for Language Education

English/Filipino &

FELINA P. ESPIQUE, PhD

SHIRLEY L. AYAO-AO, PhD

PAFTE
1 L

04.~
~~

//
Technology for Teaching and Learning 2
for Language Education English/Filipino

Copyright, © 2020

by

FELINA P. ESPIQUE, PhD

SHIRLEY L. AYAO-AO, PhD

and

LORIMAR PUBLISHING INC.

ISBN 978-621-8035-89-8

Published by
LORIMAR PUBLISHING, INC.
776 Aurora Blvd., cor. Boston Street, Cubao, Quezon City, Metro Manila
Tel. Nos. 721-2715, 727-3386, 723-1560 Cellphone No. 0918-5375190
Fax (632) 727-3386

Cover design by RONNIE LLENA MARTINEZ

All rights reserved. , No part of this book may be reproduced or transmitted

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photocopying, recording, mimeographing, or by any information and retrieval
system, without written permission from the copyright holder.

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Telefax (632) 727-3386 or send e-mail to [email protected]

S if
 F (Foreword j
Setting new benchmarks for teacher education is no mean task.
This is so in the instance of Project WRITE (Writing Resources
for Innovative Teacher Education) which we initiated on August
4, 2006 that led to the production and publication of textbooks and
workbooks.
It was a yeoman's task to gather our colleagues from Luzon,
Visayas and Mindanao and motivated them to get involved in a
textbook writing process. The best happened such that we were able
to form a prolific partnership as proven by this WRITE publication.
Technology for Teaching and Learning II is aligned with the
Philippine Professional Standards for Teachers (PPST), the standards
of quality teaching in the Philippines. The PPST consist of seven (7)
domains and thirty seven (37) strands and 148 performance indicators
of good teaching. The PPST are focused on the development of the
21 1 Century teacher who can respond to the demands; of the K to
12 Basic Education Curriculum which the Department of Education
began implementing in SY 2012-2013. This textbook is also aligned
with the Program Outcomes common to all teacher education
programs as contained in CMO No. 74-80 and No. 82, s. 2017 and
with the current trends in education such as constructivist, integrative,
interactive, collaborative, inquiry-based, brain-based, research-based and
reflective teaching-learning.
We gratefully acknowledge the authors, Dr. Felina P. Espique and
Dr. Shirley L. Ayao-ao, for sharing their expertise.
This Proj ect7 WRITE publication is one of the latest editions of
the more than 60 publications that are in active circulation throughout
the country. We look forward to more publications that will help
improve teacher performance by enhancing both the pre-service and
in-service phases of teacher education.
Onward to Project WRITE!

BRENDA B. CORPUZ, PhD

MILAGROS L. BORABO, PhD
MARIA RITA D. LUCAS, PhD
ELMER B. DE LEON, DEM
PAFTE, Project Write Committee
 PREFACE
"We need technology in every classroom and in every student in
teacher's hand, because it is the pen and paper of our time, and it is the
lens through which we experience much of our world."
- David Warlick

The knowledge and skills in using educational technologies are a fundamental

requirement that every facilitator of learning should master. In the educational
setting today, educational technologies are major tools, which all teachers and
students, must be armed with. As curriculum develops, educational technologies
also advance. Educational technology and curriculum go together. As curriculum
developers review and enhance curricular programs, schools need to update their
technological resources.
This resource book on Technology for Teaching and Learning 2 in module
form is designed to help the facilitator of the course and the pre-service teachers to
demonstrate all the intended learning outcomes of the three-unit course as per CMO
74 and 75 of the 2017 New Teacher Education Curricula.
Technology for Teaching and Learning 2 is a required course for all the degree
programs in teacher education. The contents of this resource book covers the course
description for the BEED and BSED and BPED Program as provided by the CMO
which read as follows:
• • BEED - This course is designed for prospective teachers to develop and
use digital and non-digital teaching-learning resources using technology
tools appropriate in various subject areas in the elementary level. Further,
the course will provide opportunities for students to use technology tools
to develop project-based collaborative activities and share resources
among communities of practice.
• BSED - TTL 2 is a three-unit course that focuses on the application,
design, production, utilization, and evaluation of Information and
Communication Technology for Teaching and Learning in the Secondary
Language Education, Mathematics, Science, Values Education, and
Social Studies Programs. The major requirement of this course is an
ICT-Irhegrated and Project-based Learning Plan aligned to the K to 12
Curriculum. All the learning activities and course requirements will
revolve around the student-teacher developed Learning Plan.
In the context of the specific field of specialization, the pre-service teachers will
be able to:
1. utilize ICT to promote quality, relevant, and sustainable educational
practices in teaching and learning;" •

¶
iv
 2. develop inquiry-based or project-based collaborative plans and activities
using technology tools;
3. use open-ended tools to support the development of the project-based
collaborative activities in subject-specific application;
4. show skills in the positive selection, development, and use of ICT to
facilitate the production of learning resources in various subject areas;
5. evaluate the relevance and appropriateness of ICT tools and resources based
on the learning context; and
6. use technology tools to collaborate and share resources among communities
of practice.

To ensure that the above-cited course learning outcomes will be demonstrated

by the pre-service students at the end of the course, this resource book is divided
into the following:
Module 1: Learning Plans in the Context of the 215t Century - This module aims
to allow the pre-service or would-be teachers to revisit the curriculum of
their field of speQialization through the curriculum guide provided by the
Department of Education (DepEd). This will allow them to be familiar
with the content and performance standards required for every grading
period in every grade level. This will also allow the students to review
existing samples of learning plans in their field of specialization from
reliable resources. The review will focus on how ICT was integrated in
the learning plan to allow the learners to acquire the identified learning
outcomes or learning objectives.
Module 2: Exploring Inquiry-Based and Project-Based Learning Plans -
This aims to introduce the integration of Inquiry and or Project-Based
Learning (PBL) in planning a unit for a specific course. Using the. inputs
taken from reviewing the DepEd Curriculum Guide of their field of
specializatThn, the would-be teachers will identify which unit can be best
taught using Inquiry-Based and or PBL.
Module 3: Using Open-Ended Tools in Facilitating Learning - This module aims
to let the pre-service teachers plan for lessons that can be best presented
using open-ended tools. The students will be tasked to explore available
open-ended tools according to their discipline and plan to help their,
future students to demonstrate the intended, learning outcomes aligned to
identified contents and performance standards.
Module 4: Creating Student Sample Projects - This module will allow the
students to create student sample projects as digital authors, create
scaffolding materials to support learning, create presentations for
project-based outputs, develop assessment tools for the created projects
and materials after the students have accomplished their ICT-based unit
plans.

V
Fa

Module 5: Developing ICT-Based Instructional Materials -. This module aims

to facilitate activities that will enhance the technological, pedagogical,
content, and knowledge (TPACK) of the students in teaching their fields
of discipline. Their TPACK is expected to be translated to appropriate
instructional materials for their unit plans applying the principles of
universal design for learning (UDL).
Module 6: Showcasing the ICT-Pedagogy Integrated Learning Plan Portfolio
In this module, the students will be required to showcase their portfolio
containing the Unit Plan and all the materials developed for the unit.
Triangulated evaluation will be observed in the evaluation of the content
and presentation of the portfolio.

V1
 : Table of Contents

Page No
Title Page
Copyright Page ii
Foreword
Preface iv
Table of Contents vii
Syllabus viii

j Learning Plans in the Context of the 21St

iuLE 1
Century
Lesson 1: The K- 12 Curriculum Framework 2

ICT Pedagogy Integration in Language

Lesson 2: 10
Learning Plans
Integrating Active Learning Approaches in
2 Language Learning
56
-
........J
Inquiry-Based Learning and Research-Based
Lesson
Learning
Problem-Based Learning andProject-Based
Lesson 2: . 65
Learning

Using Open-Ended Tools in Facilitating

72
.
Language Learning

Productivity Software Applications for

Lesson 1: 73
Language Teaching and Learning

Lesson 2: Student Sample Projects Using Open-Ended

101
Tools

YObYUYYE'••...4 Producing Learning Resources Using

120
Technology Tools

Lesson I:- Characteristics of Appropriate Instructional

121
Materials in Language Teaching

REFERENCES 151

W
COURSE OUTLINE AND TIMEFRAME
Course Content/Subject Matter
SAMPLE LEARNING PLAN
Desired Course Content" Textbooks/ Teaching and Learning Activities (TLAs) Assessment Task Resource lime
Learning Subject Matter References (A TS) Materials Table
Outcomes (54
(DLU) hr.')
Weeks 1-3
Course Outcome 1 Use ICT to develop 21St Century Skills Communication Skills viewing listening, speaking reading and writing skills
Unit Topic Using ICT in Developing 21st Century Skills/ICT in the 21St Century Skills
Analyze language A. K to 12 English DepEd Curriculum A TLA1. Guide the students to go over the Repertory grids K to 12 4
learning plans and Filipino Guides for English and K to 12 Curriculum Framework for English/ that present Curriculum hours
in the context of Curriculum Filipino (2015). Retrieved Filipino (secondary level) to familiarize them units from the Guides for
the 21St Century Framework from http://www.deped . with the intended learning competencies of curriculum English and
communication gov.ph/k-to- 12/curriculum- every year level, guide vis-â-vis Filipino
skills B. 21St Century guides/Grade-1-10 its identified
Communication B TLA1 Guide the students to review 21St Century Sample
skills 21st Century some units in the curriculum guide with communication Leaning or
Communication focus on the development of 21 It Century skills and ICT tools Unit Plans
Skills, Education and communication skills: viewing, listening, that will enhanced
Competitiveness. (2008). speaking, reading and writing skills its acquisition
Partnership for 21st
Century Skills. Retrieved B TLA 2 Lead them to the specific units that
from http://www.p21.org/ can be best taught with the use of existing Short Briefing
storage/documents/2 1 st_ ICTs and let them rationalize why. Paper describing
Century skills _education _ leming activities
and— competitiveness_ C TLA 1. Based on the identified units, that integrate
guide.pd let students plan for at least 1 or 2 major 21st Century
learning activity/ies that will facilitate the communication
development of 21st Century communication skills development.
skills in their lessons. Let them share and
justify to the whole class at least one activity
they have constructed.
 A. Learning Digkw! Citizenship P TLA 1. Present introduction about digital
Activities (2016). Retrieved from citizenship. A basic concept map may
to develop http://www.iste.org/ be shown to let students have an initial
viewing, standards/standards/for- background of what digital citizenship
listening, students-2016 is. Relate this to the 21st Century
speaking, communication skills that were presented
reading and UNESCO (2016). in the previous activities in this unit. After
writing skills. Fostering Digital the short introduction, let students open a
Citizenship. Retrieved sites where people can comment on a post
from http:!Iwww. (could be their FB accounts--this will be an
unescobkkorg/education1 opportunity for the teacher to process what
B. Promoting ict/resources/publications/ students post on their FB). Let them show a
Digital elibrary-themes/teaching- post where they got offended or they think the
Citizenship and-learning/fostering- comments were offensive. Have them share
digital-citizenship-through- what they felt while reading these comments.
safe-and-responsible-use- Process their ideas by relating the concept of
of-ict/ digital citizenship.

D TLA 2. Present a case of plagiarism of

online materials by teachers and students.
Discuss the basics of copyright and fair
use guidelines for teachers. Ask ways by
which teachers and students can show digital
citizenship always when they utilize digital
resources.

Enhance the C. Revisiting UNESCO Learning E TLA 1 Guide the students to explore on Annotations on 2
language learning of Language Plans. Retrieved from existing samples of unit plans in English and how some ICT hours
plan to develop learning plans: http://ictinedmbm- Filipino. tools may enhance
2 l 11 Century integration of myanmar.wikispaces.com/ sample unit plans
communication 21St Century Course+3±Materials E TLA 2 Instruct the students to review in language
skills through communication existing language learning plans and identify
[CT integration skills and ICTs some learning activities they may suggest that
may enhance 21St Century communication

Syllabus - Technology for Teaching and Learning 2 ix

 Intel Unit Plan Index, skills integration. Let them write them write
Retrieved from https:// these and discuss in class.
grage.intel.com!docs/
D C-5203 8#nine twelve E TLA 3 Facilitate a discussion by asking
the students to choose which specific unit
from the curriculum guide they can work
on for their unit planning which should
be ICT-integrated. Let them explain how
ICTs will enhance the development of the
21St communication skills or competencies
required in the curriculum guide.
Weeks 4-6
Course Outcome 2: Develop project- and problem-based, collaborative activities using technology tools
Unit Topic: Developing Problem-based and Project-based Instructional Plans
Explain how A. Nature of The 2013 Free Education A TLA 1. Review samples of project based Developed
project-based Project- Technology Resources, learning plans in language learning (see checklist of hour
and problem- based and (2012) Retrieved from https://engage.intel.com/docs/DOC-52038). the elements of
based learning problem-based http://humber.ca/centrefor- Download desired samples and let students problem- and
can facilitate approaches teachingandleaming/assests/ review each plans. Provide local DepEd project-based
language in language files/Teaching%20Resourc- samples of learning plans for further review, approach as
acquisition or acquisition es/2013 EmergingEdTech Let students formulate concepts on problem- evidence of their
development of a Problem- Free-Education-Technolo- and project-based learning based on the understanding
communication based gv-Resources-eBookpjf samples reviewed. Lead the students to the of the reviewed
skills. learning in identification of technology tools used in the learning plans.
language sample learning plans and have them describe
acquisition how these tools were used in the learning plans
to achieve the competencies intended.
b. Teaching
A TLA 2. Comparison of the difference of
Filipino with Problem and Project Based Learning (use
Projects! htip://www.edutopia.org/blo2/pbl-vs-pbl-v s
xbl-john-larmer) -Give time for students to
based read the article. Using the observations in TLA
approach I and the concepts in the website reviewed,
let students prepare a table comparing the two
approaches.
Syllabus - Technology for Teaching and Learning 2 x
 Motteram, U, (ed.). 2013. A 'ILA 3. Let them form quads and choose
Innovations in learning units from K to 12 curriculum that can
technologies for English be targeted for the application of the two
language teaching. approaches. Give them time to brainstorm
Retrieved from https:// and justify their choices to the whole class.
www.teachingenglish.org .
uk/sites/téacheng/files/ A TLA 4. Divide the class into four and
C607%201nformation%20 assign each group according to quarters from
and%20Commurncation the K to 12 curnculum In each group divide
WEB%2 QONLY FiNAL them in smaller groups of 3 or 4 members
pc!f Let them choose a unit based on the outputs
in TLA 3. This unit will be adopted for the
preparation of their learning plan for the next
topic There should be no repetition of units

Explain parts of a A Basic Parts of a DepEd Order no 70, s B TLA 1 A day before, let students go Developed UNESCO 2
project-based and Learning Plan 2012 over the repertoire of sample learning plans Learning Plan Learning hours
problem-based for English! Guidelines on the reviewed during the first 3 weeks or those Template (may Plan Tern
learning plan for Filipino (DepEd Preparation of Daily with DepEd Have them review the parts and benchmark from plate
language sample LP may Lessons describe the contents of each part Focus their DepEd, UNESCO,
be used) http://www.deped.gov. attention on the parts where the elements of Intel and other
ph/sites/default/files/ problem-based/project-based learning should Learning Plan UNESCO TPACK

order/2012/DOs201270. be integrated. Let them identify from the Templates)

pif sample plans the main learning activity that
will require students to do inquiry activities
or create projects Lead students to the part of
the sample plan where the problem or project
activities are indicated

B TLA 2. Present to the class some

samples of Learning Plan Assessment tools
(UNESCO) that will guide them to review
provided sample

Syllabus - Technology for Teaching and Learning 2 xi

 Create student B. Creating B TLA la. Facilitate a discussion on the role Designed student
outputs using student sample of students as digital authors. Let students samples for the hours
computer projects using review their chosen competencies for their unit identified
application open-ended unit and plan the integration of sample Example
• programs tools projects as evidence of the learning of . Digital
as evidence a. Students as students in the unit, storytelling
of language digital authors using
learning B TLA 2b. Show sample, of a digital claymationl
b Creating storytelling using claymation/ stop motion stop motion
a digital animation. Elicit their observations in animation
storytelling relation to the language skills that are (presentation
output using developed through this output. Demonstrate software)
claymation/ how this is done basically. Present tools
stop motion they can use for editing of their digital . Developed
animation storytelling output. Let them brainstorm student
c. Creating about the possibility of this type of output to project sample
scaffolding be integrated in their project-based unit plan. using Digital
materials Authoring Tools
to support B TLA 3c. Post a question on how they Can
learning help their future students in accomplishing . Created
student projects like digital storytelling, presentation of
d. Creating the project
Emphasize the role of scaffolding in learning
presentation and finishing required tasks to realize the
for project-
competencies set for the unit. Give time for
based output the students to prepare sample scaffolding
material in relation to the project idea in
their unit.

B TLA 3d. Let students brainstorm on the

uses of spreadsheet in teaching language!
English/Filipino. Let them review their
unit plans again and see the possibility of
including this as part of the project idea to be
implemented in the unit plan.

Syllabus - Technology for Teaching and Learning 2 xiv

Prepare IMs that X'1ii'IM" C TLA 1. Give time for students to plan Created teacher
will enhance using open instructional materials that they will use scaffolds or IMs for hours
language ended tools in teaching the topics in their chosen the unit plan using
learning in teaching unit considering their objectives. Sample open-ended tools.
utihziffg language units presentations may be viewed from the site Examples are
selected open posted in Unit 1 Highlight the fact that • Handouts (Word
ended tools in these are samples that can be their guide in Processing)
delivering the planning and creating their own IM. • Project Guide
learning plan (Word process-
C TLA 2. Let students create their IMs using ing)
their laptops or desktop in the computer . Storyboards for
laboratory. Supervise the completion of their the unit presenta-
IMs. Set a time for students to showcase tion or project
their IMs for peer evaluation, presentation
(Word Processing
Project imple-
mentation plan or
timeline (Word
Processing and
Spreadsheets)
Project pres-
entation and or
dissemination
(Presentation and
Publication appli-
cation programs)
B. Revisiting of D TLA. Before letting the students proceed Revised unit
Project-based to their unit planning, remind them of the plan with the hour
o Problem- alignment of the competencies, objectives, integration of IMs
based and learning activities and IMs that will be created together
learning plan integrated in the procedure of the unit plan with sample
integration It would be good to prepare a checklist of project/s
of student the required elements in their unit planning
samples and to be in keeping with the expectations for a
teacher-made project-based/problem-based unit plan.
TMs
Syllabus - Technology for Teaching and Learning 2 xv
 C. Learning Plan Using a Learning Plan assessment tool (e.g.,
Assessment UNESCO Learning Plan Assessment tool),
let the students assess the learning plans of
the other groups (peer assessment)
Week 10-12

Course Outcome 4: Produce learning resources using technology tools in various subject areas
Unit Topic: Producing Learniig resources using technology tools
A. Human and GDC Team.(2016). 50 A TLA 1. In a tabular form, let students Accomplish a 2

Identify \Tarious non-human Education Technology list down human and non-human learning table with two
instructional learning Tools Every Teacher resources/instructional materials that are columns writing
materials (IMs) resources! Should Know About. possible in realizing objectives in teaching human resources
and technology instructional Global digital Citizenship a lesson. Let students describe the learning on the first column
tools in language materials/ Foundation Retrieved resources they have listed in each column and non-human
learning B. Technology from Have them share the conditions when these resources on the
tools for https://globaldigitalcitizen . resources are to be used in the classroom. second.
teaching org/SO-education- Conclude the activity by emphasizing on
English/ technology-tools-every- the need to use varied materials in teaching
Filipino teacher-should-know-about considering the diversity of learners,, Answer scavenger
• hunt
Palmer, T. (2015). 15 A TLA 1. If technology tools were not
Characteristics of a 21St mentioned in the previous activity, lead the Make a list of
Century Teacher, students to the idea that humanarning technology
http://www.edutopia . resources may not be enough inteaching tools with the
org/discussionlls in the 21st Century. Elicit reactions to the justification ol its
characteristics-2 1st- posited idea. Let them justify their responses. possible integrut ion
Century-teacher Note these on the board for processing after in their unit plan.
the sharing. Ask the students to synthesize the
ideas on the board and write a bigger concept
that will encompass all the ideas shared.

Syllabus - Technology for Teachinci and Learnina 2

 B TLA 1. Have students answer with time
limit a scavenger hunt activity by pair for
locating technology tools being described.
This will be done in a computer laboratory
with internet access. If there is no net access
just let students list as many as they can
under time pressure. After the due time, let
them exchange papers with 3 other pairs
and find out the most common technology
tool that students are familiar with. Let other
groups sign their papers as evidence that
they actually shared their answers with other
groups. Summarize by tallying the responses
shared. Ask students to formulate a simple
conclusion about the Ubiquity of technology
tools that can be utilized by LanguageS
teachers.
B TLA 2. Let students open the site provided
in the resource section and explore the
various technology tools enumerated in
therein. Give ample time for them to read and
note the tools that they think they can use
in their chosen unit. Let them write a short
justification for the tool to be integrated in
their unit plan.
Explain the A. Characteristics C TLA 1. Facilitate a discussion on the Prepare a checklist/ 2
characteristics of Good/ characteristics of good instructional tools rubric for choosing hours
of good! Appropriate by using a multimedia presentation. Show the appropriate IMs
appropriate IMs IMs and sample technology-based IMs for students to and technology
and technology Technology observe. Ask them to note some observations tools for teaching
tools in learning tools for later discussion. Post a question on the
language importance of choosing the right tools for
their unit plans.
Syllabus - Technology for Teaching and Learning 2 xvii
 C TLA 2. Let students work by quads
and have them prepare a checklist of
characteristics of a good/appropriate IMs
and technology tools using their noted
observations of the samples presented in
the previous activity. Have the different
groups share to other groups their checklist
and give feedbacks on the other groups'
output. Let them finalize their own output by
incorporating the feedbacks they received.
Come up with just one checklist for the class
to use in their output in E TLA 1
B. Principles About UDL D TLA 1. Considering the diversity in the Online Treasure 2
of Universal http://www.cast.org/our- classroom, ask students how they might Hunt (0TH) hours
Design for work/about-udl html# be able to prepare learning activities and output on
Learning V4nuOzUppbH resources that will cater to the varying needs ICT tools that
(UDL) of students. Group the students with 10 demonstrate UDL
Guidelines Free Learning tools members in each group Let them research principles
htto://www.cast.org/our- on some ICT tools in language learning
work/learning-tools.html that demonstrates the principles of UDL.
Let them ptesent their research in class and
evaluate how they may consider the UDL
principles in preparing for their IMs in their
chosen unit as planned.
D TLA 2. Ask them to design an TM for
their specific unit that will incorporate the
principles of UDL. This TM should target
the acquisition of the competençies of the
chosen unit.
Create C. Creating teacher E TLA 1. Have students use the handout for Create - IM using a Tech for 3
appropriate IMs :
productivity the principles of UDL as they finalize their technology tool of Teachers hours
using technology materials using TM. Allow students to work on their IM and their choice http:I/www.
tools in learning technology show the part of the unit plan where this will
language tools be used
Syllabus - Technology for Teachinci and Learninci 2 virM
 (How is this Give them the chance to choose the teachto-
djfferent from technology tool/s that they will use in morrow.
open-ended preparing their IM. Let them use the Use checklist to orgleduca-
tools which checklist that was created in the previous assess student tion-tech-
are also unit discussion. output
technology gy-tools/
tools? identify F TLA 1. Let students spend time writing
these-seems to their unit plans integrating the concepts and
overlap with tools discussed previously.
Unit 4C)
A. Revisiting of
PB learning
plan:
incorporating
technology
tools in
preparing IMs
in introducing
the unit
Weeks 13-15
Course Outcome 5: Evaluate the relevance and appropriateness of ICT resources in Language Learning
Unit Topic: Using ICT resources for Language Learning
(2016).Using A TLA 1; Give a word puzzle that contains Listing of 2
Characterize Digital Resources. Deakin a mixture of digital and non-digital resource characteristics of hours
ICT resources A Characteristics University. Retrieved from examples Let students find the words digital and non
of ICT tools http://www.deakin.edu . that they consider as resources. After their digital resources
- for Language au/students/study-support/ answers are checked, organize the words
Learning referencing/digital-sources according to its type. Let them post these
on the board for checking and finalizing the
list. Ask them to justify why they consider
the examples as digital or non digital
resources. As an output, let them give the
characteristics of the two types of resources.

Syllabus - Technology for Teaching and Learning 2 xix

Determine the B. Relevance and B TLA 1. Present ist of learning activities Write a 2
relevance and appropriateness with their respecti digital and non digital justification of hours
appropriateness of digital and resources. A case enario can also given their decision
of ICT resources non-digital to students for them to decide which type on the scenario
based on the resources of resources are appropriate for them to presented
learning context adopt in delivering the learning activity.
Ask students what they considered in their
decision. Let the class contribute other
factors to consider in noting the relevance
and appropriateness of digital and non-
_______________ digitar resources.
Develop C. Assessment C TLA 1. Using the ideas generated and Create rubric/rating 5
assessment tools for noted in the previous activity, let students scale for evaluating hours
tool to evaluate selecting work by pairs and create an assessment tool digital and non-
relevance and relevant and (rubric/checklist/rating scale) to evaluate digital resources
appropriateness appropriate the relevance and appropriateness of digital
of ICT resources digital and non- and non-digital resources. Give them 30-40 Accomplish a
to the learning digital resources minutes to encode or write in word format. Learning log about
context Let them format their document so that it their experience
D. Revisiting of could be ready to use. in creating and
PB learning . C TLA 2. Let them validate their assessment validating their
plan: integration tool by working with English practice own tool
of the use of teachers who pr.epared resources for their
digital and demonstration. Let them pass the tool after a Revise unit plan
non-digital, week. Have them reflect on their experiences incorporating the
resources and and key learning in developing and validating principles of using
assessment tools their assessment tool. digital and non-
in the language D TLA 1. Let students revisit their unit plans digital resources
Learning Plan and do some revisions to incorporate the
procedure resources they may integrate in the lessons
for the whole unit. Give ample time for
unit planning. Highlight the importance of
going back to the competencies chosen and
how these will be achieved in the learning
activities with the digital and non-digital
resources identified.
Syllabus - Technology for Teaching and Learning 2 XX
Weeks 16-17
Course Outcome 6: Use technology tools to collaborate and share resources among communities ofpractice
Unit Topic: Technology tools for collaboration
Online Teaching Tools and A TLA 1 Facilitate a collaborative activity Students write Sample 3
Identify features A. Features and Resources. (2016). Yale where students will reflect on the essence of a reflection on sites to be hours
and uses of Uses of ICT Center fot Language Study. collaboration in general. Start by grouping a whole sheet of reviewed
ICT tools for tools for Retrieved from the students with 6-8 members. Provide paper highlighting for the
collaboration collaboration htip:Hc l s.yale.edu/onl ine-_ individual cut-outs of body parts given to the importance groupings
aild sharing of and sharing teachingJthols-resources each thembers completing all the body parts. of collaboration 1. Wikis.
resources among resources in Let students post on an assigned corner in - and their role in (2016).
communities of Language the classroom one by one as their body part developing this in Center for
practice Learning is called to post. A Manila paper can be used their students. Teaching.
a. Wikis for creative for posting the body parts. When everyone Vanderbilt
writing is called and has posted, let the other groups University
b.Blogs for journal move from one corner to another to see the Accomplish https://cft .
writing outputs of the others. Let them take note of K-W-L chart vanderbilt.
c. Social - their observations to be shared during the edu/guides-
Bookmarking . whole class discussion. Have the class look Submit link of sub-pages/
for collaborative again at their outputs and let them name their accounts created by wikis!
research in creation which will represent the essence students for,wikis, -- explore
English or of what, they have done. Process the whole blogs and social wiskispac-
Filipino Others? activity by asking how they accomplished book-marking sites es, google
their output. Fish out the key word (diggo/delicious. sites and
"collaboration" from the students and elicit corn) PBwiki
ideas to be noted on the board. Ask students (and other
to share their ideas on the importance of sites that
collaboration in real life situations. Present a Submit tabular may be
short discussion of the nature of collaboration presentation of the used for
as a 21st Century skill. Conclude the session uses and features collabora-
by asking students to write a short reflection of collaborative tion), 2)
on the relevance of collaboration and their tools and resource
roic in developing this in their students, sharing

Syllabus - Technology for Teaching and Learning 2 xX

 A TLA 2. Ask students to accomplish a
K-W-L chart for the topic on ICT Tools for
collaboration and sharing resources. Provide a
template or students will just be instructed to
prepare the chart. Let the students share their
ideas to the whole class. Encourage students
to share the collaborative tools that they
already know and tell how they are utilizing
these tools for learning. Let them share what
features they like in the tools that they are
using.

A TLA 3. Group students into triads. and

instruct students to browse the assigned sites
(found in Resource materials) or tools (wilds,
blogs, social bookmarking sites-diggo and
delicious) and note the key features and uses
of the tools. Encode these on a table. Let
them explore the sites and create their own
accounts in the process. Give ample time for
them to accomplish signing up.
A TLA 4. Let the different groups share
their explored sites focusing on the features
and uses of these to them as future language
teachers. Give inputs highlighting the role
of the ICT tools in teaching in a language
classroom. Give handouts as needed to serve
as scaffold for students.
Engage in a B. Communities
Community of of practice/
Learning (COL) community
for language of Learning
teachers and for Language
learners teachers
Syllabus - Technology for Teaching and Learning 2 xxii
 (local and B TLA 1. Ask students to group themselves Accomplish a Online 2
international) and make a word cloud for COMMUNITY. checklist for Community hours
A. Effectiveness . They can create this online (e.g http:/Iwww. evaluating online for Teachers
of COLs in edudemic.comlword-cloud-generators/) or communities of English
professional they can just create using recybled bond Language A
Learners
development paper or manila paper if there is no net Report)
of teachers access. Let them present their work to another Use multimedia http/Iell
(According two groups Process the activity by asking presentation rubric stanfoi d
to research the common words generated for the word for their output. edu/sites/
articles) ; given. Facilitate a synthesis of generating default/files/
their working definition of online community. pdf/aca-
Let students work in pairs and browse the net demic-pa-
and find online communities for Language pers/l 3-Lu-
teachers. Using a checklist (to be created) cas%20Wil-
for evaluating an online community, allow linsky 420
Online % 2 0
ample time for them to find out relevant Communi-
communities. Let them share at least two ty
that they have reviewed and justify why they NAL_0.pdf
recommend such sites. (Permission
to be sought
B TLA 2. Show a presentation of the function as needed
and features of communities of learning for distribu-
(COLs). Ask how students may benefit tion.)
from these COLs even if they are only
students. Encourage them to look for free American
Council on
COLs that they can sign up to considering
the characteristics of good sites for their of Foreign
specialization. For local organizations, inform Language
them of the PAFTE organization, its vision (Sample
and mission. Online
community
for English
teachers)
http:I/com-
rnunitv.actfl.
org/home
Syllabus - Technology for Teaching and Learning 2 X ii
 C TLA 1. Group students and have them
search for at least 3-5 peer reviewed research
articles (e.g from EBSCO) that talk about the
effectiveness of being a member of COLs.
Let them note down key findings and present
these through a presentation software. Give
them a multimedia presentation rubric (to
be made yet) to be used for peer evaluation/
teacher evaluation of their output. Highlight
the key points from the presentations and
synthesize by asking them how COLs can
help in the professional development of
Language teachers.
Design a B. Revisiting of Accomplish a 2
collaborative PB learning D TLA 1. Have students plan for a collaborative hours
activity using plan: collaborative activity using the appropriate learning activity
appropriate integration of collaborative tool that can be integrated
technology tools collaborative in the learning activities of their unit. Accomplish a
activities in Revise their unit plan to accommodate the revised plan
Language collaborative activity drafted.
Unit plans D TLA 2. Let the students organize their Organize a
unit plans to complete all the needed outputs portfolio
that were required in each unit. Provide
a checklist of the elements they have to
complete.
Implement C. Demonstration £ TLA 1. Give time for students to organize Accomplish a 4
the designed of designed their instructional materials for their checklist for the hours
ICT-based learning plans microteaching. Provide the microteaching cothponents of the
collaborative rubric a day/week before the actual unit portfolio
activity implementation of their unit plan. Let
them microteach only the part where the Microteaching
technology integration is supposed to take rubric (peer and
place in the unit, self-assessment)
for teaching a
Language unit
Syllabus - Technology for Teaching and Learning 2 yyn,
 E TLA 2. Before the actual teaching, give Reflection paper
the rubric to the peer evaluators. These on student
rubrics will be handed right after the implementation
demonstration. Process the highlights and to chronicle their
lowlights of the demonstration activity microteaching
by letting the peer evaluators share their experience.
comments based on the rubric used. Provide a scaffold
question for their
E TLA 3. Let students write their reflection reflection. This
on their microteaching highlighting their key can be posted via
learning and their area/s of improvement, the class blog
site. (Paper will
be used for their
reflection if there
is no access to the
internet.)

