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Module-3-Final

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39

Non- Digital and Digital Skills and

3 : Tools in Delivering Technology-
Enhanced Lessons

Lesson 1: Development and Use of Non- Digital or Conventional

Instruction Support Materials

Every teacher needs resources in order to have a successful classroom. A successful

classroom teaching is rewarding if teachers see their learners engage into the given tasks and
activities with fun, grasps its lessons effectively, and recall it affluently. So, to make it happen, a
teacher needs to use strategies in the delivery of the lesson’s content. Basically, materials that
can spice up classroom activities and helps him teach his students properly and appropriately.
These are called instructional materials (IMs).

Remillard& Heck (2014) as cited by Shukla (2019) defined IMs as resources that
organize and support instruction. Materials which are used primarily for educational purposes.
Definitely, these are the materials used in instructional activities, which include active learning
and assessment.

There are many types of instructional materials- non digital and digital. Thus, in this
module, let us explore their functionality by knowing them one by one, identify its effective use,
and its proper instruction integrate.

Lesson outcomes:

1. Describe the procedures for developing conventional instructional materials.

2. Develop instructional material based on a given topic and strategy
3. Describe the factors to consider in revising media selections and delivery systems for
given instruction
.

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Pease watch this video from YouTube. This video guides you on how to develop
a Low-Cost and Low-Tech Resources for the classroom.

Video Title: How to make Math’s Learning Machine

From Cardboard
Uploaded by: Art For You
Video Link: https://bit.ly/30PDr6v
Video Thumbnail: (image on the left)

After watching the video; answer the following questions:

1. What materials did he use in making the teaching aid?

2. As shown in the video, what are the steps in developing the instructional material?

Technology for Teaching and Learning 1

3. In what topic of the specific subject of the lesson can this material be used and
integrated? Describe how it will be used.

Psychologists, designers, educationalists, and many professors around the world work
on improving the quality of education because a lot depends on the education of a whole
generation. The resources a teacher uses while teaching play a role in how students learn.
Motivation, stimulation, retention, interest, actionable learning, etc., can vary based on how the
act of teaching occurs.

1. How do you develop simple instructional materials as shown in the video?

2. Complete the table that follows on the appropriate materials to be used based on a
specific topic.

Learning Areas:
Topics Sample Instructional Material

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Instructional materials are the

supplementary materials, which helps the
teacher to make his/her presentation
concrete, effective, interesting,
meaningful and inspiring. In any teaching
and learning process, instructional
materials play a vital role as they provide
sensory experiences to the learners. The
primary aim of teaching materials is to
provide of the way for teaching in the

classroom. It is important to understand how to develop instructional materials.

FACTORS TO CONSIDER IN INSTRUCTIONAL MATERIAL DEVELOPMENT

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

2. Identify existing institutional resources including materials and teaching 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 of other teachers without infringing on

anyone’s copy protected design.

5. Modify existing materials based on the objectives of the lesson.

6. If the instructional materials are effective, you can share them with other teachers.

7. The teacher developer can also sell her/his materials available.

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COMMONLY USED NON-DIGITAL OR CONVENTIONAL MATERIALS

1. Diorama

It will make the classroom to be creative and innovative. It is a fun way to build an
exciting scene in a small space. Dioramas are small scenes created of layers of materials, all
depicting a similar concept or theme. They usually display a historical time period, a nature
scene, or a fictional situation. In a developing diorama, you will: (1) choose a concept or theme,
(2) research the subject, (3) make a rough sketch of your ideal diorama, (4) make a list of the
items you’ll need and gather your supplies, and (5) select a container or box.

2. Nature Table

This is a table that contains objects and/or scenes related to the current season, or
upcoming festival or a symbol of an ecosystem. Children love to follow the natural changes that
the world offers each month and classroom decorations reflect these.

3. Writing Board

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 the Writing Board:

1. Keep the board clean.
2. Use chalk or pens that contrast with the background of the board so that
students can see the information clearly.
3. Make text and drawings large enough to be seen from the back of the room.
4. Prepare complex drawings in advance (if very complex, an overheard
transparency or 35 mm slide may be preferable)
5. Underline headings and important or unfamiliar words for emphasis.
6. Do not talk while facing the board.
7. Do not block the students’ views of the board; stand aside when writing or
drawing is completed.
8. Allow sufficient time for students to copy the information form the board.

4. Flip Chart
It is a large table or pad of paper, usually on a tripod or stand.

Suggestions on using Flipchart:

1. Use wide-tripped pens or markers; markers with narrow tips produce printing
what is difficult to read.
2. Print in block letters that are large enough to be read easily from the back of
the room.
3. Use different colored pens to provide contrast; this makes the pages visually
attractive and easier to read.

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4. Use headings, boxes, cartoons and boarders to improve the appearance of

the page.
5. Use bullets (*) to delineate items on the page.
6. Leave plenty of “white space” and avoid putting too much information on one
page.
7. When pages are prepared in advance, use every other page. If every page is
used, colors will show through and make text difficult to read.
8. Have masking tape available to put pages up around the room during
brainstorming and problem-solving activities.
9. To hide a portion of the page, fold up the 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.

