TECHNOLOGY FOR TEACHING AND LEARNING 1

I. MODULE 1: TEACHING AND LEARNING WITH TECHNOLOGY: AN INTRODUCTION

A. LESSON 1: ICT COMPETENCY STANDARDS FOR PHILIPPINE PRE-SERVICE TEACHER

EDUCATION
The program outcomes for teacher education degrees clearly state that every future teacher: “demonstrates
proficiency in the development and utilization of Information, Communication, and Technology (ICT) resources
in promoting quality teaching-learning process.”

The ICT Competency Standards is made up of seven domains. Each domains has a set of competencies. The
competencies are expressed in desired learning outcomes.

These domains and corresponding competencies are found below:

ICT Standards for Pre-Service Teachers

Domain 1: Understanding ICT in Education

1.1. Demonstrate awareness of polices affecting ICT in education
1.2. Comply with ICT policies as they affect teaching-learning
1.3. Contextualize ICT policies to the learning environment
Domain 2: Curriculum and Assessment
2.1. Demonstrate understanding of concepts, principles and theories of ICT systems as they apply to teaching-
learning
2.2. Evaluate digital and non-digital learning resources in response to student’s diverse need.
2.3. Develop digital learning resources to enhance teaching-learning
2.4. Use ICT tools to develop 21st century skills: technology skills, learning and innovation skills, career skills
and effective communication skills
Domain 3: Pedagogy
3.1. Apply relevant technology tools for classroom activities
3.2. Use ICT knowledge to solve complex problems and support student collaborative activities
3.3. Model collaborative knowledge construction in face to face and virtual environments
Domain 4: Technology Tools
4.1. Demonstrate competence in the technical operations of technology tools and systems as they apply to
teaching and learning
4.2. Use technology tools to create new learning opportunities to support community of learners
4.3. Demonstrate proficiency in the use of technology tools t support teaching and learning
Domain 5: Organization and Administration
5.1. Manage technology-assisted instruction in an inclusive classroom environment
5.2. Exhibit leadership in shared decision-making using technology tools
Domain 6: Teacher and Professional Learning
6.1. Explore existing and emerging technology to acquire additional content and pedagogical knowledge
6.2. Utilize technology tools in creating communities of practice
6.3. Collaborate with peers, colleagues and stakeholders to access information in support of professional
learning
Domain 7: Teacher Disposition
7.1. Demonstrate social, ethical, and legal responsibility in the use of technology tools and resources
7.2. Show positive attitude towards the use of technology tools

Likewise, the Department of Education issued Department of Education Order 42, s. 2017 mandating the
use of Philippine Professional Standard for Teachers (PPST) to start with the beginning teachers who are
fresh graduates from the teacher education program.

The document includes: show skills in the selection, development and use of variety of teaching learning
resources including ICT to address learning goals.

ISTE National Educational Technology Standards for Teachers (NETS*T)

An international organization for educational technology called International Society for Technology in
Education (ISTE) established standards for both teachers and students. These standards were also referred to
in the development of the Philippine ICT Competency standards which includes the following:

Standard 1: Technology Operations and Concepts

Standard 2: Planning and Designing Learning Environment and Experiences
Standard 3: Teaching, Learning and Curriculum
Standard 4: Assessment and Evaluation
Standard 5: Productivity and Professional Practice
Standard 6: Social, Ethical, Legal, and Human Issues

ISTE National Educational Technology Standards for Students (NETS*S)

Standard 1: Creativity and Innovation
Standard 2: Communication and Collaboration
Standard 3: Research and Information Fluency
Standard 4: Critical Thinking, Problem Solving and Decision Making
Standard 5: Digital Citizenship
Standard 6: Technology Operations and Concepts

B. LESSON 2: UNDERSTANDING THE BASIC CONCEPTS IN ICT

Here are some terms and concepts that you need to know and understand.
1. Technology refers to a mix of process and product used in the application of knowledge.
2. Information and Communication Technology Literacy or ICT Literacy is the use of digital technology,
communication tools and/or networks to access, manage, integrate, evaluate, create and communicate
information in order to function in a knowledge society.
3. Educational Technology Literacy refers to the use of technology in teaching and learning. It includes non-
digital (flip charts, pictures, models) and digital (hardware, software, connections).
4. Digital Literacy is the ability to find, evaluate, utilize, share and create contents using information
technologies and the internet (Cornell Unversity)
5. Digital Learning is any type of learning that is accompanied by technology or by instructional practice that
makes effective use of technology.
6. On-line Digital Tools and Apps use an internet connection to access the information needed. A common
example is skype.
7. Off-line Digital Tools and Apps can still be used even if there is no internet access. Among these are canary
Learning and Pocket (Gupta, Prinyanka, 2017) downloaded in edtech review (July 03, 2017)
8. Instructional Technology is the theory and practice of design, development, utilization, management and
evaluation of the processes and resources for learning. (Association for Educational Communications and
Technology, Seels, B.B. and Richey, P.C. 1994)
9. Software refers to program control instructions and accompanying documentation; stored on disks or tapes
when not being used in the computer.
10. Multimedia is a sequential or simultaneous use of variety of media formats in a given presentation or self
study program.
11. Internet is a massive network of networks, a networking infrastructure. It connects millions of computers
together globally, forming a network in which any computer can communicate with any other computer as long
as they are connected to the internet.
12. World Wide Web (www) is also called the Web which is a graphical environment on computer networks
that allow you to access, view and maintain documentations that include text, data, sound and videos.
13. Web Access is the ability of the learner to access the internet at any point during the lesson in order to take
advantage of the array of available education resources.
14. Webquest is an inquiry-oriented lesson format in which most or all information that learners work with
comes from the web.
15. Productivity Tools refer to any type of software associated with computers are related technologies that can
be used as tools for personal and professional or classroom productivity.
16. Technology Tool is an instrument used for doing work. It can be anything that help you to accomplish your
goal with the use of technology.

Technology Tools can be classified as:

a. Data/Calculation Tools. Examples: spreadsheets and excels.
b. Design Tools. These are used to make models and designs, creating and building.
c. Discussion Tools. There are four approaches that utilize discussion and interaction in the internet. These are
threaded discussion forum, blogging, live chat and video conferencing, Netiquette and Safety on the Net.
d. Email Tools. Emails are great communication tools for sending messages, photographs, videos and other
files.
e. Handheld Devices. It becomes popular among learners. These include Personal Digital Assistants and Global
Positioning System (GPS).
17. Webquest is a teacher structured research experience for the students that are primarily based on the use of
the world wide web and typically tales one or more instructional periods.
18. Blog is an online journal where posted information from both teachers and students are arranged. There are
three kinds of blogs: blogs used for communication, blogs used for instruction and blogs used for both.
19. Wiki, an editable website usually with limited access, allows students to collaboratively create and post
written work or digital files.
20. Flipped Classroom utilizes a reverse instructional delivery, where the teacher is required to use web
resources as homework or out of class activity as initial instruction of the lesson which will be discussed during
class time.
21. Podcast is a video or audio multimedia clip about a single topic typically in the format of the radio talk
show.
22. Google Apps is a cloud-based teaching tool which is stored in the Google server and is available for the
students both in home and in school.
23. Vlog is a video blog where each entry is posted as a video instead of a text.
24. Facebook is a popular social networking site used by the students and adults worldwide to present
information on themselves and to the world.
25. VOIP (voice over internet protocol) is a category of hardware and software that enables people to use the
internet as transmission medium for telephone calls by sending voice data in packets using IP rather than
traditional circuit transmission.

C. LESSON 3: ROLES OF TECHNOLOGY FOR TEACHING AND LEARNING

According to Stosic (2015), educational technology has three domains:

1. Technology as a tutor. Together with a teacher, technology can support the teacher to teach another person
or technology when programmed by the teacher can be a tutor on its own.
2. Technology as a teaching tool. Like a tutor, technology is a teaching tool but can never replace a teacher.
3. Technology as a learning tool. While the teacher utilizes technology as the tool for teaching, likewise it is
an effective tool for learning.

A. For Teachers and Teaching

Here are examples of the myriad of roles of technology can do can do for teachers and teaching:
1. Technology provides enormous support to the teacher as the facilitator of learning. It transforms passive
classroom to an active and interactive one.
2. Technology has modernized the teaching-learning environment. The teachers are assisted and
supplemented with appropriately structured instructional materials for daily activities.
3. Technology improves teaching-learning process and ways of teaching. This will make the act of teaching
more efficient and effective.
4. Technology opens new fields in educational researches. The areas of teaching testing and evaluation are
enhanced by technologies for teaching and learning.
5. Technology adds to the competence of teachers and inculcates scientific outlook. Through the utilization
of theories of learning and intelligence, which are explained in references, uploaded in the net, teachers are
encouraged to imbibe the skills to source these information with speed and accuracy.
6. Technology supports teacher professional development. With the demand of continuing professional
development for teachers, the availability of technology provides alternative way of attending professional
development online.

B. For Learners and Learning

1. Support learners to learn how to learn on their own. All teachers fully understand that subject matter or
content is a means to achieve the learning outcomes.

Three categories of knowledge according to Egbert (2009):

a. Declarative knowledge. Consist of the discrete pieces of information that answers questions what, who,
when, and where.
b. Structural knowledge. Consists of facts of pieces of declarative knowledge put together to attain some form
of meaning.
c. Procedural knowledge. It is knowledge in action or knowledge of how to do something.

2. Technology enhances learners’ communication skills through social interactions. This is commonly
described as transmittal of information from one person to another as single individual or groups of individuals.

Three basic communication patters:

a. Point to point two way or one-to-one like internet chat, phone conversation or even face-to-face
conversation.
b. one-to-many outbound like a lecture, or television. There is no social interaction.
c. many-to-many like group discussion, buzz session, heads together. This kind of interaction provides
opportunities for social interaction.

3. Technology upgrades learners’ higher-order-thinking skills: critical thinking, problem solving and
creativity.

Critical thinking is a part of cluster of higher order thinking skills. It refers to the ability to interpret, explain,
analyze, evaluate, infer and self regulate in order to make good decisions.

Here are some ways to that teachers can do to develop critical thinking.
a. Ask the right questions
b. Use critical thinking tasks with appropriate level of challenge

What are some simple ways that teachers should do?

1. Vary the questions asked
2. Introduce new technologies
3. Modify the learners’ groupings
4. Modify the critical thinking task
5. Encourage curiosity

Creativity is characterized as the ability to think flexibly, fluently, originally, and elaborately.

Seven Creative Strategies (Osborn, 1963)

SCAMPER
1. S-ubstitute – find something else to replace to do what it does
2. C-ombine – Blend two things that do not usually go together
3. A-dapt – look for other ways this can be used
4. M-odify –Make a change
5. P-ut – find other uses
6. E-liminate – reduce, remove
7. R-everse – turn upside down, inside out

II. MODULE 2: ICT POLICIES AND ISSUES: IMPLICATIONS TO TEACHING AND LEARNING

A. LESSON 1: POLICIES AND ISSUES ON INTERNET AND IMPLICATIONS TO TEACHING AND

LEARNING
One way of enhancing and regulating the use of ICT is to formulate and implement policies to guide appropriate
decisions.

Definition if ICT Policy

The Oxford English Dictionary has define “policy” as a course of action, adopted and pursued by a government,
party, ruler , statesman. Its operational definition of policy is a plan of action to guide decisions and achieve
outcomes.

These include principles and guidelines in the use of ICT which cover three main areas: telecommunication
(telephone), broadcasting (radio and television) and internet.

