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 Unit 2: ICT Policies and Safety Issues in
Teaching and Learning
REPORTED BY:
EMIE JEAN S. DESABILLE
CHATELYN CATALAN
FLORABELLE FRANCISCO
KELLY NAPALCRUZ
SAIRA SADDALANI

A. ICT National or International Policies that are applicable to Teaching and

Learning
B. Safety Issues in ICT
C. Uses of ICT Policies in the Teaching and Learning Environment

A. ICT National or International Policies that are applicable to Teaching and

Learning
• A National ICT Policy is a policy put into place by governments’ and
stakeholders’ who are committed to the process of bringing digital technology to
all individuals and communities so that they can have access to information.
• This National ICT Policy is the country’s attempt to harmonize, co-ordinate and
integrate all ICT initiatives towards a common set of objectives. For the
successful achievement of the policy objectives. It is imperative that all partners
and stakeholders of the policy pull together in the same direction. This ICT Policy
is just one of the instruments, albeit an increasingly influential one, to improving
the level of development and quality life of all citizens.

Eight Policy themes are commonly identified in Educational Technology Policies around
the world
1. Vision and Planning
2. ICT Infrastructure
3. Teachers
4. Skills and Competencies
5. Learning resources
6. EMIS
7. Monitoring and Evaluation
8. Equity , inclusion, and safety

1. Vision and Planning

 A vision to help guide efforts to introduce and utilize ICTs to support teaching and
learning is important.
 Providing a mechanism for funding
 - When ICTs are typically introduced within education systems, regular,
reliable mechanisms to fund and support technology use over time are not
considered. As costs are better understood, and as access to ICTs gains in
strategic importance over time, financing related to ICTs beyond support for
infrastructure becomes a more regular part of the budgeting process.

2. ICT Infrastructure
 Providing sufficient equipment and networking infrastructure
When it comes to educational technologies, what’s “ sufficient ” is typically a
moving target. As ICT use increases, there is typically more demand for
access to ICT devices and faster and more reliable connectivity. It is often
only over time that the importance of technical support and maintenance
becomes truly apparent, and that related funding and human resource
measures are put into place.

3. Teachers
 Providing ICT related training for teachers
Support for teachers is often deemphasized in the early stages of ICT rollouts
in education, most education systems slowly invest more in related technical
and pedagogical professional development for teachers.
 Identifying a set of related teacher competency standards
Competency standards for teachers are often revised over time to reflect the
new demands placed on teachers as a result of the increased use of ICTs, new
related formal certification schemes may be introduced as well.

4. Skills and Competencies

 Identifying ICT Literacy / Digital competency standards, and offering related
training, support, assessment and certification
one common rationale for investment in ICTs in education systems is to
promote the development of “ ICT Literacy ”. In the early stages, this usually
means an aptitude with basic software application; later, it is about developing
higher order skills associated with more complex “digital literacy ”
( especially related to how ICTs can be used to support student learning) .

5. Learning Resources
 Supporting the development, dissemination and utilization of digital
learning resources
In the early stages of ICT deployments in schools, investment in devices is
often prioritized over investment in the content that will be made available
through the use of such devices. Over time, this changes, and issues related to
the mapping of digital content to specific curricular objectives, intellectual
property, and the creation of digital teaching and learning materials by
students and teachers themselves, gain greater prominence.

6. EMIS ( Education Management Information System )

 Supporting the collection, processing, analysis, and dissemination of education-
related data to relevant stakeholders
Policies around education management information systems are sometimes
included as part of broader ICT/education policies. Where they are, initial policies
are often rather minimal, and focus on the collection of basic enrolment data by a
central body. As ICT use becomes more prevalent across an education systems,
more systematic and holistic views of data collection, processing, analysis, and
dissemination emerge.
7. Monitoring and Evaluation, Assessment, Research and Innovation
 Monitoring ICT use in education and evaluating its impact on teaching and
learning
As countries invest more in ICTs and as these investments become more strategic,
a greater emphasis on monitoring and evaluation typically occurs, evolving from a
simple counting of basic inputs to more sophisticated attempts to assess impact on
learning.
8. Equity, inclusion and safety
 Prioritizing “pro-equity” provisions and approaches related to the use of ICTs in
education
While rhetoric related to closing ‘ digital divides’ may characterize initial
ICT/education policies, little attention is typically given to specific ‘ pro-
equity’ approaches targeting specific marginalized groups. As the nature of
varied impacts on different groups are recognized, and as the easiest to
connect groups are connected, policymakers place greater emphasis on
equity-related issues.

