EDUC 10: 1.

1 Demonstrate awareness of policies affecting

TECHNOLOGY FOR TEACHING AND LEARNING I ICT in education

INSTRUCTOR: GERRY F. GUARDIAN

1.2 Comply with ICT policies as they affect
teaching-learning
VISION 1.3 Contextualize ICT policies to the learning
A University for Humanity characterized by environment
productive scholarship, transformative
leadership, collaborative service, and distinctive Domain 2: curriculum and assessment
character for sustainable societies. 2.1 Demonstrate understanding of concepts,
principles and theories of ICT systems as they
MISSION apply to teaching-learning
Give professional and technical training, and
provide advanced and specialized instruction in 2.2 Evaluate digital and non-digital learning
literature, philosophy, the sciences, and arts resources in response to student’s diverse needs
besides providing for the promotion of scientific
2.3 Develop digital learning resources to
and technological researches. (RA5521, Section
enhance teaching-learning
3.0)
2.4 Use ICT tools to develop 21st century skills:
QUALITY POLICY information media and technology skills,
Bicol University commits to continually strive for learning and innovation skills, career skills and
excellence in instruction, research and extension effective communication skills
by meeting the highest level of clientele
Domain 3: pedagogy
satisfaction and adhering to quality standards
and applicable statutory and regulatory 3.1 Apply relevant technology tools for
requirements. classroom activities
-------------------------------------------------
3.2 Use ICT knowledge to solve complex
ICT Competency standards for Philippine problems and support student collaborative
pre-service teacher education activities
CHED-UNESCO “Demonstrate proficiency in 3.3 Model collaborative knowledge construction
the development and utilization of Information, in face to face and virtual environments
Communication and Technology (ICT) resources
in promoting quality teaching-learning process.” Domain 4: technology tools

POLICY STANDARDS AND GUIDELINES 4.1 Demonstrate competence in the technical

FOR PRE-SERVICE TEACHER operations of technology tools and systems as
EDUCATION “To ensure that the program they apply to teaching and learning
outcomes related to ICT shall be achieved, 4.2 Use technology tools to create new learning
competencies were identified to be developed by opportunities to support community of learners
every pre-service teacher.”
4.3 Demonstrate proficiency in the use of
Ict Competency standards for pre-service technology tools to support teaching and
teachers learning
Domain 1: understanding ict in education Domain 5: organization and administration
5.1 manage technology-assisted instruction in an Teachers should be mindful that in the
inclusive classroom environment implementation of curriculum plan, they have to
include strategies for applying technology to
5.2 Exhibit leadership in shared decision-making
maximize student learning.
using technology tools
ASSESSMENT AND EVALUATION
Domain 6: teacher professional learning
Standard 4
6.1 Explore existing and emerging technology to
acquire additional content and pedagogical Teachers apply technology to facilitate a variety
knowledge of effective assessment and evaluation strategies
to collect and analyze data, interpret results, and
6.2 Utilize technology tools in creating
communicate findings to improve instructional
communities of practice
practice and maximize student learning.
6.3 Collaborate with peers, colleagues and
PRODUCTIVITY AND PROFESSIONAL
stakeholders to access information in support of
PRACTICE
professional learning
Standard 5
Domain 7: TEACHER DISPOSITION
Teachers use technology to engage in on-going
7.1 Demonstrate social, ethical, and legal
professional development and life-long learning
responsibility in the use of technology tools and
in support of student learning, increase
resources
productivity and to build community.
7.2 Show positive attitude towards the use of
SOCIAL, ETHICAL, LEGAL AND HUMAN
technology tools
ISSUES
ISTE NATIONAL EDUCATIONAL
Standard 6
TECHNOLOGY STANDARDS FOR
TEACHERS Teachers understand the social, ethical, legal and
human issues surrounding the use of technology
TECHNOLOGY OPERATIONS AND
in support of student learning who come from
CONCEPTS
diverse background, affirm adversity, promote
Standard 1 safety and healthy use of technology resources
and facilitate access to technology resources for
This means that teachers demonstrate a sound all students.
understanding of technology operations and
concepts. ISTE NATIONAL EDUCATIONAL
TECHNOLOGY STANDARDS FOR
PLANNING AND DESIGNING LEARNING STUDENTS
ENVIRONMENT AND EXPERERIENCES
Standard 2
This standard implies that teachers utilize the
use of technology to plan and design effective CREATIVITY AND INNOVATION
learning environments and experiences.
Standard 1
TEACHING, LEARNING AND
This standard will produce students who
CURRICULUM
demonstrate creative thinking, construct
Standard 3 knowledge, develop innovative products and
process using technology from existing Sound understanding of technology concepts,
knowledge. systems and operation is a standard that students
should comply with.
COMMUNICATION AND
COLLABORATION UNDERSTANDING THE BASIC
CONCEPTS IN ICT
Standard 2
TECHNOLOGY refers to mix of process and
This standard requires students to use digital
product used in the application of knowledge.
media and environments to communicate and
work collaboratively to support individual ICT LITERACY is the use of digital
learning and contribute to the learning of others. technology, communication tools and/or
This includes the use of variety of media and networks to access, manage, integrate, evaluate,
formats for global awareness with learners from create and communicate information in order to
other cultures. function in a knowledge society
RESEARCH AND INFORMATION EDUCATIONAL TECHNOLOGY refers to
FLUENCY the use of technology in the teaching and
learning.
Standard 3
DIGITAL LITERACY is the ability to find,
Students are expected to apply digital tools to
evaluate, utilize, share and create contents using
gather, evaluate and use information and plan
information technologies and the internet.
strategies for inquiry
SOFTWARE refers to the program control
CRITICAL THINKING,
instructions and accompanying documentation.
PROBLEM-SOLVING AND DECISION
MAKING MULTIMEDIA is a sequential or simultaneous
use of variety of media formats in a given
Standard 4
presentation or self-study program.
This standards expect students to use critical
INTERNET is a massive network of networks,
thinking skills to plan and conduct research,
a networking infrastructure.
manage projects, solve problems and make
informed decisions using appropriate digital WORL WIDE WEB is also called the Web
tools. which is a graphical environment on computer
networks that allows you to access, view and
DIGITAL CITIZENSHIP
maintain documentation that can include text,
Standard5 data, sound and videos.

