Technology

for Teaching
and Learning
1
Presented by:
EMELYN B. LIGASAN, PhD
 M O D U L E 3

Non-digital and
Digital Skills and
Tools in Delivering
Technology-Enhanced
Lessons
 INT R O D U C T IO
N
Teaching becomes rewarding when learners get the most from instruction as
manifested in their performance.
An important element in engaging learners is when the strategy used in
delivering the lesson uses an instructional material. When properly and
appropriately used, it can spice up a classroom activity.
These instructional materials may come in varied forms. One group refers to
the conventional and non-digital tools. A classroom will always need a
chalkboard or a writing board that may come in varied forms and shapes.
Bulletin boards, flip charts, dioramas, puppets, terrarium, and the like, will
always find their significance in any classroom. However, nowadays, lessons
can be made more relevant and engaging for learners as digital tools are
integrated. This Module presents both non-digital and digital tools. Explore the
possibilities of learning about these tools and how to effectively integrate them
in instruction.
 LESS O N 1

Development and
Use of Non- Digital
or Conventional
Materials
 LE S S O N
O U T C O M E S
1. Described the proce dure s fo r dev elo ping co nventional
instructional materials

m ate rial base d o n a giv e n topic

2. Developed instructional
and strategy

ct o rs to co nsi de r in re v is ing media

3. Described the fa
e ry system s fo r g iv e n in struction
selections and deli v
EXC I TE
st ru ctio n a l m a te ri a ls to e nhance
The teachers need in
. In st ru ctio n a l m a te ri a ls a re defined
teaching and learning pact
ite m s th a t a re re st e d to im
as print and non-print ss (Effiong
in th e e d u ca ti o n a l p ro ce
information to students
& Igiri, 2015). ro le s in te a ch in g a n d le a rn ing
e several
Instructional materials hav e a nin g ful
: (1) th e y pro m o te m
which include the following n su re b e tt e r re tention,
ffe ct iv e learning; (2 ) th e y e
co m m un ica ti o n an d e
(3 ) th e y h e lp to o ve rc o m e the
s m ak ing le arnin g m o re p ermanent;
thu e ss ib le ; (4) they
g th e in a cc e ss ib le a cc
limited classroom by makin a rn in g ca n be
ce u p o n w h ic h la te le
provide a common experien e sp eci a ll y if students
courag e p a rt ic ip a ti o n
developed; and (5) they en n e t a l., 2 0 0 5; Effiong &
materia ls u se d (B ro w
are allowed to manipulate
Igiri, 2015).
 K 1 : V I E W I N G
TA S
T H E V I D E O
Please watch this video from youtube. This is about the
Low-Cost and Low-Tech Resources for the Classroom

Video link:
https://www.youtube.com/watch?v=XCKQP7zzYjU
 C L IP, A N S WE R
N G T H E V ID E O
T C H I
AFTER WA Q U E S T IO N S :
LL O W IN G
T HE FO

simp le instructio nal mate rials as

1. How do you develop
shown in the video?

at fo llo w s o n th e app ro pri ate

2. Complete the table th fi c topic.
e use d b ase d o n a spe ci
instructional materials to b
 EX P LO R E

Instructional materials are the supplementary

materials, which help the teacher to make his/her
presentation concrete, effective, interesting,
meaningful and inspiring. In any teaching and
learning process, instructional materials play a vital
role as they provide sensory experiences to the
learners.
 EX P LO R E

Instructional materials refers to any preexisting

materials that are being incorporated, as well as
to those that will be specifically developed for
the objectives (Haigler, 2014).
 R S TO C O NS IDER
SE VE R AL F A CTO
SO
THERE ARE AL R U C TIONA L M ATE R IA LS:
ING IN S T
IN DEVELOP

1. Develop a story board and working outline based on the

subject goals and objectives.

2. Identify existing institutional resources including

materials and teachers' capability.

3. The teacher may research off the shelf materials that

have been developed by others to determine if their
approachof
4. Explore the possibility could be useful.
adapting concepts of other
teachers without infringing on anyone's copy protected
design.
5. Modify existing materials based on the objectives of the
lesson.
6. If the instructional materials are effective, you can share
them with other teachers.
7. The teacher developer can also sell her/his materials
available.
 EX P LO R E
Instructional materials are a great help in
stimulating and facilitating the learning of the
learners.

According to Wright (1976:1) as cited in

Cakir (2006) many media and many styles of
visual presentation are useful to the
language learner. All audio- visual materials
have positive contributions to language
learning as long as they are used at the right
time, in the right place.
 EX P LO R E
Instructional materials are a great help in
stimulating and facilitating the learning of the
learners.

In the teaching and

learning process, learners
use their eyes as well as
their ears; but their eyes
are basic in learning.
 1. D I O R A M A

It will make the classroom to be creative and

innovative.

It is a fun way to build an exciting scene in a

small space. Dioramas are small scenes created
of layers of materials, all depicting a similar
concept or theme.
 1. D I O R A M A
They usually display a historical time
period, a nature scene, or a fictional
situation.

