MODULE III

Lesson 1 The Power of Film, Video

and TV in the Classroom

Lesson 2 Teaching with Visual

Symbols

Lesson 3 Maximizing the Use of the

MS PowerPoint and
Chalkboard

Lesson 4 ICT Policies and Safety

Issues in Teaching and
Learning

Lesson 5 Technology Tools in a

Collaborative Classroom
Environment and
Relevance and
Appropriateness in the
Use of Technology in
Teaching and Learning

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MODULE III
TECHNOLOGY FOR TEACHING AND LEARNING I

 INTRODUCTION

Modern technology in educational institutes became more dominant by

improved effective learning, increased engagement of students, and
capturing the interest of the students by tech devices and tools used for
learning purposes.

This module presents information about the film as considered to be a

powerful medium for educating—or indoctrinating—citizens; the use of
symbols in the teaching process, through this the student are easy to
understand the given information; making MS PowerPoint presentation that
can help to improve the learner's focus; brief information on ICT issues and
some examples of ICT collaborative tools.

OBJECTIVES

After studying the module, you should be able to:

1. Understand the use of film, video, and TV in the teaching and learning process.
2. Identify the educational benefits of the use of film, video, and TV in the
classroom.
3. Determine the advantages and disadvantages or limitations of the use of TV.
4. Determine the basic procedures that ought to be followed for the effective use
of technology in teaching and learning.
5. Identify examples of visual symbols.
6. Determine the guidelines to follow when reading charts, graphs, and maps.
7. Determine where visuals are integrated with the instructional process.

 DIRECTIONS/ MODULE ORGANIZER

There are five lessons in this module. Read each lesson carefully then
answer the exercises/activities to find out how much you have benefited from
them. Work on these exercises carefully and submit your output to your
instructor through your Google Classroom account, Messenger, or Facebook.

In case you encounter difficulty, discuss this with your instructor during
the face-to-face meeting. If not contact your instructor through your Google
Classroom account, Messenger, Facebook, or even in Gmail.

Good luck and happy reading!!!

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Lesson 1
 The Power of Film, Video and
TV in the Classroom

“Next to the home and school, I believe television to have a more

profound influence on the human race than any other medium of
communication.” – Edgar Dale

The Film, the Video, and the TV are indeed very powerful. Dale (1969)
says they can:

• Transmit a wide range of audiovisual materials, including still pictures,

films, objects, specimens, and drama.
• Bring models of excellence to the viewer.
• Bring the world of reality to the home and to the classroom through a
“live” broadcast or as mediated through film or videotape.
• Make us see and hear world events as they happen.
• Be the most believable news source.
• Make some programs understandable and appealing to a wide variety
of ages and educational levels.
• Become a great equalizer of educational opportunity because programs
can be presented over the national and regional networks.
• Provide us with sound and sights not easily available even to the viewer
of a real event through long shots, close up, zoom shots,
magnifications, and split screens made possible by the camera.
• Can give the opportunity teachers to view themselves while they teach
for purposes of self-improvement.
• Can be both instructive and enjoyable.

While the film, video, and TV can do so much, they have their own
limitation.

• Television and film are one-way communication devices.

Consequently, they encourage passivity.
• The small screen size puts television at a disadvantage when compared
with the possible size of projected motion pictures.
• Excessive TV viewing works against the development of a child’s ability
to visualize and to be creative and imaginative, skills that are needed
in problem-solving.
• There is much violence on TV.

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Basic Procedure in the Use of TV as a Supplementary Enrichment

1. Prepare the classroom.

2. Pre-viewing Activities.
a) Set goals and expectations.
b) Link the TV lesson with the past lesson and/or with your
student’s experience for integration relevance.
c) Put the film in context.
d) Point out the key points they need to focus on.
3. Viewing

a) Don’t interrupt viewing by inserting cautious announcements

you forget to give during the previewing stage.
b) Just make sure the sights and sounds are clear.

4. Post – Viewing
To make the feel at ease begin by asking the following questions:

• What do you like best in the film?

• What of the part film makes you wonder? Doubt?
• Does the film remind you of something or someone?
• What question are you asking about the film?
• Film, video and TV are powerful instructional tools.
• When they are used appropriately and moderately, they can make the
teaching-learning process more concrete, lively, colorful, and
interactive.
• Misuse and abuse of their use in the classroom and even at home have
far-reaching damaging effects on the development of children’s
imaginative and thinking powers and sensitivity to human life.

