Zamora Memorial College

Bacacay, Albay

Technology for
Teaching and
Learning 1
Module 1 (Day 1-6)
3rd Quarter
First Semester, 2020-2021

Prepared by:

IRISH JANE B. TABELISMA

Instructor

Page 1 of 20
 Unit 1
Introduction to Teaching and Learning with Technology

Objectives:

• Identify the competency standards of ICT for teaching and learning in pre-service
teacher education; and
• Unpack the basic concepts of ICT to provide common understanding for teachers
and learners.

Introduction

If there is one thing that changed the world so fast, it is TECHNOLOGY. While
there exists technology in the past as non-digital technology, the current digital technology
has been a factor that shrunk the world and made it flat. It has provided a new
environment for learning, new ways teachers teach and also the new ways of how
learners learn. It has created a divide between the digital natives and the digital
immigrants, however, such divide has become narrower and even blurred. This has led
to the new educational revolution in teaching and learning which has been triggered by
technology and resulted to better learning outcomes in the 21st century.

Lesson 1: ICT Competency Standards for Philippine Pre-Service

Teacher Education
The program outcomes for teacher education degrees clearly state that every
future teacher: “demonstrate proficiency in the development and utilization of Information,
Communication and Technology (ICT) resources in promoting quality teaching-learning
process.”

To ensure that the program outcomes related to ICT shall be achieved,

competencies were identified to be developed by every pre-service teacher (CHED-
UNESCO, Bangkok, 2009).

The ICT Competency Standards is made up of seven domains. Each domain has
a set of competencies. The competencies are expressed in desired learning outcomes.
These are found in the Table below:

Table 1: ICT Competency Standards for Pre-Service Teachers

Domain 1 Understanding ICT in Education

1.1 Demonstrate awareness of policies affecting ICT in education
1.2 Comply with ICT policies as they affect teaching-learning
1.3 Contextualize ICT policies to the learning environment
Domain 2 Curriculum and Assessment
2.1 Demonstrate understanding of concepts, principles and theories of
ICT systems as they apply to teaching-learning
2.2 Evaluate digital and non-digital learning resources in response to
student’s diverse needs
2.3 Develop digital learning resources to enhance teaching-learning
2.4 Use ICT tools to develop 21st century skills: information media and
technology skills, learning and innovation skills, career skills and
effective communication skills
Domain 3 Pedagogy
3.1 Apply relevant technology tools for classroom activities

Page 2 of 20
 3.2 Use ICT knowledge to solve complex problems and support student
collaborative activities
3.3. Model collaborative knowledge construction in face to face and
virtual environment
Domain 4 Technology Tools
4.1 Demonstrate competence in the technical operations of technology
tools and systems as they apply to teaching and learning
4.2 Use Technology tools to create new learning opportunities to support
community of learners
4.3 Demonstrate proficiency in the use of technology tools to support
teaching and learning
Domain 5 Organization and Administration
5.1 Manage technology-assisted instruction in an inclusive classroom
environment
5.2 Exhibit leadership in shared decision-making using technology tools
Domain 6 Teacher Professional Learning
6.1 Explore existing and emerging technology to acquire additional
content and pedagogical knowledge
6.2 Utilize technology tools in creating communities of practice
6.3 Collaborate with peers, colleagues and stakeholders to access
information in support of professional learning
Domain 7 Teacher Disposition
7.1 Demonstrate social, ethical, and legal responsibility in the use of
technology tools and resources
7.2 Show positive attitude towards the use of technology tools

Department of Education issued Department of Education Order 42, s. 2017

mandating the use of Philippine Professional Standard for Teachers (PPST) to start with
the Beginning Teachers who are the fresh graduates from the teacher education program.
The document includes: Show skills in the positive use of and use of the variety of
teaching learning resources including ICT to address learning goals.

These competency standards to learn and master will assure the 21st century
learners in your class of a more enjoyable, creative, innovative ways in teaching and
learning.

Task 1 Lesson 1

With the use of Table 1 above, identify the domain to which each given course
learning outcome belong.

Course Learning Outcomes Competency Domain

1. Explain ICT policies and safety issues as they impact on
the teaching-learning process.
2. Integrate media and technology in various content areas.
3. Apply learning theories and principles in the design and
development of lessons through appropriate media and
technologies for teaching learning.
4. Formulate teaching-learning experiences and
assessment tasks using appropriate and innovative
technologies.
5. Demonstrate social, ethical, and legal responsibility in
the use of technology tools and resources.

