REVIEWER PROF-ED 7 CLASSIFICATION OF TECHNOLOGY TOOLS

UNIT1: DATA OR CALCULATION TOOLS

INTRODUCTION TO TECHNOLOGY FOR Data analysis tools are integral to enhancing

TEACHING AND LEARNING data management platforms by providing
advanced analytics, visualization capabilities,
TECHNOLOGY
and predictive modeling.
Refers to a mix of process and product used in
These tools enable platforms to offer
the application of knowledge. It includes from
comprehensive insights, streamline data
pencil and paper to the latest electronic gadgets
processing, and improve decision-making
and tools for practical task.
process.
INFORMATION AND COMMUNICATION
DESIGN TOOLS
The use of digital technology, communication
These tools offer designers a range of options
tools and or networks to access, manage,
for different aspects of design, including color,
integrate, evaluate, create, and communicate
typography, layout, and imagery. Using these
information in order to function in a knowledge
tools helps ensure that the design is
society.
aesthetically pleasing and functional. Another
EDUCATIONAL TECHNOLOGY reason design tools are important is that they
allow for collaboration between team
Refers to the use of technology in teaching and members.
learning. Educational Technology includes both
the non-digital and digital. DISCUSSION TOOLS

TECHNOLOGY, MEDIA, AND LEARNING The purpose of discussion tools is to facilitate

conversation between learners or between
Is any type of learning that is accompanied by learners and their instructor. Online discussions
technology or by instructional practice that can be valuable for prompting reflection and
makes effective use of technology it articulation of one's thoughts, for connecting
encompasses the application of a wide with and responding to others, and engaging in
spectrum of practices which included blended dialogue.
or virtual learning It can come as online or
offline which utilizes Digital technology. EMAIL TOOLS

INSTRUCTIONAL SYSTEM AND INSTRUCTIONAL E-mail is used to transfer text, program files,
TECHNOLOGY spreadsheets, and even photographic images.
Messages can be sent and received in hours and
Is the theory and practice of design, often within minutes; it is no wonder that most
development, utilization, management, and e-mail users refer to the regular postal service
evaluation of the processes and resources for as “snail mail.
Learning?
HANDHELD DEVICES
TECHNOLOGY TOOL
A mobile device or handheld computer is a
Is an instrument used for doing work it can be computer small enough to hold and operate in
anything that help you to accomplish your goal hand. Mobile devices are typically battery-
with the use of technology.
powered and possess a flat-panel display and  Technology helps us in our business,
one or more built-in input devices, such as a homework, and even simple in everyday
touchscreen or keypad. lives.

IMPORTANCE OF TECHNOLOGY ICT COMPETENCY STANDARD FORPRE-SERVICE

TEACHERS
To create a new innovative practical syllabus,
improve the security of students, student’s data The ICT Competency Standards is made up of
management and analysis and performance seven domains, each domain has a set of
reporting and teacher training program. competencies. The competencies are exposed
Classroom technologies help the students and in desired learning outcomes. Becoming
teachers in the process of receiving and giving proficient in the different competencies will
education systematically. Technology helps in enable you to handle learners of the 21st
facilitating the syllabus, acquisition of century in your future classroom.
knowledge and skills. Educators and learners
7 DOMAINS OF ICT COMPETENCY STANDARD
around the world can connect on various
internet platforms. For such benefits it is DOMAIN 1: UNDERSTANDING ICT IN
important to use technology in education. EDUCATION
BANE  Demonstrating awareness of policies
affecting ICT in education
 Technology may be an avenue to sexual
crudeness and vulgarity. DOMAIN 2: CURRICULUM AND ASSESSMENT
 Technology, if abused, may cause bad
effects on our health.  Demonstrate understanding of concepts,
 Technology makes human lazy in some principles, and theories of ICT system as
other aspect. they apply to teaching-learning.
 Technology if abuse, may be used in DOMAIN 3: PEDAGOGY
bullying and spreading negativity in the
virtual world.  Apply relevant technology tools for
 Technology sometimes may increase classroom activities.
passivity of human physical activity. DOMAIN 4: TECHNOLOGY TOOLS
BOON  Demonstrate competence in the technical
 Technology provides convenience to human operations of technology tools and systems
users. as they apply teaching and learning.
 Technology helps in the productivity DOMAIN 5: ORGANIZATION AND
without consuming much time. ADMINISTRATION
 Technology helps to maximize time because
of its efficiency and wide scope of  Manage technology assisted instruction in
information. an inclusive classroom environment
 Technology brings us closer together
DOMAIN 6: TEACHER PROFESSIONAL
because we can easily communicate
LEARNING
 with each other.
 Explore existing and emerging technology instruction and practice and maximize student
to acquire additional content and learning.
pedagogical knowledge
STANDARD 5: Productivity and Professional
DOMAIN 7: TEACHER DISPOSITION Practice

