GROUP 1

ICT Policies and Safety

Issues in Teaching and
Learning
ICT National or International Policies that are Applicable to Teaching and
Learning

The international policymakers join forces to successfully implement ICT in educational

practice to address the individual needs of students, the implications of technology for student
assessment, and teacher learning to successfully implement technology (Voogt, 2013). A National
ICT Policy is a policy put into place so that the government and stakeholders can have access to
information that is committed to bringing digital technology to all individuals and communities.
The provision of ICT to academic staff and students is critical to recommend them to
more effective learning environments. By overcoming the needs and reinforcing the functional
aspects, it may help decision-makers to employ academic staff on an investigation of the status of
the developments of ICT in improving the teaching and learning environment in educational
institutions. (Alzahrani, 2017).
The ability of policymakers to innovate on related policy issues outperform technological
innovations because it changes and evolves. Different institutions in different countries formulated
and proposed policies in various forms. Lack of rigorous and significant evidence complicates the
attempts to outline impactful ICT/education policies.
The World Bank’s Systems Assessment for Better Education Results (SABER) initiative,
as part of their work, attempts to document national educational technology policies around the
world and their evolution over time. Policymakers try to benchmark their policies on ICT use in
education against international norms, so a related SABER- ICT policy framework has been
developed. Likewise, those of comparator countries around the world, identify key themes and
characteristics, draw on an analysis of their policy documents.
There are eight policy themes around the world that are commonly identified in
educational technology policies; (1) vision and planning; (2) ICT infrastructure; (3) teachers; (4)
skills and competencies; (5) learning resources; (6) EMIS; (7) monitoring and evaluation; and (8)
equity, inclusion, and safety. The framework only considers policy intent but not the extent to
which policies are realized in practice, nor the impact of such policies. The policymakers are
challenged to offer useful related policy guidance for rapid developments and innovations in the
technology sector (Trucano, 2016).
SABER-ICT policy framework may find useful by policymakers as a means to help their
country benchmark the current state of related policy development. It can look forward to potential
future policy directions and gain inspiration from other countries.
There are two official documents wherein Policy on the use of ICTs in the Philippine basic
education system is articulated. The Medium-Term Development Plan of the Philippines (MTPDP)
2004-2010. The MTPDP states: “ICT will be harnessed as a powerful enabler of capacity
development. It will, therefore, be targeted directly towards specific development goals like
ensuring basic education for all and lifelong learning, among others‖ (National Economic
Development Authority, 2004a, p. 2)” and the 2002 Basic Education Curriculum (BEC), that
stipulates the following goal of Philippine primary education: ―We must educate our Filipino
learners to filter information critically, seek credible sources of knowledge, and use data and facts
creatively so that they can survive, overcome poverty, raise their personal and national esteem,
and realize a gracious life in our risky new world.‖ (p. i)
The Philippine government, especially the Department of Education and Department of
Science and Technology, has forwarded ICT educations through policies and projects. The
Restructured Basic Education Curriculum launched in 2002 aimed to implement an interactive
curriculum and to integrate technology in instruction and education, with computer literacy much
emphasis. The Act of 1998 (R.A. 8484) was passed to generate the participation of companies
and to engage the private sector. There are programs with DepEd through streamline data
collection to improve ICT education. To help schools to participate in ICT-related programs, the
DepEd Computerization Program (DCP) was implemented.
According to Arinto (2006), policy statements on ICT integration in Philippine primary
education reflect a human development perspective. However, critical ICTs for school’s programs
tend to be informed by a human capital approach. The human development perspective joined
the mainstream of education and development in the 1990s, and it now reinforces the
international consensus on Education for All and the Millennium Development Goals, However,
many educational reform efforts. It continues to influence the human capital perspective (Avalos,
2003).

Safety issues in ICT

.“Technological change is not additive; it is ecological. New technology does not merely add
something; it changes everything.”
Originally, with the active participation of the learner instructor, the implementation of ICT
in education was to change the teaching and the learning process from the traditional instructional
teacher-centered endeavor to a learner-centered approach with the active participation of the
learner coach (Voogt et al., 2013).
The most natural part for the effective integration of ICT into the educational system is
given enough capital although the process of integration is complex and multifaceted, like in
curriculum and pedagogy, teacher competencies, institutional readiness, and long-term financing.
To improve the quality of education, policymakers and implementation managers must
have a clear vision in investments of ICTs that requires a vast amount of money. Such massive
investments require not only careful planning for skills enhancement of both teachers and
learners but also thoughtful implementation. Both policymakers and implementation managers at
the national and institutional levels need to plan for the introduction of high technology and
understand the contextual complexities of the educational ecosystem of the communities.
Youths acquire ICT skills faster than adults, according to the studies of the World Youth
Report (2003) and more likely to share these skills with their peers either intentionally or through
interaction. Hu & McGrath (2012) study reports on the implementation of the national reform in
Chinese secondary schools. The study focused on the use of ICT in teaching the English
language. Findings indicated that the majority of the teachers have a positive attitude towards ICT
and happy with the current ICT use in English. Moreover, results showed that some teachers find
difficulties in changing from the traditional pedagogical method of teaching to a technological
based pedagogy. Hu and McGrath (2012) suggested that continuous professional development
programs that can motivate the attitudes of teachers positively to equip them with new ICT skills.
After substantial worldwide implementation ICT in schools, studies have found out that
those teachers who are more proficient in using ICT focus on the internet search and word
processing instead of project-based teaching (Phelps, Graham, & Watts, 2011). Mingaine (2013)
observed that despite the benefits of ICT, the school management had not fully implemented the
policies developed by the Ministry of Education in Kenya. They assert that some schools had
developed guidelines on how to implement ICT, but no attempt was made to achieve them. This
prompted an investigation of challenges that hindered the efficient implementation of ICT in public
secondary schools in Meru County.
Mooij and Smeets (2001) suggested five successive phases of ICT implementation
representing different levels of ICT transformation of the educational and learning processes.
These include:
 the incidental and isolated use of ICT by one or more teachers
 increasing awareness of ICT relevance at all levels
 emphasis on ICT co-ordination and hardware
 focus on didactic innovation and ICT support
 use of ICT-integrated teaching and learning that is independent of time and place

The study of Tondeur et al. (2008) entitled “ICT integration in the classroom: challenging
the potential of school policy. Findings showed that there is a potential impact of policy-related
factors on the actual integration of ICT in teaching-learning in daily classroom instruction. Results
suggested that success in ICT integration is related to activities at the school level, like, ICT
support, the development of an ICT plan, and ICT training. The results also suggest that
principals have a big role in facilitating the policies put in place when defining this policy.
 Implementing ICT safety issue policies regarding Cyberbullying

This intense psychological stress of victims of bullying unfavorably affects a child’s ability to
concentrate on schoolwork, and school lessons or activities.
Children who experience classic bullying and cyberbullying adversely affects their academic
performance. Those who experience classic bullying are likely to avoid locations and activities they
associate with negative experiences; likewise, cyberbullied victims try to avoid the technological spaces. In
cyberspace, technological areas such as social media networking sites, online websites, social networks,
chat programs, and school computer rooms are all vital elements in the educational development and
social lives of students relevant to their academic success. As technology and technological skills become
more critical in modern academics and professional training, cyberbullied, students face several academic
and career difficulties.
The Government today unveiled tough new measures to be like the UK that is the safest place in the world
to be online.
These are the suggested safety policy measures:
 Independent regulator will be appointed to enforce stringent new standards
 Social media firms must abide by mandatory “duty of care” to protect users and could face hefty
fines if they fail to deliver
 Measures are the first of their kind in the world in the fight to make the internet a safer place.

In the first online safety laws of their kind, social media companies and tech firms will be legally
required to protect their users and face severe penalties if they do not comply. The eSafety Toolkit for
Schools is designed to support schools to create safer online environments.
The resources are backed by evidence and promote a nationally consistent approach to preventing
and responding to online safety issues. The resources are categorized into four elements: Prepare,
Engage, Educate, and Respond. Each contributes to creating safer online environments for school
communities, whether the resources from each element are used on their own or collectively, each
contributes to creating safer online environments for school communities
 Prepare- Resources to help schools evaluate their willingness to deal with online safety issues and
deliver suggestions to improve their practices. They are useful for strengthening school policies
and procedures in online safety.
 Engage- All members of your school community should be active participants in creating and
maintaining safe online environments. Engage resources to encourage the participation of the
school community in creating a safe online environment. They help engage school community
members as involved and valued participants, and they facilitate the real involvement of students.
 Educate- Preventing an online incident is always better than having to respond to one. The
Educate resources support schools in developing the knowledge, skills, and capabilities of
students, staff, and parents to have positive and secure online experiences. They bid best practice
guidance for online safety education and sit alongside eSafety’s complement of curriculum-aligned
teaching-learning activities.
 Respond- There must be processes in place in case an incident happens so that it is controlled
appropriately. The Respond resources support schools to evaluate and respond to online incidents
effectively. They preserve digital evidence, offer guidance to understand reporting requirements,
minimized more harm, and supporting wellbeing, eSafety developed the Toolkit in consultation
 across every state and territory with government and non-government education sector
representatives. It was established in response to the Royal Commission into Institutional
Responses to Child Sexual Abuse and the Education Council’s work program to report bullying and
cyberbullying.