Page 3 of 20
 Lesson 2: Understanding the Basic Concepts of ICT

Let us unpack some concepts and terms related to technology for teaching and
learning. Here are some concepts and terms that you need to know and understand:

1. Technology refers to a mix of process and product used in the application of

knowledge. (e.g. paper and pencil, electronic gadgets and tools)

2. Information and Communication Technology Literacy or ICT Literacy is the

use of digital technology, communication tools and/or networks to access,
manage, integrate, evaluate, create and communicate information in order to
function in a knowledge society (Guro 21, 2011).

3. Educational Technology refers to the use of technology in teaching and learning.

Educational technology includes both the non-digital (flip charts, pictures, models,
realias, etc.) and digital (electronic tools: hardware, software and connections,
etc.).

4. Digital Literacy is the ability to find, evaluate, utilize, share and create contents
using information technologies and the Internet (Cornell University). According to
American Library Association (2018), digital literacy is the ability to use information
and communication, requiring both cognitive and technical skills (hptts://
edweek.org. downloaded 06 03-18).

5. Digital learning is any type of learning that is accompanied by technology or by

instructional practice that makes effective use of technology. It encompasses the
application of a wide spectrum of practices which included blended or virtual
learning. It can come as online or off-line which utilizes digital technology.

6. On-line digital tools and apps use an Internet connection to access the
information needed. A common example is Skype. It is a telecommunication
application software product that specializes in providing video chat and voice calls
between computers, tablets, mobile devices via Internet and to regular telephones.

7. Off-line digital tools and apps can still be used even if there is no internet access.
Among these are Canary Learning, Pocket, Evertone, ibooks, KA LITE (Gupta,
Prinyaka, 2017) downloaded in edtech review (July 03, 2017).

8. Instructional technology is the theory and practice of design, development,

utilization, management, and evaluation of the processes and resources for
learning (Association for Educational Communications and Technology, Seels,
B.B. & Richey, P. C. 1994).

9. Software refers to program control instructions and accompanying

documentation; stored on disks or tapes when not being used in the computer. By
extension, the term refers to any audiovisual materials (Smaldino, 2005).

10. Multimedia is a sequential or simultaneous use of a variety of media formats in a

given presentation or self-study program (Smaldino, 2005).

Page 4 of 20
11. Internet is a massive network of networks, a networking infrastructure. It connects
millions of computers together globally, forming a network in which any computer
can communicate with any other computer as long as they are connected to the
Internet. It is generally defined as a global network connecting millions of
computers (https://www.webopedia.com).
12. World Wide Web (www) is also called the Web which is a graphical environment
on computer networks that allows you to access, view and maintain
documentations that can include text, data, sound and videos. Smaldin0, 2005). It
is an information sharing model that is built on top of the Internet.

13. Web access is the ability of the learner to access the Internet at any point during
the lesson in order to take advantage of the array of available education resources.

14. Webquest is an inquiry-oriented lesson format in which most or all information that
learners work with comes from the web. These can be created using various
programs, including simple word processing documents that include links to
websites.

15. Productivity tools refer to any type of software associated with computers and
related technologies that can be used as tools for personal, professional or
classroom productivity. Examples: Microsoft Office, Apple works word processing
grade and record keeping, web page production, presentation) (KFIT-Unesco
2016)

16. Technology Tool is an instrument used for doing work. It can be anything that
help you accomplish your goal with the use of technology. These technology tools
can be classified as:

(a) Data/Calculation tools. Examples: spreadsheets, Excels, Sketchpads,

probability constructor

(b) Design tools. These are used to make models and designs, creating and
building. Included here are Family Tree Maker, GollyGee, and Crazy Machines
among others.

(c) Discussion tools. There are 4 different approaches that utilize discussion and
interaction in the Internet. These are threaded discussion forum, Blogging, Live
chat and Video Teleconferencing, Netiquette and Safety on the Net

(d) Email tools. Emails are great communication tools for sending messages,
photographs, videos and other files. It allows you to reach out to others around
the world. Examples are google mail, Ymail, Yahoo mail and many more.

(e) Handheld devices. Handheld devices have become popular among learners.
These include Personal Digital Assistants, global positioning system, (GPS)
and geographic information system (GIS) in the classroom, Portable electronic
keyboards, Digital Cameras, Mobile phones, Palm, Handheld computers.

17. Blog is an online journal where posted information from both teachers and
students are arranged. There are three kinds of blogs: blogs used for

Page 5 of 20
 communication, blogs used for instruction, and blogs used for both (Ferriter &
Garry, 2010).

