College of Teacher

Education First Semester,

A.Y. 2020-2021
MODULAR LEARNING

I. COURSE TITLE Technology in Teaching and Learning

A. No. of Units: 3 B.
Schedule: TBA

II. COURSE
OVERVIEW

A. Course Description This course would discuss contemporary topics on the utilization of
technology as a means to teach and learn in this modern age. As the contemporary medium
of information of these times, the internet serves as a provider of unfiltered information. This
course would help students navigate and classify this information into useful and factful data
to help with their holistic development.
B. Course Learning Outcomes At the end of the course, the students should be able

to: Knowledge 1. Explain various ICT terms and policies in order to protect users in their

daily internet browsing.

2. Utilize their learnings in navigating software and productivity
applications. Values
1. Demonstrate proper etiquette in internet navigation and social media
interactions. 2. Show their colleagues the value of internet and software in
today’s society. Skills
1. Apply their learnings on teaching and learning principles as well as theories in
order to create an
appropriate lesson paraphernalia. 2. Practice the use of technology in
order to enhance and modernize selected fields.

C. Module Topics These are the topics to be

covered for the whole course:

• ICT IN EDUCATION Module 1. Definition of Terms and History of ICT

Module 2. Roles of ICT, ICT Policies and Safety Issues on Teaching and
Learning Module 3. Dale’s Cone of Experience, Constructivism, and
Behaviorism Module 4. TPACK and ASSURE Model Module 5. Technology-
Enhanced Lesson using ASSURE as Technology-Integration Model
• ICT IN DIFFERENT CONTENT AREAS Module 6. 21st Century Literacy Skill and
Gagne’s Nine Events Module 7. Blooms Revised Taxonomy Module 8. ADDIE
Module 9. Meril’s Principles of Instruction and Technology-Enhanced Teaching
 Lesson Exemplar Module 10. Social, Ethical and Legal Responsibilities in the Use
of Technology Tools and Resources
• ICT AND CONVENTIONAL LEARNING MATERIALS TO ENHANCE
TEACHING/LEARNING AND ASSESSMENT Module 11. Google Apps Module 12.
Conventional Learning Resources and YouTube Module 13. Distance Learning and
Technology Tools in a Collaborative Classroom Environment Module 14.
Appropriateness in the Use of Technology in Teaching, Learning, and Assessment
Module 15. Tools in Evaluating Appropriate Assessment Tools

III. STUDY GUIDE/LEARNING

INSTRUCTIONS
• Change is permanent, as others would say. The way people learn also changes. These
past decades saw drastic changes in the education system as technology has spread
throughout various fields and into our lives. Teachers must continue to adapt and take
advantage of what technology has to offer. This course, hopefully, will do just that.
• You are reminded to prepare yourselves by observing the
following:
✓ Manage your time well. ✓
Focus your attention. ✓ Give
your best. ✓ Submit
requirements on time. ✓ Be
patient.
✓ Work independently and answer confidently. ✓
Motivate yourself. ✓ Contact me through my email
([email protected]).
• Be oriented on your category for the mode of delivery. We have classified only two
namely: Category A – Online Distance Learning (for students with gadgets and with
wifi connectivity) Category B – Mobile Learning (for students with gadgets but with
weak wifi connectivity) Category C – Modular Remote Learning (for students with no
smart phones and no wifi connectivity)

IV.
REFERENCES
• Abanador, Pedro (2012). Exploring New Trends in Educational Technology. Manila,
Philippines. Purely Books Trading & Publishing Corporation
• Garo, Candelaria D. (2004). Teaching Educational Technology. Mandaluyong,
Philippines. National Book Store
• Garo, Candelaria D. (2008). Theories and Principles of Educational Technology.
Mandaluyong, Philippines. National Book Store
• Wan Ng (2015). New Digital Technology in Education: Conceptualizing Professional
Learning for Educators. Sydney, Australia. Springer International Publishing
Switzerland
• Robert Heinich, Michael Molenda, James D. Russell, and Sharon E. Smaldino (2002).
 Instructional Media and Technologies for Learning, 7th Edition. New Jersey, USA.
Pearson Education Inc.
• Ronghuai Huang, J. Michael Spector, and Junfeng Yang (2019) Educational Technology:
A Primer for the 21st Century. Singapore, Singapore. Springer Nature Singapore PTE, Ltd.
• Flavin, Michael (2017). Disruptive Technology Enhanced Learning: The Use and
Misuse of Digital Technologies in Higher Education. London, United Kingdom.
Macmillan Publishers, Ltd.