In developing diorama, you will:

(1) choose a concept or theme,
(2) research the subject,
(3) make a rough sketch of your ideal
diorama,
(4) make a list of the items you'll need and
gather your supplies, and
(5) select a container or box.
 2 . N AT U R E
TA B L E
This is a table that contains objects and/or
scenes related to the current season, or
upcoming festival or a symbol of an
ecosystem.

Children love to follow the natural changes

that the world offers each month and
classroom decorations reflect these.
 3 . W R I T IN G
BOA R D
A writing board can display information
written with chalk (chalkboard or
blackboard) or special pens (whiteboard).
Although there are usually more effective
methods of transmitting information, the
writing board is still the most commonly
used visual aid.
 3. WR I T I N G
BOBoard:
Suggestion s o
An U
Rsin
Dg t h e Wr it in g

Keep the board clean.

a s t w it h th e b a c k g ro u n d o f
Use chalk or pens that contr a ti o n
c a n s e e th e in fo rm
the board so that students
clearly.

rge enough to be s een from

Make text and drawings la
the back of the room.
 3 . W R I T I N G
BOBoard:
Suggestion s o
An U
Rsin
Dg t h e Wr it in g

w in g s in a d v a nc e (if v er y
Prepare complex dra
ra ns p a r en c y o r 3 5 m m s li d e
co m p lex , a n o v erhe ad t
may be preferable).

p o rt a n t o r u n fa m il ia r w o rds
Underline headings and im
for emphasis.

talk wh ile fac ing th e b o ard.

Do not
 3 . W R I T I N G
B O
Suggestion s o
An U
Rsin
Dg t h e Wr it in g
Board:

s ' v ie w s o f t h e b o ar d ; s t a nd
Do no t b lo c k t he stud e nt
a w ing is c o m p le t e d .
aside when writing or dr

m e fo r stu de n ts to c op y th e
Allow sufficient ti
a tion fro m th e b oa rd .
inform
4. F L I P C H A RT IT IS A LARGE
TABLET OR
on U sin g Fli p c h a r t: PAD OF PAPER,
Suggestions
USUALLY ON A
TRIPOD OR
STAND.
s or m a r ke r s; m a r ke r s w it h
U se w id e -tip p e d p e n
e p r in tin g th a t is d iffi c u lt t o
n a r r ow t ip s p r od uc
r ea d .

loc k le tt e r s t h a t a r e la r g e
Print in b
e a s il y fr o m t h e b a c k of
enough to be read
the room.
 4 . FL I P C H A RT
on U sin g Fli p c h a r t:
Suggestions

n s t o p ro v id e c o n t ra s t; th is
Use d iff e re nt c o lo re d p e
a ll y a t t ra c t iv e a n d e as ie r t o
m a ke s t h e p ag e s v isu
read.

o o n s a n d b ord e rs to im p ro ve
Use headings, boxes, cart
a p p e a ra n c e o f th e p a g e .
the

ate item s o n th e p ag e.
Use bullets (•) to deline
 4. F L I P C H A RT
on U sin g Fli p c h a r t:
Suggestions

a nd a v o id p u t t in g to o m uc h
nt y o f " w h ite s p a c e"
Leave ple r ra ng e d
a g e . (C ro w d e d a n d p o o r ly a
inform a tio n o n o n e p
g a n d d iffi c u lt t o r ea d ).
information is distractin

c e , u s e e v e r y o t h e r p a g e . If
a r e p r e p a r e d in a d v a n
W h en p a g e s d m a ke t e x t
c o lo r s w il l s h o w t h r o u g h a n
every page is u s e d ,
difficult to read.
 4 . FL I P C H A RT
on U sin g Fli p c h a r t:
Suggestions

t o p u t p a g es u p a ro u n d t he
a sk ing t a p e a v a il a b le
H av e m c t iv it ie s.
in g a n d p r o b lem -s o lv in g a
room during b r a in s to r m

u p th e lo w e r p o r t io n o f t h e
p o r ti o n o f t h e p a g e , fo ld
To hide a fo r m a t io n ,
W h e n r e a d y t o r e v e a l t h e in
p ag e a n d t a p e it .
e a n d le t t h e p a g e d r o p .
r e m o v e t h e ta p
 4 . FL I P C H A RT
on U sin g Fli p c h a r t:
Suggestions

t h e fl ip c h a r t wh ile ta lkin g .
Face t h e s tu d en t , n o t
 5 . Z IG Z A G
BO A R D
It is a multi-board series of three or four
rectangular boards. They are joined
together along the sides by hinges so
that they can be easily folded up and
carried. Each board can be of a different
type, for example, a whiteboard, a
chalkboard, a flannel board and so on.
The size of the boards for the zigzag
multi-board depends on what you want
to use them for.
 6. W A L L
DIS P L AY
Displaying items on a classroom wall is a
well-known, tried and tested educational
method. A wall display is a collection of
many different types of items and
materials put up on a wall to make an
interesting and informative display. In a
classroom, the display can consist of the
students' own work.
In development work it can be used to
convey information to the community.
 7. R O P E A N D
P OL E D IS P L A Y
This kind of display board is
This board consists of two
A
Bpoles
parallel, horizontal R D
O tied few solid walls for displaying
invaluable where there are

loosely together with rope.