B. Safety Issues in ICT

OBJECTIVES
 Provide information about the common problems in the general working
environment.
 Provide measures that can help to prevent accidents during the use of ICT.

GENERAL WORKING ENVIRONMENT

 The workplace can be dangerous place. Some precautions which can be taken to
reduce the risk of accidents are;
• Ensure there are no trailing wires across or around the room which people could
trip on.
• Electrical sockets should not be overloaded.
• Electrical equipment should be safety tested at least once a year.
• There should be adequate space around desks for people to move.
• Bags and obstacles should be stored out of the way so that people can’t trip over
them.
• Food and drink should not be placed near a machine.
• Heating and ventilation should be suitable for the working environment.
 • Work desks should be strong enough to support computers and equipment.
• Staff should follow the safety regulations.
• Fire extinguishers should be available, including specialist ones to deal with
electrical fires.
• Fire exits should be clearly marked and free from clutter.

EMPLOYER OBLIGATION
• Laws have been passed to ensure that employers provide a safe working
environment for anyone who works with computers. This is called the ‘Health and
Safety at Work Act 1974’.
• The law states that an employer must ;
• Provide tiltable screens.
• Provide anti-glare screen filters.
• Provide adjustable chairs.
• Provide foot support.
• Make sure lighting is suitable.
• Make sure there is sufficient space for people to work.
• Train employees how to use work stations correctly.
• Ensure employees have sufficient breaks.
• Pay for regular eye sight tests for anyone who needs prescription glasses in order
to use the computer.

TRAILING CABLES
Computer equipment is often connected to lots of cables: power, network, etc.
• If these cables are laying on the floor, they can cause people to trip over them.
• Solution : Place cables inside cable ducts, or under the carpet/ flooring

SPLIT DRINKS OR FOOD

• If any liquids are split on electrical equipment, such as a computer, it can result in
damage to the equipment, or an electric shock to the user.
• Solution: Keep drinks and food away from computer.

OVERLOADED POWER SOCKETS

• Plugging too many power cables into a socket can result in the socket being
overloaded, overheating, and a fire starting.
• Solution: Never plug too many cables into a sockets. Always make sure there are
fire extinguishers nearby.

C. Uses of ICT Policies in the Teaching and Learning Environment

VISION
• To equip all learners with the experiences and skills of ICT that they will use in a
rapidly changing technological world.
• Learners in our environment will be confident and independent in their use of ICT
to solve problems across the curriculum.
 AIMS
• At St George’s we aim to meet the requirements of the Foundation Stage
Curriculum and National Curriculum through weekly, timetabled and discrete ICT
skills teaching and through ICT as a cross curricular skill.
• Children, parents, staff, governors and wide community have relevant and
meaningful experiences using ICT.
• Children have a growing awareness of how ICT is used in the world around them
and of the benefits that it provides.
• ICT is used to support problem solving and learning across the curriculum.
• Teachers plan for innovative use of resources.

Curriculum coverage and progression

• Discrete long term planning: using Kent Tools (appendix 1) demonstrates
coverage and progression of the key objectives for ICT through key themes: (a)
Data Handling, (b) Research, (c) Control & Sensing, (d) Modelling & Simulation
and (e) Communication.
• Discrete medium term planning: focus planning for three out of five key themes
ensure coverage, progression; differentiation and learning styles are catered for.
• Short term planning: key objectives and differentiation activity is recorded and
evaluated in class teacher daybooks.
• Opportunities for embedded ICT as a tool to support learning and teaching in all
areas of the curriculum are identified in cross curriculum planning (appendix 2)
and National Curriculum Coverage (appendix 3) and all classes have access to
ICT resources, including the ICT suite on a ‘ sign up ’ basis, to support other areas
of learning.

