( Group 3) TTL 2- Module 4 - Producing Learning

Resources using Technology Tools

Technology for Teaching and Learning 2 (Isabela State University)

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 ISABELA STATE UNIVERSITY-
CAM CABAGAN US
P COLLEGE OF EDUCATION

Unit 4:
Producing
Learning
Resources
using
Technology
Tools

Aldea, Laurence U.
Allam, Hanie Jane,
M. Palunday, Lei
Arianne,
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Overview of the Lesson
In this lesson, students will explore the use of various technology
tools to produce effective learning resources. They will be introduced
to a range of tools such as presentation software, content creation
platforms, video editing software, and online collaboration tools. The
lesson will cover the benefits and challenges of using technology in
educational resource production, and students will have hands-on
opportunities to create their own learning materials. By the end of the
lesson, students will be able to identify appropriate technology tools
for different types of learning resources and evaluate the
effectiveness of their creations.

Learning Objectives

By the end of this lesson, the students should be able to:

• identify various technology tools available for
producing learning resources,
• demonstrate the ability to use specific technology tools
to
create learning resources, and
• evaluate the effectiveness of technology-produced
learning resources.

PRE-TEST

1. Which of the following is a popular presentation software used for

creating educational resources?
a) Photoshop
b) Google Slides
c) Visme
d) Powtoon

2. What types of e-portfolio is used to demonstrate learning and the

learning process and is often shared with other students to elicit peer
feedback?
a. Showcase/Professional ePortfolios
b. Learning ePortfolios
c. Assessment/General Education ePortfolios
d. Reflective ePortfolio

3. Which tool is best suited for creating visually appealing

graphics and posters for educational purposes?
a) Microsoft Word
b) Google Docs
c) Canva
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d) Adobe Spark

4. When developing instructional materials for science instruction,

which process is crucial for ensuring that the materials are accessible
to all students, including those with disabilities?
a) Utilizing advanced technical jargon
b) Implementing Universal Design for Learning (UDL) principles
c) Focusing solely on visual elements
d) Prioritizing cost reduction over content quality

5. Which principle suggests to present information and content in

different ways?
a. Provide multiple means of representation
b. Provide multiple means of engagement
c. Provide multiple means of action and expression
d. Provides multiple means of interaction

6. Which tool can be used for real-time collaboration and document

sharing among students and teachers?
a) Adobe Premiere
b) PowerPoint
c) Google Docs
d) Photoshop

7. Which Productivity Software is used when to block distractions to

make it easier for you to stay focused?
a. Springpad
b. Wunderlist
c. RescueTime
d. Virtual Assistant

8. Which principle suggests to present information and content in

different ways?
a. Provide multiple means of representation
b. Provide multiple means of engagement
c. Provide multiple means of action and expression
d. Provides multiple means of interaction

9. Which characteristic of instructional tools is being referred when

students become attentive and participative in the learning process?

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a. Accommodates Differentiated Instruction
b. Promotes Active Learning
c. Enhanced Instructional Effectiveness
d. Motivating

10. For creating interactive and multimedia-rich presentations, which

tool would be most effective?
a) Microsoft Excel
b) Google Slides
c) Adobe Photoshop
d) Sparkpost

Learning Content

A. Human and Non-Human

Learning Resources/Instructional
Materials
Instructional materials are the content or
information conveyed within a course. These include
the lectures, readings, textbooks, multimedia
components, and other resources in a course. These
materials can be used in both
face-to-face and online classrooms; however, some must be modified
or redesigned to be effective for the online environment. The best
instructional materials are aligned with all other elements in the
course, including the learning objectives, assessments, and activities.
Instructional materials (IMs): Instructional materials are defined
as resources that organize and support instruction, such as
textbooks, tasks, and supplementary resources (adapted from
Remillard & Heck, 2014). It refers to the human and non-human
materials and facilities that can be used to ease, encourage, improve
and promote teaching and learning activities. They are whatever
materials used in the process of instruction (IGI global). The great
Soviet encyclopedia defines IMs as educational resources used to
improve students’ knowledge, abilities, and skills, to monitor their
assimilation of information, and to contribute to their overall
development and upbringing.
Why Is It Important?
Instructional materials provide the core information that students will
experience, learn, and apply during a course. They hold the power to
either engage or demotivate students. This is especially true for
online courses, which rely on a thoughtful and complete collection of
instructional materials that students will access, explore, absorb, and
reference as they proceed in a course.
Therefore, such materials must be carefully planned, selected,
organized, refined, and used in a course for the maximum effect. The
planning and selection of instructional materials should take into
consideration both the breadth and depth of content so that student

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learning is optimized.

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Consider these questions as you select instructional materials for
your course:
• Is the scope and coverage appropriate?
• What will learners read/explore?
• What will learners view/hear?
• What could learners experience/create?
• Will you find or create this material?
• Do materials and media support and align with the stated
learning objectives?
• Is there sufficient interactivity and engagement?

Human Learning Resources

• One people who use their skills to produce a good service.
Non- Human Learning Resources
• Instructional resources which include everything from
printed materials, such as
Textbooks, pamphlets, non-book sources etc.

Types of Instructional Materials

Printed and Duplicated Materials
The third type of instructional materials, that of
written descriptions, includes scientific, scholarly,
reference, and methodological teaching aids, as
well as textbooks, books of problems and
exercises, books for recording
scientific observations, laboratory manuals, manuals for production
training, and programmed textbooks.
Non-Projected Display Materials
Type of instructional materials includes such
objects and phenomena as minerals, rocks, raw
materials, semi-finished and finished
manufactured articles, and plant and animal
specimens. Among these materials are reagents
and apparatus for producing chemical and
other reactions and for demonstrating and studying such reactions
during laboratory sessions. Such supplies, instruments, and
equipment are wood, metal, plastic, and glass objects, measuring and
monitoring instruments and equipment, equipment for the
assembling and finishing of various products, and machines and
machine tools.
Still Projected Display Materials
Type of educational materials, that of representations
of actual objects and phenomena, includes three-
dimensional materials (castings, globes, and
experimental models), two-dimensional materials
(charts, pictures,
photographs, maps, diagrams, and drawings), and audiovisual
materials (motion pictures, film clips, filmstrips, slide sequences,
transparencies, records and tape recordings, and radio and television
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broadcasts)

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 Audiovisual materials, including the resources of films, radio, and
television, help acquaint students with the achievements of modern
science, technology, industry, and culture and with phenomena that
are inaccessible to direct observation.