Uses of ICT Policies in the Teaching and Learning Environment

Globally, researchers and policymakers acknowledge the importance of developing a school-based
ICT policy plan to facilitate the integration of information and communication technology (ICT) in education.
Despite this interest, little is known about how schools can improve their local ICT policy capacity and how
to launch an ICT policy plan.
In many countries, the use of ICT in education and training has become a priority during the last
decade. However, very few have achieved progress. Indeed, a small percentage of schools in some
countries reached high levels of effective use of ICT to support and change the teaching and learning
process in many subject areas. Others are still in the early phase of Information and Communication
Technologies adoption. Those schools with sufficient ICT resources have better results achievements
compared to those schools that are not well-equipped. Finally, teachers are more convinced that the
educational achievements of pupils are anticipated to good ICT use. There is a high percentage of teachers
in Europe (86%) say that students are more motivated when they used computers and the Internet in class.
Educational researchers stated that lack of documentation regarding ICT use is a problem that
exists in many countries. In developing countries, data that could help determine how scarce educational
resources should be distributed or how effectively they are being used are simply not available. Finally,
teacher preparation is not sufficient. Some training programs for teachers emphasize the use of specific
software packages, but the integration of ICT in the curriculum is overlooked (Ng et. al, 2009). If teachers
dare to use ICT without adequate training, they are likely to do it inaccurately.
Therefore, Philippine national policy has been formulated in the advanced use of ICT in education.
The Senate Committee on Education, in cooperation with the DECS, launched Project CARES in March
2001. Project CARES was designed to upgrade the use and application of ICT in public elementary and
secondary schools nationwide (Rimando, 2001). The primary concern of the project is the school
administration to respond to the need for accurate and timely data that administrators and teachers need to
manage their classes. Philippines as a developing country are committed to instilling schools with ICT,
hopeful that these technologies will improve teaching and learning in today's knowledge society.
Subsequently, the government and the private sector have introduced programs to deliver schools with
computer hardware and software, Internet connectivity, and teacher training. However, substantial gaps still
exist in ICT program implementations. There is a lack of data on schools’ use of ICT, so there is little basis
for policy formulation; furthermore, there is a lack of coordination between public and private sector efforts.
Within the ICT program, thus leads to wasted time, money, and human resources. Finally, there is a
demand for further teacher training in both computer literacy and ICT integration in the curriculum. These
gaps must be sufficiently addressed before ICT can have a significant impact on teaching and learning in
Philippine schools (Rodrigo, 2001).

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

1. ICT in Education Masterplan for all levels, including a National Roadmap for Faculty Development
in ICT in Education. A National Framework Plan for ICTs in Basic Education was developed.
2. Content and application development through the Open Content in Education Initiative (OCEI),
which converts DepED materials into interactive multi-media content, develops applications used in
schools and conducts students’ and teacher’s competitions to promote the development of
education-related web content.
3. PheDNET is a ―walled‖ garden the hosts educational learning and teaching materials and
applications for use by Filipino students, their parents, and teachers. All public high schools will be
part of this network with only DepEd-approved multi-media applications, materials, and mirrored
internet sites accessible from school’s PCs.
4. Established Community eLearning Centers called eSkwela for out-of-school youth (OSY), providing
them with ICT-enhanced alternative education opportunities.
 5. eQuality Program for tertiary education through partnerships with state universities and colleges
(SUCs) to improve the quality of IT education and the use of ICT in education in the country,
particularly outside of Metro Manila.
6. Digital Media Arts Program, which builds digital media skills for the government using Open Source
technologies. Particularly the beneficiary agencies organizations, the Cultural Center of the
Philippines, National Commission and for Culture and Arts, State Universities, and local
government units.
7. ICT skills strategic plan, which develops an inter-agency approach to identifying strategic and
policy and program recommendations to address ICT skills demand-supply type.

B. Some Issues on ICT and Internet Policy and Regulations

Issue No. 1: Freedom of Expression and Censorship.

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

Issue No. 2: Privacy and Security

 Privacy means ― “personal privacy”, the right of individuals not to have their home, private life, or
personal life interfered with.
 Privacy of communication refers to the protection from interference with transmission over the phone
or the internet.
 Information privacy must be used for purposes and will not be disclosed to others without the consent
of the individuals.

Issue No. 3: Surveillance and Data Retention

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

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

 A large amount of E-waste is generated by ICT.
 These are in particular, terminal equipment for computing, broadcasting, telephony, and peripherals.
 Material waste can be destroyed by crushing, toxic material brought by the different equipment
requires top management.

GROUP 2

Theories and Principles in the Use

and Design of Technology Driven
Learning Lessons

Dale’s Cone of Experience

Edgar Dale (1946) introduced Cone of Experience that reveals the development of experiences from the
very real to the extremely abstract (at the top of the Cone). The Cone of Experience intends to notify students of how
much a person’s recall established on how they face the material. The Cone charts the average retention rate of the
knowledge for various teaching methods. The further down the Cone you move, the higher the learning, and the
more knowledge is likely to be retained. It also indicates that it is important to note when selecting an instructional
method that engaging students in the process can improve the retention of information. This shows that strategies of
“action-learning” result in the retention of up to 90 percent. Individuals learn better by using visual types of learning.
Perceptual types of learning are based on feelings. The more sensory channels are possible in interacting with a
resource, the better chance that many students can learn from it (Diamond, 1989). According to Dale (1969), two
teachers should develop lessons that draw on more real-life experiences. Dale’s Cone of Experience is a device that
helps teachers make resource and activity choices.

Edgar Dale’s Cone of Experience gives the

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

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

1. Direct Purposeful Experience - Some experiences have the least abstractness and the maximum possible
concreteness. Purposeful means interactions of one intent are meaningful. Skills we gained in real life
through our first-hand, direct involvement. In a teaching-learning cycle, it is the best mode, means, or
channels for the desired outcomes. Teachers will also strive to provide the students with real-life realistic
experiences in the form of showing actual objects and enabling them to come into direct contact with the
realities of life themselves. Examples allow students to prepare their meals, make a PowerPoint
presentation, delivering a speech, performing experiments, or making their furniture.
2. Contrived Experiences - These are not very rich, concrete, and direct as a real-life experience. When the
real thing cannot be accurately observed, artificial stimuli can be given as a working model or as specific
experiments in the laboratory. The working model is the editing of fact, which varies in size or complexity
from the original. It includes models, mock-ups, experiments, and so on. We may delete the needless
information in a condensed and edited version of the real thing, and make the learning simple. A mock-up of
Apollo, the moon exploration spacecraft, for example, allowed the North American Aviation Co. to research
the lunar flight problem.
Examples of Contrived Experiences:
Model- A replication in a small scale or a large scale or exact size of a
real item- but made of synthetic materials. It is a substitute for a real
item that may or may not be operational – Gray, et. In 1969, al.

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

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

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

as an example of its species or type for scientific study or display. An
example is a product or piece of work, regarded as typical of its class or
group—a sample for medical testing, especially of urine.
 Object- May also include artifacts displayed in a museum or objective
displayed in exhibits or preserved insect specimens in science.

Simulation- A representation of a real manageable event in which the learner is an active participant
engage in learning behavior or in applying previously acquired skills or knowledge.
3. Dramatized Experiences – The experience gained through active participation and role-playing in dramatic
activities. Activities in which visual representation and role- playing depict the actual events of the past or
present. It is useful in the teaching- learning of subjects like history, political science, language, and
literature. The pupil who takes part in dramatization gets closer to direct experience than a student who
watches it. The plays can be a variety of forms, such as full-length play, one-act play, puppet show,
pageants (a kind of group drama focused on local history), mime, tableau, dialogs, spot-spontaneous acting,
and mock conventions, etc. We revive the eruption of the revolution in the Philippines by playing the role of
characters in a drama.
1. Plays - depict life, character, culture, or a combination of the three. They offer excellent opportunities to
portray vividly essential ideas about life.
2. Pageants - are usually community dramas that are based on local history. An example is a historical
pageant that traces the growth of a school.
3. Pantomime - is a "method of conveying a story by bodily gestures." Pantomime's impact on the
audience rely on the actors' movements
4. Tableau - is a picture-like scene composed of people against a background. It is an arrangement of
people who do not move or speak, especially on a stage, who represents a view of life, an event, etc.
5. Role-Playing - is an unrehearsed, unprepared, and spontaneous dramatization of a situation where
their roles absorb assigned participants. You pretend to be someone else or pretend to be in a
particular position you are not really in at the moment.
6. Puppets - A puppet is an inanimate object or representational figure animated or manipulated by an
entertainer, who is called a puppeteer. Puppets can present ideas with extreme simplicity.
Types of Puppets:

Shadow puppets – flat, black silhouette made from lightweight cardboard

shown behind a screen.

Rod puppets – flat, cut-out figures tacked to a stick with one or more
movable parts, and are operated below the stage through wires or rods.

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

figures are attached.

Marionettes – a flexible, jointed puppet operated by strings or wires attached

to a crossbar and maneuvered from directly above the stage.