Learning styles and Learning Environment

• Medium term planning takes account of differentiation and progression.
• All learning styles will be considered and planned for.
• Open and proving questions will be developed to challenge children’s thinking
and learning and are part of medium term and short term/daily planning.
• Stimulating learning environments will be created in the ICT Suite and individual
classrooms.
• Independent learners will have access to a variety of resources and encourage to
reflect on the choices that they have made.
 UNIT 3: Theories & Principles in the use & Design of
Technology Driven Learning Lesson
Reported By: SILVA JOHN RALPH, ANDALES JIMEL, BONGCAYAO SAMUEL,
VILLAMOR ELIZABETH & BAUTISTA, AILEEN

CONE OF EXPERIENCE

Dale’s Cone of Experience is a visual model that is composed of eleven (11) stages
starting from concrete experiences at the bottom of the cone then it becomes more and
more abstract as it reach the peak of the cone. Also, according to Dale, the arrangement
in the cone is not based on its difficulty but rather based on abstraction and on the
number of senses involved. The experiences in each stages can be mixed and are
interrelated that fosters more meaningful learning.

Direct Purposeful Experiences. These are first hand experiences which serve as the
foundation of learning. In this level, more senses are used in order to build up the
knowledge. Also, in this level, the learner learned by doing things by him/herself.
Learning happens through actual hands-on experiences. This level explains and proves
one of the principles in the selection and use of teaching strategies, the more senses that
are involved in learning, the more and the better the learning will be. This level also
proves that educational technology is not limited to the modern gadgets and software that
are commercially available nowadays. This shows that even the simple opportunity that
you give to each child could help them learn.
Contrived Experiences. In this level, representative models and mock-ups of reality are
being used in order to provide an experience that as close as reality. This level is very
practical and it makes learning experience more accessible to the learner. In this stage, it
provides more concrete
experiences, even if not as concrete as direct experiences, that allows visualization that
fosters better understanding of the concept.

Dramatized experiences. In this level, learners can participate in a reconstructed

experiences that could give them better understanding of the event or of a concept.
Through dramatized experiences, learners become more familiar with the concept as they
emerge themselves to the “as-if” situation.

Demonstrations. It is a visualize explanation of important fact, idea, or process through

the use of pictures, drawings, film and other types of media in order to facilitate clear and
effective learning. In this level, things are shown based on how they are done.

Study Trips. This level extends the learning experience through excursions and visits on
the different places that are not available inside the classroom. Through this level, the
learning experience will not be limited to the classroom setting but rather extended in a
more complex environment.

Exhibits. It is a somewhat a combination of some of the first levels in the cone. Actually,
exhibits are combination of several mock ups and models. Most of the time, exhibits are
experiences that is “for your eyes” only but some exhibits includes sensory experiences
which could be related to direct purposeful experiences. In this level, meanings ideas are
presented to the learners in a more abstract manner. This experience allows student to see
the meaning and relevance of things based on the different pictures and representations
presented.

Television and motion pictures and still pictures, recordings, and Radio. I decided to
combine these two stages since it is related to one another. Because of the rapid
development of the modern technology, a lot of people believe that Educational
technology is limited to these stages. They are not aware that these sages are only a small
portion of EdTech. For television and motion pictures, it implies values and messages
through television and films. On the other hand, still pictures, recordings and radio are
visual and auditor4y devices that can be used by a learner/group of learner that could
enhance and extend learning experience

Visual symbolic and Verbal symbolic. These two levels are the most complex and
abstract among all the components of the Cone of Experience. In the visual symbolic
level, charts, maps, graphs, and diagrams are used for abstract representations. On the
other hand, the verbal symbolic level does not involve visual representation or clues to
their meanings. Mostly, the things involved in this level are words, ideas, pricicples,
formula, and the likes.