It is required by this standard that every WEBQUEST is an inquiry-oriented lesson

technology student becomes a digital citizen format that
who demonstrates ethical and legal behaviour,
PRODUCTIVITY TOOLS refer to any type of
exemplified by the practice of safe, legal and
software associated with computers and related
responsible use of information.
technologies that can be used as tools for
TECHNOLOGY OPERATIONS AND personal, professional, or classroom activity.
CONCEPTS
BLOG is an online journal where posted
Standard 6 information from both teachers and students are
arranged.
WIKI an editable website usually with limited 5. Technology adds to the competence of
access allows students to collaboratively create teachers and inculcates scientific
and post written work or digital files, such as outlook.
digital photos or videos.
6. Technpology supports teacher
PODCAST is a video or audio multi-media clip professional development.
about a single topic typically in the format of
For learners and learning
radio talk show.
1. Support learners to learn how to learn on
GOOGLE APPS is a cloud-based teaching tool
their own.
which is stored in the Google server and is
available for students both at home and in 2. Technology enhances learners’
school. communication skills through social
interactions.
ROLES OF TECHNOLOGY FOR
TEACHING AND LEARNING 3. Technology upgrades learners’ higher
order thinking skills: critical thinking,
TECHNOLOGY AS A TUTOR
problem solving, and creativity.
Together with the teacher, technology can
CATEGORIES OF KNOWLEDGE
support the teacher to teach another person or
technology when programmed by the teacher 1. DECLARATIVE KNOWLEDGE
can be a tutor on its own.
2. STRUCTURAL KNOWLEDGE
TECHNOLOGY AS A TEACHING TOOL
3. PROCEDURAL KNOWLEDGE
Like tutor, technology is a teaching tool but can
never replace a teacher. PROCEDURAL KNOWLEDGE

TECHNOLOGY AS A LEARNING TOOL One to one

While the teacher utilizes technology as the tool One to many

for teaching, likewise it is an effective tool for Many to many
learning.
CRITICAL THINKING VS CREATIVITY
ROLES OF TECHNOLOGY FOR
TEACHING AND LEARNING CRITICAL THINKING

For teachers and teaching It refers to the ability to interpret, explain,

analyze, evaluate, infer and self-regulate in order
1. Technology provides enormous support to make good decisions.
to the teacher as the facilitator of
learning. CREATIVITY

2. Technology has modernized the Is characterized as involving the ability to think

teaching-learning environment. flexibly, fluently, originally, and elaborately.

