ICT Policies and Issues:

MODULE2 Implications to Teaching

and Learning
Module Outtomes
1. Discussed some ICT policies and explained their implications to
teaching and learning
2. Explained some issues that relate to ICT policies
3. ldentified safety concerns on Internet including digital safety rules

Introduction
Globalization is a reality and ICT has become a fundamental part of the
process. A networked society is one in which the entire planet is organized around
telecommunicated networks of computers. The powerful use of network has broken
boundaries, provided opportunities for inclusion and collaboration. However, there
will also be a struggle for those who do not have access or those
who are excluded,
marginalized and powerless. Thus a need to establish policies in the use of ICT is
imperative.
As the Department of Information, Communication and
Technology (DICT)
says: "The future has arrived. Now we have to ensure that. we have a place in it."

Lesson 1: Policies and and Issues on Internet and

Implications to Teaching and Learning
Lesson Outcomes
1. Named examples of ICT Policies which are
applicable to teaching and
learning
2. Discussed some issues that relate to the ICT policy

Technology for Teaching and Leaming 1

 Exite

New technologies have become central to the lives of every individual in this
planet. Whether you are talking on the phone, sending an electronic mail, going to
the bank, using the library, watching news on television, going to the doctor, catching
a flight, or seeing a movie, you are using 1CT. Almost everything that we do in the
moden world is influenced by the new technologies.
Wouldyour life as ateacher be also influenced by the new technologies?
Should we leave our lives to be controlled by technology or should we control
the utilization of technology in our lives? How?

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

Definition of ICT Policy

The Oxford English Dictionary has defined "policy" as a course of action,
adopted and pursued by a govermment, party, ruler, statesman. It is any course of
action adopted as expedient or advantageous. Its operational definition of policy is a
plan of action to guide decisions and achieve outcomes.
Thus, ICT Policies are needed to put a roadmap or course of actions to be
pursued and adopted by various governments, organizations, entities involving ICT.
These include principles and guidelines in the use of ICT which cover three main
areas: telecommunications (telephone), broadcasting (radio and television) and
Internet.

The New ICT Technologies

More recent technological innovations increased the reach and speed of
communications which can be grouped into three categories:
1. Information Technology - includes the use of computers, which has become
indispensable in modern societies to process data and save time and effort.
What are needed will be computer hardware and peripherals, software and
for the user, computer literacy.
2. Telecommunication technologies - include telephones (with fax) and the
broadcasting of radio and television often through satellites. Telephone
system, 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 (VOP) satellite communications and other forms of

Moduie 2-ICT Policies and Issues: Implications to Teaching and Leaming

Lesson 1-ICT Policies and Their Implications to Teaching and Learming
 communications are still in their infancy. In addition to Internet, thi.
category also includes mobile telephone, cable, DSL, satellite and othe
broadband connectivity.
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. Each project has corresponding policy statements and
guidelines.
The ICT for Education (ICT4E) is a program under the DICT that supports
all the efforts of the education sector in incorporating the use of CT as well
n determining and gaining access to the infrastructure (hardware, software
telecommunications facilities and others) which are necessary to use and deploy
learming technologies at all levels of education. Among the policy recommended
programs that have applications to education teaching-learning are:
1. ICT in Education Masterplan for all levels, including a National Roadmap
for Faculty Development in ICT in Education. ANational Framework Plan
for ICTs in Basic Education was developed.
2. Content and application development through the Open Content in
Education Initiative (0CEI) 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 for use by Filipno students, their parents and
teachers. All public high schools will be part of this network with only
DepEd-approved multi-media applications, materials and mirrored internet
sites accessible from school's PCs.
4. Established Community eLearning Centers called eSkwela for out-of-school
youth (0SY) 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 outside of Metro Manila.
6. Digital Media Arts Program which builds digital media skills for
government using Open Source technologies. Particular beneficiary agencies
include the Philippine Information Agency and the other government media
organizations, the Cultural Center of the Philippines, National Commission
for Culture and Arts and other government art agencies, State Universities
and Colleges and local government units.
7. ICT skills strategic plan which develops an inter-agency approach to