The Three Categories of New ICT Technologies

1. Information Technology – includes the use of computers, which has become indispensable in modern
societies to process data and save time and effort.
2. Telecommunication Technologies – include telephones (with fax) and the broadcasting of radio and TV
broadcasting are needed in this category.
3. Networking Technologies – the best known of networking technologies is Internet, but has extended to
mobile phone technology; Voice Over Internet Protocol (VOIP) satellite communications and other forms of
communication are still at their infancy.

The DICT Roadmap

In our country, the Department of Information and Communication Technology (DICT) has formulated a
roadmap to guide all agencies in the utilization, regulation and enhancement of ICT.

The ICT for Education (ICT4E) is a program under DICT that supports all the efforts of the education sector
in incorporating the use of ICT as well as in determining and gaining success to the infrastructure (software,
hardware) which are necessary to use and deploy learning technologies at all levels of education.

1. ICT in education master plan for all levels, including a National Roadmap for faculty development in ICT in
education.
2. Content and application development through the Open Content in Education Initiative (OCEI) which
converts DepEd materials into interactive multi-media content, develop applications used in schools, and
conduct students and teachers competitions to promote the development of education-related web content.
3. PheDNET is a “walled” garden that hosts educational learning and teaching materials and applications use by
Filipino Students, their parents and teachers.
4. Established Community eLearning Centers called eSkwela for out-of-school youth (OSY) providing them
with ICT-enhanced alternative education opportunities.
5. eQuality Program for tertiary education through partnerships with state universities and colleges (SUCs) to
improve quality of IT education and the use of ICT in education in the country, particularly the Metro Manila.
6. Digital Media Arts Program which builds digital media skills for government using Open Source
technologies.
7. ICT skills strategic plan which develops an inter-agency approach to identifying strategic and policy and
program recommendations to address ICT skills demand-supply type.

Some Issues on ICT and Internet Policy and Regulations

Global issues
1. Access and Civil Liberties are two sets of issues in ICT Policy which are crucial to the modern society.
2. Access to the use of Internet and ICT.
3. Infringement to Civil Liberties or Human Rights.

Issue no. 1: Freedom of Expression and Censorship

Under international human rights conventions, all people are guaranteed the rights for free expression. The UN
Universal Declaration of Human Rights provides that everyone has the right to freedom of thought, conscience
and religion, likewise the right to freedom of opinion and expression. However, there are practices that violate
these provisions in the use of internet.

Some examples are the following:

1. Individuals rights are given up in order to have access to electronic networks.
2. Censorship restricts the transmission of information by blocking it or filtering the information by blocking or
filtering the information.
3. Defamation actions may be used to silence critics.

Issue no. 2: Privacy and Security

Privacy policies are an issue. Most commercial sites have a privacy policy. When someone uses a site and
clicks “I agree” button, it is as if you have turned over the private information to any authority that may access
it.

There are several types of privacy as shown by the following examples:

1. For most, privacy means “personal privacy” the right of individuals not to have their home, private life or
personal life interfered with.
2. Privacy of communication refers to the protection from interference with communication over the phone or
internet.
3. Information privacy is related to the use of computers and communication system which are able to hold and
process information about large numbers of people at a high speed.

Issue no. 3: Surveillance and Data Retention

The use of electronic communications has enhanced the development of indirect surveillance. In Direct
surveillance, there is no direct contact between the agent and the subject of surveillance but evidence of
activities can be traced.
The new and powerful form of indirect surveillance is dataveillance. Dataveillance is the use of personal
information to monitor a person’s activities while data retention is the storage and use of information form
communication system.
Counter Surveillance is what can be done to change the methods of working to make surveillance difficult. It
refers to computers and electronic communication.

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

Large amount of e-waste is generated by ICT. These are in particular, terminal equipments used for computing
(PCs, laptops), broadcasting (television and radiosets), telephony (fixed and mobile phones), and peripherals
(fax machines, printers and scanners).

The implications to Teaching and Learning

For the Teachers and Teaching

1. Guide the lesson on what they should teach that relate to ICT, and how to teach it.
2. Technology should never replace any human teacher.
3. There are rules and regulations that govern the use of technology.
4. All the issues and many more shall be part of the teaching content as each teacher will be encouraged to use
technology in teaching.

For the Learners and Learning

The learners of the 21st Century are even more advanced than some of the teachers. However, learners still need
guidance on how to use, regulate technology use. As there are positive and negative effects of technology use,
learners should know the difference. Learners should not only know the benefits of technology use, but they
should also know how they can be protected from the hazards that technology brings to their lives.

B. LESSON 2: SAFETY ISSUES ON THE USE OF ICT INCLUDING E-SAFETY RULES

Some risks in the use of ICT and e-Networking

Technology is a phenomenon that seems to be uncontrollable. Despite the so many benefits for teaching and
learning, there are negative effects or influence on the learners. Hence as future teachers you have to be aware
of how to safeguard learners in the school communities where they spend the most of their waking hours and
also in their homes or facilities that provide opportunities to use digital technologies like Internet Café.

Here are some risks to be aware of using digital technologies:

1. Exposure to inappropriate content including online pornography, extremism;
2. Lifestyle websites like self-harms and suicide sites, and hates sites;
3. Cyber-bullying in all forms, receiving sexually explicit images or messages;
4. Privacy issues including disclosure of personal information;
5. Health and well being
6. Prolonged exposure to on-line technologies, particularly at an early age;
7. Addiction to gambling and gaming;
8. Theft and fraud form activities such as phishing;
9. Viruses, Trojans, spyware and other malware; and
10. Social pressure to maintain online networks via texting and social networking sites.

Minor Misuse of ICT

In school, some minor misuse made by the learners include the following:

 Plagiarism and copyright infringement

 Downloading materials not relevant to the students
 Misconduct associated with subject logins, such as using someone else’s password
 Leaving a mobile phone turned on during class period
 Unauthorized taking of pictures or images with mobile phone camera, still or moving.

e-safety takes care not only of internet technologies but also of electronic communications via mobile phones,
games consoles and wireless technology. It highlights the need to educate children and young people about the
benefits, risks and responsibilities of using information technology.

Here are some issues of e-safety

  e-safety helps safeguard children and young people in the digital world
 e-safety emphasizes learning to understand new technologies in a positive way
 e-safety educate children about the risks as well as the benefits so we can feel confident online; and
 e-safety supports young learners and adults to develop safer online behaviors, both in and out of school.

Network Management
1. Safety in the use of networks in school
1.1. Make clear that no one should log on as another user
1.2. Require all the users to always log off when they have finished working
1.3. Maintain equipment to ensure health and safety
1.4. Provide students with access to content and resources through guided e-learning
1.5. Set up a clear disaster recovery system in place for critical data that include secure, remote back up of
critical data.
1.6. Secure wireless network to appropriate standards suitable for educational use.
1.7. Install all computer equipment professionally and meet health and safety standards.
1.8. Review the school ICT system regularly with regard to health and safety and security.

2. Password Policy
2.1. Only authorize users will have individual passwords.

3. Personal Mobile phones and mobile devices

3.1. All mobile phones shall be kept away in a box away from the children or learners and access is only
allowed at break time or at the end of the classes or when needed during class period.

4. Cameras
4.1. Taking pictures only from parents or caregivers and not from any other family member or friend while the
child attends class.
4.2. Any picture taken of children shall be on cameras solely for the purpose.

Setting Up An Educational Technology Room

Schools that plan to dedicate a room where the students can access technologies for learning should
include the following basic safety rules:
1. Provide tilt tables
2. Provide anto-glare screen filters
3. Provide adjustable chairs
4. Provide foot support
5. Make sure lightning is suitable
6. Make sure work stations are not cramped
7. Plan work at a computer so that there are frequent breaks

More specifically safety rules that can reduce risk of accidents in the working stations should include:
1. No trailing wires across or around the room which people can trip on.
2. Electrical sockets should not be overloaded.
3. Electrical equipment should be safety-tested at least once a year.
4. There should be adequate space around desk for people to move.
5. Bags and obstacles should be stored out of way.
6. Food and drinks should not be placed near machines.
7. Heating and ventilation should be suitable for the working environment.
8. Fire extinguishers should be available.
9. Fire exits should be clearly marked and free from clutter.

III. MODULE 3: NON- DIGITAL AND DIGITAL SKILLS AND TOOLS IN DELIVERING
TECHNOLOGY- ENHANCED LESSONS

A. LESSON 1: DEVELOPMENT AND USE OF NON- DIGITAL OR CONVENTIONAL MATERIALS

The teachers need instructional materials to enhance teaching and learning. Instructional materials are defined
as print and non- print items that are rested to impact information to students in the educational process.
(Efflong & Igiri, 2015). Examples of instructional materials are drawings, kits, textbooks, posters, magazines,
flip chart, newspapers, diorama, pictures, recording videos and the like.
Instructional materials have several roles in teaching and learning which include the following:
1. They promote meaningful communication and effective learning.
2. They ensure better retention, thus making learning more permanent.
3. They help to overcome the limited classroom by making the inaccessible.
4. They provide a common experience upon which late learning can be developed.
5. They encourage participation especially if students are allowed to manipulate materials used. (Brown et
al.,2005; Efflong & Igiri, 2015).

Instructional materials are the supplementary materials, which help the teacher to make his/her presentation
concrete, effective, interesting, meaningful and inspiring.in any teaching and learning process, instructional
materials play a vital role as they provide sensory experiences to the learners. The primary aim of teaching
materials is to provide the teachers the layout of the way for teaching in the classroom.
There are several factors to consider in developing instructional materials:
1. Develop a story board and working outline based on the subject goals and objectives.
2. Identify existing institutional resources including materials and teachers’ capability.
3. The teacher may research off the shelf materials that have been developed by others to determine if their
approach could be useful.
4. Explore the possibility adapting concepts of other teachers without infringing on anyone’s copy
protected design.
5. Modify existing materials based on the objectives of the lesson.
6. If the instructional materials are effective, you can share them with other teachers.
7. The teacher developer can also sell her/his materials available

Instructional materials are a great help in stimulating and facilitating the learning of the learners. According to
Wright (1976:1) as cited in Cakir (2006) many media and many styles of visual presentation are useful to the
language learner. All audio- visual materials have positive contributions to language learning as long as they are
used at the right time, in the right place. In the teaching and learning process, learners use their eyes as well as
their ears; but their eyes are basic in learning.

1. Diorama
It will make the classroom to be creative and innovative. It is a fun way to build an exciting scene in a
small space. Dioramas are small scenes created of layers of materials, all depicting a similar concept or
theme. They usually display a historical time period, a nature scene, or a fictional situation.
In developing diorama, you will:
a) choose a concept or theme
b) research the subject
c) make a rough sketch of your ideal diorama
d) make a list of the items you’ll need and gather your supplies, and
e) select a container or box.
2. Nature Table
This is a table that contains objects and/or scenes related to the current season, or upcoming festival or a
symbol of an ecosystem.
3. Writing board
A writing board can display information written with chalk (chalkboard or blackboard) or special pens
(whiteboard).
Suggestions on Using the Writing Board:
1. Keep the board clean.
2. Use chalk or pens that contrast with the background of the board so that students can see the
information clearly.
3. Make text and drawings large enough to be seen from back of the room.
4. Prepare complex drawings in advance (if very complex, an overhead transparency or 35 mm
slide may be preferable).
5. Underline headings and important or unfamiliar words for emphasis.
6. Do not talk while facing the board.
7. Do not block the student’s views of the board; stand aside when writing or drawing is completed.
8. Allow sufficient time for students to copy the information from the board.
4. Flip Chart
It is a large tablet or pad of paper, usually on a tripod or stand.
Suggestions on Using Flipchart:
1. Use wide- tipped pens or markers; markers with narrow tips produce printing that is difficult to
read.
2. Print in block letters that are large enough to be read easily from the back of the room.
 3. Use different colored pens to provide contrast; this makes the pages visually attractive and easier
to read.
4. Use headings, boxes, cartoons and borders to improve the appearance of the page.
5. Use bullets (●) to delineate items on the page.
6. Leave plenty of “white space” and avoid putting too much information on one page. (Crowded
and poorly arranged information is distracting and difficult to read).
7. When pages are prepared in advance, use every other page. If every page is used, colors will
show through and make text difficult to read.
8. Have masking tape available to put pages up around the room during brainstorming and
problem- solving activities.
9. To hide a portion of the page, fold up the lower portion of the page and tape it. When ready to
reveal the information, remove the tape and let the page drop.
10. Face the student, not the flipchart while talking.
5. Zigzag board
It is a multi- board series of three or four rectangular boards. They are joined together along the sides by
hinges so that they can be easily folded up and carried.
6. Wall display
Displaying items on a classroom wall is a well- known, tried and tested educational method. A wall
display is a collection of many different types of items and materials put up on a wall to make an
interesting and informative display.
7. Rope and Pole display board
This board consists of two parallel, horizontal poles tied loosely together with rope. Visual aids such as
posters can be pinned to the rope. This kind of display board is invaluable where there are few solid
walls for displaying information. It has no solid backing and can be made quickly for teaching, training
and when working with communities.