Technological Instructional Media

Are systems, devices, application and apparatus that present
and adapt information during the teaching process in order to
improve the process’ effectiveness.

B. Computer-Based Instructional Tools and

Materials in Science Teaching
Technologies---the application of scientific knowledge to the practical
aims of human life or, as it is sometimes phrased, to the change and
manipulation of the human environment.

A. Science Instructional materials Supported by Teaching

Tools
The following examples of technology tools can be used in Science
Teaching:
1. Instructional Charts
Charts, can be seen on printed materials, but is
presentation can be enhanced and are presented in
3D or
$D form with the aid of technology.
Chart can help Science learners present data in a more
comprehensive form or enable students to read with greater
understanding data and concept.
The following are some of many technology tools that can be
used to develop charts:
a. Microsoft Words—is a graphical word processing
program that users can type with. It is made by the
computer company Microsoft.
Its purpose is to allow users to type and save documents.
b. Microsoft Excel—is a spreadsheet developed by
Microsoft for windows. It features calculation, graphing
tools and etc.
c. Microsoft PowerPoint—is a powerful slide show
presentation program. The program uses slides to convey
information rich in multimedia.
d. iOs, Android, and Windows Phone and iPad Charts Maker Apps

2. Posters
A poster is a temporary promotion of an idea,
product, or event put up in public space for mass
consumption.
Typically, posters include both textual and graphic elements,
although a poster may be either wholly graphical or wholly text.
Posters are designed to be eye-catching and informative.
Through posters students can develop their creativity and help
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 them express their ideas through a pictorial device.
These are free samples of the free poster maker applications available:

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a. Spark Post
https://spark.adobe.com/make/posters/
Adobe Spark is a site of design tools that allows you to make
your own posters, videos and webpages using your computer
or iOS mobile device.
The poster-making tool of this collection of apps is called Spart
Post. This app offers a range of poster templates and layouts
that you can use to create your own custom posters for sharing
on social media and for print.
b. Canva’s Poster Maker
https://www.canva.com/create/posters/
Canva’s poster maker has hundreds of templates
designed by their team of professional designer. Templates
have shortcuts to make great designs: you can have a custom
poster in minutes.
c. Block Posters
https://www.blockposters.com/
Block Poster can let you make your own custom poster for free.
Upload an image, choose your options and then download and
print out your own personalized huge poster.
d. Posterini
https://www.posterini.com/
Posterini poster maker redefines the meaning of design,
combining augmented reality, artificial intelligence and
gamification in a unique way.
e. PosterMyWall
https://www.postermywall.com/
It is a website that features amazing poster templates
and has an easy-to-use custom graphics service.

3. Science Apps
Science Netlinks(AAAS,2020) made a compilation of STEM-
related apps for both the iPad and Android phones.
The applications will enhance the learning of students in the
different field in the sciences.

Here are some examples of this list:

a. GoSkyWatch Planetarium App
http://sciencenetlinks.com/collections/science-apps/
https://gosoftworks.com/apps/goskywatch/
GoSkyWatch Planetarium allows you to identify and locate
stars, planets, constellations, and more by touching the screen
or by pointing it to the sky.
The app has a built-in compass so that you can tell which
direction you are pointing, and because of the core location
services, you can quickly set up your observing position.

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b. Human Body App
http://sciencenetlinks.com/tools/human-body-app/
https://tinybop.com/apps/the-human-body
Anything that a real body does, this app does-it eats, deigests,
smells, hears, pumps blood, get sick, burps, and etc.
c. Periodic Table of the Elements App
http://sciencenetlinks.com/tools/periodic-table-elements-app/
https://play.google.com/store/apps/details?
id=de.merck.pte&feature=search_result#?t=W10.
The Merck Periodic Table of the Elements App offers high
school and university students as well as teachers and
professors the opportunity to learn more about the chemical
elements-from their history to their classifications.
This well-structured, multilingual, and intuitive app makes a
complex subject easy to understand and provides quick access to
necessary information: details for every element, intelligent controls,
numerous selection options, and much more.
d. Earth Primer App
http://sciencenetlinks.com/collections/science-apps/
http://www.earthprimer.com/
This highly interactive and visually appealing science app
helps you discover how Earth works through play.
You can create volcanoes, sculpt mountains, push around
tectonic plates, form glaciers, and control the forces of nature
with your fingertips.
e. Agent Higgs App
http://sciencenetlinks.com/tools/agent-higgs/
https://testtubegames.com/higgs.html
Masked as a puzzle game, Agent Higgs can help you
learn about particle physics in a way you’ve never done
before.
In this game, you are the Higgs boson, a secret agent trying to
escape detection from the scientists by hiding among other
elementary particles.
In order to effectively hide and make your way among the
particles, you have to contend with the various physical
properties and decay patterns of the particles.

4. Slide
Slides and film strips are the foremost visual aids. They are
great value in teaching. Traditionally, slide projectors have
been used for projecting pictures from a transparent slide on a
wall or screen.
These presentation software applications have very good
features that can make the presentation of lessons near to
seeing real objects and subjects.
Some of these are:
a. Microsoft PowerPoint

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 Segundo and Salazar (2011) in their research state that
PowerPoint has become the worlds most widely used
presentation program and is a complete presentation program
that allows teachers to produce professional-looking
presentation in EFL classrooms.
b. PowToon
Semaan and Ismail (2018) stated in their research
that PowToon is a web-based tool that offers a
wide array of
media options, graphics, cartoons, and animated images to
create animated presentations that flow smoothly and
logically. It also features classroom accounts for project- based
learning. PowToon can be used to teach any subject.
In science the use of Powtoon can be maximized especially on
topics that need illustration or animated images. PowToon
paves the way towards teaching higher order thinking skills
like critical thinking, summarizing, and problem-solving which
are basic skills for a successful global citizen in the 21
Century.
c. Google Drive Presentation
Google Drive Presentation is a cloud-based
presentation; hence, it is always available because
you can always access it anytime there is net
connection using your PC, Chrome
Book, Android etc. Since it is part of the Google's Software
Office Suite within the Google Drive, you can also easily share it
with your students in your mathematics or science classes.
d. Slide Rocket
This is a web-based program that will allow you to
create presentations for your mathematics and science
classes.
This software is very similar to other presentation software like
PowerPoint and Prezi. Its notable features are its templates
which can
be used to make presentations more visually
appealing.
e. Prezi
Houska (2013) stated that Prezi is taking hold in
some disciplines and circles. Instructors, professional speakers
and students continue to post presentations created though
Prezi online for public perusal.
These presentations can be an excellent starting point for
tech-savvy instructors looking to reinvigorate their classroom
instruction or present material in a novel, engaging format.
According to Bender and Bull (2012), as cited by Al-Hammouri
(2018), students have positive attitudes towards the use of
Prezi in the teaching of science and its effectiveness to help
them understand different scientific terms and concepts.
However, (Yusny& Kumita, 2016) emphasized that the
development of Prezi presentation in all education material
should carefully adhere to the principles of instruction design
and must not overuse the features as it could also lead to
some negative effect on the learners,
6. Work Sheets and Forms
A worksheet is not only completed on printed materials but
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 these can also be accomplished through the web. By the use
of some word processing software like Microsoft Word, a
teacher can also develop electronic forms.
a. Google Forms

