MODULE 4: ICT IN VARIOUS CONTENT AREAS

Module Overview
“ICT is a skill which is essential in the world we live in. Our pupils need to use the latest
technology to offer them an effective education in the twenty-first century.”
- Jane Rosser-
Lessons in this Module

• 21st Century Literacy Skills

• Instructional Design Models

• Technology Enhanced Teaching Lessons exemplars

• ICT Conventional Materials to Enhance teaching

• Distance Learning

• Relevance and Appropriateness in the use of Technology in Teaching and Learning

As teachers in the 21st century, we tend to become more resourceful in the usage of
ICT tools in the teaching-learning process. Learning the different tools available will help us
to be equipped in providing quality education to our students. Together with conventional
and non-conventional learning and the materials available, the modalities and platforms in
distance learning will also give us more options in delivering our course contents effectively.
At the completion of this module, you should be able to:

• Identify and describe the elements of 21st-century literacy skills.

• Discuss the rationale for teaching and learning 21st century skills.

• Write a personal lifelong learning plan (PLLP).

• Introduce an instructional design model.

• Introduce sample technology-enhanced lessons to support learning.

• Describe flexible learning environments that enhance collaboration with the

positive use of technology tools in teaching.

• Explain what conventional learning and its implications are.

• Differentiate conventional and non-conventional learning.

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 • Identify what the different digital learning materials and conventional learning
resources that can support the teaching and learning process are.

• Compare and contrast synchronous and asynchronous learning modalities;

• Identify what examples of distance learning platforms are.

• Define what is instructional material;

• Discuss the relevance and appropriateness in the use of technology in

teaching and learning;

• Explain the importance of the relevance and appropriateness in using

technology in teaching;

• Evaluate technologies and instructional materials used by teachers in

teaching

LESSON 3: TECHNOLOGY ENHANCED TEACHING

Learning Outcomes
At the end of the lesson, you should be able to:

• Describe flexible learning environments that enhance collaboration with the

positive use of technology tools in teaching.
Abstraction
Enhanced Technology Teaching
Teachers should seek out technology that enhances student learning. Most students
come to our courses with a strong foundation in the use of technology and expert instructors
to incorporate it into their teaching. Some caution is necessary to avoid using technology
merely for effect, without knowing how it will enhance learning. Take the time to determine
which technologies will support and to improve student learning and learn how to use them.
1. Blackboard
Teachers might use the course management system
Blackboard. It focuses on online learning delivery but supports a range of uses, acting
as a platform for online content, including courses, both asynchronous based and
synchronous based.
(You can use the short, engaging Blackboard that helps your students get
comfortable in Blackboard. Your students can do training and learning gaps, utilizing

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 analytical data and reporting and choose which ones they want, or they can view
multiple videos in a row about a particular topic.)

2. Classroom Response Systems ("clickers")

One way to encourage student engagement is by using electronic devices that
allow students to record their answers to multiple-choice questions and will enable
you to display the results instantly. The anonymity encourages participation, and
their responses help the teacher know when further discussion is needed. The use of
clickers can also catalyze discussion.
Clicker systems let you pose a question and have students respond with a
device that looks like a TV remote. Several websites provide an alternative that allows
students to respond with a cell phone or laptop. Schools should encourage faculty
to use the web solution “Poll Everywhere,” but either technology enables many
strategies for engaging students.
3. Online Projects and Collaboration Tools
Technology can support student collaboration on creating new knowledge,
reflecting on what they are learning, or working together to achieve a deeper
understanding of course material. These articles provide ideas about their use and
misuse. Online tools provide many new options. Students can collaborate on
projects, collect and synthesize information, and write for different types of
audiences.
Example: Teaching in the Cloud: Using Online Collaboration Tools to Enhance
Student Engagement (discusses jointly edited Google Docs, Google Sites, wikis,
cloud storage of video projects, crowdsourced research, Google Spreadsheets for
data aggregation, Piazza, and class blogs; also considers issues of IT support, ease
of use, and student privacy).
4. Information Visualization Tools
Technology can also clarify and stimulate thought by transforming words into
pictures. There are some tools to help lead your students to think more critically by
encouraging them to structure information visually. Visualization tools can help you
make information clearer to students, either by providing you with clearer visuals or,
better yet, assigning them to use visuals to make connections. Visualization tools
can help you create information clearer to students, either by providing you with
clearer visuals or, better yet, assigning them to use visuals to make connections.
Example: Make Infographics in the Classroom (help your students deepen
their understanding by showing connections, mapping, creating timelines, etc.).
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 5. Flipping the Classroom
Sometimes a great way to move them toward higher levels of understanding
is to move the lecture out of the classroom and use the in-person time for
interactions that require applying, synthesizing, and creating. "Flipping" doesn't have
to use technology, but tools such as videos, podcasts, online quizzes, and the like
can help in and out of class activity work together. These resources explain the theory
underlying this teaching method and provide practical suggestions for making it
work.
Example: Flipping the Classroom: Simply Speaking (video gives clear
demonstration and examples).
6. Games
What could be more engaging than a good game, a game may lead to deeper
learning and give some examples of their use in higher education.