18. Wiki, an editable website usually with limited access, allows students to
collaboratively create and post written work or digital files, such as digital photos
or videos. Wikipedia is one of the most widely recognized of all the wikis (Watters,
2011).

19. Flipped classroom utilizes a reverse instructional delivery, where the teacher is
required to use the web resources as homework or out of class activity as initial
instruction of the lesson which will be discussed during classtime.

20. Podcast is a video or audio multi-media clip about a single topic typically in the
format of the radio talk show. The two basic functions of podcast are to retrieve
information and to disseminate information (Eash, 2006).

21. Google Apps is a cloud-based teaching tool which is stored in the Google server
and is available for students both at home and in school. It includes the following:

(a) gmail, a free-email for all

(b) Google calendar - a tool used for organizational purposes

(c) Google sites that provide options for developing blogs and wikis

(d) Google docs is used for sophisticated word processing and editing of the
document.

22. Vlog is a video blog where each entry is posted as a video instead of the text.

23. Facebook is a popular social networking site used by students and adults
worldwide to present information on themselves and to the world.

24. VOIP (voice over internet protocol) is a category of hardware and software that
enables people to use the Internet as transmission medium for telephone calls by
sending voice data in packets using IP rather than traditional circuit transmission.

Task 1 Lesson 2

1. Explore in the web or reference book how other terms are defined and understood.
You can also go over the Module and discover that there are many terms that we
have not included in the list.
2. Make a glossary of terms of at least 20 ICT-related terms with each having a
conceptual or operational definition or description. Cite the source of your
definition.

Page 6 of 20
 Lesson 3: Roles of Technology for Teaching and Learning

As teaching and learning go together, let us explore what would be the roles of
technology for teachers and teaching and for learners and learning. According to Stosic
(2015), educational technology has three domains:

1. Technology as a tutor. Together with the teacher, technology can support the
teacher to teach another person or technology when programmed by the
teacher can be a tutor on its own. The teacher will simply switch on or switch
off radio programs, television programs or play DVDs, or CDs that contain
educational programs. There are on-line tutorial educational programs, too.

2. Technology as a teaching tool. Like a tutor, technology is a teaching tool, but

can never replace a teacher. This is like the handyman, which is just there to
be reached. Like any other tool, it is being used to facilitate and lighten the work
of the teacher. It will be good if the teacher can also create or develop
technology tools that are needed in the classroom.

3. Technology as a learning tool. While the teacher utilizes technology as the

tool for teaching, likewise it is an effective tool for learning. As a learning tool,
it makes learning easy and effective. It can produce learning outcomes that call
for technology-assisted teaching. Even the teachers who are teaching can
utilize similar tools for learning. As a learning tool, it is very interesting that even
the elderly use these tools for learning for life.

A. For Teachers and Teaching

Here are some examples of the myriad of roles that technology can do for
teachers and teaching.

1. Technology provides enormous support to the teacher as the facilitator

of learning. It transforms a passive classroom to an active and interactive one,
with audio-visual aids, charts and models smart classrooms, e-learning
classrooms which motivate and increase attention level of learners.

2. Technology has modernized the teaching-learning environment. The

teachers are assisted and supplemented with appropriately structured
instructional materials for daily activities. There are varied available technology-
driven resources which can be utilized for remedial lesson or activities and for
enrichment purposes.

3. Technology improves teaching-learning process and ways of teaching.

There are arrays of teaching methods and strategies that can use technology
which are found compatible with learning styles. The multiple intelligence
theory of Howard Gardner tells us that there is a genius in every child. This
implies that there must be varied ways of teaching as there are many varied
ways of learning. All the learning styles can find support from technology, so
that teaching will be more effective and efficient.

4. Technology opens new fields in educational researches. The areas of

teaching testing and evaluation are enhanced by technologies for teaching and
learning. There are available programs that can analyze and interpret results
with speed and accuracy. Reference retrieval is also hastened because many
of the research materials are in digital form. Technology has also provided
access to big data that can be processed for problem solving and inquiry.

Page 7 of 20
 5. Technology adds to the competence of teachers and inculcates scientific
outlook. Through the utilization of theories of learning and intelligence, which
are explained in references uploaded in the net, the teachers are encouraged
to imbibe skills to source these information with speed and accuracy.

6. Technology supports teacher professional development. With the demand

of continuing professional development for teachers, the availability of
technology provides alternative way or attending professional development
online.