Reference:
https://teachernoella.weebly.com/dales-cone-of-experience.html

TPACK MODEL
Content Knowledge (CK) – This describes teachers’ own knowledge of the subject
matter. CK may include knowledge of concepts, theories, evidence, and organizational
frameworks within a particular subject matter; it may also include the field’s best
practices and established approaches to communicating this information to students. CK
will also differ according to discipline and grade level – for example, middle-school
science and history classes require less detail and scope than undergraduate or graduate
courses, so their various instructors’ CK may differ, or the CK that each class imparts to
its students will differ.

Pedagogical Knowledge (PK) – This describes teachers’ knowledge of the practices,

processes, and methods regarding teaching and learning. As a generic form of
knowledge, PK encompasses the purposes, values, and aims of education, and may apply
to more specific areas including the understanding of student learning styles, classroom
management skills, lesson planning, and assessments.

Technological Knowledge (TK) – This describes teachers’ knowledge of, and ability to
use, various technologies, technological tools, and associated resources. TK concerns
understanding edtech, considering its possibilities for a specific subject area or
classroom, learning to recognize when it will assist or impede learning, and continually
learning and adapting to new technology offerings.
Pedagogical Content Knowledge (PCK) – This describes teachers’ knowledge regarding
foundational areas of teaching and learning, including curricula development, student
assessment, and reporting results. PCK focuses on promoting learning and on tracing the
links among pedagogy and its supportive practices (curriculum, assessment, etc.), and
much like CK, will also differ according to grade level and subject matter. In all cases,
though, PCK seeks to improve teaching practices by creating stronger connections
between the content and the pedagogy used to communicate it.

Technological Content Knowledge (TCK) – This describes teachers’ understanding of

how technology and content can both influence and push against each other. TCK
involves understanding how the subject matter can be communicated via different edtech
offerings, and considering which specific edtech tools might be best suited for specific
subject matters or classrooms.

Technological Pedagogical Knowledge (TPK) – This describes teachers’ understanding

of how particular technologies can change both the teaching and learning experiences by
introducing new pedagogical affordances and constraints. Another aspect of TPK
concerns understanding how such tools can be deployed alongside pedagogy in ways that
are appropriate to the discipline and the development of the lesson at hand.

Reference: https://educationaltechnology.net/technological-pedagogical-content-
knowledge-tpack-framework/
ASSURE MODEL
ASSURE is an instructional design model that has the goal of producing more effective
teaching and learning. “ASSURE” is an acronym that stands for the various steps in the
model. The following is a breakdown of each step.

A – Analyze Learners

The first step in the process is that the teacher should analyze the attributes of her
learners. There should be a focus on those learner characteristics which are associated
with the learning outcomes desired. The information gathered will help you in the
decisions that you make with respect to the other steps in the process. When you
determine the character of the learners, it will guide you in choosing specific strategies
and resources to aid the learning process.

S – State Standards and Objectives

After the analysis of the learner attributes, the teacher must state standards and objectives
for the learning module. This statement consists of a specification of what the learners
will be able to do as a result of the instruction.

S– Select Strategies, Technology, Media, and Materials

The second “s” in the acronym stands for select strategies, technology, media, and
materials. Given what your learning objectives are, it’s necessary to pick instructional
strategies, technology, and media that will bring about the results that you want.

U – Utilize Technology, Media, and Materials

This step in the ASSURE process concerns making a plan as to how you will utilize the
technology, media, and materials that you have selected. As with all of the instructional
steps, you must make sure that your plans contribute towards producing the objectives
that you have laid down.

R – Require Learner Participation

This step actually belongs within earlier steps. It requires that you make plans to how you
are going to actively engage your students in the material that you are teaching. This
needs to be figured out both at the class level and the individual level.