The Effects of TV

• We agree that the TV can give a more accurate, livelier, and more
colorful presentation of a difficult topic in physics for instance when
the one who teaches the topic is inexperienced and can only make use
of still pictures in black and white as a visual aid.
• We are aware of the numerous educational benefits of the use of TV.
• The effect of TV depends on how it is used.
• When used in excess, it can also impair the development of children’s
ability to visualize, be creative, and be imaginative. Worse, is when
children get exposed to violence on TV.

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Social psychologist Craig A. Anderson gave this testimony to the US senate

on March 21, 2000:

“The Media violence effect on aggression is bigger than the effect

of exposure to lead on IQ scores in the children, the effect of
calcium intake on bone mass, the effect of homework 0on academic
achievement, or the effect of asbestos exposure on cancer… high
exposure to media violence is a major contributing cause of the high
rate of violence in modern US Society.”

Let us use the TV appropriately and moderately so that we can take

advantage of its advantage and mitigate its disadvantages.

Using Video in the Classroom

Does the video have a place in the classroom?

According to a 1992 study conducted by Synergy Broadcast Systems, “Video

in the classroom is an important tool used to support the four key components
of learning.”

Four Key Components

1. Active Engagement
2. Participation in Groups
3. Frequent Interaction and Feedback
4. Connection to Real-World Experts

Why Use Video in the Classroom?

• We remember 70% to 90% of what we see, hear, and do.

• Using video, creating content, and producing an end result that will
allow students to do all three.

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Technology has changed

• Due to changes in technology, video tools are more accessible than

ever before.
• Students will be using technology throughout the course of their
scholastic career. The sooner they have access, the better.

Ways video helps assist classroom assignments:

• Supports differentiation.
• Stimulates classroom discussion.
• Reinforces readings.
• Provides creative output.
• Allows students to interact with classrooms throughout the world.

Some Recommended Video Tools and Resources

• iMovie

• Sony Vegas

• Animoto

• Gizmoz

• YouTube

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• Jing

Advantages

1. Video can be utilized to illustrate how something works.

2. Video provides information in detail that text and graphics cannot.
3. Video can grab students’ attention.
4. Video can show real-life examples.
5. Video stimulates discussions.
6. Video can appeal to the learning styles of visual learners.
7. Video could enhance problem-based learning.

Using Film in the Classroom

At Film Education, we believe that films are a powerful tool that can help
learners understand and access that world and other worlds.

• Real and imagined

• Parts of our remit is to courage young people to learn by viewing and
to be critical consumers of what they see as an ability and analyze film
is an empowering skill and one that is increasingly important for young
people.
• Film Education’s website and materials offer the teacher a wealth of
resources for incorporating film into an elementary school to high
school.
• Let’s face it, using film – whether watching them or actually making
them – is often a heat motivator for students of all ages.
• There are teachers all over the world who are including YouTube or
film clips in their lessons.

Three (3) tips for using Film in the Classroom

1. You tube is your friend, but Clean tube is better.

2. Keep it short and upbeat, generally, there’s a law of diminishing
returns regarding the length of the film.
3. Use it at the start or the end of the lesson.

Three (3) tips for Making Films in Class

1. Teaching students how to make a film.

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2. Build-in playtime let students muck around with the different titles
and effects.
3. Sometimes, it’s not about quality it’s all about the story.

How can Film help you Teach English?

• Learning from films is motivating and enjoyable.

• Film provides authentic and varied language.
• Film gives a visual context.
• Variety and flexibility.
• Exposes the student to spoken language.
• Useful in teaching vocabulary.
• It contextualizes language through the flow of images, making it more
accessible.
• Film also offers an enlargement of our knowledge of the world and the
cultures that it contains.

How to use Films in Teaching?

1. Find something you like.

2. Choose something you can understand 70-90% (without substitutes or
other help)
3. Don’t use subtitles in your own language.
4. Watch several times.
5. Start with English subtitles, then watch again without subtitles.
6. You don’t have to spend a lot of time ten minutes a day is better than
nothing.

SUMMING UP

Family discussion and conversation can be reduced or eliminated with

by the television being the focus of attention. The film, video and TV are
powerful instructional tools. When they are used appropriately and
moderately, they can make the teaching-learning process more concrete,
lively, colorful and interactive.

Movies are great resource for visual learners because they enable them
to understand concepts without the barriers that hinder learning. Just like
books, movies allow students insight into the lives of different characters,
how their perspective differs and how they handle certain situations.

Film assists the learners' comprehension by enabling them to listen to

language exchanges and see such visual supports as facial expressions and
gestures simultaneously. These visual clues support the verbal message and
provide a focus of attention.