B. For Learners and Learning

1. Support learners to learn how to learn on their own. All teachers fully
understand that subject matter or content is a means to achieve the learning
outcomes. There are three categories of knowledge according to Egbert
(2009):

a. Declarative knowledge consists of the discrete pieces of information that

answers the questions what, who, when, and where. It is often learned
through memorization of facts, drills and practice. It can be learned by
simple mnenomics or conceptual maps. Declarative knowledge is the
fundamental knowledge necessary for students to achieve more complex
higher order thinking such as critical thinking and creativity, inquiry and
production.

b. Structural knowledge consists of facts or pieces of declarative knowledge

put together to attain some form of meaning. An example of declarative
knowledge is "pencil". The idea that evolved from a pencil is an
understanding that: "it is something used to write." This is referred to as
structural knowledge. It can be presented by concept maps, categorization
or classification.

c. Procedural knowledge is knowledge in action or the knowledge of how to

do something. It is based on facts but learned through the process of
procedural knowledge. Examples include how to drive a car, how to use a
cell phone, or how to speak English. Procedural knowledge is indicated by
a performance task or graphical representation of a concept.

As a facilitator of learning, the teacher can guide the students to look for the
resources and to utilized them appropriately. There are varied programs that can
be used by students off-line or on-line for students. What should be necessary is
that the students are engaged, the tasks should focus on questions like how, why
and which in addition to who, what, when and where.

2. Technology enhances learners’ communication skills through social

interactions. This is commonly described as the transmittal of information one
person to another as single individual or groups of individuals. According to
Shirly (2003) in Egbert (2009), there are three basic communication patterns:

a. Point to point two-way or one-to-one like Internet chat, phone conversation

or even face-to-face conversation.
b. One-to-many outbound like a lecture, or television. There is no social
interaction.
c. Many-to-many like group discussion, buzz session, heads together. his kind
of interaction provides opportunities for social interaction.

Page 8 of 20
 Social interaction occurs in two ways where the participants ask for
clarification, argue, challenge each other and work towards common
understanding. Social interaction through communication occurs through
technology (directly between two persons via email, a cell phone or other
communication technology). It can also occur around technology like students
discussing about a problem posed by a software program or with support of
technology like teachers and students interacting about the worksheet printed from
a website. In all the three modalities, communication occurs and technology is
involved.

For this particular role, what are the benefits derived from technology
supported communication?

a. Enables any teacher to guide the learners virtually and making learning
unlimited because communication and social interaction go beyond a school
day or a school environment.
b. Enhances students’ freedom to express and exchange ideas freely without the
snooping eyes of the teacher face to face.
c. Enables learners to construct meaning from joint experiences between the two
or more participants in communication
d. Help learners solve problems from multiple sources since there is limitless
sources of information that the teacher can direct or refer to the learners.
e. Teaches learners to communicate with politeness, taking turns in sending
information and giving appropriate feedback.
f. Enhances collaboration by using communication strategies with wider
community and individuals in a borderless learning environment.
g. Develops critical thinking, problem solving and creativity throughout the
communication.

3. Technology upgrades learners’ higher-order-thinking skills: critical

thinking, problem solving and creativity

Critical thinking is part of the cluster of higher order thinking skills. It refers
to the ability to interpret, explain, analyze, evaluate, infer and self-regulate in order
to make good decisions. With the use of technology, one will be able to evaluate
the credibility of the source, ask appropriate questions, become open-minded,
defend a position on an issue and draw conclusion with caution. All of these
competencies are covered by Bloom's Taxonomy of Analysis, Synthesis and
Evaluation.

As a role model, teachers should display and practice critical thinking

processes, so that the learners can imitate them. Here are some ways that
teachers can do to develop critical thinking.

a. Ask the right questions. Critical thinking questions should ask for clarity,
accuracy, precision, relevance, depth, breadth and logic.

Clarity: Here are some examples: Can you give examples of...
Accuracy: What pieces of evidence support your claim?
Precision: Exactly how much...
Breadth: What do you think will the other group say about the issue?

b. Use critical thinking tasks with appropriate level of challenge.

Teachers should be mindful of the readiness of the students.

Students who have higher ability may find the task too easy, thus getting
bored early, while those who have low ability may find the task too difficult.

Page 9 of 20
 Thus, there is a need to have activities that are appropriate for the learners.
These can be determined by interview, observations and other forms to
determine the level of readiness.

What are some simple ways that teachers should do?

1. Vary the questions asked.

2. Introduce new technologies.
3. Modify the learners' grouping.
4. Modify the critical thinking task.
5. Encourage curiosity.