E – Evaluate and Revise

The final step in the ASSURE process is just as crucial as all of the others. In this step,
you evaluate the impact of your teaching on student learning. This includes an evaluation
of your teaching strategies and the technology, media, and materials that you used.

The ASSURE process is really just a matter of common sense. However, it is good to
follow a regimented guide to improve your teaching technique. Any effective teacher
knows that the perfection of their technique does not come overnight, and there is always
room for improvement. By following the ASSURE process, you will be sure to improve
your teaching for many years to come.

Reference:
https://educationaltechnology.net/assure-instructional-design-model/

View our online presentation;

https://prezi.com/view/UOQJWSjhEVBZS7WwvOXY/
 UNIT 4. ICT in Various Content Areas
Reported by:
Saldavia, Dolly Jane
Lape, Richie
Mohammad, Ahadan
Manoy, Giesibel
Pagente, Russel Jean
Falcasantos, Lizel Joy
Santos, Arnteth
Suson, Christin
Mahilum, Rhosalie
Musa, Al-kisa

A. 21st Century Skills

Digital Literacy Skills
 Media Literacy- is the ability to access, analyze, evaluate and create media in a
variety of forms. Definitions, however, evolve over time and a more robust
definition is now needed to situate media literacy in the context of its importance
for the education of students in a 21st century media culture.
 Information Literacy- includes the ability to identify, find, evaluate, and use of
information effectively. From effective search strategies to evaluation techniques,
students learn how to evaluate the quality, credibility, and validity of websites,
and give proper credit.
 ICT Literacy- learning in digital networks. Learning through digital means,
such as social networking, ICT literacy, technological awareness and simulation.
Each of these elements enables individuals to function in social networks and
contribute to the development of social and intellectual capital.
B. Instructional Design Models
 Gagnes Nine Events- Gagnes nine events of instruction model help trainers,
educators, and instructional designers structure their training session. The model
is a systematic process that helps them develop stratefies and create activities for
instructional classes.
 Bloom’s Revised Taxonomy (RBT)- employs the use of 25 verbs that create
collegial understanding of student behavior and learning outcome. The names of
six major categories were changed from noun to verb forms.

 ADDIE- is an instructional system design framework that many instructional

designers and training developers use to develop courses.
  Merrill’s Principle of Instruction- is an instructional theory based on a broad
review of many instructional models and theories.

C. Technology Enhanced Teaching Lesson Exemplars

Computers
Computers can be used for Internet, word processing, presentations, music development,
educational games and more.
Computer Games
 Allow students to make decisions and see instant results to evaluate their
progress.
 Allow students to interact with material and learn without realizing they are
learning.
Word Processing
 Enstills a greater willingness to write and work because the computer feels less
like work.
 Allows for greater legibility than handwriting.
 Changes how students think about a sentence. Using bold, italics and other
emphasis tools they can creatively enhance a sentence and manipulate it for better
understanding.
Digital Textbooks
 Interactive reading supplemented by games and quizzes get students actively
involved in their reading.
Podcasts
 Students can create audio clips to work out difficult topics and help educate their
peers.
 Teachers can create unique podcasts to share with students on their personal
website.
 Premade podcasts can be downloaded and shared with students to further educate
or tell them the same thing in a different way to maximize learning.
Google Maps
 Teaches geography, your place in the world.
 Street views can help students understand the culture and compare and contrast
their home with a foreign country.

D. ICT and Conventional Learning Materials to enhanced- learning

1. Digital Learning Resources
 Google docs- is a free Web-based application in which documents and spreadsheets
can be created, edited and stored online.
 Survey Monkey-is an online survey generator created to help users create a quality
survey.
 Others-(simulations, models, graphics, animations, quizzes, games, e-books, and e-
notes)
2. Conventional Learning Resources
 Flip Chart- is a collection of large pages which are bound together at the top. The
pages are “flipped” or brought up to the back as they are used.
 Realia- are real-life objects that enable children to make connections to their own
lives as they try to make sense of new concepts and ideas. This strategy brings the
Perspectives central text to life for students by using everyday objects during the real
aloud.
 Others- (blackboard & chalks, textbooks, pictures or posters, maps and globes,
flashcards/worksheets)