Ex. Reacting to the Past (Elaborate games set in the past, in which students
are assigned roles informed by classic texts in the history of ideas).
7. Converting a Face-to-Face Course to an Online Course
Teaching online, whether in a hybrid course or a wholly-online course,
requires different techniques and different tools. Without the F2F contact,
professors will need to be even clearer about setting and articulating expectations
for digital work and participation. Encouraging interaction between professor and
student and among students is an additional challenge, as is monitoring student
learning as the course progresses. The online environment requires the use of basic
technologies to digitize course materials as well as mastery of the university's
learning management system. And various tools like Skype allow synchronous
communications, while blogs and Twitter can encourage asynchronous interaction.
Here are some ideas to get you started.
Example:
Synchronous learning is instruction and collaboration in “real time” via the
Internet. It typically involves tools, such as:
▪ Live chat
▪ Audio and video conferencing
▪ Data and application sharing
▪ Virtual "hand raising" Asynchronous learning methods use the time-
delayed capabilities of the Internet. It typically involves tools, such as:

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 ▪ E-mail
▪ Threaded discussion
▪ Newsgroups and bulletin boards

LESSON 4: ICT CONVENTIONAL MATERIALS TO ENHANCE TEACHING

Learning Outcomes
At the end of the lesson, you are expected to:

• Explain what conventional learning and its implications are.

• Differentiate conventional and non-conventional learning.

• Identify what the different digital learning materials and conventional learning
resources that can support the teaching and learning process are.
Introduction
This lesson will help you understand the implications of both conventional and non-
conventional ICT materials to the teaching and learning process.

Abstraction
Conventional or traditional learning refers to a learning method wherein teachers
and students interact face-to-face and is limited to the corners of the classroom. This type
of learning is teacher-centered, meaning the students in a conventional classroom
passively receive the information being provided by the teachers.

Conventional VS. Non-conventional Learning

Conventional Learning Non-Conventional
1. Teacher-centered. 1. Student-centered.
2. Students learn via face-to-face 2. Students can learn wherever they
classroom learning. are.
3. Students passively receive 3. Interactive learning.
information. 4. Infinite access to information.
4. Students have limited access to 5. Student can decide what they want
information. to learn and when they want to learn
5. Teacher decides the course of it (self-paced).
learning. 6. Audio-visual and technology based
6. Learning by listening and learning.
memorization. 7. Most of the materials are expensive
7. Materials are cheap and easy to use. and is difficult to use/manipulate.

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 Learning and teaching are more meaningful, efficient, and fun if we incorporate the
usage of learning or instructional materials.
These learning or instructional materials may come in different forms. One of these
mentioned groups is called conventional or non-digital learning tools.
1. Conventional or non-digital tools or learning/instructional materials are those
materials used in regular and “conventional or traditional” classrooms.
The usual conventional or non-digital tools or learning/instructional materials
are the following: textbooks, charts, flip charts, pictures, posters, atlases, globes,
maps, flashcards, worksheets, blackboards/chalkboards/whiteboards, bulletin
boards, science lab apparatus and materials, models, diorama, dictionaries,
encyclopedias, manipulatives, and others. These learning materials are beneficial
and highly accessible to both teachers and students. They are also very simple, easy,
and quick to use/manipulate. However, today, lessons can be taught and learned
more easily by the use of non-conventional or digital learning tools because they are
more engaging, especially to the 21st-century learners who are mostly audio-visual
and digital native learners.
2. Non-conventional or digital tools or learning/instructional materials are those
learning materials that are not commonly used in a traditional classroom. These
materials are also identified as modern teaching tools. These materials include
computers and laptops, calculators, slideshow presentations, e-books, radio,
educational CDs, DVDs, audiotapes, interactive whiteboards/smartboards,
television, mobile phones and tablets, and others.
Since you already know what conventional and non-conventional learning is
and identify what some of the conventional and non-conventional tools are, let us
now learn more about each of the tools.
I. Conventional Or Non-Digital Tools
1. Textbooks
Textbooks are a collection of contents and information in a particular subject
and level that are printed and published. Books are designed to aid both the students
and the teachers in the lessons and topics of the subject/s.
2. Charts and Flip Charts
Charts and flipcharts are educational visual aids that are usually mounted on
the wall or in its stand. It is a pad of paper fastened together; it includes pictures and
representations based on a specific lesson. The pages are flipped to view the other
lessons or topics.