5. Zigzag Board

It is a multi-board series of three or four rectangular boards. They are joined together
along the sides by hinges so that they can be easily folded up and carried. Each board can be
of a different type, for example, a whiteboard, a chalkboard, a flannel board and so on. The size
of the boards for the zigzag multi-board depends on what you want to use them for.

6. Wall display

Displaying items on a classroom wall is a well-known, tried and tested educational

method. A wall display is a collection of many different types of items and materials put up on a
wall to make an interesting and informative display. In a classroom, the display can consist of
the students’ own work. In development work it can be used to convey information to the
community.

7. Rope and Pole Display Board

This board consists of two parallel, horizontal poles tied loosely together with rope.
Visual aids such as posters can be pinned to the rope. This kind of display board is invaluable
where there are few solid walls for displaying information. It has no solid backing and can be
made quickly for teaching, training and when working with communities.

Guidelines when designing conventional instructional materials:

1. Unity- Use only one idea for each visual aid and include a headline.
2. Simplicity- make ideas and relationships simple and easy to recall. Avoid
cluttering a visual with too many words, numbers, or graphics. The audience
should be able to grasp the concept in 10 to 15 seconds.
3. Legibility- Make letters big and readable for all in the audience.
4. Consistency- Use the same type style and art style.
5. Clarify- Avoid type that is too small to read; avoid all caps.
6. Quality- Make it neat and professional, and remember to proofread.

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Instruction: Discuss the importance of the following in the teaching-learning process.

1. Flipchart

2. Wall display

3. Chalk board

4. Diorama

____________________________________________________________________________
____________________________________________________________________________

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5. Nature Table

A. Direction: Read the following questions carefully and write the letter of the best answer on
your paper.
1. Teacher A was assigned in a mountain school and she wanted to present instructional
materials to her class. What should be presented first if she wanted to do it in logical
presentation?
a. Real objects
b. Picture and illustrations
c. Diorama
d. Flipchart

2. The following and guidelines in designing instructional materials EXCEPT:

a. Consistency
b. Expenses
c. Legibility
d. Quality

3. Which of the following activity is the best to to do if a teacher wanted to know how well
the students understood the lesson about “The Lion King”?
a. Exhibit
b. Game

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c. Fieldtrip
d. Role-play

4. Which is a series of three or four rectangular boards which are joined together along the
sides by hinges so that they can be easily folded up and carried?
a. Zigzag board
b. Flip Chart
c. Bulletin Board
d. Writing board

5. Teacher B is a new-hired teacher. She wants to discuss the lesson about tree planting.
What is the BEST instructional material that she should use?
a. Flip Chart
b. Diorama
c. Nature Table
d. Writing Board

B. Development of Instructional Materials

1. Develop an instructional materials based on your field of specialization and topic

discussion. Below is the rubric for rating your project.

2. Document your project through a video recording.

RUBRIC IN CREATING INSTRUCTIONAL MATERIALS

Needs Good Very Rating

Improvement (2) Good
(1) (3)
1. The instructional materials explicitly identify
the learning objective.
2. The instructional materials support teachers
in helping students identify, examine and
consider learning objectives.
3. The instructional materials support teachers
in helping students articulate their initial
ideas about the lesson.
4. The instructional materials ask students to
demonstrate their understandings about the
lesson.
5. The instructional materials provide students
to ask questions.
TOTAL:
Other comments:

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Lesson 2: Select and Use ICT Tools for Teaching and Learning

A great part of learning is working on information and using it to create something that
can be useful and edifying for humanity. Since the intention of education is to make learners
become useful and productive citizens, the use of ICT tools can provide a lot of possibilities on
how learners can do something with what they know. Teachers can therefore employ ICT tools
in their way of engaging learners by communicating, disseminating, and managing information.
This direction of integrating ICT tools will reveal the usefulness of employing ICT Tools in a
wider range of the teaching and learning process.

Lesson outcomes:

1. Select and use an appropriate digital tool in teaching.

2. Provide alternative ways in incorporating the digital tool in a lesson.

Look inside your house and find out the kind of gadgets or appliances you have. List them down
on your paper then answer the following questions.

1. Write the perceived functions of those gadgets you have listed as many as you can.

2. Crash out gadgets or appliances you have listed that have no educational/learning
function.

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3. Do you think the remaining gadgets in your list affect the teaching and learning of
the content? How?

Define the following words in the table.

Technology Words Meaning

1. Multimedia

2. Facebook

3. Vlog

4. Social media

5. Flexible learning

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The ICT tools, gadgets or equipment

interface with your ways of living. You use
them to communicate, you think using them,
or you create something with them. Others
know where you present location is or who
your friends are. Technology works like a
passage what allows the world to see you or
permits you to get to see others as well. How
do you describe yourself teaching a lesson
inside the classroom?

What will you do to engage student learning? Will you use technology? Why or why not?

