COLLEGE DEPARTMENT

BACHELOR OF SECONDARY EDUCATION

LEARNING PACKET IN TTL2

(TECHNOLOGY FOR TEACHING AND LEARNING 2)
Week 8

Prepared by:

LESLIE C. BATIANCELA, MAED-TS

Email: [email protected]

Checked by:

CARMELA G. URMENETA, EdD

Teacher Education Program Dean
INTELLECTUAL PROPERTY DISCLAIMER

This learning resource is a property of Assumption College of Davao. The school

assigned particular of its agents to mass-produce such a resource. No teacher,
instructor, or student is permitted to reproduce this learning resource without written
consent from the school.

Moreover, any manner of destruction of this learning resource is strictly

prohibited and is subject to sanctions under the school policy.

In order to avoid plagiarism, educators and students must:

• properly quote and paraphrase any works of other authors;
• properly cite sources using in-text citation and a separate reference list;
• check academic work for possible plagiarism using checker tools.

Prepared by:

RYAN ARCEL GALENDEZ

Data Privacy Officer
LESSON 8: Productivity Software Applications for Language
Teaching and Learning

Introduction

It is assumed that your teachers and you have using productivity software
applications and/or media tools to enhance the teaching and the learning process of
your courses or subjects in the basic education and in the teacher education program
before enrolling in TTL 2. The common productivity tools that they or you may have
used are word processing software, spreadsheets, and presentations.
At this time, you will ask to recall and share your memorable lessons with the
intended learning outcomes that were fully attained because of the appropriate ICT
integration done by your teacher or by you.

https://images.app.goo.gl/KDvDvHRx3ZWLoyWt7
Learning Outcomes

At the end of the learning session, you will be able to:

● identify uses of productivity software applications in the teaching-learning of

language
● share experiences in using productivity software applications as a language
learner
● explore samples of documents, presentations, and spreadsheets that were used
in delivering learning plans for languages
● report new open-ended tools or productivity software applications that are
beneficial for language learning.

Time Frame: 6 days – (Wednesday-Wednesday) (May 12-19 2021)

GENERAL INSTRUCTION: Read and study Module 3 Lesson 1 of the Technology for
Teaching and Learning 2 book at Odilo Digital Library page 73-100 . Please be guided
by the rubrics found in the appendices below. Make sure to answer all the activities and
process questions COMPREHENSIVELY.
 DEVELOPING YOUR LEARNING PLAN

Instruction: In this activity, you will make a table to map the content of your learning
plan. The table parts are considered, as these are essential in developing a learning
plan and are based on the principles of ICT-pedagogy integration principles. Remember
that this is the starting point of your major requirement in this course and you will be
modifying it as the succeeding activities in the activities and modules are discussed and
developed.
In developing the learning plan summary and learning outcomes, be reminded of
the need to integrate any of the learning approaches (project-based, inquiry-based, and
research-based learning whichever is applicable) to have the opportunity to be able to
evaluate the extent of demonstration of the performance standards of the your unit.
Moreover, you must bear in mind that you also need to integrate ICT in your
pedagogical procedures to make sure that your learning plan delivery will be enhanced
by the appropriateness of your technology integration. This will serve as an evidence of
your understanding and appreciation of the lessons of this course.

Use the following parts for you to make a template/table.

1. The Learning Area of the Learning Plan

- Identify the learning areas in your field of specialization that your plan will
cover. What year level and what grading period?

2. The Specific Coverage of the Learning Plan

- identify the topics which your teaching will cover. Give a brief description of
the main concepts that must be learned by your students during this lesson.