information. It has no solid
Visual aids such as posters
backing and can be made
can be pinned to the rope.
quickly for teaching, training
and when working with
communities.
7. R O P E A N D
PO LE D IS P L AY
B O A R D
 7. R O P E A N D
POL E D I S P L A Y
GUIDELINES WHEN ityO
1. UnB se R
- UA on D
ly o n e ide a f o r e a ch
DESIGNING
d in clu de a h e a d li n e.
CONVENTIONAL ual aid an
vis
INSTRUCTIONAL
MATERIALS:
la ti on s h ip s sim p le a n d e a s y
p lic ity M a ke id e a s a n d r e
2. Sim w o r d s,
r in g a vis u a l w ith to o m a n y
to r e ca ll. A v oid c lu tt e
a u d ie n ce s h ou ld b e a b le to
numbers, or graphics. The
n ce p t in 1 0 to 1 5 s e c o n d s.
grasp the co
 7. R O P E A N D
POL E D I S P L AY
b ig an d r e a d ab le for a ll
3. Legibility - Make letters
GUIDELINES WHEN
DESIGNING B O A R D
in the audience.
CONVENTIONAL
INSTRUCTIONAL e typ e style a n d a rt style .
m
MATERIALS:
4. Consistency - Use the sa

oid ty p e th a t is to o sma ll to
5. Clarity - Av
read; avoid all caps.

t a nd p ro fe ssio n a l, a n d
6. Quality - Make it nea
remember to proofread.
 2 : i n d i v i d u a l
TA S K g q u es tio n s .
l lo w i n
y
fo
t
t h e
i
er
v
s w
i
A n
act p o r ta n c e o f t h e
1. Discuss the im
ea c h in g - le a rn i n g
following in the t
process.
1.Flipchart
2 . W al l d i sp l ay
d P o l e d i sp l ay
3. Rope an
4. Diorama
5. Pu z z l e b o a rd
 E LO P M E N T O F
TA SK 3 : D E V
L M AT E R IA L S
R U C TI ON A
INST nt educational
d iffere
a l m ate ria ls u s ing
Develop instruction a tin g yo ur p roject.
low is the ru br ic fo r r
theories . Be
EXPER IEN C E
b e r e c e p t iv e o r o p e n
It is n e c e s s a r y t o
t i e s o f t h e u s e o f
to the possibili
t e r i a l s . I n s t r u c t io n a l
in s tr u c ti o n a l m a
n y k i n d s : t e x t b o o k s ,
mater ia l s a re o f m a
c a s s e t t e s , h a n d o u t s ,
au d i o a n d v id e o
a i d s o f v a r io u s k in d s
c h ar t s , te a c h in g
b e u s e d f o r d i ff e r e n t
wh i c h c a n a l l
h e t e a c h e r. C l a s s r o o m
pur p o s e s b y t
a te r i a l s d o n o t m e a n
in s t r u c tio n a l m
r ia ls a v a i la b le i n t h e
on l y t h e m a t e
market.
 u b s t i t u t e f o r
There is no s
x p e ri e n c e i n
hands-on e
s t ru c t i o n a l
creating in
materials.

EXPER IEN C E
 re s u g ge s te d st ep s in
The following a
EXP ER IEN C E ctio n a l m a te ria ls :
developing instru

(2) Use tools to create (3) implement

(1) find existing new instructional preproduction
materials that may be materials that help activities before
adopted or amended plan and carry out the materials are created;
to meet your needs; development process;
 re s u g ge s te d st ep s in
N C E The following a
EXPER IE ctio n a l m a te ria ls :
developing instru

(5) when developing

(4) schedule the content, provide
crafting of the contextualizing
elements
story board; and
(collaboration, role
play, case studies).
TASK 4: VIDEO PRODUCTION
IN THE PROCESS OF
CONSTRUCTING the NON-
DIGITAL TOOLS
Using the 1 1. Design a
22. Document your
project by creating
original group, non-digital video on how you
do the tools designed and
developed your non-
following: digital tools
TASK 4: VIDEO PRODUCTION
IN THE PROCESS OF
CONSTRUCTING the NON-

3
DIGITAL TOOLS
Form a small
4 4. Bring your finished
Upload it in You tube product and submit
group and do and send the link to
the following: your teacher.
it to your teacher.
 A S K 4 : G r o u p
T
This is th e a s s i g n ed n o n - d ig i ta l to o ls

act i
per group
v i t y

Gro up 1 .F l i p c h a r t
Grou p 2 . W a l l d i s p l ay
o p e a n d P o l e d i sp l ay
Gro u p 3 . R
Grou p 4 . D i o r a m a
5 . P u z z l e b o a r d
Group
TASK 4: VIDEO PRODUCTION
IN THE PROCESS OF
CONSTRUCTING the NON-
DIGITAL TOOLS
Instructional materials
comprise a wide variety of
items, handouts, slides,
moving pictures, posters,
models, objects, and many
others. All of these
materials are meant to
enhance the teaching and
learning process.
Thank You