3 Technology for Teaching and Leaning 1

 identifying strategic and polhcy and program recommendations to address
ICT skills demand-supply type.
All the seven programs were guided by the roadmap that embeds policy
statements that relate to education specifically in the enhancement of hurman
development for teaching and learning
Some Issues on ICT and Internet Policyand Regulations
Global Issues
Access and Civil Liberties are two sets of issues in ICT Policy which are crucial
to the modern society. The other concern is civil liberties which refer to hurnan rights
and freedom. These include freedom of expression, the right to privacy, the right to
communicate and intellectual property rights.
Access to the Use of Internet and ICT. Access mcans the possibility for everyone
to use the internet and other media. In richer countries, basic access to internet is
almost available to all with faster broadband connections. There are still countries
where access to internet is still a challenge.
Infringement to Civil Liberties or Human Rights. What are specific internet
issues on internet policy that have relationship to civil liberties or human rights? Let's
study the examples that follow.
Issue No. 1: Freedom of Expression and Censorship
Under international human rights conventions, all people are guaranteed the
rights for free expression. However, with the shift from communicating through
letter, newspapers and public meetings to electronic communications and on-line
networking, a need to look into how these new means modifies the understanding of
freedom of expression and censorship.
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 arethe following:
1. Individual rights are given up in order to have access to electronic
networks. Microsoft Network's (MSN's contracts provide protection of
individuals like "uplod, or otherwise make available fles that contain
images, photographs or other materials protected by intellectual property
laws, including but not limiting to copyright or trademark laws, unless
you own or control the rights thereto or have received all necessary
consents to do the same. However Microsoft reserves the rights, in its
sole discretion, to terminate access to any or all MSN sites or services.
2. Censorship restricts the transmission of information by blocking it or
filtering the information. Blocking is preventing access to whole areas of

Moduie 2-ICT Pores and ibsues imgicatons to Teacting and Learmng

Lesson 1-ICT PriCes and Their implications to Teacting and Learmig
 internet based upon the "blacklist" of certain Internet address, location or
email addresses while filtering is sifling the packets of data or messages
as they move acroNs computer networks and climninaling those considered
"undesirable" materials. The selection of sites that are blocked or filtered
has been considered as an issue.

Warning!!!!
When youare surting the web, you may think you are anonymous, but there are various
ways that information about you or your activities can becollected without your consent,"

3. Defamation actions may be used to silence critics. This action deters the
freedom of expression.
Issue No. 2: Privacy and Security
Privacy policies are an issue. Most commercial sites have aprivacy policy. When
someone uses aite and clicks "lagree" button, it is as if you have turned over
private information to any authority that may access it.
There are several types of privacy as shownby the following examples:
I. 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. Respect for privacy
of communications is an essential prerequisite for the maintenance of
human relationship via technological communications media.
3. Information privacy is related to the use of computers and
communications system which are able to hold and process information
about large numbers of people al a high speed. It is important to ensure
that information will only be used for purposes for which it was gathered
and will not be disclosed to others without consent of the individuals.

Issue No. 3: Surveillance and Data Retention

The use of electronic communications has enhanced the development of indirect
surveillance. In the indirect 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 from communication systems.
There is very little that can be done to prevent surveillance. What can be
done is to change the methods of working to make surveillance difficult. This is
called "counter surveillance" or "information security" if it refers to computers and
electronic communication.