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b. Monkey Survey Form
c. Paper Forms
d. Survey Planet
e. QuickTapSurvey
f. Type Form
g. Cognito Form
h. Ninja Forms
7. Newsletter
A newsletter can be used in mathematics and
science teaching and learning. Preparing a
newsletter will develop the concept formation
of Students as well as their mathematical and
scientific vocabulary building and technical
writing skills through drafting, revising, editing
and publishing.
Through interacting with others in the class,
students will also learn how to work within a
team.
Moreover, the following skills can also be developed:
✓ Receptiveness to the mathematical and scientific language to used
✓ Writing, spelling, grammar, drafting, revising and editing
✓ Imagination, confidence in using technical writing skills
✓ Use of credible references
The following are also important to consider when preparing for a newsletter
(explorer, n,d,)
✓ Accuracy: Ensure the facts are right (including how to spell
names). Always use the five Ws and H (Who, What, When,
Where, Why, How?)
✓ Audience: Who will read the paper? Is your story of interest to them?
✓ Research: Always check facts that you have collected. Use
reference materials if needed.
✓ Images: Don't leave the images to the last minute. Always think
how
the image that can be used with the article can grab the
reader's attention.
✓ Writing: what is the WOW factor of the story?- Start with a good lead.
Remember that you want to grab the reader's attention and
then want to read more.
8. Pamphlets
A pamphlet is a small, unbound booklet
focused on a single Subject, often educational
in nature.
Pamphlets are non-periodical. They are
written for the layman, simply and without
excessive jargon. Authors present text and
images in an organized fashion to
communicate a clear message.
Pamphlets can be folded in a variety of ways, such as in halt, in
thirds, or in fourths (Lucid Press, 2020),
The ample technology tools that you can use to develop your pamphlets
are:
a. Microsoft Publisher
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b. Adobe Spark
C. Lucid Press

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 9. Brochures
A brochure is used to advertise a
company and its products or
services (Lucid Press, 2020).
Some applications that you may use to
develop your brochures
are:
a. Microsoft Publisher
b. Canva
c. Venngage
d. Visme
e. Flipsnack

10. Cartoons
A cartoon is a simple picture of an
amusing situation, sometimes it is a
satirical comment on a serious or topical
issue.
A strip cartoon is a sequence of framed
drawings, which tell a story. Both types are to be found in
newspapers, magazines and leaflets.
In development situations a cartoon is a method of conveying
a specific message. Cartoon pictures enable people to discuss
sensitive issues and so are useful for teaching and training
Cartoon strips can be used to teach sequencing and ordering
to students.
Find, or draw, a cartoon strip with between three and eight
separate frames. Cut out each frame and rearrange them so
that they are in the wrong order. Stick them down in the new
order and make one copy for each group. Ask them to cut each
frame out and put them in the correct order. Before you do
this, show the students an example on the chalkboard of
pictures in the wrong order and ask them to put them in the
correct sequence. The above exercise can also be used in a
workshop or training session, using a topic related to the
subject of the workshop or session. As it encourages
discussion and team decision-making, it can be introduced as
an icebreaker.
The less obvious the order, the more interactive the process
will be as each group may suggest different answers, This
creates an opportunity for each group to explain their answers
and defend their position (Ajoke, 2017), There are cartoon
making software’s that can be paid online but the following are
free cartoon making software that you may use or let your
students use:
a. Animaker
b. Pencil 2D
c. Synfig
d. Inkskape
e. Pixton

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 Journals are records of personal insights and experiences of
students. This can serve also as instructional materials to be
used by teachers to be able to manage the reflections and
insight interactions in the class.
Journal writing is a very good activity that teacher can let the
students do because they have the freedom to write their
thoughts and feelings about the learning experiences.
The following are some examples of free technological applications
that can be used to help students write their journals digitally:
a. Perspective App by Blinky
b. Journey Journal APP
C. Momento Journal App
d. Penzu Journal App
e. Diaro Journal App

12. Bulletins Boards

Digitally, a teacher can develop an online
bulletin board where he or she may post
some mathematics and or science
activities or information that are helpful
for the students'
acquisition of the mathematics or science competencies.
There are applications (Ferlazzo, 2011) that can be used for this
purpose and these are:
a. Wallwisher (now called Padlet)
This was the first online application that let you easily place
virtual post-it notes on a virtual corkboard or bulletin board,
and allow you to post text, images and/or videos on them.
b. Corkboard Me
This is now called NoteApp which is a Wallwisher-like tool. The
site has the ability to embed your virtual bulletin boards. Other
features include real-time collaboration and a chat room for the
people collaborating.
c. Popplet
You can make an online "bulletin-board" with virtual post-its
(called "popplets". And, except for the fact you have to
register to use it, Popplet is just as easy and, in some ways,
easier to use with a lot more functionality.
d. Spaaze
This is Similar to the others on this list. Registration is required.
e. Group Zap
This app joins a long list of online virtual "corkboards.” It has
some nice features, including the ability to convert your board
to a PDF and being able to "drag-and-drop” images and
documents from your files.
f. Realtime Board
This is an online white board that seemed like a decent tool tor
real- time collaboration. It's easy to use, and lets you upload
images from
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 your computer or by its URL address. They offer free "Pro"
accounts to educators.