3. K-12 Standards and Competencies

- identify the Basic Education Competencies, with the content and performance
standards, that are targeted by your learning plan. This will ensure that the
students meet important curriculum standards and goals. Focus on few
targeted competencies by your students at the end of the implementation of
the learning plan. Search for the Curriculum Guide from the Official Website
of the DepEd.
-
4. The Learning Summary
- Briefly describe the topics, key activities, student products, and possible roles
that students assume in this project scenario

5. The Learning objectives or Learning Outcomes of the Learning

- Based on the standards and competencies identified by DepEd for the
Learning plan topic, list the general objectives that focus on your learning
concepts.
Note: For further details of each part, visit page 97-99 of your TTL2 book. You
may have a separate document for your answer, respond to the process
questions which follows

PROCESS QUESTIONS
1. Discuss open-ended tools and their uses in the teaching and learning in your field of
specialization. Is the characteristics mentioned for language teaching also applicable in
your area of specialization? Explain.

Open-ended tools are software or technology used by a teacher to do a job. For

example, the program Microsoft Word or Microsoft Excel can be used to build a book of
qualities, attendance sheet, chart and newsletter. Productivity software or
tools makes people more efficient and effective in their daily activities especially in the
field of education and in mathematics. This software is becoming more popular and
more in demand to learn for employment. The three popular applications are word
processing, spreadsheet, and database. All three programs are very useful programs.

Example:

Word processing is commonly used for creating or editing a typed document.

You can alter the format of your work in this program, such as color, size of text
etc. You can also add clip art, modify the margins, spell check, header and footer
using this application.

A spreadsheet used for organizing data into spreadsheet rows and columns.
Data is stored in cells separated into columns and columns. More than 15 million
data can be held in cells. Numbers, equations or functions can hold cells. When
a cell data is altered, all of the associated data will automatically change. Most
tablets let you build macros containing a number of keystrokes and commands.
Many programs can make charts, which is an enormous advantage.

A Database is a collecting system that enables data to be accessed, recovered

and used. Data is kept in rows and columns in tables. The data could include
text, numbers, dates or hyperlinks. When data are entered, the programme, by
comparing a certain value, can validate it or it may have rules. Once your data is
stored, it may be sorted, queried and reported. Sometimes it is called a database
management system. It is much easier to utilize rather than to write down all the
information.

Yes, especially the word processing, speadsheet and database which is as future
teacher this sample of open-ended tools will be a big help for, to organize data and my
lesson to my future student. Engage learners with creative tools and skill building.
Whether you are teaching music, the arts, english and math (or any other subject), you
will surely enhance commitment and promote the application of knowledge with a
productivity tool that enables your students to be creative.
2. Why is it important to integrate ICT in the teaching and learning of your field of
specialization? At what extent you will use or not to use it? Explain.

The importance to integrate ICT in the field of mathematics, mathematics

educators have a special interest in the use of ICT in mathematics classrooms. By
employing ICT as a tool for learning, they can optimize the influence of ICT in the
training of mathematics (Becta, 2003). Integrating ICT in the field of mathematics
provides learners various ways of viewing and interacting with mathematical concepts. .
ICTs are the most powerful when used as a tool for problem-solving, conceptual
development, and critical thinking in mathematics. Using ICT as a tool, students spend
productive time developing strategies for solving complex problems and develop a deep
understanding of the various mathematics topics.

Students can utilize ICT for calculating, drawing charts and helping to solve
difficulties. The most obvious illustration of how to use ICT is when learners use a
computer or something similar to do increasingly difficult mathematics. However,
spreadsheets, computer algebra systems, or graphical calculators can be used to solve
problems by tests and improvement or retrieval methods. Students of mathematics can
use graphical calculators or graph plotters instead of algebra to graphically solve an
equation. Mathematics students can utilize graphical computers or graph plotters to
graph an equation instead of algebra. Students can conduct a statistical analysis of the
data they acquire utilizing the graphical computer's comprehensive statistical features.