30 Technology for Teaching and Loarning 1

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 accumulated e-waste is due to rapid turnover of equipment due to rapid
improvement of software. While material waste can be destroyed by crushing, toxic
material brought about by the different equipment requires utmost management. The
quantities of e-waste are increasing in both developed and developing countries. A
has been
very dismal state is that there is a significant amount of electronic waste that
shipped from industrial countries to developing countries, using less environmentally
responsible procedure.
Remedies include standardization and regulatory measures to increase the
extraction of toxic
life cycle of equipment before they become obsolete. Efficient
equipment vendorS
components and requiring the recycling by both consumers and
are selling must be required.
change, damage
If not controlled then, e-waste will tremendously affect climate
waste.
human lives, and overload the capacity of the earth in carrying solid

Implications to Teaching and Learning

relate to the teaching and
How do the policy guidelines, projects and issues
learning?
both the teachers who are teaching
There are great implications of this lesson to
theses are as follows:
and the learners who are learning.A few of

For the Teachers and Teaching

should teach that relate to ICT, and how
1. Guide the teachers on what they
development comes so rapid and fast, teachers might
to teach it. Sinc ICT
Temperance in its use is a caution that
be overwhelmed by its rapid speed.
should be looked at.
teacher. The tools are support
2. Technology should never replace any human available for use. The
instructional materials for the teachers which are
them. The human touch of
teacher should learn how to appropriately use
Teachers should always be
the teacher is still a vital component in teaching. of the different gadget
reminded that there are always limitations in the use
and tools.
govern the use of technology. Caution
3. There are rules and regulations that teachers, you must be
should be observed to protect individual privacy. As
privacy and security.
aware that the use of technology may jeopardize your

Module 2 - ICT Policies and IsSues: Imolications to Teaching and Learming 31

Leaming
Lesson 1- ICT Policies and Their Implications to Teaching and
 . All the issues and many more shall be part of the teaching content as each
teacher willbe encouraged to use technology in teaching.
For the Learners and Learning

The learners of the 21" 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.
Learners should take advantage of the potential of learning support they can
derive such as the development of higher order thinking skills, the development
of learning communities through collaboration, the enhancement of skills to
manage the vast resources as 21* century leaners and many more.
Both the teachers and leaners should be mindful of the e-waste that are
being thrown away to the land and to the atmosphere. Thus, safety in the use of
technology shall be presented in the next lesson.

(4 Experience
Assume yourself as an investigator who would like to inform your learners and
co-teachers about the current issues on technology use.
With your groupmates, search the web and find out articles or cases about:

A. Freedom of Expression and Censorship

B. Privacy and Security
C. Surveillance and Data Retention
D. e- pollutants from e-waste

Choose only one or two articles or cases that you will work on. Use the
template below to answer. Submit yououtput to your teacher but be ready to share
the same with the whole class.

Technology for Teaching and Learning 1

Title of the Issue: (Choose from A,B,C,D) Ex. Privacy and Security
Title of the Article:
Source:

Author:

Summary Narrative:

What lesson have you learned?

What suggestions can you offer?

exceed 5 members)
Submitted by: Names and Section of the Students (Not to

Module 2- ICT Poices and Issues imolications to Teaching and Leaming 33

Lesson 1 -ICT Policies and Their implications to Teaching and Leanng
 Gi Ezchange
"What I know, you may not know. But what you know, I may not know
either. So let us share what we both know and experience*

Activity: Panel Forum

Subject Matter: Group's Outputs (Four Topics)
Panel Speakers: Four speakers (One speaker for each topic)
A. Freedom of Expression and Censorship
B. Privacy and Security
C. Surveillance and Data Retention
D. e- pollutants from e-waste

(If there are more than one group which chose to join the topic, these groups shall
choose onespeaker torepresent the topic. The rest shall be the crowd to participate in
the forum.)
Procedure:

1. Each speaker after choosing a number, delivers a report on the topic chosen
for 5 to 8 minutes.

2. After allthe 4 speakers have spoken, moderator may ask each speaker a
common question which any one of the four speakers will start answering.
3. After their speakers have answered, the audience on the floor can ask or
clarify their topics.
4. Forum may last for 30 minutes.
5. When the Panel Forum is over, the teacher shall take over and summarize
the contents of the presentation.
6. As atalke home activity, each student shall answer the following tasks.

Technology for Teaching and Learming 1

Take Home Actlvity:
Reflections:

Note: Submit this accomplished task in an A4 Bond paper.

Name Year and Sec.