3. Technology improves teaching-learning Seven creative strategies

process and ways of teaching
S Substitute – Find something else to replace to
4. Technology opens new fields in do what it does.
educational researches.
C Combine – Blend two things that do not
usually go together.
A Adapt – Look for other ways this can be used. are needed in this category of networking
technologies
M Modify – Make a change, enlarge, decrease.
3.NETWORKING TECHNOLOGIES- THE
P Put another use – Find other uses.
BEST KNOWN IS INTERNET, BUT HAS
E Eliminate – Reduce, remove. EXTENDED TO MOBILE PHONE
TECHNOLOGY, VOICE OVER INTERNET
R Reverse – Turn upside-down, inside out, PROTOCOL (VOIP) SATELLITE
front-side back. COMMUNICATIONS AND OTHER FORMS
Group 1 OF COMMUNICATION ARE STILL ON
THEIR INFANCY.
POLICIES AND ISSUES ON INTERNET
AND IMPLICATIONS TO TEACHING DICT ROADMAP
AND LEARNING DICT Roadmap t of Information and
GLOBALIZATION IN ICT Communication Technology In our country, the
Department formulated roadmap to guide all
Globalization is a reality and ICT has become a agencies in the utilization, regulation (DICT) has
fundamental part of the process. A networked of ICT. Each project has corresponding policy
society is one in which the entire planet is statements and enhancement guidelines The ICT
organized around wire communicated networks for Education (ICT4E) is a program under the
of computers. DICT that support all crederty of the education
sector in incorporating the use hard wares well
DEFINITION OF ICT POLICY
as in determining and gaining access to the
OXFORD ENGLISH DICTIONARY • defined infrastructure (hardware, software,
"policy" as a course of action, adopted and telecommunications facrines and others) which
pursued by a government, party, ruler, are necessary to use and deploy learning
statesman. It is any course of action adopted as technologies at all levels of education.
expedient or advantageous. Its operational
1. ICT in Echication Masterplan for all levels,
definition of policy is a plan of action to guide
including a National Roadmap2. for Faculty
decisions and achieve outcomes.
Development in ICT in Education. A National
More recent technological innovations Framework Plan for ICTs in Basic Education
increased the reach and speed of was developed.
communications which can be grouped into
2. Content and application development through
three categories:
the Open Content it Education Initiative (OCEI)
1. Information Technology- includes the use of which converts DepEd materials into interactive
computers, which has become indispensable in multi-media content, develop applications used
modern societies to process data and save time in schools, and conduct students and teachers
and effort. What are needed will be computer competitions to promote the development of
hardware and peripherals, software and for the education-related web content.
user, computer literacy.
3. PheDNET, is a "walied" garden that hosts
2. Telecommunication technologies-include educational learning and teaching materials and
telephones (with fax) and thebroadcasting of applications for use by Filipno students, their
radio and television often through satellites. parents and teachers. All public high schools
Telephone system, radio and TV broadcasting will be part of this network with only DepEd
approved multi-media applications, materials
and mirrored internet sites accessible from Issue No 1: Freedom of Expression and
school's PCs. Censorship
4. Established Community eLearning Centers • International Human Rights Convention All
called eskwela for out-of-school youth (OSY) people are guaranteed the rights for free
providing them with ICT enhanced alternative expression
education opportunities.
The UN Universal Declaration of Human Rights
5. eQuality Program for tertiary education provides that everyone has the right to freedom
through partnerships with state universities and of thought, conscience, and religion, likewise the
colleges (SUCs) to improve quality of IT right to freedom of opinion and expression.
education and the use of ICT in education in the
Some examples are the following:
country, particularly outside of Metro Manila.
1. Individual rights are given up in order to have
6. Digital Media Arts Program which builds
access to electronic networks.
digital media skills for government using Open
Source technologies. Particular beneficiary 2. Censorship restricts the transmission of
agencies include the Philippine Information information by blocking it or filtering the
Agency and the other government media information. Blocking is preventing access to
organizations, the Cultural Center of the whole areas of internet based upon the
Philippines, National Commission for Culture “blacklist” of certain Internet address, location
and Arts and other government art agencies, or email addresses while filtering is sifting the
State Universities and Colleges and local packets of data or messages as they move across
government units. computer networks and eliminating those
considered “undesirable” materials.
7. ICT skills strategic plan which develops an
inter-agency approach to identifying strategie 3. Defamation actions may be used to silence
and policy and program recommendations to critics. This action deters the freedom of
address ICT skills demand-supply type. expression.
Some Issues on ICT and Internet Policy and Issue No. 2: Privacy and Security
Regulations
Most commercial sites have a privacy policy.
● Global Issues When someone uses a site and clicks “I agree”,
it is as if you have turned over private
Access and Civil Liberties are two sets of issues
information to any authority that may access it.
in ICT Policy which are crucial to the modern
society. There are several types of privacy as shown by
the following examples:
• Civil Liberties which refer to human rights and
freedom. These include freedom of expression, 1. For most, privacy means “personal privacy”
the right to privacy, the right to communicate the right of individuals not to have their home,
and intellectual property rights. Access of the private life or personal life interfered with.
Use of Internet and ICT.
2. Privacy of communication refers to the
Access means the possibility for everyone to use protection from interference with
the internet and other media. In richer countries, communication over the phone or internet.
basic access to internet is almost available to all Respect of privacy of communications is an
with faster broadband connections. There are essential prerequisite for the maintenance of
still countries where access to internet is still a human relationship via technological
challenges. communications media.
3. Information privacy is related to the use of Implications to Teaching and Learning
computers and communication systems which
How do the policy guidelines, projects and
are able to hold and process information about
issues relate to the teaching and learning?
large numbers of people at a high speed. It is
important to ensure that information will only be For the Teachers and Teaching
used for purposes for which it was gathered and
will not be disclosed to others without consent 1. Guide the teachers on what they should teach
of the individuals. that relate to ICT, and how to teach it. Some ICT
development comes so rapid and fast, teachers
Issue No. 3: Surveillance and Data Retention might be overwhelmed by its rapid speed.
Temperance in its use is a caution that should be
Indirect surveillance – there is no direct contact
looked at.
between the agent and the subject of surveillance
but evidence of activities can be traced. The new 2. Technology should never replace any human
and powerful form of indirect surveillance is teacher. The tools are support instructional
dataveillance. materials for the teachers which are available for
use. The teacher should learn how to
Dataveillance is the use of personal information
appropriately use them. The human touch of the
to monitor a person’s activities.
teacher is still a vital component in teaching.
Data retention is the storage and use of
3. There are rules and regulations that govern the
information from communication system.
use of technology. Caution should be observed
3. “Counter Surveillance” or “Information to protect individual privacy. As teachers, you
Security” - refers to computers and must be aware that the use of technology may
electronic communication. jeopardize your privacy and security.
Issue No.4 : E-pollutants from E-waste 4. All the issues and many more shall be part of
the teaching content as each teacher will be
Large amounts of e-waste is generated by ICT.
encouraged to use technology in teaching.
These are in particular, technical equipments
used for computing (PCs, laptops), broadcasting For the Learners and Learning
(television and radio sets), telephony (fixed and
The learners of the 21st century are even more
mobile phones), and peripherals (fax machines,
advanced than some of the teachers. However,
printers and scanners).
learners still need guidance on how to use,
The accumulated e-waste is due to rapid regulate technology use. As there are positive
turnover of equipment due to rapid improvement and negative effects of technology use, learners
of software. While material waste can be should know the difference.
destroyed by crushing, toxic material brought
Learners should take advantage of the potential
about by the different equipment requires utmost
learning support they can derive such as the
management. The quantities of e-waste are
development of higher order thinking skills, the
increasing in both developed and developing
development of learning communities through
countries.
collaboration, the enhancement of skills to
Remedies include standardization and regulatory manage the vast resources as 21st century
measures to increase the life cycle of equipment learners and many more.
before they become obsolete. Efficient
LESSON 2: Safety Issues on the Use of ICT
extraction of toxic components and recycling by
including e-Safety Rules
both consumers and equipment vendors are
selling must be required.
SOME RISKS IN THE USE OF ICT AND E communications via mobile phones, game
NETWORKING consoles and wireless technology. It highlights
the need to educate children and young people
● Exposure to inappropriate content,
about the benefits, risks and responsibilities of
including on-line pornography,
using information technology.
extremism (exposure to violence
associated with racist language); Here are some issues of e-safety:
● Lifestyle websites like self- harms and
● e-safety emphasizes learning to
suicide sites, and hate sites;
understand new technologies in a
● Cyber- bullying in all forms, receiving
positive way;
sexually explicit images or messages;
● e-safety safeguards children and young
Privacy issues including disclosure of
people in the digital world;
personal information;
● e-safety educates children about the
● Health and well- being (amount of time
risks as well as the benefits so we can
spent on- line, internet gaming and
feel confident online;
many more;
● e-safety supports young learners and
● Prolonged exposure to online
adults to develop safer online behaviors,
technologies, particularly at an early
both in and out of school.
age;
● Addiction to gambling and gaming; Network Management
Theft and fraud from activities such as
phising; 1. Safety in the use of Network in
● Viruses, Trojans, spyware and other Schools
malware; and 1.1. Make clear that no one should log on as
● Social pressure to maintain online another user.
networks via texting an social
networking sites. 1.2. Require all users to always log off when
they have finished working.
MINOR MISUSE OF ICT
1.3. Maintain equipment to ensure health
● Copying information into assignment and safety.
and failing to acknowledge the source
(Plagiarism and Copyright 1.4. Provide students with access to content
Infringement) and resources through guided e- learning.
● Downloading materials not relevant to
1.5. Set up a clear disaster recovery system
their studies
in place for critical data that include secure,
● Misconduct associated with subject
remote backup of critical data.
logins, such as using someone else’s
password 1.6. Secure wireless network to appropriate
● Leaving a mobile phone turned on standards suitable for educational use.
during class period
● Unauthorized taking of pictures or 1.7. Install all computer equipment
images with mobile phone camera, still professionally and meet health and safety
or moving standards.