Guidelines when designing conventional instructional materials:

1. Unity- use only one idea for each visual aid and include a headline.
2. Simplicity- make ideas and relationships simple and easy to recall. Avoid cluttering a visual with
too many words, numbers, or graphics. The audience should be able to grasp the concept in 10 to
15 seconds.
3. Legibility- make a letters big and readable for all in the audience.
4. Consistency- use the same type style and art style.
5. Clarity- avoid type that is too small to read; avoid all caps.

B. LESSON 2: SELECT AND USE ICT TOOLS FOR TEACHING AND LEARNING

A. Using Mobile Phone and the QR Code

Since the ICT integration allows ease of processing of information, here’s an example of how we can read
information at a quicker speed and in an interesting manner.
Familiarize yourself with a QR Code. It is a code that was created by a Japanese corporation Denso- Wave in
1994. Effectively and efficiently connecting the physical world with the electronic world, QR stands for Quick
Response. It allows the readers to decode the information at a high rate of speed.

You can easily read QR codes through a QR code scanner. Here’s all you need to do.
1. Have a mobile phone with a camera
2. Using the mobile phone, download from Playstore or App Store the QR Code Reader/ Scanner
application. Choose an appropriate QR code reader for your operating system whether IOS or Android.
Once installed in your gadget, you can use it to read the codes.
3. Focus your camera on the QR code. Click it and the message will be revealed to you.

How will you make your own QR Code?

Step 1: Be online
Step 2: Search for a QR Code generator and ensure that you read the information about the application. This is
important to ensure your safety in the Internet. There are tons of QR Code generators out there, but a few of the
most popular include Kaywa, GOQR.me, Visualead, and QR stuff. There are many FREE applications online
and therefore you can take this chance to use them.
Step 3: Once you have identified your free online QR Code Generator, you can now encode the text or the
information that you want.
Step 4: Run it and save it as a jpeg file. Now, you have successfully created your own code which you can
download.
Step 5: Test the QR code using your QR Code reader or scanner.
B. Using Laptop and the Infographics

There is an apparent deluge of information around and access to these is made easier through the
internet. You are faced with one major question on how to best interpret it all and put it into one cohesive
information that is quick and clear to read.

In the teaching and learning context, you may be faced with a challenging topic given a short amount of time.
How can you capture and deliver that information simply and effectively while making it engaging and
informative as well? Infographics are an immediate answer to this situation. The infographic is another
interesting tool to use in instruction.

An infographic is a visual representation or an image such as a diagram, chart or picture representing

information or data. It is eye- catching and makes use of a clear layout, attractive colors and hues, and
caricatures that provide a cohesive presentation of the information.
If it is used to market products in the increasing visual world, then infographics can also be employed in
marketing information and ideas in the teaching and learning process.

One tool that can be used in creating infographics is Canva (http://www.canva.com). It has several infographics
template for education. You can try out the free design elements and produce one just like a professional
infographic designer. You can try out the free design elements and produce one just like a professional
infographic designer. You can start exploring this site and familiarize yourself with its features.

There are many ways for which infographics can be used.

Using infographics:
1. To present survey data
Presenting statistical data such as from surveys can be overwhelming, Infographics can be highly useful.
Data are much easier to decode. They can be made easier and quicker to understand if they are presented
in an infographic.
2. To simplify a complex concept
Simplifying a complex idea is the core purpose of using an infographic. This is very effective
educational tool as a way of summarizing key points or providing an overview of a lesson.
3. To explain how something functions
Using infographics, you can show the intricacy of how something complex works. It can reveal the
mechanics behind how an object works. Designers can create infographics by showing the mechanics
behind intricate objects, processes, concepts.
4. To compare
Presenting information by highlighting similarities and differences through a visual parallel in an
infographic can turn out more effective than sometimes expressing it in words. It is easier to draw
comparisons with the same information neatly organized.
5. To present interesting facts
When information or facts are presented all in words, the use of infographics can bring life. If done well,
the infographics can transform the information into visual image that can attract and engage readers.

C. LESSON 3: CREATING EPORTFOLIO AS A TECHNOLOGY TOOL

Portfolios may come in many forms. It can look like an album or scrapbook or even a filer where the documents
and evidences are kept. However, nowadays, it is possible to have online portfolios by creating sites. This is
also called the ePortfolio or digital portfolio. This can be used as a digital archive that can contain the same
materials as physical portfolio but can have more such as multimedia productions, relevant online links or
references, digital stories or video blogs, powerpoint presentations, photographs and other ICT materials. The
ePortfolio can be private or can be published and shared publicly to stakeholders like parents and friends.
1. Student ePortfolios can evaluate students’ academic progress. They can inform the teacher to adapt and
use instructional strategies when pieces of evidence indicate that they are either learning or not. In other
word the construction of the ePortfolios should start from the beginning and should be an ongoing
process. They should not be reviewed only at the end of the term but navigated around and provided
feedback to let the students know how they are doing.
2. Monitoring students’ progress can be highlighted in a portfolio. It may not only contain finished
products but also several versions on how the students improved their work based on the feedback
provided by mentors. Moreover, portfolios can actually determine whether the students have transferred
what they have learned in new projects or other domains.
 3. Portfolios document students’ learning growth. They actually encourage the students’ sense of
accountability for their own learning process. This may lead them to see that the learning process is
theirs and not anybody else’s. This can make learners reflect from where they have begun to how far
they have developed. When they make decisions on what or what not to include, they get engaged in the
process of creating their own voice in their portfolio.

Creating an Online Portfolio Using a Site

There are many sites that can be used in creating an ePortfolio. One of which is the google site. If you have a
google account, you can start using the available applications. You can also try weebly, or wix, among others.

Steps in constructing an ePortfolio

1. Enter your gmail account and look for Sites. If it is the first time that you have done this, you need to
read the directions.
2. You scroll down and red further until you see the icon for Sites.
3. When you click it, it will lead you to another section. This will let you create a site that you can use as
an ePortfolio’
4. Consider a good label or a tittle for your ePortfolio and prepare the texts, links, multimedia output,
images or jpeg files that you want to upload in the pages of the ePortfolio.

Parts of an ePortfolio
Just like a book, the ePortfolio has pages or sections. The organization can follow a chronological order based
on the activities that you go through or you can have a thematic arrangement. Whatever you choose, it will be a
display of your organizational skills.

Home Page
The first section is the Home or your cover page. This is the first thing that your readers will see. So you need to
introduce yourself and the objectives of your ePortfolio. Usually, there are templates available and each
provides sections. You can add personal touches such as images or a change of color themes.

Pages
The pages that you can add depend on how you would like to organize your ePortfolio. What is important is that
you need to construct your ePortfolio at the start of the class. In that way, you can have a fresh start as you try to
be conscious in documenting the activities and learning that goes with each session.

When adding pages, click the icon and decide whether it will be parallel to your Home Page or it will be under
it. Just remember that when you have a template, there are particular ways that the pages have been arranged.
So, if you are starting, it would not be detrimental if you conform to the template.

Reflections
A major element in a portfolio whether it is online or not, is the writing of the reflection. It is thinking- aloud, a
way of documenting what they are thinking. How students are processing the input and the application of what
they have learned into an activity or a projects need to be captured. With the pencil- and- paper test, the chance
to get a piece of their insights or realizations may be nil unless the teacher requires them to do so. However,
with the portfolio, they can show the process of their work. This can be easily monitored.
Sometimes it is difficult to write a reflection and a structure can be helpful. There are many models that can be
used as a guide in writing reflections. One is the Gibb’s reflective cycle model (1988).

Gibb’s reflective cycle has a six stages.

This initial phase in writing a reflection is very simple since you just need to describe the activity or the
experience to the reader. You can write a little about the background on what you are reflecting about by
including relevant and to- the- point details.

Feelings. Learners are involved in learning and an activity or perhaps a lesson can trigger certain feelings. So at
this point, you can consider and think about how you feel at that time when you were doing the activity or
having the experience. You need to discuss your emotions honestly about the experience but not to forget that
this is part of an academic discourse.

Evaluation. When evaluating, discuss how well you think the activity went. Recall how you reacted to the task
or situation and how others reacted. This is also a possible part where you can perhaps incorporate related
readings of other author’s principles and theories.
Analysis. This part of the write up includes your analysis of what worked well and what have facilitated it or
what may have hindered it. You can also discuss related literature that may have brought about your experience.

Conclusion. Now, you can write what you have learned from the experience or what you could
have done. If your experience is a good one, you can probably discuss how it can be ensured or how you will
further enhance a positive outcome. On the other hand, if the experience is frustrating eliciting other negative
feelings, perhaps you can discuss how those can be avoided in happening as this leads to the next step—Action
Plan.

Action Plan. At the end of your reflection, you write what action you need to take so that you will improve the
next time such a consult an expert for some advice or read a book that will provide answers to your queries.
You make plans on how you can address what went wrong so that you can take the right step to succeed in
achieving the task. If you did well and feel good about it, then you can plan out how you can further enhance a
good work.

When showing examples of your work, you can upload word file, excel data, pictures, jpeg or pdf files,
powerpoint presentations among others but, a brief description explains the reason why the file in uploaded has
to be written. This will guide the readers as you also reflect on how relevant or significant the material is to you.

What is great about writing a reflection is it allows you to embrace your own learning and start taking
accountability of it. After all, you owe it to yourself and no matter what the teacher does inside the classroom,
as a learner you can make the decision whether you want to learn or not. With an ePortfolio, you try to capture
your personal journey of learning.

D. LESSON 4: TECHNOLOGY COLLABORATIVE TOOLS IN THE DIGITAL WORLD

There are a lot of available tools and applications that can be used to work collaboratively with others. Some of
these are skype, wikis, blog, google form, web conferencing, Realtimeboard, among others.

You need to explore each application to be familiar with the features.