4. Demonstrations – It’s a visual description of a significant reality, concept, or process. Students can watch
how certain things are done either in the form of actual objects or models. Specific complicated procedures
can be performed by the teacher for the benefit of pupils who are reduced to the position of passive
listeners. For better performance, the teacher should try to involve the students in the demonstration
 process by asking questions and answering them or by helping them plan the demonstration and execute it.
For example, a teacher in Physical Education shows the class how to dance the tango.
5. Study Trips – It is a planned point visit or a location outside the daily classroom. This is an organized
situation in the form of tours, flights, hikes, and excursions. Provide the students with valuable opportunities
to offer direct real-life experiences. Learning several principles, gaining relevant information, knowledge,
and skills (in combination with lots of entertainment) related to the school’s various issues; curriculum. We
put the classroom back into the community and the community’s concerns back into the school.
6. Exhibits – Bring the outside world into the classroom employing exhibits, the concrete representation of the
things. The teacher can help the students by gaining useful experience through the observation and
organization of educationally significant exhibitions. Exhibits are less real or direct in terms of providing
direct practical experience. These may consist of meaningfully organized working models or photographs of
templates, maps, and posters. Many exhibitions are “only for your eyes”. However, several shows provide
interactive opportunities in which visitors can touch or manipulate the displayed models.
7. Television and motion pictures – Television and movie clips can so expertly recreate the history of the
past, that we have to feel like we ‘re there. The special meaning of the messages that film and television
deliver lies in their sense of reality, their focus on individuals and personality, their organization presentation,
and their ability to select, dramatize, highlight, and clarify.
8. Still, pictures, Recordings, Radio - This stage includes the number of devices that might be classified
roughly as one-dimensional aids because they use only one sense organ that is either eye (seeing) or ear
(hearing). All these materials are less direct than audio-visual experiences.
9. Visual symbols - There are no longer practical reproductions of material objects, for such representations
are incredibly abstract. Visible concepts that describe something intangible by association and something
that reflects or stands for something else, usually by association or by way of definition of something
abstract. Visual perception has a predictive framework that is interesting. This contains visual graphic
resources such as charts, maps, diagrams, sketches, posters, comics, photos, drawings on blackboards,
and illustrations. The visual symbols (free to use any language) form a primary contact language.
10. Verbal symbols - They are not like the artifacts or concepts they stand for. They do not generally contain
visual references to their meaning. To express any meaning, verbal representations are words, phrases,
sounds, or other utterances that are spoken aloud. The verbal symbol may be a phrase, an idea, a concept,
a scientific theory, a formula, a philosophical aphorism, or some other representation of the experience
listed in any verbal symbolization. Published terms fall into that range. It may be a word for a concrete-
object (book), an idea (freedom of speech), a scientific principle (the principle of balance), a formula
(e=mc2).

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

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

 Enactive (direct experience), - Enactive or direct contact includes working with objects (the student joins a knot to
practice knot tying). The enactive perception requires direct action and effective use of the senses and the body.
 Iconic (pictorial experience) - Iconic learning includes reading photos and sketches (the student looks at
paintings, pictures, or movies to learn how to. Iconic perception is separated from the world of science and limited to
two or three senses.
 Symbolic (highly abstract experience)- Symbolic experience involves reading or hearing symbols (the student
learns or hears the word “knot” and forms an image in mind). In symbolic experience, the action is removed nearly
altogether, and the experience is limited to thoughts and ideas.
TPACK Framework for Effective Pedagogical Practice
As you put together to be a teacher, how do you validate your content knowledge with your specialization?
In terms of your teaching competencies, what strategies techniques do you understand will work if you use it when
teaching? You will keep in mind the use of the technological device when teaching, what would be? Teaching
subjects or courses are challenging. However, technology has the potential to help. To increase the chance of
technology assisting students in learning, teachers must develop technological, pedagogical, and content knowledge
(TPACK). TPACK emerges, which forces you to look at the process of using technology in the classroom clearly and
concisely. By looking at each aspect of this framework as a separate but equally important type of knowledge, you
can make the right educational decisions on how, when, and what kind of technology to use in instruction. Teachers
as curriculum designers can integrate their knowledge of student thinking and learning, the subject matter, and
technology to create useful lessons.
What is TPACK?
TPACK is a Useful framework for researchers working to explain the convergence of learning and teaching
technologies. Based on Shulman’s (1986) concept of PCK, Mishra, and Koehler (2006) included technology to PCK
and described the resulting TPCK as the interlocking of technology, pedagogy, and content. TPACK is a system
tailored to the dynamic interactions of teacher knowledge of content (CK), pedagogy (PK), and technology (TK).
Integrating technology and pedagogy into a given topic may require complex intersections such as TPK
(technological pedagogical knowledge), PCK (pedagogical content knowledge), and TCK (technological content
knowledge). Doering et al. (2009) emphasized the dynamic nature of TPACK, an evolving and multifaceted (rather
than static) representation of teacher knowledge, as new technologies emerge for integration into particular content
areas.
At the heart of excellent teaching with technology are three essential factors: content, pedagogy, and
technology, plus the relationships among and between them. The dynamics between and among the three elements
played out differently in various contexts account for the substantial differences seen in the size and nature of the
incorporation of educational technology. These three knowledge roots (content, pedagogy, and technology) form the
core of the technology, pedagogy, and content knowledge (TPACK) framework (Koehler & 2008; Mishra & Koehler,
2006).
The TPACK framework was proposed to emphasize the need to situate technology knowledge within the
content and pedagogical knowledge. TPACK considers teachers’ expertise. As dynamic and multifaceted, critical
techno-centric approaches focusing on the achievement of technical competences separate from pedagogy and
content. Seven components (see Figure 1) are comprised of the TPACK Framework. They are described as:

1. Technology knowledge (TK): Knowledge of various technologies. They range from low-tech technology like
pencil and paper to emerging technologies like the internet, digital media, interactive whiteboards, and software
programs. TK is about recognizing educational technology, evaluating its possibilities for a particular subject
area or classroom, learning how to identify whether it can assist or hinder learning, and continually learning and
adjusting to emerging technology offerings.
2. Content knowledge (CK): Awareness of the actual subject matter that teachers need to learn about teaching.
This explains the appreciation teachers have of the subject matter. CK may include knowledge of principles,
hypotheses, facts, and organizational structures within a given subject matter; it may also include the best
practices of the field and existing methods for presenting this information to students. The CK will also differ
according to the level of discipline and grade. Senior high school science and history classes, for example,
require less detail and scope than undergraduate or graduate courses, so the CK of their different teachers will
differ, or the CK that each teacher imparts to their students can differ.
3. Pedagogical knowledge (PK): Awareness of teaching strategies and processes such as classroom
management, assessment, creation of the lesson plan, and learning of the students. As a general type of
information, PK covers educational objectives, principles, and goals and can extend to more specific fields,
including recognizing student learning styles, lesson planning, and assessments.
4. Pedagogical content knowledge (PCK): This defines the awareness of teachers about the essential areas of
teaching and learning, including the creation of curricula, student evaluation, and reporting performance. PCK
 focuses on encouraging learning and exploring the ties between pedagogy and its supporting activities
(curriculum, assessment, etc.), and similar to CK, may also differ depending on the grade level and subject
matter. However, in all situations, PCK seeks to improve teaching practices by building more consistent linkages
between the material and the pedagogy used to communicate it.
5. Technological content knowledge (TCK): Knowledge of how technology can create new representations for
specific content. TCK requires an awareness of how the subject can be conveyed through different educational
technology offerings and considering which specific educational technology tools might be best suited for
particular subject matters or classrooms.
6. Technological pedagogical knowledge (TPK): Knowledge of various technologies that can be used in
teaching and learning experiences. Another dimension of TPK relates to understanding how to apply these
resources alongside pedagogy in ways relevant to the discipline and the creation of the lesson at hand.
7. Technological pedagogical content knowledge (TPACK): Focus on the knowledge required by teachers for
integrating technology into their teaching in any content area. Teachers, who have TPACK, act with an intuitive
understanding of the complex interplay between the three essential components of knowledge (CK, PK, and TK).
TPACK is the culmination of these complex combinations and desires, drawing from them – and from the three
wider underlying fields of content, pedagogy, and technology – to create a useful framework for teaching using
educational technologies. For teachers to use the TPACK system effectively, they should be open to unique,
critical ideas, including:
 Concepts of the taught material can be expressed using technology;
 Pedagogical techniques can use technology to communicate content in various ways;
 Different subject definitions allow students to have specific ability levels and educational technology
may help address some of these requirements;
 Students have various experiences in the classroom – like previous educational experience and
technology exposure – and lessons using educational technology should take this opportunity into
account;
 Educational technology may be used in combination with established awareness of the students, either
by improving previous epistemologies or by introducing new ones.
This incentive is most apparent if teachers are unexpectedly forced to address fundamental educational
issues and restore the complex equilibrium between all three elements using new educational technology. This view
inverts the traditional view that pedagogical priorities and innovations are derived from the curricula in the subject
field. Things are rarely that simple, mainly when newer technologies are employed. Teaching with technology is a
hard thing to do right. The TPACK paradigm suggests that contextual such as content, pedagogy, technology, and
teaching/learning have roles to play both individually and together. Excellent teaching with technology involves
continuous development, maintenance, and restoration of a dynamic equilibrium between all components. It means
noting that there are a variety of variables that affect how this balance is achieved.
3.3 The ASSURE Model
The ASSURE instructional design (ID) model uses a six-step process to effectively integrate the use of
technology and media into lessons to improve student learning. For successful instruction to occur, cautious
arranging is required. As a future teacher, this model is intended to help you viably coordinate media/innovation into
your lesson or instructions- to help “guarantee learning”.
What is ASSURE Model?
The ASSURE model is an instructional framework or rule that instructors can use to create lesson plans
which coordinate the utilization of innovation of technology and media (Smaldino, Lowther and Russell, 2008). The
ASSURE Model emphasizes the student and the general result of achieving learning targets. The ASSURE model is
an enhanced advancement of the ADDIE general model. Although the ASSURE model has six stages, which don’t
relate to ADDIE ‘s five, ASSURE additionally presents configuration stages, and offers with it the two principle
includes: the underlying spotlight on examination and the cyclic structure.
The exceptional component of this model is that it is centered around “arranging and directing Instruction
that fuses media” (Heinich, Molenda and Russel, 1993). Its principal point of view is on the best way to incorporate
media (any sort of media) into guidance in a technique equipped for delivering the ideal learning results. Created by
Robert Heinich and Michael Molenda decades prior, the ASSURE model picked up ubiquity due to its utilization in a
well-known course reading for instructors.

