Describe key elements that went particularly well. Was there anything that did not go well or did
not work? If appropriate, you can include what others did or did not do well.

Step 4 – Analysis
 attempts to explain why the experience was positive or negative and should form the largest
section of your reflection.
 points made in the previous steps should be taken into account
 identify factors that helped you (e.g. previous experiences) carrying out research or consulting
with others.
 Consider your role in the experience and how you contributed to the success of this experience.
 If things did not go to plan, why do you think this was (e.g. lack of preparation or external
factors) beyond your control?
 Did other people who were involved in the experience have similar views or reactions to you? If
not, why do you think that was the case?

Step 5 – Conclusion
 Focus on what you have learned
 Are there any skills you developed as a result of the experience? If so, how would you apply them
in future experiences or situations?
 Are there areas of knowledge or particular skills you now need to develop?
 Is there anything you would do differently in the future? Give specific examples

Step 6 – Action Plan

 What specific actions can you now take to build on your knowledge or skills?
 You could include any training that would benefit you (formal or otherwise), as well as
identifying sources of information or support (people or resources).

Administrating the e-Portfolio

Before publishing your e-Portfolio for the world to see your work, you can control who can see your
work. The icon for sharing the site can be managed by entering the email address of the person with
whom you want to share it.
Technology Collaborative Tools in the Digital World
The learners of this generation are a new kind of breed and it is important that teachers understand how to
deal with them. They seem to thrive in collaborative learning. They like to connect to the social
networking sites. Creating and producing something are what they prefer to do rather than become
consumers of information inside the classroom. They like to be mobile either physically or virtually as
they traverse from point to point or site to site. Apparently, they seem to be investing a huge amount of
their time in a digital social environment although they can be more self-directed in choosing what they
want to learn, how they want to learn and when they want to learn.
On your own:
View the short video clip, The 21st Century Learner.
https://www.youtube.com/watch?v=c0xa98cy-Rw
Pay close attention to the message and write down key concepts or terms used to describe the 21st century
learner. Scribble all the words that can be recalled in the space provided.

Technology as a Collaborative Tool

• One way to engage students is to give them a challenge and a chance to work together.

– Example: When you give them an issue to discuss which they can continue the discussion and share
information or come up with an agreement by texting, emailing, chatting, or using the online document.
Once they have agreed, they can move to the next step of presenting their agreements or resolutions to the
whole class

• Normally in a regular classroom, teachers may have discouraged students from

conversing with classmates during individual work, but sometimes there are
positive things that can come out of it as students talk about the task assigned to
them or as they work themselves of a complicated task
• Normally in a regular classroom, teachers may have discouraged students from conversing with
classmates during individual work, but sometimes there are positive things that can come out of it as
students talk about the task assigned to them or as they work themselves of a complicated task
There are a lot of available tools and applications that can be used to work collaboratively with others:
1. Skype
2. Wiki
3. Blogging
4. Google Group or Google Form

1. Skype
Skype is a software application allowing you
to do a videoconferencing for free. All you
need is to create an account and can be used
for a video meeting.

2. Wiki
Wiki is a software that allows you to create a page or a selection of pages designed
to allow you to post or write, edit, or upload a link quickly. This is good when students
need to work together to complete a task even if they are not physically together. A task
2. Wiki
Wiki is a software that allows you to create a page or a selection of pages designed to allow you
to post or write, edit, or upload a link quickly. This is good when students need to work together to
complete a task even if they are not physically together. A task such as writing a paper together, planning
a presentation or surveying ideas from team members can be managed by a wikispace that efficiently
allows one to document the contribution of each member in the team. Work can be extended virtually
and asynchronously.
3. Blogging
In blogging, it is journaling your ideas to which others can react allowing a thread of discussion
to take place and which can be used online. It is the abbreviation of weblog. It would help if you provide
direction when using a weblog.
a. Use weblog with a clear instructional objective. It is an opportunity to explore the skill of
communicating ideas. Like in a writing class you can guide students on how to design the whole blog or
upload materials and support students in developing critical communication.
b. Guidance on what and how to post will be needed. Teach the students that the blogging is for
educational purposes and is different from a personal blog. Proper or formal language variety should be
used. A writing prompt would help to guide your students’ posts.
c. With easy access to information, a major obligation is to teach the students to use multiple source and
to cite them appropriately.
d. Writing about your ideas is a personal act but it is important that you are taught to make blogs personal
without revealing too much of personal information such as contact information and too personal pictures.
When writing blogs, you write your reflections but safeguarding yourself is also an important
consideration.
e. It may help if you can look for very good examples of blogs. There are online and print publications
that review blogs and you can use the information to guide you toward getting good models.
4. Google Group or Google Form
 Google Group or Google Form is an application that can be used in a collaborative
documentation of ideas contributed by members of the team. Having a google account will come very
handy and you can easily have access to a variety of applications.