1. Skype is a software application allowing you to do a videoconferencing for free. All you need is to
create an account and can be used for a video meeting.
2. Wiki is a software that allows you to create a page or a selection of pages designed to allow you to post
or write, edit, or upload a link quickly. This is good when students need to work together to complete a
task even if they are not physically together.
3. Blogging. In blogging, it is journaling your ideas to which others can react allowing a thread of
discussion to take place and which can be used online. It is the abbreviation of weblog. It would help if
you provide direction when using a weblog.
a. Use weblog with a clear instructional objective. It is an opportunity to explore the skill of
communicating ideas. Like in a writing class, you can guide students on how to design the whole
blog or upload materials and support students in developing critical communication.
b. Guidance on what and how to post will be needed. Teach the students that the blogging is for
educational purposes and is different from a personal blog. Proper or formal language variety
should be used. A writing prompt would help to guide your students posts.
c. With easy access to information, a major obligation is to teach the students to use multiple
source and to cite them appropriately.
d. Writing about your ideas is a personal act but it is important that you are taught to make blogs
personal without revealing too much of personal information such as contact information and too
personal pictures. When writing blogs, you write your reflections but safeguarding yourself is
also an important consideration.
e. It may help if you can look for very good examples of blogs. There are online and print
publications that review blogs and you can use the information to guide you toward getting good
models.
4. Google Group or Google Form is an application that can be used in a collaborative documentation of
ideas contributed by members of the team. Having a google account will come very handy and you can
easily have access to a variety of applications.

V. LESSON 5: DIGITAL LITERACY SKILLS IN THE 21ST CENTURY

The 21st Century has redefined digital literacy. I has broadened its perspective to include other aspects of the
21st context. These literacies include (1) Cyber Literacy or Digital Literacy, (2) Media Literacy, (3) arts and
Creativity literacy, (4) Financial Literacy, (6) Multicultural Literacy or Global Understanding.

The millennial students are generally tech- savy, digital natives. They practically know how to go about a tablet,
an ipad, smartphones or laptops better than anyone else. This suggest their digital skills.

Thinking on how to use the digital tools, accessing information, and exhibiting ways of working in a globally
competitive context, together with skills in living in the 21st Century refer to the digital literacies.

Digital literacies are the individual’s capabilities to be able to effectively and responsibly function and perform
in digital society. The term ‘digital literacy’ was coined by Paul Gilster in 1997 and it came from the discussion
of the concepts on (a) visual literacy when images and non- verbal symbols try to capture the knowledge; (b)
technological literacy, which in the 1980’s started to become a household item manipulated to achieve one’s
target; and (d) information literacy which refers to the finding, evaluating, using and sharing of information.

The Digital Literacy

Media Literacy- is one’s ability to critically read information or content and utilize multimedia in
creatively producing communications.

Information Literacy- is locating information from the web and interpreting while evaluating its validity in
order that it can be shared.

ICT Literacy- is knowing how to select and use digital devices, applications or services to accomplish tasks
requiring the use of the internet.

Communications and Collaboration- are one’s capabilities in being able to participate in the digital networks in
the teaching and learning context.

Identify Management- is being able to understand how to ensure safety and security in managing online identify
and foster a positive digital reputation.

Learning Skills- are ways of knowing how to study and learn in a technology- enriched environment; this is
knowing how to utilize technology in addressing the need to learn efficiently.

Digital Scholarship- is being able to link and participate in professional and research practices.
One important component of digital literacy is having an in- depth understanding of concepts requiring essential
core skills. These core skills are known as the Cs of the 21st Century Skills.

The Four Cs of the 21st Century Skills

The four C’s of the 21st Century Skills refer to critical thinking, creativity, communication, and collaboration.
To perform well in this century, you need to develop and enhance these skills namely creativity, critical
thinking, communication and collaboration. All of these 21 st century skills are essentials for students to do well
in school and succeed in the workplace.
1. Critical thinking is learning how to solve problems. It teaches students not to accept immediately
claims without seeing the truth. It is the ability to differentiate facts from opinions and not only just
learn a set of facts or figures but also discover these for the sake of knowing what ought to be.
2. Creativity requires students to think out of the box and to take pride in what is uniquely theirs. It means
that they will be able to look at a problem from multiple perspective- including can propose multiple
possibilities and alternatives to address a problem and they need to take calculated risks. Creativity
encourages students to think beyond the expectations of conventions.
3. Communication makes students express their ideas in the clearest and organized manner. Through
varied modes- face-to-face, technologically mediated or a blended medium, they need to know how to
efficiently and clearly convey ideas.
4. Collaboration happens when students know how to work well with others to accomplish a given task or
solve a problem at hand.

In addition to the 4c’s, there are Citizenship and Character. Citizenship is known as netizenship in the virtual
world. This is making the person consider how one behaves accordingly by observing the norms and rules that
are in accordance with what are sociably and virtually acceptable. As a result, one is projecting a reputable
digital identity which is his or her character.
Digital Literacy Skills vs. Digital Literacy
Digital Literacy Skills are required in the wired world. These skills vary from texts to images to multimedia.
Future teachers who will be handling students considered as tech savvy should equip themselves with
competencies and fluencies needed to handle the fast emerging tools and applications that should be able to
handle even artificial intelligences.

Lynch (2017), identified eight digital literacy skills needed to become digitally literate. These are:
1. Coding- Coding is a universal language. Basic understanding of HTML, CSS and the like will create a
shared understanding of what can be done with the web pages.
2. Collaboration- the use of Google Docs among others allows student to begin experimenting with
effective online collaboration.
3. Cloud software- this is essential part of document management. The cloud is used to store everything
from photos to research projects, to term papers and even music.
4. Word Processing Software- Google, Microsoft Online Drop Box are available for storage and
management solutions.
5. Screencasting- a screencast is a video recording using the computer screen and usually includes an
audio.
6. Personal Archiving- students should be taught the concepts of meta- data, tagging, keywords and
categories to make them aware how are they represented online.
7. Information evaluation- critical thinking to weed out fake news is a crucial 21 st century skill. The use
of tools and skills needed to process information are very much needed.
8. Use of social media- Social media serves different purposes depending on the user, the technology and
the need. For example, students should realize that Twitter can be useful for staying current on the latest
news in the field.

IV. MODULE 4: FLEXIBLE LEARNING ENVIRONMENT

A. LESSON 1: ONLINE DISTANCE EDUCATION AND COMMUNITIES OF LEARNERS

Flexible Learning Environment

Learning nowadays is viewed differently. The present generation of learners has access to information at their
fingertips. The teacher is no longer seen as basically the dispenser of knowledge but rather as one who expertly
directs the learners to take their own track in searching for answers to questions raised inside the classroom.

Online Distance Learning

Online distance learning is not a new concept. Some schools, higher education institutions in the country, and
educational agencies such as the Southeast Asian Ministers of Education Innovations in Educational
Technology (SEAMEOINNOTECH) provide this mode of learning.

The Different Platforms

The flexible mode of learning uses such as moodle, Google classroom, edmodo, schoology, etc. These are free
programs designed for educational purposes. It has features that are patterned after the instructional activities of
a teacher in a physical classroom.

Moodle
Moodle was created by Martin Dougiamas, founder and CEO of moodle. MOODLE stands for Modular
Object Oriented Dynamic Learning Environment which is an open source software. It is a Learner
Management System (LMS) that supports teaching and learning.

Google Classroom and Edmodo

Google Classroom is a free service for teachers and students. It is an LMS platform that is accessible google
account. You can create classes and perform your roles and functions as a facilitator of learning. In 2008,
edmodo was created by Nic Borg, Jeff O’hara, and Crystal Hutter.

Martina (2015) compared edmodo and google classroom in her blog. Although she discussed several
commonalities, there are apparently differences but with technology, things evolved in so short a time.

Schoology
Schoology is another LMS founded in 2009 by Jeremy Friedman, Ryan Hwang, Tim Trinidad and Bill Kindler.
You can actually create your own online distance education learning system using any of these platforms.
MOOCs
Another recently modality to learning is the Massive Open Online Course (MOOC). It is a model for delivering
learning content online to any person who wants to take a course. It allows one to pursue learning even outside
of university or higher educational formal structure.

EDUCAUSE is a nonprofit association with the mission is to advance higher education through the use of
information technology.

Synchronous and Asynchronous

In the flexible learning mode, the activities can be done in two ways: (1) synchronous and (2) asynchronous.

An online chat at real time is a synchronous session. Course participants meet in a virtual classroom and discuss
topic in the lesson. So wherever they are situated in the world, they agree on a scheduled session and log in to
join the live class. Using skype in holding a live class is an example.

Another important feature is the Asynchronous session. This is when questions or tasks are posted and course
participants answer the question or post their reply at any time most convenient to them. They can still
participate in the discussion by replying to the post.

Blended Learning
Another way of handling flexible learning is by combining modalities of instructional delivery. Blended
learning is a combination of learning activities wherein a part of the lesson is delivered online while the other
part is handled in actual physical setting of a room.

Kinds of Blended Learning

1. Model 1: Face-to-Face Driver
In the face-to-face model, the teacher delivers the curricula most of the time and utilizes online learning at
certain times with the purpose of augment or provide an alternative experiences.
2. Model 2: Rotation
In a particular course or subject, students rotate on a fixed schedule between learning online in a one-to-one,
self-paced learning environment and being inside the classroom with a face-to-face teacher.
3. Model 3: Flex
This model uses an online platform that delivers most of the course.
4. Model 4: Online Lab
The online-lab model uses an online platform in delivering the course but located in a physical classroom or
computer laboratory.
5. Model 5: Self-Blend
The self-blend Model is a system provided by the school where the students can choose the courses they would
like to have in addition to their typical brick-and-mortar classroom classes.
6. Model 6: Online Driver
The online-driver model utilizes a platform and a teacher that delivers all curricula.

Online Communities of Learning / Social Networking

What is Networking?
When productive relationships are cultivated, networking works the best. A network is defined as that group of
individuals who communicates and connects on a regular basis. If an individual has a personal network of
people, one can tap on the potential contacts for social, educational that will entitle him or her to be called ‘a
friend’, one who can be trusted as a collaborator in working on an assigned task by the teacher.

Social Networking Platforms

Different ways to communicate with friends can be through the internet or mobile devices. One can have a
personal page where a profile can be built in a social networking site. Through this site, one can contact friends
or share resources and interest.

There are varied platforms available where one can create a personal account. Some of these popular social
networking sites include Facebook, MySpace, Twitter, Flicker, Youtube, and LikendIn among others.

Facebook apparently is the biggest social networking site founded in 2004 based in Menlo Park, California.
The most popular social network apparently is Facebook.
Twitter does not only provide social networking service but it also gives online news. Breaking news has taken
a new twist with this social network website.
LinkedIn is another social networking website for work. When one is trying to find a job and may not have
contacts, LinkedIn helps one search for career connections.
Google+ is designed to be a total communication social network. Launched in 2011, Google is its parent and it
is more advantageous if it is kept as a browser for users are connected even if they are outside the Google+ site.
Youtube is an American video-sharing website where users can upload, view, and even share video clips or
multimedia productions. It is a free social networking site to join and use.
Pinterest is another social media tool that like YouTube, is often thought of as otherwise. Pinterest was
designed as a catalogue of ideas or project ideas by its founder Ben Silberman.
Instagram is a platform where users share visual stories. This system allows users to post photos with captions
allowing followers to like or comment on one’s posts.
Tumblr is a networking site that combines social media and blogging. Its main goal is to simplify social media
and blogging.
MySpace is another popular social networking website where members can make friends, post blog and photos,
videos. It was acquired by Specific Media in 2011 and based in Beverly Hills California.
Flickr (pronounced “flicker”) is an image and video hosting website that was created by Ludicorp in 2004 and
acquired by Yahoo. It offers massive online photo storage.
Bebo is a social networking website with the backronym “Blog Early, Blog Often”. It was invented to answer
the question what the name meant. It was founded by husband and wife team Michel and Xochi Birch in
January 2005 at their home in San Francisco.