Date

Activity: Panel Discussion

Topics: Issues on ICT
A. Freedom of Expression and Censorship
B. Privacy and Security
C. Surveillance and Data Retention
D. e-pollutants from e-waste

Task:

In the panel forum, Ias a future teacher,..

1. learned that

2. realized that

3. plan to

Implications to Toachig and Leaming

Module 2 - ICT Policies and lssues: lmplications to Teaching and Leaning
Lesson 1- ICT Policies and Their
 Examine

Let us answer the LET-like items.

Choose the letter of the options in each of the items.
Policy for teaching and learning?
1. What is the importance of an 1CT
where 1CT is utilized.
A. It provides a road map in education lCT
schools so that it will be uniform in
of
B. It censors all the activities
use.
Philippines.
C. It isa requirement of the DICT in the
internet cafes near the school.
D. Itserves as a basis for closing
to the cluster of technologies?
2. Which of the following does NOT belong
A. Telecommunication technology
B. Information technology
C. Networking technology
D. Industrial Technology
of all the following
3. The DICT Policy statements include the creation
programs, EXCEPT
A. eQuality Program C. ICT Pedagogy
B. eSkwela D. iSchool WebBoard

4. Which of the following issues on ICT is directly linked to climate change?

A. Freedom of Expression C. Surveilance
C. e-waste D. Privacy

5. As a teacher, how will you appropriately use technology for teaching and
learning so that your learners will benefit most?
A. Assign them to search in the web all the topics you are teaching.
B. Maximize the use the technology tools as your support in teaching.
C. Ask each student to buy a gadget that they can use.
D. Make your lessons an open source all the time.

Technology for Teaching and Leaming 1

Lesson 2: Safety lssues on the Use of ICTincluding
e-Safety Rules
lesson 0uteomes
I ldent1fied and explained safety issues on the use of ICT
: Listed and arplied e-safety rules in the use of ICT

Excite
how it is used will be vulnerable
Using technology is not a risk by itself. but to the users in school and at
to isks. When improperly used, it will pose danger
are the safety issues that are needed to be addressed by safety policy and
bome What know all of these?
gusdelines? As future teachers, do you need to

Explore
e-Networking
Some Risks in the Use of ICT and
be uncontrollable. Despite the so
Technology is a phenomenon that seems to influence
benefits for teaching and learning, there are also negative effects or
many safeguard
learners. Hence as future teachers you have to be aware of how to
on the
communities where they spend most of their waking hours and
learners in the school opportunities to use digital technologies
facilities that provide
also in their homes or should be the primordial role of parents,
Safeguard and protection
like Intermet Cafes. risks that we have to be aware of in
the use
many
teachers and schools. There are so
include the following:
of digital technologies. These may
Exposure to inappropriate content, including on-line pormography,
1. violence associated with racist language):
extremism (exposure to
Lifestyle websites like self-harms and suicide sites, and hate sites:
2.
receiving sexualBy explicit images or
3. Cyber-bullying in all forms,
messages,
of personal information;
4. Privacy issues including disclosure
spent on-line, internet gaming and
5. Health and well being (amount of time
many more
particularly at an carly age
6. Prolonged exposure to on-line technologies,
7
Addiction togambling and gaming.
Theft and fraud from activities such as phishing:
malware,; and
9 Viruses, Trojans, spyware and other networks via texting and social
10. Social pressure to maintain onl1ne
networking sites
and Learning 37
Modue 2 CT Polces and issues impcabons to Teachng safety Ruies
Use of ICT ncuding E
Lesson 2- Satety issues on he
Minor Miuse of ICT

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

(opying information into assignment and failing to acknowledge the
source (plagiarism and copyright infringement )
Downloading materials not relevant to their studies
Misconduct associated with subject logins, such as using someone else'
password
Leaving a mobile phone turnedon during class period
" Unauthorized taking of pictures or images with mobile phone camera.
still or moving

-Safety
With all of the above concerns and many more, how do we confront all of these
so as to protect our future generation?
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 and new technologies in a
positive way;
e-safety educates children about the risks as well as the benefits so we
can fecl confident online; and
C-safety supports young learners and adults to develop safer online
behaviors, both in and out of school.