e – safety 1.8. Review the school ICT system regularly

with regard to health and safety security.
e-safety takes care not only of internet
technologies but also of electronic 2. Password Policy
 2.1. Only authorized users will have 6. MAKE SURE WORK STATIONS
individual passwords. Users are not ARE NOT CRAMPED.
permitted to disclose their passwords unless 7. PLAN WORK AT A COMPUTER
they got permission from the owner or from SO THAT THERE ARE
the management. The equipment that keeps FREQUENT BREAKS.
the personal information shall be locked
More specifically safety rules that can reduce
when unattended to prevent unauthorized
risk of accidents in the working stations
access. Computers should be set to a time
should include:
out if they become unused for a certain
period of time. 1. NO TRAILING WIRES ACROSS OR
AROUND THE ROOM WHICH
3. Personal Mobile phones and Mobile
PEOPLE CAN TRIP ON
devices
2. Electrical sockets should not be
3.1. All mobile phones shall be kept away in overloaded.
a box away from the children or learners and 3. Electrical equipment should be
access is only allowed at break time or at the safety-tested at least once a year
end of classes or when needed during class 4. There should be adequate space around
period. for people to move
5. Bags and obstacles should be stored out
4. Cameras
of the way
4.1. Taking pictures only from parents or 6. Food and drinks should not be placed
caregivers and not from any other family near machines
member or friend while the child attends 7. Heating and ventilation should be
class. suitable for the working environment
8. Fire extinguishers should be available
4.2. Any picture taken of children shall be 9. Fire exits should be clearly marked and
on cameras solely for the purpose. free from.
SETTING UP AN EDUCATIONAL Group 2
TECHNOLOGY ROOM
MODULE 3 NON-DIGITAL AND DIGITAL
Schools that plan to dedicate a room where SKILLS AND TOOLS IN DELIVERING
the students can access technologies for TECHNOLOGY-ENHANCED LESSONS
learning should include the following basic
safety rules: LESSON 1:

1. PROVIDE TILTABLE TABLES. Development and Use of Non-Digital or

2. THESE TABLES CAN BE TILTED Conventional Materials
AND ADJUSTED TO THE
● Instructional Materials
HEIGHT OF THE USERS.
Known as Teaching/Learning Materials,
3. PROVIDE ANTI-GLARE SCREEN
are any collection of materials including
FILTERS.
animate and inanimate objects and
4. PROVIDE ADJUSTABLE
human and non-human resources that a
CHAIRS. PROVIDE FOOT
teacher may use in teaching and learning
SUPPORT.
situations to help achieve desired
5. MAKE SURE LIGHTING IS
learning objectives.
SUITABLE.
● In any teaching and learning process,
instructional materials play a vital role
 as they provide sensory experiences to
▪ Zigzag Board
the learners.
Instructional materials have several roles in ▪ Wall Display
teaching and learning which include the
following:
▪ Rope and Pole Display
1. They promote meaningful communication and
effective learning;
DIORAMA
2. They ensure better retention, thus making
learning more permanent; Dioramas- are small scenes created of layers of
3. They help to overcome the limited classroom materials, all depicting a similar concept or
by making the inaccessible accessible; theme. They usually display a historical time
4. They provide a common experience upon period, a nature scene, or a fictional situation. In
which late learning can be developed; developing diorama, you will: (1) choose a
5. They encourage participation especially if concept or theme, (2) research the subject, (3)
students are allowed to manipulate materials make a rough sketch of your ideal diorama, (4)
used (Brown et al. 2005, Effiong & Igiri, 2015) make a list of the items you'll need and gather
your supplies, and (5) select a container or box.
There are also several factors to consider in
developing instructional materials:
1. Develop a story board and working outline’
based on the subject goals and, objectives.
2. Identify existing institutional resources
including materials and teachers capability.
3. The teacher may research off the shelf
materials that have been developed by others to
determine if their approach could be useful.
4. Explore the possibility of adapting concepts NATURE TABLE
of other teachers without infringing on anyone’s
copy protected design. This is a table that contains objects and/or
scenes related to the current season, or
5. Modify existing materials based on the upcoming festival or a symbol of an ecosystem.
objectives of the lesson. Children love to follow the natural changes that
6. If the instructional materials are effective, you the world offers each month and classroom
can share them with other teachers. decorations reflect these.
7. The teacher developer can also sell her/his
materials available.
Example of Instructional Materials

▪ Diorama

▪ Nature Table

▪ Writing Board
WRITING BOARD
▪ Flip Chart
A writing board can display information written
with chalk (chalkboard or blackboard) or special
pens (whiteboard). Although there are usually
more effective methods of transmitting
information, the writing board is still the most
commonly used visual aid.

Suggestions on Using Flipchart:

1. Use wide-tipped pens or markers; markers
with narrow tips produce
Suggestions on Using the Writing Board:
printing that is difficult to read.
1. Keep the board clean.
2. Print in block letters that are large enough to
2. Use chalk or pens that contrast with the be read easily from the back of the room.
background of the board so that
3. Use different colored pens to provide contrast;
students can see the information clearly. this makes the pages visually attractive and
easier to read.
3. Make text and drawings large enough to be
seen from the back of the room. 4. Use headings, boxes, cartoons and borders to
improve the appearance of the page.
4. Prepare complex drawings in advance (if very
complex, an overhead transparency or 35 mm 5. Use bullets () to delineate items on the page.
slide may be preferable).
6. Leave plenty of "white space" and avoid
5. Underline headings and important or putting too much information on one page.
unfamiliar words for emphasis. (Crowded and poorly arranged information is
distracting and difficult to read).
6. Do not talk while facing the board.
7. When pages are prepared in advance, use
7. Do not block the students' views of the board;
every other page. If every page is used, colors
stand aside when writing
will show through and make text difficult to
or drawing is completed. 8. Allow sufficient read.
time for students to copy the information from
8. Have masking tape available to put pages up
the board.
around the room during brainstorming and
FLIP CHART problem-solving activities.