Digital Literacy Skills in the 21st Century

LEARNING OUTCOMES

At the end of this lesson, the student should be able to:

1. Identify and describe the elements of digital literacies
2. Conduct a self-evaluation on level of digital literacy skill

INTRODUCTION
The 21st century has redefined digital literacy. It has broadened its perspective to include other aspects of
the 21st context. These literacies include:
1. Cyber Literacy
2. Media Literacy
3. Arts and Creativity Literacy
4. Financial Literacy
5. Multicultural Literacy or Global Understanding
This lesson will focus on digital skills and digital literacy as a response to 21st-century
developments.
These millennial students are generally tech-savvy, digital natives. They practically know how to
go about a tablet, an iPad, a smartphone, or a laptop better than anyone else. This suggests their digital
skills.
Thinking on how to use digital tools, access information, and exhibit ways of working in a
globally competitive context, together with skills in living in the 21st century refer to digital literacies.
The skills you need to be able to perform well in the situation are known as ‘digital literacy’. In
the 21st century, you need to be equipped with these skills to keep abreast (updated)with the demands in
the workplace.

Below is the Digital Literacy Skills Self-Inventory. Find out how confident you are when
workingonline by putting a tick mark in the corresponding column.
What are digital literacies?
Digital learners have the individual’s capabilities to be able to effectively and responsibly function and
perform in a digital society.
The term digital literacy was coined by Paul Gilster in 1997 and it came from the
discussion of the concepts on
a) Visual literacy
b) Technological literacy requiring one to be able to use technology in addressing a need
c) Computer literacy, which in the 1980s started to become a household item manipulated to
achieve one’s target
d) Information literacy which refers to the finding, evaluating, using, and sharing of information
In the teaching and learning context, digital literacy is an important competence. In school, it has
become a buzzword that refers to the ability to access, process, understand, utilize create media
content using information technologies and the internet (Hsieh, 2012)
The Digital Literacies
Media Literacy – is one’s ability to critically read information or content and utilize
multimedia in creatively producing communications
Information Literacy – is locating information from the web and interpreting it while
evaluating its validity in order that it can be shared
ICT Literacy – is knowing how to select and use digital devices, applications or services to accomplish
tasks requiring the use of the internet
Communications and Collaboration – are one’s capabilities in being able to participate in
the digital networks in the teaching and learning context(synchronous/asynchronous)
Identity Management – is being able to understand how to ensure safety and security in managing
online identity and foster a positive digital reputation.
Learning Skills – are ways of knowing how to study and learn in a technology-enriched environment;
this is knowing how to utilize technology in addressing the need to learn efficiently
Digital Scholarship – is being able to link and participate in professional and research practices
The Four C’s of the 21st Century Skills
These 4C’s are important for students to do well in school and succeed in the workplace.

1. Critical Thinking is learning how to solve problems. It

teaches students not to accept immediately claims without seeking the
truth. It is the ability to differentiate facts or figures but also discover
these for the sake of knowing what ought to be.

2. Creativity requires students to think out and be able to look at a problem from multiple perspectives
including proposing multiple possibilities and alternatives to address a problem and take the risk.
Creativity encourages students to think beyond what is expected of them. However, creativity may not
ensure success all the time but it may lead to another direction that can actually be a better way of
figuring out how to solve the problem that others may not see.
3. Communication makes students express their ideas in the clearest and most organized manner. Through
varied modes – face-to-face, synchronous, or asynchronous, they need to know how to efficiently and
clearly convey ideas.