By nature learners are curious. They ask lots of questions all the
time. These questions will lead to critical thinking, but some of these
questions cannot be answered by the teacher. The unanswered questions
are avoided or answered unsatisfactorily. Sometimes teachers shut down
the question that curtails the first step in critical thinking. The internet as a
problem soIving and research tool can help find answers to the questions.

Creativity is characterized as involving the ability to think flexibly, fluently,

originally, and elaborately (Guildford, 1986 & Torrance, 1974 in Egbert, 2009).
Flexibly means able to use many points of view while fluently means able to
generate many ideas. Originally implies being able to generate new ideas and
elaborately means able to add details. Creativity is not merely a set of technical
skills, but it also involves feelings, beliefs, knowledge and motivation.

Seven Creative Strategies (Osborn, 1963). These have been simplified

into fewer categories. To be creative, one can use any of these strategies.

1. Substitute - Find something else to replace to do what it does.

2. Combine - Blend two things that do not usually go together.
3. Adapt - Look for other ways this can be used.
4. Modify/Magnify/ Minify - Make a change, enlarge, decrease.
5. Put to another use - Find other uses.
6. Eliminate - Reduce, remove.
7. Reverse - Turn upside-down, inside out, front-side back.

All together, the strategies will be labelled as SCAMPER.

What should teacher do to support student creativity? Here are some suggestions:
1. Provide an enriched environment.
2. Teach creative thinking strategies.
3. Allow learners to show what they can do.
4. Use creativity with technology.

Further, teachers can do the following to develop and enhance critical thinking,
problem solving and creativity. As a future teacher, try these suggestions.
1. Encourage students to find and use information from variety of sources both on-
line and off-line.
2. Assist students to compare information from different sources.
3. Allow student to reflect through different delivery modes like writing, speaking, or
drawing.
4. Use real experiences and material to draw tentative decisions.
5. Involve students in creating and questioning assessment.

Page 10 of 20
 Task 1 Lesson 3: Experience as a Learner

Write a paragraph about your personal experience on how technology has

influenced your life as a learner from elementary, high school and college.

How Technology Influenced My Life as a Learner

Task 2 Lesson 3: Expectations as a Future Teacher

Write paragraph on how you are going to use technology when you will
become a teacher.

How will I use Technology When I Become a Teacher

Page 11 of 20
 Unit 2 - ICT Policies and Issues:
Implications to Teaching and Learning

Objectives:

• Discuss some ICT policies and explain their implications to teaching and learning;
• Explain some issues that relate to ICT policies; and
• Identify safety concerns on internet including digital safety rules.

Introduction:

Globalization is a reality and ICT has become a fundamental part of the process.
A networked society is one in which the entire planet is organized around
telecommunicated networks of computers. The powerful use of network has broken
boundaries, provided opportunities for inclusion and collaboration. However, there will
also be a struggle for those who do not have access or those who are excluded,
marginalized and powerless. Thus a need to establish policies in the use of ICT is
imperative.

As the Department of Information, Communication and Technology (DICT) says:

“The future has arrived. Now we have to ensure that we have a place in it.”

Lesson 1: Policies and Issues on Internet and Implications to

Teaching and Learning

New technologies have become central to the lives of every individual in this
planet. Almost everything that we do in the modern world is influenced by the new
technologies.

One way of enhancing and regulating the use of ICT is to formulate and implement
policies to guide appropriate decisions.

Definition of ICT Policy

The Oxford English Dictionary has defined "policy" as a course of action, adopted
and pursued by a government, party, ruler, statesman. Its operational definition of policy
is a plan of action to guide decisions and achieve outcomes.

Thus, ICT Policies are needed to put a roadmap or course of actions to be pursued
and adopted by various governments, organizations, entities involving ICT. These include
principles and guidelines in the use of ICT which cover three main areas:
telecommunications (telephone), broadcasting (radio and television) and
Internet.

The New ICT Technologies

More recent technological innovations increased the reach and speed of

communications which can be grouped into three categories:

1. Information Technology includes the use of computers, which has become

indispensable in modern societies to process data and save time and effort.

Page 12 of 20
 2. Telecommunication technologies include telephones (with fax) and the
broadcasting of radio and television often through satellites. Telephone system,
radio and TV broadcasting are needed in this category.

3. Networking technologies - The best known of networking technologies is Internet,

but has extended to mobile phone technology, Voice Over Internet Protocol (VOIP)
satellite communications and other forms of communications are still in their
infancy. In addition to Internet, this category also includes mobile telephone, cable,
DSL, satellite and other broadband connectivity.