If you will employ digital tools and gadgets such as mobile phone, iPad or tablet, or the
usual multimedia projector in teaching, how will you use them? In what way will you use blogs or
wiki space in your lesson? Can Facebook be useful in instruction?

A. Using Mobile Phone and the QR Code

As mobile learning becomes more and more prevalent, we must find effective
ways to leverage mobile tools in the classroom.

As always, the tool must fit the need. Mobile learning can create both the tool and the
need. With safe and specific structures, mobile learning tools can harness the excitement of
technology with the purpose of effective instruction. Using QR codes for instruction is one
example of this.

A QR Code, or quick response Code created by a Japanese Corporation Desno-Wave in

1994, is a Code that is quickly readable by a cell phone (hence the word “quick” in the name).

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Using a combination of spacing as a type of Matrix Barcode (a 2-D Barcode), when a QR Code
is scanned, it conveys a wide multitude of information. QR Codes have a wide range of uses
across all types of industries such as retail, marketing, and logistics.

You can easily read QR codes through a QR code scanner. Here’s all you need to do:

1. Have a mobile phone with a camera;

2. Using the mobile phone, download from Playstore or App Store the QR Code
Reader/Scanner application. Choose an appropriate QR Code reader for your
operating system whether IOS or Android. Once installed in your gadget, you can
use it to read the codes
3. Focus your camera on the QR code. Click it and the message will be revealed to
you.

How will you make your own QR Code?

Step 1: Be online.

Step 2: Search for a QR Code generator and ensure that you read the information about the
application. This is important to endure your safety in the internet. There are tons of QR code
generators out there but a few of the most popular include Kaywa, GOQR.me, Visualead, and
QR Stuff. There are many FREE applications online therefore you can take this chance to use
them.

Step 3: Once you have identified your free online QR Code Generator, you can now encode the
text or the information that you want.

Step 4: Run it and save it as a jpeg file. Now, you have successfully created your own code
which you can download.

Step 5: Test the QR Code using your QR Code reader or scanner.

Ten Interesting Ways to Integrate QR Codes in Your Teaching

1. Create Interactive and Engaging Content

You can enrich the content you teach in a class by using QR Codes that link to other
readings and resources. Yu can link to a pdf, a video production, a website, a document, or an
audio file among others.

2. Scavenger Hunt

Create an interactive classroom activity such as the Scavenger’s Hunt by using QR Codes
that provide directions or instructions resulting in better learner engagement.

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3. Share Resources

Learners can use QR Codes to share educational resources with each other (e.g. lecture
notes, web content, how-to-do videos.)

4. Enhance Classroom Library

Create QR Codes of students’ brief write-ups about why they enjoy their book and put
them right in our on the books in the class library. Students can use these QR Codes to find out
more about the books.

5. Use in Classroom Activities

The QR Code can be used in giving instructions in class and pin them up inside the
classroom instead of providing them with thick copies of printed materials giving them
instruction on how to do an activity.

6. Gather Students Feedback

You can create surveys, polls, and forms using google form and share them with these
students as QR Codes which can be easily scanned and accessed.

7. Provide Help with Homework

A detailed instruction can be made into a QR Code which students scan at home and
use the information to help them comply with their assignments.

8. Research Project

Make sure students create QR Codes linking other resources and web content to their
research work.

9. Communicate with Parents or Partners

You can share information to parents on school events or activities in school. You can
also put it in a webpage for parents to get information or include it in newsletters, permission
slips, etc. you can have them printed as magnets and parents can get the information. However,
be sure to orient the parents on how to use QR Codes.

10. Provide Easy Access to Online Content

Create QR Codes with URLs for students to gain easy access to online resources.
Sometimes when a long URL is given, learners may copy a broken URL version hence,
resources become inaccessible.

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B. Using Laptop and the Infographics

There is an apparent deluge of information around and access to these is made easier
through the internet. You are faced with one major question on how to best interpret it all and
put it into one cohesive information that is quick and clear to read.
In the teaching and learning context, you may be faced with a challenging topic given a
short amount of time. How can you capture and deliver that information simply and effectively
while making it engaging and informative as well? Infographics are an immediate answer to this
situation. The infographic is another interesting tool to use in instruction.
Study the infographic and agree on a definition of the tool.

(Source: Customer Magnetism Internet marketing Agency

https://www.customermagnetism.com/what-is-an-infograpic/)

An infographic is a visual representation or an image such as a diagram, chart or

picture representing information or data. It is eye-catching and makes use of a clear lay-out,
attractive colors and hues, and caricatures that provide a cohesive presentation of the
information.
If it is used to market products in the increasing visual world, then infographics can also
be employed in marketing information and ideas in the teaching and learning process.

One tool that can be used in creating infographics is Canva (http://www.canva. com). It
has several infographics template for education. You can try out the free design elements and
produce one just like a professional infographic designer. You can start exploring this site and

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familiarize yourself with its features. As a gentle reminder, please take time to read the
instructions and navigate around the features to get optimal use of it.
There are so many ways for which infographics can be used.