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THINK!
There are three types of TV teaching:
1. Total TV Teaching
2. TV as Complementary Basic Source
3. TV as Supplementary Enrichment

How are they different? Surf the internet. Don’t forget to give proper
citation in retrieving information/s.

APPLICATION

Create a short video blog (vlog). For the content, use the following questions.

1. How do videos help students learn?

2. Why are film videos and TV powerful in the classroom?
3. How do you counteract one disadvantage of TV, film, and video
development of passivity in the classroom?

Send your video blog to your Google Classroom account, Messenger,

Facebook, Gmail, or depending on the instructor’s direction.

ONLINE READING RESOURCES

1. The Power of Film, Video, and TV in the Classroom- Maricris

Taberna (2013)

https://prezi.com/wu0ta2udi6ej/the-power-of-film-video-and-
tv-in-the-classroom/

2. Understanding Point of View in Film and Video- Lewis Mcgregor

(2017)

https://www.premiumbeat.com/blog/understanding-pov-in-
film-and-video/

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Lesson 2
 Teaching with Visual
Symbols

Visual Symbols are no longer realistic reproductions of physical things

for these are highly abstract representations. Examples are charts, graphs,
maps, and diagrams. Visual symbols are just symbolic expressions but have a
big contribution to the teachers as well as to the learners. It makes the lesson
more effective and reliable and it brings novelty to the teaching.

Like a picture, a graph, and all other visual symbols, are worth a
thousand words. The proper use of visual symbols will contribute to optimum
learning.

The collection, preparation, and use of these various visual symbols

depend to a great extent on your own resourcefulness and creativity. They
may be used in different phases of the lesson depending on your purpose. If
you use them skillfully, your classroom may turn into a beehive of busy
students.

These are the different kinds of Visual Symbols

A. Drawings

➢ May not be the real thing but better to have a concrete visual aid than
nothing.
➢ It is good that our drawing correctly represents the real thing.
➢ One of the essential skills that a teacher ought to possess in order to
be understood.
➢ It helps you a lot if you are capable of doing simple freehand sketching.

B. Cartoons
➢ Another useful visual symbol that brings novelty to our teaching.
➢ A first-rate cartoon tells its story metaphorically.
➢ A perfect cartoon needs no caption. The less the artist depends on the
words, the more effective the symbolism.
➢ Symbolism conveys a message.

Source of Cartoons

➢ newspaper
➢ magazines

C. Strip Drawings

➢ Are commonly called comics or comic strips.

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D. Diagrams

➢ It is any line drawing that shows arrangement and relation as parts to

the whole, relative values, origins, and development, chronological
fluctuations, distribution, etc.

Types of a Diagram

Affinity Diagram - used to cluster complex# apparently unrelated data into

natural and meaningful groups.

Tree Diagram - used to chart out, in increasing detail, the various task that
must be accomplished to complete a project or achieve a specific objective

Fishbone Diagram- it is also called

Cause and effect diagram

It is a structured form of brainstorming that graphically shows the relationship

of possible causes and subcases directly related to an identified effect )
problem. It is most commonly used to analyze work-related problems

E. Chart
➢ is a diagrammatic representation of relationships among individuals
within an organization

Time chart - is a tabular time chart that represents data in ordinal sequence.

Tree or Stream chart - depicts development, growth, and change by

beginning with a single course that spreads out many tributaries which then
covers into a single channel.

Flow chart - is a visual way of showing a process from beginning to end. $t is

a means of analyzing a process.

Organizational chart -shows how one part of the organization relates to other
parts of the organization.

Comparison and Contrast chart -used to show similarities and differences

between two things.

F. Graph

Pie graph - recommended for showing parts of the whole.

Bar graph - used in comparing the magnitude of similar items at different

times or seeing the relative size of the part of a whole.

Pictorial graph - makes use of picture symbols

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What is a Visual Teaching?

Visual Thinking Strategies (VTS) is a teaching method that improves

critical thinking skills through teacher-facilitated discussions of visual images.
VTS encourages participation through a group problem-solving process. It uses
art to teach thinking, communication skills, and visual literacy.

Visual learning increases retention by 29-42%. An advantage of visual

learning is that recollection is easier when the learner is exposed to images
in environments different from when the material was first learned. A
disadvantage of visual learning is that the learner experiences difficulty when
only text and speech-based tools are used for instruction.

SUMMING UP

Visual symbols come in many forms, drawing, cartoons, strip drawings,

comic strips, diagrams, maps, charts graphs. "or these visual symbols to be at
your finger trips, you ought to be skilled at making them.