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 3. Pictures and Posters
Pictures are visual aids used to teach or present a more realistic view of the
topics. Educational images are usually used to depict stories, places, events,
people, and others. While posters are visual aids that are used to depict symbols,
icons, and even includes pictures. They are more comprehensive since captions and
labels are present.
4. Atlases, Globes, and Maps
Atlases, globes, and maps are used in teaching mostly geography-related
lessons because they provide an accurate visualization of the geographical,
topographical, political, meteorological, and some other features of the Earth.
5. FlashCards
Flashcards are usually used as an aid in drill activities in English, Filipino,
Math, and Science subjects.

This material has pictures, symbols, math operations, sentences, and

phrases that help in the development of quick retrieval of information, which
promotes mental ability.
6. Worksheets
Worksheet refers to a printed paper or a set of printed paper with activities,
drills, and questions for the student to complete and answer. They are used by the
teachers to determine the students’ previous knowledge, outcomes, and process of
learning.
7. Blackboards/Chalkboards/Whiteboards
These are boards that are usually made from wood, sophisticated plastic,
fiber and even glass. These boards are usually used by the teachers to write and draw
examples from the lesson that the students must write. These boards are also used
in drills such as board works in math and spelling drills in English and Filipino. Almost
all classrooms have these kinds of boards.
8. Bulletin Boards
Bulletin boards are boards with designs and artistic materials. They are used
in giving up-to-date information, announcements, posting of public information,
display of students' works and lessons, and more. It is usually wall-mounted and
placed strategically for everybody to see it.

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 9. Dictionaries, Encyclopaedias, and Thesaurus
These are comprehensive reference books used by teachers and students to
find the meaning of any word and or idea. They contain a collection of facts,
knowledge, and other essential data.
10. Manipulatives
Manipulatives are various objects that help the students to manipulate and
play. These objects are usually helpful in math and logic. It helps the students to
understand the concepts through actual manipulation.
11. Science Lab Apparatus and Materials
Science laboratory apparatus and materials are used inside the laboratory
with caution to exercise safety. These materials are used to demonstrate science
activities and perform experiments. These are very useful since they enforce
motivation and curiosity in science.

12. Models
Models are three-dimensional representation or replicas of the actual/real
things being taught. It may be smaller, more significant, or even the same size as the
exact thing. Models are used in teaching since they simulate first-hand experience/s.
They can be viewed, examined, and manipulated by both the learners and the
students.
13. Diorama
Dioramas are realistic scenic displays usually used in exhibits. Dioramas
include threedimensional characters such as people and animals and things such as
buildings, equipment, vehicles, and others placed in a three-dimensional ground
with flat, scenic background. Some examples are jungle scene, cityscapes, under the
ocean, farms, and others.
II. Non-Conventional or Digital Tools
1. Computers and Laptops
Computers and laptops are used in education as a tool for storing data,
accessing and processing information using engines and applications.
Students and teachers can also access the World Wide Web using these
devices and can connect to projectors to project presentations.

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 2. Slideshow Presentation
Slideshow presentations using projectors are used in education to
project slideshow presentations, videos, clips, and more. The use of
applications can access this. It is beneficial to the teachers and students
since it aids in learning by the projection of quality videos of the lessons that
are difficult to explain.
3. E-Books
E-books are an electronic copy of published books. E-books are
present in applications or downloadable materials that can be accessed
using devices like tablets, laptops, mobile phones, etc.
4. Radio
Radios and Televisions are electronic devices that air or broadcast
programs, news, and music. Radios and televisions are used in education as
a venue to air or broadcast educational programs and lesson when the places
are not reachable, they lack teachers, and if the area or country is
experiencing a calamity or emergency as distance learning must be practiced.
5. Educational CDs, DVDs, and Audiotapes
CDs, DVDs, and Audiotapes are digital storage of video or audio
lessons. They contain music, speeches, drama, stories, poetry, pre-recorded
lessons, and others.
6. Mobile Phones and Tablets
Mobile phones and tablets are handheld devices that are very useful in
learning. These devices can be used to access the internet, almost all
applications, even e-books and can be used as a calculator, map, converter,
etc.
7. Interactive Whiteboards/Smart Boards
Smart boards or interactive boards are used by some school in the
world. They are large screen that is mounted on the wall. These boards can
access the internet and can project videos, pictures, and others. These
boards are very promising since it motivates the learners because of its
interactive nature.