Using infographics:

1. Presenting survey data

Infographics are highly useful for presenting results gathered from survey data. Statistics and
numbers can overwhelm a lot of audiences, and therefore lose much of their significance. When
organized in an infographic it becomes much easier to quickly draw meaning from data, as is
evident in the example below.

It’s clear that design is “Very Important” to businesses (data that supports the need for
infographics!) and that blue is the color most associated with success. Had this information
been presented in a spreadsheet they would have most likely been much less impactful and not
as easily understood upon first glance.

2. Simplify a complicated concept

The core purpose of an infographic is to simplify a complex idea which makes them
great educational tools, especially when presenting an overview of a topic instead of an in-depth
analysis.

3. Explain how something works

In addition to simplifying complex ideas, infographics are often used to reveal the
mechanics behind how intricate objects work.

Skilled designers can create infographics that pull apart complex products like cameras,
iPhones, and clocks, and graphically explain their core features. The simplicity of the designs
makes it easier to explain the function of each piece. In the example below, designer Jing
Zhang went so far as to add an element of fantasy to each product, feeding into the reader’s
imagination while accurately revealing how they work.

4. To Compare

When drawing comparisons, infographics help organize similarities and differences by

visually creating parallels that complement the information being presented. Comparisons can
be difficult to express with words, sometimes to the point of being more confusing than revealing
to the audience.

By presenting the same information in a neatly organized infographic, comparisons

become clearer. Earlier this year, a series of infographics compared how the price of being
superheroes has changed from the year they were created to 2013.The infographics were
effective because they made use of the changes in each superhero’s costume as a visual
starting point.

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5. To present interesting facts

When information or facts are

presented all in words, the use of infographics
can bring life. If done well, the infographics
can transform the information into visual
image that can attract and engage readers.

If there is a written text, the

information may not stand out compared to
when it is presented in the format. Information
written in snippets becomes understandable
and more appealing to the eye.

How to create an Infographics? You need the following:

1. You need to online.

2. Using the PC, laptop or mobile phone, search for Canva, Vismen, or Venngage
among others.

3. Create or sign up an account if you still do not have one in order to design your
own infographics.

4. Procedure:

Step 1: Choose the most suitable template for your use from the library.

Step 2: You may use images from their file or upload your own pictures.

Step 3: Make a cohesive layout containing correct and essential information.

Step 4: You can choose a background and font styles.

Step 5: You may change the color of boxes and the text suit your style and add stunning filters
to add flair.

Step 6: Save the image of the infographics.

Step 7: Share the infographic you have created.

6. Ipad/Tablet and the Online Bulletin Board

Creativity and collaboration are fun! A dull and boring bulletin board can be made
interesting when done online. Posts when done with themed backgrounds, stylish fonts and
varied colors become attractive to learners. An online bulletin board is a way of presenting ideas
with a twist and interest with no cost at all. Here’s how:

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Step 1: Search for https://padlet.com/

Step 2: Sign up or log-in using any of your social media account.

Step 3: If you want to make your own, click the MAKE A PADLET.

1. You can choose Start with a Blank or Pick a Template.

2. Start making posts by clicking the + sign.

3. Make your posts as creative as you can by clicking modify and selecting your
choice of color, font, theme, etc.

4. You can now share your Padlet or online bulletin board to your friends. Click
share and allow others to have access to it or you can share through the social
media account where others can view it.

Step 4: If you want to join someone’s bulletin board, click Join a Padlet.

5. Enter in the dialog box the URL of the padlet you want to join.

6. Start posting on your friend’s/classmate’s padlet by clicking the + sign.

Below is an example.

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Direction: Scan the following whether your QR Code reader works. Download QR
scanner on play store then scan the following QR Codes and provide appropriate
responses in the space provided.

1. 2. 3.

_______ _ _________

4. 5.

_______________ _______________

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a. Infographic Reading

Look at this sample infographic.

1. What information is it giving?

2. What information is it giving?

3. If you will change it, describe how your design will look.

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b. Direction: Read the question carefully and encircle the letter corresponding the correct
answer.

1. The following are the varied ways why ICT tools can be integrated in teaching and
learning. Which statements give the least relevant idea?
a. Allows effective collaboration
b. Facilitates easy processing of information
c. Provide specific tool
d. Permits easy accessibility and sharing of resources

2. Which among the choices states one educational use of a QR Code?

a. QR stands for “Quick Response “that allows learners to give answers quickly.
b. It was created by a Japanese corporation Denso-Wave in 1994.
c. It gives the URL linking to the website.
d. A QR Code can contain instructions for a homework or task of a lesson.

3. Which is a visual representatiton or an iage such as a diagram, chart or picture

representing information or data?
a. Visual aid
b. Infographic
c. Image
d. ICT Tool

4. What ICT tool in education allows effective collaboration?

a. Computing devices
b. Web Conferencing
c. Camera
d. Browser

5. Which ICT tool is similar to a bulletin board?

a. Mobile device
b. Padlet
c. iPad
d. internet connection

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Lesson 3: Creating ePortfolio as a Technology

In 21’st century instruction where independent learning is encouraged, the

documentation of a personal learning journey is a must. Such documentation can help the
teacher monitor the process and assess the product of learning. Doing this requires proper
organization through a portfolio.