Visual symbols are very important in the teaching process because most
students are visual learners, the teacher should provide some visual
presentation like drawing. Maps charts and graphs through this the student
are easy to understand the given information. Visual learning helps you to
store information for a longer period of time. It is said that videos and images
are directly processed by long-term memory. It helps you to process
information primarily through visuals and improves your learning process.

THINK!
Pictures, slides, hand-outs, videos, mock ups, models, computer
projections and computer presentations are visuals but are they visual
symbols?

APPLICATION

Let 20 students watch each video below. Identify the item which they
answered correctly. After which create a chart and graph of the student’s
responses in presenting your data.

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Kilalanin Mo
LINK: https://youtu.be/tZzSrqTFcu8

Nasa’n Ako
LINK: https://youtu.be/Cg5YABU7yd8

Use a short-size coupon bond. Take a picture or scan your output and
send it to our Google Classroom account, Messenger, Facebook, Gmail or it
depends on the instructor’s direction.

ONLINE READING RESOURCES

1. What Are the Advantages and Disadvantages of Visual Learning?

https://www.reference.com/world-view/advantages-
disadvantages-visual-learning-5ede107612d4e80

2. Teaching with Visual Symbols

http://knowledgelair.blogspot.com/2013/10/teaching-with-
visual-
symbols.html#:~:text=Visual%20symbols%20is%20very%20import
ant,to%20understand%20the%20given%20information%20.

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Lesson 3
 Maximizing the Use of the
MS PowerPoint and
Chalkboard

Almost every classroom has a chalkboard. It may not have computers,

radio, tv, etc. but it will always have a chalkboard. If this is the only means
that teachers can use, it is very essential that it will be used to its maximum
capacity.

Here are some practices which may help in the effective use of chalkboards:
• Write clearly and legibly on the board.
• It helps if you have a hard copy of your chalkboard diagram or outline.
• Don’t crowd your notes on the board.
• Make use of colored chalk to highlight key points.
• Do not turn your back to your class while you write on the chalkboard.
• Start to write from left to right on the chalkboard.
• If you need to have a board work in advance or that needs to be saved
for tomorrow's use, write "Please Save"

James Brown also suggested the following techniques for chalkboards:

• Sharpen your chalk to get a good line quality.
• Stand with your elbow high, and move along as you write.
• Use dots as “aiming points".
• Make all writing or printing between 2 and 4 inches high for legibility.
• When using colored chalk, use soft chalk so that it can be erased easily.

Slide presentation Software such as PowerPoint has become an ingrained

part of many instructional settings, particularly in large classes and in courses
more geared towards information exchange than skill development.
PowerPoint can be a highly effective tool to aid learning, but if not used
carefully, may instead disengage students and actually hinder learning.

Advantages
Potential benefits of using presentation graphics include:
• Increasing visual impact
• Improving audience focus
• Providing annotations and highlights
• Analyzing and synthesizing complexities
• Enriching curriculum with an interdisciplinary approach
• Increasing spontaneity and interactivity
• Increasing wonder

Challenges
Although there are many potential benefits of PowerPoint, there are several
issues that could create problems or disengagement:

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• Teacher-centred: Students often respond better when instructors have

designed sessions for greater classroom interaction, such as the use of
student response clickers, designing PowerPoint to facilitate case
studies or use the slides as a replacement for paper worksheets.
• Lack of feedback: PowerPoint-based lectures tell you nothing about
student learning. Design them to include opportunities for feedback
(not simply asking if there are questions, but more actively quizzing
your students). This often takes the form of listing questions, not
information, on the slides themselves.
• Student inactivity: Slide shows do little to model how students should
interact with the material on their own. Include student activities or
demonstrations to overcome this, either before or after the slideshow
presentation.
• Potentially reductive: PowerPoint was designed to promote simple
persuasive arguments; for critical engagement, not just for exposure
to a ‘point’.
• Presentation graphics should be about learning, not about
presentation.
• PowerPoint presentations should help students organize their notes,
not just ‘be’ the notes. This is a particular risk for students who grow
up accustomed to receiving PowerPoint notes to study from. Some
students may require convincing that notes should be taken beyond
what is already on the slides.

Educational Setting Advantages

In the classroom, PowerPoint's ability to integrate sound, animation,

and video in a slide show can capture the attention of media and video-savvy
students. Text in a PowerPoint is easier to read than notes jotted on a
blackboard. Teachers can have greater flexibility in presenting lessons, which
can be used repeatedly and modified as needed for different classes. During
parents' night, teachers can create PowerPoint presentations to keep parents
up-to-date with student work. Traditional flashcards of the past can be
updated as PowerPoint slides and used for reinforcement. Interactive book
reports created by students help bring their book reports to life.