It is a large tablet or pad of paper, usually on a 9. To hide a portion of the page, fold up the
tripod or stand. lower portion of the page and tape it. When
ready to reveal the information, remove the tape
and let the page drop.
10. Face the student, not the flipchart while
talking.
ZIGZAG BOARD 1. Unity-Use only one idea for each visual aid
and include a headline.
It is a multi-board series of three or four
rectangular boards. They are joined together 2. Simplicity Make ideas and relationships
along the sides by hinges so that they can be simple and easy to recall. Avoid cluttering a
easily folded up and carried. Each board can be visual with too many words, numbers, or
of a different type, for example, a whiteboard, a graphics. The audience should be able to grasp
chalkboard, a flannel board and so on. The size the concept in 10 to 15 seconds.
of the boards for the zigzag multi-board depends
3. Legibility Make letters big and readable for
on what you want to use them for.
all in the audience.
WALL DISPLAY
4. Consistency - Use the same type style and art
Displaying items on a classroom wall is a style.
well-known, tried and tested educational
5. Clarity - Avoid type that is too small to read;
method. A wall display is a collection of many
avoid all caps.
different types of items and materials put up on a
wall to make an interesting and informative 6. Quality - Make it neat and professional and
display. In a classroom, the display can consist remember to proofread.
of the students' own work. In development work
it can be used to convey information to the LESSON 2: Select and Use ICT Tools for
community. Teaching and Learning
• A great part of learning is working on
information and using it to create
something that can be useful edifying
for humanity. ICT tools engaging
learners by communicating,
disseminating, and managing
information.
• ICT tools will reveal the usefulness of
employing ICT Tools in a wider range
of the teaching and learning process.
• It is not necessarily the presence of
ROPE AND POLE DISPLAY BOARD advanced technology the use of ICT
tools can ensure the success in engaging
This board consists of two parallel, horizontal the learner, but it still remains that the
poles tied loosely together with rope. Visual aids effective use of ICT tools depends on
such as posters can be pinned to the rope. This how the teacher use them.
kind of display board is invaluable where there
are few solid walls for displaying information. It “Technology will never replace great teachers,
has no solid backing and can be made quickly but technology in the hands of great teachers is
for teaching, training and when working with transformational.” Greoge Couros
communities. • WHAT IS QR CODE? It was a code
Guidelines when designing conventional created by a Japanese Corporation
instructional materials Denso -Wave in 1994.
• QR stands for? “QUICK RESPONS”
 • It allows the reader to decode the 2. TO SIMPLIFY A COMPLEX
information at a high rate of speed. CONCEPT
simplifying a complex idea is the core
• This is popular in Japan and also used
purpose of using an infographics. This is
by companies as they attach their QR
a very effective educational tool as a
Code in their product.
way of summarizing key points or
How to make QR code: providing an overview of a lesson.
3. TO EXPLAIN HOW SOMETHING
Step 1: BE ONLINE FUCTIONS
Step 2: Search for a QR Code generator and Using infographics, you can show the
ensure that you read the information about the intricacy of how something complex
application. It is important to have a ensure works. It can reveal the mechanics
internet. There are tons of QR CODE generators behind how an object works. Designer
out there, most popular include KAYWA, can create infographics by showings the
GOQR..me. Visualead and QR Stuff. There are mechanics behind intricate objects,
many FREE applications online and therefore process, concepts.
you can take a chance to use them. 4. TO COMPARE
Presenting information by highlighting
Step 3: Once you have identified your free similarities and differences through a
online QR CODE, generator you can now visual parallel in a infographics can turn
encode the text or information you want. out more effective than sometimes
expressing it in words. It is easier to
Step 4: Run it and save it as a jpeg file, Now,
draw comparisons with the same
you have successfully created your own code
information nearly organized.
which you can download.
5. TO PRESENT INTERESTING
Step 5: Test the QR CODE using your QR FACTS
CODE reader When information or facts are presented
all in words, the use of infographics can
USING LAPTOP AND THE bring life. If done well, the infographics
INFOGRAPHICS can transform the information into
An infographics is a visual representation or an visual image that can attract and engage
image such as diagram, chart or a picture readers.
representing information or data. It is How will you make your own infographics
eye-catching and makes use of a clear layout,
attractive color and hues, and caricatures that 1. You need to be online
provide a cohesive presentation of the
2. Using the PC, laptop or mobile phone,
information.
search for Canva, Vismen or Vennage
USING INFOGRAPHICS among others.