The Benefits of Using Social Networking Sites

Using social networking websites opens an array of benefits for users. The world has become a global village
through connectivity. The connections has transcended space and borders.

A major advantage of social networking websites is that they provide information. News and views of others
around the world can be easily accessed instantly at one’s fingertips.

Social networking websites can support learning or augment educational activities. Young learners are well-
acquainted with social networking sites and regard them as just as a part of the day-to-day activities and school-
related discussions.

The Dangers of Using Social Networking Sites

Just as there are benefits of having an account in a social networking site or using it in the teaching and learning
contexts, there are risks to consider as well. Teachers as well as parents are wary of youngsters using social
networking sites due to many negative publicity and real incidents connected to the wrong use of social
networking websites.

One major risk is making friends with strangers who may actually be a predator or a cyberbullying. No one
initially recognizes the true nature of an acquaintance or one who seemingly poses as a friend.

Safeguarding Oneself when Engaging in Social Networking Sites

You need to understand and take precautionary measures to safeguard yourself in social networking sites.

Networking can be confined and monitored within the school system. Students can use social networking
platforms designed for educational purposes that will allow students to post, share and discuss insights gained
from an activity.

When young people users prefer to use a social networking website that is outside of the school’s system, teach
them to stay safe through some precautionary measures:

1. A social networking account has passwords and log-in details. Secure passwords and keep them private.
2. Log out every time you use public computers.
3. Regularly check privacy settings of social networking websites so that only direct friends or those
particularly known can see their posts.
4. Online posts are saved and may become a permanent part of their online reputation.
5. Do not accept invites from contacts unless you know them personally or you are sure of their identity.
6. Seriously consider the effect of possible posts on others before deciding to do so.
7. Using appropriate language is essential.
8. Better be safe than sorry.
9. When there is an indication of harassment or abuse, it is advised that you report this by clicking the report
button of abuse.
10. Bullying takes place even in social networking websites. Cyberbullying uses the site’s messages, updates,
and other functions to harass, intimidate, humiliate, taunt, or pick on the individual.

When this happens, you can do the following actions:

a. Ignore the behavior by not responding at all;
b. Block the person;
c. Click the report button of abuse; or
d. Talk to a trustworthy adult about it.

B. LESSON 2: ONLINE RESOURCES, EDUCATIONAL SITES AND PORTALS

Educational Sites and Portals

A lot of information are found in the net. These can be explored to determine their relevance in the lesson.
There are concerned parties host educational services through websites and portals.

Like a door, the portal opens to a virtual room where activities, tools, applications, articles provide ideas and
suggest ways on the use of technology tools.

One example that can be further explored is Educational Technology and Mobile Learning. This blog site is a
rich repository of tools and applications assembled and curated for teachers and educators by teachers.

The administration of this site allows users to download, print and share the materials just as long as proper
citation is done and that the materials are shared free or charge.

What is the right mindset of a teacher in using the digital tool?

With the fast paced development of technology, educational sites, portal, or applications, change is inevitable.
Working on a particular tool at the moment will for sure change, as designers continually work to upgrade the
features and design the tool to integrate new aspects.

As you prepare to become a teacher by learning how to utilize these digital tools, you need to have the right
mindset or a way of thinking how these tools can be effectively integrated in the lesson.

The anxiety to explore the possibility can be overwhelming, but for one who has the openness to learn and
continuously study the features of the tool can possibly lead to a more productive way of designing a
technology enhanced lesson.

Hold on to the positive attitude and openness to learn. Nurture the curiosity and sustain the passion to
improve practice. Persevere as you learn to adapt to the evolving digital tool.

V. MODULE 5: THEORIES AND PRINCIPLES IN THE USE AND DESIGN OF TECHNOLOGY-

DRIVEN LESSONS

LESSON 1: EDGAR DALE’S CONE OF EXPERIENCE

The Cone of Experience

“The cone is a visual analogy, and like all analogies. It does not bear an exact and detailed relationship to the
complex elements it represents”- Edgar Dale

In preparing to become a teacher, there are elements that should be taken into consideration. One way of putting
it is 8m’s of teaching and each element that should be taken contributes to ensuring effective introduction.

The Eight M’s of Teaching

1. Milieu- the learning environment
2. Matter- the content of learning
3. Method- teaching and learning activities
4. Material- the resources of learning
5. Media- communication system
6. Motivation- arousing and sustaining interest in learning
7. Mastery- internalization of learning
8. Measurement- evidence that learning took place
With reference to the 8m’s of instruction, one element is media. Another is material. These two M’s (Media,
Material) are actually the elements of the Cone of Experience. Edgar Dale’s Cone of Experience relates well
with various instructional media which form part of the system’s approach of instruction.

The Cone of Experience is a visual model that shows a continuum of learning; a pictorial device that presents
bands of experience. It does not strictly define the bands to be mutually exclusive but allows the fluid
movement across the levels. In the fact, the sensory aids may overlap and even blend into one another, for
example, viewing a play is far different from being a part of it. It is far different listening to somebody
explaining the architectural design from actually executing the plan.

The version of Dale’s Cone of Experience with percentages as to which band will - These refer to foundation of
experiencing learning may not necessarily mean that learning better takes place when materials or activities
belong to the upper level of the cone or that the nature of environment is more active if it is in the bottom. For
all the descriptive catergorization of learning experiences, other elements such as students’ motivation to be
engaged and learn have to be factored in as well.

Dale (1969) asserts that:

The pattern of arrangement of the bands experience is not difficulty but degree of abstraction- the amount
of immediate sensory participation that is involved. A still photograph of a tree is not more difficult to
understand than a dramatization of Hamlet. It is simply in itself a less concrete teaching material than the
dramatization...
In our teaching, then, we do not always begin with direct experience at the base of the Cone. Rather, we
begin with the kind of experience that is most appropriate to the needs and abilities of particular learning
situation. Then, of course, we vary this experience with many other types of learning activities. (Dale, 1969 as
cited in B. Corpus & Lucido, 2012)

The Band in Dale’s Cone of Experience

Direct purposeful experience - these refer to foundation of experiencing learning. Using the senses,
meaningful knowledge and understanding are established. This is experiential learning where one learns by
doing.
Contrived experiences - it is in the category that representations such as models, miniatures, or mock ups are
used. These are things or events that may be beyond the learners’ gasps and so contrived experiences can
provide a substitute.
Dramatized experiences - these are commonly used as activities that allows students to actively participate in a
reconstructed experience through role-playing or dramatization.
Demonstrations- when one decides to show how things are done, a demonstration is the most appropriate
experience. It is an actual execution of a procedure or a process. A demonstration of how to bake a cake or how
to execute the dance step is an appropriate way of making the learning experience meaningful.
Study strips- these are actual visits to certain locations to observe a situation or a case which may not be
available inside the classroom.
Exhibits - these are displays of models such as pictures, artifacts, posters, among others that provide the
message of information. These allow learners to experience the situation being communicated through the
mediated tools. They provide a feeling of realism as viewers try to understand the message portrayed by actors
in the films.
Television and motion pictures- these technology equipment provide a two -dimensional reconstruction of a
reality. These allow learners to experience the situation being communicated through the mediated tools. They
provide a feeling of realism as viewers try to understand the message portrayed by actors in the film.
Still pictures, Recordings, Radio- still are pictures or images. Together in this category are the audio-recorded
materials or information broadcast through the radio/
Visual Symbols- these are more abstract representations of the concept or the information. Examples of these
are information presented through a graph or a chart. For example, a process can be presented using a flow
chart.

In addition, Brunner’s three-tired model of learning points out that every area of knowledge can be presented
and learned in three distinct steps.
1. Enactive- a series of actions
2. Iconic- a series of illustration or icons
3. Symbolic- a series of symbols

With young learners, it is highly recommended that a learner proceed from the ENACTIVE to ICONIC and
lastly to SYMBOLIC. A young learner would not be rushed to move immediate abstraction at the highest level
without the benefit of a gradual unfolding. However, when the learner is matured and capable to direct his own
learning, it may move fluidly across the cone of experience.

Dale’s Cone of experience is a tool to help instructors make decisions about resources and activities. As you
prepare to become a teacher, you can use the concept of Dale’s Cone of Experience and ask the following
questions:
1. Where will the student’s experience with this instructional resources fit in the cone?
2. What kind of learning experience will you choose for your students?
3. How will you use the ideas in the cone to enrich your textbooks?
4. What instructional material (Digital or non-digital) will you use to enrich your students’ learning
experiences?
5. How many senses will your students employ when you use an instructional material taken from a band of the
cone?

With these guide questions to reflect on, there are pitfalls that you should avoid with regard to the use of the
Cone of Experience:
1. Using one medium in isolation
2. Moving to the abstract without an adequate foundation of concrete experience.
3. Getting stuck in the concrete without moving to the abstract hampering the development of our students’
higher thinking skills.

LESSON 2: TPACK AS A FRAMEWORK FOR TECHNOLOGY-DRIVEN TEACHING AND

LEARNING

Schulman’s (2008) Pedagogical Content Knowledge (PCK) is a framework which involves the teachers’
competence in delivering the concepts being taught by simplifying complex ones if needed or leading the
students to study a concept more deeply and extensively. This is made possible due to the teachers’
understanding of the amount and the content structure of knowledge.

Mishra and Koehler (20016) continued to build upon Schulman’s PCK and incorporated technology hence,
TPACK.

What is TPACK?

TPACK is framework that combiners the teacher’s three knowledge Areas; technological knowledge, content
knowledge and pedagogical knowledge. This framework shows the interconnectedness of content knowledge
with pedagogical knowledge and the integration of technology in making-teaching more engaging, relevant and
effective. It looks at how these knowledge areas intercepts or work together to increase students motivation and
make the content more accessibly engaging to students. This framework has significantly influenced practices
in teaching as a result of research.

The Technological, Pedagogical and Content Knowledge known as TPACK in a theoretical model describing
the capability of the 21st century teacher. To be relevant to the learners of today, the teachers should be able to
blend his knowledge and capability in the content of the discipline.

CK is content knowledge. It is the “what”- understanding of the content such as language arts, math, science,
history among others. This is composed of facts, concepts, theories or principles in a given discipline.
Pedagogical knowledge (PK) is the “How.” It is the expert’s knowledge in the science of teaching from
educational and learning theories to individual differences to strategies and techniques as well as assessment of
learning. The teachers need to possess the capability to handle learning through effective method and
appropriate strategies.

The intersection of the pedagogical and content areas of knowledge is the PCK. This is how much competencies
the teachers have in making the students learn concepts and skills. This includes the knowledge of how to use
techniques that can meaningfully address different learning styles while supporting content with deeper
understanding. Schulman (2008) considers this teaching at it’s best.

The incorporation of technology into PCK bu Mishra Koehler (2006) is relevant to 21 st century teaching. This is
the TK or technological knowledge. This is the teachers’ knowledge on how to select, use and integrate these
tools in the teaching and learning context. This is not only about the tools but also about the quality of content
that students can access through appropriate applications and sites.
When technology is used in a specific subject area to enrich and deepen student’s understanding of content, this
is the intersection called TCK or Technological-Content-Knowledge. For example, to deepen students’
understanding of a concept or area of study, students can gather information and collect data evidence using
technology tools and present these information using an application.

Furthermore, TPK which is Technological-Pedagogical Knowledge is knowing how to select, use or develop
technology to manage student learning. For example, who will use collaborative tools that will allow students to
work together and share information? How will you use an application that will allow students to creatively
share their well-researched project in class or to others outside of the school? If they need to communicate with
an expert in the industry, what tools can they employ so that they may be able to interview the right expert who
can assist them in their capstone project? As a teacher, using the appropriate technology to ensure effective
instruction is TPK.