The DICT Roadmap

The Department of Information and Communication Technology (DICT) has

formulated a roadmap to guide all agencies in the utilization, regulation and enhancement
of ICT. Each project has corresponding policy statements and guidelines.

The ICT for Education (ICT4E) is a program under the DICT that supports all the
efforts of the education sector in incorporating the use or ICT as well as determining and
gaining access to the infrastructure (hardware, software, telecommunications facilities
and others) which are necessary to use and deploy Iearning technologies at all levels of
education. Among the policy recommended programs that have applications to education
teaching-learning are:

1. ICT in Education Masterplan for all levels, including a National Roadmap for
Faculty Development in ICT in Education. A National Framework Plan for ICTs in
Basic Education was developed.

2. Content and application development through the Open Content in Education

Initiative (OCEI) which converts DepEd materials into interactive multi-media
content, develop applications used in schools, and conduct students and teachers
competitions to promote the development of education-related web content.

3. PheDNET, is a "walled" garden that hosts educational learning and teaching

materials and applications for use by Filipino students, their parents and teachers.
All public high schools will be part of this network with only DepEd-approved multi-
media applications, materials and mirrored internet sites accessible from school's
PCs.

4. Established Community eLearning Centers called eSkwela for out-of-school youth

(OSY) providing them with ICT-enhanced alternative education opportunities.

5. eQuality Program for tertiary education through partnerships with state universities
and colleges (SUCs) to improve quality of IT education and the use of ICT in
education in the country, particularly outside of Metro Manila.

6. Digital Media Arts Program which builds digital media skills for government using
Open Source technologies. Particular beneficiary agencies include the Philippine
Information Agency and the other government media organizations, the Cultural
Center of the Philippines, National Commission for Culture and Arts and other
government art agencies, State Universities and Colleges and local government
units.

7. ICT skills strategic plan which develops an inter-agency approach to identifying

strategic and policy and program recommendations to address ICT skills demand-
supply type.

Page 13 of 20
 All the seven programs were guided by the roadmap that embeds policy
statements that relate to education specifically in the enhancement of human
development for teaching and learning.

Some Issues on ICT and Internet Policy and Regulations

Global Issues

Access and Civil Liberties are two sets of issues in ICT Policy which are crucial to
the modern society. The other concern is civil liberties which refer to human rights and
freedom. These include freedom of expression, the right to privacy, the right to
communicate and intellectual property rights.

Access to the Use of Internet and ICT. Access means the possibility for everyone
to use the internet and other media. In richer countries, basic access to internet is
almost available to all with faster broadband connections.

Infringement to Civil Liberties or Human Rights. What are specific internet issues
on internet policy that have relationship to civil liberties or human rights?

Issue No. 1: Freedom of Expression and Censorship

Under international human rights conventions, all people are guaranteed the rights
for free expression. The UN Universal Declaration of Human Rights provides that
everyone has the right to freedom of thought, conscience and religion, likewise the right
to freedom of thought, conscience and religion, likewise the right to freedom of opinion
and expression. However there are practices, that violate these provisions in the use of
internet.

Some examples are the following:

1. Individual rights are given up in order to have access to electronic networks.

Microsoft Network's (MSN's contracts provide protection of individuals like "upload,
or otherwise make available files that contain images, photographs or other
materials protected by intellectual property laws, including but not limiting to
copyright or trademark laws, unless you own or control the rights thereto or have
received all necessary consents to do the same." However Microsoft reserves the
rights, in its sole discretion, to terminate access to any or all MSN sites or services.
2. Censorship restricts the transmission of information by blocking it or filtering the
information. Blocking is preventing access to whole areas of internet based upon
the "blacklist" of certain Internet address, location or email addresses while filtering
is sifting the packets of data or messages as they move across computer networks
and eliminating those considered “undesirable” materials. The selection of sites
that are blocked or filtered has been considered as an issue.

“When you are surfing the web, you may think you are anonymous, but there
are various ways at information about you or your activities can be collected
without your consent."

3. Defamation actions may be used to silence critics. This action deters the freedom
of expression.

Page 14 of 20
Issue No. 2: Privacy and Security

Privacy policies are an issue. Most commercial sites have a privacy policy. When
someone uses a site and clicks "I agree" button, it is as if you have turned over private
information to any authority that may access it.

There are several types of privacy as shown by the following examples:

1. For most, privacy means "personal privacy" the right of individuals not to have their
home, private life or personal life interfered with.
2. Privacy of communication refers to the protection from interference with
communication over the phone or internet.
3. Information privacy is related to the use of computers and communications system
which are able to hold and process information about large numbers of people at
a high speed. It is important to ensure that information will only be used for
purposes for which it was gathered and will not be disclosed to others without
consent of the individuals.