A. Course F TLA 1. Prepare the survey questions to be Use survey Teacher

Reflection posted in survey monkey that will be sent to monkey link (to will sign hour
(optional) students to get their feedback on the course be prepared) up for an
The results will be used for improving the account
activities in https://
www.sur-
veymon-
key.com

Syllabus - Technology for Teaching and Learning 2 xxv

 Suggested Anders, A. (2015). Theories and applications of massive online open courses (MOOC): The case of hybrid design. International Review of
Readings and Research in Open and Distributed Learning, 16 (6).
References Chen, Y. (2015). Linking learning styles and learning mobile facebook. International Review of Research in Open and Distributed Learning.
Graham, C.R. (2004). Blended learning systems: Definition, current trends, and future directions, In C. J. Book, & C.R. Graham, Handbook of
Blended Learning Global Perspective LocalDesign. San Francisco,-, USA: John Wiley & Sons, Inc.
Nti, K. (2015). Supporting access to open online courses for learners of developing countries. International Review of Research in Open and
Distributed Learning, 16 (4)
Picciano, A.G. (2015). Planning for online education: A systems Model: Online Learning, 19 (5).
Scott, et al. (2015). UDL in online college cóursework: Insights of infusion and educator preparedness. Online Learning, 19 (5).
UNESCO (2006). ICTs in education for people with special needs. Moscow, Russia: UNESCO Institute of Information Technologies in
Education.
Watson, J., et al, (2015). Promising practices in blended online learning using online learning for credit recovery: Getting back on track to
graduation. Inacol, The International Association of K-I 2 Learning.
UNESCO (2016). Supporting competency-based teacher training reforms to facilitate ICT-pedagogy integration. Retrieved from https:!/
ictcompetenciesforteachers.wikispaces.com!About+the+Project.
UNESCO (n.d.) Directory of ICT resources for Teaching and Learning of Science, Mathematics and Language. Retrieved from http:!/www.
learning-science-mathematics-and-language!
UNESCO (2016). ICT in education: Mobile broadband in Myanmar. Retrieved
Top 25 Ed Tech Books.
https:!/edtechdigest.wordpress.comllists!top-25-edtech-books/
This site lists potential references for TTL 2.
Course Assessment tools (rubrics, checklists,
Requirements Unit Plan or Learning plans
Learning Plan
Portfolio
MicroteachingiDemonstration teaching
Grading Prelims
System Midterms Finals
Classroom • Turn in original outputs as required.
Policies , • Fair Use Guidelines in using Multimedia materials should be considered everytime online resources are utilized.
Websites that are integrated in the unit plans should meet the criteria for reliability, timeliness and relevance.
Prepared by:
Felina P. Espique, LPT, PhD
Shirley L. Ayao-ao, LPT, PhD
Syllabus - Technology for Teaching and Learning 2 yyv
 Module 1-Learning Plans in the Context of the 2V Century
Lesson 1 -The Kto12CurriculumFramesrk

YYT
Learning Plans in the
Context of the 21st
I 1

Century
Jearning: Outcomes

At the end of the Module, the students should have:

• discussed the role of technology for teaching and learning in
the light of the K to 12 Curriculum Framework;
• reviewed the K to 12 Curriculum Guide focusing on the
development of 21st Century skills;
• reviewed learning plans from various sources that integrated
ICTs in the teaching learning process;
• planned activities integrating ICTs that would facilitate the
development of 21st Century skills required in the curriculum
guide; and
• brainstormed about digital citizenship and related this to the
development of 21st Century skills among learners.

•nrr1fi
The basic education curriculum of the country was enhanced with
the implementation of the K to 12 Curriculum. The K to 12 Program
covers Kindergarten and 12 years of basic education (sIx years of elementary
education, four years of Junior High School, and two years of Senior High
School [SHS]) to provide sufficient time for mastery of concepts and skills,
develop lifelong learners, and prepare graduates for tertiary education,
middle-level skills development, employment, and entrejreneurship.
The implementation of the K to 12 Curriculum is expected to contribute
to the country's development in yarious forms. It is believed to be necessary
to improve the quality of our education which is critical to our progress as a
nation.
 One of the features of the K to 12 curriculum is the requirement to equip
every graduate with the following skills:
• information, media and technology skills;
• learning and innovation skills;
• effective communication skills; and
• life and career skills.
The development of these skills can be done with the aid of technologies
for teaching and learning which is the focus of this course. This course aims
to present activities that will prepare pre-service teachers to integrate ICTs in
the teaching-learn jng processes in the various fields of specialization. It aims
to help pre-service and in-service teachers to expand the boundaries of their
creativity and that of their students beyond the four walls of the classrooms.
It aims to enable teachers to discover the power of computer technologies as
teaching tools for greater learning.

I I
The K to 12 Curriculum Framework

'(9
At the end of the lesson, the learner should be able to:
• discuss the salient features of the k to 12 Curriculum
requiring ICT-pedagogy integration skills.
• analyze the learning competencies of every year level
according to the field of specialization of the pre-service
teachers.
• review some units in the curriculum guide with focus on the
development of 21st Century skills.

Exute ]

Step 1: Knowing Each Other

At this time, introduce yourself and meet other classmates by
choosing any kind of educational technology to represent your personality
and profile. The information you will get from your classmates from the
activity will be valuable information for you to use as you complete this
module and the succeeding modules.

2 Technology for Teaching and Learning 2

for Language Education - English I Filipino
 Introduce yourself to the group using a specific technology thkt was
introduced in TTL I or that you have been using to represent you Explain
why you selected that technology.

Step 2: Recalling Technology for Teaching and Learning Lessons

In a group with 4-5 members, share the learning outcomes you were
able to demonstrate well in TTL 1. Reflect and share why these learning
outcomes were demonstrated well in the class. Moreover, identify the
intended learning outcomes in terms of knowledge and skills in TTL 1
that you were not able to demonstrate in the class. Discuss how you can
help yourself as a class. Demonstrate these to ensure that you can cope
with the requirements of Technology for Teaching and Learning 2.

Step 3: Reflecting. on Technology-based Learning Experiences

Recall how your teachers in your field of specialization used
information and communication technologies to help you understand some
concepts in your lessons.
Identify the specific lesson and learning objectives of your teacher.
Were you able to understand the lesson and demonstrate the learning
objectives with the teacher's integration of ICT? Why?
If you are to enhance the ICT used by your teacher, how will you do
it? Will you use the same ICT or will you modify how it Was integrated?

The implementation of the K to 12 Curriculum of the Department

of Education paved the way for the enhancement of the Teacher Education
Curriculum of the Commission on Higher Education (CHED). The salient
features of the K to 12 Curriculum have been thoroughly considered to ensure
that all the courses in the teabher education program will meet the demands
of the 21 1t century classrooms. One of the considerations is the need to
implement the following salient features of the curriculum through integrating
technologies for teaching and learning. The use of technologies is done in the
different levels of learning and in teaching the various fields of specialization.

1. Strengthening Early Childhood Education (Universal

Kindergarten)
With the Universal Kindergarten program of the Department,
every Filipino child is expected to have access to early childhood
education. This access can be facilitated using technological tools that
are readily available to the school for teachers' use.

Module I -Learning Plans in the Context of the 21' Century

Lesson 1-The Kto 12 Cuniculum Framework
3
 The use of technology in Kindergarten by various schools is very
evident in teaching the kindergarten pupils the alphabet, numbers,
shapes, and colors through games, songs, and dances in their Mother
Tongue.

2. Making the Curriculum Relevant to Learners (Contextualization

and Enhancement)
Research shows that learners will value a curriculum that
is relevant to their lives Students are often heard saying, "Do I
need to know these to live a meaningful life?" "How will I use
this lesson in the actual workplace?" "What is the relevance of this
to me?" and so on. The answer to the question of relevance is vital
to help the teachers think of some ways by which they will be able
to let their students realize that their daily lessons are of good use
to their personal well-being and to their professional preparation
Sara Bernard (2010) stressed that students need to have a personal
connection to a lesson material that can be done through engaging
them emotionally or through connecting the information with that
which they already know. This she calls "Give It Context, and Make
it Count."
Briggs (2014) shared some few tips for making learning engaging
and personally relevant as cited by Willis, Faeth, and Immordino
-Yang:
• Use suspense and keep it fresh - Drop hints about a new
learning unit before you reveal what it might be leave gaping
pauses in your speech change seating arrangements and put
up new and relevant posters or displays all these can activate
emotional signals and keep student interest piqued
• Make it student-directed - Give students a choice of
assignments on a particular topic, or ask them to design
one of their own. "When students are involved in designing
the lesson, they better understand the goal of the lesson and
become more emotionally invested in and attached to the
learning outcomes."
• Connect it to their lives and to what they already know -
Taking the time to brainstorm about what students already
know and would like to learn about a topic helps them to
create goals. This also helps teachers see the best points of
departure for new ideas Making cross-curricular connections
also helps solidify those neural loops..
• 1 Provide utility value - Utility value provides relevance first by
piquing students and by telling them the content is important

4 Technology for Teaching and Learning 2

for Language Educatino - English I Filipino
 to their future goals; it then continues by showing I or
explaining how the content fits into their plans for the future.
This helps students realize the content is not just interesting
but also worth knowing.
• Build relatedness • - Relatedness, on the other hand, answers
the question, "What have these to do with me?" It is an
inherent need students to feel close to the significant people in
their lives, including teachers. Relatedness is seen by many as
having non-academic and academic sides.

To be able to apply the tips recommended by various experts

and to allow students to realize the value of their curriculum,
technological tools can be used. 2t Century learners are expected
to be demonstrating 21st Century competencies such as collaboration,
digital literacy, critical thinking, and problem solving to be able to
thrive in this world (Rich, 2014). Contextualizing the curriculum of
the students for meaningful learning poses challenges in enhancing
teachers' pedagogical skills as well as technological skills.
3. Building Proficiency (Mother-tongue Based Multilingual
Education)
To be able to promote the child's dominant language and to use
it as a language of instruction, maximum use of technological tools
is highly encouraged. Currently, a lot of teachers and schools are
into developing learning materials to be. able to implement the MT13-
MLE program properly especially that there is a dearth of printed
and c-materials in the mother tongue of the students. Mother Tongue
is used in instruction and learning materials of other learning areas.
The learners retain their ethnic identity, culture, heritage and values.
Children learn better and are more active in class and learn a second
language even faster when they are first taught in a language they
understand.
4. Ensuring Integrated and Seamless Learning (Spiral Progression)
Learning basic concepts that lead to a more complex and
sophisticated version of the general concepts entail TPACK:
Technological knowledge, pedagogical knowledge, and content
knowledge. Rediscovering concepts previously presnted as students
go up in grade level will be fully supported if all the areas of
specialization will be aided by technologies for teaching and learning.
This will further strengthen retention and will enhance mastery, of
topics and skills as they are revisited and consolidated time and again.
This also allows learners to learn topics and skills appropriate to their
developmental and cognitive skills.

Module 1 - Learning Plans in the Context of the 21' Century

Lesson 1 -The Kto 12 Curriculum Framework
5
 5. Gearing Up for the Future
The K to 12 Curriculum ensures college readiness by aligning the
core and applied courses to the College Readiness Standards (CRS)
and the new General Education (GE) Curriculum. Hence, the K to 12
Curriculum focused on developing appropriate Specialization Subjects
for the Academic, Sports, Arts and Design, and Technical Vocational
Livelihood Tracks All of these specialization subjects have to be
supported by educational technology for better learning
6. Nurturing the Holistically Developed Filipino (College and
Livelihood Readiness, 21 11 Century Skills)
To nurture holistically developed Filipino, every K to 12 graduate
is expected to be ready to go into different paths - higher education,
employment, or entrepreneurship. Every graduate is expected to be
equipped with information, media and technology skills, learning
and innovation skills, effective communication skills, and life and
career skills This may happen with the proper implementation of the
curriculum and with the facilitation by excellent teachers For teachers
to maintain excellent performance, they need full support, one of
which is technological support.

Step 1 Introducing the Technology for Teaching and Learning 2 Course

The Technology for Teaching and Learning 2 Course helps you use
the power of computer technologies in the different fields of specialization
to spark student imagination and ultimately move, motivate, and support
students toward meaningful learning.
Let us assess your prior knowledge on how you can best use computer
technologies to enhance learning, answer this question by writing your
answer in the box provided:
How can technology be used most effectively in the various fields
of specialization to support and assess student learning?

61 Technology for Teaching and Learning 2

for Language Education - English I Filipino
Step 2: Setting My Outcomes for this Course
It must be noted that course outcomes can be achieved if clearly
set. Therefore, there is a need to ground this course with curricular and
research-based goals and objectives. Throughout this course, you will be
tasked to use various technological resources and tools that can help you
create your plans and materials, improve your instruction, and enhance
your future students' learning.
Collaborate with your teacher and colleagues and think about what
you must do to be able to make the most out of this course. Answer the
following questions:
1 How will I apply all the knowledge and skills that I learned in
TTL 2 in teaching my field of specialization?

2. How will I develop learning plans for my classes to make sure

that available technologies for teaching and learning will be put to
use for meaninsfui1 learnincs?

3 How will I ensure that my goals in this course will be achieved'

Module 1 '- Learning Plans in the Context of the 211lCentury

Lesson 1 -TheKtol2Cuniculum Framework
7
 Exchange

Teachers play a very important role in the facilitation of student learning

by designing, implementing and evaluating the curriculum. In the Philippines,
teachers are expected to actively engage themselves in curriculum design to
ensure that the K to 12 Curriculum will be best delivered to fully realize its
intended learning outcomes.
Teachers make decisions about how they will implement the curriculum
of their specific field of specialization. They decide on how they must
structure the activities of their lessons and manage students' responses and
ideas. Hence, the decision of teachers is very important. It has an impact on
the students' learning. The following are points to consider in identifying and
understanding teachets' roles as curriculum designers:
• Undoubtedly, the most important person in the curriculum
implementation process is the teacher. With their knowledge,
experiences and competencies, teachers are central to any
curriculum development effort. Better teachers support better
learning because they are most knowledgeable about the practice
of teaching and are responsible for introducing the curriculum in
the classroom (Alsubaie, 2016).
• Curriculum is the planned interaction of pupils with instructional
content, materials, resources, and processes for evaluating the
attainment of educational objectives —Jadhav and Patankar (2013).
• Curriculum is content, but when contextualized, it comes alive
for students. The role of teachers in the curriculum process
is to help students develop an engaged relationship with the
content. Active learning increases the focus and retention of
the curriculum, resulting in an exciting learning environment.
Teachers build lessons that include simulations, experiments, case
studies and activities to deliver a curriculum. This interactive
approach intertwines curriculum and practical experiences that
• immerse students in learning. The curriculum process provides an
opportunity for teachers to be creative and put their unique stamp
on the classroom experience (Meier, 2018).
• Teachers, on their part, have practical knowledge based on their
daily work with students. This knowledge is useful to curriculum
committees because teachers can assess whether the ideas being
developed will work in the classroom (Young, 1988).

Step 1: Considering my Role as Curriculum Designer

With the points of reference provided about curriculum and the teacher,
participate in a face-to-face discussion with the whole group about how your

8 Technology for Teaching and Learning 2

for Language Education - English I Filipino
field of specialization (Ex. Physical Education, English, Filipino, Social
Studies, Mathematics, Science and so on) was designed In the' discussion,
you are asked to thoughtfully consider your role as a curriculum designer.
Go over the Curriculum Guide and discuss together the essential features,
focus, and the general content and performance standards of your field of
specialization or major per grade or level.

Step 2: Integrating Technologies for Teaching and Learning

After having an in-depth understanding of the general nature, focus, and
non-negotiable standards set for your field of specializatiofl, share with the
group some technological resources and tools that can help you deliver you
lesson to raise at a high level of excellence.
Brainstorm on how these technologies can be integrated properly and
how they will meet the important learning outcomes and the 2 t Century
skills. Share the results of your group discussion in the class.

Answer the following:

1 How will technological tools for teaching and learning promote the
salient features of the K to 12 Curriculum'

2 \That are the 21st Century skills that are highly required to be
developed by your field of specialization' Rank them in terms of the
identified standards and competencies of your curriculum guide

Module 1 - Learning Plans in the Context of the 21" Century

Lesson 1-The Kto 12 Curriculum Framework
9
p.
ICT-Pedagogy Integration in
Language Learning Plans
Learning Outcomes'

At the end of the lesson, the learner should be able to:

• discuss essential points to consider when integrating any
ICT in facilitating language education;
• present learning plans that integrate ICT in the learning
procedures to be able to attain the learning outcomes; and
• plan for some activities that will help develop digital
citizenship and relate this to the development of 21St
Century skills among learners.

0 Exdte :

STEP 1: Recalling ICT-integrated Activities Experienced

Ponder on your background, educational experiences, and prior
knowledge and skills on how information, communication, and
technologies (ICTs) were successfully used by your teachers, in the
lower level. Recall the ICT tools that were used by your teachers in
your language class, Filipino or English, and describe how these were
used to help you understand your lessons. Get a paper to scribble your
recollections. Write at least five lessons vis-à-vis the ICT tools and a short
description of how these were used.

STEP 2: Sharing of the ICT-Pedagogy Experiences

With three (3) members in your group, each of you will share his/her
scribbled experiences. To facilitate the group sharing, assign a facilitator,
a recorder, and a reporter.

STEP 3: Reporting
To allow everybody in the class to learn from the small group
sharing, assign a reporter from your small group to share the gist of your
small group sharing with the whole class.

10 1 Technology for Teaching and Learning 2

for Language Education - English I Filipino
 Explore

Teaching has always been a challenging profession since knowledge has

been expanding and essential skills have been increasing and changing. With
these challenges, teachers need to engage educational technologies to assist
them in the teaching-learning process. Engaging educational technologies in
teaching are founded on principles and philosophies. Understanding these
will help you successfully integrate technologies to allow your students to
demonstrate the intended learning outcomes of your field of specialization.

Integrating Technology in Instruction

Various educators and researchers provided the following concepts and
principles about integrating technology in instruction:
1. John Pisapia (1994)
Integrating technology with teaching means the use of learning
technologies to introduce, reinforce, supplement and extend skills. For
example, if a teacher merely tells a student to read a book without any
preparation for follow up activities that put the book in a pedagogical
context, the book is not integrated. In the same way, if the teacher
uses the computer to reward children by allowing them to play a
game, the computer is not integrated.
On the other hand, integrating technology into curricula can
mean different things: 1) computer science courses, computer-assisted
instruction, and/or computer-enhanced or enriched instruction, 2)
matching software with basic skill competencies, and 3) keyboarding
with word processing followed up with presentation tools.
2. International Society for Technology in Education (ISTE)
Effective integration of technology is achiçved when students are
able to select technology tools to help them obtain information in a
timely mannei analyze and synthesize the information, and present it
professionally. The technology should become an integral part of how
the classroom functions -- as accessible as all other classroom tools.
3. Margaret Lloyd (2005)
ICT integration encompasses an integral part of broader
curriculum reforms which include both infra-stnictural as well as
pedagogical considerations that are changing not only how learning
occurs but what is learned.
4. Qiyun Wang and Huay Lit Woo (2007)
Integrating Information and Communication (ICT) into teaching
and learning is a growing area that has attracted many educators'
efforts in recent years. Based on the scope of content covered, ICT
integration can happen in three different areas: curriculum, topic, and
Module 1 - Learning Plans in the Context of the 21 Century
Lesson 2- CT-Pedagogy Integration in Language Learning Plans
11
 lesson.
5. Bernard Bahati (2010)
The process of integrating ICT in teaching and learning has
to be done at both pedagogical and technological levels with much
emphasis put on pedagogy. ICT integration into teaching and learning
has to be underpinned by sound pedagogical principles.
6. UNESCO (2005)
ICT integration is not merely mastering the hardware and
software skills. Teachers need to realize how to organize the
classroom to structure the learning tasks so that ICT resources
become automatic and natural response to the requirements for
learning environments in the same way as teachers use markers and
whiteboards in the classroom.

Information and Communication Technology (ICT)

Before you can successfully integrate ICTs in yoü language instruction,
there is a need to have a good grasp of what Information and Communication
Technology (ICT) is all about. Specifically, there is a need also to determine
the ICTs that are available for language education. The following are the
definitions of ICT from various sources:
1. Moursund (2005)
ICT includes all the full range of computer hardware,
computer software, and telecommunications facilities. Thus, it
includes computer devices ranging from handheld calculators to
multimillion worth supercomputers. It includes the full range of
display and projections devices used to view computer output.
It includes local area networks and wide area network that will
allow computer systems in people to communicate with each other.
It includes digital cameras, computer games, CDs, DVDs, cell
telephones, telecommunication satellites, and fiber optics. It includes
computerized machinery and computerized robots.
2. Tinio (2009)
ICT is a diverse set of technological tools and resources used
to communicate, create, disseminate, store, and manage information.
These technologies include hardware devices, software applications,
internet Connectivity, broadcasting technologies, and telephony.
3. UNESCO (2020)
It (ICT ) is a diverse set of technological tools and resources
used to transmit, store, create, share or exchange information These
technological tools and resources include computers, the Internet
(website, blogs and emails), live broadcasting technologies (radio,
television and webcasting), recorded broadcasting technologies

12 Technology for Teaching and Learning 2

for Language Education - English I Filipino -
 (podcasting, audio and video players and storage devices) tand
telephony (fixed or mobile, satellite, visio/video-conferencing, etc.)
UNESCO defines it also as a scientific, technological, and
engineering discipline and management technique used. ICT also
refers to handling information, its application, and association with
social, economic, and cultural matters.
4. Ratheeswari (2018)
Information Communication Technologies (ICT) influence
every aspect of human life. They play salient roles in workplaces,
in bsiness, education, and entertainment. Moreover, many people
recognize ICTs as catalysts for change that include change in working
conditions, handling and exchanging information, teaching methods,
learning approaches, scientific research and in accessing information
communication technologies. In this digital era, ICT is important in
the classroom for giving students opportunities to learn and apply
the required 21St Century skills. ICT improves teaching and learning
and helps teachers perform their role as creators of pedagogical
environments. ICT helps a teacher to present his/her teaching
attractively and enables learners to learn at any level of an educational
program.

Using ICT Integration Frameworks in Language Education Learning

Plans
There are a lot of concepts provided by experts relevant to integrating
technology in instruction apart from the above citations. These concepts are
very helpful to clarify lingering issues on how technologies are properly
integrated in the teaching-learning process. It must be noted that there are
possible instances when technologies are used in the classroom but the way
these are used does not prqmote learning and does not help facilitate the
attainment of the intended learning outcomes set for a class There is a need,
therefore, to enlighteir you on the principles on how educational technologies
contribute to the facilitation of the teaching-learning process. For this
purpose, the following framework may serve as a guide in integrating ICTs in
developing learning plans or lesson plans in the different subjects particularly
in developing learning plans or lesson plans in language education.

A. Conversational Framework of Laurillard (2002)

The teaching-learning process poses very complex tasks to allow
learners to understand their lessons and master the skills they are expected
to demonstrate. Thus, it will be reassuring if teachers will explore
on engaging various media to support various learning activities in
classrooms. This is how the Conversational Framework (Laurillard, 2002)
may support. The framework postulates a way of presenting teaching and

Module 1 . Learning Plans in the Context ofthe 21's Century

Lesson 2- ICT.Pedagogy Integration in Language Learning Plans
13
 learning in terms of events. These are five (5) key teaching and learning
events in the framework which are identified as:
a. acquisition;
b. discovery;
c. dialogue;
d. practice; and
e. creation.

Vis-à-vis the five events are specific teaching strategies, learning

actions or experiences, related media form, examples of non-computcl
based activity, and examples of computer-based activity.

Teaching ITfl1 i, 'ii I..

1!
and or Action or Related Media Computer- Computer.
•1 l' St rategy l iii

Activity
Show, Attending, Narrative: TV, video, Lecture not
Demonstrate, Apprehending, film, lectures, online, stre
Linear
Describe, Listening books, videos of 1€
presentational.
Explain other print DVD, multir
Usually same
publications including di
text' acquired
video, audit
simultaneously
and animat
by many people

Discovery Create or set Investigating, Interactive: Libraries, CD based,

up or find Exploring, galleries, or Web res
Non-linear
out or guide Browsing, museums including
presentational,
through Searching hypertext,
searchable,
discovery enhanced
filterable etc. but
spaces and hypermedi
no feedback
resources multimedia
resources.
information
gateways.
Dialogue Set up, Discussing, Communicative: Seminar, Email, disci
Frame, Collaborating, Conversation tutorials, forums, blo
Moderate, Reflecting, with other conferences
Lead, Arguing, students,
Facilitate Analyzing, lecturer or self
discussions Sharing
Practice Model Experimenting, Adaptive: Laboratory, Drill and
Practicing field trip, practice, tu
Feedback, simulation, programm€
learner control role play simulations
environmer

Creation Facilitating Articulating, Productive: Essay, Simple exi

Experimenting, object, tools, as w
Learner control
Making, animation, especially
Synthesizing model programme
software

Teaching and Learning Events and Associated Media Forms

(Czerniewicz & Brown (2005) adapted from Laurillard (2002)

14 Technology for Teaching and Learning 2

for Language Education - English I Filipino

-_____
 The Laurillard's Conversational Framework (LCF) is relevant in thefield
of language education since this field requires appropriate and complex use of
various technologies. The framework clearly presents the way teaching eyenls-"
in language classrooms can be thoroughly related to their language kilfiiing
events. Language teachers need to systematically match their"teaching styles
to the learning needs of their students. By this, the integration of ICT and
pedagogy will be done in a comprehensive and meaningful Way.'
The usefulness of LCF in language education was analyzed in a study
that was conducted by Abeer Aidh Alshwiah in 2016. The study investigated
and evaluated the effectiveness of LCF in developing the writing component
of foreign language learners' (FLLs') communicative competence in blended
learning (BL) context, as 'compared to a face-to-face (1 72F) context. The FLLs
in the study comprised three intact classes from a foundation course at a'
Saudi university. The three skills addressed consisted of the use of the past
tense to describe past events and form wh-questions, as part of grammatical
competence, and writing a letter of complaint, as part of sociolinguistic
competence.
To evaluate the effectiveness of LCF, a mixed-methods approach was
used. The quasi-experimental design was applied by measuring learners'
development in the three aforementioned skills. The corresponding test results
were then compared with those of a control group. Moreover, the, benefits of
LCF were examined by gathering the learners' perceptions of the intervention
and analyzing their engagement with the teacher, peers, tasks and language.
The study revealed that LCF was more effective in the BL than in
the F2F context, in terms of developing the learners' skill in forming wh-
questions. However, both contexts almost equally developed the learners'
skills in using the' past tense and writing a letter of complaint. Moreover,
interviews with volunteers from the two experimental groups, observing their
engagement, and analyzing their conversations, revealed positive perceptions
amongst learners with an intermediate level of English language proficiency.
On the other -,hand, :wo different factors affected their perceptions of the
intervention: language proficiency and the willingness of peers to collaborate.
Another factor affecting perceptions of BL was lack of familiarity with the
technology applied It is therefore recommended that this barrier be overcome
and the use of BL, given its effectiveness for the development of more
writing skills be encouraged.

B. Three Fundamental Elements of ICT Integration by Wang (2008)

Wang in 2008 posited that integration of ICT consists of three
fundamental elements. These are pedagogy, social interaction, and
technology. These elements are diagrammatically represented by Wang in
Figure 1.

Module I - Learning Plans in the Context of the 2ICentury

Lesson 2- CT-Pedagogy Integration in Language Learning Plans
15
 Interaction with
content
- ( Pedagogy

Interaction with
people

Social Inteactio Technology

Figure 1: The ICT Integration Framework

The ICT Integration Framework of Wang can be fully maximized in

developing learning plans for language learning. In a language learning
context, pedagogy often refers to the language teaching strategies or
techniques that language teachers use to deliver their lessons and to allow
their learners to demonstrate the curricular language competencies. The
pedagogical element in language learning is very important as it primarily
reflects the art of teaching a teacher will employ in the learning process.
The pedagogical design a language teacher will use needs to
include proper selection of appropriate content and. language learning
activities. In the design, the teacher needs to look into how the available
technological resources will help provide scaffolds that will assist their
language learners during the learning processes. Language teachers need
to note that in developing learning plans that embed the pedagogical
design, it is crucial to look into the learning environment and ensure that
this environment will provide help to fulfill the needs and objectives of
the language class with learners of diverse experiences and backgrounds.
The learning plans should also involve the appropriate use of learning
resources and activities that support learners' learning and allow teachers
to facilitate learning.
Social interaction activities as one of the elements in the framework
are crucial 'in language learning. With social interaction, learners w'
naturally acquire a language and develop language knowledge and skills
that are important for them to live and work in various communities.
In the various learning events, the language teacher may use computers
which may allow the learners to interact and demonstrate the language
skills and competencies required from them. The teacher and the learners
may use computers to connect and learn through the computers that

16 Technology for Teaching and Learning 2

for Language Education - English / Filipino

¶
 are now connected world-wide. With the advent of computer-mtdiated
communication (CMC), planned social interaction activities that aim
to enhance language learning becomes more convenient and flexible.
Language learners may maximize computers individually but they may
also collaboratively use them with other learners. As noted by Uribe,
Klein, & Sullivan (2003), computer-supported collaborative learning has
shown positive effects on students' performance.
To engage the learners in the teaching-learning process fully and
ieaningfully, the social design of the ICT-based learning environment
needs to deliver a secure and comfortable space. This will allow
the learners to willingly share their thoughts and ideas to facilitate
communication among them.
The third element of the framework is the technological component
that generally uses computers to support various learning activities.
Through the use of computers, various teaching modes may, happen.
Interaction does not solely happen in a face-to-face environment. It
may also happen online. In order for any online interaction activities
in a language classroom to be effective, there is a need to consider the
availability of the facilities they require and ease of access. The human—
computer interface design is also critical because this will define the
utility of the technology-based learning environment. It must be noted
that in language learning, the ease of learning in the interface design is
essential. It needs to motivate the learners to fully participate.
In the 21 11 Century classrooms, the three components: pedagogy,
social interaction, and technology, are needed in an ICT-based learning
environment. Due to the advent of educational technologies which are
fundamental requirements in ICT-pedagogy integration, the challenge
among learning institutions is to provide support for the integration to
happen.