It allows students to learn content through digital tools. They can document and record evidence and plot out a
strategy using a collaborative tool where the group can discuss their action plan while in or out of school. The
drawn plan can be presented using a productivity tool (i.e power point presentation or a digital story) to
persistent persons for feedback. Once approved and given support, the project can now proceed to the next
level-implementation stage.

The intersection of all knowledge areas is known as the TPACK. So, TPACK is about what teachers know how
they teach and how technology is used in the delivery of the lesson to make it more engaging and making
learning more relevant to the 21st century.

In conclusion, TPACK will start with the content and then pedagogy and layer is technology. Sometimes, you
might get excited about the technological tool and design a lesson around it. Remember, it is NOT about the
technology tool but about it is the right blend of the three knowledge areas.

SAMR

Another important model in the integration of technology in the instruction is SAMR.

SAMR is a model deigned to help educators infuse technology into teaching and learning. Developed by Dr.
Ruben Puentedura, the model supports and enables teachers to design, develop and infuse digital learning
experiences that utilize technology. (Nov. 9,2013)

S stands for substitution. It is literally using technology as an alternate for the regular item that is employed in
augmenting or assisting instruction. Instead of using a map or a globe in teaching geography, teachers can use
Google Map or Google Earth instead. Showing a location in a map can be substituted by the use of Google Map
or Google Earth.

A is Augmentation. In this part of technology integration, there is a functional improvement in the use of a
technology tool. With the Google Map, you can use the features available such as measuring the distance from
one point to another. You can provide a task by making students utilize this. For example, ask them to measure
the distance and get the estimate time of travel if they start from one point to go to the next point. With this use
of the Google map, you tap on certain functions that the application provides. Instruction with technology
integrated is enhanced.

M means modification. In this level, technology is used to redesign a lesson. When studying geography for
example, Google applications have panoramio. Using this you can guide students to start uploading their own
pictures of places they may have visited online. A brief description of theses places can also be added. If
internet connectivity is not available in the classroom, they can do the task after class. With clear and proper
instructions, students can be guided to work on the assignment.

R represents the idea of creating something from the regular item. This is redefinition. Technology allows the
creation of a new concept that has not been previously conceptualized. Puentedura labels this as the
transformation of learning. Students are given the opportunity to create an output based on what they know and
learned using a technology tool or application. Si with the ready pictures uploaded in panoramio, students can
probably write the script for a guided tour using his available materials (i.e. Pictures) using Google Earth and
start arranging these to be shared through the world wide web. It would be good if before the students start
posting or publishing their work online, as a teacher, you can review it just to be sure it is ready to be shared.

C. LESSON 3: THE ASSURE MODEL

The ASSURE Model

Assure model is composed of six essential steps in planning instruction. Theoretically, it is a mental framework
that a teacher considers.

The first step of the procedure is Analyze Learners.

With the learner at the center of the instructional process, the initial consideration is to get a clear picture of the
learners’ learning styles, age, level, interest or preferences, background, special needs and cultural diversity.

The second step of the procedure is State Objectives.

This is the main instruction guide that will direct the flow to reach the target. Known as the learning outcome
expected of the lesson, this statement describes what the learner would be able to perform as a result of the
instruction.

The third step is Select Methods, Media and Materials.

Selecting the appropriate way of delivering the lesson and using the applicable media or technology can
effectively make learners acquire understanding of the lesson or gain the competence desired. The teacher has
to decide which strategy, materials or technology would be best considering the learners and the desired
learning outcomes.

The fourth step is Utilize Methods, Media and Materials

Having selected the strategy, media and materials is halfway of the task done. Planning how to implement
theses entails a lot of consideration. Bearing in mind the leaning outcome of the lesson, the teacher decides
which part of the instructional flow will a particular material or technology be employed and the manner how it
will be more effective to achieve the learning outcome.

The fifth step is Require Learner Participation

Student engagement is an important element. The learners have to be made to understand their role in taking
accountability of their own learning. Therefore, the teacher has to design sections of the lesson where the
learners are guided to participate in and perform tasks with minimal or no supervision at all.

The sixth and the last element is Evaluate students performance

Assessing learners’ performance can take place across phases of the lesson. However it is emphasized that the
basic rule is that the evaluation should be congruent to the learning outcome provided in the lesson. Some
learning outcome can be sufficiently evaluated using a pen and paper test but there are other learning outcomes
that can be assessed by using rubric or having a aggregated write-up through the use of portfolio assessment.
The teacher decides which is appropriate fro the intention of the evaluative activity.

In conclusion, the ASSURE process is really just a matter of common sense. However, it is good to follow
regimented guide to improve your teaching technique. Any effective teacher knows that the perfection of their
technique does not come overnight, and there is always room for improvement. BY following the ASSURE
process, you will be sure to improve your teaching for many years to come.

D. LESSON 4: MODELS OF TECHNOLOGY-ENHANCED INSTRUCTIONAL LESSONS

The conventional way of teaching in this century may outmode the preferences of the present learners. The
teacher providing the information while taking the center stage may not hold students’ attention for a longer
time. This still works, however. But with the appropriate use of the right technology tool or application, a lesson
becomes engaging.

The roles that learners play in this millennium are no longer limited to a receiver of information. They desire to
be actively involved in the retrieval of information, repackaging them and using them to create something
unconceivable before.

The learning place can also evolve especially when you consider the varied roles that learners play. They can
learn and perform the task in any physical or virtual location. There is also element of flexibility since learners
can tackles assigned tasks at preferred times or manner of doing them. However, certain agreed rules have to be
established to provide the right amount of guidance without curtailing the ingenuity.

Learners can become...

Contributors- learners can upload materials such as video or an audio, post a message submit an output in a
dropbox or add documents and eBooks and add a picture or contribute to a digital world using a ‘popup’
Creators- students can collate a digital portfolio or commonly known as an ePortfolio or create a virtual poster
or an interactive resource. They can produce a digital story, edit the entries and share.
Communicators- using technology tools, students can chat with peers, post a reply in a blog and contribute a
comment to the let thread flow. Creating a wiki, editing and adding to it gives the students the chance to
communicate their thoughts. Using the chat room or the web conferencing by Skype creates a new dynamic to
what a learning place is.
Collaborators- capstone projects can be outputs of collaborations. Students can participate in
posting ideas in a Forum where there can be asynchronous discussion. Using wikis to participate in group work
with the aim to accomplish a task or comment on blogs are a few ways on performing the role of a collaborator
in a new idea of a learning place.

There are many great ideas on how to integrate a technological tool or an application in teaching the lesson.
Identifying the possible role that students need to be can guide them to choose the appropriate way of using the
right tool. The bottom line is for you to integrate technology because learners become engaged and they learn
better hence, a well-integrated phase of technology is critical.

One common tool is a mobile device. It is a computing gadget such as smartphone or a tablet computer that can
be handled and carried along by the user. If this tool is available, a creative teacher can strategize the
meaningful use of mobile such way of engaging the learner.
Tool must be used as fundamental components of a class as long as they are appropriate and strategically
integrated to facilitate learning for the integration of technology in a lesson is an informed judgment of a
qualified and innovative teacher.

Blogs
One interesting tool to explore is the blog. It is a webpage that you need to create and where you can write and
post your ideas. Theses care updated on a regular basis which can inspire or educate those who reads it. It is an
online journal that allows you to share with the world what you think or feel.

There are many kinds of blog and the type will depend on the purpose for which it was created.
Quality of content is crucial in making your blog attractive to readers. Blogging provides benefits and one of
which it allows you to improve your writing skills. Just in case you will start creating your won blog, explore
Wordpress. It is a blogging platform.

Once you know a digital tool or an application, the next step is to think how you can use the tool when teaching
a lesson in your class.

1. Blogging ideas
A. Reflect on reading. Using blogs, post your reflections on a book that you are assigned to read.
B. Picture prompt. Post a blog on your reflection based in the picture. Students can be given a word limit in
writing a creative piece or n idea.
C. Stat! Given limited time, students post their interpretation of a statistical data provided in class. This can
be a homework assigned to them.
D. Dream on! In a social studies class, students can post about their dream destinations by describing the
culture, the people and scenic spots. Pictures can be added to enliven the post.

2. Web conferencing ideas

A. Expert guest practitioner. Invite somebody who is an expert in a particular field into a web conference
(e.g Skype)
B. Share and Compare. Using web conferencing, data from a science investigation can be shared to other
groups or students from other schools.
C. Mediated tutorial. Through web conferencing learners can set a time for a tutorial session with an
assigned peer. A variation can be mediated tutorial by a teacher through any of the following web conferencing
tools for teachers (e.g. Skype, FB, Messenger, MeetingBrunner, GoToMeeting, Yugma, WebEx, etc)

On the web...
Padlet is another tool that can be accessed online and suited for sharing information or content that can allow
engagement of students. Although, it can be used for business but with creativity, it can be appropriate for
educational purposes.

One important step to select a toll is to study it and its functions. Identify which one will work for your class
while having in mind the main purpose why you are teaching the lesson. As a result, you students become more
engaged than ever before.

Explore the tool and study its feature when you get the chance to be online. Try to be familiar with what you
can do to it. When you have done this, you can proceed with the task given below.
In designing a lesson, always remember that it is not about the technology tool upon which the lesson revolves.
Rather, it has to be the objective of the lesson and the knowledge and skills to be taught that will guide you in
selecting the appropriate tool or aid in order to achieve those objectives.

So the following steps may be a good guide:

Step 1: Identify learning based on a topic or content
1. Determine if the objectives are observable or can be manifested by the learner.
2. Consider the topic or subject matter that needs to be covered in the lesson.
Step 2: Determine knowledge and skills
1. Analyze students’ knowledge and skills
2. Determine how students will be able to learn the knowledge and skills
3. Look for resources that can be useful in achieving the objectives.
Step 3: Select tool or an instructional aid to use
1. Be familiar with the tool you have selected and learn how to use it.
2. Consider the content that needs to be placed in the tool or the information that goes with the use of the
tool.
Step 4: Determine the method of assessment
1. Use a criteria to evaluate the technology tool or instructional aid but always considering the content as
the most important criterion.
2. Consider the quality of information, the technological skills needed by the the students or how you can
present the technology tool that would suit your objective.

VI. MODULE 6: INNOVATIVE TECHOLOGIES FOR ASSESSMENT TASKS IN TEACHING AND

LEARNING

A. LESSON 1: ICT AND ASSESMENT OF LEARNING

Assessment is the process of identifying, gathering and interpreting information about students learning. To
understand better the different related terms on assessment formative and summative assessment.

Types of assessment
Formative assessment – provides feedback and information during the instructional process, while learning is
taking place, and while learning occurring.
Summative assessment – takes place after the learning has been completed and provides information and
feedback that sums up the teaching and learning process.
Diagnostic assessment – can help you identify your student current knowledge of a subject, their skill sets and
capabilities, and to clarify misconception before teaching take place. Knowing students strengths and
weaknesses can help you better plan what to teach and how to teach it.
Authentic assessment – describes the multiple forms of assessment that reflect student learning, achievement,
motivation, and attitudes on instructionally relevant classroom activities.

The Role of ICT in Assessment in Learning

There are new technologies created to provide students with higher level thinking skills, particularly the aspects
of creative and critical thinking, and the opportunity to teach and assess those skills. The use of ICT is
assessment is very helpful to teachers because students information and result of examination can be recorded
and stored and can easily be retrieved.

In educational assessment, the use of technology as an innovation and support for teaching learning (Sindhu,
2013), is essential to improve instruction and increase performance. With an effective classroom assessment
system in place, a valid demonstration of student learning and progress connected to classroom instruction and
experience can be confirmed.
Tests play a vital role in traditional learning as well as e-learning and this helps the teachers and the learners are
measuring learning. There are many freeware where the teacher can create quizzes and evaluate learning
electronically.