3. Despite the demand of teacher education course, what and who inspires you to
pursue your studies? Expound.

Despite the demand of teacher education course, the reasons that inspire me the
most of course, my parents I grew up in a financially unstable family but still, they
provide what we need they taught us how to be contented and how to be grateful for
everything we had. Ever since they are my inspiration why I need to pursue this
program, even this is not really the course I want but it not means I will not do my best
to pursue this course. I know my parents just want what good for me and I do my best to
pursue this course and to have a better job in the future.
And of course my teachers, I look up to them, they taught and teaching us so
well, they guide us and treat us kindly and for those reason, I want to be like them, I
want to teach my students the way they teach us, I want to guide my students to take a
step for their future and I want to be the bridge of every student to achieve their dreams.
I know teaching profession is not an easy one, but I will do my best to give my best to
my future student that to teach them academically but also to teach them values.
 Instruction: In an increasingly digital learning environment, the rapid change of
technology requirements in delivering your area of specialization curriculum is a fact of
life and is inevitable. Hence, in this activity you will be tasked to report some of the
latest and also the emerging hardware and software applications that will be maximized
by any teacher.
Review all the open-ended tools or productivity tools presented in this lesson.
You may also search from the world wide web some new and emerging productivity
tools that were not presented. Fill in table below to consolidate your answers. Do not
forget to answer the process questions.

*Note: You may extend the table

Productivity Skills that can be

Tools Screenshot Features developed by its
usage (relating to
your major)
1
The home and Students can create
student version impressive documents,
includes software for presentations,
word processing, spreadsheets, and
spreadsheets, more with hundreds of
slideshows and free fonts and
presentations, and a templates.
WordPerfect digital notebook. Free
Office X5 trials are available Especially in
although the mathematics they can
productivity suite is be creative in creating
not free. Some their graphics and
templates are also other mathematical
available. Support concepts. Help them
plans are available produce your best
and there is also work in their math
knowledgebase of works or math
frequently asked assignment.
questions.

Easily create
professional-looking
documents, letters,
labels, fax cover
sheets, brochures,
reports, resumes and
 more.

Enjoy hassle-free
formatting with the
unique Reveal
Codes feature.
Open, edit and save
Microsoft Word files,
including the latest
OOXML (.docx) files.

2
Kidspiration is a child-
friendly version of the
popular Inspiration
software. Kidspiration
allows users to Students learn to be
visually display and organize their thoughts
organize thoughts and ideas that only on
and ideas across their assignment but
various disciplines. also in life. They can
Kidspiration This software appeals develop problem
especially to visual solving skills that help
and auditory learners, them organize their
as users can hear ideas in answering
and see words, their math problem and
numbers, and develop discipline in
concepts. Kidspiratio time in doing their task.
n can be used to
generate ideas and
organize information
for a story plot using
the “Picture View”
mode, visually display
math problems using
colored shapes in the
“Math View”, or map
out the relationships
between terms or
characters, using the
outline feature in the
“Writing View.”
3
Students can peer edit
to build better writing
Zoho offers a large skill. Develop or learn
number of to socialize with
productivity software others.
tools, but as far as I
could tell they are not Enables students
packaged together in to work collaborativly
a suite. As of the time on presentation
Zoho of publication, Zoho projects, either
products were free for synchronously or
personal use, asyncronously via the
although the site Internet, critical
stated that business thinking and problem
and corporate users solving in terms of
may be charged. planning and
Some Zoho tools that managing projects, as
may be of particular well as, making
interest include: informed decisions.
Writer, Sheet, Show,
and Calendar.
Support is available.
4

The MultiMedia Students learned to

Works Club (Pea employ critical thinking
1991) is an example skills while conducting
of an application that their own discussions
promotes an to analyze the media
innovative and they had collected,
MultiMedia restructured focus on their chosen
Works conception of topic, and then select
education, taking and logically organize
learning beyond the the media to
school walls. The communicate their
technology used in ideas".
the club, MultiMedia
Works, is based on a
film-making metaphor
and allows students
to combine text,
video, computer
graphics, and sound
to compose, in effect,
multimedia movies
 (Soloway 1991).