Activity 1
Direction: Think about computer-based instructional tools you
have
encountered or learned about and consider their applications,
benefits, and challenges in the context of science teaching. Write
your responses in a clear and detailed manner, demonstrating
understanding of the topic.
Questions:
1. Identify a computer-based instructional tool you have used or
learned about. Describe how you would integrate this tool into a
science lesson. What are the potential benefits and challenges of
using this tool in your lesson?

2. Imagine you are teaching a complex science concept, such as

photosynthesis or the laws of motion. How could computer-based
simulations enhance student understanding of this concept?
Provide specific examples and explain why these simulations are
effective.

3. Collaboration and communication are essential in science

education. Discuss how online collaboration tools can be used to
facilitate group projects and peer learning in a science classroom.
What are the advantages and potential drawbacks of relying on
these tools for collaborative learning?

C. Principles and Processes in Developing

Various Types of IMs for Science
Instruction

A. National Disability Authority (2020)

The National Disability Authority cited the following
7 Principles of Universal Design which were
developed by
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Ronald Mace and group in the North Carolina State University.
Principle 1: Equitable Use

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The design is useful and marketable to people with diverse abilities.
Guidelines:
a. Provide the same means of use of all users: identical whenever
possible: equivalent when not.
b. Avoid segregating or stigmatizing any users.
c. Provisions for privacy, security, and, safety should be equally
available to all users.
d. Make the design appealing to all users.

Principles 2: Flexibility in Use

The design accommodates a wide range of individual preferences
and abilities
Guidelines
a. Provide a choice in methods of use
b. Accommodate right- or left-handed access and use.
c. Facilitate the user's accuracy and precision.
d. Provide adaptability to the user's pace,

Principle 3: Simple and Intuitive Use

Use of the design is easy to understand, regardless of the user's
experience, knowledge, language skills, or current concentration
level.
Guidelines:
a. Eliminate unnecessary complexity
b. Be consistent with user expectations and intuition.
c. Accommodate a wide range of literacy and language skills.
d. Arrange information consistent with its importance.
e. Provide effective prompting and feedback during and
after task completion.

Principles 4: Perceptible Information

The design effectively communicates necessary information to
the user, regardless of the ambient conditions or the user's
sensory abilities
Guidelines
a. Use different modes (pictorial, verbal, tactile) for redundant
presentation of essential information.
b. Provide adequate contrast between essential information
and its surroundings.
C. Maximize "legibility" of essential information.
d. Differentiate elements in ways that can be described (1.e., make it
easy to give instructions or directions).

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e. Provide compatibility with a variety of techniques or devices
used by people with sensory limitations.

Principle 5: Tolerance for Error

The design minimizes hazards and the adverse consequences of
accidental or unintended actions.
Guidelines
a. Arrange elements to minimize hazards and errors: most used
elements, most accessible: hazardous elements eliminated,
Isolated, r shielded.
b. Provide warnings of hazards and errors.
c. Provide fail safe features.
d. Discourage unconscious action in tasks that require vigilance.

Principle 6: Low Physical Effort

The design can be used efficiently and comfortable and with a
minimum of fatigue
Guidelines:
a. Allow user to maintain a neutral body position.
b. Use reasonable operating forces.
C. Minimize repetitive actions.
d. Minimize sustained physical effort.

Principles 7: Size and Space for Approach and Use

Appropriate size and space are provided for approach, reach,
manipulation, and use, regardless of user's body size, posture, or
mobility.
Guidelines
a. Provide a clear line of sight to important elements for any
seated or standing user.
b. Make reach to all components comfortable for any seated or
standing user.
C. Accommodate variations in hand and grip size.
d. Provide adequate space for the use of assistive devices or
personal assistance

B. Center for Academic and Faculty Development (2020)

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

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meet diverse learning needs, improve accessibility to learning
opportunities and increase student success.

Principle 1: Provide Multiple Means of Representation

Present information and content in different ways
Principle 2: Provide Multiple Means of Action and
Expression Differentiate the ways that students can express
what they know Principle 3: Provide Multiple Means of
Engagement
Stimulate interest and motivation for learning
The above cited concepts and principles of Universal Design for
Learning are very helpful to rationalize why it is very important for
every teacher to not just pick any instructional tool for the sake of
having one and for the teacher to integrate technologies without
understanding some learning principles.
Teachers must be vigilant, innovative and creative in choosing and
or in developing instructional materials to ensure that the above
cited UDL principles will be put to practices 1s a very important
endeavor to put mathematics and science learning become a lifelong
learning experience for students.

Activity 2 (Essay)
Direction: Discuss the key principles and processes involved
in developing various types of instructional materials, emphasizing
its role in facilitating smooth and effective science instruction.
For Activity 3, please be guided with the rubric accordingly.

Rubrics:
Criteria Exceeds Meets Needs
Expectations Expectations Improvement
(5 pts) (4 pts) (3 pts)
Understandin Demonstrates a Demonstrates a Demonstrates a
g of Key thorough and good limited
Principles insightful understanding of understanding of
understanding of the key the key
the key principles principles
principles involved in involved in
involved in developing developing
developing effective effective
effective instructional instructional
instructional materials and materials and
materials, their role in their role in
including their delivering delivering
role in delivering effective science effective science
effective science instruction instruction.
instruction.
Application of Effectively Applies the key Struggles to
Principles applies the key principles of apply the key
principles of developing principles of
developing effective developing
effective instructional effective
instructional materials to the instructional
materials to the essay, providing materials to the

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 essay, providing some examples essay, with
clear and specific of how these limited
examples of how or unclear
examples of
their
these principles principles can implementation
can be be in science
implemented in implemented instruction.
science in science
instruction. instruction.
Organization The essay is The essay is The essay lacks
and Clarity well- organized, generally well- organization,
with a clear and organized, with a with a disjointed
logical flow of mostly clear and flow of ideas,
ideas, and the logical flow of and the writing
writing is ideas, and the is unclear or
concise and writing is difficult to
easy to relatively clear understand in
understand. and easy to parts.
understand.

Performance Task
Direction: Create an infographics showing the role and
importance of various technological tools, which were discussed in
previous lessons, in delivering effective science instruction. Apply
the Principles and Processes in Developing Various Types of IMs for
Science Instruction under the National Disability Authority and
Center for Academic and Faculty Development.
For this task, please be guided with the rubric accordingly.