C. Categories for Lnformation Communication and Technology (ICT) in

Teacher Training
There is a lot of researches that will prove that the integration of
ICTs can fully transform classroom instruction. Haddad in 2003 states
that the teachers' use of ICT supports the development of higher-order-
thinking skills (HOTS) and promotes collaboration. This is the reason
why trainings in ICT pedagogy-integration are promoted.
For a successful ICT-pegadogy integration training to take place, it
will help if a training framework will be used as a guide. Jung (2005) was
able to organize various ICT teacher training efforts into four categories.
This is presented in this framework.

Module 1 - Learning. Plans in the Context of the 2V Century

Lesson 2- CT-Pedagogy Integration in Language Learning Plans
17
 Core Technology

ICT as core delivery

ICT as main content focus
technology

Learning How to Use ICT Learning VIA ICT

ICT as part of content or ICT as facilitating or

methods networking technology

Complementary Technology

D UNESCO ICT Competency Framework for Teachers

Having a society that is increasingly based on information and knowledge
and with the ubiquity of Information and Communication Technology
(ICT) for instruction, UNESCQ was able to develop ICT Competence
Framework for Teachers (UNESCO, 2018).

Knowledge Knowledge Knowledge

Understanding CI PoUcy V42 Policy

In Education Underntanding Appkction FER MIR

Curriculum and L,ssc P(nowledge owisde

owledge AppJcasoo - Society Skdls

-.
Pedagogy .

----- - ---- ---,-,'

Application of • -- -
Digital Skills

Orgnizution
S,oaiol Coa,atree
and aassroom ; nOi5$'C
G,o. -
AdmInistration

leacher
Po1esicrnaI
Leacnng

ICT Competency Framework for Teachers (UNESCO, 2018)

This framework, which is a part of a range of initiatives by the

UN and its specialized agencies including UNESCO, aims to promote

18 1
¶
Technology for Teaching and Learning 2
for Language Education - English I Filipino
 educational reform and sustainable economic development anclored
on the principles and objectives of the Millennium Development. Goals
(MDG), Education for All (EFA), the UN Literacy Decade (UNLD), and
the Decade of Education for Sustainable Development (DESD). As shown
by the framework, the teachers have six aspects of work: understanding
ICT in education, curriculum and assessment pedagogy, application of
digital skills, organization and administration, and teacher, professional
learning. Across the six aspects, of work are the three approaches to
teaching based on human capacity development - knowledge acquisition,
knowledge deepening, and knowledge creation.
The' framework also specifically 'aims to equip teachers to be able to
'their roles achieving the following societal goals:
• build workforces that have information and communications
technology (ICT) skills and are reflective, creative and adept at
problem-solving in order to generate knowledge;
• enable people to be knowledgeable and resourceful so they are
able to make informed choices, manage their lives effectively and
realize their potential;
• encourage all members of society irrespective of gender, language,
age, background, location and differing abilities to participate fully
in society and influence the decisions that affect their lives; and
• foster cross-cultural understanding, tolerance and the peaceful
resolution of conflict. .

The Commission on Higher Education (CHED) through its Policies,

Standards, and Guidelines (PSGs) requires the integration of ICTs in
language teaching and learning. Hence, the ICT Competency Framework
for Teachers is very useful to , support the standards as they will serve as a
guide to assist the teachers to successfully integrate ICT into the language
classroom. Through the framework, the language teachers may structure their
learning environment in new ways, merge new technology and pedagogy,
develop socially active classrooms, and encourage co-operative interactions,
collaborative learning and group work. '

:o Experience]

Step 1: Reading ICT Integrated Learning Plans in English and Filipino

Read the following examples of Learning Plans for language teaching.
These sample learning plans may help you develop your own learning plans
that integrate ICT to attain your learning outcomes. After reading the learning
plans, do the series of activities that follow.

Module 1 - Learning Plans in the Context of the 2'1Century

Lesson 2 - CT-Pedagogy Integration-in Language Learning Plans
19
Learning Plan 1

Reporter's Notebook
By Heather Ann F. Pulido and Melody C. Bao-in

Targeted Philippine Basic Education Curriculum Competencies

ENGLISH 8, Fourth Grading, Reporter's Notebook (Junior Edition), 12 days
Content Standard
The learner demonstrates an understanding of South and West
Asian literature as an expression of philosophical afid religious beliefs;
information flow in various text types; reality, fantasy, and opinion in
listening and viewing materials; word decoding strategies; and use of
information sources, active/passive constructions, direct/reported speech,
perfect tenses, and logical connectors in journalistic writing.
Performance Standard
The learner transfers learning by composing a variety of journalistic
texts, the contents of which may be used in composing and delivering
a memorized oral speech featuring the use of properly-acknowledged
information sources, grammatical signals for opinion-making, persuasion,
and emphasis, and appropriate prosodic features, stance, and behavior.
Learning Competencies
• Use active and passive construction in a journalistic context.
• Use past and perfect tenses in journalistic writing.
• Use direct and reported speech in journalistic writing.
• Use appropriate logical connectors for emphasis.

Unit Summary:
In this unit, the students will act like junior reporters as they learn the
proper use of logical connectors, active and passive voices, past and perfect
tenses, as well as direct and reported speech in journalistic writing. The
teacher will utilize interactive PowerPoint presentations, sample printed and
online, articles as well as related web pages and videos in explaining the
grammatical . structure and journalistic content of news, opinion, and feature
stories. Based bn the discussed concepts, the students will create their ,own
journalistic articles. The students will then collaborate and make a newspaper
spread through MS Publisher. They will be evaluated by their group members,
by other groups and by the teacher. This will be the students' final output
for English in the 41h quarter. It will be assesed using journalistic standards
for content and organization and related grammar rules. Ultimately, students
will appreciate the role of journalism in keeping the society informed and in
forwarding significant changes.

20 ¶ I Technology for Teaching and Learning 2

for Language Education - English / Filipino
Student Objectives/Learning Outcomes:
Week 1
Day 1:
Through an introductory PowerPoint lecture presentation on the concepts
of journalism, the students will be able to:
a. recognize the basic concepts of journalism and news, opinion, and
feature writing;
b. describe the personal significance of reading news, opinion, and
feature articles to their daily life by making a creative output
(poem, essay, or poster); and
c. determine, through enumeration, the distinct qualities of the given
samples of news, opinion, and feature articles.
D'2:
By analyzing samples of journalistic articles, the students will be able to
a. recognize the essential journalistic content and proper grammatical
structure of news, opinion, and feature stories;
b. compare the content and structure of news articles with the two
other journalistic texts through a diagram; and
c. assemble given journalistic content into a properly structured news
spread that will serve as a model for their long-term project using
MS Publisher.
Day 3:
Through an interactive discussion about the past and the perfect tenses,
the, students will be able to:
a. identify how to apply past and past perfect tenses in making clear
and meaningful sentences;
b. discuss thee functions of past and past perfect tenses in writing a
journalistic article by a brainstorming session; and
c. conform to the rules of past and past perfect tenses in rewriting
sentences from news, opinion, or feature articles.
Day 4:
Through an interactive discussion about the active and the passive
voices, the students will be able to:
a. discern the use of active and passive voices in making clear and
meaningful sentences;
b. differentiate the function of active and passive voices through a
creative dialogue; and
c. revise sentences according to the rules of active and passive voice
in journalistic writing.

Module 1 . Learning Plans in the Context of the 21" Century

Lesson 2- CT-Pedagogy Integration in Language Learning Plans
21
 Day 5:
Through an interactive discussion about direct and reported speech, the
students will be able to:
a. determine the proper use of direct and reported speech in writing
clear and meaningful sentences;
b. explain the difference between direct and reported speech as used
in journalistic articles through a graded recitation; and
c. convert direct speech to indirect speech and vice versa through a
writing activity.

Week

Day 6:
Through a PowerPoint lecture presentation on logical connectors, the
• students will be able to:
a. determine the proper use of logical connecèrs in writing clear and
meaningful paragraphs;
b. explain the different uses of each logical connector as used in
journalistic articles through a graded recitation; and
c match the clauses with the correct logical connectors through an
interactive classroom activity.
Day 7:
By outlining the basic structure of a news article using a PowerPoint
presentation, the students will be able to:
a. distinguish the steps in writing a primary lead, secondary lead and
background in a news article;
b. discuss with others after reviewing online news articles to identify
the qualities of a good news lead and background; and
c. create a news story about a significant current event using a
variety of print and non-print resources.
Day 8:
Through watching videos detailing the basics of opinion and feature
writing articles, the students will be able to:
a. identify the essential content and basic structure of opinion and
feature articles;
b. illustrate how feature and opinion articles help forward changes in
society through a creative output (poem or comic strip); and
c. review the content and structure of sample opinion and feature
articles.

22 Technology for Teaching and Learning 2

for Language Education - English / Filipino
Day 9:
By choosing a video about the pros and cons of an issue posted on a
relevant YouTube channel, the students will be able to:
a. recognize the structure and content of opinion articles;
b. relate the issue tackled in the video to their personal lives through
a short essay;
c. compose their own opinion articles by reacting to the video they
watched.
Day 10:
By browsing web pages that post "human interest" writing (e.g. Humans
of New York), the students will be able to:
a. point out different angles of human interest that are essential to
feature writing;
b. share their favorite anecdotes from the web pages that they
browsed and explain why they chose them; and
c. use a human interest angle to write a feature article about a person
inside the classroom that they find interesting.
Day 11:
By compiling their individual outputs (news, opinion, feature articles),
the students will be able to:
a. explain the importance of journalism to keeping citizens informed
about the changes happening in society by making a creative and
informative news spread;
b. join others in exploring the effective use of MS Publisher to create
news spreads out of their journalistic works; and
c. construct a news spread that contains the group's compiled
journalistic work using MS Publisher while following standards of
lay-outing, journalistic content and grammar.
Day 12:
After collaborating with others in creating and showcasing a news spread that
contains their news, opinion, and feature articles, the students will be able to:
a. apply the comments from other groups that are helpful in improving
the journalistic content and grammatical structure of their group's
news spread;
b. share relevant insights with their group members in objectively
evaluating the news spread of other groups; and
c. apply concepts of grammar (direct and, indirect speech, logical
connectors, past and past perfect tenses, active and passive voice),
journalistic writing, and proper citation of sources in critiquing the
news spreads of other groups.

Module 1 - Learning Plans in the Context of the 21Century

Lesson 2- CT-Pedagogy Integration in Language Learning Plans
23
Daily Procedures
Day
1. Start the class with a short prayer.
2. Let students do the "Make What You Know" activity.
3. Start with the introductory lecture on journalism and news, feature, and
opinion articles.
a. Ask the students what is journalism is.
b. Ask the students, "What is the purpose of journalism?"(List the
answers of the students on the board.)
c. Supplement the students' answers with this insight:
"The principles and purpose of journalism are defined by something
more basic: the function news plays in the lives of people."- Bill
Kovach and Tom Rosenstiel
d. Let the students write the different types of articles. Ask the students
to bring out their newspaper.
e. Present the different types of newspaper.
f. Ask the students for insights about why we need to read the news.
4. Introduce the activity "There's a Difference Among the Three."
a. The students will create a table about the three types of articles.
b. Using the sample articles, the student will enumerate the distinct
qualities of the given samples of news, opinion, and feature articles.
c. The students will list the qualities in the said table.
d. Five minutes before the time, ask the students to pass their paper.

Day
1. Start the class with a short prayer.
2. Introduce the game "Put it Back Together."
a. Let the students be grouped into seven members each.
b. Give each group one set of articles containing the three types (news,
feature, editorial/opinion). The cutouts of the given articles must be
jumbled but separated according to type.
c. Instruct the class to rearrange the disorganized articles in two minutes.
d. Ask some of the students to read their output in front of the. class.
3. Proceed to the basic discussion about the journalistic content of news,
opinion, and feature articles.
4. Let students remain in their groups as they explore the functions and
features of MS Publisher in relation to assembling articles.
a. Ask the groups to open their laptops. Click to MS Publisher.
b. Choose a layout of newspaper template. (If the Internet is available,

24 Technology for Teaching and Learning 2

for Language Education - English I Filipino
 .!]HhiW

the students are allowed to pick a template from the web).

c. Ask the students to search for sample articles from the internet (2
news articles, 1 opinion article and 1 feature article).
d. Instruct the students to paste the content of the given articles in the
layout of their newspaper spread (8.5 inches x 14 inches). This
newspaper spread will serve as a model for their long-term project.
e. Five minutes before the time, ask the students to save their output.
Instruct them to send their work in your account in Google docs or
Schoology before the class ends. (If the internet is unavailable, tell the
students to send the file before 9 pm through e-mail).

Day
1. Start the class with a short prayer.
2. Introduce the activity "What's Wrong with the Sentence?"
a. Prepare the PowerPoint Presentation .of the activity.
b. Show the slides.
c. Ask the students to compare the pictures to the sentences by asking
"What's wrong with the sentences?"
d. Ask the students how they will convert the sentences.
e. Present the answers.
3. Proceed to the discussion about past and past perfect sentences and their
importance in journalistic writing.
a. Ask the class why verb tenses are important in writing sentences and
why it is also important in news writing.
b. Use the hand out to review verb tenses.
c Inform the class that the most common tenses used in news writing
are past tense and past perfect tense. Explain these through the given
examples.
d Through the handout, ask the class to give their own examples
e. Why are reporters fond of using past and past perfect tenses? (Let the
students,- share their answer in front of the class).
4. Let students answer an exercise about tenses.
a. Prepare a hard copy of an exercise from .englisch-hilfen.com.
b. Instruct the students to read the instructions. Remind them to write
their names and the date on the paper.
C. Ask the students to pass their paper a few minutes before the bell
rings.

Day
1. Start the class with a short prayer.
2. Introduce the students to the activity "The Suspicious Suitcase"

Module 1 - Learning Plans in the Context of the 21'Century

Lesson 2. CT-Pedagogy Integration in Language Learning Plans
25
 a. Give the students a handout about passive and active voices.
b. Present the given paragraph.
c. Ask the students to convert the sentences in the paragraph to an active
voice. Their answers should be written in a V2 crosswise piece of
paper.
d. Request one of the students to read his/her output in front of the class.
e. Ask the class what happened to the tone of the story. Did it become
more engaging? interesting? Why?
3. Let students collaborate in order to create dialogues incorporating the
active and the passive voices.
a. The students will group themselves into five groups:
b. Using their handouts, the two students will create a two-person
dialogue (for two minutes) using active and passive voices.
c. They will present their output in front of the class.
4 Present the lesson about active and passive voices and their relation to
journalistic writing.
a. Show the PowerPoint presentation. Give a review on voices.
b Explain the functions of active and passive voices Give examples
c. Explain how to apply active and passive voices in writing a news
article. Give examples.
d. Explain how to change a sentence from the active voice to the passive
voice. Give examples.
e. Let the students explain how active voice gives an interesting news
story and how the passive voice is applied.
5. Let students answer the activity "Modified Active or Passive Voice".
a. Prepare the following headlines in a Manila paper:
• Toronto named 'most youthful' city in the world
• Two baby baboons on display at Brooklyn zoo
• Taylor Swift had just won top prize at American Music Awards
• Scottish government revealed their independence plan
• World's first solar power plane takes flight in Hawaii
• Obama was elected president for the second term
• Mothers ask nearly 300 questions a day
b. Instruct the students to write the sentences in a one whole sheet Of
paper. Leave three spaces after each sentence.
c. Explain to the students that one of the headlines presented are in
the active voice and some are in the passive voice. Some of the
headlines will stay the same while other headlines will remain
the same. If they will rewrite a sentence, they should write (in one
sentence) why they should convert the headline to active or passive
voice.

26 Technology for Teaching and Learning 2

for Language Education - English I Filipino
 d. Instruct the students to pass their paper a few minutes before tlAe bell
rings.
Day 5
1. Start the class with a short prayer.
2. Introduce the activity "What Did They Just Say?"
a. Show the video clip: Kurbaan - Classroom Debate Scene - Vivek
Oberoi (2 minutes and 47 seconds long).
b. Repeat the video. Ask the students to take downthe important lines on
a scrap paper.
c. Instruct the students to rewrite their chosen lines and compile each in
a paragraph ask them to present their output in a V2 crosswise piece of
paper.
d. Ask the students to pass their papers after 10 minutes.
3. Proceed to the discussion about direct and indirect speech and their
relation to journalistic writing.
a. Ask the class why they converted the lines in the video.
b. Start the PowerPoint presentation. Ask what is direct and reported
speech. These are two ways to report what someone says or thinks.
c Give the functions of direct and reported speech Give examples
d. Explain how to apply direct and reported speech in writing a news
article. Ask the students to convert the given examples.
e Do you think knowing direct and reported speech will help you in
news writing? How?
4. Introduce the activity "Tell Me About Yourself."
a. The class will group themselves in pairs.
b. One interviews the other. The content of their interview should focus
on one trait about the person. (Crushes, Hobbies, Talents, Family).
The interview consists of only five questions. They will write their
answers on the upper half of the one whole sheet of paper.
c. After, five minutes, the two students will exchange places. The first
person who was interviewed will now interview his/her partner.
d. After five minutes, the two students will now paraphrase the answers
into a sentence, thus converting direct speech to indirect speech (or
vice versa) whenever necessary. The students will compile it into a
paragraph.
e. Ask the students to pass their paper a minute before the bell rings.
Day
1. Start the class with a short prayer.
2. Let students engage in the activity "Add What is Missing"

Module 1 - Learning Plans in the Context of the 21' Century

Lesson 2 - CT-Pedagogy Integration in Language Learning Plans
27
 a. Present copies of the article.
b. Instruct the class to fill in the blanks to complete the article.
c. After 10 minutes, ask the class to paste their papers. Ask what words
are missing in the article. Let them discuss.
3. Use an interactive PowerPoint presentation called "The Missing Link."
a. Explain that a particular journalist needs their help to finish his news
article. Introduce the character of the PowerPoint presentation. Then
give the definition of the lesson.
b. As you fill in the blanks in the article, give the different types of
logical connectors: Show examples.
c. After the class has helped the character finish the article, ask them the
importance of logical connectors.
4. Intioduce the activity "Can You Help His Friends?"
a. The PowerPoint presentation will provide an exercise for the students
to apply logical connectors in opinion and feature articles.
b. The students will fill in the blanks with the appropriate logical
connector.
c. The students will then use their answers to rewrite the given article in
an intermediate paper.
d. Ask the students to pass their paper a few minutes before the bell
rings.
5. Introduce to the class their assignment. Instruct them to gather.
infOrmation about, a newsworthy recent event in their school. For
example, a student whb won an award in an inter-school competition or
a program in school that will be held next week. The information can be
gathered by interviewing knowledgeable authorities or consulting other
reliable sources (e.g. the school website).
6. Give the instructions for the class' 'online quiz.
a. Instruct the students to log in to Edmodo after classes.
b. Ask the students to download the file: Logical Connectors Quiz. doe.
c. The students will then answer the questions of the given quiz.
d. Instruct the class to submit their outputs to the teacher's Edmodo
account before 9 p.m. on Day 7.

Day 7-8
1. Start with a prayer to be led by one of the students.
2. Use a PowerPoint presentation to discuss the lesson about news writing.
The first slides will flash a few headlines. Ask the students what they
know or what they can assume about these headlines.
a. 'AlDub' rice paddy art hopes to attract millennials to farming
b. Duterte ties Poe in latest Pulse Asia poll

28 Technology for Teaching and Learning 2

for Language Education - English / Filipino
 c.. Talk about the basic structure of a news article. Include sarnpls of
newspaper articles from print publications and online news sites in the
presentation. The discussion will take 15 minutes.
d: At the end of the lecture presentation, instruct the students to make
personalized diagrams that outline the basic structure of a news article
in their notebooks.
e. After five minutes, flash samples of diagrams that describe the
structure of news articles for students to compare and refine their
outputs, if needed.
f. Ask the students what kind of news lead makes them want to read
the entire article and what they think are the qualities of a good news
article background. Allow students to discuss their answers with
their seatmates. After a few minutes, ask some of them to share their
responses briefly.
- -g. Using their homework from Day six, instruct the students to work
individually on a news article about a significant issue within their
school through Microsoft Word.
h. Tell students to properly cite their sources In the news article (e.g.
printed materials or knowledgeable authorities).
i. Remind students of their final project, a newspaper spread comprised
of four pages. Inform the students of their groups, composed of 5
members each. All writing outputs will be uploaded to Google Drive
through a folder that will be accessed by the teacher and the groups.
j. Distribute the rubrics for the newspaper spread for students' reference
in conceptualizing and designing their, newspaper spreads as well
as for future evaluation of other groups' works. Groups can start
compiling their works and designing their newspaper spread starting
today.
3., Look for lecture videos on YouTube detailing the basics of opinion and
feature articles. Show these videos to the class. The videos will take about
5 minutes each.
Opinion writing: https://www.youtube.com!
watch?v=V8Gu3Md5r-M
. Feature writing: https://www.voutube.conilwatch ?v=EcOIsulAcXw
4. Give a skeletal structure of an outline for the two videos in which the
basic content and structure of opinion and feature artiles are identified.
a. Type of Article
b. Essential Content of the Article
c. Parts of the Article and Description
d. Additional Tips

Module 1 - Learning Plans in the Context of the 21 'Century

Lesson 2- ICT-Pedagdgy Integration in Language Learning Plansi
2 91
5. Tell students to fill in the outlines on their notebooks.
6. Distribute samples of opinion and feature articles. Each student will have
one sample of each.
7. From these articles and the videos they previously watched, ask students
to review the content and structure of opinion and feature articles by
creating mnemonic devices.
8. According to their individual preferences, the students can make a short
poem or comic strip that illustrates how feature and opinion, articles help
forward changes in society. They will be given the rest of the hour to
complete this on a short coupon bond
Day
1 Start with a prayer to be led by one of the students
2. Ask students if they are on social media and ask which sites they
frequently use.
3. Pose the question, "Do you think social, media isgood orbad for you as
an adolescent?" Ask students to raise their hands to present their opinion.
Count votes for Good and Bad.
4. Let students watch a video about the Pros and the Cons of social media.
The Pros and the Cons of Social Networking and Adolescents: hpLI
www.youtube.com/watch?v -- SAYwQM-/ 0
Once again, ask the question, "Do you think social media is goodor bad
for you as an adolescent?" Ask students to raise their hands to present
their opinion. Note the difference in the number of students who voted
for Good and for Bad before and after watching the video. Ask them how
watching the video affected their opinions
6. Ask the students to work by pairs and briefly answer the following
questions on an intermediate pad:
a. What was the video about? Answer in 1-2 sentences. -
b. How was the video structured in terms' of
• the introduction? '
• presenting the Pros? '
• presenting the Cons?,
• conclusion?
c. How does the structure of the video compare with the structure of
an opinion article, as discussed previously?
d. How is the topic of the video related to your personal life and
experiences? Answer in 4 to 6 sentences.
7. Let students explore YouTube for videos that talk about the pros and the
cons of one of the following topics:
a. Technology in the classroom

.30 Technology for Teaching and Learning 2

for Language Educahon - English / Filipino
¶
 b. School Uniforms
c. K to 12 Curriculum in the Philippines
8. Tell students to write an opinion article reacting to the video they
watched. Through the article, they will make a stand on the issue they
chose and justif' it by logical analysis and citing reliable sources. Allow
them to use tie internet to search for credible sources. They will be given
the rest of the hour to complete this on Microsoft Word.
9. Foii their assignment, ask students to conduct a short interview with a-
person in the classroom they find interesting. Encourage them to choose
someone they are not really close to but would like to-know better. The
interview will be used to make a basic personality sketch (e.g. personal
details such as the interviewee's birthdate, educational background,
information about parents and siblings).

Day 10
1. Start with a prayer to be led by one of the students.
2. Compile and flash literary pieces from the website www.artparasites.com
in a PowerPoint presentation. Ask students how they felt after reading the
• passages.
3. Ask the students, "How were those passages able to appeal to you?"
4. Recommend some websites and pages that post "human interest writing"
(e.g. Humans of New York) and let students explore the internet for 10
minutes to read through more samples.
5. Ask the students which anecdotes they liked the most. Let them explain
why they chose them as their favorite.
6. Present a blank sample of a word web about the different human interest
angles in feature writing
7. Let students complete their own word web on Microsoft Word.
Afterwards; tell them to briefly answer the question, "Why are human
interest angles important in feature writing?"
8. Tell students to bring out their homework (basic personality sketch). They
will use an appropriate human interest angle to write a feature article
about the person they interviewed.
9. Allow students to approach the per they chose as- subject in order to
ask follow-up questions for their article.
10. After completing the necessary information, the students will be tasked to
finish their feature articles on Microsoft Word.
11. Assign the completion and the revision of all the students' journalistic
articles as their homework. Another assignment is to bring soft copies of
all the articles (news, opinion, and feature) that they made.

Module I - Learning Plans in the Context of the 21' Century

Lesson 2- CT-Pedagogy Integration in Language Learning Plans
31
Day 11
1. Start with a prayer to be led by one of the students.
2. Instruct students to imagine a world where there are no journalists and
media (radio, TV, etc).
3. Using colored chalk, students will write their ideas (words or phases) on
the blackboard in the form of graffiti.
4. Present a short lecture about news spreads as a form of journalistic
publication including a sample layout of a news spread. This lesson serves
as a refresher of what was learned from the previous week (Day 2).
5. Instruct students to sit with their group members as they finish compiling
the soft copies of their articles. Remind them to participate actively
because they will be evaluated by their peers using the given rubric.
6. Allow groups to explore the effective use of Microsoft Publisher , in
making a newspaper spread. Students will submit their final output via
Google Drive before 12 midnight of that day.
7 Before leaving the room, tell students to submit their peer evaluations by
group.

Day 12
1. Start with a prayer to be led by one student.
2 Make a slideshow preview of all the outputs submitted yesterday.
3. Review the rubrics given for evaluating newspaper spreads. Assign groups
to exchange their newspaper spreads for checking (e.g. Group 1 and 2, 3
and 4, and so on).
4. Let students within each group sit together as they rate the newspaper
spreads of the group assigned to them. They, must write comments when
they rate the outputs of the other group. They will do this for 30 minutes.
5. Groups will exchange their written comments with each other. Each group
will decide which comments to accept in order to improve their output.
6. Instruct students to make final revisions of their output using MS
Publisher.
7. At the end of the period, ask students to upload their finalized output
using the appropriate folder in Google Drive. These will be rated by the
teacher. The final project will be worth 100 points, 50 points from the
Peer Evaluation, and 50 points from the teacher (using the same rubric).

I't-re(lUi%iL& Skills

Basic research skills

Basic knowledge in formal grammar

21 Technology for Teaching and Learning 2

for Language Education - English I Filipino
Technology-Hardware Required for the Unit
• Desktop or laptops
• Smartphones Iphones
• Internet connection
• Digital Camera
• Printer

Technology - Software Required for the Unit

• Database/Spreadsheet
• Web browser
• Word processing
• Desktop publisher
• Web page Development
• Presentation

Printed Materials
• Newspaper, Opinion, and Feature Articles
• Dictionary / Thesaurus
• Grammar guidebook or printed grammar guidelines
• Textbook about Journalistic Writing
• A Hand-out of the Lesson

Supplies
• Intermediate paper
• Coupon bond
• Writing materials
*Most activities are done using computers and the internet

Internet Resources
• https //cmna395 files wordpress com/2010/08/newspaper_basics_2009 pdf
• http://wwwoblone.eduJpeople/bparks/docs/basicnewswriting.pdf
• http //www lssc edu/faculty/heatherj_elmatti/Shared%2oDocuments/
MMC%202 1 0O/News%20 Writing%20 10 pdf
• http //www evergreen edu/writrngcenter/handouts/grammar/tenses pdf

Module 1 Learning Plans Ifi the Context of the 21 41 Century

Lesson 2 - Id-Pedagogy Integration in Language Learning Plans
33
 N

• https://www.gOogle.comiurlsa =t&rct=j&q=&esrc=s&source=web&c-
d=1 &ved=OahUKEwi5yLPxtfFKAhVF6aYK}{bwkA5QQFg-
gdMAA&url=https%3A%2F%2Fptop.only.wip.la%3A443%2Fhttp%2Fwww.vguk.hr%2Fdownload.
php%3Dstudnewsfile257C 1254&usg=AFQjCNH9kkAZ 1 BL7Jz2Ghs7jy-
OWwokOTMA&cad=rja
• https://www.google.comlurl ?sa=t&rct=j&q=&esrc=s&source=web&c-
d= 1 &ved=OahUKEwi5yLPxtfTKAhVF6aYKHbwkA5QQFg-
gdMAA&url=https%3A%2F%2Fptop.only.wip.la%3A443%2Fhttp%2Fwww.vguk.hr%2Fdownload.
php%3FdownloadParams%3Dstudnewsfile%257C 1 254&usg=AFQj CN -
H9kkAZ 1 BL7Jz2Ghs7jyOWwokOTMA&cad=rja
• http://www3 .cablevision.qc.ca/ronalds/englishclass/grammar/Active%20
and%20Passive%2OVoice%20-%2ORules.pdf
• https I/www uvu edulwritingcenter/docslhandouts/activevspassive pdf
• http://www.sticc.edulStudentResources/AcademicResources/Writing
Resources/Grammar_Handouts/reported_speech.pdf
• http://www.perfect-english-grammar.comlsupport ±files/reported_speech_
explanation.pdf
• Online news sites such as Rappler.com , Inquirer.net, among others

commothflion for Differentiated Instruction MWNOR IN

Students with Special Learning Needs:
• Provide notes from class discussions for review or remedialion.
• Offer supplementary examples/explanations and other reading
materials or sources.
• Oiler short after-class instruction for specific concepts or lessons that
the students do not fully understand.
• Prepare alternative activities that are developmentally appropriate for
students.

Students with Visual Impairment:

• Prepare speakers whenever videos are to be played. Make sure the
contents of videos are understandable even with audio ONLY.
. Convert the given videos to an audio format.
• Prepare braille plates for every handout/printed activity (as preferred
by the student).
• Prepare soft copies for quizzes and handouts (as preferred by the
student)
• Search for a SPED instructor or someone who has knowledge in
braille to assist you in reading braille plates.

Students with Hearing Impairment:

• Add subtitles to the videos used in class.

34 1 Technology for Teaching and Learning 2

for Language Education - English I Filipino
 Prepare printed transcriptions for audio-related media.
Learn basic sign language.
Search for a SPED instructor, or someone who knows sigr
assist you in communicating with the students.