1. TO PRESENT SURVEY DATA 3. Create or sign up an account if you still

Presenting statistical data such as from do not have one in order to design your
surveys can be overwhelming. own infographics.
Infographics can be highly useful. Data
4. 4. PROCEDURE:
are much easier to code. This can be
made easier and quicker to understand if step 1: choose the most suitable
they are presented in a infographics. template for your use from the library.
 step 2: You may use images from their a. Enter in the dialog box the URL or the
file or upload you own pictures. Padlet you want to join.
step 3: Make a cohesive layout b. Start posting on your friends/classmate’s
containing correct and essential padlet by clicking the + sign.
information.
Lesson 3: Creating e-Portfolio as a
step 4: You can choose a background Technology Tools
and font styles.
e-Portfolio
step 5: You may change the color of
This is also called the ePortfolio or digital
boxes and the text to suit your style and
portfolio. This can be used as a digital archive
add stunning filters to add flair.
that can contain the same materials as a physical
step 6: Save the image of the portfolio but can have more such as multimedia
infographics. productions, relevant online links or references,
digital stories or video blogs, Powerpoint
step 7: Share the infographics you
presentations, photographs and other ICT
created.
materials. The ePortfolio can be private or can
Ipad/tablet and the online bulletin board be published and shared publicly to stakeholders
like parents and friends.
Creativity and collaboration are fun! A dull
boring bulletin board can be made interesting 1) Student ePortfolios can evaluate
when done online. An online bulletin board is a students' academic progress. They can
way of presenting ideas with a twist and interest inform the teacher to adapt and use
with no cost at all. instructional strategies when pieces of
evidence indicate that they are either
STEP 1: Search for hhtps://padlet.com/ learning or not. In other words the
STEP 2: Sign up or log-in using any of your construction of the ePortfolios should
social media account. start from the beginning and should be
an ongoing process. They should not be
STEP 3: if you want to make your own, click reviewed only at the end of the term but
MAKE A PADLET. navigated around and provided feedback
to let the students know how they are
a. You can choose Start with a blank or
doing.
Pick a template.
2) Monitoring students' progress can be
b. Start making posts by clicking the + sign. highlighted in a portfolio. It may not
only contain finished products but also
c. Make your post as creative as you can by several versions on how the students
clicking Modify and selecting your choice of improved their work based on the
color, font, theme, etc. feedback provided by mentors.
d. You can now share your Padlet or online Moreover, portfolios can actually
bulletin board to your friends. Click Share and determine whether the students have
allow others to have access to it you can share transferred what they have learned in
through the social media account where others new projects or other domains.
can view it. 3) Portfolios document students' learning
growth. They actually encourage the
STEP 4: If you want to join someone’s bulletin students' sense of accountability for their
board, click JOIN A PADLET. own learning process. This may lead
 them to see that the learning process is
theirs and not anybody else's. This can
make learners reflect from where they
have begun to how far they have
developed.
Creating an Online Portfolio Using a Site
There are many sites that can be used in creating PAGE
an ePortfolio. One of which is the google site. If The pages that you can add depend on how you
you have a google account, you can start using would like to organize your ePortfolio. What is
the available applications. You can also try important is that you need to construct your
weebly, or wix, among others. ePortfolio at the start of the class.
Steps in Constructing an ePortfolio REFLECTION
STEP 1: Enter your gmail account and look A major element in a portfolio whether it is
for Sites. If it is the first time that you have online or not, is the writing of the reflection. It is
done this, you need to read the directions. thinking-aloud, a way of documenting what they
STEP 2: You scroll down and read further are thinking. How students are processing the
until you see the icon for Sites. input and the application of what they have
learned into an activity or a project needs to be
STEP 3: When you click it, it will lead you to captured.
another section. This will let you create a site
that you can use as an ePortfolio.
STEP 4: Consider a good label or a title for
your ePortfolio and prepare the texts, links,
multimedia outputs, images or jpeg files that
you want to upload in the pages of the
ePortfolio.
Parts of an e-Portfolio
Six Stages of Gibb's Reflective Cycle
Just like a book, the e-Portfolio has pages or
sections. The organization can follow a Description. This initial phase in writing a
chronological order based on the activities that reflection is very simple since you just need to
you go through or you can have a thematic describe the activity or the experience to the
arrangement. Whatever you choose, it will be a reader. You can write a little about the
display of your organizational skills. background on what you are reflecting about by
including relevant and to-the-point details.
HOME PAGE
Feelings. Learners are involved in learning and
The first section is the Home or your cover page. an activity or perhaps a lesson can trigger certain
This is the first thing that your readers will see. feelings. So at this point, you can consider and
So you need to introduce yourself and the think about how you feel at that time when you
objectives of your ePortfolio. Usually, there are were doing the activity or having the experience.
templates available and each provides sections.
You can add personal touches such as images or Evaluation. When evaluating, discuss how well
a change of color themes. you think the activity went. Recall how you
reacted to the task or situation and how others
reacted. Was the experience a pleasant one or understand. The items in the rubric should be
otherwise? This is also a possible part where you mutually exclusive.
can perhaps incorporate related readings of other
Students can see connections between learning
author's principles or theories.
(what will be taught) and assessment (what will
Analysis. This part of the write up includes your be evaluated) by making the feedback they
analysis of what worked well and what have receive from teachers clearer, more detailed, and
facilitated it or what may have hindered it. You more useful in terms of identifying and
can also discuss related literature that may have communicating what students have learned or
brought about your experience. what they may still need to learn.
Conclusion. Now, you can write what you have
learned from the experience or what you could
Group 3
have done.
DIGITAL LITERACY SKILLS IN THE 21st
Action Plan. At the end of your reflection, you
CENTURY
write what action you need to take so that you
will improve the next time such as consult an INTRODUCTION
expert for some advice or read a book that will
provide answers to your queries. You make The 21st century has redefined digital literacy. It
plans on how you can address what went wrong has broadened its perspective to include other
so that you can take the right step to succeed in aspects of the 21st context. These literacies
achieving the task. include (1) Cyber Literacy or Digital Literacy,
(2) Media Literacy, (3) Arts and Creativity
Administrating the E-Portfolio Literacy, (4) Financial Literacy, (6) Multicultural
Literacy or Global Understanding.
Before publishing your e-Portfolio for the world
to see your work, you can control who can see The millennial students are generally tech-savvy,
your work. The icon for sharing the site can be digital natives. They know how to go about a
managed by entering the email address of the tablet, iPad, smartphone, or laptop better than
person with whom you want to share it. anyone else. This suggests their digital skills.
However, are all students digitally literate?
Thinking on how to use the digital tools,
accessing information, and exhibiting ways of
working in a globally competitive contexts,
together with skills in living in the 21st Century
refer to the digital literacies.
WHAT ARE DIGITAL LITERACIES
ASSESSING AN E PORTFOLIO USING A Digital literacies are the individual’s capabilities
RUBRIC to be able to effectively and responsibly function
Evaluating an e-Portfolio using a rubric, is a and perform in a digital society. The term
consistent application of learning expectations, ‘digital literacy’ was coined by Paul Gilster in
learning outcomes or standards. It should tell the 1997 and it came from the discussion of the
students the link between learning or what will concepts on (a) visual literacy when images and