4. Collaboration happens
when students know
how to work well with
others to
accomplish a given task or
solve a problem at hand.
When students are made to
work with others in a pair or
in a team, they are given
the chance to practice how
to
relate with others.
4. Collaboration happens when students know how to work well with others to accomplish a given task or
solve a problem at hand. When students are made to work with others in a pair or in a team, they are
given the chance to practice how to relate with others.
Citizenship and Character are also added to the 4C’s
Citizenship is known as netizenship in the virtual world. This is making the person consider how one
behaves accordingly by observing the norms and rules that are in accordance with what is sociably and
virtually acceptable. As a result, one is projecting a reputable digital identity which is his or her
character.
Digital Literacy Skill vs. Digital Literacy
Digital Literacy Skills are required in the wired world. These skills vary from texts to images to
multimedia. Future teachers who will be handling students considered tech-savvy should equip
themselves with the competencies and fluencies needed to handle the fast emerging tools and applications
that should be able to handle even artificial intelligences.
Lynch (2017) identified eight (8) digital literacy skills needed to become digitally literate:
1. Coding – coding is a universal language. A basic understanding of HTML, CSS, and the like will
create a shared understanding of what can be done with the web pages.

2. 2. Collaboration – the
use of Google Docs
among others allows
student to begin
3. experimenting with
effective online
collaboration
4. 3. Cloud software – this
 is essential part of
document management.
The cloud is used to
5. store everything from
photos to research
projects, to tem papers
and even music
6. 4. Word Processing
Software – Google,
Microsoft Online Drop Box
are available for
7. storage and
management solutions
8. 5. Screen casting – a
screencast is a video
recording using the
computer screen, and
9. usually includes an
 audio. On the other hand,
when you take a picture
on the screen of
10.your computer, it is
called Print screen. Both
can be used in explaining
topics as well as
11.providing a visual
support to clarify what
you are thinking. While
the print screen is a
12.picture, the screen
casting is a video screen
capture which is a great
way to share ideas
13.and it’s easy to use for
novice video creator.
14.6. Personal Archiving –
 students should be
taught the concepts of
meta-data, tagging,
15.keywords and
categories to make them
aware how they are
represented online.
16.7. Information
evaluation – critical
thinking to weed out fake
st
news is crucial in the 21
17.century skill. The use of
tools and skills needed to
process information are
very much
18.needed.
19.8. Use of social media –
social media serves
 different purposes
depending on the user,
20.the technology and the
need. For example,
students should realize
that Twitter can be
21.useful for staying
current on the latest
news in the field
22.D
2 Collaboration – the use of Google Docs among others allows students to begin experimenting
with effective online collaboration
3. Cloud software – this is an essential part of document management. The cloud is used to store
everything from photos to research projects to term papers and even music
4. Word Processing Software – Google, Microsoft Online Drop Box are available for storage and
management solutions
5. Screen casting – a screencast is a video recording using the computer screen, and usually includes
an audio. On the other hand, when you take a picture on the screen of your computer, it is called a
Print screen. Both can be used in explaining topics as well as providing visual support to clarify
what you are thinking. While the print screen is a picture, the screen casting is a video screen
capture which is a great way to share ideas and it’s easy to use for novice video creators.
6. Personal Archiving – students should be taught the concepts of meta-data, tagging, keywords, and
categories to make them aware of how they are represented online.
7. Information evaluation – critical thinking to weed out fake news is crucial in the 21st century
skill. The use of tools and skills needed to process information are very much needed.
8. Use of social media – social media serves different purposes depending on the user, the
technology and the need. For example, students should realize that Twitter can be useful for
staying current on the latest news in the field.
Flexible Learning Environment
Module Outcomes
1. Described a flexible learning environment and the different platforms used for flexible learning
2. Recognized how innovative teachers use online resources and educational sites and portals for online
distance learning
3. Reflected on the use of technology and on its relevance and appropriateness
Introduction
Distance learning is a form of learning without a face-to-face contact with the teacher and delivered via
telecommunications. In the past, this involved correspondence courses wherein the student corresponded
with the teacher via mails. This turned out to be beneficial since universities added students without
having to construct classrooms while they enjoy being able to work anytime and anywhere at their
convenience. With the advent of newer technologies, distance learning is delivered via computer-based
media thus called online learning or e-learning. This made classrooms borderless and learning boundless.
This was enhanced by the emergence of web 2.0 tools which made collaborative learning easier and
Lesson 1:
Online Distance Education and Communities of Learners
Lesson Outcomes
1. Identified flexible learning through online communications (synchronous/ asynchronous modality)
2. Described flexible learning environment that enhances collaboration with the use of technology tools