Network Management
1. Safety inthe Use of Network inSchools
1.l. Make clear that no one should log on as another user.
1.2. Require allusers to always log off when they have finished working.
1.3. Maintain equipment to ensure health and safety.
14. Provide students with access to content and resources through guided
e-lcarning
1.5. Set up a clear disaster recovery system in place for critical data that
include secure, remote back up of critical data.
L.6. Secure wireless network to appropriate standards suitable for educational
use.

7. Install ll computer cquipment professionally and meet health and safery

standards.
L8. Review the school ICT system regularly with regard to health and safety
and security.

leceaiogy or leacting and Loamrg

 2. Password Policy
2.1 Only authorized users will have individual passwords. Users are not
permittedto disclose their passwords unless they got permission from the
owner or from the management. The equipment that keeps the personal
information shall be locked when unattended to prevent unauthorized
access.
Computers should be set to a time out if they become unused for a
certain period of time.
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 breaktime or at the end of classes
or when needed during the 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

technologies
Schools that plan to dedicate a room where the students can access
for learning should include the following basic safety rules:
and adjusted to the height
1. Provide tiltable tables. These tables can be tilted
of the users.
2. Provide anti-glare screen filters.
3. Provide adjustable chairs.
4. Provide foot support.
5. Make sure lighting is suitable.
cramped.
6. Make sure work stations are not
there are frequent breaks.
7. Plan work at acomputer so that
specifically safety rules that can reduce risk of accidents in the working
More
stations should include:
around the room which people can trip on.
1. No trailing wires across or
overloaded.
2. Electrical sockets should not be
least once a year.
3. Electrical equipment should be safety-tested at
should be adequate space around desk for people to move.
4. There
Bags and obstacles should be
stored out of the way.
5.
placed near machines.
6. Food and drinks should not be
and ventilation should be suitable for the working environment.
7. Heating
available.
8. Fire extinguishersshould be
marked and free from clutter.
9. Fire exits should be clearly

Use of ICT
Teaching and Leaming
Module 2 -ICT Policies and lssues: Implications toincluding E-_afety Rules 39
Lesson 2 - Satety lssues on the
 presented in the
There are more issues, policies and rules. What have been
and
lesson mnay be the minimunn that you should learn. As you cxplore some more
engage in the d1fferent aspects of Technology for Teaching and Learning. you wil
find more details.

(GEperiene
Task 1: Survey of the e-Safety Rules in Schools
Steps:
1. Visit a school where they have e-Safety Rules. Interview the following
persons:
1ICT Manager
1Student
1Teacher
2. Ask the following questions for cach:
2.1. Doyou have an ICT facility in the school? What compose this facility?
2.2.Who are allowed to use the facility?
2.3.What are policy, guidelines and rules in the use of the facilty?
2.4. What are the e-safety rules that need to be followed by any user?
3. Record all the information. Separate the answers of the ICT Manager,
Students and Teachers.
4. What are common in their answers? What are different?
5. Submit your report and share with the class.

Gr Exchange
Let us share our findings.
Activity 1: Sharing Through Power-Point Presentation. Using a power point
presentation in not more than 10 slides, share the result of your survey to the
whole class.