SUMMING UP

Technology has been widely used. In teaching, most schools use

modern technology in teaching. But it cannot be denied that there are places,
especially in remote and rural areas that are not using much technology
maybe because of a lack of supply or electricity. Nevertheless, they make use
of alternatives in teaching and this is where the chalkboard and MS
PowerPoint are used.

Microsoft PowerPoint is a powerful presentation software that has

changed the way people present ideas and information to an audience. With

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just a few clicks and keystrokes, you can add graphics, text, audio, video and
animation to a slide show. Customized presentations can be saved and
modified as needed and used again as needs arise. If time, quality or
convenience is a factor, PowerPoint has definite advantages over traditional
visual aids.

For more information about creating MS PowerPoint, visit the kink below.

https://support.microsoft.com/en-us/office/basic-tasks-for-creating-a-
powerpoint-presentation-efbbc1cd-c5f1-4264-b48e-c8a7b0334e36

THINK!

How does PowerPoint affect your learning as a student?

How is MS PowerPoint useful for teachers?

APPLICATION

Create an “About Me” slide using MS PowerPoint presentation slide.

Limit your output to 10 slides only then present your output in class or you
may send your output via Google Classroom account, Messenger, Facebook,
or Gmail or depending on the instructor’s direction.

Sample Output:
ABOUT ME
LINK: https://youtu.be/JyWTu2TpxFQ

ONLINE READING RESOURCES

1. THE ADVANTAGES AND DISADVANTAGES OF TEACHING BY USING

MICROSOFT POWERPOINT

https://penalido.wordpress.com/the-advantages-and-
disadvantages-of-teaching-by-using-microsoft-powerpoint/

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2. How can I use PowerPoint more effectively?

https://www.depts.ttu.edu/tlpdc/Resources/Teaching_resour
ces/TLPDC_teaching_resources/using_powerpoint.php

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Lesson 4
 ICT Policies and Safety
Issues in Teaching and
Learning

While the potential and promise of ICT use in education are clear in
many regards, so too are 'perils' related to the disruption of existing
traditional teaching and learning practices, high costs, increased burdens on
teachers, equity, and issues around data privacy and security.

Policies related to technology use change and evolve over time, often
along a somewhat predictable path, and technological innovations often
outpace the ability of policymakers to innovate on related policy issues. Such
policies take different forms and are formulated and proposed by different
institutions in different countries. No matter the country, a lack of rigorous,
relevant evidence typically complicates attempts to draft impactful
ICT/education policies.

As part of the work under the World Bank's Systems Assessment for
Better Education Results (SABER) initiative, the World Bank is attempting to
document national educational technology policies around the world and their
evolution over time.

A related SABER-ICT policy framework has been developed to assist

policymakers as they attempt to analyze and benchmark their own policies
on ICT use in education against international norms and those of comparator
countries around the world, identifying key themes and characteristics, and
drawing on an analysis of related policy documents.

Eight policy themes are commonly identified in educational technology

policies around the world. These relate to (1) vision and planning; (2) ICT
infrastructure; (3) teachers; (4) skills and competencies; (5) learning
resources; (6) EMIS; (7) monitoring and evaluation; and (8) equity, inclusion,
and safety. Four stages of policy development can be identified related to
each of these themes.

It is important to note that this framework only considers policy intent

– not the extent to which policies are implemented in practice, nor what the
impact of such policies may be and that rapid developments and innovations
in the technology sector challenge the abilities of policymakers to offer useful
related policy guidance that is forward-looking. Policymakers may find the
SABER-ICT policy framework useful as a means by which to help benchmark
the current state of related policy development in their country; anticipate
potential future policy directions; and draw inspiration from other countries.

SOURCE: https://www.worldbank.org/en/topic/edutech/brief/ict-
education-policies

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Information and Communications Technology (ICT) can impact student

learning when teachers are digitally literate and understand how to
integrate it into the curriculum.

Schools use a diverse set of ICT tools to communicate, create,

disseminate, store, and manage information. In some contexts, ICT has also
become integral to the teaching-learning interaction, through such
approaches as replacing chalkboards with interactive digital whiteboards,
using students’ own smartphones or other devices for learning during class
time, and the “flipped classroom” model where students watch lectures at
home on the computer and use classroom time for more interactive exercises.