The MultiMedia
Works Club was held
after school for
students and
teachers from a high-
poverty area. The
students selected
topics, collected
video and audio
information in the
field, assembled
relevant media clips
for their
compositions,
collaboratively
produced their
compositions,
allowed their work to
be critiqued, revised
their work, and
presented their
compositions to
others (Pea 1991;
Allen 1991).
5

Todoist gives you the Student will develop to

confidence that be time management
everything's especially in answering
organized and all their math
accounted for, so you assignment or task.
can make progress Todoist can help you
on the things that are stick with that
important to you. commitment. Todoist
Start each day feeling allows student to
Todoist calm and in control. organize thier tasks
Focus your energy on inside distinct projects.
the right things. They can easily
Share the workload. organize all the tasks
Personalize your task associated with thier
views. Centralize all coursework by creating
your work in one a project for each class
place. they taking.
 Start each day feeling
 calm and in control.
 Focus your energy on
the right things.
 Share the workload.
 Personalize your task
views. Centralize all
your work in one
place.

PROCESS QUESTIONS

1. Discuss how learning plans using word applications are being created. Include all the
examples mentioned in page 75-81.

One of the most important changes in the way technology is used nowadays in
education is for computers and other devices to be utilized more as learning aids
rather than as teaching tools.. Word processing, desktop publishing, database and
spreadsheet applications, and drawing, painting, and graphing programs are
examples of technology tools. The most frequently used computer-based tool in U.S.
education today is word processing software. Word processors may support higher-
order thinking by allowing students to attend to the composing process, focusing
more on ideas and ways to communicate them than on the mechanics of spelling
and punctuation.
- In creating learning plans with the use of word application, with the ubiquity
of word-processing software applications and the ability of students to quickly
use them, it is not difficult to encode and package learning plans,

Step 1 - Testing Your knowledge of Word Processing Software Application

- Cite the existing software packages known to pupils for word processing. You
can also tell them to research several websites to explore the varieties of
software for word processing.

Step 2 – Viewing the Essential Parts of the Learning Plans

- Though the learning plans in every school in the globe have varying styles
and contents, there are important nonnegotiable aspects of the learning plan
that every teacher must consider. It will help you understand, study and
examine some instances to assist you understand how words processing
software features are utilized to draw up learning plans.

Step 3 – Sharing the Features of Word Application for Scaffolding Student

Learning
 - By examining the distinctive characteristics of Word Application in the
learning plans samples. Like the advantages of establishing a learning plan
with word processing software and its particular features.

2. Explain how to prepare process guides and graphic organizers using word
processing software applications. Include in your explanations all the examples given in
your TTL 2 book.

- There are dozens of wonderful brainstorms and tools on the web for helping
students to prepare and build their skills to write assignments. For some
reason, writing is the most apprehensive chore for many students. In
consequence, teachers are constantly looking for a method of making the job
more fun – or at least less disdainful! The use of graphical organizers into the
process of writing and learning is an excellent method to get kids to think and
interact more freely. Proponents of this approach say it is the most efficient
technique for visual learning. Graphical organizers assist children to perceive
the small details in the large picture. These are fantastic tools to help pupils
shape their thoughts. Graphic organizers' versatility is another big advantage.
They can be utilized in numerous areas to assist learning.

- Explore some process guides that you may implement to help your future
students to do their assignment and performs various tasks supported by the
productivity software application tools. These are the preparation on how to
use process guides and graphic organizers using word processing software
applications.

Step 1 – The Relevance of Providing Process Guides and Graphic Organizers in

Language Teaching
- Discuss the relevance of using process guides and graphic organizers to
allow students to become more efficient and productive in performing their
learning task. Provide examples on how to guide them through the process of
writing, reading, listening, ad speaking.
Step 2 – Examples of Process Guides as scaffold in Language Teaching and Learning
- Brainstorm and analyze some examples of process guides in the language
teaching and learning.
Step 3- Presentation of the Process Guides and Graphic Organizer
- After developing your process guides or graphic organizer packaged in a
brochure, present these to your student. Or let your student do their process
and or graphic organizer then they will present it to their classmate and
provide a rubric.