Flexible Learning Environment

Learning nowadays is viewed differently. The present generation of learners has access to information at
their fingertips. The teacher is no longer seen as basically the dispenser of knowledge but rather as one
who expertly directs the learners to take their own track in searching for answers to questions raised
inside the classroom. Then they bring these back to the class for further discussion until perhaps
resolutions are agreed. They can search the web and discover a breadth of information related to the
lesson. They even have the patience to stay in front of the computer for an unusually long time in search
for more articles and multimedia materials that simplify a challenging topic. That is why they can
sometimes learn more than what is confined to the four corners of the classroom.
Every chance or corner becomes a learning space. It is clear that learning takes place anywhere and this
adds to the concept of flexibility in the learning environment. With technology, students can possibly
continue to join class sessions even if they are not physically around. The learning space becomes virtual
or mediated. The library is not only a physical structure where they can read published books but has also
become virtual.
Online Distance Learning
Online distance learning is not a new concept. Some schools, higher education institutions in the country,
and educational agencies such as the Southeast Asian Ministers of Education Innovations in Educational
Technology (SEAMEO- INNOTECH) provide this mode of learning. It allows flexibility in learning to a
certain extent.
The Different Platforms
The flexible mode of learning uses a platform such as Moodle, Google Classroom, Edmodo, Schoology,
etc. These are free programs designed for educational purposes. It has features that are patterned after the
instructional activities of a teacher in a physical classroom. When you use this, you can actually hold a
lesson, post questions for discussion, hold an online chat discussion, give assessment activities, and
provide references or links to other online materials. features relevant to instruction and facilitating of
learning.
Moodle

Moodle was created by Martin Dougiamas, founder and CEO of Moodle. MOODLE stands for Modular
Object Oriented Dynamic Learning Environment which is an open source software. It is a Learning
Management System (LMS) that supports teaching and learning.
Below is an image map that we created patterned after the previous LMS format of SEAMEO
INNOTECH. Online distance education classes are conducted using this.
Google Classroom and Edmodo
Google Classroom is a free service for teachers and students. It is an LMS platform that is accessible
google account. You can create classes and perform your roles and functions as a facilitator of learning.
In 2008, edmodo was created by Nic Borg, Jeff O'Hara, and Crystal Hutter.

Martina (2015) compared edmodo and google classroom in her blog.

Although she discussed several commonalities, there are apparently
differences but with technology, things evolve in so short a time.
What is clear is that they were created as apps that can integrate well
with classroom activities. The decision lies in the teacher who will
determine what works best in her teaching and learning context.
Both are amazing tools that can be explored.

Schoology

Schoology is another LMS founded in 2009 by Jeremy Friedman, Ryan Hwang, Tim Trinidad and Bill
Kindler.
You can actually create your own online distance education learning system using any of these platforms.