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 LESSON 5: DISTANCE LEARNING
Learning Outcomes
At the end of the lesson, you should be able to:

• Describe what distance learning is and identify its advantages and disadvantages.

• Compare and contrast synchronous and asynchronous learning modalities.

• Identify what examples of distance learning platforms are.

Abstraction
Distance learning is also known as remote learning, is a form of education wherein there is
little or no face-to-face learning or what we call residential learning between the students
and their teachers. Distance learning can be done anywhere, usually at home.

• There are a lot of reasons why people choose or practice distance or remote
learning. Here are some of the examples:

• Borderless learning. Students can enroll in programs being offered online by

schools abroad.

• Flexible schedule. Students can choose to enroll in courses that fit their
timetable.

• Learners can save. Because you can learn from your own home, you can save
from transportation fees, allowances, and even books and other resources.

• Self-paced learning. Learners can accomplish their modules/tasks at a

convenient time, pace, and whenever they are ready without being forced.

• Numerous programs and course offerings. There are a lot of programs and
courses being offered by schools for distance learners. They have the same
standards and quality as on-site learning.

• Increase employability. Since most of the schools that offer distance learning
are well-known and provides quality education, earning certificates from the
courses or programs finished by these institutions will give an advantage to
your curriculum vitae and increase your chance to be employed.

• Back up during calamities and emergencies. Due to natural calamities and or

health emergencies, learning institutions resort to distance learning to
continue the education of the students when face-to-face or residential
learning cannot be practiced.

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Disadvantages of Distance Learning

• High chances of distraction. Students most likely to be distracted during

distance learning since most of their homes are not suitable or conducive for
learning. Losing focus and losing track of deadlines is also a big problem since
there are no teachers or students at their side to remind and motivate them.

• Hidden costs. Even if courses and programs offered in distance learning by

schools are much cheaper than residential learning, there are some hidden
costs involved. For example, buying gadgets, installing computers or internet
routers, paying electricity bills, and others.

• Access to technology. Since most of the platforms in distance education

require gadgets and digital tools, some students cannot access them due to
the lack of these said gadgets. Students coming from the low-income sectors
of the community don’t have any access to devices needed for this type of
learning.

• Compromised quality. Since distance education promotes self-paced

learning, the quality of education can be compromised since individual
students cannot exhibit some of the outcomes of the lessons. Some needed
to be collaborative, and some required actual laboratory experience, and
some needed the supervision of the instructors

• Problems on the network. Some areas have limited source of internet

connection or network service. Since some of the activities in distance
learning need to be done online, the difficulty will arise when there is no
sufficient network signal or internet connection.

• Production of materials and resources. Learning institutions must prepare

materials to be used in distance learning. Problems will arise if there is an
emergency or a calamity wherein materials are not developed due to the
nature of unpreparedness on the given situations.
Types of Distance Learning Modes

I. Synchronous Learning –instructor-facilitated learning that requires all the

participants to be virtually present at the same time. Tests and other assessments
are scheduled and timed. Learning using this modality can be conducted using:
a. Virtual classrooms – is an online environment wherein students and
teachers can communicate, interact, view and present lessons and
discussions, and actively engage with the learning resources available while
teaming up or doing the tasks individually all in just one setting.

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 b. Web conferencing – is a service available online wherein teachers and
students can conduct classes, conferences, meetings, training, and other
activities virtually.
c. Educational televisions and radios – These are technologies that air and
broadcast programs, lessons, and other educational stints to the general
public. This is widely used in places that are experiencing calamities and
emergencies such as volcanic eruptions and disease outbreaks.
d. Learning Management Systems (LMSs) – are online software applications
used to deliver course materials, educational training, program development,
and others.

II. Asynchronous Learning – self-directed and self-paced learning mode that does not
require students to be virtually present. Learning using this modality can be
conducted using:
a. Modules – just like this material that you are using, modules are developed to
help learners access education during distance learning without having the
trouble to access the internet and buy gadgets. Modules include comprehensive
lessons and activities that help achieve learning outcomes even if done using
self-paced learning.
b. Web-based courses – are uploaded courses and lessons on the internet. They
can be accessed from the different programs or course offerings of learning
institutions. Some of them are required to pay to be enrolled, while some are free.
c. Video and audiotapes – These materials are pre-recorded copies of instructors
giving discussions and presentations. This is useful to learners who have access
to gadgets but don’t have the freedom of time to join the scheduled meeting or
don’t have any sufficient access to the internet.