It is a notable instructional structure control that utilizes the

constructivist point of view, which integrates multimedia and technology
to upgrade the learning condition (Lefebvre 2006). The ASSURE model
was altered to be used by educators in the study hall by Smaldino,
Lowther, and Russell, 2008. The teacher leans toward the ASSURE
model since it is intended to be utilized for a couple of long stretches of
instruction and every individual understudy.

This model doesn’t require high multifaceted nature of conveyed media, profound ID information, or high
correction of plans (Gustafson and Branch, 2002). The ASSURE model gives the new or beginner teacher
a general guide to follow to assist them with deduction increasingly like experienced teachers.
 This model was developed by Heinrich and Molenda in 1999 and is based closely on the Instruction Events
of Robert Gagne. Furthermore, Smaldino, Lowther & Russell, 2008, adapted the ASSURE model to be used by
teachers in the classroom. Understanding when to use teaching techniques and immersive technology is key to being
successful academically in the future.
Six Steps of ASSURE Model
The ASSURE Model has six steps, each represented by a letter in the acronym title, with each step
describing a set of tasks central to the informed selection and use of educational technology. The ASSURE acronym
stands for these essential components:
 Analyze Learners - The first step in the process is to make the instructor evaluate her learners’
attributes. Those learner characteristics that are correlated with the optimal learning outcomes should
be given a priority. The collected information will help you with the decisions you make on the other
steps in the process. When you assess the learners’ character, this will help you in choosing different
techniques and tools to assist the learning process. Your learner analyzes will include:
 General attributes of learners (e.g., age, academic abilities, gender, interests, etc.
 Prior competencies
 Learning styles, such as auditory, visual, and tactile
 State Objectives - The next step in planning is to state the objectives of the lesson or presentation
accurately. Targets must be specified in terms of what the learner (not the instructor or presenter)
would do as a result of the training (in behavioral conditions). Your lesson will have two or three clear
targets. Usually, goals include four (4) essential parts:
 A statement that describes the intended Audience. For example, “The first-grade student will .
. .” or “The student will . . . “
 A description of the student’s anticipated Behavior resulting from your teaching. This conduct
must be detected to be assessable. For example, it is beneficial to use action verbs such as
add, alphabetize, organize, construct, pick, classify, contrast, define, describe, diagram,
identify, kick, mark, locate, create, multiply, name, produce, pronounce, choose, sketch, sort,
determine, say, throw, emphasize, verbalize and compose. Ignore such terms as learning,
appreciating, grasping, or understanding.
 A description of the Condition to be observed for results. What tools does it require the
student to use (e.g., a map, a dictionary)? Which tools or equipment does it need the student
to use? Will the student be permitted to use notes or a summary when composing an article?
 A declaration of the learner’s Degree of accuracy or ability must be demonstrated to pass
forward. The conditions should be based on the real-world and not specified on the multiple-
choice test. Time and efficiency are also crucial to other purposes. Will an English student in
11th grade be able to write a theme in 5 paragraphs within 50 minutes? If a third-grade student
can solve at least seven of ten single-digit multiplication problems, can the instructor believe
he or she has mastered the concept?
 Select Media and Materials - In this step, you have set the starting point (the student’s current
information, aptitudes, and perspectives) and the consummation point (objectives) of your instruction.
Presently your activity is the fabricate an instructional scaffold that will associate the two focuses. You
may choose accessible materials, change existing materials, or structure new materials to help achieve
the task. You may select a few distinct kinds of media to use with the unit. Any of the media/innovations
examined in the content will be fitting.
 Utilize Media and Materials - Here you should choose how the students will utilize the materials. Next,
set up the room and be sure the essential hardware and offices are accessible and prepared for your
utilization before you use the exercise. It’s vital to follow the “five p’s” process to achieve this:
 Preview the Technology, Media, and Materials
 Prepare the Technology, Media, and Materials
 Prepare the Environment
 Prepare the Learners
 Provide the Learning Experience
 Require Learner Performance - This step expects you to depict how you will get every student
effectively and exclusively engaged with the exercise. Students understand best when they are
effectively engaged with the learning experience. Whatever your teaching approaches, make sure to
fuse questions and replies, conversations, group work, hands-on exercises, and different methods of
getting the students engaged effectively with the learning of the contents. You should give close
consideration to your students and feel sure that they are really getting a handle on the content and not
merely tuning in. Taking an interest in the learning will encourage this degree of comprehension. Permit
them to build information instead of attempting to feed them with information. Finally, for this step,
feedback must be provided to the learner before any type of evaluation is conducted.
 Evaluate and Revise - The last advance of the ASSURE technique is to Evaluate Student
Performance. Here the assessment ought to be coordinated to the target. Eventually, this final stage is
the most significant. You should assess the guidance procedure through, and through utilizing the goals
 you made before all else. It is useful to consider your complaints, the instructional process, the
instructional materials, and the appraisal. By assessing the students against the targets, it tends to be
resolved if the exercise was successful and whether any progression should be altered or rethought.
The ASSURE lesson plan model guides in the joining of innovation into study hall guidance. It fills in as a
guide for educators and spotlights fair and square of innovative help applied. The best possible utilization of this
model will enhance day by day exercises and understudy exercises and expand the capability of open innovations.

GROUP 3

ICT in
ICT in Various Content
Areas
ICT IN VARIOUS CONTENT AREAS
A. 21ST CENTURY LITERACY SKILLS
 Media and Information Literacy
Empowerment of people through Media and Information Literacy (MIL) is an important prerequisite for
fostering equitable access to information and knowledge and promoting free, independent and pluralistic media and
information systems.
Media and Information Literacy recognizes the primary role of information and media in our everyday lives. It
lies at the core of freedom of expression and information - since it empowers citizens to understand the functions of
media and other information providers, to critically evaluate their content, and to make informed decisions as users
and producer of information and media content.
Information Literacy and Media Literacy are traditionally seen as separate and distinct fields. UNESCO’s
strategy brings together these two fields as a combined set of competencies (knowledge, skills and attitude)
necessary for life and work today. MIL considers all forms of media and other information providers such as libraries,
archive, museums and Internet irrespective of technologies used.
 Definition of Terms

Literacy The ability to identify, understand, interpret, create, communicate and compute, using printed and
written materials associated with varying contexts.
Literacy involves a continuum of learning, wherein individuals are able to achieve their goals, develop
their knowledge and potential, and participate fully in their community and wider society.

Media The physical objects used to communicate with, or the mass communication through physical objects
such as radio, television, computers, film, etc. It also refers to any physical object used to
communicate messages.

Media literacy The ability to access, analyze, evaluate, and create media in a variety of forms.
It aims to empower citizens by providing them with the competencies (knowledge and skills) necessary
to engage with traditional media and new technologies.
 Information A broad term that can cover data, knowledge derived from study, experience, instruction, signals or
symbols.

Information The ability to recognize when information is needed, and to locate, evaluate, and effectively
Literacy communicate information in its various formats.

Technology The ability of an individual, either working independently or with others, to responsibly, appropriately,
Literacy and effectively use technological tools.
Using these tools an individual can access, manage, integrate, evaluate, create and communicate
information.

Media and The essential skills and competencies that allow individuals to engage with media and other
Information information providers effectively, as well as develop critical thinking and life-long learning skills to
Literacy socialize and become active citizens.