Lesson outcomes:

1. Explore the use of a platform such as a Google site

2. Construct a e-portfolio to document learning

Open your bag. How organized is it? Is everything kept in right location? Can you easily
locate what you are looking for? Does it have pockets to keep your things? A cluttered bag
reflects a disorganized owner.

Learning is likened to it. If ideas are organized in a good location, learning is surely
easier and meaningful.

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On your Own….

Pick up the challenge and start constructing your own ePortfolio.

Portfolios may come in many forms. It can look like

an album or scrapbook or even a filer where the
documents and evidences are kept. However,
nowadays, it is possible to have online portfolios by
creating sites. This is also called the ePortfolio or
digital portfolio. This can be used as a digital archive
that can contain the same materials as a physical
portfolio but can have more such that multimedia
productions, relevant online links or references,
digital stories or video blogs, powerpoint
presentation, photographs, and other ICT materials.

The ePortfolio can be private or can be published and shared to stakeholders like
parents and friends.

1. Student ePortfolio can evaluate students’ academic progress. They can inform the
teacher to adapt and use the instructional strategies when pieces of evidences indicate
that they are either learning or not. In the other words the construction of ePortfolios
should start from the beginning and should be an ongoing process. They should not be
reviewed only at the end of the term but navigated around and provided feedback to let
the students know how they are doing.

2. Monitoring students’ progress can be highlighted in a portfolio. It may not only contain
finished products but also several versions on how the students improved their works
based on the feedback provided by mentors. Moreover, portfolios can actually determine
whether the students have transferred what they have learned in the new projects or
other domains,

3. Portfolios document students’ learning growth. They actually encourage the students’
sense of accountability of their own learning process. This may lead them to see that the

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learning process is theirs and not anybody else’s. This can make learners reflect form
where they have begun to how far they developed. When they make decisions on what
or what not include, they get engage in the process of creating their own voice in their
portfolio.

Creating an Online Portfolio Using a Site

There are many sites that can be used in creating an ePortfolio. One of which is the google site.
If you have a google account, you can start using the available applications. You can also try
weebly, or wix, among others.

Steps in constructing an ePortfolio

1. Enter your Gmail account and look for sites. If it is the first time that you have done this,
you need to read the directions.

2. You scroll down and read further until you see the icon for Sites.

3. When you click it, it will lead you to another section. This will let you create a site that
you can use as an ePortfolio.

4. Consider a good label or a title for your ePortfolio and prepare the text, links, multimedia
outputs, images or jpeg files that you want to upload in the pages of the ePortfolio.

Parts of an ePortfolio

Just like a book, the ePortfolio has

pages or sections. The organization can
follow a chronological order based on the
activities that you go through or you can
have a thematic arrangement. Whatever
you choose, it will be a display of your
organization skills.

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Home Page

The first section is the Home or your cover page. This is the first thing that your readers
will see. So you need to introduce yourself and the objectives of your ePortfolio. Usually, there
are templates available and each provides sections. You can add personal touches such as
images or a change or color themes.

Pages

The pages that you can add depend on how you would like to organize your ePortfolio.
What is important that is you need to construct your ePortfolio at the start of the class? In that
way, you can have a fresh start as you try to be conscious in documenting the activities and
learning that goes with each session.

When adding pages, click the icon and decide whether it will be parallel to your Home
Page or it will be under it. Just remember that when you have template, there are particular
ways that the pages have been arranged. So, if you are starting, it would not be detrimental if
you conform to the template.

REFLECTION

A major element in a portfolio whether it is online or not, is the writing of the reflection. It
is thinking – aloud, a way your documentation what they are thinking. How students are
processing the input and the application of what they have learned into an activity or a project
needs to be captures. With the pencil – and – paper test, the chance to get a piece of their
insights or realization may be nil unless the teacher requires them to do so. However, with the
portfolio, they can show the process of their work. This can be easily monitored.

Sometimes it is difficult to write a reflection and a structure can be helpful. There are
many models that can be used as a guide in writing reflections, one is the Gibbs’s reflective
cycle model (1988).

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Description
What happened?

Analysis Feelings
What are youthinking
What sense can and feeling?
you make of the
situation?

Conclusion Evaluation
What else could you What was good and
have done? bad about the
experience?

Action plan
If it arose again,
What would you do?

Figure: Gibb’s Reflective Cycle Model (1988)

Gibb’s reflective cycle has six stages

Description. This initial phase is writing a reflection is very simple since you just need to
describe the activity or the experience to the reader. You can write a little about the background
what you are reflecting about by including relevant and to – the – point details.

Evaluation. When evaluating, discuss how well 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 otherwise? This is also a possible part where you can perhaps incorporate related reading of
other author’s principles or theories.

Analysis. This part of the write up includes your analysis of what worked well and what
have facilitated it or what may have hindered it. You can also discuss related literature that may
have brought about your experience.