Students who are Gifted:

• Provide additional materials or resources (print and onlin
reading.
• Prepare an alternative or additional activity that is developmentally
appropriate for the gifted student.
• Accommodate questions to the best of your ability.
• Refer the student to a knowledgeable person or a reliable book/
website for questions you cannot answer.
Student Assessment
Formative Asesment
• Make What You Know
Based on the articles in their reading assignment, the students
will create a short essay or poem on the importance of news. The
students must include the name of the newspaper. Their score will be
based on their citations and explanations about the articles There will
be a deduction of points if the tudent didn't include the name of the
newspaper.
• Put it Back Together
The students are grouped into seven members each Each group
will be given one set of articles containing the three types (news,
feature, editorial/opinion) The cut-outs of the given articles must
be jumbled but separated according to type The class will have to
rearrange the disorganized articles in two minutes Their output will
be graded according to how the articles are arranged
• What Wrong with the Sentence?
Show a PowerPoint presentation with three pictures and three
sentences. Ask the, students to match the pictures with the sentences.
Through a graded recitation, the students will be marked on how they
will convert the sentences.
• The Suspicious Suitcase
Present the paragraph: "The Suspicious Suitcase. "Ask the 'student
to convert the sentences in the paragraph to an active voice. Their
answers should be written on a 1/2 crosswise sheet of paper. Assign
one point for each sentence that will be converted correctly.
• What Did They Just Say? '
Show the video clip "Kurbaan - Classroom Debate Scene -

Module 1 - Learning Plans in the Context of the .21" Century

Lesson 2 - Id-Pedagogy Integration in Language Learning Plans
35

. .
 Vivek Oberoi" (2 minutes and 47 seconds long) to the class. Ask
the students to take down, the important lines on a scrap paper.
The students will rewrite their chosen lines and compile them to a
paragraph. Their output will be presented in a Y2 crosswise. The work
will be scored according to how the students organized the lines into a
paragraph.
• Add What is Missing
Before the discussion, present copies of the article: "The Virtual
Jewelry Exhibit". Instruct the class to fill the blanks to complete
the article. One point will be given for each item. Conduct a graded
recitation by telling the words that are missing in the article.
• After The Video
The students will give a skeletal outline for the two videos in
which the basic content and structure of opinion and feature articles
are identified. From these articles and the videos they previously
watched, ask students to review the content and The structure of
opinion and feature articles by creating mnemonic devices. Each
mnemonic device will be scored in accordance to the structure of the
opinion and feature articles.

• Put it Back Together 2

Let the students remain in their groups. Each group will 'choose
a layout of newspaper template in MS Publisher in relation to
assembling articles. The students will then search for sample articles.
from the internet (2 news articles, 1 opinion article and 1 feature
article) and create a Layout of their newspaper spread (8.5 inches x 14
inches). Their output will be sent to Google docs or Schoology. The
Layout will be graded in terms of its organization, number of articles,
and teamwork. Comments will be given to improve their output.
• Venn Diagram
Using MS Word, create a Venn diagram that enumerates the
journalistic content and grammatical structure of news, opinion, and
feature stories. The students will print their output and then submit it
next meeting. The qualities given must be based on the given activity
of their discussion. This will serve as a basis of their score.

36 1 Technology for Teaching. and Learning 2

for Language Education - English / Filipino
o Exercise: Past and Past Perfect
Prepare a hard copy of an exercise from www.englisch-hilfen.
corn. The students will answer the exercise by filling the correct verb
in the brackets. The results of this exercise will be added to their
grade.
• Modified Active or Passive Voice
Prepare the seven headlines on a Manila paper. Explain to the
students that one of the headlines is in the active voice and some
are in the passive voice. Some of the headlines will stay the same
while others will remain the same. If they will rewrite a sentence,
they should write (in one sentence only) why they should convert the
headline to active or passive voice. Their answers will be written in
a one whole sheet of paper. Leave three spaces after each sentence.
Three points will be assigned for each item.
• Tell Me About Yourself
The class will group themselves in pairs. One of the two should
interview the other. The interview consists of only five questions.
After five minutes, the two students will exchange places. The person
who was interviewed will now interview his/her partner. After another
five minutes, the two students will now paraphrase the answers
into a sentence, thus converting direct speech to indirect speech (or
vice versa) whenever necessary. The students will compile it into a
paragraph. The students will be scored based on the completeness,
organization, and grammar of their paragraph. Comments will be
given in their output.
• Can You Help His Friends?
The PowerPoint presentatioh will provide an exercise where the
students fill .in the blanks with the appropriate logical connector. The
students will then rewrite the given article on an intermediate paper.
One point will be assigned for each item.
Quiz: Logical Connectors
Ask the students to download the file: Logical Connectors Quiz.
doc. from their accounts in Edmodo. The students will then answer
the questions of the given quiz. Instruct the class to submit their
outputs to the teacher's Edmodo account. Set your deadline for
submission.
• Diagram
Use a PowerPoint presentation to discuss the lesson about news
writing. At the end of the lecture presentation, instruct the students
to make personalized diagrams that outline the basic structure of a
news article on their notebooks. After five minutes, flash samples of
diagrams that describe the structure of news articles for students to
compare and refine their outputs if needed.

Module 1 . Learning Plans in the Context of the 2 Is' Century

Lesson 2 - CT-Pedagogy Integration in Language Learning Plans
37
 • News Spread
Using their homework from Day Six, instruct the students to
work individually on a news article about a significant issue within
their school through Microsoft Word Rubrics will be given for the
newspaper spread for students' reference in conceptualizing and
designing their newspaper spreads as well as for future evaluation of
other groups' works.
• Opinion and Feature Art
According to their individual preference, ask the students to write
a short poem or comic strip that illustrates how feature and opinion
articles help forward changes in society. Their output will be graded
based on their creativity and relevance to the theme

• Human Interest
Recommend to the class some websites and pages that post
"human interest writing" (e .g. Humans of New York) and let students
explore the internet for 10 minutes to read through more samples.
Present a blank sample of a word web about the different human
interest angles in feature writing Tell students to bring out their
homework (basic personality sketch) They will use an appropriate
human interest angle to write a feature article about the person they
interviewed After completing the necessary information, the students
will be tasked to finish their feature articles on Microsoft Word
Assign the completion and revision of all the students' journalistic
articles as their homework Another assignment is to bring soft copies
of all the articles (news, opinion, and feature) that they made
38 Technology for Teaching and Learning 2
for Language Education - English I Filipino
 • News Spread (Day 11)
Instruct students to sit with their group members as they finish
compiling the soft copies of their articles. Allow groups to explore the
effective use of Microsoft Publisher in making a newspaper spread.
Students will submit their final output via Google Drive. Set your
deadline for submission. Before leaving the room, the students will be
evaluated by their peers using the given rubric. A separate rubric is
provided for the spread sheet.

Learning Plan 2
Philippine Secondary High School K to 12 Curriculum for Filipino
1 Naipahahayag ang mahahalagang kaisipan sa napakinggang
mitolohiya.
2. Nasusuri ang nilalaman, elernento, at kakanyahan, ng -binasang
sanaysay gamit ang mga ibinigay na tanong
3. Naibabahagi ang sariling reaksiyon sa ilang mahahalagang ideyang
nakapaloob sa binasang parabula.
4. Naibibigay ang sariling interpretasyon kung bakit ang mga suliranin
ay ipinararanas ng may-akda sa pangunahing tauhan ng epiko.
5. Napatutunayan ang mga nangyayari sa maikling kuwento ay maaaring
mangyari sa tunay nabuhay.
6 Nailalarawan ang kultura ng mga tauhan na masasalamin sa ilang
kabanata ng nobela.

Mga Layuning Pampag-aaral

Araw 1 Kasaysayan ng Mitolohiya at Mga Diyos at Diyosa ng Rome
Sa pamamagitan ng pagpapanood ng isang maikling dokumentaryo
tunkol sa Mitolohiyang Rome, ang mga mag-aaral ay inaasahang:
1 nansa-sa ang mga tauhan sa napanood na dokumentaryo,
2. natutukoy ang mga kaakit-akit na katangian ng mga diyos at
diyosa na maaan nilang maisabuhay; at
3. nakasusulat ng sariling mitolohiya batay sa paksa ng akdang
binasa.

Araw 2: Cupid at Psyche at Gamit ng Pandiwa

Sa tulong ng PowerPoint Presentation tungkol sa Cupid at Psyche at
gamit ng pandiwa, àng rnga mag-aaral ay inaasahang:
1 nakapagbibigay ng hahmbawa ng gamit ng pandiwa batay sa
akdang Cupid at Psyche;
2. nabibigyang halaga ang tamang gamit ng pandiwa sa pagsusulat
ng sariling pangungusap; at
Module 1 - Learning Plans in the Context of the 21sCentury
Lesson 2. CT-Pedagogy Integration in Language Learning Plansi
39
 3. naiguguhit ang sariling paglalarawan sa mga nangyari sa akdang
Cupid at Psyche.

Araw 3: Elemento ng Sanaysay at Ang Alegorya .ng Yungib

Gamit ang pangkatang brain storming patungkol samga elemento ng
sanaysay at ang Alegorya ng Yungib, ang mga mag-aaral ay inaasahang:
1. naitatala ang mga elemento ng sanaysay batay sa akdang Alegorya
ng Yungib;
2. nailalahad ang arál na ipinapahatid ng sanaysay; at
3. nakagagawa ng sariling sanaysay na kinapapalooban ng lahat ng
elemento ng sanaysay.

Araw 4: Ang Ningning at ang Liwanag at Ekspresiyong Ginagamit sa

Pagpapahayag ng Pananaw
Sa pamamagitan ng komics strip tungkol sa Ningning at Liwanag,
ang mga mag-aaral ay inaasahang:
1. natutukoy ang mga salitang nagpapakita ng ekspresyon sa
pagpapahayag ng pananaw mula sa akdang Ningning at Liwanag;
2. naipahahayag ang ma mahahalagang mensahe na ipinaparating
ng akda; at
3. nakaguguhit ng sariling komics strip patungkol sa pangarap na
nais matupad.

Araw 5: Ang Tusong Katiwala at Mga Piling Pang-ugnay sa

Pagsasalaysay
Sa tulong ng pagbabahagian tungkol sa akdang Tusong Katiwala, ang
mga mag-aaral ay inaasahang:
1. naibibigay ang mga piling pang-ugnay sa pagsasalaysay na nabasa
mula sa akda;
2. naibabahagi ang mga aral sa buhay na natutunan sa parabula; at
3. nakasusulat ng slogan na naglalarawan sa parabulang nabasa.

Araw 6: Mensahe ng Butil ng Kape at Mga Ginagamit sa Pagsusunod-

sunod ng mga Pangyayari
Sa tulong ng sabayang pagbigkas tungkol sa akdang Mensahe ng
Butil ng Käpe, ang mga mag-aaral ay inaasahang:
1. naibibigay ang mga katangian ng tauhan sa akda;
2. nailalahad ang mga kabutihang asal na napulot sa akda na
maaaring maisabuhay; at
3. nakasusulat pg sariling akda batay sa mga ginagamit sa
pagsusunod-sunod ng mga pangyayari.

40 Technology for Teaching and Learning 2

for Language Education - English I Filipino
Araw 7: Kasaysayan ng Epiko at Epiko ni Galgamesh
Gamit ang grapikong representasyon na tumutukoy sa kasaysayan ng
epiko at Epiko ni Galgamesh, ang mga mag-aaral ay inaasahang:
1 napangangalanan ang mga tauhan sa epiko,
2. nailalahad ang kahalagahan ng pag-alam sa kasaysayan ng epiko
sa pag-papaunlad ng kanilang buhay, at
3. nakabubuo ng malikhamg timeline na naglalarawan sa pag-unlad
ng epiko.

Araw 8: Mga Pananda ng Mabisang Paglalahad at Tuwaang

Sa pamamagitan ng PowerPoint Presentation tungkol sa mabisang
paglalahad ng pagiging, ang mga mag-aaral ay inaasahang:
1. naibabahagi ang mga pananda ng mabisang paglalahad mula sa
akdang Tuwaang,
2. nakapagbabahagi ng mga magagandang asal na natutunan sa akda;
at
3. nakasusulat ng isang tula na naglalaman ng mga pananda ng
mabisang paglalahad.

Araw 9: Ang Kuwintas at Kultura ng France: Kaugalian at Tradisyon

Gamit ang mabisang talakayan ukol sa Ang Kuwintas at kultura ng
France, ang mga mag-aaral ay inaasahang
1 naibibigay ang mga naging tunggahan sa akdang Ang Kuwintas
2 natutukoy ang mga kaakit-akit na katangian ng mga tauhan sa
maikhng kuwentong napakmggan, at
3 nailalarawan ang kultura ng France sa pamamagitan ng isang
pinta

Araw 10: Anapora at Katapora

Sa pamamagitan ng graphic orgaanizer tungkol sa anaphora at
katapora, ang mga mag-aaral ay inaasahang:
1 nailalahad ang pagkakaiba ng anapora at katapora,
2 naibabahagi ang mahahalagang tungkulin ng anapora at katapora
sa kanilang buhay bilang mga mag-aaral, at
3. nakasusulat ng mga pangungusap na batay sa aiiapora at katapora.

4raw 11 Ang Kuba ng Notre Dame at Mga Dapat Tandaan sa

Pagsusulat ng Nobela
Gamit ang pangkatang pag-uulat tungkol sâ Ang Kuba ng Notre
Dame at mga dapat tandaan sa pagsulat ng nobela, ang raga mag-aaral ay
inaasahang:

Module I - Learning Plans in the Context of the 21 1 Century

Lesson 2 - CT-Pedagogy Integration in Language Learning Plans
41
 1. naiisa-isa ang mga dapat tandaan sa pagsulat ng nobela;
2. naibabahagi ang kakintalang naiiwan ng akdang Kuba iig Notre
Dame sa kanila; at
3. naisasadula ang isang pangyayari sa nobela na may pagkakatulad
sa tunay na buhay.

Araw 12: Dekada '70

Sa tulong ng gawaing radio drama ng akdang Dekada '70, ang rnga
mag-aaral ay inaasahang:
1. naiisa-isa ang mga tagpuan at tunggalian sa kuwento;
2. naipahahayag ang mga mabubuting katangiang Pilipino na
masasalamin sa akda; at
3. nakasusulat ng isang pagsusuri tungkol sa nobelang napanood.

Araw 13: Panunood

Sa pamamagitan ng pagpapanuod ng nabuong video, ang mga mag-
aaral ay inaasahang:
1. nasusuri ang nilalaman ng nalikhang obra ng mga mag-aaral;
2. nakapaglalahad ng komento na maaaring positibo at negatibo; at
3. nakapagbibigay ng mungkahi para sa ikabubuti ng proyekto.

Pam amaraan
Ang mga sumusunod ang mga detalye na isasagawa para sa ikatatamo ng
mga natukoy na Iayumn ng pag-aaral.

Araw 1: Kasaysayan ng Mitolohiya at Mga Diyos at Diyosa ng Rome

1. Ang mga mag-aaral ay manonood ng isang maikling dokumentaryo
tungkol sa kaligirang pangkasaysayan ng mitolohiya.
2. Ipapakilala ng guro ang pangunahing paksa na matatalakay at ang
mga sub-topics na nakapaloob dito:
• Kasaysayan ng mitolohiya
• Mga diyos at diyosa ng Rome
• Cupid at Psyche (akdang pampanitikan)
•. Gamit ng Pandiwa
3. Ang mga mag-aaral ay magbabahagi ng kanilang mga mahahalagang
kaisipan mula sa kanilang napakinggan.
4. Ipapakita ng guro ang isang powerpoint presentation na tumatalakay
sa mgd diyos at diyosa ng Rome.
5. Iuugnay ng mga mag-aaral ang mga katangian ng mga diyos at diyosa
sa kanilang tunay na buhay at tunay na lipunan.

42
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 6. Pipili ang mga mag-aaral ng isang diyos o diyosa at kanila iaong
bibigyan ng buhay sa pamamagitan ng monologo.

Araw 2: Cupid at Psyche at Gamit ng Pandiwa

1. Ipakikilala ng guro ang isang akda na Cupid at Psyche sa
parnamagitan ng isang powerpoint presentation.
2. Ilsa-isahin ng mga mag-aaral ang mga tauhan ng akda at ang kanilang
mga katangian at mga ginampanan.
3. Tutukuyin ng mga mag-aaral ang mga mahahalagang pangyayari na
näganap sa pangunahing tauhan sa kuwento.
• Ang pagkakakilala niya kay Zephyr
• Ang pakakakilala niya kay Cupid.
• Ang kanyang nagawang kasalanan sa asawa.
• Ang mga naging parusa ni Venus sa kaniya.
4. Ipapaliwanag ang Mga Gamit ng Pandiwa.
• Aksiyon
• Karanasan
• Pangyayari
5 Magbibigay ng halimbawa ang mga mag-aaral batay sa akda
• Ginawa ni Psyche ang lahat upang maipaglaban ang kaniyang
pagmamahal kay Cupid.
• Labis na nanibugho si Venus sa Kagandahan ni Psyche
• Patuloy na naglakbay si Psyche at pinilit na makuha ang panig
ng mga diyos

Araw 3: Elemento ng Sanaysay at Ang Alegora ng Yungib

1. Papangkatin ang mga mag-aara1 sa lima.
2. Magkakaroon ang mga ito ng pangkatang brain storming tungkol sa
mga mahahaIáang kaisipailg kamlang nakuha sa sanaysay na Ang
Alegorya ng Yungzb
3 Pagkatapos ng sampung mrnuto ay ibabahagi mia ito sa kiase
4. Magkakaroon ng mas malaliman pang talakayan tungkol sa Alegorya
ng Yungib.
5. Ilalahad ng guro ang mga elemento ng sanaysay.
• Tema
• Anyo at Estruktura
• Kaisipan
• Wika at Istilo
• Larawan ng Buhay
• Damdamin
• Himig
Module 1 - Learning Plans in the Context of the 21 Century
Lesson 2- CT-Pedagogy Integration in Language Learning Plans
43
 6. Tutukuyin ng mga mag-aaral ang mga elemento ng sanaysay sa
Alegorya ng Yungib at isusulat ito sa isang buong papel.

Araw 4: Ang Ningning at ang Liwanag at Ekspresiyong Ginagamit sa

Pagpapahayag ng Pananaw
1. Ibabahagi ng guro ang kopya ng komics strip sa mga mag-aaral.
2. Babasahin ng mga mag-aaral ang akda sa bob ng sampung minuto.
3. Ibabahagi ng mga mag-aaral ang kanilang mga naintindihan sa akda.
4. Magkakaroon ang mga mag-aaral ng isang larong pinamagatang
"Lights Camera Action" kung saan may i-aarte silang Hang bahagi ng
akda.
• Liwanag
• Ningning
• Liwanag at Ningning
5. Tatalakayin ang Ekspresiyong Ginagamit sa Pagpapahayag ng
Pananaw batay sa Akdang binasa.
6. Sumulat ng mga halimbawa batay sa akdang natalakay.

Araw 5: Ang Tusong Katiwala at Mga Piling Pang-ugnay sa

Pagsasalaysay.
1. Tatanungin ng guro ang mga mag-aaral ng Hang katanungan.
• Naranasan mo na bang magtiwala?
• Naranasan mo na bang maloko matapos magtiwala?
• Matapos ng lahat ng panlilinlang na ginawa sa iyo,
magtitiwala ka pa bang muli?
2. Bibigyang kahulugan ng guro kung ano nga ba ang Parabula.
3. Magbabahagi ang Hang mag-aaral ng mga parabulang kanilang
nalalaman.
4. Tatalakayin ng guro ang .parabulang ang Tusong Katiwala sa
pamamagitan ng dugtungang pag-kukuwento ng mga mag-aaral.
5. Ipapakilala ang konsepto ng Mga Piling Pang-ugnay sa
Pagsasalaysay
6. Magbibigay ang guro ng mga halimbawa batay sa mga naging
pagbabahagi ng mga mag-aaral.
7. Bubuo ng tig-isang halimbawa ng mga piling pang-ugnay sa
pagsasalaysay ang mga mag-aaral batay sa akda.

Araw 6: Mensahe ng Butil ng Kape at Mga Ginagamit sa Pagsusunod-

sunod ng mga Pangyayari
1. Maglalahad ang mga mag-aaral ng mga mensahe ng kanilang mga
magulang na kanilang babaunin habang buhay.

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 I
• Mag-aral ng mabuti upang buhay ay mapabuti.
• Maging masipag at matiyaga sa lahat ng pagkakataon.
• Huwag kalimutang igalang ang iba at huwag maging maramot.
2 Magkakaroon ng isang sabayang pagbigkas ang mag-aaral tungkol sa
Mensahe ng Butil ng Kape.
I Tatalakaym ang parabula ng guro.
4. Bubuo ng sariling mensahe ang mga mag-aaral at ibabahagi ito s
kiase.
• Hindi lahat ng bagay na mahirap abutin ay mahirap talaga,
minsan kailangan mo lang pagtiyagaan.
• Kung nadapa, matutong bumangon. Mahirap. kayang manatili
sa sahig forever.
I

5. Ipapaliwanag ang mga Ginagamit sa Pagsusunod-sunod ng mga

Pangyayari.
At, saka, pati, maliban, bukod sa, tuloy, bunga nito.
6. Muling isasalaysay ng mga mag-aaral ang Mensahe ng Butil ng Kape
gamit ang piga hudyat na pagsusunod-sunod ng mga pangyayari.
7 Ipapaalala ang kanilang pinal na proyekto at kung kalian ito ipapasa at
ipapanood.

Araw 7: Kasaysayan ng Epiko at Epiko ni Galgamesh

1. Garnit añg grapikong representasyon, ipaliliwanag nang guro ang
kasaysayan ng epiko.
2. Ilalahad ng guroang mga tauhan sa Epiko ni Galgamesh.
• Anu
• Ea
• Enkido
• Enlil
. GiigamesW
3. Ikukwento ng mga mag-aaral ang buod ng Epiko sa pamamagitan ng
dugtungang paglalahad.
4. Itatanghal ng mga rnag-aaral ang katangian ng tauh'an sa kuwentong
kanilang nabunot.

Maw 8: Mga Pananda ng Mabisang Paglalahad at Tuwaang

1. Ipapakilala ang bagong paksa sa pamamagitan ng powerpoint
presentation.
2. Babasahin ng limang mag-aaral ang buod ng tuwaang na may
damdamin.
3. Tatalakayinng guro ang mga pananda ng mabisang paglalahad.

Module "I - Learning Plans in the Context of the 21 Century

Lesson 2- CT-Pedagogy Integration in Language Learning Plans
45
 • Sa panahon-noon, sumunod, nang, pagkatapos
• Sanhi at bunga-resulta ng, kung gayon, dulot nito,
samakatuwid
• Paghahambing-higit pa rito, di tulad ng, sa kabilng dako
• Paliwanag-bilang karagdagan, halimbawa nito, dagdag pa
ditto, kabilang dito
4. Tutukuyin ng mag-aaral ang mga pananda ng mabisang paglalahad sa
epikong Tuwaang.

Araw 9: AngKuwintas at Kultura ng France: Kaugalian at Tradisyon

1. Magbabahagi ang mga mag-aaral ng kultura ng PIlipinas na kanilang
nalalaman.
• CAR- Kanyaw
• Hindi pagkawala ng kanin sa hapag kainan
• pananalangin bago kumain
• Mainit na pagtanggap
2. Talakayin ang kultura ng France kasama na ang kanilang kaugalian at
tradisyon.
• Wika-French
• Relihiyon- Katoliko
• Male dominated culture
• "chauvinism"
3. Ipanood ang Maikling Kuwentong, Ang Kuwintas.
4. Tutukuyin ng mga mag-aaral ang mga katangian at gampanin ng mga
tauhan sa kuwento.
• Mathilde
• George Ramponneau
• Madam Foresteir
• Asawa ni Mathilde
5. Pangkatin.ang klase sa lima at bawatisa ay bigyan ng bahagi ng buod
ng kuwento.
6. Ilahad ang buod sa pamamagitan ng malikhaing pagtatanghal ng mga
mag-aaral.

Araw 10: Anapora at Katapora

1. Ipapakilala ng guro ang Anapora at Katapora sa pamamagitan ng
isang graphic organizer.
2. Maglalahad ng sariling halimbàwa ang guro.
• Karamihan sa mga tao ay ikinakabit ang kulturang Pranses sa
Paris. Ito ang sentro ng moda, pagluluto, sining at arkitektura..
• Ang France ay una nang tinawag na Rhineland. Noong
panahon ng iron age at Roman era, ito'y tinawag na Gaul.

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 3. Magbabahagi ang mga mag-aaral ng sarili nilang halimbawa sa
Anapora at Katapora batay sa Ang Kuwintas.
• Sila ay supistikado kung manamit. Mahilig din sila sa
masasarap na pagkain at alak. Ang mga taga-France ay
masayahin at mahilig dumalo sa mga kasiyahan.
• Si Mathilde ay supistikadang manumit, siya ay mahilig sa mga
kasiyahan.

Araw 11: Ang Kuba ng Notre Dame at Mga Dapat Tandaan sa Pagsusulat
ng Nobela
1. Magbabahagi ang mga mag-aaral ng mga dapat tandaan sa pag-aaral.
• Maging masipag • Huwag liliban sa kiase
• Maging matiyaga • Huwag mahuhuli sa kiase
2. Iuugnay ng guro ang mga naging kasagutan ng mga mag-aaral sa Mga
dapat Tandaan sa Pagsusulat ng Nobela.
• Ang mga tauhan ay kusang gumagalaw at hindi pinapagalaw
ng may-akda
. Mga masasakiaw na simulain ng pagsasalaysay
3. Mahahati ang kiase sa tatlong pangkat.
4. Ang unang pangkat ay mag-uulat ng mga tauhan, tagpuan at
damdamin ng Nobelang Ang Kuba ng Notre Dame.
5. Ang ikalawang pangkat ay mag-sulat ng buod ng nobela.
6. Ang huli ay ang himig, tono at mga mensaheng nakapaloob sa nobela.

Araw 12: Dekada '70

1. Iparirinig ng guro ang isang radyo drama tungkol sa Dekada '70.
2. Tutukuyin ng mga mag-aaral ang mga mahahalagang pangyayari sa
nobela.
• Martial Law!batas militar
• Rallies/ mga welgang naganap
• Pagtira ni Evelyn sa abroad
• Pagbalik ni Alma sa mga masasayang alala ng kanyang
pagkabata.
• Salvage Crisis
3. Tatalakayin'ang Kuwento sa pamamagitan ng pagtukoy ng mga mag-
aaral sa mga tauhan.
• Alma • Bartolome • Gani
• Jason • Em
• Evelyn • Amanda
4. Dugtungang ilalahad ng mga mag-aaral ang buod ng kuwento sa
pamamagitan ng "spin the bottle". Bubuo ng isang malaking bilog ang

Module 1 - Learning Plans in the Context of the 21 Century

Lesson 2 - ICT-Pedagogy Integration in Language Learning Plans
47
 mga mag-aaral at may i-iikOt na bote sa gitna, kung kanino ito tututok
ay siya ang magku-kuwento.
5. Susulat ang mga mag-aaral ng isang maikling kuwento na ang tema ay
may pagkakahawig sa Dekada '70.
6. Itatanghal ito ng mga mag-aaral sa pamamagitan ng radio drama na
may kasamang sound effects at background music.

Araw 13: Panonood

1. Ipapanood ang mga nalikhang obra ng mga mag-aaral.
2. Magbibigay ang mga tagapanood ng kanilank komento, maaaring
positibo at negatibo.
3. Magbibigay ang guro ng kaniyang sariling komento at mungkahi para
sa ikabubuti ng proyekto.

Mga Kasanayang Kinakailangan

• Kasanayan sa pagbasa • Kasanayan sa pagsulat
• Kasanayan sa pagsasalita • Kasanayan sa pakikinig
• Kasanayan sa gramatika • Kasanayan sa panonood

Mga Kinakailangang Teknolohiya

• Camera • Internet Connection
• Computer(s) • Printer
• Digital Camera • Projection System

Mga Kinakallangang Sanggunian

• Mga kopya ng akda sa bawat anyo ng panitikan (mitolohiya,
parabula, sanaysay, epiko, maikling kuwento, at nobela)
• https://www.greekmythology.éoml
• www.digita1journa1.com/artic1e/344449

ights
• https://www.slideshare.net/cherryjoybasug/pandiwa

Akornodasyon para sa mga Mag-aaral na may Natatanging

Pangangailangan
Mga mag..adral na nahihirapan sa pagkatuto
• Magbigay ng mga gawain na maaaring makapagpadali sa kanilang
pagkatuto.
• Magtuturo batay sa kinalakihan ng bata o batay sa mga gustong-gusto
niyang gawin upang sa ganon ay mas madali siyang makakunekta sa
talakayan.

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Mga Mag-aaral na Gifted
• Maghanda ng mga pangkatang gawain na maaari silang maging
pinuno na gagabay at tutulong sa iba nilang kamag-aral.

Mga may Kapansanan sa Paningin

• Gumamit ng mga mga dokumentaryong panradyo at mga kuwentong
panrandyo.
• Gumamit ng mga librong nakabraile.

Mga may Kapansanan sa Pandinig

• Gumamit ng mga panooring may subtitle.
• Magpatulong sa mga may kaalaman sa sign language

Step 2: Analyzing the Salient Parts of the Learning Plan

Identify and describe the common parts of the two
learning plans you have read. Write your observations below.

Essential Parts of a Learning Plan

Module 1 - Learning Plans in the Context of the 21 Century

Lesson 2- CT-Pedagogy Integration in Language Learning Plans
49
Step 3: Learning from the Learning Plans
By the help of the following questions, share your own recommendations
and observations on how you may use and enhance the two learning plans.
Learning TP
Guide iQuestions
Reporter's Notebook
Mediterranean

Are the learning objectives '

aligned with the targeted

basic education, curriculum
competencies? Why do you
say so?

Is the plan of technology

integration supportive of the
attainment, Of the learning
competencies and learning
objectives? Explain your
answer.

How do you plan to use the

learning plan in teaching
language lessons in the
future?

If you are to improve the plan

for the accommodation for
differentiated instruction, how
would you develop it?

What significant principles in

ICT integration do you think
are highly recommended in
developing a learning plan
in language teaching and
learning?

50 1 Technology for Teaching and Learning 2

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49E= t

Step 1: Read the following learning plans, and think of a way by which you
may improve it guided by the principles of ICT integration in language
teaching.

We Filipinos are Mild Drinkers

Targeted Philippine Basic Education Curriculum Competencies

(Grade 10, English, Second Grading, World Literature including

Philippine Literature, 5 days)
Content Standard:
The learner demonstrates understanding of how world literatures and
other text types serve as vehicles of expressing and resolving conflicts among
individuals or groups and also how to use strategies in critical reading,
listening, and viewing, and affirmation and negation markers to deliver,
impromptu and extemporaneous speeches.

Performance Standard:
The learner proficiently delivers an argumentative speech emphasizing
how to resolve conflicts among individuals or groups.
• Read closely to get the author's purpose.
• Read closely to get explicitly and implicitly stated information
.. Detect bias and prejudice in the material viewed.
• Identify unsupported generalizations and exaggerations.
• Use words and expressions that affirm or negate.
• Compose an argumentative essay.
• Demonstrate confidence and ease of delivery.
• Recall previous experiences as scaffold to the message conveyed
bymateial viewed.

Learning Plan Summary

This learning plan aims to find cultural symbolisms used in a story.
Deduce the meaning of the symbolisms to understand the deeper meaning of
the narrations The students will first view a video and read the story, "We
Filipinos are Mild Drinkers" By Alejandro R. Roces. After the film viewing,
the students will find the symbolisms used in the story and deduce the
meaning of the symbolisms they found to get the deeper meaning of this short
story. The students will identify some gaps and/or points to improve from
the video, according to their arguments, create a video commentary of five
members. This project will be done outside class hours.