When teachers are digitally literate and trained to use ICT, these
approaches can lead to higher-order thinking skills, provide creative and
individualized options for students to express their understandings, and leave
students better prepared to deal with ongoing technological change in society
and the workplace.

ICT issues planners must consider include: considering the total cost-
benefit equation, supplying and maintaining the requisite infrastructure, and
ensuring investments are matched with teacher support and other policies
aimed at effective ICT use.

Issues and Discussion

Digital culture and digital literacy: Computer technologies and other

aspects of digital culture have changed the ways people live, work, play, and
learn, impacting the construction and distribution of knowledge and power
around the world.

Graduates who are less familiar with digital culture are increasingly at
a disadvantage in the national and global economy. Digital literacy—the skills
of searching for, discerning, and producing information, as well as the critical
use of new media for full participation in society—has thus become an
important consideration for curriculum frameworks.

In many countries, digital literacy is being built through the incorporation of

information and communication technology (ICT) into schools. Some common
educational applications of ICT include:

• One laptop per child: Less expensive laptops have been designed for
use in school on a 1:1 basis with features like lower power
consumption, a low-cost operating system, and special re-programming
and mesh network functions. Despite efforts to reduce costs, however,
providing one laptop per child may be too costly for some developing
countries.

• Tablets: Tablets are small personal computers with a touch screen,

allowing input without a keyboard or mouse. Inexpensive learning

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software (“apps”) can be downloaded onto tablets, making them

versatile tools for learning. The most effective apps develop higher-
order thinking skills and provide creative and individualized options for
students to express their understanding.

• Interactive White Boards or Smart Boards: Interactive whiteboards

allow projected computer images to be displayed, manipulated,
dragged, clicked, or copied. Simultaneously, handwritten notes can be
taken on the board and saved for later use. Interactive whiteboards
are associated with whole-class instruction rather than student-
centered activities. Student engagement is generally higher when ICT
is available for student use throughout the classroom.

• E-readers: E-readers are electronic devices that can hold hundreds of

books in digital form, and they are increasingly utilized in the delivery
of reading material. Students—both skilled readers and reluctant
readers—have had positive responses to the use of e-readers for
independent reading. Features of e-readers that can contribute to
positive use include their portability and long battery life, response to
the text, and the ability to define unknown words.

• Flipped Classrooms: The flipped classroom model, involving lecture

and practice at home via computer-guided instruction and interactive
learning activities in class, can allow for an expanded curriculum.
There is little investigation into the student learning outcomes of
flipped classrooms. Student perceptions about flipped classrooms are
mixed, but generally positive, as they prefer the cooperative learning
activities in class over lectures.

• ICT and Teacher Professional Development

Teachers need specific professional development opportunities in

order to increase their ability to use ICT for formative learning assessments,
individualized instruction, accessing online resources, and fostering student
interaction and collaboration. Such training in ICT should positively impact
teachers’ general attitudes towards ICT in the classroom, but it should also
provide specific guidance on ICT teaching and learning within each discipline.
Without this support, teachers tend to use ICT for skill-based applications,
limiting students’ academic thinking.

To support teachers as they change their teaching, it is also essential

for education managers, supervisors, teacher educators, and decision-makers
to be trained in ICT use.

Ensuring benefits of ICT investments: To ensure the investments

made in ICT benefit students, additional conditions must be met. School
policies need to provide schools with the minimum acceptable infrastructure
for ICT, including stable and affordable internet connectivity and security
measures such as filters and site blockers. Teacher policies need to target

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basic ICT literacy skills, ICT use in pedagogical settings, and discipline-specific
uses.

Successful implementation of ICT requires the integration of ICT into

the curriculum. Finally, digital content needs to be developed in local
languages and reflect the local culture. Ongoing technical, human, and
organizational support on all of these issues is needed to ensure access to and
effective use of ICT.

Resource Constrained Contexts: The total cost of ICT ownership is

considerable: training of teachers and administrators, connectivity, technical
support, and software, amongst others. When bringing ICT into classrooms,
policies should use an incremental pathway, establishing infrastructure and
bringing in sustainable and easily upgradable ICT. Schools in some countries
have begun allowing students to bring their own mobile technology (such as a
laptop, tablet, or smartphone) into a class rather than providing such tools to
all students—an approach called Bring Your Own Device. However, not all
families can afford devices or service plans for their children. Schools must
ensure all students have equitable access to ICT devices for learning.