Conclusion. Now, you can write what you have learned from the experience or what
you could have done. If your experience is a good one, you can probably discuss how it can be
ensured or how you will further enhance a positive outcome. On the other hand, if the
experience is frustrating eliciting other negative feelings, perhaps you can discuss how those
can be avoided in happening as this leads to the next step – Action Plan.

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Action Plan. At the end of your reflection, you write what action you need to take so that
you will improve the next time such as consult an expert for some advice or read a book that will
provide answers to your queries. You make plans on how you can address what went wrong so
that you can take the right step to succeed in achieving the task. If you did well and feel good
about it, then you can plan out how you can further enhance a good work.

When showing examples of your work, you can upload word file, excel data, pictures,
jpg, or pdf files, powerpoint presentation among others but, a brief description explains the
reason why the file is uploaded has to be written. This will guide the reader as you also reflect
on how relevant and significant the materials are to you.
What is great about writing a reflection is it allows you to embrace your own learning and start
taking accountability of it. After all, you owe it to yourself and no matter what the teacher does
inside the classroom, as a learner you can make a decision whether you want to learn or not.
With an ePortfolio, you try to capture your personal journey of learning.

(Adapted from: Gibbs, G. (1988) Learning by doing: a guide to teaching and learning methods,
Oxford: Further Education Unit.)

Administrating the ePortfolio

Before publishing your ePortfolio for the world to see your work, you can control who can
see your work. The icon for sharing the site can managed by entering the email address of the
person with whom you want to share it.

Assessing an ePortfolio using a Rubric

Evaluating an ePortfolio using a rubric. It is a consistent application of learning

expectations, learning outcomes or standards. It should tell the students the link between
learning or what will be taught and the assessment or what will be evaluated. Rubrics are simple
and easy to understand. The items in the rubrics should be mutually exclusive.

Students can see connections between learning (what will be taught) and assessment
(what will be evaluated) by making the feedback the receive from teaches clearer, more
detailed, and more useful in terms of identifying and communicating what students have learned
or what they may still need to learn.

Category Inadequate (1) Apprentice (2) Competent (3)

Exemplary (4) Score
Selection of Most work Few work Most work
All work
work sample samples are not samples are samples are
samples are
related to the related to the related to the
clearly and
objectives of the objectives of objectives of
directly
ePortfolio. the ePortfolio. the ePortfolio.
related to the
objectives of
the ePortfolio.
Use of No use of audio/ The use of The use of The use of
multimedia video, or audio/ visual/ audio/ visual/ audio/ visual/
graphics. The graphics/ graphics/ graphics/
photos and the photographs is photograph is photographs

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audio or video included, bur included and is integrated

are distracting used randomly appropriate. seamlessly
from the content and without into work
of the portfolio. purpose. samples.
Reflection Reflections are A few Most of the All reflections
missing, and reflections reflections clearly
those that are describe why describe why describe why
there do not work sample in work samples work samples
describe why the the portfolio in the portfolio in the portfolio
work samples demonstrate demonstrate demonstrate
demonstrate achievement. achievement achievement
achievement. Most do not and growth. and growth.
include Some Reflection
student’s reflection also also includes
ability to includes student’s
critique their student’s ability to
own work and ability to critique their
provide critique their own work,
suggestions for own work and and provide
enhancement. provide suggestions
suggestions for for
enhancement. enhancement.
Creativity Layout is simple. The layout The layout The layout
and Purpose Pages/links are lacks purpose serves it serves its
missing. and style. purpose and purpose and
show some shows
creativity. creativity.
The layout
and design is
reflective of
organized
thinking.
Ease of Few links work. The site is The site has The site has
Navigating Little effort missing most required all required
reflected iquality required pages pages or tabs, pages and
and organization. or tabs, and is and shows tabs, is well –
poorly logical organized,
organized. organization labeled and
and labeling. easy to
navigate.
Test The ePortfolio is The ePortfolio The ePortfolio The ePortfolio
elements difficult to read is difficult to is generally is easy to
due to read due to easy to read. read. Fonts
inappropriate use inappropriate Fonts and type and type size
of fonts, type size use of fonts, size vary vary
of headings, type size of appropriately appropriately
subheadings, headings, for headings for headings,
and text and font subheadings and subheadings
styles. and text and subheadings and text
font styles. and text. allowing for

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Color of ease of
background, Color of Color of scanning
fonts, and links background, background,
decrease the fonts, and links fonts, and links
Color of
readability of the allow for generally background,
text, are readability of enhance the
fonts, and
distracting and the text is most readability of
links enhance
use of the the text in most
the readability
inconsistently ePortfolio. of the
and aesthetic
throughout the ePortfolio.quality
ePortfolio. thoughout.
Writing There are more There are 4 or There are few There are no
Conventions than 6 errors in more errors in errors in errors in
grammar, grammar, grammar, grammar and
mechanics mechanics mechanical mechanics.
requiring major requiring requiring minor
editing and editing and editing and
revision. revision. revision.
TOTAL:

A. Creating and ePortfolio

1. Create a Home Page and at least two other pages. Decide what the other two pages of
your class site will be for and label each one.
2. Be sure to introduce each page and upload materials as well.
3. Share your ePortfolio with others. To allow them to enter your site, click Share or
Sharing and Permission. Publish or open your site and your ePortfolio for the whole
world to see. When you finally Publish, the moment you check Google, you can be
seen through your ePortfolio. In other words, you can be goggled.
4. So just a precaution, when you are still building your ePortfolio, you may limit access to
it. Consider fine-tuning the whole material by editing and checking upload materials.
These may need proper citations of resources, too.