3. How will you use all presentations you have discussed above in your teaching-
learning process? Can you describe each step how you will prepare your
presentation in order to be effective in the learning of your students?
 - Based on the example of presentation that I mentioned above, the way I will
prepare my presentation in order to be effective in the learning of my student
of course the most important part of a great presentation is preparation. It is a
vital foundation and you should spend as much time as possible avoiding
shortcuts. Good preparation will guarantee that you have thoroughly
considered the messages you want (or need) to express in your presentation.
There are a number of aspects to consider in the preparation of a
presentation. Included are the purpose of the presentation, the topic, the
audience, the venue or site, daytime and duration of the discussion. These
will all affect what you say and say, and the visual aids you utilize to make
your message known.

I should be prepare carefully - give yourself a long time to prepare thoroughly, as your
presentation will be flushed in the final minute.
1. I will use visuals wisely - bear in mind that visual aids should complement your oral
presentation, not repeat it, nor deliver the presentation for you. While your slides should offer a
brief summary of points, or an illustration supporting the concept that you're discussing, you are
the main focus.
2. I will consider your audience - there are many elements you can include in a presentation -
sound, video, hand-outs and questions at the end, for example - so you'll need to think about
which ones are suitable.
3. I will with practice with my friend - you should run through your presentation in full more
than once, ideally in front of an audience. Ask a friend if they'll help you with a practice run.
Make them sit at a distance to check that everyone attending can hear you speaking. It’d be
even better if you could do this practice run in the room you'll be giving your presentation in.
4. Off course I should always be positive - try developing a positive attitude in the days
leading up to the presentation. This may seem obvious and easier said than done if you're shy,
but pull it off and it will make a huge difference to how you perform. Acknowledge your
nervousness but don't let negative thoughts win. Instead of thinking about all the things that
could go wrong visualize a positive outcome and focus on what you can do to ensure it runs
smoothly.
 References

Book

Brawner, D., and Leus, M., (2018). Facilitating Learner-Centered Teaching. Adriana
Printing Co., Inc.

Corpuz, B., Lucas, M., (2014). Facilitating Learning: A Metacognitive Process. Lorimar
Publishing.

Prieto, N., and Vego, V., (2012). Facilitating Learning (Revised Edition). Books Atbp.
Publishing Corp.

Appendices
 Appendix A
RUBRICS FOR ESSAY/ PROCESS QUESTIONS
Criteria Level 4 Level 3 Level 2 Level 1 Score
IDEAS AND What you are writing What you are writing You put thought There is no clear
CONTENT about is clear and about is clear. You into this, but or specific
well-expressed answered the there is no real explanations in
including specific question. Some evidence of answer to the
examples to support may be learning. More question.
demonstrate what lacking or your specific
he/she learned. Well sentences may be a information is
done! bit awkward. needed to follow
Overall, a decent the directions
job. more closely.
USE OF TERMS Your answer included Your answer Only one term No terms from
all the terms from the included several from the lesson in the lesson are
lesson that applied to terms from the used in the used.
the question asked. lesson, answer. Try for a
All terms are fully demonstrating few more next
defined and used in adequate time.
the proper context. understanding of the
material.
SENTENCE Sentenced are Sentences are Some sentences Sentences are
FLUENCY complete and they complete and able to are complete and incomplete or
connect to one be understood. easy to too long, it
another easily when understand. makes reading
they are read out Others require difficult.
loud. Your writing some work.
‘flows’.
CONVENTIONS No punctuation or Use of punctuation The reporter Few end marks
structural mistakes. marks and capitals, delivers the topic or capital
No spelling errors. as well as spelling is with some letters. Answers
Your writing shows mostly correct. Few confidence, using contain
full awareness of the errors exist in your Tagalog and numerous
rules of English use. answer. English with spelling or
grammar errors structural
errors.
Level 4 – 100%
Level 3.6 – 3.9 – 95%
Level 3.0 - 3.5 – 90 %
Level 2.6 -2.9 – 85%
Level 2.0 - 2.5 – 80%
Level 1.6 -1.9 – 75%
Level 1.0 -1.5 – 70%