 Demonstrate social, ethical, and legal Teachers use technology to engage in on-going
responsibility in the use of technology tools professional development and lifelong learning
and resources. in support of student learning. it increase
productivity and to build a community for
ISTE National Educational Technology
learners.
Standards for Teachers
STANDARD 6: Social, Ethical, Legal and Human
An international organization for education
Issues
technology called Internal Society for Teaching
in Education (ISTE), established a standards for Teachers understand the social, ethical, legal
both teachers and students. These standards and human issues surrounding the use of
were also referred to in the development of the technology in support to students learning who
Philippine ICT company standard which include come from diverse background, affirm diversity
the following: to promote the safe and healthy use of
technology resources and facilitate access to
STANDARD 1: Technology Operations and
technology resources for all students.
Concept
ISTE National Educational Technology
This means that the teachers demonstrate a
Standards for Students.
sound interesting of technology operations and
concepts. From how the technology teachers facilitate
learners, outcomes of students learning. Should
STANDARD 2: Planning and Designing Learning
indicate that the following standards have been
Environment and Experiences
complied with.
This standard implies that teachers utilize the
STANDARD 1: Creativity and Innovation
use of technology to plan and design effective
learning environment and experiences. This standard will produce students who
demonstrate creative thinking construct
STANDARD 3: Teaching, Learning and
knowledge, develop innovative products and
Curriculum
processes using technology from existing
Teachers should be mindful that the knowledge.
implementation of curriculum plan, they have
STANDARD 2: Communication and
to include strategies for applying technology to
Collaboration
maximize student learning.
This standard requires students to use digital
STANDARD 4: Assessment and Evaluation
media and environments to communicate and
Teachers apply technology to facilitate a variety work collaboratively to support individual
of effective assessment and evaluation learning and contribute to the learning of
strategies to collect and analyze data, interpret others.
results, and communicate findings to improve
STANDARD 3: Research and Information found in educational technology policies
Fluency worldwide:

Students are expected to apply digital tools to 1. Vision and Planning: Establishing a clear
gather evaluate and use information and plan vision for ICT integration, aligning policies
strategies for inquiry. with broader educational goals, and
providing funding mechanisms.
STANDARD 4: Critical Thinking, Problem-
2. ICT Infrastructure: Ensuring adequate
solving, and Decision Making
power supply, providing sufficient
This standard expects the students to use equipment and networking infrastructure,
critical thinking skills to plan and conduct and addressing connectivity issues.
research, manage projects and solve problems 3. Teachers: Providing ICT-related training
and make informed decisions using appropriate (technical and pedagogical), identifying
digital tools. competency standards, and supporting
teachers in their use of ICT
STANDARD 5: Digital Citizenship 4. Skills and Competencies: Articulating
Is required by this standard that every digital literacy standards, offering related
technology students becomes a digital citizen training and assessment, and supporting
who demonstrates ethical and legal behavior, ICT-enabled lifelong learning
exemplified by the practice of safe, and legal opportunities.
and responsible use of information. 5. Learning Resources: Supporting the
development, dissemination, and
STANDARD 6: Technology Operations and utilization of digital learning resources.
Concepts 6. Education Management Information
Sound understanding of technology concepts, Systems (EMIS): Supporting the collection,
systems and operation is a standard that Processing, analysis, and dissemination of
students should comply with. education-related data to relevant
stakeholders.
UNIT 2: 7. Monitoring and Evaluation: Monitoring
ICT use in education, evaluating its impact
on teaching and learning, and exploring
ICT POLICIES IN EDUCATION: A GLOBAL innovative uses of ICTs in education.
PERSPECTIVE 8. Equity, Inclusion, and Safety: Prioritizing
equitable access to ICT, promoting Ethical
ICT policies are crucial for guiding the
practices related to ICT use, and ensuring
integration of technology into educational
the safety and security of data and
settings. They provide a framework for
appropriate privacy provisions.
addressing various aspects of ICT use, including
infrastructure, teacher training, learning NATIONAL POLOICIES IN THE PHILIPPINES
resources, and equity.
The Philippine government has demonstrated
INTERNATIONAL POLICY THEMES a strong commitment to ICT in education
through various initiatives aligned with the
The World Bank's Systems Assessment for
Millennium Development
Better Education Results (SABER) initiative has
identified eight key policy themes commonly
 Goals and Education for All movements. Key Cyberbullying: This pervasive issue can have
national policies include: devastating consequences for victims, ranging
from emotional distress to social isolation.
 CYBERCRIME PREVENTION ACT OF 20212
(RA 1O175) Privacy Issues: The collection and use of
- This law aims to prevent cybersex, online personal information online raise concerns
child pornography, identity theft, and about data security and unauthorized access.
spamming, but it also makes libel a
Surveillance and Data Retention: The use of
cybercrime punishable by up to 12 years in
electronic communication has led to the
jail.
development of indirect surveillance, where
 DATA PRIVACY ACT OF 2012 (RA 10173)
personal information is used to monitor
- This act protects individuals from
individuals' activities.
unauthorized processing of personal
information that is private and identifiable. E-Waste: The rapid turnover of ICT equipment
 SAFE SPACES ACT (RA 11313) generates significant e-waste, posing
- This law addresses gaps and issues on environmental and health risks due to the
equality, security, and safety of both presence of toxic materials.
women and men in private and public
spaces. ADDRESSING SAFETY CONCERNS
 E-COMMERCE ACT OF THE PHILIPPINES (RA Education and Awareness: Both educators and
8792) learners need comprehensive education on ICT
- This act provides for the recognition and safety.
use of electronic commercial and non-
commercial transactions and documents, Filtering and Monitoring: Schools can
and penalties for unlawful use thereof implement content filtering software and
 EXECUTIVE ORDER NO.810 S. 2009 monitoring systems to restrict access to
- This order institutionalizes the certification inappropriate websites and content
scheme for digital signatures and directs the Clear Policies and Guidelines: Establishing clear
application of digital signatures in e- policies and guidelines regarding ICT use in
government services. schools, including acceptable use policies, social
ICT SAFETY ISSUES IN EDUCATION: NAVIGATING media guidelines, and cyberbullying prevention
THE DIGITAL LANDSCAPE strategies.