College of Teacher Education First Semester, A.Y.

2020-2021 MODULE 1 Definition of Terms and History of
ICT Introduction

This module entitled ‘Definition of Terms and History of ICT’ would, as the title
suggests, talk about common terminologies in ICT and how ICT started.

Date and Time

Allotment

September 1 (3
hours)

I.
Objective
s

At the end of the end of this module, students should be able to:
1. Enumerate common terms in ICT. 2. Give uses for each term
defined in the lesson. 3. Explain the definition of an ICT term. 4.
Make a basic timeline on the important hallmarks of ICT
throughout history. 5. Explain some uses of ICT during each
time period. 6. Write about the possible contributions of ICT in
the future generations.

II.
Lecture
ICT (Information and Communication Technology) has been around for less
than a century. Over that time, it has expanded its reach from military applications to
almost every aspect of our lives. Social media is a prominent example of how ICT is
present in our lives. Garo (2008) defined ICT as the “use of electronic communication
system which has made the sharing of information faster and more effective”. This
definition implies the use of ICT in the spread of data in depth and scope; data with
which learners can access at any time. This is in stark contrast with how data were
formerly supplied mostly by teachers alone where the data is limited and, oftentimes,
lacking.
ICT Tools refers to “digital infrastructures such as; computers, laptops, desktops,
data projector, software programs, printers, scanners and Interactive teaching box” (igi-
global.com). Garo further implied that the internet is also considered as an ICT tool.
Technology, according to Galbraith (1967, cited from Heinich et al., 2002), is
“the systematic application of scientific or rather organized knowledge to practical
tasks.” Garo also added that technology can mean the sum of all ways used by a
community or group of people to provide them with “object of material culture”. In these
ways, technology may also be considered as a process as it is “the theory and practice
of design, development, utilization, management, and evaluation of processes and
resources for learning” (Seels & Richey, 1994, cited from Heinich et.al., 2002). When
defined as a process, technology become tools for learning. Heinich noted that the
importance of technology for learning is its aim to make its learners understand the
process of comprehending a given problem and its parts, leading to their mastery over
the learning process and lesson.
Learning is the development of new knowledge, skills, or attitudes as an
individual interacts with information and the environment (Heinich et al., 2002). This
definition shows the versatility of learning as it can happen in all environments and
various means. Heinich added that learning is not synonymous to instruction as the
latter happens only in an environment where a teacher or specialized instruction is
present. It is important to note that learning is not limited to simply the acquisition of
knowledge but also includes the process of selecting the learning goals, creation and
assessment of materials, and the method of delivery to be used. As context, our current
method of delivery is through modular means due to environmental factors. Each of the
aforementioned steps in the process of learning can severely affect the degree of
learning that a student can have.
Media is the means of effecting or conveying something (Merriam-Webster,
2020). We usually hear when we talk of Facebook and other applications for social
media. As it literally says, a media is a system or means people or individuals use to
express or gather information from one another. With this said, information
requires a sender and a receiver. Examples of media include diagrams, letters, videos,
music, and even instructors. When used as a tool for conveying instructions, a media is
considered to be instructional media. Basically, any tool that is used by a teacher to
teach learners are considered as instructional media.
Information is defined by Merriam-Webster as knowledge obtained from
investigation, study, or instruction. While a certain data may be classified as fact or
opinion, they are both considered as information. One inherent trait of information is its
reliance on communication and application. Information that is never used in any way
may as well be considered as non-existent.
Communication is defined as the process by which information is exchanged
between two individuals through a common system of symbols, signs, or behavior
(Merriam-Webster, 2020). In learning, communication serves a vital role. Proper
communication allows corrections and guidance to a learner. It also ensures that
instructions are followed and that feedback is received. In today’s world, we
communicate mostly on digital media.
Educational Technology is the use of tools, technologies, processes,
resources, and strategies to improve learning experiences in a variety of settings such
as formal learning, informal learning, non-formal learning, lifelong learning, learning on
demand, workplace learning, and just-in-time learning (Huang, Spector, and Yang,
2019). Educational technology has been used since early times but it is vastly improved
in the last decades with the advent of digital media. Classic educational technology
includes the use of flip charts, realia, models, mock-ups, and diagrams. Currently,
educational technology makes use of flipped classroom, online classrooms, software
applications, virtual forum, and the like.
Instructional Technology includes practical techniques of instructional delivery
that systematically aim for effective learning, whether or not they involve the use of
media (Gagne, 2013). Gagne added that one basic function of instructional technology
is to enhance the application of appropriate procedures in an instruction’s design and
delivery.
Instructional Systems Design is an iterative process of planning learning
outcomes, choosing appropriate instructional media, deciding on instructional
strategies, creating relevant materials, and making evaluation tools. It is commonly
learner-centered, goal-oriented, and outcome-based. It is also based on verified data,
interactive features, and self-correcting mechanisms (Huang, et. Al., 2019).
Technology Tools refers to any software that is used to create, maintain, and
edit an online content.