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 LESSON 6: RELEVANCE AND APPROPRIATENESS IN THE USE OF TECHNOLOGY IN
TEACHING AND LEARNING
Learning Outcomes
At the end of the lesson, you should be able to:

• Define what is instructional material;

• Discuss the relevance and appropriateness in the use of technology in teaching and
learning.
• Explain the importance of the relevance and appropriateness in using technology in
teaching.
• Evaluate technologies and instructional materials used by teachers in teaching
Abstraction
In teaching, it is vital to consider the relevance and appropriateness of using
technology in teaching and learning. If we employ well-planned instructional strategies with
relevant and appropriate technology and media, we prepare our students for 21st - century
careers (Smaldino et al. 2014). Utilizing appropriate technology in the teaching and learning
process is indispensable for us teachers. What works for one does not necessarily work for
all. We need the right tool for the right job.
When talking about utilizing technology appropriately, we are not only talking about
how to use technology appropriately but also, and we are talking about Instructional
Technology. Instructional Technologies includes the instructional design process, which
provides for analysis, design, development, evaluation, and implementation of instructional
systems and other learning environments (https://uncw.edu/ed/mit/faq.html). It also
includes the proper selection of instructional materials. Instructional material should
constitute the appropriate utilization of technology.
But what is an instructional material? It is a device that aids the teacher in the
teaching-learning process. They do not replace the teacher but aids the teacher. It can be
traditional resources (e.g., textbook, workbooks, etc.), graphic organizers (e.g., graphs,
charts, tables, etc.), teacher-made resources (e.g., handouts, worksheets, etc.), and other
forms of instructional material (e.g., audio, audio-visual, electronic interactive, etc.). Since
instructional material is indispensable for teachers, we need to select carefully.

Things that we need to consider in selecting instructional material based on

appropriateness and feasibility
1. The principle of appropriateness –
• Does it meet the standards (general and specific goals of the subject)?

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 • Is it appropriate to the intended level?
2. The principle of authenticity –
• Is the material accurate?
• Is the material up-to-date?
• Is the information of the material dependable?
3. The principle of cost (economy)
• Can the students afford the cost of the material?
• Does the cost equate the quality of the material?
4. The principle of interest
• Does the material catch the interest of the learners?
• Does the material stimulate students’ curiosity?
• Does the material motivates the students?
• Does the material encourage creativity and imaginative response among
users?
5. The principle of organization and balance
• Is it well organized and balanced?
• Is the purpose clearly stated?
• Is there a logical organization, clarity, and accordance with the principle of
learning

MODULE SUMMARY
The key concepts covered in this lesson are:

• Literacy in the 21st Century is more than just reading and writing. It is about thinking
and understanding. Students should develop a mix of skills with a specific emphasis
on IT skills, knowledge management skills, and critical thinking skills. Successful
teaching takes an integrated approach in 21st-century literacies, helping students
understand how to access, analyze, synthesize, and respond to knowledge.

• Gaining multiple literacies is a must in this fast-changing world. As new knowledge

unfolds, adaptability and innovation is a must. To be well-adjusted requires an in-
depth understanding of essential concepts such as different instructional design
models, which are beneficial to instructors, facilitators, educators, and more.
Instructional design models are systematic processes crafted by seasoned experts
on the field of instructions, which has created a blueprint of an organized and tried
and tested pattern of the transference of content and knowledge to the learners of
the different fields.

• Teaching becomes rewarding when students can demonstrate the skills and
outcomes expected of them. Students learn and enhance their skills with the help of
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 ICT tools in education. Type of learning also affects the experiences of the students
in the classroom. It was presented that we have conventional learning wherein
learning is constricted in the traditional classroom façade, and non-conventional
learning is not constricted and can be practiced anywhere. Materials or tools of the
two types of learning were also identified to help us become equipped as teachers.

• The importance of distance learning was also emphasized together with its
advantages and disadvantages. Distance learning can be done with the help of
available platforms. Some are LMS, web conferencing, web-based lectures, and
others.

• Always remember that in using technology in teaching and learning, it is essential to

consider the relevance and appropriateness.

• Instructional material is a device that aids the teacher in the teaching-learning

process.

• Instructional Technologies includes the instructional design process, which provides

for analysis, design, development, evaluation, and implementation of instructional
systems and other learning environments.

• In selecting instructional material, we need to consider the (1) principle of

appropriateness, (2) principle of authenticity, (3) principle of cost, (4) principle of
interest, and (5) principle of organization and balance.

Reference:
Bilbao, P., Dequilla, M.A.C., Rosana, D., & Boholano, H. (2019). Technology for Teaching and
Learning 1. Lorimar Publishing, Inc., Cubao, Quezon City

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