Rubrics
Criteria Exemplary Good Fair
(15 pts) (10 (5
pts) pts)
Content All information Some Limited
Accuracy and is accurate and information is accurate and
Relevance directly related accurate and relevant
to the role and relevant, but information.
importance of there are Minimal
technological notable application of
tools in science inaccuracies or the principles
instruction. omissions. and processes.
Clear Basic
application of application of
principles and the principles
processes in and processes.
developing
instructional
materials (IMs)
under the NDA
and CAFD.
Visual Infographic is Infographic is Infographic has
Design and visually somewhat limited visual
Creativity appealing, visually appeal and
well- appealing organization.
organized, and and Basic use of
highly organized. colors,
creative. Moderate graphics, and
Excellent use creativity and layout.
of colors, use of colors,
graphics, and graphics, and
layout to layout.

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 enhance
understanding.
Clarity and Infographic is Infographic is Infographic
Coherence very clear somewhat clear lacks clarity
and coherent, and coherent, and coherence,
with but there are making it
information noticeable difficult to
presented issues in the follow and
logically and logical flow of understand.
easy to information.

understand.

D. Characteristics of Good/Appropriate
IMs and Technology
Simply using technology is not enough to learn scientific skills.
An effective ICT-based instructional material is a well-planned
and a well- designed one. This means that the preparation of
the IMs must be planned very well and it must be ensured that
they are developed to meet the learning objectives of the
science class. Science competencies must be the central
consideration during the planning, in-service training and in the
making of ICT strategic plan, action plans and strategic
intervention materials for science instruction. According to
NCTM (2020), having access to technology is not enough, but
science teachers need to be knowledgeable and skilled in
determining when and how technology can enhance student’s
learning.
The following are the expected characteristics of instructional tools
to be used in the classrooms.
1. Enhances Instructional Effectiveness
The instructional material must be able to facilitate the increase
of students’ achievement in science classes. Through instructional
materials, all students including those with special learning needs and
students at risk will be benefited and will be helped to demonstrate
the intended learning outcomes of their science courses. With the use
of technological tools, students’ progress is monitored and acted upon
by the connected individuals like the teachers, the parents and the
school as a whole.
2. Promotes Active Learning
Instructional materials are expected to help promote active learning.
Through the use of interactive technological tools, learning interest is
stimulated and students’ focus is redirected. By this, students and
teachers will be highly engaged in the learning process. The
International Society for Technology in Education cited by Barron
(2002) gives the following descriptions of a learning environment
that uses interactive technologies.

TRADITIONAL LEARNING NEW LEARNING ENVIRONMENT

ENVIRONMENT
Teacher-centered instruction Student-centered learning
Single-sense simulation Multisensory simulation
Single-path progression Multipath progression
Single media Multimedia
Isolated work Collaborative work

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 Information delivery Information exchange
Passive learning Active, exploratory, inquiry-
based learning
Factual, knowledge-based Critical thinking and
learning informed decision-
making
Reactive response Proactive/planned action
Isolated, artificial context Authentic, real-world content

3. Develops Critical Thinking

The way technological tools and instructional materials are
designed and implemented need to help develop critical thinking
skills among the

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learners. According to Barron et al. (2002), the structure and use of
technology can promote higher-level thinking skills. They further
stated that some technological tools are designed to encourage
problem-solving skills.
4. Accommodates Differentiated Instruction
Students have diverse backgrounds and have diverse intelligences
and learning styles. They express their thought and ideas differently.
Consequently, instructional materials and tools must be of help to
the teacher to facilitate his or her classes with the different profile of
students. There must be an opportunity also by the help of
instructional tools to allow individualized and independent learning
with collaborative and cooperative learning.
5. Motivating
The use of instructional materials is a big help for the teacher
to facilitate the teaching-learning process. With the use of these
materials, it is expected that students become more motivated and
attentive and participative in the learning process. With the ubiquity
and variety of educational tools available to science teachers,
selecting the most appropriate and best format is very critical to
stimulate learner motivation.
6. Multisensory
One of the biggest challenges among teachers is to prepare for
an instructional material that is multisensory. With the advent of
technological tools developed by very good programmers,
multimedia are available that enable teachers to just learn how to
use them to the maximum in the teaching of their lessons.

Activity 3
Direction: Think of certain Instructional Materials (IMs) you
have previously encountered that your teacher utilized in delivering
his/her instruction. Identify key characteristics that make this type of
IM or technology tool effective in supporting science learning and
discuss the advantages of using this type of IM or tool in comparison
to others.

E. Theories, Principles and Concepts of ICT

Systems as they apply to teaching and
learning
Information and Communication Technology (ICT) in
education is the mode of education that use information and
communications technology to support, enhance, and optimize the
delivery of information.
Worldwide research has shown that ICT can lead to an improved
student learning and better teaching methods. A report made by the
National Institute of Multimedia Education in Japan, proved that an
increase in the use of ICT in education with integrating technology to
the curriculum has a significant and positive impact on students’
achievements. The results specifically showed that the students who
are continuously exposed to technology through education has better
‘knowledge’, presentation skills, innovative capabilities, and are
ready to take more efforts into learning.
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Changes in Teaching and Learning Environment

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Shifting the emphasis from teaching to learning can create a more
interactive and engaging learning environment for teachers and
learners. This new environment also involves a change in roles of
both teachers and learners. The role of the teachers will change from
knowledge transmitter to that of facilitator, knowledge navigator and
sometime as co-learner. The new role of teachers demands a new
way of thinking and understanding of the new vision of learning
process. Learners will have more responsibilities of their own learning
as they seek out, find, synthesize, and share their knowledge with
others. ICT provides powerful tools to support the shift from teacher
centered to learner centered paradigm and new roles of teacher,
learner, curricula and new media.
The major shifts have been described in a tabular form below:

Application of Information and Communication

Technology in Education
ICT is being utilized in every part of life. Due to the increasing
importance of the computer, students -the see future citizens
cannot afford to keep themselves aloof from this potential
medium.
Tinio (2002) describes each of the pedagogic aspects in the table
above in terms of implication for ICT use as follows.