B. Using the rubric, assess your own ePortfolio.

a. What score did you give yourself? Do you think you can still enhance your work?

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b. How will you improve your work?

c. What plans do you have to enhance what you have created so far?

Direction: Read the items carefully and choose the correct answer by encircling it.

1. Which of the following statements is INCORRECT based on the idea of using an

ePortfolio in assessing student learning?

a. An ePortfolio contains students’ reflections that discuss how they were able to
accomplish the task and what they have learned from the lesson.
b. Although it contains evidence of students’ work and documentations of their outputs,
it may be limited to examination or quiz results.
c. Although challenging, students’ progress can be seen as they include exhibits of
their work form the initial attempts to half-way of finishing their work and to the
finished product.

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d. An ePortfolio is very much similar to the physical portfolio for it contains essentially
the same required outputs although digital material s are easily uploaded in the
former platform.

2. Which element of an ePortfolio is the most essential?

a. Uploaded scenic images

b. Clearly stated intentions
c. Written reflections
d. Complete documentation of activities.

3. When you plan to improve the next time you purpse a similar activity or task by studying
further or collaborating with others, which part of Gibb’s Reflective Cycle is being
described?

a. Description
b. Analysis
c. Action Plan
d. Conclusion

4. Which statement do you consider most disagreeable?

a. An ePortfolio can be used as a repository of student’s documents and soft files that
can serve as evidences of learning.
b. Writing reflections on what was learned can be daunting but with the use of Gibb’s
Reflective Cycle Model makes it easier.
c. The used of an ePortfolio is an explicit example of how technology is integrated in
instruction.
d. Constructing an ePortfolio is doable by the student; managing it as an administrator
requires more advanced skills.

5. When employing the alternative assessment of student’s learning using an ePortfolio,

constructing it at the stuart of the term is essential for it provides the learners the time to
document the process of how they are learning through the course. This statement is
_______.

a. True
b. False
c. Unclear
d. Debatable

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Lesson 4: Technology Collaborative Tools in the Digital World

The students of the millennium age are another sort of breed and it is significant that instructors
see how to manage them. They appear to flourish in synergistic learning. They like to associate
with the long range interpersonal communication locales. Making and creating something are
what they want to do instead of become buyers of data inside the classroom they like to be
portable either truly or for all intents and purposes as they navigate from highlight point or site to
site. Obviously they appear to contribute a colossal measure of their time in an advanced social
condition in spite of the fact that they can be increasingly self-guided in picking what they need
to realize, how they need to learn and when they need to learn.

Lesson outcomes:

1. Identify and explored collaborative tools application that can be integrated in instruction
2. Built a platform or an online account that can be used for a collaborative

As part of your initial activity, try to assess your prior knowledge and experience related
to your personal development about tools/ technology used by every individual.

Direction: Read and understand the statement given below, answer the questions by writing
the letter of your choice. Write your answer before the number.

_____ 1. When you’re connected to the internet, you are:

a. Online
b. Out of line
c. Offline
d. Outline
______ 2. Your sister travels to another country for an on-site business project. You want to tell
her about your job by sending her an e- mail message from your computer. Which of the
following devices will you use to connect your computer to the Internet..

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a. Printer
b. Sound card
c. Modem
d. Scanner
______3. You create a presentation by using PowerPoint. Which of the following toolbars will
you use to add geometric shapes to the presentation?

a. Drawing
b. Illustration
c. Reviewing
d. Formatting
_____4. Any computer parts that you can actually touch are considered to be:

a. System
b. Platforms
c. Hardware
d. software
______5. Desktop is a computer terms that refers to:

a. the part of your work area where the computer monitor sits.
b. The list of all of the contents on a particular computer.
c. Something that can and should be ignored by most users.
d. The initial screen showing icons for folders, files, and application

View the short video clip. The 21 st Century Learner. Connect to:
https://www.youtube.com/watch=c0xa98cy-Rw

Pay close attention to the message and write down key concepts or terms used to
describe the 21st Century Learner. Scribble all the words that can be seen in the space provided

Technology for Teaching and Learning 1

Technology Collaborative Tools in the Digital World

Innovation can be an amazing asset for changing learning. It can help assert and
advance connections among teachers and understudies re-evaluate our ways to deal with
learning and coordinated effort, recoil long-standing value and availability holes, and adjust
learning encounters to address the issues everything being equal.