MOOCS
Another recent modality to learning is the Massive Open Online Course (MOOC). It is a model for
delivering learning content online to any person who wants to take a course. It allows one to pursue
learning even outside of university or higher education formal structure. Those who are working can enrol
in MOOCS with no limit on attendance. As long as you are willing to learn, you can engage in an area of
discipline and learn. It allows interconnectedness among peoples in the world to discuss and share recent
developments in their common field of interest.
EDUCAUSE is a nonprofit association with the mission is to advance higher education through the use of
information technology. The link herein provides a succinct video explaining about MOOCs. (Please
view URL: https://library.educause. edu/topics/teaching-and-learning/massive-open-online-course-mooc.)
Synchronous and Asynchronous
In the flexible learning mode, the activities can be done in two ways: (1) synchronous and (2)
asynchronous.
An online chat at real time is a Synchronous session. Course participants meet in a virtual classroom and
discuss a topic in the lesson. So wherever they are situated in the world, they agree on a scheduled session
and log in to join the live class. The LMS has this feature. The teacher called as the online tutor facilitates
the discussion. Ideas are posted in an actual live class. One cannot lecture and take all the time in
explaining. In this mode, the course participants are made to be engaged in the flow of discussion that is
why, the online tutor has to plan out the instruction guide in facilitating the discourse.
Using the Skype in holding a live class is another example. Members of the class log-in in their Skype
account at a given time to join the video conferencing.
Another important feature is the Asynchronous session. This is when questions or tasks are posted and
course participants answer the question or post their reply at any time most convenient to them. They can
still participate in the discussion by replying to the post. One advantage is that you can take your time
when replying. The LMS mentioned in this lesson has a feature that can allow an asynchronous session.
In the image map, there is a column of icons labeled as LIVE CLASS and FORUM. If you click the LIVE
CLASS it will lead you to enter the virtual classroom to attend the synchronous session while the icon
labeled FORUM is responsible for allowing class participants to join the asynchronous sessions.
If you do not use any of the learning management
System, asynchronous discussion can be in the
form of a blog or even a video blog (vblog).
A topic of great importance is discussed by
the bloggers who can be the teacher or any of
the class members. Since it is openly accessible,
anyone from the class once informed about it
can respond or comment on it and which can
also be responded to by the other blogger.
The process creates a thread. This is like an
actual face-to-face discussion or an online chat
but the response and comments posted may
take a short while. Nevertheless, revisiting the
FORUM or the BLOG is needed to read the
reaction of others.

Blended Learning

Another way of handling flexible learning is by combining modalities of instructional delivery. Blended
learning is a combination of learning activities wherein a part of the lesson is delivered online while the
other part is handled in actual physical setting of a classroom.

Kinds of Blended Learning

1. Model 1: Face-to-Face Driver

In the face-to-face model, the teacher delivers the curricula most of the time and utilizes online
learning at certain times with the purpose of augmenting or providing an alternative experience.
Instruction is provided in a computer laboratory or assigned tasks are uploaded online.

2. Model 2: Rotation
In a particular course or subject, students rotate on a fixed schedule between learning online in a
one-to-one, self-paced learning environment and being inside the classroom with a face-to-face teacher.
This is the model that is in between traditional face-to-face learning and online learning.

3. Model 3: Flex
This model uses an online platform that delivers most of the course. Support to learning is
provided as needed through on-site support or by an online tutor who facilitates the tutorial or small group
sessions. Sessions can be arranged into synchronous or asynchronous. Course participants may work on
their tasks at any convenient time as long as it is within the confines of the course duration.

4. Model 4: Online Lab

The online lab model uses an online platform to deliver the course but is located in a physical
classroom or computer laboratory. Since the lessons are in a modular format and available in the online
program, teacher assistants supervise these classes. However, they may not provide the needed expertise
if learners seek assistance. Furthermore, students who are enrolled in an Online Lab model of blended
learning may be enrolled in traditional classroom courses at the same time and therefore have block
schedules.

5. Model 5: Self-Blend
The self-blend Model is a system provided by the school where the students can choose the
courses they would like to have in addition to their typical brick-and-mortar classroom classes. This
model is always remote- a major difference from the Online Lab.

6. Model 6: Online Driver

The online-driver model utilizes a platform and a teacher that delivers all curricula, Students
remotely work on their program most of the time. If ever there is a face-to-face component, it is made
optional or if ever it is required for the students to go to the physical learning environment such as in a
school, then it can be extracurricular activities augmenting the curriculum.

Planning and managing blended learning experiences are very similar to planning and managing a brick-
and-mortar school with courses or subjects integrating technology. It needs to be system-wide as the
school makes a plan, develops guidelines for students to follow for the use of technology in a blended
format and provide a resource guide. A lot of preparation is needed in designing a blended format.
Technology has to be prepared. The back-end and front-end infrastructures of blended learning have to be
put in place as well as the content in varied multimedia formats. Teachers and teachers assistant who will
act as online tutors and assistants need to be pedagogically capacitated.