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Active learning: - ICT-enhanced learning mobilizes tools for
examination, calculation and analysis of information in order to
provide a platform for student inquiry, analysis and construction of
new information. The learners therefore, learn as they do and,
whenever appropriate work on real-life problems in-depth. Moreover,
ICT makes the learning less abstract and more relevant to their life
situations. In contrast to memorization-based or rote learning, that is
the feature of traditional Pedagogy;ICT-enhanced learning promotes
increased learner engagement. ICT-enhanced learning can also be
‘just-in-time’ learning that the learners choose what to learn when
they need.
Collaborative learning: - ICT-supported learning encourages
interaction and cooperation among students, teachers, and experts
regardless of where they are. Apart from modelling real world
interactions, ICT-supported opportunity to work with students from
different cultures, thereby helping to enhance learners teaming and
communication skills as well as their global awareness. It models
learning done throughout the learner’s lifetime by expanding the
learning pace to include not just peers but also mentors and experts
from different fields.
Creative learning: - ICT-supported learning promotes the
manipulation of existing information and the creation of real-world
products rather than the duplication of received information.
Integrative learning: - ICT-enhanced learning promotes a thematic
integrative approach to teaching and learning. This approach
eliminates the artificial separation between the different disciplines
and between theory and practice, which characterizes the traditional
approach.
Evaluative learning: - ICT-enhanced learning is student-directed
and diagnostic. Unlike static, text or print-based education, ICT-
enhanced learning recognizes the presence of different learning
pathways to explore and discover rather than merely listen and
remember.

Activity 4
Direction: Pick a topic in science and create scenarios showing
how this topic is taught both using traditional pedagogy and
emerging pedagogy for the information society. The scenarios
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should highlight students’ roles as

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passive learner to active learner. Use a table for the comparison of
the two pedagogies.

F. Principles of Universal Design for

Learning Guidelines

• Universal Design for Learning (UDL) is a way of thinking about

teaching and learning that helps give all students an equal
opportunity to succeed. This approach offers flexibility in the ways
students access material, engage with it and show what they know.
UDL addresses the three learning networks within a broadly defined
concept of curriculum that includes goals, materials, methods, and
assessment (Hitchcock et al., 2005). According to the following three
UDL principles, each area of the curriculum should provide multiple,
varied, and flexible options for representation, expression, and
engagement
• The goal of UDL is to use a variety of teaching methods to remove
any barriers to learning and give all students equal opportunities to
succeed. It’s about building in flexibility that can be adjusted for
every student’s strengths and needs. That’s why UDL benefits all
kids.
• This approach to teaching doesn’t specifically target kids who learn
and think differently. But it can be especially helpful for the 1 in 5
kids with these issues — including those who have not been formally
diagnosed. It can also be very helpful for English language learners.
3 main principles of UDL
UDL is a framework for how to develop lesson plans and
assessments that is based on three main principles:
Principle 1: Provide multiple means of representation
(recognition network)
This principle encourages educators to present information in a
variety of formats. The same concept could be presented in text,
through images, through a video, via audio, or through hands-on
activities. Learners may require assistive technologies and devices
that aid learning—such as screen readers, automatic page turners,
voice recognition programs, or closed captioning devices—to access
this content.
Principle 2: Provide multiple means of action and
expression (strategic network)
This principle helps educators provide students with a variety of
ways to demonstrate what they’ve learned. Learners differ in how
they navigate through learning environments and demonstrate what
they know. For example, learners with significant loco motor
disabilities, such as cerebral palsy or muscular dystrophy, and those
who experience language barriers might have different approaches
to learning tasks. They may prefer to express what they know
through written text, visual or oral presentation, or a group project.
Principle 3: Provide multiple means of engagement
(affective network)
This principle encourages educators to use different ways to
motivate learners. Learners vary with regard to how they can be
encouraged to learn. Some of the factors that influence individual
variation in motivation include culture, neurology, personal
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relevance, and prior knowledge. For example,

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learners with dyslexia are generally able to understand concepts
more quickly through experiential learning than through the use of
printed texts. These students might be motivated to learn if the
concepts are taught through activities that use kinesthetic skills,
such as drama or role playing.
The principles of UDL can be applied to a course's overall design as
well as to the specific instructional strategies and materials used
while teaching a course. The principles can be incorporated into
lectures, group work, learning activities, field work, discussion, and
demonstrations to make learning more accessible and more effective
for all learners.
UDL in action
Further examination of what UDL in action looks like requires an
understanding of UDL application steps and a review of the
available supports, such as the UDL Guidelines. Applying UDL
within a classroom or for a caseload of students starts with three
initial steps: define appropriate goals that allow for multiple means
of attainment, assess diverse learner needs, and evaluate barriers
that may exist within the current curriculum.
Defining appropriate goals. In today's high-stakes accountability
systems, standardized goals sometimes include the means for
achieving the standard within the goal itself. For example, a goal that
requires all students to "Identify the elements of fiction (problem,
solution, character, and setting) and analyze how major events lead
from problem to solution" (Massachusetts ELA Curriculum
Frameworks, Standard 12) allows students flexibility in how they will
meet this expectation. Conversely, a goal that requires all students to
"Print with appropriate spacing between words and sentences" has
only one rigid expected outcome because the means for
demonstrating achievement of the standard is embedded in the goal
and restricted to one medium of expression. In establishing student
goals, then, it is important that they are aligned to state standards
yet also defined in a manner that allows students multiple ways to
demon state the goals have been met. (See the UDL Goal Setter
Mentor tool for additional examples and models.)
Assessing diverse learner needs. All learners have strengths,
weaknesses, and preferred areas of interest within the context of
the learning environment. Using a UDL lens, speech-language
pathologists and other educators can identify the strengths, needs,
and interests of individual students across the three learning
networks (i.e., recognition, action and expression, engagement)
and combine them into a UDL class/group profile. Who are these
students? How do they learn best? What strengths, cultural
backgrounds, learning styles, and interests do they bring to the
learning situation?
Evaluating curriculum barriers. Most curricula are designed as if
all students learn in the same way. In reality, the idea of a "typical"
learner is a myth. Likewise, barriers to learning may not be present
within students but rather in the intersection of students and the
curriculum. By analyzing the characteristics outlined in a UDL
class/group profile in light of the flexible methods and materials
offered through a UDL approach, SLPs and other educators can move
beyond identifying individual learning difficulties.