One of the advantages of using a web-based exam software or an online examination system is that it gives a
high level transparency as opposed to the traditional method or remote method. It is almost impossible to
compromise exam questions and evaluations because they cannot also be influenced.

Some of the major advantages of online examination are: (1) accessibility and flexibility; (2) time
management; (3) save cost; and (4) statistical analysis.

Security and confidentiality should also be considered. Security needs to be given top priority for any for any
website that you will add information to. Some schools utilized software and privacy of examination.

Current Trends in Assessment in Learning

Traditional assessment like objective test such as multiple choice, matching type, true or false and other paper-
and-pencil test received criticism by some expert in assessment.

The 21st century assessment includes: (1) utilizing multiple measured of assessment, (2) increasing the use of
technology, (3) focus on the growth and development learner, and (4) differentiating the rules and
responsibilities of the teachers, administrators and other stakeholders.

The concept of ‘classroom’ has been shifting in recent years with dedication to purposefully designed learning
spaces and seamless integration technologies (Williams, 2017).

Educational technology is used to increase the efficiency of educational in teaching learning and assessment.
Computers and related technology are viewed as the future of teaching and learning and also as a powerful
technological machine to promote development of leaning. Computers are able to create a more attractive and
effective environment (Keser & Ozcan, 2011).

Education technology has introduced new, and innovative ways to engage students in active learning while
online. Roblyer and Edwards (2000) as cited in (Keser & Ozcan, 2011) suggested that there are important
reasons for teachers to use technology in education: motivations, distinctive instructional abilities, higher
productivity of teachers, essential skills for information age, and support for new teaching techniques (cited in
Samak, 2006).

Online learning initiatives often fail to engage and teach learners because they are passive in nature – reading
PDFs, flipping through slides, listening to long lectures. One way to improve these experiences is to focus on
incorporating active learning methodologies.

Active learning is any learning activity in which the student interacts or engages with the material, as opposed
to passively taking in the information.

The teacher will give learning activities that are intentional, meaningful and useful.

Assessment has always been an integral part of the teaching and learning process. The information from
assessment can be used for several purposes.

B. LESSON 2: CRITERIA IN CHOOSING APPROPRIATE ASSESSMENT TOOLS

Assessment methods are the strategies, techniques, tools and instruments for collecting information to
determine the extent to which students demonstrate desired learning outcomes.

One of the challenges for beginning teachers is to select and use appropriate assessment techniques suited to the
learners’ need. During teaching, teachers not only have to communicate the information they planned but also
continuously monitor students’ learning and motivation in order to determine whether modifications have to be
made. (Airasian, 2005).

The teacher may either be utilizing direct or indirect method. Examples of direct method are examinations,
written assignments, oral presentations and performances, internship supervisor’s ratings of student skills,
portfolios, score gains between entry and exit tests, capstone projects, theses and dissertations, etc.
Indirect methods can provide useful supplement and check on the findings from direct measures. The
following are samples of indirect method: students satisfaction surveys, surveys of students and alumni, exit
interviews with graduating students, students participation rates, reflective essays, data on placement and other
measures of post-graduation performance, etc,

The teacher may consider the following characteristics in selecting appropriate assessment tools whether
conventional or ICT-based assessment:

1. Measure the desired level of performance (level of satisfaction, productivity, efficiency, student performance)
2. Cost effective in terms of effort, time and money.
3. Useful that will produce results that provide information that can be used in making decisions to improve
student learning.
4. Reasonably, accurate and truthful.
5. Dependable, consistent responses over time.
6. Evidence of being on-going, not once and done.

Online task assigned by teachers will assess the collaborative problem solving construct and the five strands
(Participation, Perspective Taking, Social Regulation, Task Regulation as well as students’ learning and
knowledge building skills) according to Drigas and Karyoytaki (2006).

It is also stressed in the same study that large-scale differential item functioning (DIF) analysis can validate
online problem solving ability test that minimizes the extraneous differential effects of students’ learning
background.

Creating and Utilizing Rubric

A rubric is a set of criteria used to determine scoring for an assignment, performance, or product. This can be
used to score many kinds of written assignments or exams, papers, projects, speeches or e-Portfolios.

The main purpose of rubrics is to assess student performances. For some performance, the teacher may
observe the student in the process of doing something. Like making their projects online drill, tutorial, and
many more.

There are two (2) types of rubric:

1. Analytic rubrics describe work on each criterion separately. It utilizes separate, holistic ratings of specific
characteristics, products, or behaviors.
2. Holistic rubrics describe the work by applying all the criteria at the same time and enabling an overall
judgment about the quality of the work. It utilizes holistic rating for a product or behavior.

Technology can be used for assessing student learning in various purposes. By using technology in managing
assessment information data can be presented in different ways to meet the needs of the students, teachers and
administrators.

An electronic examination which is also called computer-based assessment (CBA), computer-based testing
(CBT) or e-exam a test conducted using a personal computer (PC) or an equivalent electronics device, in
which the delivery, responses and assessment are effected electronically.

e-exams were developed more than four decades ago for professional certificate in the IT industry and
progressively evolving as a preferred alternative to paper-pencil-Test (PPT) in schools, universities, recruiting
firms as well as private and public organizations (Bulama Bukas, Bello & Baba Ibi, M, 2016).

Computer-Based-Testing is more efficient than paper-based tests because it is an individualized testing and
has faster scores reporting within few minutes after last submission. The students can immediately view the
scores on screen and more convenient for teachers and students.

Computerized delivery of objective tests has more advantages compared to paper-pencil-test which
include the following:
1. The creation of item bank of questions invites the possibility of each student being presented with a paper
made up of different questions, but of an equivalent standard.
2. Automatic computerized marking facilities immediate feedback for the students.
3. Students can be invited to sit tests as frequently as they find useful.
4. Computerized recording of results facilitates the analysis of groups’ responses to questions.
The teacher may consider balance assessment (blend of traditional and ICT based assessment).
It is important to note that teachers should use variety of assessment methods in the classroom. Paper-and-
pencil testing is the most common assessment procedure utilized by the teacher to gather formal evidence about
pupil learning. Paper-and-pencil instruments refer to a general group of assessment tools in which students read
questions and respond writing.

Electronic Portfolio
An electronic portfolio which is also known as an ePortfolio, digital portfolio, or online portfolio is a
collection of electronic evidence assembled and managed by a user usually on the web. ePortfolio I, includes
input text, electronic files, images, multimedia, blog entries, and hyperlinks.

Types of ePortfolio
1. Ideal portfolio – it contains all work of students. It is not given to provide students a grade.
2. Showcase/Professional ePortfolios – these ePortfolios are primarily a way to demonstrate (showcase) the
highlights of a student’s academic career.
3. Documentation portfolio – it involves a collection of work over time showing growth and improvement
reflecting students’ learning of identified outcomes.
4. Learning ePortfolios – these portfolios are typically created by a student as part of a learning activity as a
way to demonstrate learning and the learning process.
5. Evaluation/Assessment ePortfolios – the teacher may utilize this for both formative and summative
assessments feedback.

VII. MODULE 7: SOCIAL, ETHICAL AND LEGAL RESPONSIBILITIES IN THE USE OF

TECHNOLOGY TOOLS AND RESOURCES

LESSON1: DIGITAL CITIZENSHIP VS. GLOBAL CITIZENSHIP

Digital Citizenship vs. Global Citizenship
Since we are considered citizens of the community we live in, then as users of the internet we can also call
ourselves as citizens of the digital world where we live, learn, and work in an interconnected manner. Digital
citizenship is an idea that all persons using the internet have civic rights and responsibilities. It centers around
safe, savvy and ethical use of technology.

Summing up, a global citizen sees the world as a community in which all people live and prosper together.
He/she understands actions contribute to the values of the entire planet and he/she is concerned on how he/she
participates in and contributes to the entire world. A digital citizen, o the other hand, adheres to guidelines that
govern the ethical and responsible use of technology and acts responsibly in all relationships and interactions in
the digital world.

When we mix these two together, it’s the perfect recipe for the Global Digital Citizen. A global digital citizen is
a responsible, ethical citizen leveraging technology to foster community on a global scale through connection
and compassion. The Global Digital Citizen understands that we can govern technology for the benefit of both
ourselves and others. It is a citizen that views the world as an interconnected community. Additionally, the
digital citizen realizes that we simultaneously share technological and human experiences regardless of culture,
status, or political/religious beliefs (Watanabe-Crockett, 2017).

Five Tenets of Global Digital Citizenship

1. Personal responsibility
Personal responsibility includes demonstrating how we manage ourselves in matters such as personal finance,
ethical and moral boundaries, personal health and wellness, and relationships of every kind, both online or
offline. For the student, this kind of responsibility means taking ownership of his/her learning.
2. Global citizenship
The Global Digital Citizen understands that technology has dissolved boundaries between all the world’s
people. We now communicate, collaborate, and celebrate across all levels of society. We are now all global
citizens.
3. Digital Citizenship
Digital citizenship covers appropriate and exemplary behavior in our online environments. It’s about working
towards making our transparent digital world safe for ourselves and others. Just like personal responsibility, this
involves moving accountability for appropriate behavior to our students.
4. Altruistic service
Altruism is defined as “having as selfless concern for the well-being of others”. The Global Digital Citizens
acknowledge that they share this world with many different people. These ideals apply to the people we know,
but also to those we don’t know. These include embracing the opportunity to exercise charity and goodwill for
the benefit of others.
5. Environmental stewardship
This practice is all about common-sense values and an appreciation for the beauty and majesty that surround us
every day. This facet of Global Digital Citizenship encourages exploring how we can practice the conscientious
use of Earth’s resources. Environmental stewardship encourages every student to take a positive stand on
personal, local, regional, national, and international actions regarding the preservation of what is essentially our
“environmental community”.

Why Do We Need to be Global Digital Citizens?

Here’s an idea from Watanabe- Crockett (2017). Personally, we face the daily possibility of online fraud,
identify theft, and online bullying. We place our entire lives and their contents in the digital stratosphere
willingly, and often without considering the consequences. The dangers of this are real. What is needed is
people who will advocate and demonstrate the kind of self- governance that will keep us safe from harm both
online and offline. Globally, even as technologically intertwined as we are, there is also a level of disconnection
in our lives. We are more connected than ever and yet often less tuned into others than ever. Global Digital
Citizens see the need that all diversity has to be recognized, honored, and cherished for present and future
generations. They also see the need for harmony and connection in a world transforming as rapidly as ours.
Digitally, our Internet is unchecked and growing wild, which is a good thing. Online information is expanding
at a staggering rate. Online perils do exist, and the Global Digital Citizen sets an example to others on how to
navigate them safely and securely. A good helping common sense goes a long way in this regard. Altruistically
we have more means to help others. Thanks to technology. Crowdfunding and crowdsourcing help us give back
to local and global communities. Social media can become a support network for those of us who are in
physical, mental, and emotional need. The Global Digital Citizen can lead the way.

Environmentally, we continue to face growing threats such as climate change, resource depletion, industrial
pollution, digital pollution, and more. Global Digital Citizen seek to combat the biggest challenges to our
environmental health. They foster solutions that work to benefit of the entire planet.

Elements of Digital Citizenship

Digital citizenship is now a component of digital citizenship, and is in fact one of the facets of Global Digital
Citizenship. Under the digital citizenship, there are nine elements: digital access, digital commerce, digital
communication, digital literacy, digital etiquette, digital law, digital rights and responsibilities, digital health
and wellness, and digital securities.