Examine

Task 1- Reflection

1. What have I learned?

2. What Iwant to know more?
3. What will Ido with what I learned?

Technalogy for Teacing and Learming 1

Task 2- Self Check
Choose the correct answer from the options given
1. Afriend would like to ask for your email pas word, hecause your email
address was used for an urgent matter. As a rule in privacy, what action will
youtake?
I Voluntarily give my password to my friend.
I1. Deny the request of my friend even if it is uryent.
III. Open my email by myself and print the email that is addressed to my
friend.
A. I only C. Il only
B. Il only D. I, Iland Il
2. Which of these is aminor infraction in the use of digital facility?
A. Unauthorized taking of pictures or images with mobile phone camera
B. Logging off when finished working
C. Making sure that lighting is adequate
D. Using anti-glare screen filters
3. Which is a risk in the use of ICT, thus a need to establish policies and rules
for e-safety?
I Prolonged exposure to online technologies, particularly at an early age
II Cyberbullying in all forms
III Lifestyle websites like self-harms and suicide sites, and hate sites
A. Ionly C. III only
D. I, II and III
B. II only
4. Which is NOT TRUE about e-safety in the use of digital technology?
A. Restricts the use of digital technology
B. Facilitates better understanding how to use online facilities
C. Protects young learners and adults from the digital risks
D. Helps users to understand the new technology
EXCEPT one,
5. When working inside a computer laboratory, all of the choices
is allowed. Which one is allowed?
A. Foods and drinks should be handy on the computer table.
B. One external electrical outlet should have 5 computers connected.
C. Fire extinguishers should be made available.
D. Computer desks should be near each other to allow sharing of
information.

Moduie 2 -ICTPolicies and lssues imolicaions o Teaching and Leaming

Lesson 2- Safety Issues on the Use of ICT including E-salety Rules
 Non-digital and Digital
MODULE3 Skills and Tools in Delivering
Technology-Enhanced
Lessons
Module Outtomes
1. Integrated media and technology in various content areas
2. Described technology tools that are used in group activities
3. Used technology tools to collaborate and share resources among
communities of practice
4. Reflected on the use of technology and on its relevance and
appropriateness

Introduction
Teaching becomes rewarding when learners get the most from instruction
as manifested in their performance. An important element in engaging learners is
when the strategy used in delivering the lesson uses an instructional material. When
properly and appropriately used, it can spice up a classroom activity.
These instructional materials may come in varied forms. One group refers to the
conventional and non-digital tools. A classroom will always need a chalkboard or a
writing board that may come in varied forms and shapes. Bulletin boards, flip charts,
dioramas, puppets, terrarium, and the like, will always find their significance in any
classroom. However, nowadays, lessons can be made more relevant and engaging
for learners as digital tools are integrated. This Module presents both non-digital
and digital tools. Explore the possibilities of learning about these tools and how to
effectively integrate them in instruction.

Lesson 1: Development and Use of Non-Digital or

Conventional Materials
Lesson 0utcomes

1. Described the procedures for developing conventional instructional

materials
2 Developed instructional material based on a given topic and strategy
3. Described the factors to consider in revising media selections and delivery
systems for given instruction

Technoigy for leawg avd Leaing

 Excite
learning.
The teachers need instructional materials to enhance teaching and to
that are rested
Instructional materials are defined as print and non-print items
(Effiong & Igiri, 2015).
/mpact information to students in the educational process magazines,
Examples of instructional materials are drawings, kits, textbooks, posters,
the like.
flip chart, newspapers, diorama, pictures, recording videos and
which include
Instructional materials have several roles in teaching and learning
and effective learning;
the following: (1) they promote meaningful communicationpermanent; (3) they help
(2) they ensure better retention, thus making learning more
inaccessible accessible; (4) they
to overcome the limited classroom by making the
developed; and (6)
provide a common experience upon which late learning can bemanipulate materials
allowed to
they encourage participation especially if students are
used (Brown et al., 2005; Effiong & Igiri, 2015).

On the web...

Task 1: Viewing the video

Low-Tech
Please watch this video from youtube. This is about the Low-Cost and
Resources for the Classroom

Video link: https://www.youtube.com/watch?v=XCKQP7zzYjU

After watching the video clip, answer the following questions:

1. Howdo you develop simple instructional materials as shown in the video?
2. Complete the table that follows on the appropriate instructional materials
to be used based on a specific topic.

Module 3-Non-digital and Digital Skills and Toois in Delivering Technology Enhanced Lesson
Lesson 1-Development and Use of Non-Digital or Conventional Materials
Learning Area:
lopies Sample Instructlonal Materlals

Explore
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 leaming proçess, 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.
It is important to understand how to develop instructional materials. Instructional
materials refer to any preexisting materials that are being incorporated, as wellas to
those that willbe specifically developed for the objectives (Haigler, 2014). There are
also several factors to consider in developing instructional materials:
1. Develop a story board and working outline based on the subject goals and
objectives.
2. ldentify 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 of adapting concepts of other teachers without
infringing on anyone'scopy 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 herhis materials available.