be taught and the assessment or what will be non-verbal symbols try to capture the
evaluated. Rubrics are simple and easy to knowledge; (b) technological literacy requiring
one to be able to use technology in addressing a
need; (c) computer literacy, which in the 1980s 1. Critical thinking is learning how to
started to become a household item manipulated solve problems. It teaches students not
to achieve one’s target; and (d) information to accept immediately claims without
literacy which refers to the finding, evaluating, seeking the truth. It is the ability to
using, and sharing of information. differentiate facts from opinions and not
only just learn a set of facts or figures
THE DIGITAL LITERACIES : but also discover these for the sake of
● Media Literacy– Is one’s ability to knowing what ought to be.
critically read information or content 2. Creativity requires students to think out
and utilize multimedia in creatively of the box and to take pride in what is
producing communication. : uniquely theirs. It means that they will
● Information Literacy– is locating be able to look at a problem from
information from the web and multiple perspectives However,
interpreting it while evaluating its creativity may not ensure success all the
validity so that it can be shared. : time but it may lead to another direction
● ICT Literacy– is knowing how to select that can actually be a better way of
and use digital devices, applications or figuring out how to solve the problem
services to accomplish tasks requiring those that others may not see.
the use of the internet. : 3. Communication makes students
● Communication and Collaboration– are express their ideas in the clearest and
one’s capabilities in being able to organized manner. Through varied
participate in the digital networks in the modes - face-to-face, technologically
teaching and learning context. mediated or a blended medium, they
● Identity Management– is being able to need to know how to efficiently and
understand how to ensure safety and clearly convey ideas.
security in managing online identity and 4. Collaboration happens when student's
foster a positive digital reputation. know how to work well with others to
● Learning Skills– are ways of knowing accomplish a given task or solve a
how to study and learn in a problem at hand. This is a 21st essential.
technology-enriched environment; this When students are made to work with
is knowing how to utilize technology in others in a pair or in a team, they are
addressing the need to learn efficiently. given the chance to practice how to
● Digital Scholarship– is being able to relate with others. They may be working
link and participate in professional and with classmates they do not really prefer
research practices. to work with but with guidance, you can
teach them to tap on the capabilities of
THE 4C’s OF THE 21st CENTURY each member of the team and
DIGITAL LITERACY SKILL VS. DIGITAL collaboratively achieve the goal.
LITERACY
In addition to the 4C's, there are Citizenship
The four C's of the 21st Century Skills refer and Character. Citizenship is known as
to critical thinking, creativity, netizenship in the virtual world. This is making
communication, and collaboration. All of the person consider how one behaves
these 21st century skills are essentials for accordingly by observing the norms and rules
students to do well in school and succeed in that are in accordance with what are sociably
the workplace. and virtually acceptable. As a result, one is
projecting a reputable digital identity which is 6. Personal Archiving.- Students should
his or her character. be taught the concepts of meta data,
tagging, keywords and categories to
Digital Literacy Skills vs. Digital Literacy
make them aware how are
Digital Literacy Skills are required in the wired therepresented online.
world. These skills vary from texts to images to 7. Information evaluation.- Critical
multimedia. Future teachers who will be thinking to weed out fake news is a
handling students considered as tech savvy crucial 21" century skill. The use of
should equip themselves with competencies and tools and skills needed to proces
fluencies needed to handle the fast emerging information are very much needed.
tools and applications that should be able to 8. Use of social media.- Social media
handle even artificial intelligences. serves different purposes depending on
the user, the technology and the need.
Lynch (2017), identified eight digital literacy For example, students should realize
skills needed to become digitally literate. These that Twitter can be useful for staying
are: current on the latest news in the field.
1. Coding.- Coding is a universal Digital Literacy has been defined in many ways
language. Basic understanding of that is understandable by both digital natives and
HTML, CSS and the like will create a digital immigrants. Teachers and students should
shared understanding of what can be not only be proficient in how to use (digital
donewith the web pages. skills) but they need to see the information and
2. Collaboration.- The use of Google media technology to find, evaluate, create and
Docs among others allows student to communicate information requiring both
begin experimenting with effective cognitive and technical skills.
online collaboration.
3. Cloud software.- This is essential part FLEXIBLE LEARNING ENVIRONMENT
of document management. The cloud is ONLINE DISTANCE LEARNING THE
used to store everything from photos to DIFFERENT PLATFORMS
research projects, to term papers and
Flexible Learning Environment
even music.
4. Word Processing Software- Google, Learning nowadays is viewed differently. The
Microsoft Online Drop Box are present generation of learners has access to
available for storage and management information at their fingertips. The teacher is no
solutions. longer seen as basically the dispenser of
5. Screencasting.- A screencast is a video knowledge but rather as one who expertly
recording using the computer screen, directs the learners to take their own track in
and usually includes an audio. On the searching for answers to questions raised inside
other hand, when you take picture on the the classroom. Then they bring these back to the
screen of your computer, it is called a class for further discussion until perhaps
Printscreen. Both can be used in resolutions are agreed. They can search the web
explaining topics as well as providing a and discover a breadth of information related to
visual supportto clarify what you are the lesson. They even have the patience to stay
thinking. While the print screen is a in front of the computer for an unusually longer
picture, the screencasting is a video time in search for more articles and multimedia
screen capture which is a great way to materials that simplify a challenging topic. That
share and is easy to use for novice video is why they can sometimes learn more than what
creator. is confined in the four corners of the classroom.
With technology, students can possibly continue
to join class sessions even if they are not
physically around. The learning space becomes
virtual or mediated.
Online Distance Learning Online distance
learning is not a new concept. Some schools,
higher education institutions in the country, and
educational agencies such as the Southeast
Asian Ministers of Education Innovations in
Educational Technology (SEAMEO-
INNOTECH) provide this mode of learning. It
allows flexibility in learning to a certain extent.
The Different Platforms classroom and discuss a topic in the lesson. So
wherever they are situated in the world, they
The flexible mode of learning uses a platform
agree on a scheduled session and log in to join
such as moodle, Google classroom, edmodo,
the live class. The LMS has this feature.
schoology, etc.
The teacher called as the online tutor facilitates
Moodle
the discussion. Ideas are posted in an actual live
Moodle was created by Martin Dougiamas, class. One cannot lecture and take all the time in
founder and CEO of Mood MOODLE stands for explaining. In this mark, the course participants
Modular Object Oriented Dynamic Learning are made to be engaged in the flow of discussion
Environment which is an open source software. that is why, the online tutor has to plan out the
It is a Learning Management System (LMS) instruction guide in facilitating the discourse.
supports teaching and learning.
Asynchronous
Google Classroom and Edmodo
This is when questions or tasks are posted and
Google Classroom is a free service for teachers course participants answer the questions or post
and students. It is an LM5 platform that is their reply at any time convenient to them. They
accessible google account. You can create can still participate in the discussion by replying
classes and perform you roles and functions as a to the post. One advantage is that you can take
facilitator of learning. - In 2008, edmodo was your time when replying. The LMS has also a