Online Communities of Learning / Social Networking

When we consider online networking, internet users immediately refer to Facebook. Everybody
seems to have a Facebook account and uses this to communicate. If in the teaching and learning situation,
you work on information, and data and collaborate with classmates, friends, teachers, and other members
of society, then social networking can also be appropriately employed as an educational tool.

What is Networking

When productive relationships are cultivated, networking works best. A network is defined as a
group of individuals who communicate and connect on a regular basis. If an individual has a personal
network of people, one can tap on the potential contacts for social, educational, or professional purposes.

They say that there is a great need to connect because whom one knows matters. Sometimes one
needs to link with them because they have what one needs. However, the challenge is how to shift the
network from people who can provide favors to establishing the relationship that will entitle him or her to
be called 'a friend', one who can be trusted as a collaborator in working on an assigned task by the
teacher.

Social Networking Platforms

Different ways to communicate with friends can be through the internet or mobile devices. One
can have a personal page where a profile can be built on a social networking site. Through this site, one
can contact friends or share resources and interests. Communication through a chat format can either be
one-on-one or in a group. Topics being discussed can be posted and made known and therefore read by
many or it can be discreet through a direct chat - a feature allowing one to have a certain privacy on
matters considered as such.
Social networking services have been evolving for more than a decade. Initially, these social
networking services allowed users to construct their personal profiles so that other contacts may know the
relevant information about them. At present, these have now evolved into the sharing of multimedia
resources. Even having immediate and direct contact with friends in real-time is easily accessible through
these sites.
There are varied platforms available where one can create a personal account. Some of these
popular social networking sites include Facebook, MySpace, Twitter, Flicker, Youtube, and LinkedIn
among others.

Facebook apparently is the biggest social networking site founded in 2004 and based in Menlo
Park, California. The most popular social network apparently is Facebook. Used by most people,
it allows users to post their profiles, blogs, pictures, and videos. Facebook lets one share status
updates, and news articles with friends and family. Although it started as a way for college
students to connect and socialize, it expanded its services allowing people ages 13 and up to use a
Facebook account for personal or even business reasons.

Twitter does not only provide social networking services but it also gives online news. Breaking
news has taken a new twist with this social network website. Friends or colleagues may say that
they saw the breaking news on Twitter.

Twitter is the site where users post and interact with messages called "tweets," restricted only to
140 characters. Only registered users can post tweets, but those who are not can only read them.
One of the main features of Twitter is it enables people to post their thoughts immediately.
Founded in 2006, Twitter is based in San Francisco, California, United States.

LinkedIn is another social networking website for work. When one is trying to find a job and
may not have contacts, LinkedIn helps one search for career connections. It may contain one's
resume for potential employers to see.

The website lets one upload his educational qualifications, skills, work history, and relevant
experiences. One's connections can even endorse and this helps employers who can message the
one concerned and talk about the possibility of employment. Launched in 2003, this is a popular
social site in the professional world.

Google+ is designed to be a total communication social network.

Launched in 2011, Google is its parent and it is more advantageous if it is kept as a browser for
users to be connected even if they are outside the Google+ site. Users can make friends and
remain up to date with old friends without leaving their Gmail account.
To distinguish connection, Google+ creates circles and the four standard circles refer to
friends, family, acquaintances, and those being followed. Users can actually create as many
circles as they intend.

You Tube
YouTube is an American video-sharing website where users can upload, view, and even share
video clips or multimedia productions. It is a free social network site to join and use. Since it is
owned by Google, YouTube prefers a Google account to make it easier and streamlined. Some
people think that YouTube is not a social network. It is such as it allows the users to share
personal videos, view other uploaded multimedia clips, and make connections with friends and
acquaintances. Just like with other social networking sites, users can either make their videos
private or public. Based in San Bruno, California, the service was created in February 2005.

Pinterest is another social media tool that like YouTube, is often thought of as otherwise.
Pinterest was designed as a catalogue of ideas or project ideas by its founder Ben Silberman. This
is an excellent choice for those who have a passion for creativity. Users must have an account to
use Pinterest. An email account or a Facebook account can be used in signing up to Pinterest,
and if users will use Facebook, their wall would be ready to post pins without linking with
Facebook.