Issue No. 3: Surveillance and Data Retention

The use of electronic communications has enhanced the development of indirect

surveillance. In the indirect surveillance, there is no direct contact between the agent and
the subject of surveillance but evidence of activities can be traced. The new and powerful
form of indirect surveillance is dataveillance. Dataveillance is the use of personal
information to monitor a person's activities while data retention is the storage and use of
information from communication systems.

There is very little that can be done to prevent surveillance. What can be done is
to change the methods or working to make surveillance difficult. This is called “counter
surveillance" or "information security" if it refers to computers and electronic
communication.

Issue No. 4: E-pollutants from E-waste

Large amount or e-waste is generated by ICT. These are in particular, terminal

equipments used for computing (PCs, laptops), broadcasting (television and radiosets),
telephony (fixed and mobile phones), and peripherals (fax machines, printers and
scanners).

The accumulated e-waste is due to rapid turnover of equipment due to rapid

improvement or software. While material waste can be destroyed by crushing, toxic
material brought about by the different equipment requires utmost management. The
quantities of e-waste are increasing in both developed and developing countries. A very
dismal state is that there is a significant amount of electronic waste that has been shipped
from industrial countries to developing countries, using less environmentally-responsible
procedure.

Remedies include standardization and regulatory measures to increase the life

cycle of equipment before they become obsolete. Efficient extraction of toxic components
and requiring the recycling by both consumers and equipment vendors are selling must
be required.

If not controlled then, e-waste will tremendously affect climate change, damage
human lives, and overload the capacity of the earth in carrying solid waste.

Page 15 of 20
Implications to Teaching and Learning

There are great implications of this lesson to both the teachers who are teaching
and the learners who are learning. A few of these are as follows:

For the Teachers and Teaching

1. Guide the teachers on what they should teach that relate to ICT, and how to teach
it.
2. Technology should never replace any human teacher. The tools are support
instructional materials for the teachers which are available for use. The teacher
should learn how to appropriately use them. The human touch of the teacher is still
a vital component in teaching. Teachers should always be reminded that there are
always limitations in the use of the different gadget and tools.
3. There are rules and regulations that govern the use of technology. Caution should
be observed to protect individual privacy. As teachers, you must be aware that the
use of technology may jeopardize your privacy and security.
4. All the issues and many more shall be part of the teaching content as each teacher
will be encouraged to use technology in teaching.

For the Learners and Learning

The learners of the 21 Century are even more advanced than some of the
teachers. However, learners still need guidance on how to use, regulate
technology use. As there are positive and negative effects of technology use,
learners should know the difference. Learners should not only know the benefits
of technology use, but they should also know how they can be protected from the
hazards that technology brings to their lives.

Learners should take advantage of the potential of learning support they

can derive such as the development of higher order thinking skills, the
development of learning communities through collaboration, the enhancement of
skills to manage the vast resources as 21st century learners and many more.

Both the teachers and learners should be mindful of the e-waste that are
being thrown away to the land and to the atmosphere. Thus, safety in the use of
technology shall be presented in the next lesson.

Task 1 Lesson 1

Assume yourself as an investigator who would like to inform your learners and co-
teachers about the current issues on technology use.

Search the web and find out articles or cases about:

a. Freedom of Expression and Censorship

b. Privacy and Security
c. Surveillance and Data Retention
d. E-pollution from E-waste

Choose only one or two articles or cases you will work on. Use the template below
to answer.

Page 16 of 20
Title of the Issue: ____________________________________________

Title of the Article: ____________________________________________

Source: ____________________________________________

Author: ____________________________________________

Summary Narrative:

What lesson have you learned?

What suggestions can you offer?

Page 17 of 20
 Lesson 2: Safety Issues on the Use of ICT
Including e-Safety Rules

Using technology is not a risk by itself, but how it is used will be vulnerable to risks.
When properly used, it will pose danger to the users in school and at home. What are the
safety issues that are needed to be addressed by safety policy and guidelines? As future
teachers, do you need to know all of these?