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 G. Creating Teacher Productivity
Materials using Technology Tools

Teachers these days are up to their ears in work that must be

accomplished each day. In addition to time spent in front of students,
teachers spend hours writing lesson plans and learning objectives,
creating and grading tests and assignments, as well as attending
meetings, professional development seminars, and courses for
keeping up with certification. Any tools that can help a teacher
manage time and get tasks done in a timely manner are hugely
beneficial.
Below are some of the best ways for teachers to become more
productive with technology tools.
1. RescueTime
RescueTime is an online time tracking and
management program for any busy person who wants
to get more done
with their time.
When entering grades into online grade books, it is too easy to
flip over to email or Facebook and lose track of time.
RescueTime can block those distractions to make it easier for
you to stay focused. It also runs timers in the background to
track how much time you spend on different applications. You
can check these statistics to see where you are losing time
with unproductive activities.
RescueTime also helps you track your time off of the computer
and sends you alerts to get you refocused on your work tasks.
2. Google Docs
Google Docs, you can streamline the process and save paper.
Google Docs is a free service that allows you to upload
documents, edit
them, and share with others. Your students need not print their
papers to turn in; they can simply upload and share with you. Editing
the papers and inserting your comments is much faster when done
electronically. This allows you to quickly read and grade first, second,
and final drafts of student papers and to give your students instant
access to your comments for revisions.
3. Springpad
Being organized is one of many aspects of a great
teacher. If organization is not your strength, Springpad can help. It
is more than just a high tech to-do list generator. The features on
this organizing tool are numerous and include storage of
documents, to-do lists, notes with images and links, and notebooks
to which you can attach notes, files, and lists. The notebooks you
create on Springpad can be private or shared with other teachers.
4. Virtual Assistant
If you think a second pair of hands could help you be more
productive in your time out of class, you can hire a set. The
International Virtual Assistants Association can help you find a
professional to complete tasks for you remotely. Virtual assistants
are skilled in various ways. You should be able to find one to create
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or polish and edit your Powerpoint slides for lectures, input data into
grading software, and search

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for resources and video clips for the classroom. Your VA should
also be able to help you with research if you are working on an
advanced degree while teaching.
5. Wunderlist
Wunderlist is an easy-to-use and free task manager that can
help teachers and other professionals make and organize lists.
You can
use it on your computer, tablet, and phone at no cost, a great feature
for teachers. Wunderlist is very easy to use and you can take your
lists with you everywhere you go so that you are working smarter,
not harder. If you are co-teaching, you can share related lists with
each other. You can even email tasks to your list. The subject of the
email matches the task to the appropriate list.

I. Applying relevant Technology Tools in

Classroom Activities
Finding creative ways to use technology in the classroom can both
make your life easier as a teacher and boost student excitement
levels and engagement with lessons. From helping with
communication among teachers and students (as well as peer-to-
peer), to organizing curriculum calendars, to enhancing
presentations and lessons with media and visuals, there is no limit
to the ways to use technology in the classroom to create an
enriched learning environment. If you’re looking for ideas of exactly
how to use technology in the classroom to enhance learning, some
examples include:
1. Gamified Learning
Not only were the games incredible, and incredibly engaging
programs for teaching students typing skills, they made using a
computer fun and exciting for me and set the foundation for all other
computer knowledge I’ve gained since. Learning can and should be
fun and using technology for gamified learning in your classroom can
be advantageous to achieving that goal. And while learning software
can be a great teaching tool, gamified learning can also be as simple
as creating a virtual scavenger hunt by coming up with a list of
questions for students to search and find the correct answers for and
adding students to pairs or groups to encourage collaboration and
teamwork!
2. Digital Field Trips
An increasingly popular, useful, and cost-effective tool for teachers
searching for new ways to use technology in the classroom is taking
digital field trips.
Google Street view and other similar apps allow you to virtually
explore parks, forests and even national and international
landmarks from the comfort of your classroom. Virtually experience
the view from the Statue of Liberty or hike through the Grand
Canyon to get students excited to learn about a location or subject
and extend learning beyond the page!
3. Integrate Social Media
Because students already spend so much of their time on social
media, integrating its use into your classroom is among the most
innovative ways to use technology in the classroom by connecting
students to curriculum, classroom resources, and one another.
Create a Facebook group specifically for your class where you post
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discussion topics or develop unique classroom Twitter hashtags
students can use to discuss lessons or ask questions!

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4. Gather Student Feedback
The true test of any classroom structure and/or curriculum is how
well it helps students learn, and getting feedback from students is
vital to assessing this, determining what is and isn’t working, and
addressing problems and confusion as they arise. Use online surveys
and polls to perform daily or weekly check-ins with students to get
their opinions on lessons and address lingering questions or
concerns. Expand on the usage of Twitter hashtags by having
students tweet their feedback and questions with a classroom
hashtag.
#QTNA (questions that need answers!
5. Creating Digital Content
Creating digital content related to the things they are learning is a
great way for students to display their individual creative talents as
well as showcase learning. As with any other project, the process of
creating content is most effective when students are able to
express themselves in ways that highlight and accommodate their
personal strengths and learning/communication styles. Provide
options for students to express themselves through blogs, videos,
podcasts, eBooks, flyers and other digital art, or any other means
they feel most comfortable. Respecting each student’s individuality
and needs for creative expression helps them flourish as learners.
6. Using a Classroom Calendar
Develop a shared online calendar for your classroom through
Google Calendar or a similar program for posting important
updates. Post assignment due dates and classroom events (such as
field trips and guest speakers) in one easily-accessible location for
both teachers and students. Go a step further and share the
calendar with parents to keep them connected and engaged with
their child’s learning.
7. Review and Critique Webpages
While we know you can find almost anything on the internet, we
also know that much of what you may find is not reliable information
from reliable sources. I remember being told frequently by teachers
and professors “Wikipedia is not a reliable source” when doing
research papers, but can’t recall a single instructor who explained
why. Empower your students with the digital literacy to analyze and
discern reliable web pages and sources from unreliable ones by
reviewing them together, developing and communicating standards
for what makes a good source.
8. Video/Multimedia Lessons and Presentations
Bring presentations to life for students by incorporating visual
effects, photos, videos, and music into them. Developing slideshows
and digital presentations, playing music or a video for background
and context while presenting, or by inviting virtual guest speakers
to engage with your class via programs designed for conference
calls (such as: Skype, Google Hangouts, and Facetime) are all fun
and creative ways to boost engagement with lessons while teaching
the benefits of technology and multimedia use.
9. Online Activities for Students Who Finish Work Early
Set up learning stations to encourage and support students
working at their own pace. If a student finishes an assignment
early, rather than being stuck waiting for other students to catch
up or class to end, students can extend and enhance their
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learning by visiting a learning station and watching

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videos, playing learning-based games, or exploring other online
activities related to their learning.