E. Distance Learning
 Distance learning, also known as correspondence education or home study, is a
form of education where there is little or no face-to-face interaction between
students and their instructors.
SOME OTHER FEATURES OF DISTANCE
LEARNING INCLUDES THE FOLLOWING:
 Study material is delivered to students via post, courier, email, or the internet.
  Assessments are carried out by means of written assignments, exams, and/or
portfolios of evidence.
 Academic support is provided to students through various channels, including
telephone, post, email, and instant messaging programs.
WHAT ARE THE ADVANTAGES AND DISADVANTAGES OF DISTANCE
LEARNING?
ADVANTAGES OF DISTANCE LEARNING
1) It gives students greater access to education.
2) It is more affordable.
3) It gives students the option to work and study at the same time.
4) It allows students to study at their own pace.
5) It allows students to choose from a wider variety of courses.
6) It helps students to develop valuable skills.
7) It presents students with fewer distractions.
DISADVANTAGES OF DISTANCE LEARNING
1) There is no face-to-face contact with teachers or lecturers.
2) There is often minimal interaction with other students.
3) It requires high levels of self-discipline.
F. Technology Tools in a Collaborative Classroom Environment
 Google Apps for Education- the Google apps enable students and teachers to
collaborate more effectively on papers, spreadsheets, and presentation. Another
great feature of Google apps is that the automatically save your work, so students
work will never be lost.
 Kahoot- is a game-based classroom response system that gives educators an
engaging way to test the knowledge of their students and kahoot can be used to
boost collaboration through encouraging students to be leaders and quiz-makers.
 Flip Grid- video discussion community for your classroom that uses student
voice to promote collaboration, discussion, and engagement. Students respond to
the question in video format (kids get to be “talking heads”) and are added to the
“grid” of all the response.
 Mind Meister- is a collaborative web-based tool that enables group to
brainstorms on one “mind map”. Mind Meister teaches students to work as a team
to manage and plan projects effectively.
 Google Hangouts- Google hangouts, inviting a guest speaker into the classroom
has never been easier. Google hangouts enable anyone from around the world to
visit a school.
G. Relevance and Appropriateness in the Use of Technology in Teaching and
Learning
Best Practices for Appropriate Use of Technology
Digital Citizenship is a concept which helps teachers, technology leaders and parents to
understand what students/children/technology users should know to use technology
appropriately. 
Digital citizenship can be defined as the norms of appropriate and responsible behaviour
with regard to technology use.  Dr. Mike Ribble, author of Digital Citizenship in
Schools and The International Society for Technology (ISTE) highlight the follow 9 key
elements while learning about connecting and interacting through digital means:

1. Digital Etiquette: electronic standards of conduct or procedure

2. Digital Communication: electronic exchange of information
3. Digital Literacy: process of teaching and learning about technology and the use of
technology
4. Digital Access: full electronic participation in society
5. Digital Commerce: electronic buying and selling of goods
6. Digital Law: electronic responsibility for actions and deeds
7. Digital Rights & Responsibilities: those freedoms extended to everyone in a
digital world
8. Digital Health & Wellness: physical and psychological well-being in a digital
technology world
9. Digital Security (self-protection): electronic precautions to guarantee safe.

Technology for learning and teaching

 Empowers educators to efficiently personalize learning with access to data, content
and the cloud.
 Prepares students for the 21st century workforce with modern technology skills and
competencies.
 Helps educators create blended learning environments that make learning relevant to
students’ lives.
 Gives educators access to real-time feedback through digital formative and
summative assessments and data.

H. Principles in selecting instructional materials based on their Appropriateness

and Feasibility
 UNIT 5. INNOVATIVE TECHNOLOGIESFOR
TEACHING-LEARNING AND ASSESSMENT TASK
Reported by:
SAMSON, SHERMA B.
SURAIN, SHEHA C.
SADDALANI, ALMIRA M.
ADDARUSA, NAIRA A.
BENITO, EMA B.