While ICT offers immense potential for Parental Involvement: Encouraging parental
enhancing teaching and learning, it also involvement in monitoring children's online
presents various safety concerns that require activities and promoting open communication
careful consideration and mitigation. about ICT safety

KEY SAFETY ISSUES Responsible Disposal of E-Waste: Implementing

procedures for responsible disposal of e-waste,
Inappropriate Content: Exposure to online including recycling and proper handling of toxic
pornography, extremism, self-harm and suicide materials.
sites, and hate sites poses a significant risk to
learners, particularly In elementary grades UNIT 3:
 THEORIES AND PRINCIPLES IN THE USE AND must be balance always, not to spoon-fed, but
DESIGN OF TECHNOLOGY DRIVEN LEARNING not so carefree.
LESSONS
The Cone of Experiences by Dale is connected
EDGAR DALE to the idea of Bruner wherein he classified
three types of learners.
Edgar Dale (April 27, 1900 in Benson,
Minnesota, - March 8, 1985 in Columbus, Ohio) THREE (3) TYPES OF LEARNERS
an American educator one of his famous work
1. Enactive learners
was the Cone of Experience also known as the
Learning Pyramid These are learner's that learn from direct
manipulation and application of concepts they
SOME CONCEPTSOFTHE CONE
have learned. They prefer experiences that
CONCRETE TO ABSTRACT involves the full utilization of their senses.

- Experiences from the bottom are the most 2. Iconic Learners

direct to student, and as it goes upward, the
These learners learn through printed visuals and
more indirect the learning takes place.
auditory. Their level of cognition is quite honed
LEVEL OF ABSTRACTION that they can absorb slightly abstract concepts.

Seemingly, we can say that the manner of 3. Symbolic learner

arrangements with accordance to the Cone is
Abstract Concepts and Ideas can easily be
from easy to difficult as the appearance
managed by a symbolic learner. They can
suggests.
quickly respond to any abstract instructions and
PERCENTAGE OF RETENTION form mental image about something.