Why Students Benefit From Using Technology in the

Classroom
Integrating technology into classrooms allows for more (and more
effective) communication between students and teachers, as well
as students and peers and parents and teachers, all of which are vital
to students’ academic success. Using technology in your classrooms
also creates space for students to have a voice in their learning.
Students are empowered to take responsibility of their learning
through giving feedback on lessons, participating in projects and
learning activities that respect their individuality and having
opportunities and support to learn and understand how to use
technology creatively, effectively and safely.

J. Electronic Portfolio
An electronic portfolio (e-portfolio) is a purposeful
collection of sample student work, demonstrations, and artifacts
that showcase student's learning progression, achievement, and
evidence of what students can do.
The collection can include essays and papers (text-based), blog,
multimedia (recordings of demonstrations, interviews, presentations,
etc.), and graphic.
An ePortfolio may contain all or some of the following:
• Files of various formats (text, pictures, video, etc.)
• Evidence related to courses taken, programs of study, etc.
• Writing samples (which might include several drafts to
show development and improvement)
• Projects prepared for class or extracurricular activities
• Evidence of creativity and performance
• Evidence of extracurricular or co-curricular activities,
including examples of leadership
• Evaluations, analysis and recommendations
The Birth of ePortfolio
The first use of student-developed portfolios dates back to the
1960s (Ehley, 2006). Before that, portfolios were used by artists and
designers as a means of collecting and displaying their work
(Chatham-Carpenter, Seawel, &Raschig, 2009). Portfolios were very
popular, beginning in the 1960s through the early 1990s, because of
a widespread belief within the liberal education movement that
portfolios provided a means of authentic assessment. According to
F. Leon Paulson and Pearl R. Paulson, pioneers in the use of
portfolios for educators:
A portfolio is a purposeful collection of student work that
exhibits the student's efforts, progress, and achievements in one or
more areas. The collection must include student participation in
selecting contents, the criteria for election, the criteria for judging
merit, and evidence of student self-reflection. (Paulson, Paulson, &
Meyer, 1991, p. 60)

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 Ehley (2006) provided evidence of extensive use of paper-
based portfolios for authentic, reflective, and normative assessments
between the 1960s and 1990s. However, Yancey (2009) asserted
that paper-based

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portfolios were used in a limited manner for summative
assessment in a single course. Paulson et al. (1991) argued that a
portfolio, by definition, featured a student as “a participant in,
rather than the object of, assessment” (p. 63).
The popularity of paper-based portfolios waned in the early
1990s due to national education reform toward standards-based
assessment (Ehley, 2006). Portfolio use surged in the mid-1990s as
programs shifted toward storing documents in electronic format.
ePortfolios became very popular among higher education institutions
as a “tool to enhance learning, conduct assessment, meet standards,
and increase student employability” (Chatham- Carpenter et al.,
2009, p. 438).

Types of ePortfolios
Showcase/Professional ePortfolios — These ePortfolios are
primarily a way to demonstrate (showcase) the highlights of a
student’s academic career. Great examples of showcase
ePortfolios on Clemson’s campus come from Health Sciences,
Architecture and
Learning ePortfolios — These portfolios are typically created by a
student as part of a course as a way to demonstrate learning and
the learning process. These portfolios are often shared with other
students to elicit peer feedback. Learning portfolios support the idea
of formative feedback as an essential part of the learning process.
Assessment/General Education ePortfolios — At Clemson the
use of portfolios played a substantive role in the assessment of our
general education competencies. Using both formative and
summative assessments feedback was provided to colleges,
departments and instructors on the quality of evidence students
used in their portfolios to demonstrate our general education
competencies.
Portfolios as a Learning and Assessment Tool
Student Learning: E-portfolio has been used to facilitate,
document, and archive student learning. It is a learning tool for
students to clarify their educational goals, integrate and solidify
learning through reflection, and showcase achievement to potential
employers. By having students reflect on what they learned, how
they learned it, and how much they learned, they start to take
control of their own learning. As Paulson and Paulson (1991) said,
“portfolio is a laboratory where students construct meaning from
their accumulated experience” (p. 5). As students select their
representative work and reflect on what they learned, they start to
make sense of their educational experiences in various courses and
derive new meaning out of the process (Banta, 2003).
Assessment and accreditation: E-Portfolio can also function as
a tool for faculty to monitor and evaluate program effectiveness.To
collectively examine student achievement for program
improvement, portfolio can be a useful way to organize, sample,
and assess what students gained out of the program. Portfolios
enable faculty to not only observe what students know and can do,
but also learn how students learn through student reflections.

Performance Task:
Direction: Create and customize your own E-Portfolio based on the
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video attached below. Create sections or pages in your e-portfolios
that represent

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different aspects of your learning journey in the previously discussed
topics in this module including the accomplished activities.
https://youtu.be/NqBg1MSG5mg?
si=EZuHqnUUNS9LXIaS For this task, please be
guided with the rubric accordingly. Rubrics:
Criteria Excellent Good Fair
Content E-portfolio E-portfolio E-portfolio
includes includes mostly includes
comprehensive relevant basic
and relevant artifacts and artifacts and
artifacts, reflections, reflections,
reflections, and with some but lacks
descriptions minor depth or
that clearly omissions or relevance in
demonstrate lack of detail. some areas.
learning
experiences
and
achievements.
Organization E-portfolio is E-portfolio is E-portfolio
and Clarity well- generally lacks clear
organized organized, but organization,
with clear may have making it
sections or some sections difficult to
pages that are that are less navigate or
easy to clear or could understand the
navigate. be better arrangement of
Artifacts and structured. artifacts and
reflections reflections.
are logically
arranged.
Visual Appeal E-portfolio is E-portfolio is E-portfolio
and Creativity visually visually lacks visual
appealing with acceptable, appeal or
a cohesive but could creativity,
design, use of benefit from with minimal
appropriate more use of visuals
visuals, and creativity or or creative
creative better elements.
presentation integration of
of artifacts and visuals.
reflections.
Reflective Reflective Reflective Reflective
Component pieces pieces show pieces are basic
demonstrate some insight and provide
deep insight into learning limited insight
into learning experiences, into learning
experiences, but may lack experiences or
clearly depth or clarity connections to
connecting in connecting personal
artifacts to artifacts to growth.
personal personal
growth and growth.
development.

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