A. ICT AND ASSESSMENT IN LEARNING

Aims of the project

 This project is all about promoting effective teaching and learning using ICT
as a tools to enhance learning.

 Teachers will have opportunities to explore new ways of learning throughout

ICTPD project with the ultimate aim of providing optimum learning
opportunities for their students.

ASSESSMENT FOR LEARNING (AFL)

 There are two stand within this cluster project – ICT with facilitators and
AFL with evaluation associate facilitators cascading to lead AFL teachers
 AFL will provide lead teachers with strategies to promote constructivist
learning principles and for formative assessment in the classroom. This is
linked to improving teaching practice while using the computer as a tool to
enhance learning

What is the AFL programme?

 The assessment for learning programme is base on the premise that formative
assessment guide and facilitate the learner to their optimum potential.

Key features of AFLit

 Clarity of learning intentions
 Sharing learning intentions and success criteria with student
 Providing clear feedback and strategies for promoting further learning
 Active and collaborative refection-using assessment info to improve and
recognize the next step to take in learning

How does AFL and ICT link?

 The AFL programme is linked to the ICTPD project as the basis for “best
practice” learning
 ICT facilitator have knowledge and expertise in AFL concept and promote
ICT in embedded in the AFL methodology
 AFL is the cornerstone or foundations of the teaching and learning aspect of
the project
 ICT is use to enhance the learning intentions

Teachers on the ICT contract

 Each teachers has two terms of ICT training starts with a PGP (personal
growth plan)
 Facilitators works directly with lead teachers on a 1-1 basis and follow up
with in class support
 Facilitators also lead workshop
 Current lead teachers will after PD be available as mentors for other teachers
in the school
 The aim is to have everyone using ICT effectively linked to AFL teaching
methodology
ICT is about teaching and learning
 The constructivist teaching and learning model underpins integration of ICT
into the curriculum
 This encourages
 Student – centered learning
 Active, exploratory, inquiry- based learning
 Collaborative work
 Creativity, critical thinking and informed decision making

Enhancing learning with ICT

 Fit within the framework of the learning intentions / curriculum objectives
 Choosing the best technology application for the learning situation
 The role of the teacher as a planner, manager and facilitators

1. ASSESSMENT TOOLS
 Pre-assessment or diagnostic assessment
 Before creating the instruction, it’s necessary to know for what kind of
student ypu’re creating the instruction.
 Formative assessment
  Is use in the attempt of developing instructions. The goal is to monitor
student learning to provide feedback.
 Summative assessment
 Is aim at assessing the extent to which the most important outcomes at
the end of the instruction have been reached.
 Confirmative assessment
 When your instruction has been implemented in your classroom, it’s
still necessary to take assessment.
 Norm-referenced assessment
 This comperes a student performance against an average norm. This
could be the average national norm for the subject history, for
example.
 Criterion-referenced assessment
 It measures student performance against a fixed set of predetermined
criteria or learning standard
 Ipsative assessment
 It measures the performance of a student against previous
performances from that student with this method you’re trying to
improve yourself by comparing previous result.

A. TOOLS IN EVALUATING APROPREATE ASSESSMENT TOOLS

(EXAMPLE: CHECKLIST, RATING, SCALE)

 CONCEPT MAPS
 A diagramming techniques for assessing how well students see the
“big picture”
 CONCEPTEST
 Conceptual multiple-choice questions that are useful in large classes.
 KNOWLEDGE SURVEY
 Student answer weather they could answer a survey of course content
questions
 EXAMS
 Find tips on how to make exams better assessment instruments
 ORAL PRESENTATIONS
 Tips for evaluating student presentations
 POSTER PRESENTATION
 Tips for evaluating posters presentations
 PEER REVIEW
 Having student assess themselves and each other.
 PORTFOLIOS
 A collection of evidence to demonstrate mastery of a given set of
concept
 RUBRICS
 A set of evaluation criteria based on learning goals and student
performance
 WRITTEN REPORTS
 Tips for assessing written report
 OTHER ASSESSMENT TYPES
 Include concept sketches, case studies, seminar style courses,
mathematical thinking and performance assessments.
UNIT 6: Social, ethical and legal responsibilities in
the use of technology tools and resources
Reported by:
Deo Ramillano
Arnel Jay Bucoy
Jerwin Lacastesantos
Judy Ann Francisco
Jade Desaca