(Direct Purposeful Experiences), study shows THE ELEVEN BANDS OF EXPERIENCES

that
1. DIRECT PURPOSEFUL EXPERIENCES
90% of possible information will retain.
Hands-on activities, doing the real thing, and
70% both involves saying and writing. 50% on presenting a realis is an example of this.
what we have heard
2. Contrived experiences
30% on what we see only,
Due to availability and cost effectivity of some
20% on solely hearing, realis and the possibility of bringing them inside
the class is unimaginable, we can use
DEVELOPMENT OF HIGHER ORDER THINKING
alternative such as Models and Mock-ups. Re-
SKILLS
acting the real thing also considered as
The proper blending of concrete abstract Contrived Experiences, just like Classroom
experiences will result the learner into Election of Officers.
developing his/her HOTS. Higher order thinking
3. Dramatized experience
skills.
This learning experience is mostly appealing and
Don't hesitate to provide the best experiences
fun in terms of implementation.
to your learner as possible as you can. There
 4. Demonstration Digital literacy in the 21st century encompasses
a range of skills necessary for effectively
This is showing to your students how to achieve
navigating, evaluating, and creating,
a certain task with series of steps, then letting
information using digital technologies.
them take in the process.
I. The digital Literacies
5. Field and study trips
 Information Literacy
In case you want to study concepts in which
The ability to find, evaluate, and use
materials can't be contained inside the class but
information effectively. This includes
possibly to visit, then study trip experience will
distinguishing between credible sources and
be the best cater your students.
misinformation.
6. Exhibits
 Technical Literacy:
Are tagged also as collection of Mock-ups and
Proficiency in using digital tools and platforms,
Models contained in an area. These are usually
including software applications, websites, and
"for your-eyes" only but some are manipulative
online communication tools.
in nature.
 Communication Literacy
7. Educational television
Skills for expressing ideas and information
Also called as the "window of reality" as it lets
clearly and effectively through digital mediums,
you view some of the happenings in the past. It
such as emails, social media, blogs, and other
consists of continuously moving pictures paired
online forums.
with an audio.
 Media Literacy
8. Motion pictures
Understanding how media works, including the
In contrary to Educational Television, Motion
construction of messages, the role of media in
Pictures are series of continuously moving
society, and the ability To critically analyze
pictures but without an audio resemblance.
media content.
9. Recordings, radio, still pictures
 Collaborative Literacy
This type of experiences lets you hone your
The ability to work with others in digital spaces,
imaginative skill and the senses involved in this
whether through online collaboration tools,
stage were too minimal.
social media, or virtual teamwork.
10. Visual symbol
 Digital Citizenship
Charts, Illustrations, Photographs etc. are some
Understanding how to behave responsibly and
of example of this phase.
ethically online, including respecting others,
11. Verbal symbols recognizing the implications of one's digital
footprint, and engaging in constructive online
The most abstract and indirect learning discussions.
experience of them all.
 Critical Thinking
UNIT 4:
The ability to apply critical reasoning to assess
ICT in Various Content Areas information and media encountered online,
helping individuals to make informed decisions Accessed and used electronically, encompassing
and avoid misinformation. a vast range of formats and functionalities.

 Creative Literacy TYPES OF DIGITAL RESOURCES

The ability to create, share, and remix digital  Digital documents: These are electronic
content, utilizing tools like graphic design versions of traditional documents, including
software, video editing programs, and digital text files, spreadsheets presentations, and
storytelling platforms. e-books.
 Word processing documents: Files created
II. Instructional Design Models
in programs like Microsoft Word, Google
Help instructional designers to make sense of Docs, or LibreOffice Writer.
abstract learning theory and enable real world  Multimedia Files:
application. Images: Digital representations of
photographs, drawings, or other visual
1. Gain attention of the students content. Common formats include JPEG,
2. Inform students of the objectives PNG, GIF, and TIFF.
3. Stimulate recall of prior learning
4. Present the content Examples of Digital Documents in Use:
5. Provide learning guidance
1. Research paper
6. Elicit performance
2. Business proposals
7. Provide feedback
 MULTI-MEDIA
8. Assess performance
9. Enhance retention and transfer This category encompasses various forms of
digital content, such as images, videos, audio
Blooms Revised Taxonomy
files, and interactive simulations.
1. Remembering (recall specific facts)
Images:
2. Understanding (grasp meaning of
 Photographs: Digital captures of real-world
instructional materials)
scenes, often used for personal memories,
3 .Applying (use information in a new (but news reporting, or artistic expression.
similar) situation
Audio:
4. Analyzing (take apart the known and identify
 Music: Digital recordings of musical
the relationships)
performances, often used for
5. Evaluating (examine information and make entertainment, relaxation, or background
judgement) ambiance.

6. Creating (use information to create Video:

something new)
 Movies: Feature-length films, often fictional
ICT and CONVENTIONAL LEARNING MATERIALS or documentary, used for entertainment
to ENHANCE TEACHING AND LEARNING and storytelling.

 DIGITAL LEARNING RESOURCES Interactive Multimedia:

Digital resources are any materials or tools

 Video games: Games that involve You are faced with one major question on how
interaction and control by the player, often to best interpret it all and put it into one
using a combination of graphics, sound, and cohesive information that is quick and clear to
user input. read.