Digital access
Equal digital rights and electronic access is the starting point of digital citizenship. Digital access is supposed to
be available to all in the same manner that education is made sure by the Philippine government to be available
to all citizens.

Digital commerce
Technology users need to understand that large share of market is being done electronically. Nowadays people
shop through different websites and even do online transactions for banking. Many other online transactions are
occurring including the illegal downloading, pornography, and others thus a safe and secure online shopping
and other commercial transactions have to be done.

Digital communication
It is another element of Digital Citizenship that we seem to be embracing wholeheartedly. Digital
communication is the electronic exchange of communication which includes emailing, texting, instant
messaging, utilizing cell phones, etc.

Digital Literacy
As a digital citizen, it is our responsibility to develop and continually enhance our technological knowledge. We
should support and encourage the acquisition of technological knowledge by others. We should model the
positive and proactive use of technology for good causes, personal and professional growth and education.

Digital Etiquette
This refers the electronic standards of conduct or procedure. This is often seen as one of the most pressing
problems when dealing with Digital Citizenship.

Digital Law
Digital law refers to the electronic responsibility for actions and deeds. The digital world is so huge that there
should be order, discipline, and ethical use. Plagiarism, copyright infringement, hacking of information, identify
theft are crimes that are commonly violated by online users.

Digital Rights and Responsibilities

“For every right, there is a corresponding duty and for every privilege, there is a corresponding responsibility.”
The privileges of digital access come along with responsibility. Just as the Philippine constitution protects us
with rights of being Filipino citizens such as the right to privacy, we also have the responsibility to be cautious
in our online activities such as posting our photos and videos online.

Digital Health and Wellness

Our physical and psychological well-being in a digital technology world should be a priority. Many illnesses
have become associated with technology use such as carpal tunnel syndrome, eyestrain and childhood obesity as
an effect of children’s prolonged sitting in front of the computer screen.

Digital security
How to keep oneself secure in any community is a major concern. If we keep our homes safe with our gates and
locks, we also need to protect the information that we provide online with privacy settings and strong
passwords. Wes of also need to have virus protection and backups of our data. As responsible digital citizens,
we must know how to keep our data, our money, and our identity from all hazards in the digital world.

Digital citizenship is very similar to our citizenship in our immediate community. There are social, ethical and
legal issues involved in our day to day dealings with people and the surroundings. It is not just about
recognizing and dealing with online hazards. It is about building safe places and communities, understanding
how to manage personal information, and about being savvy – using our online presence to grow and shape our
world in a safe, creative way, inspiring others to do the same (Blackboard, 2018). As a global digital citizen, we
need to be conscientious and compassionate; we should strive to establish a sense of global community in all
our and offline relationships, duties and endeavors (Global Digital Citizen Foundation).

LESSON 2: NETIZENSHIP AND NETIQUETTE IN ONLINE COMMUNITIES

In the previous lesson, we have understood our roles and responsibilities as global digital citizens. Our
membership in the virtual community requires that we behave appropriately and act responsibly.

While working online we all create a digital tattoo and we leave digital footprints. We have to remember that
our digital world is permanent, and with each post, we leave a digital footprint. By doing self-reveal, we are
able to consider how what we share online can impact ourselves and others (www.commonsensemedia.org).

Srutinizing the term again, a netizen, according to the Merriam-Webster Dictionary

(26 April 2018) is an active participant in the online community of the internet. The medical dictionary refers to
it as an internet citizen who uses networked resources, which connotes civic responsibility and participation.
Thus netizenship means citizenship in the internet or in the virtual world.

As responsible netizens, we are all expected to support a healthy interaction on the internet. A netiquette, or the
rules of socially accepted behavior online have to be observed in writing an email, in texting, and other
communications on the web.

Below are some netiquette guidelines:

Protect your reputation. Whether in real or in virtual world, you are the same person. Do only what is
appropriate and share information that does not harm you as a person.
Respect others. Respect begets respect. Treat everyone with respect even if you have not seen him/her in
person. Be judicious about what you say on your own and other’s pages.
Express yourself clearly and use emoticons. Communication online is difficult because emotion is not evident
during communication. Miscommunication usually takes place because your facial expression and your body
language cannot be heard. Thus, emoticons are readily available to show your emotions.
Remember the intellectual property. Ideas online are products of intelligence of others. If you need to cite
them, acknowledge the authors. You definitely do not want to steal properties of others.
Check spelling, grammar and punctuation. Since your face cannot be seen online, you will be judged
according to your posts. Good writing means good manners. We do not want to waste other people’s time
reading our post which is incomprehensible.
Pause before you post. Take note that whatever you post becomes permanent therefore think twice or thrice
before you click send.
Do not share your personal information. Sharing your personal information online is like going around the
streets wearing a shirt printed with your name, birthday, address, name of parents, etc.
Think about who or what you are representing. As a son/ daughter, you represent your family. As a student
you represent your school. You do not want your family or school to be put to shame by what you do.

Each of us has a significant contribution to the kind of community we have in the virtual world. As the
Association of American Medical Colleges (2015 in www.cyberbullying.org) says it, “We are responsible for
the ‘public face’ that the connected world sees”. Consequently, our individual digital reputation is shaped by
our posts on social media.

LESSON 3: INTELLECTUAL PROPERTY RIGHTS ON THE DEVELOPMENT AND USE OF

DIGITAL MATERIALS
A survey of 63,700 US undergraduate and 9,250 graduate students over the course of three years (2002-
2005)—conducted by Donald McCabe, Rutgers University—revealed the following:
1. 36% of undergraduates admit to “paraphrasing/copying few sentences from Internet sorce without
footnoting it”
2. 24% of graduate students report the same
3. 38% admit to “paraphrasing/copying few sentences from written source without footnoting it.
4. 25% of graduate students self report doing the same
5. 14% of students admit to “fabricating/falsifying a bibliography”
6. 7% of graduate students self report doing the same
7. 7% self report copying materials “almost word for word from a written source without citation”
8. 4% of graduate students self report doing the same
9. 7% self report “turning in work done by another”
10. 3% of graduate students self report doing the same
11. 3% report “obtaining paper from term paper mill”
12. 2% of graduate students report doing so

Intellectual Property Right

Intellectual property protection is important in fostering innovation. Without protection of ideas, individuals
will not be able to enjoy the full benefit of their inventions and they would not be compensated for their
creations. This encourages innovation without the fear that a competitor will steal the idea and/or take the credit
for it.

Intellectual property, according to World Intellectual Property Organization (WIPO), refers to creations of the
mind such as inventions; literary and artistic works; designs; and symbols, names and images used in
commerce. An intellectual property right is a right held by a person or by a company to have exclusive rights
over these. Intentionally, these intellectual properties are protected by the World Intellectual Property
Organization to which the Philippines is one of the 191 member states. In our country, we have the Intellectual
Property Office of the Philippines (IPOPHIL) which administers and implements state policies in relation to
intellectual property. This office was created through Republic Act 8293. This act defines intellectual property
to include copyright and related rights; trademarks and service marks; geographic indications; industrial
designs; patents; layout designs (topographies) of integrated circuits; and protection of undisclosed information.
In the education setting, copyright and related rights are the ones applicable.

Copyright
Copyright refers to the legal right given to the owner of the original work or intellectual property. These
“works” are original intellectual creations in the literary and artistic domain protected from the moment of their
creation which include the following:
1. Books, pamphlets, articles and other writings;
2. Periodicals and newspapers
3. Lectures, sermons, addresses, dissertations prepared for oral delivery whether or not reduced in writing
or other material forms;
4. Letters;
5. Dramatic or dramatico-musical compositions; choreographic works or entertainment in dumb shows;
6. Musical compositions, with or without words;
7. Works of drawing, painting, architecture, sculpture, engraving, lithography or other works of art; models
or designs for works of art;
8. Original ornamental designs or models for articles of manufacture, whether or not registrable as an
industrial design, and other works of applied art;
9. Illustrations, maps, plans, sketches, charts and three-dimensional works relative to geography,
topography, architecture or science;
 10. Drawings or plastic works of a scientific or technical character;
11. Photographic works including works produced by a process analogous to photography; lantern slides;
12. Audiovisual works and cinematographic works and works produced by a process analogous to
cinematography or any process for making audio-visual recordings;
13. Pictorial illustrations and advertisement;
14. Computer programs; and
15. Other literary, scholarly, scientific and artistic works.

The internet is very rich source of these materials and we should be careful in using them. These works are
protected by the sole fact of their creation, irrespective of their form or mode of creation as well as of their
content, quality and purpose. Now that copy and paste are very accessible commands in our computer toolbars,
we should try not violate the copyright laws otherwise we could be accused of copyright infringement.
Copyright infringement is the use of works without permission where the copyright holder has the exclusive
right to reproduce, distribute, display or perform the protected work, or to make derivative works. Proper
citations should be used when including them in our output.
Below are the guidelines on online use of copyrighted materials by Smaldino, Lowther and Russel (2012);
a. Contrary to popular opinion, all material on the internet is copyrighted unless stated otherwise. It
is copyrighted even if it does not display the copyright symbol.
b. An email is an original work fixed in tangible medium of expression that is covered by
copyright. Hence it is recommended that you should not forward any email without permission,
in consideration of both copyright and Privacy Act.
c. Downloading an article from a newspaper’s website, making copies, and distributing them to
your students prior to a class discussion on the topic is permissible following the current
photocopying guidelines which permits making multiple copies for classroom use. The exception
would be individually bylined, copyrighted articles, or articles from a source specifically
designed for the educational market where such articles cannot be copied legally for class
distribution (adapted from Becker, 2003).
d. You cannot post students’ essays, poems, or other works on the school website unless you have
permission of the students and their parents or guardians.
e. Educators should treat copyrighted materials from the internet the same way they do to print
formats. The best guideline is to always obtain permission. When in doubt, ask!

Copyright Infringement vs. Plagiarism

Another violation on intellectual property is plagiarism. Although plagiarism and copyright infringement are
related ideas, these two are different. Plagiarism, according to plagiarism.org, is an act of fraud; it involves both
stealing someone else’s work and lying about it afterward.
Plagiarism.org further elaborates the following as plagiarism:
1. Turning in someone else’s work as your own
2. Copying words or ideas from someone else without giving credit
3. Failing to put a quotation marks
4. Giving incorrect information about the source of quotation
5. Changing words but copying the sentence structure of a source without giving credit
6. Copying so many words or ideas from a source that it makes up the majority of your work, whether you
give credit or not (see our section on “fair use” rules)
For images, videos and music, the following are counted as plagiarism:
1. Copying media (especially images) from other websites to paste them inti your own papers or websites.
2. Making video using footage from others’ videos or using copyrighted music as part of the soundtrack.
3. Performing another person’s copyrighted music (i.e., playing a cover).
4. Composing a piece of music that borrows heavily from another composition.

In other words, plagiarism refers to copying the work of another and claiming it as one’s ideas or without proper
attribution while copyright infringement is copying one’s work without obtaining permission. In this sense,
copyright infringement is a violation of the right of the copyright holder while plagiarism is a violation of the
right of the author. We have to note that not all authors are copyright holders; there are cases when the publisher
owns the copyright. In addition, copyright infringement is a legal violation while plagiarism is an ethical
violation.

References
Bilbao, et. al. (2019). Technology for Teaching and Learning 1. Metro Manila, Lorimar Publishing Inc.
Corpuz, B and Lucido, P. (2015). Educational Technology 1. Metro Manila, Lorimar Publishing Inc.
Lucido, P. (2012). Educational Technology 2. Metro Manila, Lorimar Publishing Inc.