Module 1 - Learning Plans in the Context of the 21' Century

Lesson 2- Id-Pedagogy Integration in Language Learning Plans
51
 To deliver a thought-provoking and captivating commentary, guidelines
on writing and speaking will be emphasized. Before the video commentary
on video making starts, the students will be informed that the final 'outputs
will be checked through the use of a rubric given to them prior to starting
the project. This would include concept, script/ storyboard, content and
organization, quality, teamwork and timeliness. Also, a rubric for peer
evaluation will be distributed to students for them to grade their own
groupmates according to their contributions, problem-solving, technique,
attitude, focus on the task and working with others. This will be done to
ensure the validity and reliability of the credits that will be given to students,
and also for the. equal distribution of scores according to each student's
performance and contribution in the project.
The integration of the principles of delivering argumentative speech used
in the commentary will be graded with a rubric as well. The criteria would be
persuasive effect through the proper use of energy and voice, characterization,
development of rich and well-grounded content by providing an in-depth
treatment of the topic; use of examples and theories tsupprt position, and
appropriate use of technology to enhance the delivery of the arguments in the
commentary.

Step 2: Guided by the standards and the principles of ICT integration, and
lesson planning principles taught in your previous classes, develop the
learning outcomes of this learning plan. Encode your daily objectives
and submit these using the course Learning Management System (LMS)
Portal.
Days Daily Objectives/Learning Outcomes

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Step 3: Read the following learning plans by group and develop the learning
procedures with some plans for accommodating students with spediai
learning needs. Encode your daily objectives and submit these using the
course Learning Management System (LMS) Portal.
Targeted Philippine Basic Education Curriculum Competencies
GRADE 9, English, First Grading, Elements of Poetry

Curriculum-Framing Questions
Essential Questions
• How does literature keep one's identity?

Unit Questions
• Why do we still read Anglo-American writers' literary works?
• How relevant are Anglo-American literary pieces to peoples' lives?,
• How do literary pieces reflect our contemporary situation?

Content Questions
• What are the uses of ellipsis, slash, capitalization and interjection?
• What are the different elements of poetry?
• What are the divisions of poetry?
• What is the difference of poetry from prose?
• When are we going to apply word order and word formation
(clipping, blending, compounding, folk etymology; etc.) in a literary
piece?

Unit Summary
In this Unit, you will compare and contrast the different types of
poetry, know the elements of poetry, apply the uses of word order and
word formation in daTy conversation, and the proper usage of ellipsis,
slash, capitalization and interjection Moreover, you will be able to explore
the divisions of poetry and the difference of prose from poetry. But more
than just activating your intellectual ability, you are led to participate in a
speech choir using verbal and non-verbal strategies (hand, face, and body),
enabling you to listen with understanding, speak precisely and assuredly,
and write coherently and clearly. Learning will not be fun if there's no spice
Technology is one of those spices, indeed Some of the activities are creating
a poem and will dramatize it using a movie maker and describing yourselves
through a poem with the aid of Microsoft word These will enhance your
creativity, teamwork, resourcefulness, etc Moreover, you will record your
speech choir (poèt*y recital) using verbal and non-verbal strategies Also, you
will answer some of the quizzes through the use of different online venues

Module I Learning Plans in the Context of the 21 Century

Lesson 2- CT-Pedagogy Integration in Language Learning Plans
53
like Edmodo and Schoology. You will maximize the appropriate use of
multimedia by listening and viewing activities such as watching a video clip
to support the existing information gathered during the discussions.

Shaping Lifes Purpose through an Everyday Discovery

Student Objectives/Learning Outcomes
Day 1:
By means of sentence analysis, the students should be able to:
a. determine the uses of ellipsis, slash, interjection and capitalization
to convey meaning;
b. display the efforts and sacrifices of a father by writing back a
letter; and
c. compose a poem using ellipsis, slash, interjection and
capitalization.
Day 2:
Providing the activity, 'Pictionary', the students should be able to:
a. interpret set of pictures to form word meanings;
b. discuss solutions to a common problem by their previous
experiences; and
c. arrange the inverted sentences to normal word order.
Day 3:
Providing the activity, Be My Tour Guide, the students should be able to:
a. select the word formation used in the problem;
b. share suggestions based on experiences; and
c. write suggestions in helping the lost man.
Day 4:
Through a poem, the students should be able to:
a. distinguish the different features of literature;
b. verbalize the role of their mothers in their lives through a speech
choir; and
c. illustrate the role of their mothers in their lives.
Day 5:
By means of poem analysis, the students should be able to:
a. summarize a poem through a poem analysis;
b. display willingness to accept forgiveness by their promises; and
c. design lists of poets and their poems in a given fan.

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 Days Daily Procedures

Day

Day

Day 3

Day 4

= Day

xa

1. Teachers also work as curricularist. As a curricularist, how do you intend

to make your ICT integration more responsive and relevant?
2. What is unique with ICT integration in language teaching that must be
thoroughly considered when developing a learning plan?

Module 1 - Learning Plans in the Context of the 21s' Century

Lesson 2- Id-Pedagogy Integration in Language Learning Plans
55
 56 Technology for Teaching and Learning 2

WIN
At the end of the module, the students should be able to:
• discuss the concepts of the different learning approaches
in language teaching and learning;
• discuss how information and communication
technologies will help develop and present language
lessons using the different active learning approaches;
• brainstorm on the possible products or outputs that
will serve as an evidence of learning of the developed
learning outcomes of the learning plan using Inquiry-
Based Learning, Problem-Based Learning and Project-
Based Learning; and
• integrate active learning activities in the development of
language learning plans.

[Introductkn]

Language learning encompasses the development of the macro skills

such as reading, writing, listening, speaking, and viewing. The concern
of the language teacher is how to teach these skills in a holistic manner as
these skills complement each other when used by people in communicating.
Is it possible to target more than 2 or 3 of the macro skills in one leaning
activity? The answer is yes. However, this largely depends on the approaches
used by the language teacher in facilitating the development of learning
competencies in the language classroom. One way to achieve this end is the
uti1iztion of active learning approaches.
Aôtive learning approaches are characterized by learners' engagement in
activities that are geared towards the generation of new knowledge or making
meaning to an existing knowledge while developing other 21st Century skills
(such as collaboration, media literacy, critical thinking) in the process. Four
of the recent active learning approaches introduced to enhance the teaching
learning process are Inquiry-Based Learning (IBL), Research-based
Learning, Problem-based Learning, and Project-Based Learning (PBL).
These learning approaches are designed to give more depth and breadth in
the learning of content in the K to 12 Curriculum. While these approaches
are meant to provide opportunities for active exploration of content, each of
these approaches has a distinct characteristic that needs to be considered by
teachers in the realization of learning competencies especially in language
teaching. Knowing the distinctions among these active learning approaches
will help the language teacher in deciding what approach to adopt.
Central to active learning approaches is the construction of framing
questions that will guide the learners in their investigation either on a specific
topic or unit. Investigations become more meaningful when these are related
to real life experiences or real world issues or problems.
As learners become active participants in the process of generating new
knowledge, technology whether digital or non-digital, plays an important
role in the utilization of these active learning approaches With the ubiquity
of technology tools that learners are exposed to, it is the teacher's role to
ensure the appropriateness and relevance of such tools in the development
of learning competencies Aside from learning language skills, it is also
important to train learners of their responsibilities as they engage in digital
learning activities and enable them to discriminate digital tools that are useful
in enhancing their knowledge on the content of investigation.

Module 2- Integrating Active Learning Approaches in Language Learning

Lesson 1 - Inquiry-Based Learning and Research-Based Learning
57
 SG
Inquiry-Based Learning and
Research-Based Learning

At the end of the lesson, the learner should be able to:

• discuss the salient features of inquiry-based learning

and research-based learning and their application to
the attainment of language learning competencies and
language learning outcomes;
• analyze how technologies for teaching and learning
languages can be maximized in inquiry-based learning and
research-based learning; and
• state some performance standards from the Curriculum
Guide that can employ inquiry-based learning and
research-based learning.

Exdte :

To be able to attain the above-stated lesson objectives, do the following

exercises step-by-step:

Step 1: The KWL Chart

Familiarize yourself with the concept of KWL chart. Analyze the
contents of the charts and think of how you can use this chart in facilitating
your language lessons.

58 Technology for Teaching and Learning 2

for Language Education- English / Filipino
 KWL CHART

tJilLL '

What I Know What I Want to Know What I Learned

Step 2: Starting with an Essential or Big Question

Since inquiry-based learning usually starts with essential or big questions
that elicit varied answers from the respondents, think of a question that you
would like to ask youistudents relevant to a specific lesson in your language
class. Do this in a group with five (5) members. Some example questions may
be:
a. Why do we need to learn how to listen?
b. Why is there a need to be engaged in public speaking?
c. How do children with special learning needs communicate?
d. How do we know the language struggles and stories of the people of
long ago?

What is one main characteristic of a young children that helps them to

know about the world they live in?
Write your big question. on the KWL chart.

Module 2- Integrating Active Learning Approaches in Language Learning

Lesson 1 - Inquiry-Based Learning and Research-Based Learning
59
Step 3: Finding Out What We Know
Eliciting from your collective lived experiences as groupmates, provide
an answer to the big question you identified. Record your answers through
filling in the first column of the KWL Chart. In this step, each member is
expected to actively participate to fully answer the KWL chart. As you do the
activity, writing and speaking skills can be observed to be demonstrated by
each member.
This activity can be done at any level in your language classes in the
future. You need to allow some students like in the pre-school level to draw
their answers in the, chart if they cannot write their answers in verbal form.

Step 4 Finding Out What We Want to Know

To allow you to freely explore about what is in store in the world around
you, fill-in the second colunm of the KWL chart By answering the second
column, you will be able to think of other possible information that is beyond
the knowledge that you have about the big question. This activity contributes
to the development of inquisitiveness of students

Step 5: Finding Out the Answer from Experts

To be able to learn better about the topic and big question, get on
searching for an answer to the questions from reliable sources. Sources
may refer to your language teaèhers or from the library resources (digital or
printed), conduct interview with some teachers or other human resources
who may give an answer to the question or get information from your library
resources Record your interview data or literature review data

Step 6: Finding Out What We Have Learned

Finally, organize the results of your gathered data and write your answer
in Column 3 of your KWL chart.

ExpIore
3 Nature of Inquiry-Based Learning
Inquiry, in its simplest definition, is a process of asking questions. This
has spurred' the enumerable developments that we continue to enjoy in our
society today. It continues to usher the study of so many fields that enable
various scientists and experts to provide solutions to emerging issues affecting
the society in general. In the classroom, in particular, the process of inquiry
is a basic learning activity that every teacher is expected to facilitate. The
development of the ability to 'ask among learners is basic in the age of the
Fourth Industrial Revolution. According to the Future of Jobs Report duri

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the World Economic Forum, the top three of the ten skills needed in this sage
are complex problem solving, critical thinking and creativity (Gray, 2016)
which all start from the process of asking.
inquiry-based learning (IBL) as an approach essentially involves tasks
requiling learners' active participation in finding answers to curricular
questions. The questions can run from very specific simple questions to
more complex questions in relation to the curriculum. Learners are given
opportunities to engage in self-regulated activities as they pursue their
investigation. Using this in the language classroom can facilitate the
development of communication skills as it involves activities such as writing
questions, deliberating on ways of finding answers to curricular questions,
and presenting outputs as evidence of inquiry among others. This approach
encourages students to work together in accomplishing their task.
• The process of inquiry starts from positing a question aligned to a
content standard in the K to 12 curriculum for English. Investigation proceeds
using various sources of information and presentation of outputs of the
students using a productivity tool. Depending on the required output, the
assessment tool that will be used should be given to the students before the
inquiry commences.

When to Use
Chisholm, and Godley (2011) purport that inquiry-based instruction (IBI)
offers an especially appropriate approach to learning about language variation,
identity, and power since IBI can provide students With opportunities to learn
about current issues in sociolinguistics through sharing and debating on a
personal experience with language from multiple perspectives.

Types of Inquiry
VIU (2020) presented four types of inquiry that can be used in
facilitating classes. These are:
1. Structured 'Inquiry - This lets the students follow the lead of the
teacher as the entire class engages in one inquiry together.
2. Controlled Inquiry - The teacher chooses topics and identifies the
resources that the students will use to answer questions.
3. Guided Inquiry - The teacher chooses topics or questions and
students design the product or solution. •-
4. Free Inquiry - Students are allowed to choose their own topics
without any reference to a prescribed outcome.

Module 2 - Integrating Active Learning Approaches in Language Leming

Lesson 1 - Inquiry-Based Learning and Research-,Based*Learning
61
Role of the Teacher
The success of IBL largely depends on the careful planning of the
teacher in relation to the curriculum. The language teacher needs to look into
the learning competencies that can be satisfied by a simple inquiry or more
complex inquiry. He/she controls and prepares the topic for investigation
and guides the learners by setting the questions to be explored. Learners are
allowed to design their own way of investigation and present their outputs
using technology tools that are afforded to them. When technology is coupled
with IBL, a gateway to information is opened and students can have access
to information at anytime and anywhere. It is assumed that the teacher is
knowledgeable of the sources, of information and whether the learners have
access to these sources. .
When designing an IBL, the teacher has to consider the following fields
proposed by Avsec and Kocijncic (2016):
1. Prior knowledge and capacity
2. Context - Learners require meaning from experience.
3. Content and learning materials
4. Process
5. Strategy of reactions and behavior
6. Course outcomes

Role of Technology
The internet'. or the World Wide Web offers lots of platforms for mining
information. It has become the most sought out source of information
because of the variety of tools that abound Language is no longer a barrier
in one's search for information. Depending on the unit of study in a language
curriculum, there are many free educational websites that are available for the
language teachers and learners. Due to the vastness of sources of information
from the WWW, any language teacher who is using IBL has the responsibility
to direct learners to websites that provide the proper information. The
technology tools that are made available for the learners, whether online or
offline, should support the object of inquiry-which is aligned to the learning
competencies in the K to 12 Language Curriculum.
It should be noted that the use of technology in IBL is just one of the
many other sources of information in the process of inquiry. This does not
exclude the other resources, human and non-human, in gathering information.
However, learners are undeniably familiar and probably more adept in
exploring the internet. Guiding them in locating online resources that are
relevant in developing their research and communication skills will let them
learn the importance of using educational resources in an explicit and implicit
way.

62 Technology for Teaching and Learning 2

for Language Education - English I Filipino
S.
= xpenence

To be able to apply inquiry-based leaning in your field of specialization,

do the following steps:
Step 1: Reading Curriculum Guide in English or Filipino Subject
Identify a grade level from the K to 12 Curriculum and read the
\\Curriculum Guide for English or Filipino of this level. Focus your reading
on the different language competencies of every language lesson.
Step 2: Identifying Language Competency for IBL
Find learning competencies in the chosen Curriculum Guide that are
suited for an IBL. Determine the type of inquiry that you will be using.
Note them down on the table provided.

Subject:

Grade Level:

Language Learning Competencies TypeI.lInquiry

10

Module 2- Integrating Active Learning Approaches in Language Learning

Lesson 1 - Inquiry-Based Learning and Research-Based Learning
63
Step 3: Developing Core Questions
Create core question/s about the competencies that learners might be
asked to answer.

Subject:

Grade Level:

Core Questions
I

10

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 SON
Problem-Based Learning and
G I
Project-Based Learning
111
Outcomes]
(1

At the end of the lesson, the students should be able to:

• discuss the salient features of problem-based learning

and project-based learning and their application to
the attainment of learning competencies and learning
outcomes;
• analyze how technologies for teaching and learning can be
maximized in problem-based learning and project-based
learning; and
• share some performance standards from the Curriculum
Guide that can employ problem-based learning and
project-based learning.

01 Excite

Step 1: Study a picture from the internet and create a meme or a question
about it.

Step 2: Write 1-2 sentences about literature.

Step 3: Between creating a meme or a question about picture from the

internet and writing sentences about literature, which did you find easier
to write about? Explain your answer.

The activity above obviously shows that it is easier to write about

something that is relatable, in our real life situations because of our prior

Module 2 - Integrating Active Learning Approaches in Language Learning

Lesson 2 - Prolem-based Learning and Project-Based Learning
65
knowledge or experience. Language teaching and learning in the basic
education are not just about parts of speeches, grammar and other, contents
but more so on how these are used to deal with real-life experiences. Using
problem-based learning is one of the approaches that may bring forth more
meaningful learning experiences in and beyond the classroom.

Nature of Problem-Based Learning

Problem-based learning is an approach that involves a process of inquiry
and solving open-ended questions that serve as the main problem that the
learners will work on. The type of questions posited is focused on a specific
content standard and its application to real life issues. It also requires more
than one answer or solution. Learners are engaged in a collaborative task as
they work towards the solution to the problem. This learning activity is done
in small groups with each member assigned a certain task to accomplish. In
the process of engaging in PBL, they learn several skills such as problem-
solving, communicating, research, among others which axe essential in the
workplace. The end goal of PBL is to ensure that the target, the learning
competencies, are achieved in the process.
Ali (2019) described PBL as a process that is used to identify problems
with a scenario to increase knowledge and understanding. In her article, she
proposed the following five principles of PBL that may be considered by
teachers in planning or using the approach:
1. It is a power of independent and self-directed learning.
2. Learning happens in a group and teacher is a facilitator.
3. All groups have to participate equally.
4. Students' learn about motivation, teamwork, problem-solving and
engagement with the task.
5. Materials such as data, photographs, articles, can be used to solve
the problem. (p. 73)

Lo (2009, p. 208) proposed a six-stage process used in the adoption of

the online PBL:
1. Identifying the probleim—current issues that do notFave just one
answer or one definite solution;
2. Brainstorming—generate ideas; tackle the problem through self-
directed questioning; arouse students' intrinsic motivation;
3. Collecting and analyzing the information—assigning group
members to collect information; posting what they found and what
they learned; collaborative collection of useful information;
4. Synthesizing information—solving the problem through
synthesized relevant data; knowledge building;

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 5. Co-building knowledge—presentation of the solution to the
learning problem/ issue; and
6. Refining the outcomes—giving of feedback and suggestions by the
instructor to help students improye; learning from other group's
presentation.

Benefits of Problem-Based Learning

Several studies have revealed positive impacts of PBL on learners as
they engage in the process. Among these are the following:
(Ghufron & Ermawati, 2018, p. 666—in n EFL writing class)
1 Promotes self-confidence and motivation
2\ Reduces students' nervousness during the learning process
3. Increases students responsibility in learning
4. Makes students easily learn the material through sharing of ideas
5. Promotes problem-solving skills
6. Promotes self-directed learning
7. Promotes active learning
8. Makes students explore many learning resources
9. Makes students develop positive attitude towards learning

For Baresh, Ali, .& Darmi, 2019—EFL students:

• Enhances fluency in communication
• Improves grammar
• Increases comprehension
• Enhances good pronunciations
and intonations
. Enhances self-confidence
• Increases range of vocabulary

For English as a Foreign Language (EFL) students, PBL:

• Enhances fluency in communication
• Improves grammar
• Increases comprehension
• Enhancps good pronunciations
and intonations
• Enhances self-confidence
• Increases range of vocabulary

The study of Lin (2017) revealed statistically that the PBL participants
showed more improvement in their reading comprehension than the non-PBL
participants. The study further looked into the PBL active English learning

Module 2 - Integrating Active Learning Approaches in Language Learning

Lesson 2 - Prolern-based Learning and Project-Based Learning
67
 skills through PrBL. Their findings revealed that after taking the PBL
course, there was a significant difference in the mean scores for the
following life skills responsibility, problem solving, self-direction
communication, and creativity skills. It was concluded that PrBL
indeed promotes further development of life skills.
Based on the stated inputs, it is your turn to prepare for a potential PrBL
activity in your future classroom Follow the steps and the instructions given

Step 1. Using Notetaking Applications

Find a peer that you can work with for this activity. Bring out your K
to 12 Curriculum in English. Use any notetaking app or tool for recording
your output.

Step 2. Constructing Key Questions for PBL

Using your K to 12 Curriculum in English, choose 3 learning
competencies from different quarters, identify the content standards and
construct key questions that can motivate students to engage in a PrBL
activity. Use the table provided

Step 3. Group Sharing

Assign who will share the group output after 20 minutes.

70 1 Technology for Teaching and Learning 2

for Language Education - English / Filipino
 erience

Step 1: Searching for Web 2.0 Tools

With a group of five members, fill out the table that presents various
Web 2.0 tools and language activities where such tools may be used.
Web 2.0 Sample activities for language
Purpose
tools learning

Step 2: Searching for Web 3.0 Tools

Identify some Web 3.0 Tools that can be used in the language
classroom and share it to the class:
Web
I I I

Step 3: Sharing
Share you answers to Step 1 and 2 to the whole class

Module 2- Integrating Active Learning Approaches in Language Learning

Lesson 2 - Prolem-based Learning and Project-Based Learning
71
72 1 Technology for Teaching and Learning 2
for Language Education - English I Filipino

'

Using Open-Ended
Tools in Facilitating
Language Learning

EN
At the end of the module, the students should be able to:
• plan for language lessons that can be best presented
using open-ended tools or productivity software
applications;
• explore for available open-ended tools for language
teaching and learning;
• search for language tools for open-ended tools for the
following skills:
• listening
• speaking
• reading
• writing; and
• demonstrate how these open-ended tools or
productivity software applications can be maximized
for language teaching and learning.
I sSo)5: I
Productivity Software Applications for
Language Teaching and Learning

L earning Outcomes

At the end of the lesson, the students should 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.

Excite
6.- Mmm"
It is assumed that your teachers and you have been 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
I

software, spreadsheets, and presentations.

At this time, you will be asked 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. Share your
experiences by completing the Table below.
How productivity software applications or
Topics and Learning
media tools were used to attain the learning
Outcomes/Objectives
outcomes

Module 3 - Using Open Ended Tools in Facilitating Language Learning

Lesson 1 - Productivity Software Applications for Language Teaching and Learning
73
 Explore :

Open-ended Tools and their Uses in Teaching and Learning Language

Skills
Open-ended tools or productivity software applications are ICT tools,
which help the teachers and the learners make their learning together
concrete, efficient, encouraging, and meaningful. In any teaching-learning
process, the use of these tools play .a vital role as it helps meet the demands
of the learners in the 21St Century classrooms. As described by Palmer (2015),
teachers need to demonstrate 21 51 Century characteristiás to be able to meet
the demands of the 211t Century learners. These characteistics in the context
of language teaching are briefly presented for teachers to:
1. create a learner-centered classroom and make instruction personalized
because learners have different personalities, goals, and needs;
2. facilitate the students' productivity skills so they can produce, when
assisted and given the chance, movies that arL'helpfiil to enhance their
language proficiency;
3. learn new technologies since technology keeps on developing and
learning a tool once is not an option for teachers;
4. go global to allow students to learn languages, culture, and acquire
communication skills virtually;
5. be smart and allow the use of devices as aids to language acquisition;
6. do blogging. This will give teachers real experience to se the value
- of writing for real audience and establishing their digital presence;
7. go digital to help promote the "go paperless" advocacy and to help
level up the language learning experience of the students through
digital discussions and alike;
8. collaborate with other educators and students to give opportunity for
the sharing of great ideas beyond a conversation and paper copy;
9. use web chats to share research and ideas and stay updated in the
field;
10. connect with like-minded individuals through using media tools 1ile
the social media;
11. introduce Project-Based Learning to allow students to develop thir
driving questions, conduct research, contact experts, and create their
projects for sharing with' the use of existing devices present;
12. build positive digital footprint that aims to model appropriate use
of social media, produce and publish valuable content, and create
shareable resources;
13. code as it is today's literacy Which helps boost students' writing skills
as the feeling of writing a page with HTML is amazing;
14., innovate to expand their teaching toolbox for the sake of their students
by engaging, social media for discussions and announcements and

74 1 Technology for Teaching and Learning 2

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 using new formats like TED talks in presenting their lessons; and
15. keep learning.

To be able to demonstrate the characteristics of an ICT-engaged

classroom and teacher cited above, it is appropraite to discuss how the various
productivity software applications can be used in the language classrooms.

A. Using Word in Scaffolding Student Learning in a Language

Classroom
To appreciate the value of Word Applications in scaffolding student
learning, we have to explore how these are maximized by teachers. In
education, scaffolding is used to refer to various forms of support given
/ to assist, guide, or facilitate the learning process (World Links, 2008).
( Examples of scaffolding for learning that are usually prepared using
word applications are learning plans, assessment tools, templates and
forms, graphic organizers, and others.

Activity 1: Creating Learning Plans Using Word Applications

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. This activity will help you plan, organize, share,
implement, and enhance your learning plans in teaching your language
courses. -

Step 1: Testing Your Knowledge of Word Processing Software

Applications
Begin this activity by citing the existing word processing software
applications familiar to the students.
You may wish to visit the following websites to explore the types
word processing software applications:
Types of Word Processing Applications
By Louise Balle (2017)

10 Free MS Word Alternatives You Can Use Today

Investintech (2020)
https ://www.investintech.comlresources/articles/tenwordalternatives/

Step 2: Viewing the Essential Parts of Learning Plans

Although there are varied formats and contents of learning plans across
all schools in the world, a learning plan has essential parts that are non-
negotiable which must be considered by any teacher. Learning plans can be
good for a semester like a syllabus in the tertiary education. It can be a unit

Module 3 - Using Open Ended Tools in Facilitating Language Learning

Lesson 1 - Productivity Software Applications for Language Teaching and Learning
75
plan, a daily lesson plait, or an individualized plan. To better appreciate the
way word processing software features are used to prepare learning plans, it
will help if some examples of these will be viewed, explored and analyzed.

1. Intel Teach Unit Plan

The Intel Teach Program has this template for its Unit Plan (Intel
Corporation, 2007)

1.111-1111 ,11 itie

Unit Summary

Approximate Time

76 Technology for Teaching and Learning 2

for Language Education - English! Filipino
 A ecaccmant Tirnahns

Assessment summary

Prerequisite Skills

Instructional Procedures

Accommodations for Differentiated Instruction

Resource Student

Nonnative English
Speak

Gifted Student

Technology Hardware

- Technology Software -- ,

Printed Materials

Supplies , I - - , - -

Internet Resources

Other Resources

Module 3- Using Open Ended Tools in Facilitating Language Learning

Lesson I - Productivity Software Application for Language Teaching and Learning
77
 Z Department of Education (DepEd)
The Department of Education of the Philippines requires teachers
develop and submit their lesson plan. With the help of Word Applicati
the teachers are assisted to develop it with ease and with the provision
edit and update it.

Topic References Materials

Procedure
Teacher's Activity Students' Activity
A. Motivation

B. Presentation

C. Discussion

D. Generalization

E. Application

Evaluation

Assignment

3. Masusing Banghay Aralin sa Filipino

Apart from teaching English, Mother Tongue, and other Forei
Languages, Filipino is being taught as an academic subject and is bei
used also as a language of instruction. Here is an example of a Less
Plan Template in Filipino.

s
78 1 Technology for Teaching and Learning 2
for Language Education - English I Filipino
Ill':
Lir

Pamamaraan
Pagta-
Layuning Pag ta taya
tayang Gawain Gawain Takdang
Pampagka- Nilalaman at
Pampagka- ng ng mga Aralin
tuto Pagtatasa
tuto Guro Mag-aaral

Mga h:iii

4. Syllabus
Teaching language courses in the university requires learning plans
such as syllabus. Below is a sample of a syllabus template that requires
encoding and formatting using word application.

Name of Course:

Course Number:

Semester and Year

Offered:

Credit Units:

Contact Hours

Module 3 - Using Open Ended Tools in Facilitating Language Learning

Lesson 1 - Productivity Software Applications for Language Teaching and Learning
79
IitI!Iu

tS!i1I.III -

[I1lII I1j[][.]i

At the end of the Program, Bachelor of Secondary

Education Major in English, the students should be
able to:
1. Institutional Outcome (based on the VMO of the
1I,IL1IIP591ll1Il1 Institution)
2. Typology Outcome (University, College, or Institute)
3. CHED Mandated Learning Outcomes
4. BSEE-English Policies and Standards Program
Learning Outcomes

At the end of the course/subject, the students should

be able to:

Alignment of Course Learning Outcomes with the Graduate Attributes

Graduate Attributes Course Learning Outcomes

80 1 Technology for Teaching and Learning 2

for Language Education - English / Filipino
ourse Learning Outcomes vs Program Learning Outcomes Mapping Table
Program Learning Outcomes
Course Learning
Outcomes _

ourse Learning Plan

inal Course Requirement/s

As evidence ofittaining the learning outcomes stated, student-learners are
equired to submit the following requirements during the indicated dates of the
CflT1.

ssessment and Grading System

ourse References

Module 3-Using Open Ended ToOls in Facilitating Language Learning

Lesson 1 - Productivity Software Applications for Language Teaching and Learning
81
Step 3: Sharing the Features of Word Applications for Scaffolding
Student Learning

By analyzing the special features of Word Applications used in the

samples of learning plans, answer the following discussion questions:
1. What are the advantages of developing learning plans using a word
processing software application?
2. Based on the example, what are the special features of word
application software that are beneficial in organizing the information
required in any learning documents?
3 What additional features of word applications do you think are
beneficial in preparing the following in your language class:
a. pamphlets for learning a second language or a foreign language;
b. brochures for the different macro skills;
c. charts and graphs for language acquisition activities;
d. worksheets for language drills; and
e. language assessment tools?

Activity 2: Preparing Process Guides and Graphic Organizers using

Word Processing Software Applications
As a result of the exploration of word processing application features
in Activity 1 of this module, you will be tasked in this activity to explore
some process guides that you may implement to help your future students
to do their assignments and perform various tasks supported by productivity
software application tools.
Step 1 The Relevance of Providing Process Guides and Graphlc\
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 tasks. Provide examples on how to guide them through the
process of writing, reading, listening, and speaking.
Step 2 Examples of Process Guides as Scaffold in Language Teaching
and Learning
Brainstorm and analyze some examples of process guides in
language teaching and learning. Follow the procedures below for the
brainstorniing 'activity.
1. In a small or large group, select a leader and a recorder (they
maybe the same person)
2. Present the question or idea to be brainstormed: What are some
specific examples of process guides that you need to prepare as
a reception scaffold in teaching reading?

82 Techholog'y for Teaching and Learning 2

for Language Education - English I Filipino
¶
 3. Present the following sample steps of teaching reading and lit
the students research and develop a guide for each step. Let
them use word application creatively in introducing the guides
In the development of the process guides, they may use charts
and graphs or graphic organizers. Package the process guide
using pamphlets or brochures. The steps are:
a. teach the sounds of individual letters;
b. teach the sound blends;
c. teach whole words;
d. present meanings;
e. teach word parts;
f. put words in contexts; and
g. teach reading comprehension
4. To enhance your process guide,, you may consider completing
the following graphic organizers identified according to different
purposes (Ware, nd, cited by World Links, 2008):

Purpose Graphic Organize

To compare and contrast two or more 'Venn Diagram
concepts
To describe a concept Frayer model, Bubble Diagram, Concept
Map
To make decision T Chart
To show causes and effects Fishbone Map, Inductive Tower
To show sequence (as in a process) Flow Chart
To identify basic components Story Map, 5Ws Chart

a. Venn Diagram

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83
b. Frayer Model

Definition Characteristics I
A 14 line verse form usually having * Shakespearean or Petrarchan
one of several conventional rhyme (Italian)
schemes. The poem is usually written * Iambic pentameter or hexameter
in iambic pentameter. There is usually * Can be part of a sequence
a thought division between the first
Rhyme scheme varies
octave (eight lines) and the second
octave (eight lines) * Heroic couplet in the last two line

sonnet
Examples Non-examples

* "Shall I Compare Thee to a * "The Raven" by Edgar Allan Poe

Summer's Day" by William —
* "I like my body best when its with
Shakespeare, Sonnet XVIII
your body" by e.e. cummings
* Astrophill and Stella series by
* "Ode to a Grecian Urn" by John
Philip Sydney
Keats
* "Much Have I Traveled on the * "The Road not Taken" by Robert
Realms of Gold.....by John
Frost
Keats
* Me It is Moments After I Have
Dreamed" by E.E. Cummings

c. Bubble Diagram

o
84
0.0
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d. T Chart

e. Fishbone Map

no
I cO

Inductive Tower

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g. Flow Chart

h. Story Map

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for Language Education- English / Filipino
i. 5Ws Chart

Event: Identifying Filipino as the Descriptions and Narrations

Philippines' National Language

What happened?