Software and applications: c) IPod/Tablet and the Outline Bulletin

Board
Digital tools designed to perform specific tasks,
ranging from basis productivity applications like Creativity and collaboration are fun! A dull and
word processors and spreadsheets to boring bulletin board can be made interesting
sophisticated software for design, analysis, and when done online. Posts when done with
communication. themed backgrounds, stylish fonts and varied
colors become unreactive to the learners.
 Word processors
 Spreadsheets FLEXIBLE LEARNING ENVIRONMENT
 Presentation software
Flexible learning mode uses a platform such as
 E-mail clients
Moodle, google classroom, Edmodo, schoology,
Websites and online platforms: etc. these are free programs designed for
educational purposes.
Online spaces offering information, services,
and interactive experiences, ranging from social ONLINE DISTANCE LEARNING
media platforms to e-commerce websites and
A new concepts some schools in higher
educational learning platforms.
education institution in the country.
 Social media platforms
MOODLE
 E-commerce platforms
 Content sharing platforms Moodle was created by Martin Dougiamas,
founder and CEO of Moodle. MOODLE stands
CONVENTIONAL LEARNING RESOURCES
for Modular Object Oriented Dynamic Learning
Conventional learning resources refer to Environment which is an open source
traditional methods and materials used in
GOOGLE CLASSROOM AND EDMODO
education, typically those that predate the
widespread adoption of digital technologies. Google Classroom is a free service for teachers
and students. It is an LMS platform that is
 Flip Cards
accessible google account. You can create
 Flip chart
classes and perform your roles and functions as
 Writing board
facilitator of learning. In 2008, Edmodo was
 Rope and Pole Display board
created by Nic Borg, Jeff O'Hara, and Crystal
SELECT AND USE ICT TOOLS FOR TEACHING
They were created as apps that can integrate
AND LEARNING
well with classroom activities.
a) Mobile Phone and the QR Code
SCHOOLOGY
An example of how we can read information at
Schoology is another LMS founded in 2009 by
a quicker speed and in an interesting manner.
Jeremy Friedman, Ryan Hwang, Tim Trinidad
b) using infographics
MASSIVE OPEN ONLINE COURSE
MOOC stands for Massive Open Online Course. Model 4: Online Lab
It is a model for delivering learning content
The online -lab model uses an online platform in
online to any person who wants to take a
delivering the course but located in a physical
Course. It allows one to pursue learning even
classroom or computer laboratory.
outside of university or Higher education formal
structure. Allows interconnectedness among Model 5: Self Blend
people in the world to discuss and share recent
developments in their common field of interest The self-blend model is a system provided by
the school where the students can choose the
EDUCAUSE courses they would like to have in addition to
their typical brick-and mortar classroom classes.
Is a nonprofit association with the mission is to
advance higher through the use of information Model 6: Online Driver
technology.
The online -driver model utilizes a platform and
SYNCHRONUS a teacher that delivers all curricula. Students
remotely work on their program most of the
The teacher called as the online tutor facilitates
time.
the discussion. Using G-meet in holding live
class in an example. Examples include: instant ONLINE COMMUNITIES OF LEARNING/SOCIAL
messaging, video conferencing, webcams, and NETWORKING
chat.
When we consider online networking, internet
ASYNCHRONOUS Users immediat7ely refer to Facebook.
Everybody seems to have a Facebook account
This is when questions or tasks are posted and
and uses this to communicate.
course participants answer the questions or
post their reply at any time convenient to them. WHAT IS NETWORKING?
The LMs, blogs, online bulletin board are some
of the example. When productive relationships are cultivated,
networking woks best. A network is defined as
KINDS OF BLENDED LEARNING that group of individuals who communicates
and connects on an regular basis.
Model 1: Face-to-Face Driver
SOCIAL NETWORKING PLATFORMS
Model 2: Rotation
Different ways to communicate with friends can
In a particular course or subject, students rotate
be through the internet or mobile devices. One
on a fixed schedule between learning online in
can have a personal page where a profile can be
one-to-one, self-paced learning environment
built in a social networking site.
and being inside the classroom with a face-to-
face teacher. THE BENEFITS OF USING NETWORKING SITES
Model 3: Flex Using social networking websites open an array
of benefits for users. The world has become a
This model uses an online platform that delivers
global village through connectivity. The
most of the course. Support to learning is
connection has transcended space and borders.
provided as needed through on-site support or
by an online tutor who facilitates the tutorial or
small group sessions.