History of ICT in
Education
ICT has been around in many forms during the past generations. Lucido and
Borabo (1997) has highlighted several milestones in the use of ICT in education.
1. Elder Sophists of Ancient Greece denoted the process of systematically
applying knowledge to practical arts of instructions as “techne”. The group also
created cognitive rules, systematically analyzed subject matter, pioneered
instructional technologies, and devised instructional materials. 2. Pierre Abelard
 introduced a technology of instruction which later turned out to be a new
framework for making and presenting materials which aided the rise of scholastic
education. 3. The concepts of Comenius, Pestalozzi, Froebel, Herbart, and
Montessori on educational
technology improved the educative process. 4. The creation of the book “Orbis
Pictus” (The World in Picture), which was an illustrated textbook on Latin and
science that were made specifically for children, led to the Johann Amos
Comenius’ recognition as the pioneer of modern instructional technology. 5.
Edward Thorndike and John Dewey greatly contributed to the learning process
when they presented their scientific theory of learning and the scientific method,
respectively. Thorndike emphasized the use of empirical investigation as a basis
for an organized learning process. This is while Dewey presented scientific
method as a method of instruction in broad terms. 6. The 19 th century saw the
rise of technology in education as the use of blackboards, mass manufacture of
textbooks, and improvements in writing apparatus such as pencil and pen was
practiced. Photography was also invented in the time span which has spun a
wave of “visual instruction” among education practitioners. Visual media became
publicly accepted in 1920. After more than half a decade, in 1926, educational
films were utilized as instructional media, allowing audio-visual media to rise. A
year after, Pressey wrote on programmed learning which allowed a machine to
test and confirm a given learning task. 7. The first national television program
was aired at the University of Iowa in 1932. The 16mm sound motion picture was
pioneered and soon served as the main educational tool during the audio-visual
revolution at the time.
III.
Application/Activit
y
As for your activity, I’ll leave you to reflect on the effects of ICT not only in your
education and your everyday life. For this, I’ll need you to write a blog in your Facebook
Profile regarding how ICT have shaped you. This should be written in English and the
link for the blog should be sent to our group in Facebook.

IV.
Assessment
Assessment would be simple. On a separate sheet of paper, answer the
following questions comprehensively with each item answered in no less than 300
words. Attach your answer sheet to this module. Be sure to write your name, section,
course, and contact number on the answer sheet. Deadline will be on the last weekday
of the week this module is given.
1. Given the history and current applications of ICT in education, what rules and
 restrictions will
you implement to maximize learning in an online environment? 2. The advent of ICT
in Education has long served integral in improving learner’s knowledge. In
your own opinion, how would ICT continue to change education in the
future generations?

V. Other
References
• Robert Heinich, Michael Molenda, James D. Russell, and Sharon E. Smaldino (2002).
Instructional Media and Technologies for Learning, 7th Edition. New Jersey, USA.
Pearson Education Inc.
• Ronghuai Huang, J. Michael Spector, and Junfeng Yang (2019) Educational Technology:
A Primer for the 21st Century. Singapore, Singapore. Springer Nature Singapore PTE, Ltd.
• Gagne, R. M. (2013). Instructional technology: foundations.
Routledge.
• Garo, Candelaria D. (2008). Theories and Principles of Educational Technology.
Mandaluyong, Philippines. National Book Store
• Lucido, Paz I. and Borabo, Milagros L. (1997). Educational Technology. Quezon City,
Philippines. Katha Publishing Co., Inc.
• https://www.igi-global.com/dictionary/technology-
tools
• merriam-webster.com

Prepared
by:

ALLEN CHRISTIAN V.
TORRES, MSEd Instructor, CTE

Checked
 by:

GLORIA C. NEMEDEZ,
MAEd Program Head,
CTE

Approved
by:

EVELYN ABALOS-TOMBOC, DBA

President, University of Eastern
Pangasinan