B.) INSTRUCTIONAL DESIGN MODELS

 GAGNE'S NINE EVENTS OF INSTRUCTION
Robert Gagné proposed a series of events which follow a systematic instructional design process that share the
behaviourist approach to learning, with a focus on the outcomes or behaviours of instruction or training.
Use Gagné’s nine events in conjunction with Bloom’s Revised Taxonomy to design engaging and meaningful
instruction. The following nine steps have been adapted from Gagné, Briggs, and Wager (1992).
1. Gain attention of the students (Reception) - Ensure the learners are ready to learn and participate in
activities by presenting a stimulus to gain their attention.
Methods for gaining learners’ attention includes:
- Stimulate students with novelty, uncertainty and surprise
- Pose thought-provoking questions to the students
- Have students pose questions to be answered by other students
- Present intriguing questions
- Present new interesting situation that provokes curiosity
2. Inform students of the objectives - Inform students of the objectives or outcomes to help them understand what
they are to learn during the course. State what the learner’s will be able to accomplish during the session and how
they will be able to use knowledge in the future.
Methods for stating the outcomes include:
- Describe required performance
- Describe criteria for standard performance
- Learner establishes criteria for standard performance
- Explain how their learning will benefit them
3. Stimulate recall of prior learning - Help students make sense of new information by relating it to something they
already know or something they have already experienced.
Methods for stimulating recall include:
- Ask questions about previous experiences
- Ask students about their understanding of previous concepts
- Give them an example of an experience similar to what they are learning
4. Present the content - Use strategies to present and cue lesson content to provide more effective, efficient
instruction. Organize and chunk content in a meaningful way. Provide explanations after demonstrations.
Ways to present and cue lesson content include:
- Present vocabulary
- Provide examples
- Present multiple versions of the same content, e.g., video, demonstration, lecture, podcast, group work
- Use a variety of media to address different learning preferences
5. Provide learning guidance – Offer the learner guidance by providing coaching on how to learn the skill. Give
examples and advise of strategies to aid them in the learning content and resources available to them.
Methods to provide learning guidance include:
- Provide instructional support as needed
- Model varied learning strategies
- Use examples and non-examples
- Provide case studies, analogies, visual images and metaphors
6. Elicit performance (practice) - Activate student processing to help them internalize new skills and knowledge and
to confirm correct understanding of these concepts.
Ways to activate learner processing include:
 - Elicit student activities – ask deep-learning questions, make reference to what students already know or
have students collaborate with their peers
- Elicit recall strategies – ask students to recite, revisit, or reiterate information they have learned
- Facilitate student elaborations – ask students to elaborate or explain details and provide more complexity
to their responses
- Help students integrate new knowledge – provide content in a context-rich way (use real-world
examples)
7. Provide feedback - Provide immediate feedback of students’ performance to assess and facilitate learning.
Types of feedback include:
- Confirmatory feedback – Informs the student they did what he or she were supposed to do
- Corrective and remedial feedback – informs the student the accuracy of their performance or response
- Remedial feedback – Directs students in the right direction to find the correct answer but does not provide
the correct answer
- Informative feedback – Provides information (new, different, additions, suggestions) to a student and
confirms That you have been actively listening – this information allows sharing between two people
- Analytical feedback – Provides the student with suggestions, recommendations, and information for them
to correct their performance
8. Assess performance - In order to evaluate the effectiveness of the instructional events, you must test to see if the
expected learning outcomes have been achieved. Performance should be based on previously stated objectives.
Methods for testing learning include:
- Pretest for mastery of prerequisites
- Use a pretest for endpoint knowledge or skills
- Conduct a post-test to check for mastery of content or skills
- Embed questions throughout instruction through oral questioning and/or quizzes
- Include objective or criterion-referenced performances which measure how well a student has learned a
topic
- Identify normative-referenced performances which compares one student to another student
9. Enhance retention and transfer to the job – Give the learner resources that enhance retention and transfer
knowledge so that they are able to internalize the new knowledge and enhance their expertise.
Methods for helping learners internalize new knowledge include:
- Paraphrase content
- Use metaphors
- Generating examples
- Create concept maps or outlines
- Create job-aids, references, templates, or wizards
 ANDERSON AND KRATHWOHL – Bloom’s Taxonomy Revised
These gentlemen are the primary authors of the revision to what had become known as blooms taxonomy.
An ordering of cognitive skills. (taxonomy is really just a word for a form of classification). This taxonomy had
permeated teaching and instructional planning for almost 50 years before it was revised in 2001. And although this
crucial revision was published in 2001, surprisingly there are still educators who have never heard of Anderson and
Krathwohl, or their important work in relation to blooms cognitive taxonomy.
Blooms taxonomy had been a staple in teacher training and professional preparation for almost 40years
before Anderson and Krathwohl instituted and updated version.
Bloom vs. Anderson/Krathwohl

 ADDIE MODEL
The ADDIE model is the generic process traditionally used by instructional designers and training developers.
The five phases—Analysis, Design, Development, Implementation, and Evaluation—represent a dynamic, flexible
guideline for building effective training and performance support tools. While perhaps the most common design
model, there are a number of weakness to ADDIE model which have led to a number of spin-offs or variations.
It is an Instructional Systems Design (ISD) model. Most of the current instructional design models are spin-offs
or variations of the ADDIE model; other models include the Dick & Carey and Kemp ISD models. One commonly
accepted improvement to this model is the use of rapid prototyping. This is the idea of receiving continual or
formative feedback while instructional materials are being created. This model attempts to save time and money by
catching problems while they are still easy to fix.
Analysis > Design > Development > Implementation > Evaluation
1. Analysis Phase
In the analysis phase, instructional problem is clarified, the instructional goals and objectives are established
and the learning environment and learner’s existing knowledge and skills are identified. Below are some of the
questions that are addressed during the analysis phase:
* Who is the audience and their characteristics?
* Identify the new behavioral outcome?
* What types of learning constraints exist?
* What are the delivery options?
* What are the online pedagogical considerations?
* What is the timeline for project completion?
2. Design Phase
The design phase deals with learning objectives, assessment instruments, exercises, content, subject
matter analysis, lesson planning and media selection. The design phase should be systematic and specific.
Systematic means a logical, orderly method of identifying, developing and evaluating a set of planned strategies
targeted for attaining the project’s goals. Specific means each element of the instructional design plan needs to be
executed with attention to details.
These are steps used for the design phase:
* Documentation of the project’s instructional, visual and technical design strategy
* Apply instructional strategies according to the intended behavioral outcomes by domain (cognitive, affective,
psychomotor).
* Create storyboard
* Design the user interface and user experience
* Prototype creation
* Apply visual design (graphic design)
3. Development Phase
The development phase is where the developers create and assemble the content assets that were created
in the design phase. Programmers work to develop and/or integrate technologies. Testers perform debugging
procedures. The project is reviewed and revised according to any feedback given.
4. Implementation Phase
During the implementation phase, a procedure for training the facilitators and the learners is developed. The
facilitators’ training should cover the course curriculum, learning outcomes, method of delivery, and testing
procedures. Preparation of the learners include training them on new tools (software or hardware), student
registration.
This is also the phase where the project manager ensures that the books, hands on equipment, tools, CD-
ROMs and software are in place, and that the learning application or Web site is functional.
5. Evaluation Phase
The evaluation phase consists of two parts: formative and summative. Formative evaluation is present in
each stage of the ADDIE process. Summative evaluation consists of tests designed for domain specific criterion-
related referenced items and providing opportunities for feedback from the users.
 MERILL’S PRINCIPLES OF INSTRUCTION
M. David Merrill (2002) identified five Instructional Design principles that promote learning when creating
learning/training environments, processes, and products. He noted that the most effective learning processes or
environments are problem-centered and involve the learner in the five distinct phases of:
1. Learning is promoted when learners are engaged in solving real-world problems — start with simple problems
and work through a progression of increasingly complex problems.
2. Learning is promoted when existing knowledge is activated as a foundation for new knowledge — prior
experience from relevant past experience is used as a foundation for the new skills and knowledge (also known
as scaffolding).
3. Learning is promoted when new knowledge is demonstrated to the learner — they are shown, rather than just
being told.
4. Learning is promoted when new knowledge is applied by the learner — they are required to use their new
knowledge or skill to solve problems.
5. Learning is promoted when new knowledge is integrated into the learner’s world — they are able to demonstrate
improvement in their newly acquired skills and to modify it for use in their daily work.
Merrill uses the following diagram to show the four phases surrounding problems:

C. TECHNOLOGY ENHANCED TEACHING LESSON EXEMPLARS

 Computers - Computers can be used for Internet, word processing, presentations, music development,
educational games and more. The role of teachers changes in a computer setting so that the teacher is no
longer the center of attention, but rather a facilitator asking individual students about their choices and engaging
them in deeper conversation on the subject. Computers allow students to learn by doing rather than trying to
absorb lines of information from a textbook. They are also given the opportunity to learn by trial and error, which
allows them to see how things work rather than forcing them to trust what the teacher says.
 Computer Games
• Allow students to make decisions and see instant results to evaluate their progress.
• Allow students to interact with material and learn without realizing they are learning.
 Word Processing
• Instills a greater willingness to write and work because the computer feels less like work.
• Allows for greater legibility than handwriting.
• Changes how students think about a sentence. Using bold, italics and other emphasis tools they can
creatively enhance a sentence and manipulate it for better understanding.
 Teacher Websites
• Message boards where students and teachers can have conversations and work out difficult topics.
• Teachers can post material that either goes with the lesson or more in depth so that students who are
interested can learn more about a particular subject.
 Digital Textbooks
• Interactive reading supplemented by games and quizzes get students actively involved in their reading.
• Voice programs that read the material to the student can help them hear correct pronunciation of new and
difficult words and practice them in the same way that foreign language software does.
 Videos
• Visual learners benefit from hearing and seeing the information at the same time.
• Allow for things to be said directly with intent instead of a teacher trying to get a point over and over again.
• Allow for detailed and organized explanation of topics with written outlines and step by step instruction.
• Videos are a set time which allows for better time management in the classroom.
 Music
• Students can create music to interact with class topics and educate their classmates.
• Difficult subjects can be presented in music format to make it seem less intimidating.
 Video Conferencing
• Allow students to practice and improve their public speaking and presentation skills.
• Go on a virtual field trip to explore a museum, a zoo or bring an industry professional to the classroom.
• Visit another country or state to learn what other students are doing and experiencing.
 Podcasts
• Students can create audio clips to work out difficult topics and help educate their peers.
• Teachers can create unique podcasts to share with students on their personal website.
• Premade podcasts can be downloaded and shared with students to further educate or tell them the same
thing in a different way to maximize learning.
 Wikis and Blogs
• Allow students to publish their ideas and stories as well as share them with friends and family.
• Encourage learning in an interactive way that feels less like traditional learning and more like fun.
• Showcase student work and achievements
 Social Media
• Twitter can help teach the rules and practice of probability.
• Study current events in real time and share thoughts, comments and concerns.
 • Practice a new language with native speakers without the pressure of face to face conversation.
• Practice language and increase vocabulary.
• Shy students may feel more open to conversing online than in a classroom.
• Students can conduct research and surveys to learn and conduct research projects.
 Google Maps
• Teaches geography, your place in the world.
• Street views can help students understand the culture and compare and contrast their home with a foreign
country.
D. ICT and Conventional Learning Materials to Enhance Teaching and Learning
 Information communication Technology (ICT)
It is a technology that involves the way we search for information and the way we communicate. It integrates
all communications channels such us Phones, computers, internet and so on for us to use in our everyday
life.
 ICT can enhance the quality of education in several ways by increasing learner motivation and engagement
by facilitating the acquisition of basic skills and by enhancing teachers training.
 It is also transformational tools which, when used appropriately can promote the shift to a learner centered
environment.
 ICT has introduced new method of learning called E- Electronic learning, where students study while they
are at home or work place, without going to the school. This makes many workers or employees to enroll
and upgrade, themselves easily.
 It has also made communication easily through the internet. E.g. Email, chatting, skype, teleconferencing,
video conferencing. Etc...
 ICT also exposed teacher and administrator to modern world searching, reading and connecting with
resourceful people throughout the world with the help of internet.
 Internet it has also improve quality of work in the office since most of the teacher and administrator use
software and management information system to do must for their work.
 DIGITAL LEARNING RESOURCES
The term digital learning resource' is used here to refer to materials included in the context ot a course that support
the learner's achievement of the described learning goals.
These materials consist of a wide variety of digitally formatted resources including:
 Graphics Images or photos-Any visual object that is modified or altered by a computer or an imaginary
object that is created using a computer.
 Audio and Video- sound/music and moving pictures information
 Simulations- Simulations are instructional scenarios where the learner is placed in a "world" defined by the
teacher.
 Prepared or programmed learning modules-A method of self-instruction that enlists machines or
specially prepared books to teach information.
 Animations-Animation is a method in which pictures are manipulated to appear as moving images.
 DIGITAL vs. CONVENTIONAL
 Time-saves time in doing paper works research information is just a few clicks away.
 Cost Effectiveness-saves on transport fares and the printing of school note.
 Attention-views and opinions can be expressed widely on several online- mediums.
 Added values-online materials contain animations and pictures with colors. It is more stimulating, which
grabs attention of students easily.
 Working World Exposure-it requires less group Interaction.
 CONVENTIONAL LEARNING RESOURCES
- CONVENTIONAL- this term will be used in this study to refer to the teaching using chalk and board for
teachers; pen and paper for students. Rather than teachers use other methods such as demonstration
using samples, lecture methods, question, answer methods among others. Short for conventional learning, it
refers to conventional teaching and learning within a brick-and-mortar classroom facility. Contrast with e-
learning.
- Conventional Method of Teaching - refer to the teaching using chalks and board for teachers, pen and
papers for students rather the teachers uses other methods such us demonstration using examples, lecture
methods, question and answers method among others.
 TECHNOLOGY IMPROVE TEACHING AND LEARNING
 Can be utilized to improve teaching and learning and help students be successful, through the use of
learning management system(LMS) Students can assess online resources to get assistance on demand
beyond the physical reach on their teachers.
 To Prepare students with the knowledge and skills and they need in their subject matter, the teaching
profession is evolving from teacher centered to student centered learning environment.
 CONVENTIONAL TEACHING AND LEARNING
 The students can learn also with the use of the traditional method since it is more reliable when it comes to
budget. And most of the learners who are studying on the far flung areas are not yet familiar with high
technological use. Because of the absence of electricity, facility and trainings.
E. DISTANCE LEARNING
- Distance learning is a way of educating students online. Lectures and learning materials are sent
over the internet. Students work from home, not in a classroom. There are many excellent benefits of
distance learning. For one, it proves less expensive to support. For another, distance learning is not limited
by geography. This approach could disadvantage some students, though. Students with limited computer or
internet access may struggle. And those who need extra help with motivation and organization may also
struggle when they are removed from a traditional classroom environment.
- Distance learning is where students educate themselves without in-person interaction among peers or an
instructor. Instead, students rely on the internet for their course delivery, which generally involves webinars,
videos, online texts and audio. Distance learning is a form of online learning since it almost always occurs
over the internet.
 Synchronous Distance Learning
Synchronous means “at the same time.” It refers to a method of education delivery that happens in real-
time. It requires live communication online. It uses technology, such as teleconferencing, to achieve this.
Synchronous learning proves less flexible than other forms of distance learning. After all, students must meet with
their instructor and sometimes their classmates at pre-scheduled times. This approach limits the student’s ability to
learn at their own pace. It may frustrate some learners who crave the freedom of the asynchronous classroom.
 Asynchronous Distance Learning
As for asynchronous distance education? Students receive clusters of weekly deadlines. They have the
freedom to work at their own speed. Asynchronous distance learning comes with more opportunities for student
interaction. Students can access course content beyond the scheduled meeting or class time and interact through
online conversations, quizzes, or video comments on their own schedule. Both faculty and students benefit from the
flexibility of asynchronous learning as it allows them to create and consume content when it’s convenient for them.
 GROUP 4Va

rious Con
Innovative Technologies for
Teaching-Learning and
Assessment Task
 ICT and Assessment of Learning
 Assessment Tools
Assessment, learning and teaching are closely related and interwoven because each provides
information that can determine effective instruction. In the process of conceptualizing a plan on how to
teach. As learning outcomes are put in place, the next step to consider are how is these are to be
evaluated. ICT and learning assessment is very important in student learning. These are many approaches
to assessment in learning with an emphasis on the process of learning along with the product of learning.
Types of Assessment
1. Formative Assessment – provides feedback and information during the instructional process,
while learning is taking place, and while learning is occurring.
2. Summative Assessment – takes place after the learning has been completed and provides
information and feedback that sums up the teaching and learning process.
3. Diagnostic Assessment – can help you identify your student’s current knowledge of a subject,
their skills sets and capabilities, and to clarify misconceptions before teaching takes place.
4. Authentic Assessment – describes the multiple forms of assessment that reflect student learning,
achievement, motivation and attitudes on instructionally relevant classroom activities.
The role of ICT in Assessment of Learning
There are new technologies created to provide students with higher level thinking skills,
particularly the aspects of creative and critical thinking and the opportunity to teach and assess those skills.
The use of ICT in assessment is very helpful to teachers because student’s information and results of
examination can be recorded and stored and can easily be retrieved.
 Tools in evaluating appropriate assessment tools
Checklists, rating scales and rubrics are tools that state specific criteria and allow teachers and
students to gather information and to make judgements about what students know and can do in relation to
the outcomes. They offer systematic ways of collecting data about specific behaviors, knowledge and skills.
The quality of information acquired through the use of checklists, rating scales and rubrics is highly
dependent on the quality of the descriptors chosen for assessment. Their benefit is also dependent on
students’ direct involvement in the assessment and understanding of the feedback provided.
The purpose of checklists, rating scales and rubrics is to:
 provide tools for systematic recording of observations
 provide tools for self-assessment
 provide samples of criteria for students prior to collecting and evaluating data on their work
record the development of specific skills, strategies, attitudes and behaviors necessary for
demonstrating learning
 clarify students' instructional needs by presenting a record of current accomplishments.
Tips for Developing Checklists, Rating Scales and Rubrics
1. Use checklists, rating scales and rubrics in relation to outcomes and standards.
2. Use simple formats that can be understood by students and that will communicate information
about student learning to parents.
3. Ensure that the characteristics and descriptors listed are clear, specific and observable.
4. Encourage students to assist with constructing appropriate criteria. For example, what are the
descriptors that demonstrate levels of performance in problem solving?
 5. Ensure that checklists, rating scales and rubrics are dated to track progress over time.
6. Leave space to record anecdotal notes or comments.
7. Use generic templates that become familiar to students and to which various descriptors can be
added quickly, depending on the outcome(s) being assessed.
8. Provide guidance to students to use and create their own checklists, rating scales and rubrics for
self-assessment purposes and as guidelines for goal setting.
 Checklists usually offer a yes/no format in relation to student demonstration of specific criteria. This is
similar to a light switch; the light is either on or off. They may be used to record observations of an
individual, a group or a whole class.
 Rating Scales allow teachers to indicate the degree or frequency of the behaviors, skills and strategies
displayed by the learner. To continue the light switch analogy, a rating scale is like a dimmer switch
that provides for a range of performance levels. Rating scales state the criteria and provide three or
four response selections to describe the quality or frequency of student work.
Teachers can use rating scales to record observations and students can use them as self-
assessment tools. Teaching students to use descriptive words, such
as always, usually, sometimes and never helps them pinpoint specific strengths and needs. Rating
scales also give students information for setting goals and improving performance. In a rating scale, the
descriptive word is more important than the related number. The more precise and descriptive the words for
each scale point, the more reliable the tool.
Effective rating scales use descriptors with clearly understood measures, such as frequency.
Scales that rely on subjective descriptors of quality, such as fair, good or excellent, are less effective
because the single adjective does not contain enough information on what criteria are indicated at each of
these points on the scale.
 Rubrics use a set of criteria to evaluate a student's performance. They consist of a fixed measurement
scale and detailed description of the characteristics for each level of performance. These descriptions
focus on the quality of the product or performance and not the quantity; e.g., not number of
paragraphs, examples to support an idea, spelling errors. Rubrics are commonly used to evaluate
student performance with the intention of including the result in a grade for reporting purposes. Rubrics
can increase the consistency and reliability of scoring. Rubrics use a set of specific criteria to evaluate
student performance. They may be used to assess individuals or groups and, as with rating scales,
may be compared over time.
Developing Rubrics and Scoring Criteria
Rubrics are increasingly recognized as a way to both effectively assess student learning and
communicate expectations directly, clearly and concisely to students. The inclusion of rubrics in a teaching
resource provides opportunities to consider what demonstrations of learning look like, and to describe
stages in the development and growth of knowledge, understandings and skills. To be most effective,
rubrics should allow students to see the progression of mastery in the development of understandings and
skills.
Rubrics should be constructed with input from students whenever possible. A good start is to
define what quality work looks like based on the learning outcomes. Exemplars of achievement need to be
used to demonstrate to students what an excellent or acceptable performance is. This provides a collection
of quality work for students to use as reference points. Once the standard is established, it is easy to define
what exemplary levels and less-than-satisfactory levels of performance look like. The best rubrics have
three to five descriptive levels to allow for discrimination in the evaluation of the product or task. Rubrics
may be used for summative purposes to gauge marks by assigning a score to each of the various levels.
When developing a rubric, consider the following:
 What are the specific outcomes in the task?
 Do the students have some experience with this or a similar task?
 What does an excellent performance look like? What are the qualities that distinguish an excellent
response from other levels?
 What do other responses along the performance quality continuum look like?
 Is each description qualitatively different from the others? Are there an equal number of descriptors
at each level of quality? Are the differences clear and understandable to students and others?
Begin by developing criteria to describe the Acceptable level. Then use Bloom's taxonomy to
identify differentiating criteria as you move up the scale. The criteria should not go beyond the original
performance task, but reflect higher order thinking skills that students could demonstrate within the
parameters of the initial task. When developing the scoring criteria and quality levels of a rubric, consider
the following guidelines.
  Level 4 is the Standard of excellence level. Descriptions should indicate that all aspects of work
exceed grade level expectations and show exemplary performance or understanding. This is a
"Wow!"
 Level 3 is the Approaching standard of excellence level. Descriptions should indicate some
aspects of work that exceed grade level expectations and demonstrate solid performance or
understanding. This is a "Yes!"
 Level 2 is the Meets acceptable standard. This level should indicate minimal competencies
acceptable to meet grade level expectations. Performance and understanding are emerging or
developing but there are some errors and mastery is not thorough. This is a "On the right track,
but …".
 Level 1 Does not yet meet acceptable standard. This level indicates what is not adequate for
grade level expectations and indicates that the student has serious errors, omissions or
misconceptions. This is a "No, but …". The teacher needs to make decisions about appropriate
intervention to help the student improve.

