Rafael Gerona de Castro Colleges

Zone 3 Bulan, Sorsogon

TECHNOLOGY FOR TEACHING AND LEARNING

IN THE ELEMENTARY GRADES

MODULE 4
Lesson Objectives
• Identify various instructional materials (IMs) and technology tools in language teaching and learning;
• Explain the characteristics of good/appropriate IMs and technology tools in learning language
• Prepare IMs that will enhance language learning utilizing selected technology tools in delivering the learning
plan and;
• Create appropriate IMs using technology tools in learning language.

LESSON 1

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 IMs must be planned very well and it must be
ensured that they are developed to meet the learning objective of the 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 the 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-bases 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 instructional effectiveness

The instructional material must be able to facilitate the increase of students’ achievement 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 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 the teachers, the
parents, and the school as a whole.

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 New Learning Environment
Teacher-centered instruction Student-centered instruction
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
Factual, knowledge-based learning Critical thinking and informed decision 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 skills among 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

Students 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.

5. Motivating
The use of instructional materials is a big help for the teacher to facilitate the teaching and 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 the advent of technological tools developed by very good programmers, multimedia are available that allow
teachers to just learn how to use them the maximum in the teaching of their lesson.

Universal Design for Learning (UDL)

The concept of UDL is a very important concept in preparing instructional tools in language teaching. The concept
stemmed originally from the UD principles, as well as from research in neuroscience on how the brain learns (Rose and
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.
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.

Principle 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 expectation 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.

Principle 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. Provide 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.
b. Provide warnings of hazards and errors.
c. Provide fail safe features.
d. Discourage unconscious action in tasks that require vigilance.

Principle 6: Low Physical Effort

The design can be used efficiently and comfortably and with a minimum of fatigue.
Guidelines:
a. Allow user to maintain a neutral body position
b. Use reasonable operating forces.
c. Minimize repetitive actions.
d. Minimize sustained physical effort.
Principle 7: Size and Space for Approach and Use
Appropriate size and space are provided for approach, reach, manipulation, and use, regardless of user’s body
size, posture, or mobility.

Guidelines:
a. Provide a clear line of sight to important elements for any seated or standing user.
b. Make reach to all components comfortable for any seated or standing user.
c. Accommodate variations in hand and grip size.
d. Provide adequate space for the use of assistive devices or personal assistance.

B. Center for Academic and Faculty Development (2020)

The Center of Academic and Faculty Development of Durham College cited the following 3 UDL Principles. These
principles are deem important to educators as we are often challenged to design and deliver curriculum for an
increasingly diverse student population. Each student learns differently and can benefit from having a variety of learning
formats to choose from, flexible assessments, and tools to help with organization of new information and skills. UDL
provides us with a variety of strategies and resources to help meet diverse learning needs, improve accessibility to
learning opportunities, and increase student success.

Principle 1: Provide multiple means of representation

Present information and content in different ways
Principle 2: Provide multiple means of action and expression
Differentiate the ways that students can express what they know
Stimulate interest and motivation for learning