Inclusiveness Considerations

Digital Divide: The digital divide refers to disparities in digital media and
internet access both within and across countries, as well as the gap between
people with and without the digital literacy and skills to utilize media and the
internet. The digital divide both creates and reinforces socioeconomic
inequalities among the world’s poorest people. Policies need to intentionally
bridge this divide to bring media, internet, and digital literacy to all students,
not just those who are easiest to reach.

Minority language groups: Students whose mother tongue is different from

the official language of instruction are less likely to have computers and
internet connections at home than students from the majority. There is also
less material available to them online in their own language, putting them at
a disadvantage in comparison to their majority peers who gather information,
prepare talks and papers, and communicate more using ICT. Yet ICT tools can
also help improve the skills of minority language students—especially in
learning the official language of instruction—through features such as
automatic speech recognition, the availability of authentic audio-visual
materials, and chat functions.

Students with different styles of learning: ICT can provide diverse options
for taking in and processing information, making sense of ideas, and
expressing learning. Over 87% of students learn best through visual and tactile
modalities, and ICT can help these students ‘experience’ the information
instead of just reading and hearing it.

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Mobile devices can also offer programs (“apps”) that provide extra
support to students with special needs, with features such as simplified
screens and instructions, consistent placement of menus and control features,
graphics combined with text, audio feedback, the ability to set pace and level
of difficulty, appropriate and unambiguous feedback, and easy error
correction.

SUMMING UP

The safe, responsible, and ethical use of ICT is an important part of

teachers' work and students' learning. We need to be able to 'demonstrate an
understanding of the relevant issues and the strategies available to support
the safe, responsible and ethical use of ICT in learning and teaching.

THINK!

What are the safety issues in ICT in the Philippines?

APPLICATION

Answer the following questions.

1. What are the uses of ICT policies in the teaching and learning
environment?
2. What are the ICT policies in teaching and learning?
3. What are ICT standards?

Take picture or scan your output and send to Google Classroom account,
Messenger, Facebook, Gmail or it depend on the instructor’s direction.

ONLINE READING RESOURCES

1. What is ICT Policy?

https://www.igi-global.com/dictionary/ict-policy/13656

2. What are the ICT policies in the Philippines?

https://dict.gov.ph/ict-policy-and-planning/

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Lesson 5

Technology Tools in a Collaborative
Classroom Environment and Relevance and
Appropriateness in the Use of Technology in
Teaching and Learning

K-12 education is moving away from the traditional classroom model

where teachers lecture and students diligently take notes. Rather than sit in
rows, today’s students are more likely to sit in groups of three or four. This
setup lends itself to collaboration and project-based learning, an approach to
teaching in which students solve real-world problems using skills they will
need for the future. These skills include things such as critical thinking,
problem-solving, and communication.

Today’s technology offers so many options for educators and students

that deciding on where to begin can be overwhelming. To get started, think
about one new approach that could be the catalyst for positive change in your
classroom. In looking at your learning environment, what could benefit your
students the most? One area that I immediately thought I could improve upon
was classroom collaboration.

Teachers need to hear from students, and we know that asking questions or
calling on students to discuss a topic can often make them nervous. When
students, or anyone, develop that feeling of “being on the spot”, it can
become more difficult to encourage students to share what they are thinking,
what they are feeling, and what their true opinions are. This is where digital
tools can provide security and opportunities for students to express
themselves. Technology has a true purpose. Students still need to develop the
ability–and confidence–to speak in class, but these tools can help by providing
a comfortable way for students to develop their voices and express
themselves.

Depending on the type of question or discussion format you want your

classroom collaboration to focus on, there are many tools available that can
help.

1. SurveyMonkey is a good way to ask a variety of questions, find out what

students are thinking, use it for a quick formative assessment, and many
other possibilities. I have used it to find out how students prepared for
tests, what areas they need help with, and even for voting for club
officers and planning trips. You have the results quickly and can provide
feedback instantly, to plan your next steps in class. It can be a different
way to find out about your students and their needs.

2. TodaysMeet is a backchannel tool that can be used in or out of class, as

a way for students to contribute to a discussion or ask questions. It can
also be used to provide “office hours” online, for students to ask
questions beyond the school day. There are many possible uses for this
tool, and setting it up is easy.

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3. GoSoapBox is a response tool that can be used to ask a variety of

questions without students having to create accounts. Students simply
need an “event code” provided by the teacher to access the activities
available. GoSoapBox can be used for polls, discussion questions,
quizzes, and more, and provides a fast way to assess students or to
simply learn more about them and their thoughts.