Who was there?

Why did it happen?

When did it happen?

Where did it happen?

Step 4: Presentation of the Process Guides and or Graphic Organizer

After developing your process guides and or graphic organizer packaged
in a brochure, present these to your classmates. Your brochure will be
evaluated using the brochure rubric (Rubistar, 2007) below.

Graphics Graphics Graphics go Graphics Graphics do

go well with well with the go well with not-go with the
the text and text, but there the text, but accompanying
there is a are so many there are text or appear
good mix that distract too few and to be randomly
of text and the text. the brochure chosen.
graphics. seems "text-
heavy".

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 Attractive- The The brochure The brochure The brochure's
ness & Or- brochure has has attractive has well- formatting and
ganization exceptionally formatting organized organization
attractive and well- information, of material are
formatting organized confusing to
and well- information, the reader.
organized
information.
Content - All facts in the 99-90% of 89-80% of Fewer than
Accuracy brochure are the facts in the facts in 80% of the
accurate. the brochure the brochure facts in the
are accurate. are accurate. brochure are
accurate.
Sources Careful and Careful and Careful and Sources
accurate re- accurate accurate are not
cords are kept records records documented
to document are kept to are kept to accurately or
the source of document document are not kept
95-100% of the source the source on many facts
the facts and of 94-85% of of 84-75% of and graphics.
graphics in the facts and the facts and
the brochure. graphics in graphics in
the brochure. the brochure.
Spelling & No spelling No more than No more Several
Proofread- errors remain I spelling than 3 spelling
ing after one error remains spelling errors in the
person other after one errors remain brochure.
than the typist person other after one
reads and than the typ- person other
corrects the ist reads and than the
brochure. corrects the typist reads
brochure. and corrects
the brochure.

A. Using Presentations in Teaching Language Skills

Language teachers can use computers to create visually and audibly
appealing presentations that utilize a variety of media tools. By using
presentation software applications, students can also develop their project
outputs and reports to be able to share in the class or in the World Wide
Web. Both teachers and students can learn variety of skills in the process of
planning, developing, presenting, and evaluating their presentations.
In language, teaching and learning, presentation software applications
have a lot of uses. It can be used as a presentation tool in an innovative
skill integration task, and the other as a novel writing tool. In both cases,
students can use language actively for speaking, listening, reading, and
writing (Schcolnik & Kol, 1999). While it is true that presentation , software is
commonly used in business and other disciplines for presentation, this is also
a very powerful tool in the language classroom.

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 Presentations, allow language learners to experience a world of real
inguage environment and opportunity in language courses, i.e. Filipino,
nglish, Mother Tongue and Foreign Languages. For instance, presentation
oftware applications allow language learners to
1. present their language reports with audio, visual images and
• animations;
2. develop and present their group projects using real-world visual
presentations;
3 present charts, tables, graphics, charts, and others that are useful to
facilitate students understanding of any language concepts;
4 show data stored in graphic organizers that cannot be fully presented
by a printed material;
5. develop digital stories or story books;
6 show results of any survey, questionnaire and other forms of language
assessment activities,
7. articulate and crystallize their ideas using the special features of
presentation software apps;
8. experience language learning process through the integration of
contents in the presentations;
9 enjoy developing their projects, thus, are highly involved,
10. commit to the quality of their work, both content and form, because
they don't only present what their classmates hear, but what they also
see;
11 present information in condensed form and focusing on salient points
because of the limited area in slide presentations, hence, avoiding
digression and drifting;
12. innovatively communicate their ideas and express themselves in ways
they feel comfortable.

Specifically, the integration of presentation software applications to

language teaching, and learning is very beneficial in developing the students'
four language skills 1ff their study Schcolnik and Kol (1 999) were able to
present how presentation software activates the four macro' -skills:
1 Reading - In our courses, students first read some of academic articles
on a topic of their choice, knowing that they will have to present their
conclusions in class. They analyze the articles critically, compare and
contrast the 'ideas presented, synthesize nd evaluate. Finally, they
select highlights for inclusion in their presentations. This process
is comparable to the process students go ; through when reading to
write a. paper. In both cases, reading to transmit information requires
clarification of ideas and presentation of those ideas in such a way that
others will understand.

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 2. Writing - When' composing slides, students have to condense the
information they have gathered to present only the main points. In
this type of 'minimalistic' writing, key concepts and words have to
be retained, while the 'chaff' is discarded This information reduction
process is in itself a difficult but very profitable language task. While
writing a minimal list of points on the screen, students can organize
a suitable sequence for the points and divide the points into slides. At
the same time, students need to take into consideration slide layout. A
slide cannot be too cluttered, the size of the font has to be large enough,
and the location of the elements on the screen has to be balanced. All
these force'students to re-read, re-evaluate and re-write what they have
written again and again.
3. Speaking - The material that students have read, organized and
summarized has to be presented orally to convey a clear message to
an audience of peers. Just as they would in a purely oral presentation,
.students have to 'rehearse' the pronunciation of diffiu1t words, time
themselves, and make sure that they have all the English lexicon
needed for their speech. The added value of computer presentations
is that the repeated revisions of their slides (to be seen by all of their
peers) give students extensive exposure to the content of their 'talk',
helping them remember what they want to say and giving them more
self-confidence. Many students have had no experience speaking
in front of an audience in their native language. The computer mode
seems to minimize their tension and feeling of insecurity when having
to speak in English.
4. Listening -The class listens to the oral presentation. Listening to a non-
native speaker is not easy, and visual elements facilitate comprehension.
We give the listeners a task requiring them to write down three new
facts that they learned about the subject and one question to ask the
speaker at the end of the presentation. When listening for a purpose, the
listening is focused and thus perhaps made easier.
Other studies confirm that the use of presentation software
facilitates the acquisition of the four macro skills. Brooks and Gavin
(2015) stressed that most teachers recognize the spoken component
of presenting, as students are required to speak when giving their
presentations. Moreover, they are required to research and plan out
their presntations for a properly structured academic presentation. In
doing so, students are required to use their reading and writing skills.
Students also have the opportunity to practice their writing skills when
they are asked to give presentations that include some type of visual
component. When they are preparing for these presentations students
will have to write out the appropriate information on their poster or
in their PowerPoint slides.. Finally, students have the opportunity to

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 practice their listening skills when they act as the audience members
for the other groups' presentations. If these students are given a simple
task to do during the presentation, or are expected to use the knowledge
disseminated through the presentation for a specific purpose, this will
allow them to use this opportunity to praëtice their listening skills. The
communicative nature of presentations also allows audience members to
improve their listening skills more than listening to a tape or a lecture
would because they are able to confirm their understanding by asking
questions and interacting with the presenters.
In preparing language presentations, there are various factorsi that must
be considered to ensure that the language competencies are aFso developed
and demonstrated. The following are some guidelines that Brooks and Gavin
(2015) shared in designing presentations:

Basic Instructional Design in Preparing Presentations

1. Setting Up the Presentation Class - It is not enough to simply tell
students to go and do a presentation. Students have to be taught the
skills involved in giving a presentation. This can include such things
as when to use eye contact, how to organize a presentation, how to
connect with an audience, how to use body language and manage time,
and how' to construct an effective PowerPoint presentation. Since oral
presentations involve multiple communication and language skills, it is
important to focus on the specific presentation skills that are needed to
present in front of others. These included things like voice projection,
eye contact and the use of gestures.
2. Organization of the Presentation - Proper organization of information
is one of the most important competencies that must be developed
among students. Hence, before beginning to work on developing
presentation, it is important to understand the genre of oral presentation.
There is a need to learn how to separate the presentation into
meaningful sections and present each section separately to reduce the
cognitive work that is required in the presentation.
3. Presentation Skills - Its developing oral presentation is very important
to consider in developing oral presentations to spend time to consider
the macro and micro skills that are needed These micro level skills
include the genre specific language items, such as the vocabulary and
grammar that students need to be successful in oral presentation. Thesç
items are important to the students for two reasons. First of all, they
allow, students to be successful when they are presenting in the class.
Secondly, the language and grammar that students learn in the course
of giving a presentation will be useful for them in other situations that
involve spoken English (Thornbury, 2005).

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 4. The Use of Visual Aids - Visual aids are an important part of oral
presentations because they provide support for both the speakers and
listeners during the presentation. Visual aids can be used to give more
details about the topic, help the audience members to understand what
is being said, and act as a concrete reminder of the message for both
the audience and the presenter. The type of visual aid used can vary
depending on the topic of the presentation. Visual aids help cater to
different learning styles and some of the students who are not savvy
at paper written presentations are motivated at using presentation
software applications. In language learning, it helps students who are
comparatively weaker at acquiring a language tQ be motivated to
participate in the presentation and become valuable members of their
groups, which helped to facilitate a more positive group dynamics.
5. Performing Self-Reflections - The final stage of each oral presentation
involves students writing a self-reflection of their presentation. Through
this activity, writing skills are further enhanced thgether with the ability
of the students to do self-reflection.

B. Using Spreadsheets in Language Learning

Spreadsheets are very helpful in introducing some lessons in
language courses. Through spreadsheets, one can teach with tables and
charts, make a table and a graph, compute students' grades. Spreadsheet
programs are not only beneficial to business and mathematics courses but
are also beneficial to language courses. Apart from being built. around
a grid of cells that hold numerical data, it also 'contain text, dates, and
other content that can be presented in language courses for discussions.

The following are essential ideas that teachers may consider when
employing spreadsheets in the language classrooms:
1. Reinforce learning scientific and mathematical languages that are
also relevant in language learning.
2. Add well-designed charts and tables to reports to enhance
students' non-verbal reading skills.
3. Allow students to create their own charts, graphs, tables, and the
like, to develop and enhance their language and spatial skills.
4. Give students completed chart and see if they can reconstruct
underlying worksheet. This goes a lông way toward helping them
to understand the relationships between the data and the chart.
5. Require that language reports and research papers contain some
type of chart to help support their findings. Encourage them to
look for samples form the World Wide Web.
6. Let students explore websites that have table presentation for
language teaching and let them discuss how these were used to

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 facilitate the acquisition of language competencies.
7. Let the students look for charts in language learning materials
like textbooks, workbooks and others and discuss why these were
used.
8. Teach the language and principles of financial literacy and
management as it is also important to learn these concepts in the
context of purposive communication and life skills.
9. Explain numerical concepts by showing the relationships between
numbers and their concrete representation in charts and graphs.
As language teachers, this is needed to understand language
researches with quantitative designs.
10.Demonstrate how spreadsheets are useful in preparing assessment
and evaluation tools for students' performance.

I LLrn i

With the advent of web-based word processing software and with the
exposure of a lot of students in exploring new innovative media tools, explore
the following online Microsoft Word Alternatives (Investintech,- 2020).

1. Drop Box Paper

Dropbox Paper is a free online word processor offered by
the online cloud storage provider. To start using it, you will need a
Dropbox account. Once logged in, you get full access to the online
Suite. The minimalist interface is very intuitive and its simplicity
allows you to focus on your content You can also do many things that
go beyond creating a textual document. You can add rich media, such
as audio, video and images. Dropbox Paper also allows you to access
apps that let you embed Trello cards, Youtube videos or SlideShare
decks. Qther collaborative features include document link-sharing,
creating and assigning checklist items to members or embedding
one of your Dropbox documents. Dropbox Paper, overall, does an
excellent job at creating dynamic documents you can share and access
online.

2. Office Online
For Microsoft Word and Office aficionados, the best possible free
online alternative for their document editing needs is Word online,
which comes as part of the Office Online suite. Although free MS
Word web app is not a full-fledged version of its paid counterpart, it
allows you to open, create and edit Word documents online. Also, it
offers some additional benefits of online software tools. For example,

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 enables you to access and see updates from co-authors literally from
anywhere in real time with only an Internet connection and the
latest 2016 version. You can share and collaborate on documents.
An equally alluring feature of Office Online is its cross-platform
compatibility. So, if you're a Chromebook or Linux OS user, MS
Word web app is the most elegant way to get access to Microsoft's
document editing features - for free!
3. Google Docs
Google Does allows you to create, collaborate and share
documents, spreadsheets, presentations, drawings and even forms.
Google Does is packed with features, which can be further extended
with various add-ons. While it will automatically save the file online
and store it there, you can also have the documents published as a
web page, downloaded or emailed as an attachment in Word, ODt,
PDF, plain text or RTF formats. You can invite collaboratôth to work
on the document with you or only allow othei to view it without the
ability to edit: If you are apprehensive of .having to depend on the
Internet connection for document processing, don't worry. You can
enable Google Does offline access and keep editing your documents
even when you are disconnected from Internet. All it takes is a free
Google account.

4. Etherpad
Etherpad is an online document editor primarily intended
for collaborative editing in, as the site claims, "really real time".
It's an open source, highly customizable tool for online document
collaboration with friends, fellow students and classmates, or
colleagues at work One of its advantages, especially appealing
to users who are reluctant to use services which require email
registration, is that there is no sign up with Etherpad All you need to
do is start a new pad and share the link to it with your collaborators.
You can also invite them by email if you prefer. After that, you can
start working on the planned writing project together, in real-time,
even if you are miles apart.

5. Zoho
Zoho offers around 20 free online applications including Writer
for word processing. You can link your Zoho account to your Google
and Yahoo accounts, as well. The Writer's interface should not cause
anyone problems as it is comfortably familiar. When working online
there's always the risk of losing data due to a lost network connection,
accidentally closing your browser or having your browser crash.

I 94
Luckily Zoho automatically saves your documents for you, as you

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 finish typing. Zoho Writer is well-equipped with features that allw
you to work easily online: two-way desktop sync, large file transfer,
encryption, file recovery, two-step authentication, in-app chat, and
more. You can import and work with MS Word documents, allowing
you to insert images, and edit content as needed. Zoho Writer offers
all the standard text formatting and document creation features and
can export to DOCX, ODF, PDF, Latex, RTF, TXT and even HTML.
It can plug into Echosign for digital signatures, publish the document
to a blog or make it public for all to see. Zoho Does is completely
free to use.

6. OpenOffice
The OpenOffice package includes six programs that use the
same engine making them inherently the same and extremely easy
to learn and use. The 6 applications included in the OpenOffice
suite are: Writer (word processor), Cale (spreadsheets), Impress
(presentations), Draw (graphics) and Base (database manipulation)
and Math (mathematical equations). Writer can even natively do some
things that Word cannot, like open PDF files without the addition of
a plug-in or commercial add-on. As the software is open source, it
is maintained by a large community meaning help and bug fixes are
freely available and quickly created. This is perhaps the leading free
desktop alternative to Microsoft Word/Office. You can install this suite
On Windows XP to Windows 10, macOS (OS X) and Linux.

7. AbiWord
Abi Word is a free word processing application very similar
to Microsoft Word. It is available for Linux distributions only. The
software is fully compatible with not only Microsoft Word, but also
OpenOffice.org, Word Perfect, Rich Text Format and more. It has
advanceddodument layout capabilities and can do mail merge as
well, which allows you to automatically fill in specific form fields in
documents with information from databases and comma separated or
tabbed text files. It is a highly useful feature if you need to work with
many formats at the office. Additionally, the software can be enhanced
and expanded with freely available plug-ins that will give you even
more features and functions.

8. Jarte
Jarte is based on Microsoft WordPad Engine, but is still free.
There is a paid version of the software that adds on some extra
functionality, but the free version is more than adequate and fully
compatible with Word and WordPad documents. Features include an
ergonomic tabbed interface, small resource requirements, portability,

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95
I

support for touchscreens, and quick loading time. It also has built-in
spell checking and can export to HTML and PDF files. Jarte allows
you to insert images, tables, hyperlinks and everything else that you
have come to expect from Word.

9. WPS Office 2016 Free

WPS Office 2016 Free is a free document processing suite whose
WPS Writer app will serve you well as a Microsoft Word alternative.
WPS Office 2016 Free can open and save to a long list of popular.
file formats native to those applications like docx, doc, and more.
You can get the application in languages other than English: French,
German, Spanish, Portuguese, Polish and Russian. The suite has the
same familiar look and feel of MS Office with one exception--it has
a tabbed viewing window, so you can open more than one document
at a time. And also worth mentioning is WPS Cloud, the company's
cloud document storage service that offers up to 1 B of free storage
that you can use. This is perfect if you're trying to find a free Word
alternative that's not only scalable for teams, but can also be as
collaborative and seamless as its Microsoft counterpart.

10. SoftMaker FreeOffice

SoftMaker FreeOffice is another great free suite that offers
a full featured Microsoft Word alternative; The suite's TextMaker
application allows you to focus on creating documents just as you
would in MS Word. This suite offers up essential editing features and
even a handful of basic templates, for creating and editing documents.
Tables, charts, shapes and graphics are available along with standard
text formatting options. This application provides you with everything
you need. The entire suite is available for Windows, Linux, and
Android, so you can keep your document processing tasks going even
while away from your desktop.

0] Examine

Activity 1
Developing Your Learning Plan
In this step, you will be mapping the content of your learning plan using
the template provided below. The template parts were 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 succeeding modules are discussed and developed.

96 1 Technology for Teaching and Learning 2

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 In developing the learning plan summary and learning outcones,
be reminded of the need to integrate any of the learning approaches (i.e,
project-based learning, inquiry-based learning and research-based learning
whichever is applicable) to have the opportunity to be able evaluate the extent
of demonstration of the performance standards of 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 technoiogy integration. This will serve as an
evidence of your understanding and appreciation of the lessons of this course.

Step 1: The Learning Area of the Learning Plan

Identify the learning area in language education that your plan will
cover. Is it English, Filipino, Mother Tongue, or 'other Foreign Language
Course? What year level and what grading period?

Step 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 iësson. '

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97
 Step 3: K to 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 to ensure that these will be fully
demonstrated by your students at the end of the implementation of the
learning plan Search for the Curriculum Guide from the Official Website
of the Department of Education (DepEd).

Step 4: The Learning Plan Summary

Briefly describe the topics, key activities, student products and
possible roles that students assume in a project scenario.

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 Step 5: The Learning Objectives or Learning Outcomes of the
Learning Plan
Based on the standards and competencies identified by DepEd for the
Learning Plan Topic, list the general objectives that focus on your learning
concepts,.

F]

Activity 2
Up-to-date and Emerging Productivity Tools for Language Teaching
In an increasingly digital learning environment, the rapid change of
technology requirements in delivering the language 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 can
be maximized by any language teacher.

Step 1: Review all the open-ended tools or productivity tools presented

and discussed by your TTL 2 teachers in the previous modules.

Step 2: Search from the World Wide Web some new or emerging
productivity tools that were not presented by your TTL 2 teacher.
Moreover, you may inquire about these from some colleagues or other
teachers who are knowledgeable of some of these; Note what you
have researched.

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Lesson 1 - Productivity Software Applications for Language Teaching and Learning
99
 Step 3: Prepare the results of your inquiry by following the table below.

Language Skills that

Productivity
Features can Be Developed by its
Tools
Usage

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for Language Education - English I Filipino
 Q~V~~~
Student Sample Projects Using
Open-Ended Tools

At the end of the lesson, the learner should be able to:

• explore existing web-based publishing tools;
• create student sample projects as digital authors;
• analyze some articles on the use of digital story telling;
• create a digital story telling output using story telling
software; and
• publish digital stories using some storytelling apps
explored in class guided by publication requirements or
laws.

te

Simply knowing the principles of ICT Pedagogy integration is not

enough to make learning efficient and meaningful. Moreover, an effective
and efficient technology-supported lesson does not only end with having a
well-designed learning plan. This means that there is a need to prepare all the
learning tools and materials articulated in the learning plan and these must
be ready for implementation. A plan not supported and implemented is a plan
that is void.
This module aims to ensure that after you were able to clearly
identify the coverage of your learning plan and after clearly identifying the
documents, materials, and presentations that you need to prepare, you will
be tasked to develop student sample presentations and teacher presentations to
support the implementation of your learning plan.
In doing the activities for this specific lesson, you will be able to come
up with well-designed presentations and documents. By these documents, you
will be able to make the teaching and learning of language motivating and
fulfilling.

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Lesson 2 - Student Sample Projects Using Open-Ended Tools
101
 Explore

As a would-be teacher who will facilitate the learning plan that you
developed in Activity 1, you need to study some principles behind creating
or developing documents and presentations using the productivity software
applications or open-ended tools.

Students as Digital Authors

As the quality of authoring software increases and as you are exposed
to online learning, it is but proper for you as would-be facilitators of learning
to explore and understand some principles and guidelines to help your future
students author or write digitally. Moreover, you may also facilitate some
online language courses for any distance learning or blended learning that
require digital authoring.

A. Language Learning Via Web Publishing

Language skills can be fully developed by allowing students
to communicate through the internet This may take place when the
students or the class will be required to post a story or other products
on a bulletin board or web page. There are two ways to contribute any
authored documents to the World Wide Web. First, with the advent of
ready-made websites that are meant to invite and encourage contributors
to share their authored stories, research, commentaries, and the like,
students may publish their work by submitting their products to these
websites. Second, the students may create their own web pages because
there are a lot of free apps for web page development or they may place
them on their institution's official website.
To help you submit your authored products in an existing website,
-you may scarch for these Sites that are designed to highlight students'
researches, narratives, -stories, literary works, and other academic
writings. The following are examples of existing websites that inspire
students to submit their authored products. To be able to submit to these
websites, it pays to explore their web sites and pay attention to their
submission guidelines.

a. The Diary Project

http://www.diaryproject.com
This digital authoring website encourages students to contribute
their narrations or daily diaries with different themes required by the
web site. Some of the themes or topics can be on school activities,
relationships, family, managing stress and others.

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 For the Students: You are encouraged to read diary entries from
youth around the world to author a diary project. There are thousands
of entries in 24 categories posted on the Diary Project site. Topics
include a wide range of issues. For those who want to read more
about the entries provided in the website, or just want to read other
diary project entries, visit www.diaryproject.com . Use the search
function to find specific entries by title or keyword. Write your own
entry. Go to diaryproject.com and click on Submit Entry to write your
own. It must be noted that the Diary Project is monitored by a team
of adults and teens who read all the material that is sent to The Diary
Project website. If you would like to volunteer, email' them at staff@
diaryproject.com .

b. CyberKids
http://www.cyberkids.com
The mission of Cyberkids is to provide a voice for young people
on the internet. It accomplishes this by publishing original creative
work by kids ages 7-12.
For the Students: Here are some points the CyberKids' editors
consider to decide what to publish: a) We especially like stories,
articles and poems that are funny; b) Art and written submissions
can be on any topic that is appropriate for our audience; c) Stories
which include an original illustration or photo are more likely to
be published than stories without pictures; d) Originality is very
important--make sure the work you submit is your own and not copied
from someone else; and e) In addition to art and writing, we also
like to publish games, puzzles, brain teasers, jokes, and multimedia
èreations by kids.

c. Global Show-N-Tell
http:-I/wwwlenaut.com!gst
Wabisabi Learning (n.d.) was able to present some lists of online
publishing tools for avid writer students who are looking for an online
publishing tool to publish their works.

d. Atavist,
https://atayist.com
Atavist is a beautiful tool. It was founded in 2011 on the heels of
what we once called the "death of longform." As you can imagine, it's
highly visual. It's a drag-and-drop editor for creating beautiful online
publications.
For the Students: Students have total creative design power
here. They can submit assignments with visual flair. Get them doing

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103
 presentations and online journalling with this tool. It also supports
bigger writing projects. If they're feeling ambitious, they can promote
and sell work if they wish.

e. Calameo
https://en.calameo.com
If students are looking to do magazines, Calameo is the tool
to use. It's an online e-magazine publishing tool that lets you add
multimedia and personal branding to anything you create. With one-
click publishing, you can share it instantly. Websites, social media,
and more all integrate with Calameo.
For the Students: This is a great tool for learning 'about design
and layout for magazines. It's perfect for smaller writing projects,
like a brochure or flyer design. Students writing for the school paper
can link to custom publications. They can even promote their own
series of e-magazine using Calameo.

L Tikatok
https://tikatok.com
This is a creative publishing studio for young children. K-6 kids
will love Tikatok. They. can use it to publish digital and printed books
of all kinds. Tikatok was designed specifically for the K-6 classroom.
It's media literacy-oriented and aligned with Common Core. Take a
look at their subscriptions page for plans.
For the Students: Kids can upload their photos and drawings
for their creations. They can also take advantage of preloaded project
templates for classroom lessons. Tikatok's digital libray contains lots
of ideas to get kids inspired.

g. Storybird
https ://storybird.com
This online publishing tool brings your words and global artists'
work together in amazing storybooks. Be sure to check out the section
for educators. Storybird is at work in hundreds of thousands of
classrooms all over the world. It's free for educators, now and forever.
Take a look at what's possible with this tool.
For the Students: Students can create storybooks, long chapter
books, and poetry books with Storybird. They also have a fundraising
program for students to get into. This is a great way to use creativity
for raising money for great causes.

h. Ulu
http://www.lulu.Comlustenicreate/ebooks
LuLu was one of the first players that offered serious online

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 publishing features. They established themselves in 2002 and they're
still going strong. They've greatly expanded their interface over the
last few years. Everything you need to know about doing online
publishing is right here. They offer tutorials, resources, guides, and
more to learn with.
For the Students: LuLu is a great information database for self-
publishing. They can create all sorts of projects. These include print
books, ebooks, photo books, and calendars. Check out this article on
how graduate students are even using LuLu for publishing a thesis.

i. Flipsnack
https://www:fiipsnack.com
• Flip-snack is a flip book creator. It's as simple as uploading
a PDF• file. It also supports PNG and JPG files. It renders
shareable interactive creations that can also include multimedia.
Flipsnack looks great across all online platforms and social media.
For the Students: This is a simple way to create and share a
publication that has a unique look and feel. Flipsnack lets students
upload 3 publications of 15 pages each on their free plan. Paid plans
are quite reasonable and offer lots more features.

j. Penzu
https ://penzu. com
Online journalling is the focus of Penzu and it works well.
Journalling is a great writing and self-reflective exercise. With a free
online tool like Penzu, it becomes more appealing. The interface
replicates an old leather-bound journal with lined paper. The basic
formatting features are everything you need to get started. Upload
photos to your journals, too. You can also Go Pro for even more
features.
For the Students: With Penzu Classroom, you can create class
journals--that can be graded and managed. Students can also submit
diary entries by email. They can even receive commens from their
teacher right inside the journal. Create and send assignments to
students with due data, grading scheme, and more.

If you decide td let your students' works to be hosted by your

institutions' official website, this can also be Today, there are a lot of
academic institutions whose website serves as their information dissemination
center for their customers and stakeholders. Barron et al. (2002) state that
there are two fundamental stages in creating a website or web pages. First, the
page files and all associated images, sounds, and so forth must be created in
the proper format and tested. Second, the files must all be transferred to a host
computer called a web server.

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105
 Barron et al. further state that web page files must adhere to a specific
format or language, called hypertext markup language (HTML). HTML 'uses
tags to define how information is formatted on a screen. In creating a web
page using HTML, students may find it intimidating but even elementary
students can do it. For language learners, using HTML may gradually expand
their horizons and enrich their vocabulary and communication skills.
You may search for the steps in developing a web page by using HTML
through the following:

Author UJ1W!l.i*i.
John Neuhaus (2006) https://www.jneuhaus.com/writ.htmI
Codecademy (2020) https://www.codecademy.com/articles/locat-web-page
https://internetingishard.com/html-and-css/ba-
InternetingisHard (2017)
______________________________ sic-web-pages!
w3schools https://www.w3schools.com/html/html_editors.asp

B. Enhancing Language Skills through Digital Storytelling

One of the most exciting ICT-based language tasks that can be
done to develop all the four macro skills is to create digital stories. This
language task meets the demands of today's learners living in a rapidly
changing world with opportunities and that are different
from the ones many of the previous generations grew up with. Today's
learners are more demanding and are willing to discover new ways to
apply, extend, and expand on existing knowledge (Kaminskiene &
Khetsuriani, 2018.)
Responding to these challenges, language classroom facilitators need
to migrate to a more flexible and modernized delivery of the language
curriculum. Doing so, leads to changes in the technological pedagogical
role of the teacher and the learner, so the language competencies of
today's learners will be developed beyond the use and aid of traditional
writing, tools. Contemporary language learning needs to create a new
culture of teaching and learning that focuses on how to develop the
ability of the students to listen, speak, read, and write in the digital age
In language education, storytelling is a common requirement
that aims to share one's stories, culture, knowledge, values, language,
and other. Storytelling is not something new because it has been one
of the oldest activities not only inside the classrooms but even in the
communities. Storytelling has been considered to have great contribution
to literacy development by improving learners' language, writing, reading
or listening skills (Kaminskiene & Khetsuriani, 2018.) At present,
storytelling is not just done face-to-face or through the aid of traditional
technologies. This can already be done digitally. Hence, the word digital
storytelling.

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 Numerous researches have proven that digital storytelling can bing
benefits to students and other individuals. In a research conducted by
Olivia and Bidarra (2017), they affirmed that digital stories are very
helpful because they help develop understanding individual experiences
and perception of real world among learners. Rong and Noor (2019)
cited some researches conducted in various countries saying that in the
basic schools in Oya state, it was discovered that digital storytelling
was able to improve kindergarten pupils' achievement in moral
instruction. Moreover, it was proven in Portugal that the use of digital.
storytelling among secondary schoOl students encouraged multimodal
literacy in education. Additionally, in southern Taiwan, research showd
that project-based digital storytelling technique improved elementary
school students' learning motivation, problem-solving competence as
well as their learning achievement. Lenette et al. (2019) in their paper
highlights the broader potential of digital storytelling particularly in
mental health research in collaboration with refugee participants. Their
research concludes that digital storytelling is a valuable and ethical
research tool to engage in collaborative research. This was proven by
their research that recounts how digital storytelling was used in a mixed-
methods study on settlement, to document the journeys of women who
entered Australia through the Woman at Risk program. McDrury and
Alterio (2000) claim that digital storytelling, as one of the ICT based
pedagogical tool, provides student-centered learning strategies based on
learners' engagement, reflection, project-based learning, and .the effective
integration of technology into instruction.
As an innovative and interactive approach to language skills
acquisition, storytelling is seen as ,a very responsive variation of the
traditional methods because it brings more meaningful and essential
learners' engagement into the language skills acquisition process. As
pointed out by Gils (2005), the employment of digital storytelling as a
pedagogical tool enables teachers to elucidate certain complex topics in
a simpler manner and create real life or problem-solving situations where
learners get actively involved..

The following are some of the existing storytelling tools listed and
described by Knapen (2018).