Instagram is a platform where users share visual stories. This system allows users to post photos
with captions allowing followers to like or comment on one's posts. Photos shared have a wide
range of coverage trips, food, and business products. Since the site is free, advertisers can use
Instagram to reach a wide and are follower base. Instagram accounts can be private or made
public. It is the best social networking site for photography.

Tumblr is a networking site that combines social media and Tumblr. blogging. Its main goal is to
simplify social media and blogging. Users can post whatever they like such as photos, videos,
quotes, music, and links. This is a social media that makes it very easy and straightforward to
search just about anything.

MySpace is another popular social networking website where members can make friends, post
blogs and photos, videos. It was acquired by Specific Media in 2011 and is based in Beverly Hills
California. MySpace had its dose of crisis but came back stronger
 and rebranded to focus on music. Personal users can use MySpace to keep up with their favorite
with people who have similar music preferences. It is a fitting social networking website for
music.

Flickr (pronounced "flicker") is an image and video hosting website that was created by
Ludicorp in 2004 and acquired by Yahoo. It offers massive online photo storage.
Bebo is a social networking website with the backronym "Blog Early, Blog Often". It was
invented to answer the question what the name meant. It was founded by husband-and-wife team
Michel and Xochi Birch in January 2005 at their home in San Francisco.
With the fast development and vast coverage of innovations that address the mediated communicative
needs in the virtual reality, it is expected that there will be more interactive features of social networking
sites that will be readily available for the users in the upcoming days.
The Benefits of Using Social Networking Sites
Using social networking websites opens an array of benefits for users. The world has become a global
village through connectivity. The connection has transcended space and borders. Getting connected to
family and friends is now just a few clicks away. It is an easy access to keeping in touch with friends, or
keeping tabs on family. It provides opportunities for making friends with others who share similar
interests and passion.
A major advantage of social networking websites is that they provide information. News and views of
others around the world can be easily accessed instantly at one's fingertips. It easily allows one to transmit
information or update contacts on what one thinks or how now feels.
Social networking websites can support learning or augment educational activities. Young learners are
well-acquainted with social networking sites and regard them as just a part of the day-to-day activities
and school-related discussions. Even after school period, learners can continually connect as they
collaborate to accomplish a task or homework using a social networking website. Announcements on
assignments or instructions for the upcoming work can be conveniently delivered to concerned
individuals through the social networking sites.
The Dangers of Using Social Networking Sites
Just as there are benefits of having an account on a social networking site or using it in the teaching and
learning contexts, there are risks to consider as well. Teachers as well as parents are wary of youngsters
using social networking sites due to many negative publicity and real incidents connected to the wrong
use of social networking websites.
One major risk is making friends with strangers who may actually be a predator or a cyberbully. No one
initially recognizes the true nature of an acquaintance or one who seemingly poses as a friend.
Sometimes, a youngster gets bullied by others who may not even be connected as friends on a social
networking website. There are also trolls who actually instigate conflict, misunderstanding or emotional
response by eliciting anger or ill feelings from other users through social media. They post messages that
are inflammatory or controversial. Topping these risks is also the danger of users getting hooked on the
internet and learning to ignore the real world. Their ability to socialize is incapacitated as they devote
hours or days to gaming or using the computer manifesting abuse to themselves. That is why teachers and
parents or guardians are protective to the extent of disallowing youngsters to use the internet and social
networking sites without realizing that such an act denies the opportunity to explore the educational
potential it can serve.
Safeguarding Oneself when Engaging in Social Networking Sites
You need to understand and take precautionary measures to safeguard yourself in social networking
websites.
Networking can be confined and monitored within the school system. Students can use social networking
platforms designed for educational purposes that will allow students to post, share and discuss insights
gained from an activity. Some of these sites are SuperClubs Plus, Learner Journey, ScuttlePad, among
others. One drawback, however, is that sometimes youngsters are not enticed to use these social
networking platforms because they are not as attractive as Facebook or Twitter. When young users prefer
to use a social networking website that is outside of the school's system, teach them to stay safe through
some precautionary measures:
1. A social networking account has passwords and login details. Secure passwords and keep them private.
2. Log out every time you use public computers.
3. Regularly check the privacy settings of social networking websites so that only direct friends or those
particularly known can see the posts.
4. Online posts are saved and may become a permanent part of their online reputation. As you use the
internet, you leave a digital footprint that can be traced back to you.
5. Do not accept invites from contacts unless you know them personally or you are sure of their identity.
6. Seriously consider the effect of possible posts on others before deciding to do so. If posts (i.e. text,
picture, video) could be considered offensive or humiliating to another person, then you refrain from
posting or uploading it.
7. Using appropriate language is essential. The tone when communicating or sending social networking
messages should be respectful.
8. Better be safe than sorry. You should accept friends and connections when you are sure of the person's
identity. Personally meeting someone you only met online is discouraged. Even if the sincerity of having
a personal meeting looks convincing, it would be better if you were accompanied.
9. When there is an indication of harassment or abuse, it is advised that you report this by clicking the
report button of abuse. It is better still to talk to friends or trusted adults about the case.
10. Bullying takes place even on social networking websites. Cyberbullying uses the site's messages,
updates, and other functions to harass, intimidate, humiliate, taunt, or pick on the individual. When this
happens, you can do the following actions:
a. ignore the behavior by not responding at all;
b. block the person;
c. click the report button of abuse; or
d. talk to a trustworthy adult about it.
Connecting with friends and having an active life on social networking websites have its rewards.
However, when one is not taking precautionary steps, there is also imminent danger. It is more beneficial
if you understand both its potential and its pitfalls. When used properly and in the right measure, it can
bring more benefits. Only then can social networking sites lead to one's growth and ensure a productive
social life.
Online Resources, Educational Sites and Portals
Lesson Outcomes
1. Identified educational sites and portals suitable to the subject area
2. Selected an appropriate resource portal or educational site in relation to the identified subject area
"When you know, what you know and do not know, that is true knowledge." -Confucius
In planning a day's lesson, there is a wide range of references that can be used to relate well
with learners of this age. Online sources, sites and portals suggest tools and describe how they can be
used to engage learners.
Take a look at the image below and identify the iPad apps, android apps and Web Tools. Have you
checked any of these? Which one will you utilize and in which class of learners can you use them? How
will employ the tool in your lesson?