created by Na Borg, Jeff O'Hara, and Crystal feature that can allow an asynchronous session.
Hutter. Edmodo has long been a popular
If you do not use any of the learning
platform for educators and students, particularly
management system, asynchronous discussion
for its ability to facilitate communication,
can be in the form of or a blog or even a video
assignments, and collaboration in a digital
blog (vlog). A topic of great importance is
classroom.
discussed by the bloggers who can be the
Schoology -Schoology is another LMS founded teacher or any of the class members. Since it is
in 2009 by Jeremy Friedman, Ryan Hwang. Tim openly accessible, anyone from the class once
Trinidad and Bill Kindler Manage your informed about it can respond or comment on it
classroom, create and submit assignments, and which can also be responded by the other
participate in interactive discussions, perform blogger. The process creates a thread.
assessments, collaborate with your peers, and
Blended Learning
more.
Another way of handling flexible learning is by
MOOCs-Another recent modality to learning is
combining modalities of instructional delivery.
the Massive Open Online Course (MOOC). It is
Blended learning is a combination of a learning
a model for delivering learning content online to
activities wherein a part of the lesson is
any person who wants to take a course. It allows
delivered in online while the other part is
one to pursue learning even outside of university
handled in actual physical setting of a
or higher education formal structure.
classroom.
SYNCHRONOUS AND ASYNCHRONOUS
Kind of Blended Learning
BLENDED LEARNING
1.Model 1: Face to Face Driver In the
Synchronous
face-to-face model, the teacher delivers the
An online chat at real time is a Synchronous curricula most of the time and utilizes the online
session. Course participants are in a virtual learning at certain times with the purpose to
augment or provide an alternative experience. people, one can tap on the potential contacts for
Instruction is provided in a computer laboratory social, educational or professional purposes.
or assigned tasks are uploaded online.
SOCIAL NETWORKING PLATFORMS
2.Model 2: Rotation In a particular course or
These social networking platforms allowed users
subject, student rotate on a fixed schedule
to construct their personal profile so that other
between learning online in a one to one,
contacts may know the relevant information
self-paced learning environment and being
about them. At present these have now evolved
inside the classroom with a face-to-face teacher.
to sharing of multimedia resources. Even having
This is the model that is in between the
immediate and direct contact with friends in real
traditional face-to-face learning and online
time is easily accessible through these sites.
learning.
FACEBOOK
3. Model 3: Flex This model uses an online
platform that delivers most of the course. ● The biggest social networking site
Support to learning is provided as needed founded in 2004 based in Menlo Park,
through on-site support or by an online tutor California. The original founder was
who facilitate the tutorial or small group Mark Zuckerberg.
sessions. Sessions can be arranged into ● Although it is started as a way for
synchronous or asynchronous. Course college students to connect and
participants may work on their tasks at any socialize, it expanded its services
convenient time as longs as it is within the allowing people ages 13 and up to use
confines of the course duration. facebook account for personal or even
business reason.
5.Model 5: Self-Blend The self-blend Model is a
system provided by the school where the ● Facebooks new features are: Explore
students can choose the course they would like and expand your interests, connect with
to have in addition to their typical brick and people and communities, and share your
mortar classroom classes. This model is always world.
a remote-a major difference from the Online X (TWITTER)
Lab.
● Does not only provide social networking
6.Model 6: Online Driver The online driver service but it also gives online news.
model utilizes a platform and a teacher that Breaking news has taken a new twist
delivers a curricula. Students remotely work on with this social network website.
their program most of the time. If ever there is a Friends or colleagues may tell that they
face-to-face component, it is made optional or if saw the breaking news on Twitter.
ever it is required for the students to go to Twitter is the site where users post and
physical learning environment such as in a interact with messages called “tweets,”
school, then it can be extracurricular activities restricted only to 140 characters. Only
augmenting the curriculum. registered users can post tweets, but
ONLINE COMMUNITIES OF those who are not only read them. One
LEARNING/SOCIAL NETWORKING of the main features of Twitter is it
enables people to post their thoughts
WHAT IS NETWORKING immediately. Founded in 2006, Twitter
is based in San Francisco, California,
A network is defined as that group of individuals
United States.
who communicates and connects on a regular
● Jack Dorsey founded Twitter in 2006
basis. If an individual has a personal network of
with Evan Williams and Biz Stone. It
 was purchased by Elon Musk in 2023 reputation. As you use the internet, you
for $44 billion, who later renamed it X. leave a digital footprint which can be
traced back to you.
X (TWITTER)
5. Do not accept invites from contacts
● Does not only provide social networking unless you know them personally or you
service but it also gives online news. sure of their identity.
Breaking news has taken a new twist 6. Seriously consider the effect of possible
with this social network website. posts on others before deciding to do so.
Friends or colleagues may tell that they If posts (i.e. text, picture, video) could
saw the breaking news on Twitter. be considered offensive or humiliating
Twitter is the site where users post and another person, then you refrain from
interact with messages called “tweets,” posting or uploading it.
restricted only to 140 characters. Only 7. Using appropriate language is essential.
registered users can post tweets, but The tone when communicating or
those who are not only read them. One sending social networking messages
of the main features of Twitter is it should be respectful.
enables people to post their thoughts 8. Better be safe than sorry. You should
immediately. Founded in 2006, Twitter accept friends and connections when
is based in San Francisco, California, you are sure of the person’s identity.
United States. Personally meeting someone you only
● Jack Dorsey founded Twitter in 2006 met online is discouraged. Even if the
with Evan Williams and Biz Stone. It sincerity of having a personal meeting
was purchased by Elon Musk in 2023 looks convincing. It would be better if
for $44 billion, who later renamed it X. you will be accompanied.
9. When the indications of harassment or
Safeguarding oneself when engaging in social abuse, it is advised that you report this
networking sites Online resources, by clicking the report button of abuse. It
educational sites and portals is better still to talk to friends of trusted
You need to understand and take precautionary adults about the case.
measures to safeguard yourself in social 10. Bullying takes place even in social
networking websites. When young users refer to networking websites. Cyberbullying
use social networking website that is outside of uses the site’s messages, updates, and
the school’s system, teach them to stay safe other functions to harass, intimidate,
through some precautionary measures as humiliate, taunt, or pick on the
follows: individual. When this happens, you can
do the following actions: a. Ignore the
1. A social networking account has behavior by not responding at all; b.
passwords and log-in details. Secure Block the person; c. Click the button of
password and keep them private. abuse; or d. Talk to a trustworthy adult
2. Log-out every time you use public about it.
computers.
3. Regularly check privacy settings of Online resources, educational sites and
social networking websites so that only portals
direct friends or those particularly A lot of information are found in the net. These
known can see the posts. can be explored and studied t determine their
4. Online posts are saved and may become relevance t the lesson. There are concerned
a permanent part of their online
parties that hosts educational services through
websites and portals.
Educational Technology and mobile learning
● A resource of educational web tools and
mobile apps for teachers and educators.
What is the right mindset of a teacher in using
the digital tool?
● As you prepare to become a teacher by
learning how to utilize these digital
tools, you need to have the right mindset
or a way of thinking how these tools can
be effectively integrated in the lesson.
A teacher must posses things as follows:
1. Openness to learn
2. Positive attitude
3. Curiosity
4. Perseverance