1. Steller

h1tL/sil!er.co

This is a free storytelling application developed by Mombo

Labs, which lets you create photo and video stories with an emphasis

Module 3 - Using Open Ended Tools in Facilitating Language Learning

Lesson 2 - Student Sample Projects Using Open-Ended Tools '
107
 on design. - the next web. Steller focuses on telling a story through
pictures and text. The simple, yet structured layout options allaw even
a beginner to produce a professional standard of work.

2. Adobe Spark Page

httDs://SDark.adobe.com

Adobe Spark Page is a free online web page builder. No coding

or design skills needed. Create your own beautiful web story using
videos, pictures and text. The templates and layout options available
are very modern, and are designed to present your work in an elegant
and engaging way, focusing on visual content.

3. We Video

https://www.wevideo.com

This has the goal of bringing its educational creative toolbox to

a broader global audience of students and educators. WeVideo wants
to make video editing available for everyone. They make it possible
for friends, families, teachers, students and businesses small and
large to create incredible 'videos that motivate and inspire. "WeVideo
has deep roots in education and believes that creativity is driven by
what is inside the hearts and minds of people, not by complicated
technology".

4. Popplet

IflTl
Popplet, an iPad and web app, is a tool to capture and organize
your' ideas. Students can for example use Popplet for learning. Used
as a mind-map, it helps students think and learn visually. Students can
capture facts, thoughts, and images to structure their stories.

5. Storybird

hiIstQrykirchcorn

Storybird not only gives you the simple tools to create books in

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 minutes, the application lets you discover an endless library of free
books, picture books and poetry as well. Storybird lets anyone make
visual stories in seconds. The site mentions that they are a storytelling
community, rather than an application. For them, it's more about
creating a creative world where anyone can tell their stories, as crazy
as they get.

6. Bookcreator

https://bookcreator.com

Book Creator is an open-ended book creation app that unleashes

creativity. Create your teaching resources, or have your students take
the reins. Combine text, images, audio and video to create interactive
stories, digital portfolios, research journals, poetry books, science
reports, and nstruction manuals.

C. Enhancing Language Skills through E-mail Activities

Email activities are very good activities to develop language skills.
Through some e-mail activities that can be facilitated by 'a teacher, the
students are given the opportunity to practice, and demonstrate their
reading and writing skills. It may also enhance further their research and
ICT skills. Barron et al. (2002) were able to present the following email
activities that can be fully maximized to develop the various language
skills of students:

1. Pen-Pal Activities
This is the most common form of e-mail projects called
electronic pen pals or e-pals. Students can practice their written
communication skills and can become aware of other cultures
and pracfice fóTeign language skills. This can be done through the
following:

a. Belouga

Belouga https:// elouga. org

Founded in 2016, Belouga Was started with the mission

to encourage intercultural communication to create a better ,
tomorrow. Belouga is a global ecosystem connecting classes
throughout the world where students and teachers can connect,
collaborate and learn from one another by identifying similarities
and embracing differences through everyday communication that
is fun and educational.

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109
 b. Epals

https://www.epals.coml #/connections

It enriches K-12 learning in the classroom to create real

world, culturally- enriching learning experiences for students.
With ePals classroom matching, teachers can connect their
classes with other classes around the world who are interested in
collaborating on a special project together.

c. Empatico

https ://empatico.prg

It empowers teachers and students to explore the world

through experiences that spark curiosity, lridnes; and empathy.

2. Peer-to-Peer Tutoring
Another form of electronic communication is peer-to-peer
tutoring or mentoring. By using e-mail communication, students will
be provided with opportunities to practice their mentoring skills apart
from enhancing their language skills.

3. Ask an Expert -
Email is a very powerful tool for students to use to engage
the experts in the field especially if the experts are far from their
institution. They can engage the Ask An Expert Website at http:/Iwww.
askanexpert.com .

4. Round Robin Stories

In a round-robin approach, a participating class starts a story with
one. paragraph. The story starter is sent to a predetermined class (class
one sends its story class two, and so on). Students work in small
groups to add a new paragraph to the story.

Publication Requirements in the Light of the Digital Age

While there is a ubiquity of productivity tools for students to maximize,
it is your responsibility as the facilitator of the learning process to ensure that
your students will be fully guided to observe several guidelines in publishing
their products. It must be noted that the development of high-quality digital
learning products and materials involves a complex combination of subject
matter expertise, instructional design knowledge, and technical skills - graphic

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¶
design, photography, audio, video, computer programming, etc. (Wilde, 2904).
With the engagements of all of this, it is very important to be mindful oF the
following: -

A. Copyright Laws
Copyright Law protects works of authorship. Hence, it is very
important for teachers and students to learn more about copyrights
laws and copyright acts to ensure that there will -be no copyright
infringements that will happen in the process of authoring of
publishing materials offline or online.

According to FindLaw (2020), the Copyñght Act states that works

of authorship include the following types of works
• Literary works Novels, nonfiction prose, poetry, newspaper
articles and newspapers, magazine articles and magazines,
computer software, software documentation and manuals,
training manuals, manuals, catalogs, brochures, ads (text), and
compilations such as business directories
• Musical works Songs, advertising jingles, and instrumentals
• Dramatic works. Plays, operas, and skits.
• Pantomimes and choreograDhic works; Ballets, modern dance;
• jazz dance, and mime works.
• Pictorial; graphic, and sculptural works. Photographs, posters,.
maps, paintings, drawings, graphic art, display ads, cartoon
strips and cartoon characters, stuffed animals, statues, paintings,
and works of fine art.
• Motion pictures and other audiovisual works. Movies,
documentaries, travelogues, training films and videos, television
shows, television ads, and interactive multimedia works
• Sound recordings. Recordings of music, sounds, or words.
• Architectural works. Building designs, whether in the form of
,

árchiteiural plans, drawings, or the constructed building itself.

FindLaw (2020) further states that Copyright Law is important

for multimedia developers and publishers for two reasons
a Original multimedia works are protected by copyright The
Copyright Act's exclusive rights provision gives developers
and publishers the right to control unauthorized exploitation
of their works
b. Multimedia works are created by combining "content" -
music, text, graphics, illustrations, photographs, software
- that is protected under copyright law. Developers and
publishers must avoid infringing copyrights owned by others.

Module 3-Using Open Ended Tools in Facilitating Language Learning

Lesson 2- Student Sample Projects Using Open-Ended Tools
 The detailed information about Copyright Laws can be searched
from the World Wide Web. Some of these can be read in Appendix A.

B. Anti-Bullying Act of 2013

Republic Act No. 10627 otherwise known as the Anti-Bullying
Act of 2013 of the Philippines directs all elementary and secondary
schools to adopt policies to address the existence of bullying in their
respective institutions. Bullying refers to any severe or repeated use
by one or more students of a written, verbal or electronic expression,
or a physical act or gesture, or any combination thereof, directed at
another student that has the effect of actually causing or placing the
latter in reasonable fear of physical or emotional harm or damage to
his property; creating a hostile environment at school for the other
student; infringing on the rights of the other student at school; or
materially and substantially disrupting the education process or the
orderly operation of a school.
One of the most common problems encountered today, by internet
users is bullying online which we call cyberbullying. Consequently,
it is important for teachers to be very judicious and alert in advising
students as they publish their requirements online or as they
communicate or collaborate through the World Wide Web.

C. Republic Act 101751

This is known as Cybercrime Prevention Act of 2012 declaring a
policy that states that the State recognizes the vital role of information
and communications industries such as content production,
telecommunications, broadcasting electronic commerce, and data
processing, in the nation's overall social and economic development.
The State also recognizes the importance of providing an environment
conducive to the development, acceleration, and rational application
and exploitation of information and communications technology
(ICT) to attain free, easy, and intelligible access to exchange and/
or delivery of information; and the need to protect and safeguard
the integrity of computer, computer and communications systems,
networks, and databases, and the confidentiality, integrity, and
availability of information and data stored therein, from all forms of
misuse, abuse, and illegal access by making punishable under the law
such conduct or conducts. In this light, the State shall adopt sufficient
powers to effectively prevent and combat such offenses by facilitating
their detection, investigation, and prosecution at both the domestic
and international levels, and by providing arrangements for fast and
reliable international cooperation.

112 Technology for Teaching and-Learning 2

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LI
Step 1: Considering the tasks (e.g. project-based learning output, research
output and the like) you required your students to do in your learning
plan, it will be good to let them experience writing their thoughts
and ideas about the task you gave them through a group blog. Hence,
think of a very good title for a blog that your future students will do
- to allow them to share their thoughts about their requirements in your
class.

Step 2: After thinking of what the blog title is, develop storyboard for the
blog and prepare for the rubric that will be used to evaluate it. Please
remember that you are acting here as your future student (for your
learning plan) and not as the teacher. Hence, the blog that you will
develop is a student sample of a blog that you will present to your
students for them to pattern or learn from. You may use the following
guidelines or come up with your own which is the same guidelines
you will give your students to follow after showing them our
student sample:

Instructions:
1. Please read these guidelines carefully and write on your
group blog all information included in the guidelines by using
communicative language with video, photos and pictures
during the development of your project.
2. Your blog will be reviewed according to the criteria applied
and give one week as of the announcement for those who have
to revise it
3. You can also include in the blog your reflection after doing
your prciject

Blog Assessment Criteria:

1. Project: General Information of the developed project (15%)
The blog will report about the general information of the language
project required to be accomplished in the learning plan (refer to your
required project in your learning plan). It must have the following
information:
a. Title of the Project
b. Targeted Language Competencies.of the Project
c. The Aim of the Project
d. Beneficiaries of the Project

Module 3 - Using Open Ended Tools in Facilitating Language Learning

Lesson 2- Student Sample Projects Using Open-Ended Tools
113
 The detailed information about Copyright Laws can be searched
from the World Wide Web. Some of these can be read in Appendix A.

B. Anti-Bullying Act of 2013

Republic Act No. 10627 otherwise known as the Anti-Bullying
Act of 2013 of the Philippines directs all elementary and secondary
schools to adopt policies to address the existence of bullying in their
respective institutions. Bullying refers to any severe or repeated use
by one or more students of a written, verbal or electronic expression;
or a physical act or gesture, or any combination thereof, directed at
another student that has the effect of actually causing or placing the
latter in reasonable fear of physical or emotional harm or damage to
his property; creating a hostile environment at school for the other
student; infringing on the rights of the other student at school; or
materially and substantially disrupting the education process or the
orderly operation of a school.
One of the most common problems encountered today, by internet
users is bullying online which we call cyberbullying. Consequently,
it is important for teachers to be very judicious and alert in advising
students, as they publish their requirements online or as they
communicate or collaborate through the World Wide Web.

C. Republic Act 101751

This is known as Cybercrime Prevention Act of 2012 declaring a
policy that states that the State recognizes the vital role of information
and communications industries such as content production,
telecommunications, broadcasting electronic commerce, and data
processing, in the nation's overall social and economic development.
The State also recognizes the importance of providing an environment
conducive to the development, acceleration, and rational application
and exploitation of information and communications technology
(ICT) to attain free, easy, and intelligible access to exchange and/
or delivery of information; and the need to protect and safeguard
the integrity of computer, computer and communications systems,
networks, and databases, and the confidentiality, integrity, and
availab-ility of information and data stored therein, from all forms of
misuse, abuse, and illegal access by making punishable under the law
such conduct or conducts. In this light, the State shall adopt sufficient
powers to effectively prevent and combat such offenses by facilitating
their detection, investigation,, and prosecution at both the domestic
and international levels, and by providing arrangements for fast and
reliable international cooperation.

112 Technology for Teaching and Learning 2

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 I Experience]
Step 1: Considering the tasks (e.g. project-based learning output, 'research
output and the like) you required your students to do in your learning
plan, it will be good to let them experience writing their thoughts
and ideas about the task you gave them through a group blog. Hence,
think of a very good title for a blog that your future students will do
to allow them to share their thoughts about their requirements in your
class.

Step 2 After thinking of what the blog title is, develop storyboard for the
blog and prepare for the rubric that will be used to evaluate it Please
remember that you are acting here as your future student (for your
learning plan) and not as the teacher Hence, the blog that you will
develop is a student sample of a blog that you will present to your
students for them to pattern or learn from. You may use the following
guidelines or come up with your own which is the same guidelines
you will give your students to follow after showing them your
student sample:•

Instructions:
1. Please read these guidelines 'carefully and write on your
group blog all information included in the guidelines by using
communicative language with video, photos and pictures
during the development of your project
2 Your blog will be reviewed according to the criteria applied
and give one week as of the announcement for those who have
to revise it
3. You can also include in the blog your reflection after doing
iour project.

Blog Assessment Criteria:

1. Project: General Information of the developed project (15%)
The blog will report about the general information of the language
project required to be accomplished in the learning plan (refer to your
required project in your learning plan). It must have the following
information:
a. Title of the Project
b. Targeted Language Competencies.of the Project
c. The Aim of the Project
d. Beneficiaries of the Project

Module 3 - Using Open Ended Tools in Facilitating Language Learning

Lesson 2 - Student Sample Projects Using Open-Ended Tools
113
 2. Pedagogicaland Technological Contents (15%)
The blog will also report the pedagogical and technologipaj
requirements of the project. It needs to discuss the mentoring
methods used by the members of the group to be able to accomplish
the project. This has to include also the technological tools that they
employed in the development of their project.

3. Project Plan (20%)

The group blog will also present how the group was able to plan for
their project and how they were able to implement the plan.

4. Project Development (20%)

The group blog will feature the processes and their experiences while
developing the project

5. Aesthetics (15%)
For this criterion, please remember that content is king, but design
is queen. You could write the most gripping articles on your blog,
but if your site is too disorganized or simply too drab, then people
might find you uninteresting. But if your blog design is too loud and
too jam-packed, then you would just end up giving your readers a
headache. Consider the following qualities:
a. User-friendliness: readable, navigable and usable -
b. Reading Enjoyment: content is a king, writings on a blog
should not sound stiff and cold, because it should primarily be
written with a personal touch
c. Useful Information
d. Overall Experience: great content, design, usability and
interesting

6. Reflections (15%)
After doing the project, it is very important for you to share your
lessons learned and cite some possible suggestions as to how to
improve the project planning and implementation.

Step 3: After having a clear plan on the contents of your student sample
blog, äevelop this using any of the productivity tools discussed in
class or you may choose to use an application familiar to you.
Step 4: Present your student sample blog in the TTL 2 class for peer
evaluation using the criteria you developed.

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 Examine

Activity 1
Revisiting Your Learning Plan
After thoroughly discussing the principles behind developing learning
plans in language teaching in Module 1; presenting the various active
learning approaches in Module 2; and exploring various open-ended tools or
productivity software applications in this Module, revisit the learning plan
that you started to do in the first lesson of this Module. Guided by all the
lessons in the first three modules, develop and finish your daily learning
outcomes and daily learning procedures.
Step 1: Reread the learning plan that you developed in Lesson 1: Activity 1
of this Module. If there is a need to modify some of the information
you stated earlier, feel free to modify it.

Step 2: After finalizing the earlier parts of your learning plan, start
developing your Daily Learning outcomes and Daily Learning
Procedures. Consider the following in the development of these
sections.
a. Presentation of the learning plan to your, students on the first day
of its implementation;
b. Language learning activities directly targeting the standards and
language competencies;
C. Taxonomies of learning to ensure that you will not just target
lower order thinking skills but to target higher order thinking
skills;
d. Holistic development of students (Cognitive, Affective, and
Psychomotor);
e. Integration of the active learning approaches (e.g. project-
based learning, inquiry-based learning, research-based learning
whichever is applicable);
f. Integration of appropriate ICT tools to aid the acquisition of the
language skills by the students and to aid you as the teacher to
manage the attainment of the learning plan objectives;
g Alignment of your learning plan assessment activities to the
learning objectives;
h. Estimated time for each activity; and
i. Planning and development of the student projects and
presentation.

Module 3-Using Open Ended Tools in Facilitating Language Learning

Lesson 2 - Student Sample Projects Using Open-Ended Tools
115
r Step 3: Write your Daily Learning Objectives immediately followed by the
Daily Learning Procedures. If the space below is not enQugh, feel
free to insert additional page following the format.

Daily Learning Objectives:

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for Language Educaon - English I Filipino
Daily Learning Procedures

Activity 2
Creating Digital Stories
It is highly- recotmnended that you include as part of your learning plan
the task for your future students to write any of your given requirements
digitally. For you to be able to present to your future students an example of a
cigital story that they can create to allow them to deepen their understanding
of your learning plan, do the following steps.

Step 1: Think of any story that you can use as a springboard to allow the
students to understand the content of your learning plan.
Step 2: Search for some existing rubrics about digital stories from the World
Wide Web. If there is a need to modify your adapted rubric, modify
it.
Step 3: Develop a story board.
Step 4: Develop the Digital Story guided by your rubric and story board.

Module 3-Using Open Ended Tools in Facilitating Language Learning

Lesson 2- Student Sample Projects Using Open-Ended Tools
117
Activity 3
Examining Copyright Law Knowledge
Step 1 Testing Your Knowledge about Copyright Law
Begin this activity by answering the following online quizzes oi
copyright law:
j. Quiz 1: Copyright and Fair Use
https :I/quizizz.comladminlquiz/56cf948c3db845c367a0f4c3
copyright-and-fair-use
k Quiz 2 Copyright Fair Use Quiz
h t tp s: //w w w. pro p r o fs. c o m / qu i z - s c h o o 1/ St o r y
php?title=copyrightfair-use-quiz
1. Quiz 3: Copyright and Fair Use
https //reviewgamezone com!mc/candidate/test/ 9 test_
id=68 1 3&title=Copyright%2OAnd%2OFair%2OUse

Step 2: Read the Copyright Documents of Intel Teach from the following
websites:
a. Copyright Guidelines and Resources
https ://educate.inteLëomldownloadlKl 2/elements/lead_htmL
resources/i 3_Copyright_ Guidelines _and _Resources pdf
b. Copyright Chaos, an Educator's Guide to Copyright La
and "Fair Use"
htips://www.scribd.comZpresentation/109980665/Copyright-
Chaos -

Step 3: After reading all the documents about copyright laws, answer the
following questions:
a. What does copyright law say about a work, e.g. photo,
diagram, chart, or whole journal article, which does not have
the © copyright symbol? How will you include these in youl
project presentation?

b. Are patchwriting and rephrasing a good remedy to avoid

obtaining copyright permission to an existing work? Why?

118 Tebhnology for Teaching and Learning 2

for Language Education English I Filipino
c. What does copyright law say about a generally copyright
protected work such as a chart, graph, diagram, figure,
drawing, photograph or map? Can this be copied without
permission? Why?

d. How is copyright infringement related to plagiarism?

Explain.

e. Are the Filipinos covered by the Copyright Laws of other

countries? Why?.

Module 3 - Using Open Ended Tools in Facilitating Language Learning

Lesson 2- Student Sample Projects Using Open-Ended Tools
119
120 Technology for Teaching and Learning 2
for Language Education- English! Filipino

0 0

At the end of the module, the students should be able to:

• identify various instructional materials (IMs) and technology
tools in language teaching and [earning;
• explain the characteristics of good/appropriate lMs and
technology tools in learning language;
• prepare Ms that will enhance language learning utilizing
selected technology tools in delivering the learning plan;
and
• create appropriate IMs using technology tools in learning
language.

Introduction
Instructional Materials (IMs) are very important because they contribute
a lot to student learning and teaching. It is never new to claim that IMs
help to improve students' knowledge and skills and teachers' management
of the class requirements. Much has been written to present th relevance
of instructional materials in general and for language teaching in particular.
Using instructional materials in language classes makes language learning
fascinating and authentic. It enables both the teacher and the student to
enthusiastically participate in the language learning activities; hence, giving
the students the opportunity to acquire the knowledge and the skills of
language aimed at in their lessons. By the use of well-prepared IMs, teachers'
self-confidence to deliver their lessons is also heightened while the students
are also given the opportunity to actualize their learning.
There are a lot of teachers who use traditional instructional materials to
enhance the teaching learning process. This module aims to present to you the
innovative ICT-based instructional materials that can be used to enhance language
instruction. The texts, charts, models, graphics, and other , objects usually
presented in printed materials will be shown using interactive ICT tools to enrich
TM development and presentation.

LYE1SS1O1N (1
Characteristics of Appropriate Instructional
Materials in Language Teaching

At the end of the lesson, the learner should be able to:

• identify various instructional materials (IMs) and technology
tools in language learning;
• explain the characteristics of good/appropriate lMs and
technology tools in learning language;
• create appropriate IMs using technology tools in learning
language; and
• evaluate the .'relevance and appropriateness of ICT
resources in language learning.

mite

STEP 1: Review the B logs Developed in Module 3

In this activity, you will exchange and share your general evaluation
of the blogs your class created in Module 3. In the sharing, consider the
following:

Module 4-Producing Learning Resources Using Technology Tools

Lesson I - Characteristics of Appropriate Instructional Materials in Language Teaching
121
 • Do the student sample blogs meet the desired outcomes and
expectations? Explain.

• How do the blogs support language learning?

STEP 2: List ideas to improve the student sample blogs

Explore.]

Information and Communication Technologies (ICTs) can be significantly

useful as tools for language instruction In the Philippines, the languages
that are being taught are Mother Tongue, Filipino, English and other foreign
languages With the integration of ICTs in teaching languages, the need to
process data quickly and integrate voice, music, video, pictures, and text
into lessons can be fully addressed Esht (2017) claims that ICTs can be
programmed to tailor, instruction and tests for each individual language
learner.
To be able to use these technologies successfully as tools and materials
and to help in effective conduct of language classes, some principles on
suitability, adequacy, and efficient utilization will also be discussed in this
Module. The effectiveness of instructional tools in promoting students'
academic performance in teaching and learning is indisputable. It provides,
the much needed sensory experiences needed by the learners for an effective
and meaningful behavioral change (Ajoke, 2017). Slavin (2010) also added
that, well-planned and imaginative use of visual aids in lessons banish apathy,
supplement inadequacy of books as well as arouse student's interest by giving
them something practical to see and do, and at the same time help to train
them to think things out themselves.
In language teaching and learning, there are a lot of instructional
materials that can be prepared to enhance the teaching-learning process. These
instructional materials can be prepared with the support of technologies

122 Technology for Teaching and Learning 2

for Language Education - English I Filipino
Some of the common language teaching materials will be presented in this
module and the technological tools that can be used to prepare them are also
described Gone are the days when cassette tapes, radios, and televisions were
the only technologies being used to allow students to demonstrate language
skills for the English or Filipino subjects or courses. Today there are 'a lot of
instructional materials that are being used to enhance language learning that
are ICT-based.

Computer-Based Instructional Tools and Materials in Language Teaching

The numerous technology tools being used in language teaching are fully
supportive of the different types of instructional materials commonly used
in language teaching. Below are some computer-based instructional tools,
strategies and materials in language teaching

A. Computer-Assisted Language Learning (CALL)

Computer-assisted language learning (CALL) is a fundamental part
of English teaching methodology and it is a highly acknowledged means
in attaining learning objectives. Computers provide many opportunities
of exchanging ideas and information at both national and international
level Before this technology, students were not able to learn language
easily and they had to face many hurdles and difficulties. The classical
and traditional methods used by the old teachers couldn't help them to
learn foreign language effectively. The old teaching methods couldn't
fulfill the requirements of learning and learners. But now the advanced
and progressive technology of 'the computer has motivated the learners to
learn language effectively. The computer has become a valuable tool of
learning for modern students (Lohdi, 2019). Eslit (2017) also described
CALL as one of the many tools and techniques that can help improve
the students' langdage. competencies. He claims that this new technology
in language education has increased learner autonomy, creativity,
productivity-'and tm work. It has been used with interactive teaching
approach to tutor language learners through language drills or skills
practice It has also been used as stimulus for discussion and interaction,
or as a tool for writing and research
Abate (2018:) conducted a research on blending Content and
Language Integrated Learning (CLIL) and CALL. The research
found out that the use of simple but efficacious web tools during
lessons in CLIL approach improved learners' - competencies. Theweb
tools enable communication; facilitate access to knowledge, online
dictionaries and other learning resources and increase exposure to using
a foreign language. CLIL develops cognitional improvement, cultural
understanding without any substantial loss to content learning. The use of
ICT enhances effective student's motivation to learn languages. -

Module 4 - Producing Learning Resources Using Technology Tools

Lesson 1 - Characteristics of Appropriate Instructional Materials in Language Teaching
123
 The use of CALL in today's language classroom has improved
a lot because of the new trends of technologies and because of the
various challenges and innovations in language teaching and learning.
In a research conducted by Paul Lyddon (2018), it was pointed out
that digital technologies have increased communications between
speakers of different languages, but the widespread use of online
machine translation has become a disruptive force for foreign language
education, as it permits intelligible exchanges between persons with
little or no knowledge of a foreign tongue. The research further notes
that as machine translation technology only continues to improve,
the entire purpose of foreign language learning, computer-assisted
or otherwise, may one day soon likely be called into question.. It is
therefore, recommended that while nothing is ever truly future-proof; the
sustainabthty of foreign language education may require a shift in focus
away from traditional language acquisition and toward social semiotic
awareness and multmiodal intercultural communication- This suggests
possible roles for digital technologies m sustainable language teaching

B. Language Instructional Materials Supported by Technology Tools

Ajoke (2017) cited the different types of instructional materials in
teaching English as a second language. These types are also useful in
teaching other languages.
1. Instructional Charts
One I thecommon of ins tructional materialsin .ii•
teaching and learning is a chart- Charts can be seen on
materials but their presentation can be enhanced and are presented
3D or 4D form with the aid of technology ~ Charts can help Ian
learners Lr, withunderstanding data .11 •conceptsi
presentedforms - students ' writi ng
beyond enhanced
:

develop charts:
,:
•E.1
a Microsoft Hi1fli
Microsoft Word does not only allow you to create
documents but it also has a provision to allow you to create
diarts or graphs that will add to the visual appeal of the
presentation of your text.
b. Microsoft Excel
One of the main features of Microsoft Excel and other
spreadsheets applications is to create charts and graphs
For language learners, a simple chart in Excel is more
comprehensible than to see a lot of sheets and cells full of
numbers.

1241IW UnpW E&tn-

 c. Microsoft PowerPoint
PowerPoint offers various tools that can make your
presentation interactive. One of its features is to present charts
in a slide.
d. iOs, Andriod, and Windows Phone and iPad Chart Maker
Apps
These are Numbers, Viz, 3D Charts, Chart Maker,
Graphing Calculator HD, Roambi Analytics, and Graph

2. Posters
Many of the schools in the Philippines have been iequiring their
students to participate in poster-making activities to further develop
their creativity and to help them express their ideas through a pictorial
device. With the advent of tutorial videos on YouTube, students can
develop more creative and digitalized posters. Moreover, there are
several applications that students can download and use for their
poster making activity. These are free samples of the free poster
maker applications available:
a. Spark Post
https://spark.adobe.com/makLpsters/
Adobe Spark is. a suite of design tools that allows you
to make your own posters, videos and webpages using your
computer or iOS mobile device. The poster-making tool of this
collection of apps is called Spark Post. This app offers a range
of poster templates and layouts that you can use to create your
own custom posters for sharing on social media and for print.
b. Canva 's Poster Maker

Canva's poster maker has hundreds of templates designed

by their team of professional designers. Templates are have
shortcuts to great design: You'll have a custom poster in
minutes.
c. Block Posters

Block Posters can let you make your own custom poster
for fiee. Upload an image, choose your options, and then
download and printout your own personalized' huge poster.
d. Posterini
htpLLwwjv.pQstrii1jornL
Posterini poster maker redefines the meaning of design,
combining augmented reality, artificial intelligence and
gamification in a unique way.

Module 4 - Producing Learning Resources Using Technology Tools

Lesson 1 Characteristics of Appropriate Instructional Materials in Language Teaching
125
 e. PosterMy Wall
h!Ws://www.12ostemiywall.com/
It is ,a website that features amazing poster templates and
has an easy-to-use custom graphics service.

3. Flashcards
Flashcards are indispensable instructional materials in language
teaching. These are commonly used in reading and in teaching lessons
in phonology and morphology. With the presence of free educational
websites, language teachers will not have difficulty in preparing their
flashcards. The following websites, organized by Softonic (2020), may
help you prepare your flashcards for your language classes:
a. Anki
https://anki.en.softonic.c/
Anki is a powerful, multi-purpose application. Flashcards
created using Anki can contain text.sound,Jmages, and
formatted documents in standard LaTeX.
b. Vocabla: English Dictionary
https://en.softonic.com!android!education-reference
Vocabla focuses on the study of words. To make
expanding your vocabulary more fun and addictive, Vocabla
introduces competitive elements, with achievements and
points in the rankings, just like in games. The unique feature
of Vocabla is an add-on for Mozilla Firefox, which allows
you to add words and create flashcards directly online.
c. Learn Spanish with EduKoala
https://en.soflonic.com/android!education-reference
Edukoala is pretty similar to the previously mentioned
app, but its uniqueness is in the way it lets you learn new
words every time you unlock your Android phone. In the
settings, you can choose to be challenged with words,
instead of the traditional code or swipe pattern, to unlock
your, phone. Edukoala will display a question and three
possible answers; answer the question correctly to unlock
your Android. It's an interesting approach, but as the
developer admits, it doesn't work on every phone, and
you'll need to download a different app for each language
you want to learn (the app offers English, Spanish, German,
French, Chinese, Italian, Russian, Portuguese, Hindi,
Japanese, Norwegian, and Greek).
d. Study Blue
https://en.softonic.com!iphone/education-reference
Study blue allows you to easily create flashcards with
text, sound and images. You can, for example, take a photo

126 Technology for Teaching and Learning 2

for Language Education - English I Filipino
 or draw something, and then add more information maritally
or verbally.

4. Slide
Among the various types of materials that are available for
projection, slides and film strips are the foremost visual aids. They
are of great value in teaching traditionally, slide projectors have been
used by teachers for their slide presentation. These slide projectors
have been used for projecting pictures from a transparent slide on a
wall or screen. Nowadays, innovative and stimulatingi presentation
applications are commonly used by teachers. These presentation
software applications have very good features that can make the
presentation of lessons near to seeing real objects and subjects. Some
of these are:
a. Microsoft PowerPoint
Segundo and Salazar (2011) in their research state
that PowerPoint this program has become the world's
most widely used presentation program and is a complete
presentation program that allows teachers to produce
professional-looking presentation in EFL classrooms.

b. PowToon
Semaan and Ismail (201 8) stated in their research that
PowToon is a web-based tool that offers a wide array of
media options, graphics, cartoons, and animated images
to create animated presentations that flow smoothly and
logically. It also features classroom accounts for project-
based learning PowToon can be used to teach any subject.
In 2014, Tracy Weber cited by Semaan and Ismail (2018)
described PowToon as a potential application to teach
language courses particilarly English. She said, it could be
employed in an English class to demonstrate knowledge of
Romeo and Juliet from a students' perspective; and even in
industrial arts class by demonstrating welding techniques.
PowToon paves the way towards teaching higher order
thinking skills like critical thinking, summarizing, and
problem-solving which are basic skills for a successful
global citizens in the 21s' Century.
c. Google Drive Presentation
Google Drive Presentation is a cloud-based presentation;
hence, it is always available because you can always access
it anytime there is net connection using your PC, Chrome
Book, Android etc.