Educational Sites and portals

 A lot of information are found in the net. These can be explored and studied to determine their
relevance to the lesson. There are concerned parties that host educational services through websites and
portals. Like a door, the portal opens to a virtual room where activities, tools, applications, articles
provide ideas and suggest ways on the use of technology tools.
One example that can be further explored is Educational Technology and Mobile Learning.
This blog site is a rich repository of tools and applications assembled and curated for teachers and
educators by teachers. They evidently understand the pedagogical needs, hence, the arrangement of
categories with corresponding suggested sites or tools and even applications for Android or iPads. Tools,
applications, ed tech charts, books, links, and many more are found in categories arranged by subject area
or competency.

The administrator of this site allows users to download, print and share the materials just as long as proper
citation is done and that the materials are shared free of charge. If you are interested in implementing Free
Educational Technology in the classroom, the administrator highly encourages you to share this blog site.
What is the right mindset of a teacher in using the digital tool?
With the fast-paced development of technology, educational sites, portals, and applications, change is
inevitable. Working on a particular tool at the moment will for sure change, as designers continually work
to upgrade the features and design the tool to integrate new aspects. This is expected. That is why,
knowing a digital tool and its features may not be enough because there is a tendency of it evolving
through time.
As you prepare to become a teacher by learning how to utilize these digital tools, you need to have the
right mindset or way of thinking about how these tools can be effectively integrated into the lesson. A lot
of teachers may find it daunting to use a technology tool in a lesson. The anxiety to explore the possibility
can be overwhelming, but for one who has the openness to learn and continuously study the features of
the tool can possibly lead to a more productive way of designing a technology-enhanced lesson.
Hold on to the positive attitude and openness to learn. Nurture the curiosity and sustain the
passion to improve practice. Persevere as you learn to adapt to the evolving digital tool.
Once you get the habit of exploring the tools perhaps taking one step at a time and expanding
your ideas on how to creatively use the appropriate tool in a class, you will eventually see your
transformation as a teacher who is becoming more relevant and effective in teaching content while at the
same time develop learners' capacity to be creative and think critically, and become collaborative and
effective communicators in the 21st century.

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