4. Recap is a video response tool, where students can respond to a prompt

and all responses are compiled into a “daily reel” for teachers to view
and provide feedback. Students can respond from anywhere and feel
comfortable in sharing their thoughts using this tool. These are just four
of the many options—sometimes it just takes a bit of research. Asking
the students for new ways to use the tools they have already been using
in class can also be helpful.

Communication through Collaboration

There are many options that promote classroom collaboration and enhance
writing skills and student’s voice.

5. Blogging: Through blogging, teachers can provide support for students

and help them to gain confidence in writing and speaking. We have
used Kidblog to complete many writing tasks and creative writing
assignments.

6. Wikispaces: A Wiki has worked really well in our classes for having
students collaborate on a topic, create a discussion page, and set it up
to inform on a topic, to list just a few examples. We created a wiki on
Spanish art and also created our own travel agency.

7. Padlet: Padlet is a “virtual wall” which promotes collaboration,

communication, creativity, and more because of its versatility.
Students can write a response to a discussion question, add resources
for a collaborative class project, work in small groups, use it for
brainstorming, or connect with other students and classrooms
throughout the world.

Using digital tools in this way is great because the discussions don’t have
to end when the class does. These tools provide ways to get students talking
and sharing their ideas, so that classroom collaboration can even be taken
home.

Creating presentations and telling a story

A few options for having students present information in a visual way with
options for multimedia include the following:

8. Buncee is a web-based tool that can be used for creating presentations,

interactive lessons, and more, with many options for including different
characters, fonts, animations, videos, and more.

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9. Piktochart is a tool for creating infographics, social media flyers,

engaging presentations, and more. Students have created menus, self-
descriptions, movie and tv advertisements, recipe presentations, and
much more.

10. Visme is a “drag and drop” tool that is easy to use for creating
infographics, reports, different presentations, and more. It has a library
full of images, charts, and more, making it easy for users to create
exactly what they need.

What are the benefits of these tools?

Each of these tools promotes more personalized and meaningful

learning for students, along with a healthy dose of classroom collaboration.
These tools can be used to enhance, amplify and facilitate deeper and more
authentic learning. Using technology just for the sake of using it doesn’t make
sense. But using it to help students find their voice, learn what they want to
do, what they can do, and what they need help with, does make sense.

SOURCE: Tools for Encouraging Classroom Collaboration by Rachelle Dene

(2017)

SUMMING UP

Classroom technology drives this type of collaborative learning. A

videoconferencing system might allow students to connect with other children
around the world, exposing them to new cultures and new experiences
without the cost of travel. An interactive display could allow multiple
students to work on solving the same problem at once. Collaborative software
and wireless presentation systems even allow teachers and students to share
content from their mobile devices and display their screens for the class to
see.

THINK!

.
How do you use technology to collaborate?
What is/are other example of a collaboration technology?

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APPLICATION

Create a short video presentation (vlog) on how to use one ICT

collaborative learning tool or app.

Send your video blog to your Google Classroom account, Messenger,

Facebook, Gmail or depending on the instructor’s direction.

ONLINE READING RESOURCES

1. 11 Digital Education Tools For Teachers And Students Ashutosh

- Chauhan (2018)

https://elearningindustry.com/digital-education-tools-
teachers-students

2. The role of technology in collaborative learning- Lucinda Reid

(2017)

https://academytoday.co.uk/Article/the-role-of-technology-
in-collaborative-learning

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 MODULE SUMMARY

In this module III, you have learned about the broad meaning of
educational technology. There are five lessons in this module.

Lesson 1 The Power of Film, Video, and TV in the

Classroom

Lesson 2 Teaching with Visual Symbols

Lesson 3 Maximizing the Use of the MS PowerPoint and

Chalkboard

ICT Policies and Safety Issues in Teaching and

Lesson 4 Learning

Technology Tools in a Collaborative Classroom

Environment and Relevance and
Lesson 5 Appropriateness in the Use of Technology in
Teaching and Learning

Congratulations! You have just studied Module III.

You are now ready to evaluate how much you have benefited from your
reading by answering the summative test. Good Luck!!!

 SUMMATIVE TEST

Your test will be posted on testmoz.com or quizizz.com.

Testmoz is an excellent web tool for auto-graded tests and quizzes.

The strength of this application lies in its simplicity and user-friendliness.
Testmoz supports four types of questions: True/false, multiple choice,
multiple responses, and fill-in-the-blank. Each test has a unique URL that
the teacher can use to edit and save your scores.

Quizizz is a creativity software company used in class, group work,

pre-test reviews, exams, unit tests, and impromptu tests. It allows
students and teachers to be online at the same time.

For the test schedule, please refer to your instructor/professor.

Module III