Creating Rubrics with Students

Learning increases when students are actively involved in the assessment process. Students do
better when they know the goal, see models and know how their performance compares to learning
outcomes.
Learning outcomes are clarified when students assist in describing the criteria used to evaluate
performance. Use brainstorming and discussion to help students analyze what each level looks like. Use
student-friendly language and encourage students to identify descriptors that are meaningful to them. For
example, a Grade 3 class might describe levels of quality with phrases such as the following.
1. Super!
2. Going beyond
3. Meets the mark
4. Needs more work.
Use work samples to help students practice and analyze specific criteria for developing a critical
elements list. They can also use samples to practice assigning performance levels and compare criteria
from level to level. Although rubrics are often used as assessment of learning tools, they can also be used
as assessment for learning tools. Students can benefit from using rubrics as they become more competent
at judging the quality of their work and examining their own progress.

 Technology-Enhanced Lesson using the ASSURE as Technology-Integration Model

The ASSURE Model in teaching
The ASSURE model is an instructional system or guideline that teachers can use to develop
lesson plans which integrate the use of technology and media (Smaldino, Lowther & Russell, 2008). The
ASSURE Model places the focus on the learner and the overall outcome of accomplishing learning
objectives. The ASSURE model is an enriched evolution of the ADDIE general model. Although the
ASSURE model has six steps, which do not exactly correspond to ADDIE’s five, ASSURE also presents
design phases, and shares with it the two main features: the initial focus on analysis and the cyclic
structure.
Teachers prefer the ASSURE model because it is designed to be used for a few hours of
instruction and for each individual student. This model does not require high complexity of delivered media,
deep ID knowledge, or high revision of designs (Gustafson & Branch, 2002). The main difference between
an inexperienced teacher and an expert teacher is that an expert teacher can easily decide on content,
appropriate teaching strategies, and delivery medium. The ASSURE model gives new (inexperienced)
teachers a general roadmap to follow to help them think more like expert teachers.

 ASSURE model for educational media

The ASSURE Model has six steps, each represented by a letter in the acronym title, with each step
describing a set of task central to the informed selection and use of educational technology. The ASSURE
acronym stands for these important components:
Analyze Learners;
State Objectives;
Select Methods, Media and Materials;
Utilize Methods, Media and Materials;
 Require Learner Participation; and
Evaluate and Revise.
Analyze Learners: General Characteristics

 Analyze Learners. To Analyze the Learners you must examine the learner in detail. Like most things,
without taking the time in the beginning to examine the learner, nothing you have prepared will be
effective. Once you have an understanding and reasonable grasp for the learners’ competence at the
beginning of the instruction, the teacher can modify to assist the learner in their learning endeavors
(Callison 2002).
As part of analyzing your learners you must identify your audience. Your audience can be
students, teachers, group members, an organization, a youth group, among many others. You must
know the audience if you are to select the best medium to meet the objectives you have set. The
audience can be analyzed in terms of their general characteristics (grade level, age, sex, mental,
emotional, physical or social problems, socio-economic status etc.) with specific entry competencies
(prior knowledge, skills, and attitudes about the topic), and learning styles (visual, musical, verbal,
logical, etc.).

 State Objectives
The stated objectives are statements describing what the learner will do as a result of
instruction. In other words, objectives are the learning outcomes, that is, what will the student will learn
from the lesson? In order to develop proper objectives, you must frame them in terms of desired
behavior. What the learner will be able to accomplish after completing the instruction. The objectives
you use should be as specific as possible so the learner understands what they are to accomplish. If
objectives are clearly and specifically stated, both the learning and teaching will become objective
oriented.

Most objectives contain four parts:

1. Audience-who your learners are?
2. Behavior to be demonstrated
3. Conditions under which the behavior will be observed; and
4. Degree to which the learned skills are to be mastered.

OBJECTIVES SHOULD BE STATED IN TERMS OF:

1. What the learner (audience) will be able to do as a result of instruction (behavior).
2. The conditions under which the student or trainee is going to perform and the degree of acceptable
performance should be included.
3. The next step is to state the objectives as specifically as possible.
4. The objectives may be derived from a needs assessment or a course syllabus, stated in a
textbook, taken from a curriculum guide, or developed by the instructor.

The ABCD’s of Well-Stated Objectives

1. A well-stated objective starts by naming the Audience of learners for whom the objective is
intended.
2. It then specifies the Behavior or capability to be learned and
3. the Conditions under which the capability would be observed.
4. specifies the Degree to which the new skill must be mastered—the standard by which the
capability can be judged.
(1) Audience
a) Focus on what the learner is doing, not on what the teacher is doing.
b) Learning is most likely to take place when the learner is active— mentally processing an idea or
physically practicing a skill.
c) not what the teacher does, the objective begins by stating whose capability is going to be changed
(2) Behavior
a) The heart of the objective is the verb describing the new capability that the audience will have after
instruction.
 b) This verb is most likely to communicate your intent clearly if it is stated as an observable behavior.
c) What will the learner be able to do after completing instruction?
d) Vague terms such as know,’ understand, and appreciate do not communicate your aim ‘clearly.
Better are define, categorize, and demonstrate, which denote observable performance.
(3) Conditions
A statement of objectives should include the conditions under which performance is to be observed, if
such conditions are relevant
(4) Degree
The final requirement of a well-stated objective is to indicate the standard by which acceptable
performance will be judged Includes: What degree of accuracy or proficiency must the learner display?
Whether the criteria are stated in qualitative or quantitative terms.
Classification of Objectives
An objective may be classified according to the primary type of learning outcome at which it is
aimed. Although there is a range of opinion on the best way to describe and organize types of learning,
three categories (or domains), of learning are widely accepted: cognitive skills, affective skills and motor
skills. To these we add a fourth, interpersonal skills, because of the importance of such skills in
teamwork. Objectives are not intended to limit what a student learns but rather to provide a minimum
level of expected achievement.

 Select Methods, Media, & Materials

Once you know your audience and have a clear idea of what they should get out of the lesson,
then it is time to select the appropriate method for the given learning task, select available materials,
modify existing materials, or design new materials to help accomplish this task. (Smaldino, Lowther, &
Russell, 2012). At this step, the Instructor should connect the audience to the objectives. To connect the
two, the teacher must determine what method to use. A systematic plan for using media demands that
the media be selected systematically at first.