Module 4 - Producing Learning Resources Using Technology Toots

Lesson 1 - Characteristics of Appropriate Instructional Materials in Language Teaching
127
 Since it is part of the Google's Software Office Suite
within the Google Drive, you can also easily share it to your
students in your language classes.
d. Slide Rocket
This is a web-based program that will allow you
to create presentations for your language classes. This
software is very similar to other presentation software like
PowerPoint and Prezi. Its notable features are its templates
which can be used to make presentations more visually
appealing.
e. Prezi
Just like PowerPoint Presentations, there are several
pieces of research that claim that Prezi is commonly used for
presentation in academic instructions. Houska (2013) stated
that Prezi is taking hold in some disciplines and circles.
Instructors, professional speakers aid students continue to
post presentations created though Prezi online for public
perusal. These presentations can be an excellent starting
point for tech-savvy instructors intending to reinvigorate
their classroom instruction or present material in a novel,
engaging format. In language teaching, the research of
Yusny and Kumita (2016) concludes that teaching grammar
utilizing Prezi presentation helps students improve their
grammar mastery. Additionally, it also shows that the
students have positive responses toward utilizing Prezi
presentation in grammar lessons. However, they emphasized
that the development of Prezi presentation in all education
materials should carefully adhere to the principles of
instructional design and must not overuse the features as it
could also lead to negative effect to the learners.

5. Work Sheets and Forms

A worksheet is not only completed on printed materials but these
can also be accomplished through the web. By the use of some word
processing software like Microsoft Word, a teacher can also develop
electronic forms.
a. Google Forms e. QuickTapSurvey
b. Monkey Survey Form f. Type Form
c. Paper Forms g. Cognito Form
d. Survey Planet h. Ninja Forms

128 1 Technology for Teaching and Learning 2

for Language Education - English I Filipino
6. Newsletters
A newsletter is a very useful material in language teaching and
learning. Preparing a newsletter will develop and build the vocabulary
and writing skills of students through drafting, revising, editing,
and publishing Students will become familiar with the process
of producing formal written documents, such as magazines and
newspapers. Through interacting with others in the class, students will
also learn how to work within a team. Moreover, the following skills
can also be developed:
• Receptiveness to language, reading, listening and
understanding
• Writing, spelling, grammar, drafting, revising and editing
• Imagination, confidence in using oral language and creative
skills
• Use of dictionaries and thesauruses to extend and develop
vocabulary and spelling

The following are also important factors to consider. when

preparing a newsletter (explorer, n.d.):
Accuracy: Ensure the facts are right (including how to spell
names). Always use the five Ws and H (Who, What, When,
Where, Why, How?).
Audience: Who will read the paper? Is your story of interest to
them?
• Research: Always check facts that you have collected - use
reference materials if needed.
• Images: Don't leave the images to the last minute - always
think how the image can grab the reader's attention- that can
be used with the article.
• Writing What is the WOW factor of the story? - Start with
a good lead. Remember that you want to grab the reader's
attention and then want to read more. Use the worksheet
below to assist with writing stories.

7. Pamphlets
A pamphlet • is a small, unbound booklet focused on a single

subject for educational purposes. Pamphlets are non-periodical. They

are written for the layman, simply and without excessive
jargon. Authors present text and images in an organized fashion to
communicate a clear message. Pamphlets can be folded in a variety of
ways. such as in half, in thirds, or in fourths (Lucid Press, 2020). The
sample technology tools that you can use to develop your pamphlets
are:

iie4-Pcu i sc* UsM

- *g
1129
I itr Le I
 a. Microsoft Publisher
b. Adobe Spark
•c. Lucid Press

8. Brochures
A brochure is used to advertise a company and its products or
services (Lucid Press, 2020) Some applications that you may use to
develop your brochures are:
a. Microsoft Publisher
b. Canva
o Venngage
d. Visme
e. flipsnack

9. Cartoons
A cartoon is a simple picture of an amusing situation; sometimes
it is a satirical comment on a serious or topical issue. A strip cartoon
is a sequence of framed drawings, which tell a story. Both types are
to be found in newspapers, magazines and leaflets. In development
situations a cartoon is a method of conveying a specific message How
to use cartoons Cartoon pictures enable people to discuss sensitive
issues and so are useful for teaching and training Listening skills
in the language class can be extended and developed using cartoon
strips. You can read out a description of something, which needs to
be drawn in sequence, each part in a separate frame. Ask the students
to listen carefully, while you read the piece two or three times. Then
ask them to draw what they have heard. You could provide a template
with several ready frames for them to fill in. You could do this with
two separate groups and ask the students to discuss what they see in
the picture. You can then evaluate how well they have understood
the piece you read. Cartoon strips can be used to teach sequencing
to students. Find, or draw, a cartoon strip with between three and
eight separate frames. Cut out each frame and, rearrange them so that
they are in the wrong order. Stick them down in the new order and
make one copy for each group. Ask them to cut each frame out and
put them in the correct order. Before you do this, show the students
an example on the chalkboard of pictures in the wrong order and ask
them to put them in the correct sequence. The above, exercise can also
be used in a workshop or training session, using a topic related to the
subject of the workshop or session As it encourages discussion and
team decision-making, it can be introduced as an ice-breaker. The less
obvious the order, the more interactive the process will be as each
group may suggest different answers. This creates an opportunity for

130 1 Technology for Teaching and Learning 2

for Language Education- English I Filipino
 each group to explain their answers and defend their position (Ajke,
2017). There are cartoon making software that can be paid online but
the following are free cartoon making software that you may use or
let your students use:
a. Animaker
b. Pencil 2D
c. Synfig
d. Inkskape
e. Pixton

10. Journals
Journals are records of personal insights and experiences of
students These can serve also as instructional materials to be used by
teachers to be able to manage the reflections and sharing of insight in
the class. Journal writing is a very good activity for students because
they have the freedom to write their thoughts and feelings about
their learning experiences. The following are some examples of free
technological applications that can be used to help students write their
journals digitally:
a Perspective App by Blrnky
b. Journey Journal App
c. Momento Journal App
d. Penzu Journal App
e. Diaro Journal App
11. Bulletins Boards
Digitally, a teacher can develop online bulletin boards where he or
she may post some language activities or information that are helpful
for the students' acquisition of the language competencies. There are
applications (Frlazzo, 2011) thai can be used for this purpose and
these are:
a. Wallwisher (now called Padlet)
This was the first online, application that enables you to
place virtual post-it notes on a virtual corkboard or bulletin
board easily and allow you to post text, images, and/or
videos on them.

b. Corkboard Me
This is now called NoteApp which is a Wallwisher-like, tool
The site enables you to embed your virtual bulletin boards.
Other features include real-time collaboration and a chat
room for the people collaborating.

Module 4- Producing Learning Resources Using Technology Tools

Lesson I . Characteristics of Appropriate Instructional Materials in Language Teaching
131
 C. Popplet
You can make an online "bulletin board" with virtual post-
its" (called "poppletf. Except for the fact you have to
register to use it, Popplet is just as easy and, in some ways,
easier to use with a lot more functionality.
S Spaaze
This is similar to the others on this list; with registration is
required -

e- Group Zap
This app joins a long list of online virtual "corkboards-" It
has some nice features, including the ability to convert your
board to a PDF and being able to "drag-and-drop" images
and documents from your files.
f RealtimeBoard
This is an online whiteboard that seemed like a decent tool
for real-time collaboration. It's easy tQuse, and lets you
upload images from your computer or by its URL address.
They offer free "Pro" accounts to educators.

Characteristics of Effective and Efficient Instructional Tools

Simply using technology is not enough to learn a language. An effective
ICT-based instructional material is a well-planned and a well-designed one.
This means that the preparation of the lMs must be planned very well and it
must be ensured that they are developed to meet the learning objectives of the
language class. In addition, English language competencies should be given
importance during the planning, in-service training and in the making of ICT
strategic plan, action plans and strategic intervention materials for English
language instruction. It is also highly recommended that teachers maximize
the use of teacher-made websites, OER (open educational resources) and.
software or mobile applications to encourage autonomous learning of students
at the same time utilize these tools in flipping the classroom along with
task-based language activities, content and language integrated learning and
project-based outputs (Beduya, 2018).
The following are the characteristics of an instructional tool that is
effective in the classrooms.
1. Enhances instrudional effectiveness
The instructional material must be able to facilitate the
increase of students' achievemeut in language classes. Through
the instructional materials, all students including those with special
learning needs and students at risks will be benefited and will be
helped to demonstrate the intended learning outcomes of their
language courses. With the use of technological tools, students'
progress is monitored and acted upon by concerned individuals like

132 1
I
 the teachers, the parents, and the school as a whole. S

2. Promotes active learning

Instructional materials are expected to help promote active
learning. Through the use of interactive technological tools, learning
interest is stimulated and students' focus is redirected. By this,
students and teachers will be highly engaged in the learning process.
The International Society for Technology in Education (ISTE) cited
by Barron (2002) gave the following descriptions of a learning
environment that uses, interactive technologies:
Traditional Learning Environment
Environment
Teacher-centered instruction I Student-centered learning

Single-sense stimulation Multisensory stimulation

Single-path progression Multipath progression

Single media Multimedia

Isolated work Collaborative work

Information delivery Information exchange

Passive learning Active, exploratory, inquiry-based learning

Critical thinking and informed decision-

Factual, knowledge-based learning
making

Reactive response Proactive/planned action

Isolated, artificial context Authentic, real-world content

3. Develops critical thinking

Technological tools and instructional materials must be designed
and implemented in such a way that they help develop critical
thinking skillsamong the learners. According to Barron et al. (2002),
the structure and use of technology can promote higher-level thinking
skills. They further stated that some technological tools are designed
to encourage problem-solving skills.
4. Accommodates differentiated instruction
Studeits have diverse backgrounds and have diverse intelligences
and learning styles. They learn in different ways. They express
their thoughts and ideas also differently. Consequently, instructional
materials and tools must be of help to the teacher to facilitate his or
her classes considering the different profiles of the students. There
must also be an opportunity for individualized and independent
learning with collaborative and cooperative learning.

Module 4 - Producing Learning Resources Using Technology Tools

Lesson 1 - Characteristics of Appropriate Instructional Materials in Language Teaching
133
 5. Motivating
The use of instructional materials is a big help for the teacher to
facilitate the teaching-learning process. The use of these materials
is expected to motivate the students to pay attention and actively
participate. With the ubiquity and variety of educational tools
available to language teachers, selecting the most appropriate and
best format. is very critical to stimulate learner motivation.
6; Multisensory
One of the biggest challenges among teachers is to prepare
for instructional materials that are multisensory. With he advent
of technological tools developed by very good programmers,
multimedia are available that allow teachers to just learn how to use
them the maxium in the teaching of their lessons.

Universal Design for Learning (UDL)

The concept of UDL is a very importat coimept in preparing
instructional tools in language teaching. The concept stemmed originally
from the IJD principles, as well as from research in neuroscience on
how the brain learns (Rose & Meyer 2002). According to Dalton et al.
(2019), universal design for learning applies the concepts of accessibility
and inclusion beyond physical environments, to design teaching and
learning opportunities in ways that are varied, accessible and engaging
for all students, including those with differing needs and/or disabilities.
In this way, appealing to the broadest range of diversity in our student
populations, the framework of UDL strives to remove discriminatory
practices, as the learning needs of most students are taken into account
when instruction is designed.
Professional practitioners and academicians were able to share their
thoughts about .UDL principles. These principles are very important for
us to appreciate how we can integrate the concept in our ICT-pedagogy
integration.
A. National Disability Authority (2020)
The National Disability Authority cited the following 7 Principles
of Universal Design which were developed by Ronald Mace and
group in North Carolina State University.

Principle 1: Equitable Use

The design is useful and marketable to people with diverse
abilities.
Guidelines:
a. Provide the same means of use of all users: identical whenever
possible; equivalent when not.

134 1 Technology for Teaching and Learning 2

for Language Education - English I Filipino
 b. Avoid segregating or stigmatizing any users
c. Give provision for privacy, security and safety should be
equally available to all users:
d. Make the design appealing to all users..

Principles 2: Flexibility in Use

The design accommodates a wide range of individual preferences and
abilities.
Guidelines:
a. Provide a choice in methods of use.
b. Accommodate right-or left-handed access and use.
c. Facilitate the user's accuracy and precision.
d. Provide adaptability to the user's pace.

Principle 3: Simple and Intuitive Use

Use of the design is easy to understand, regardless of the user's
experience, knowledge, language skills, or current concentration level.
Guidelines
a. Eliminate unnecessary complexity.
b. Be consistent with user expectations and intuition.
c Accommodate a wide range of literacy and language skills
d Arrange information consistent with its importance
e. Provide effective prompting and feedback during and after
task completion.

Principles 4: Perceptible Information

The design communicates necessary information to the user
effectively, regardless of the ambient conditions or the user's sensory
abilities.
Guidelines
a. Use different modes (pictorial, verbal, tactile) for redundant
presentation of essential information.
b. -- Provi& adequate contrast between' essential information and
its surroundings.
c. Maximize "legibility" of essential information.
d. Differentiate elements in ways that can be described (i.e.,
make it easy to give instructions or directions).
e Provide compatibility with a variety of , techniques or devices
used by people with sensory limitations

Principle 5: Tolerance for Error

The design minimizes hazards and the adverse consequences of
accidental or unintended actions
Guidelines
a Arrange elements to minimize hazards and errors most used
elements, most accessible; hazardous elements eliminated,
isolated, or shielded.

Module 4- Producing Learning Resources Using Technology Tools

Lesson 1 - Characteristics of Appropriate Instructional Materials in Language Teaching
135
 e. Must engage more than one senses
f. Must be developed by a professional teacher
g. Freely shared

Step 4: Preparing for the Review Report

Prepare your review reports by answering the following questions:
a. Are the contents supported by research or. are based on proven
facts?
b. Are the contents logically, organized?
c Did the presentations highlight the key points about the topic?
d. Are the languages used appropriate to the age and experience of
the audience?
e. Are all the references cited properly?
f. Are the objectives of the preentation stated clearly?
g. Is there an opportunity for the audience to participate in the
presentations?
h. Is there an opportunity for checking undersnding?
L Can the presentations be delivered within the allotted time?
j. Did the presentations follow appropriate designs along the
following:
• The presentations generally have a title page.
• Dark texts are displayed on light background or white texts
on dark background
• The- backgrounds are simple
• The presentations used only one color scheme
Slides are not cluttered with too many elements
• The presentations stimulate interests through the use of
layouts, graphics, sounds, and or transitions.
k. The textual elements meet appropriate design:
• Text is kept to a minimum
• Font types are easy to read
• No more than two types of fonts are used
• Slides do not have too many bullets
• Spelling, grammar and punctuations are correct.
1. The presentations feature interesting images or visuals.
m. The use of multimedia elements helps explain the concepts better.
n. The images are appropriate to the age and experience of the
audience.
o The multimedia elements are not distracting or repetitive

Step 5: Reporting the Review

Organize your report and prepare to discuss it in class. Start with
the best features followed by the points for improvement

138 Technology for Teaching and Learning 2

for Langoage Education - English I Filipino
Step 6: Recommending for the Areas of Improvement
Provide some tips to come up with improved multimedia
presentations benchmarking from the reviewed multimedia
presentations.

Activity 2
Making Table, Graphs, and Charts Using Web-based Applications
Step 1: Exploring Apps for Making Table, Graphs, and Charts
Explore the different applications on developing charts, tables, and
graphs that were represented earlier.

Step 2: Using the Software Applications

You explore and learned how to use the software applications in
making graphs and charts, Think of your language lesson plan and
identify data that you have to present using charts or graphs. Develop
your graphs or charts for presentation.
In preparing your graphs and charts, you need to consider the
following:
a. your lesson objectives;
b. your target audience;
c. the role of the charts in conveying your message;
d. how you will present the charts; and
e. the best type of chart or graph with which to present the
information.

Step 3: Presenting Developed Graphs and Charts

You will be asked to pair with a classmate and share your graphs and
charts with one another. After this, share your graphs and charts with the
rest of the group.
During the graphs and charts sharing, try to compare your graphs and
charts with the other pairs and identify the best presentation and reflect
why such is the case.
To check further on your graphs and charts, consider the following:
a. Can you and your students easily understand the chart or the
graph?
b. Was the message that you wanted to convey the message
conveyed?
c. Are all the essential information provided by the charts and
the graphs?
d. Is the chart or graph positioned in the document properly?

Module 4 - Producing Learning Resources Using Technology Tools

Lesson 1 - Characteristics of Appropriate Instructional Materials in Language Teaching
139
Activity I
Creating Newsletter
Dining this activity, develop a newsletter that will become a component
of your learning plan poitfolio. Develop a newsletter to help you meet
your targeted student learning objectives. Since the newsletter that you will
develop is a student sample, make sure that the content of your newsletter is
appropriate to your learner's profile and are relevant to the contents of your
learning plan.

The rubric below (Intel, 20 10) will be used to evaluate your newsletter.

Knowledge of My newsletter My newsletter My newsletter My newsletter

Sithject Matter shows that I shows that I shows that I shows that
understand the understand the understand most I do not
subject matter subject matter of the subject understand
well, and explains matter. the subject
why the subject is matter very
important well.
Understanding I understand I understand I understand I do not
Concepts relevant major concepts. some of understand
concepts. I 1 offer the major major
offer unique interpretations concepts. I offer concepts.
interpretations or extensions. some simple I offer no
or extensions, interpretations or interpretations
including extensions, or extensions
generalizations,
applications, and
analogies.
Language I use interesting I use language I try to use I do not use
language that that holds the language language
appeals to the audience's that holds the that holds the
audience. attention. audience's audience's
attention, attention.
Writing Style My writing uses 1 My writing My writing My writing
many features uses features sometimes does note
of journalistic of journalistic uses features of use features
style, such as style. journalistic style. of journalistic
leads, compact style.
paragraphs, and
sentences.
Sentence My sentences My sentences My sentences My sentences
Structure flow together vary and show little are all simple
naturally, and are flow together variety in structure.
varied in length naturally.
and structure
to enhance
meaning.
Conventions My newsletter My newsletter My newsletter My newsletter
has no spelling, has only one has some has many
grammatical, or or two minor major spelling spelling and
typing errors, spelling, or grammatical grammatical
grammatical, or errors, errors.

140 Trcicgy cT Le*. 2

aa€ E.jcz -
Graphics The graphics The graphics Most of the Many of the
add information add to the graphics relate to graphics
to my newsletter. content of my the content of my distract
The graphics and newsletter. newsletter. readers from
text flow together the content of
naturally. my newsletter.

Design My newsletter My newsletter My newsletter is My newsletter

uses a good uses a good nicely designed design and
design and design and in some parts, layout is
layout. I planned layout. but other parts confusing and
my design and are confusing or hard to read.
made color and hard to read.
layout choices for
a reason.

Creativity I use language I use newsletter I try to use I do not use

and newsletter features to newsletter newsletter
features to communicate features to features to
communicate most of my communicate communicate
my ideas in ideas in original some of my my ideas in
original ways that ways. ideas in original original ways.
surprise readers. ways.

Connection to My content is My content is My content My content

Resources supported by a supported by is supported is supported
wide variety of good sources. by only a few by a single
good sources. My Most of my sources. Some of source or by
sources are cited sources are my sources are unreliable
correctly in the cited correctly in cited correctly. sources.
newsletter. the newsletter. My sources
are cited
incorrectly.
Audience I think about and I think about I try to think I do not try
answer questions and answer about questions to answer
and concerns questions my my readers questions my
that my readers readers might might have, readers might
may have, have, but I overlook have
some obvious
questions.
Newsletter My newsletter My newsletter My newsletter The purpose
Features includes all includes all has a sense of of my
required features, the required purpose, but a newsletter
such as a table of features, and few newsletter is unclear,
contents, a main the target features may be and several
article, supporting audience is missing or poorly newsletter
articles, graphics clear, done. features are
with captions, missing or
editorials, and incomplete.
comics. All
features relate to
the subject and
are appropriate
for the targeted
audience.

Module 4 - Producing Learning Resources Using Technology Tools

Lesson 1 - Characteristics of Appropriate Instructional Materials in Language Teaching
141
Step 1: Exploring Samples of Newsletters from the World Wide Web
Check on the following websites for additional newsletter writing
ideas. In ease the identified websites are not available, you may search
for other websites for your reference.

Newsworthy Journey
http://www.microscft.comfEducationljourney.aspx

TEACH Newsletter
https://www.kl 2.wa.us/student-success/learning-standards-
instructional-materials/materials-adoption-course-supports/teach

Step 2: Planning the Content

Remember that you are creating a newsletter for your students to
understand your lessons. Hence, you need to think about how targeted
learning objectives will be achieved. In. defining your contents, be
guided by the following:
Overall Goal of the Newsletter

Title of the' Newsletter

Elements Necessary for the Targeted Learning Objectives

142 Technology for Teaching and Learning 2

for Language Education -, English I Filipino
 Topics and Reference Materials needed

Other Resources that will be Used in the Creation of the Content.

The following are some possible information that you need to gather
to include in the newsletter:
• Letter to the editor
• Cirtoons or sketches
• Puzzles or trivia questions
• Survey
• Public opinion poll
.. Features.
. New discoveries

Step 3: Creating a Newsletter Story Board

To ensure that you are guided by the principles of lay outing a
newsletter and of the development of its essential contents, it will help
if you will create first a story board.

Newsletter Title:

Lead Story Headline:

Module 4- Producing Learning Resources Using Technology Tools

Lesson 1 . Characteristics of Appropriate Instructional Materials in Language Teaching
143
 Secondary Story Headline:

Featured Articles

Activity 2
Creating Multimedia Presentation
For presentations to be appealing, language teachers need to design their
presentations properly by utilizing a variety of media. That is why, it is called
a multimedia presentation. Apart from the teachers, students can also develop
presentations to present their reports or projects in a visually engaging
maimer. In creating slide presentations, variety of language skills can be
developed apart from computer operations and visual design skills.
In this activity, you will create multimedia presentations for your role as
a teacher to present some important concepts of your learning plan and create
another multimedia presentation as student sample for the presentation of the
final output of the projects of the students (output of integrating project-based
learning).

For the Teacher Support Material

Step 1: Reviewing the Learning Plan
Go back to your learning plan and identify the learning objectives and
the topic that require the use of a multimedia presentation.

Step 2: Explore Presentation Software Applications

Go back again to the different presentations, software applications and
explore how these are used and choose which to use for your teacher
sample presentation. -

144 Technology for Teaching and Learning 2

for Language Education - English / Filipino
Step 3: Planning the Content
To be able to organize the content of the different slides of your
presentation, it will help if you will develop your StoryboarI. The
following is a sample of a story board presentation adapted from
World Links (2008) that may help you. Fill it out for this activity.

PartA
Subject and Year Level I I
Lesson TrtlelTopic

Learning Objectives

Target Date of Presentation

Part B
Plan the parts of your multimedia presentation using the following boxes.
Slide 1: Title of the Presentation and your name

Ls3I 1
Maduie Liii mrs Mira I
Tath
is
j45
 Slide 2: Objective/s of the presentation or the intended learning outcomes

Slide 3: Something to generate interest in the topic (e.g. a quote, a photo, a

video, or a chart)

Slide 4: First main idea (specify the text, as well as the non-textual element, to
be put in this slide)

146 Technology for Teaching and Learning 2

for Language Education English I Filipino
Slide 5: Support for the first main idea (e.g. example, short quiz, chart)

Slide 6: Second main idea (specify the text, as well as the non-textual element
to be put in this slide

Slide 7: Support for the second main idea (e.g. example, miniquiz, chart)

Module 4- Producing Learning Resources Using Technology Tools

Lesson 1 - Characteristics of Appropriate Instructional Materials in Language Teaching
147
Side 8 Thud main idea (specify the text, as well as the non-textual element, to
be put in this slide)

Slide 9; Support fof the third main idea (e-g- example, miniquiz chart)

Slide 10: Summary (may be presented visually, as in a table, or a concept

map)

148 1etthc,s
Slide 11: List of references used

Activity 3
Understanding UDL in the context of Language Teaching
Answer the following questions:
1. How will the following UDL principles guide you in delivering your
learning plan?

Learning Plan Topic:

Learning Plan Objectives

Practical Application to the
UDL Principles
Implementation_of_my_Learning_Plan
Principle 1: Equitable Use

Principles 2: Flexibility in Use

Principle 3: Simple and Intuitive

Use

Principle 4: Perceptible
Information

Module 4 -Producing Learning Resources Using Technology Tools

Lesson 1 Charadteristics of Appropriate Instructional Materials in Language Teaching
149
 Principle 5: Tolerance for Error

Principle 6: Low Physical Effort

Principles 7: Size and Space for

Approach and Use

2. Learning technologies are an integral part of a UDL approach.

However, simply using technology in the language classroom is not
implementing UDL. How do you understand this statement in the
light of the three principles of UDL?

Provide Multiple Means of

Representation

Provide Multiple Means of Action

and Expression

Provide Multiple Means of

Engagement

3. How can language teachers and administrators best support the

development of UDL learning environment?

4. What other questions do you have about Universal Design for

Learning, based on your own experience and current context?

150 Technology for Teaching and Learning 2

for Language Education- English / Filipino
References:

Ajoke, A. (2017). The Importance of Instructional Materials in Teaching English as a Second

Language. International Journal of Humanities and Social Science Invention. Vol. 6.
Issue 9.
Barron, A. et al. (2002). Technologies for education. Colorado: A Division of Greenwood
Publishing Group, Inc.
Beduya, L. (2018). ICT Integration in Language Instruction. Retrieved on February 24, 2020
from https://www.asian-efl-journal .com/pubcon20 1 8/breakout-sessions-schedule/day-
1 -august-24-20 1 8/ict-integration-in-english-language-instruction/
Dalton, E. et al. (2018). Inclusion, Universal Design and Universal Design for Learning in Higher
Education: South Africa and the United-States. African Journal of Disability. Retrieved
from http://web. b.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=3&sid=1 2835fc2-
881 2-4d99-86b7-db53688e 1 562%4opdc-v-sessmgro 1
Eslit, E. (2017). ComputerAssisted Language Teaching: Learning without Dust. Research Gate
Publication from https://www.researchgate.net/pubiication/320486566 — COMPUTER-
ASSISTED_LANGUAGE_TEACHING_LEARNING_WITHOUT_DUST
Explorer (n.d.). Creating a Newsletter/Newspaper. Retrieved on February 24,2020 from https://
oar.marine.ie/bitstream/handle/1 0793/934/Lesson%20PIan%20and%2OWork%20
Sheet_English_Writing%20a%2oNewsletter%20about%2othe%2oExplorers%20
Aquarium_i 9121 3.pdf?sequence=i &isAllowed=y
Ferlazzo, '_ (2011). The Best Online Virtual "Cockbaords" (or Bulletin Boards). Retrieved on
February 24, 2020 from https://larryferlazzo.edublogs.org/201 1/03/30/the-best-online-
virtual-corkboards-or-bulletin-boards/
Houska, J. (2013). Pedagogically Sound Use of Prezi. Psychology Teacher Network.
American Psychology Association. Retrieved from https://www.apa.org/ed/precollege/
ptn/201 3/05/prezi-sound
ohdi, M. et al. (2019). Attitude of Male and Female Students Towards Computer Assisted
Larjuage Learning at Intermediate Level. English Language Teaching. Vol. 12. No. 3.
Lucid Press (2020). Pamphlet Vs. Brochures. Retrieved on February 24, 2020 from https://
www.Iucidpress.com/pages/learn/what-is-a-pamphlet
National Disability Authority (2020). The 7 Principles. Retrieved on February 25, 2020 from
http://universaldesign.ie/What-is-Universal-Design/The-7-Principles/
Rose, D. & Meyer, A., 2002, Teaching every student in the digital age: Universal design for
learning, Association for Supervision & Curriculcim Development, Alexandria, VA.
Segundo, E. & Salazar, D. (2011). The Efficacy of Using PowerPoint Presentations to Improve
Grammar and Vocabulary Learning Among the Students of the Intermediate Level
(Regular Program) of El Cultural Centro Peruano Americano in Trujilo Peru. Repositorio
Institucional PIRHUA— Universidad de Piura.
Semaan, C. and Ismail, N. (2018). The Effect of Using PowToon on Learning English as
a Foreign Language. International Journal of Current Research. Vol. 10. Issue 5.
Retrieved from https://www. researchgate . net/publication/328702033_The_effect_of_
using_powtoon_on_Iearning_english_as_a_foreign_Ianguage
Segundo, E. & Salazar, D. (2011). The efficacy of using power point presentations to improve
grammar and vocabulary learning among students of the intermediate II level (Regular
program) of El Cultural Centro Peruano Americano in Trujillo, Peru. Repositorjo
institucional PIRHUA- Universided de Plu
Slavin, R.E. (2010). A Synthesis of Research on Language of Reading Instruction for English
Language Learners. Review of Educational Research, 75(2).

References 1151
Softonic (2020). Top Free Flashcard Apps. Retrieved on February 24, 2020 from https://
en.softonic.com/articles/top-free-flashcard-apps
Yusny, R. and Kumita, D. (2016). Using Prezi Presentation as Instructional Material in
English Grammar Classroom. Englisia. Retrieved from https://www.researchgate .
net/publication/322711751 — Using_Prezi_Presentation — as Instructional — Material — in -
English_Grammar_Classroom
Za/aznick, M. (2019). Universal Appeal: How to Remove Barriers and Engage All Students
in Instruction with Universal Design for Learning. Retrievedon February 25, 2020 from
http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=4&sid= 1 2835fc2-88 12-
4d99-86b7-db53688e1 562%40pdc-v-sessmgro1

152 References
 About the Authors

FELINA PANAS-ESPIQUE, PhD is the current

Dean of the School of Teacher Education
and Liberal Arts (STELA) of Saint Louis
University, Baguio City, Philippines. She
graduated with Latin Honors for her Bachelor
of Secondary Education, Master of Arts in
Special Education, and Doctor of Philosophy
in Language Education. She also finished her
ost Graduate Studies in Distance Education from the University of the
Philippines Open University (UPOU).
She serves as Master Trainer for Intel Teach Philippines and
WorldLinks Philippines. As trainer, she continually attends intensive
trainings and actual applications of integrating ICT into teaching and
learning. She has been actively attending and participating in SEAMEO,
UNESCO, and CHED projects for the delivery of the educational
technology and technology for teaching and learning courses in the
teacher education programs in the country.
As a researcher, she was able to present papers in various
national and international conferences and was able to published
researches in national and international refereed journals.

SHIRLEY L. AYAO-AO, PhD is the current

O
Graduate Program Coordinator for the
OWN*
Teacher Education Programs of School
of Advanced Studies of SLU. She is the
technolgy specialist of the Professional
Education Department of STELA. She is a
nationa trainer for the Intel teach Elements
Course (Online and Face-to-face) and FIT-
ED Wordlinks Programs for the Web-enhanced Learning Activities.
She received international and rational trainings on lOT integration in
Education like the Intel Teach Elements (2008), Jakarta, Indonesia;
digital Literacy Training (2015), Queensland University of Technology,
Queensland, Australia; assistive Technology in Education (2004) by
ATRIEVE Incorporated, Manila; and, intel Teach to the Future (2002) by
UP-NISMED, Diliman, Quezon City. Her research interests centered on
CT integration in education, curriculum development and strategies in
teaching. She published Emerging Issues in the Utilization of Weblogs
in Higher Education Classrooms at the International Journal for Higher
Teaching and Learning (ISSN 1812-9129).

ISBN 978-621-8036-89-8 Published by ___ ©2020