Some Risks in the Use of ICT and e-Networking

Technology is a phenomenon that seems to be uncontrollable. Despite the so

benefits for teaching and learning, there are also negative effects or influence learners.
Hence as future teachers you have to be aware of how to safeguard learners in the school
communities where they spend most of their waking hours and also in their homes or
facilities that provide opportunities to use digital technologies like Internet Cafes.
Safeguard and protection should be the primordial role of parents, teachers and schools.
There are so many risks that we have to be aware of in the use of digital technologies.
These may include the following:

1. Exposure to inappropriate content, including on-line pornography, extremism

(exposure to violence associated with racist language.
2. Lifestyle websites like self-harms and suicide sites, and hate sites.
3. Cyber-bullying in all forms, receiving sexually explicit images or messages.
4. Privacy issues including disclosure of personal information.
5. Health and well being (amount of time spent on-line, internet gaming and many
more.
6. Prolonged exposure to on-line technologies, particularly at an early age.
7. Addiction to gambling and gaming.
8. Theft and fraud from activities such as phishing.
9. Viruses, Trojans, spyware and other malware, and
10. Social pressure to maintain online networks via texting and social networking sites.

Minor Misuse of ICT

In school, some minor misuse made by leaners include the following:

• Copying information into assignment and failing to acknowledge the source

(plagiarism and copyright infringement).
• Downloading materials not relevant to their studies.
• Misconduct associated with subject logins, such as using someone else’s
password.
• Leaving a mobile phone turned on during class period.
• Unauthorized taking of pictures or images with mobile phone camera, still or
moving.

e-Safety

With all of the above concerns and many more, how do we confront all of these so
as to protect our future generation?

e-safety takes care not only of internet technologies but also of electronic
communications via mobile phones, games consoles and wireless technology. It
highlights the need to educate children and young people about the benefits, risks and
responsibilities of using information technology. Here are some issues of e-safety:

Page 18 of 20
 • e-safety helps safeguard children and young people in the digital world.
• e-safety emphasizes learning to understand and new technologies in a positive
way
• e-safety educates children about the risks as well as the benefits so we can feel
confident online; and
• e-safety supports young learners and adults to develop safer online behaviors,
both in and out of school.

Network Management

1. Safety in the Use of Network in Schools

1.1. Make clear that no one should log on as another user.
1.2. Require all users to always log off when they have finished working.
1.3. Maintain equipment to ensure health and safety.
1.4. Provide students with access to content and resources through guided e-
learning.
1.5. Set up clear disaster recovery system in place for critical data that include
secure, remote back up or critical data.
1.6. Secure wireless network to appropriate standards suitable for educational use.
1.7. Install all computer equipment professionally and meet health and safety
standards.
1.8. Review the school ICT system regularly with regard to health and safety
security.

2. Password Policy
2.1. Only authorized users will have individual passwords. Users are not permitted
to disclose their passwords unless they got permission from the owner or from
the management. The equipment that keeps the personal information shall be
locked when unattended to prevent unauthorized access.

3. Personal mobile phones and mobile devices

3.1. All mobile phones shall be kept away in a box away from the children or
learners and access is only allowed at breaktime or at the end of classes or
when needed during the class period.

4. Cameras
4.1. Taking pictures only from parents or caregivers and not from any other family
member or friend while the child attends class.
4.2. Any picture taken of children shall be on cameras solely for the purpose.

Setting Up An Educational Technology Room

Schools that plan to dedicate a room where the students can access technologies
for learning should include the following basic safety rules:

1. Provide tiltable tables. These tables can be tilted and adjusted to the height of the
users.
2. Provide anti-glare screen filters.
3. Provide adjustable chairs.
4. Provide foot support.
5. Make sure lighting is suitable.
6. Make sure work stations are not cramped.
7. Plan Work at a computer so that there are frequent breaks.

Page 19 of 20
 More specifically safety rules that can reduce risk of accidents in the working
stations should include:

1. No trailing wires across of around the room which people can trip on.
2. Electrical sockets should not be overloaded.
3. Electrical equipment should be safety-tested at least once a year.
4. There should be adequate space around desk for people to move.
5. Bags and obstacles should be stored out of the way.
6. Food and drinks should not be placed near machines.
7. Heating and ventilation should be suitable for the working environment.
8. Fire extinguishers should be available.
9. Fire exits should be clearly marked and tree from clutter.

There are some issues, policies and rules. What have been presented in the lesson
may be the minimum that you should learn. As you explore some more and engage in the
different aspects of Technology for Teaching and Learning, you will find more details.

Task 1 Lesson 2
Internet Safety Rules

Write down your five rules about staying safe when using the Internet and explain.

1. ___________________________________________________
___________________________________________________
2. ___________________________________________________
___________________________________________________
3. ___________________________________________________
___________________________________________________
4. ___________________________________________________
___________________________________________________
5. ___________________________________________________
___________________________________________________

Explanation:

Page 20 of 20