The selection process has two stages:

(1) Deciding on the appropriate method for the given learning tasks, First, it would be overly simplistic to
believe that there is one method that is superior to all others or that serves all learning needs equally
well. Teachers often structure assignments to allow students with different preferred learning styles to
pursue their individual practice through different methods (e.g. “having abstract random” thinkers use a
role-play simulation while ‘concrete sequential” thinkers use a lab manual for structured problem
solving).
(2) Choosing an appropriate media format and selecting, modifying, or designing the specific materials
within that format.
Choosing a Media Format
A media format is the physical form in which a message is incorporated and displayed. Media formats
include, for example, flip charts (still images and text), slides (projected still images), audio (voice and
music), film (moving images on screen), video (moving images on a TV set) and computer multimedia
(graphics, text, and moving images on a TV set). Each has different strength and limitations in terms of
the types of messages that can be recorded and displayed. Choosing a media format can be a very
complex task because of the following:
vast array of media available, the infinite variety among learners, and the objectives to be pursued.
Things to consider in media selection models:
a) instructional situation or setting (e.g., large-group, small-group, or self-instruction),
b) learner variables (e.g., reader, nonreader, or auditory preference)
and the nature of the objective (e.g., cognitive, affective, motor skill, or interpersonal) must be
considered against the presentational capabilities of each of the media formats (e.g.,
presenting still visuals, motion visuals, printed words, or spoken words).
c) Some models also take into consideration the capability of each format to give feedback to the
learner.
Obtaining Specific Materials: Select, Modify, or Design
 Obtaining appropriate materials will generally involve one of three alternatives: (1) selecting
available materials, (modifying existing materials, or (3) designing new materials. Once you
decided what media format suits your objectives the next thing that you should consider is
in finding specific materials to convey the lesson

 Selecting Available Materials

The majority of instructional materials used by teachers and trainers are “off the shelf”—that is, ready-
made and available from school, district, or company collections or other easily accessible sources.
Survey of Sources
Your first step might be to survey some of the published media reference guides to get a general idea of
what is available. The decision about whether to use a particular piece of instructional material depends
on several factors. Recent research confirms the critically of certain criteria in the appraisal of materials
among the questions to be asked about each specific piece of media are the following:
- Does it match the curriculum?
- Is it accurate and current
- Does it contain clear and concise language?
- Will it arouse motivation and maintain interest?
- Does it provide for learner participation?
- Is it of good technical quality?
- Is there evidence of its effectiveness (e.g., field-test result)?
- Is it free from objectionable bias and advertising?
- Is a user guide or other documentation included?

Modifying Available Materials

If you cannot locate any suitable materials, you can always modify what is available. This can be both
challenging and creative.

Designing New Materials

Certain basic considerations must be taken into account when designing new materials. For example:
- Objectives What do you want your students to learn?
- Audience What the characteristics of your learner?
 Utilize Methods, Media, & Materials
The Utilize Methods, Media & Materials step is where you develop your plan for implementing
your media and materials. For each type of media or materials, the teacher selects and describe on
how they are going to implement the media (or material) into your lesson to help your learners meet the
lesson’s objective. The media, materials and technology selected should be focused on carrying out
the selected method. If you decide to use electronic equipment, be sure to use it before, even practice
if you have to, to insure the equipment is functioning properly. In that same regard, it is also important
to practice the lesson itself before introducing it to the learner. Next, prepare the room, the necessary
equipment and facilities. It may be obvious, but both the learner and teacher should be prepared for the
learning experience.
To get maximum learning impact from your presentation, you must follow certain utilization
procedures;
1. Preview the Materials
No instructional materials should be used blind that’s why during the selection process you should
have determined that the materials are appropriate for your audience and objectives.
2. Practice the Presentation
After previewing the materials, you should practice your portion of the presentation. However, do
not over practice, or the presentation will sound "canned. “
3. Prepare the Environment
Wherever the presentation is to take place classroom, auditorium, meeting room, or whatever the
facilities will have to be put in order. Utilization of many media requires a darkened room, a
convenient power supply, and access to light switches.
 4. Present the Material
This is what you've been preparing for, so you will want to make the most of it. Our term for this
is showmanship. instructor should be able to direct attention in the classroom.
 Require Learner Participation
The Require Learner Participation step requires you to describe how you are going to get
each learner actively and individually involved in the lesson. Students learn best when they are actively
involved in the learning experience. Whatever your teaching strategy, be sure to incorporate questions
and answers, discussions, group work, hands-on activities, and other ways of getting students actively
involved in the learning of the content. You should seek to pay close attention to your learners and feel
confident that they are truly grasping the content and not just listening. Participating in the learning will
facilitate this level of understanding. Allow them to construct knowledge as opposed to trying to “teach”
them knowledge. Finally, for this step, feedback must be provided to the learner before any type of
evaluation is conducted.
The fifth step in the ASSURE model is to provide opportunities for learners to practice the
capability being taught. Educators have long realized that participation in the learning process by the
learner enhances learning. John Dewey urged reorganization of the curriculum and instruction to make
student participation a central part of the process. Behavioral psychologists such as B. F. Skinner
demonstrated that instruction providing for constant reinforcement of desired behaviors is more
effective than instruction in which responses are not reinforced.
 Evaluate Student Performance
The last step of the ASSURE method is Evaluate Student Performance. Here the evaluation
should be matched to the objective. Ultimately this last stage is the most important. You must evaluate
the instruction process from start to finish using the objectives you created in the beginning. It is
helpful to reflect on your objections, the instructional strategy, the instructional materials, and the
assessment. By evaluating the learners against the objectives it can be determined if the lesson was
effective and whether any step needs to be modify or re-examined.
The ASSURE model supports the field of educational technology. It is based on the principal
that no one student acquires information in the same way. While the ASSURE model is used to
systematically design instruction, it steps away from the traditional means of instruction, (textbooks,
lectures, etc) to the use of technology to deliver the instruction. (Academy of Teaching
Excellence,2002). In conclusion, the ASSURE model has six components each necessary for the
successful implementation of the instruction, including: 1) Analyze learners, 2) State Objectives, 3)
Select Methods, Media, and Materials, 4) Utilize Media and Materials, 5) Require learner Participation,
and 6) Evaluate and Revise.
The ASSURE lesson plan model aids in the incorporation of technology into classroom
instruction. It serves as a guide for teachers and focuses on the level of technological support applied.
The proper use of this model will enrich daily lessons and student activities and maximize the potential
of available technologies.
Example of Technology Enhanced Lesson using ASSURE as Technology – Integration
Model
Subject: Science
Title of the Lesson: Living Things
Duration: 45 minutes
Analyze General Characteristic
learners Number of Students: 19
Level (grade or age): Standard 1
Gender: 9 girls, 10 boys
Age Range: 6 - 8 years’ old
Exceptionalities: None
Cultural/Ethnic/or other types of Diversity: 3 Caucasians, 15 Africans, 1 East Indian

Entry competencies
Students are acquainted with their surroundings
Students would have some sort of interaction with their surroundings.
 Learning Style
Students obtain spatial (visual) intelligence where they have the ability to observe their surroundings closely.
This type of learner often tend to visualise whatever is being taught to them and learns best by viewing
things.
State Audience:
objectives This is a standard one class where the students are visual learners.
Behaviour:
Students would learn about, discuss and identify the characteristics of familiar living organisms
Condition:
This lesson will be done indoors and outdoors
Degree:
This lesson will be done in 45 minutes and 100% of the students should be able to identify the
characteristics of living things.
Select Projector
instructional Laptop
methods, Activity sheets
media, and
materials
Writing Journal Paper
Utilize media - Before the lesson commences teacher prepares videos, put projector in place and have worksheets on
and materials standby. https://www.youtube.com/watch?v=vqxomJIBGcY
- Teacher gains the class interest by playing the introductory video about living things/ organisms.

- Teacher would engage students in a discussion to learn what the students know about living things
Teacher would display the second video where a narrator teaches about the characteristics of living things
-

while displaying living things.

Require Students will:

learner - With the accompaniment of the teacher, go outside to identify and observe some living things/ organisms
participation that live within the school surroundings.
- Discuss the characteristics of living things/ organisms, what they all have in common and their differences.
- Returning inside, each student would in isolation write in their Social Studies copybooks a brief summary
about the characteristics of living things.
- Determine if items are living things or not and state why on the work sheet provided.
Evaluate and Teacher would collect the worksheets and journal sheets to evaluate and record what each student learns
revise
 Teacher would collect the worksheets and journal sheets to evaluate and record what each student learns
about the characteristics of living things/ organisms.

Rubrics

Beginning Developing Accomplished Exemplary

1 2 3 4

Organization Audience Audience has Video information Video information

cannot difficulty is posted in in logical,
understand following video logical sequence interesting
video because because which audience sequence which
there is no clear information can follow. audience can
narrative line. jumps around follow.
and main points
or themes are
unclear.

Subject Does not have Unfamiliar with At ease with core Demonstrates full
Knowledge grasp of information and concepts but fails knowledge (more
information; does not to elaborate. than required) by
student cannot provide clear providing
articulate basic illustrations or explanations and
and core examples. elaboration.
concepts

Technical Skill Presentation Presentation Presentation runs Presentation runs

and will not run, nor runs from start- fine from start- flawlessly from
Creativity was any end with end start to end.
problem solving one/two issues
evident to make
sure it would
run

tent Areas