Tectnaogy tor Teachng and Laaming 1

 Instructional materials are a great help in stimulating and fac1l1tating the learning
of the leaners According to Wnght (1976 I) as cited in Cakir (2006) many media
and many styles of visual presentation are use ful to the language learner All audio
VISual matenals have positive contributions to language learn1ng as long as they are
Used at the nghttime, in the nght place In the teaching and learn1ng process, learners
use their eyes as well as their ears, but their eyes are hasic in learn1ng
1. Diorama

I will make the classroom to be creative and innovative. It is a fun way

to build an exciting SCene in asmall 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 scenc, or a fictional situation. In
developing dioranma, you will: ()choose aconcept or theme, (2) rescarch the
subjet, (3) make a rough sketch of your ideal diorama, (4) make a list of the
items youll need andgather your supplies, and (5) select a container or box.

2. Nature Table
This is a table that contains objects andor scenes related to .the
current season, or upcoming testival or a symbol of an ecosystem.
Children love to follow the natural changes that the world offers each
month and classroom decorations reflect these.

Moduie 3- Non-digtal and Digtal Skills and Tools n Delvenng Technoiogy Enhanced Lesson
Lesson 1-Development and Use af Non-Dgtal or Conventonai Materais
 Seds

3. Writing Board
A writing board can display information written with chalk (chalkboard
or blackboard) or special pens (whiteboard). Although there are usually more
effective methods of transmitting information, the writing board is stillthe most
commonly used visual aid.
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 cBearly.
3. Make text anddrawings large enough to be seen from the 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 students' 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.

A Technology for Teaching and Leaming 1

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 dificult to read.
the
2. Print in block letters that are large enough to be read easily from
back of the room.
pages
3. Use different colored pens to provide contrast; this makes the
visually attractive and easier to read.
appearance of
4. Use headings, boxes, cartoons and borders to improve the
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 dificult to read).
every other page. If every page
7. When pages are prepared in advance, use
text difficult to read.
is used, colors will show through and make
up around the room during
8. Have masking tape available to put pages
brainstorming and problem - solving activities.
To hide a portion of the page, fold up the lower portion of the page and
9. remove the tape and let the
tape it. When ready to reveal the information,
page drop.
while talking.
10. Face the student, not the flipchart

Module 3-Non-digital and Digital Skils and Tools in Delivering Technology Enhanced Lesson
Lesson 1- Development and Use of Non-Digital or Conventional Materials
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 casily folded up
and carried. Each board can be of a different type, for example, a whiteboard,
achalkboard, a flannel board and so on, The size of the boards for the zigzag
multi-board depends on what you want to use them for.

6. Walldisplay
Displaying items on a classroom wall is a well-known, tried and tested
educational method. A wall display is acollection of many different types of
items and materials put up on a wall to make an interesting and informative
display. In a classroom, the display can consist of the students' own work. In
development work it can be used to convey information to the community.

Tecnalogy lor Teaching and Loaming 1

 Work to bee proud of

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
infornation. It has no solid backing and can be made quickly for teaching
training and when working with communities.

relax

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 10to 15 seconds.
3. Legibility - Make 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.
Module 3- Non-digital and Digtal Skills and Tools in Delivering Technology Enhanced Lesson
Lesson 1-Development and Use of Non-Digital or Convernbonal Matenais
 Work to bee proud oF

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.

relax

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 10to 15 seconds.
3. Legibility -Make letters big and readable for all in the audience.
4. Consistency -Use the same type style and art style.
5. Clarity - Avoidtype that is too small to read; avoid all caps.
Moduie 3-Non-diglal and Dgtal Skils and Tools in Deliveng Technology Enhanced Lesson
Lesson 1-Development and Use of Non-Digital or Conventional Matenals