Digital citizenship
 A digital citizen refers to a person who has the knowledge and skills to effectively
use digital technologies to communicate with others, participate in society and
create and consume digital content.
SOCIAL, ETHICAL AND LEGAL RESPONSIBILITIES IN THE USE OF
TECHNOLOGY TOOLS AND RESOURCES BY TEACHER
 Technology brings ethical issues to the forefront long before students learn how to
handle real-life situations from an ethical standpoint. Children do not have much
preparation for cyberbullying and copyright issues. Teachers not only contend
with students bringing devices to school but also their various skill levels in using
them and the internet.

Intellectual property rights applicable to the educational setting: copyright and

related rights copy right law (part 4).
The use of intellectual property bears a social function. To this end, the State shall
promote the diffusion of knowledge and information for the promotion of national
development and progress and the common good.
It is also the policy of the State to streamline administrative procedures of registering
patents, trademarks and copyright, to liberalize the registration on the transfer of
technology, and to enhance the enforcement of intellectual property rights in the
Philippines.

Digital safety rules

  Post Mindfully: This is how we represent ourselves online, and the
permanence of the information we place on the Web.
  Be Socially Conscious: How we manage our social media profiles is very
important.
  Don't Go Phishing: Be aware of email scams and suspicious links.
  Talk About Cyberbullying: Make sure kids have someone safe to open up
to if they see or experience online bullying.
  Keep Kind in Mind: Always be kind and friendly online; no exceptions.
   Power in Passwords: Always make sure passwords are unique and special;
use specific guidelines when creating them.
  Watch In-App Purchases: Be careful when upgrading a new game or app
—it can add up to a lot of additional costs.
  Danger Zones: Avoid unfriendly risky places on the Web. Always talk to a
parent or teacher about where to avoid.
  Know When to Shut Off: The Web needn't take up all hours of our free
time. Learn when it's healthy to walk away and leave the computer alone.
  Watch What You Share: Be careful about sharing personal information
online
 Cyber bullying. Cyberbullying is bullying that takes place over digital devices
like cell phones, computers, and tablets. Cyberbullying can occur through
SMS, Text, and apps, or online in social media, forums, or gaming where
people can view, participate in, or share content.
NETIZENS IN CYBERSPACE ACTIVE CITEZENSHIP
  the new public citizens of cyberspace differing in social and cultural context,
each setting is recognised as a strong contributor to understanding the
competencies of young people's digital expertist.
Netiquette
 Netiquette represents the importance of proper manners and behavior online.
In genenal, netiquette is the set of professional and social etiquettes practiced
and advocated in electronic communication over any computer network
Educational sites and portals
An Educational Portal has been developed to address the needs of the educational
community in the region and to foster the adoption of Information Society
Technologies within the EIMS ERP Software. It provides various online community
facilities and access to educational resources for supporting collaboration, assistive
learning and teaching practices.
0nline communities of learning
 An online learning community is a public or private destination on
the Internet that addresses the learning needs of its members by facilitating
peer-to-peer learning.
Online resources
 online resource is archetypal data and educational in nature, any support
software available online can also be considered a resource
Collaborative Project
 Is built around the foundation of actively participating and involving all the
members of a project in planning and participating, and connects each of them
through project management, communication, and collaboration areas and
modules.
Technological tools for collaborative work
 Team collaboration software is on the rise. From
communicatioprojectmanagement, technology offers an abundance of options. More
online collaboration tools spring up every year, while existing ones are constantly
improving their features and functionality