Our schools, junior colleges, and colleges ought to be hatcheries of investigation and
development. Instructors ought to be associates in getting the hang of, looking for new
information and continually obtaining new abilities close by their understudies. Training pioneers
should set a dream for making learning encounters that give the correct devices and supports
for all students to flourish.

Be that as it may, to acknowledge completely the advantages of innovation in our

instruction framework and give genuine learning encounters, instructors need to utilize
innovation successfully in their training. Moreover, training partners ought to focus on
cooperating to utilize innovation to improve American instruction. These partners incorporate
pioneers; instructors, personnel, and different teachers; specialists; policymakers; funders;
innovation designers; network individuals and associations; and students and their families.

TOOLS

E-Mail

Email is short for 'electronic mail'. Similar to a letter, it is sent via the internet to a
recipient. An email address is required to receive email, and that address is unique to the user.
Some people use internet-based applications and some use programs on their computer to
access and store emails.
a. Electronic mail
b. Simple way of communication
c. Basic way of collaboration
d. Can be used for
 Information sharing
 Assignment submission
 Threaded discussion/ brainstorming on idea
 Administration and communication

Key benefits and features of using email

a. It's quick – your recipient receives your email as soon as they go online and collect their
mail.
b. It's secure.
c. It's low cost.

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d. Photos, documents and other files can be attached to an email, so that more information
can be shared.
e. One email can be sent to more than one recipient at a time.

Writing an e-mail
When writing an e-mail message, it should look something like the example window below.
As you can see, several fields are required when sending an e-mail:

The To field is where the e-mail address of the person receiving the e-mail is placed.

The From field should contain your e-mail address.

If you are replying to a message, the To: and From: fields are automatically filled out. If
it's a new message, you'll need to specify the recipients in the To: field, either by selecting them
from your contact list, or manually typing the full email addresses. If you enter more than one
recipient (e.g., group e-mail), the addresses should be separated by a comma and a space, or
by pressing the Tab key.

The Subject should consist of a few words describing the e-mail's contents. The subject
lets the recipient see what the e-mail is about, without opening and reading the full e-mail. This
field is optional.

The CC ("Carbon Copy") field allows you to specify recipients who are not direct
addressees (listed in the "To" field). For instance, you can address an e-mail to Jeff and CC
Linda and Steven. Although the e-mail is addressed to Jeff, Linda and Steven also receive a
copy and everyone can see who received the e-mail. This field is optional.

The BCC ("blind carbon copy") field is similar to CC, except the recipients are secret.
Each BCC recipient will receive the e-mail, but will not see who else received a copy. The
addressees (anyone listed in the "To" field) remain visible to all recipients. This field is optional.

Finally, the Message Body is the location you type your main message. It often contains
your signature at the bottom; similar to a handwritten letter.

What makes a valid e-mail address?

The following rules make an e-mail address valid:

As mentioned earlier, an e-mail must have a username followed by @ (the at sign) which
is followed by the domain name with a domain suffix.
The username cannot be longer than 64 characters long, and the domain name cannot
be longer than 254 characters.

There should be only one @ sign in an e-mail address.

The space and special characters: ( ) , : ; <> \ [ ] are allowed. Occasionally,

a space, backslash, and quotation mark work but must be preceded with a forward slash.
Although valid, some e-mail providers do not allow these characters.

The username and e-mail addresses as a whole cannot begin or end with a period.

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The e-mail must not have two or more consecutive periods.

Advantages of e-mail

There are many advantages of e-mail and the usage of e-mail versus postal mail. Some of
the main advantages are listed below.

 Free delivery - Sending an e-mail is virtually free, outside the cost of Internet service.
There is no need to buy a postage stamp to send a letter.
 Global delivery - E-mail can be sent to nearly anywhere around the world, to any
country.
 Instant delivery - An e-mail can be instantly sent and received by the recipient over the
Internet.
 File attachment - An e-mail can include one or more file attachments, allowing a person
to send documents, pictures, or other files with an e-mail.
 Long-term storage - E-mails are stored electronically, which allows for storage and
archival over long periods of time.
 Environmentally friendly - Sending an e-mail does not require paper (paperless),
cardboard, or packing tape, conserving paper resources.

Chat/ instant Messaging

Chat is a text-based communication that is live or in real-time. For example, when

talking to someone in chat any typed text is received by other participants immediately. In
contrast, other text-based communications such as e-mail are modes of correspondence that
are not real-time.

Chat etiquette

Below is a short list of chat etiquette that should be followed when chatting with others online.
1. Behave the same way you would when talking to someone in real-life.
2. Avoid chat slang.
3. Try your best to spell all words correctly and use proper punctuation.
4. Remember no one is perfect, spelling errors and other mistakes are common in chat.
5. Do not WRITE IN ALL CAPS as it makes you appear as you're yelling.
6. Do not send other chat users private messages without asking them first.
7. Abide by the rules created by those running the chat.
8. When first joining a chat with multiple people, watch the conversation for a few minutes
before chiming into someone else's conversation.

Chat security suggestions

Below are our recommendations for staying safe in chat and security suggestions to follow
when participating in online chat.
1. Never give your full name, address, phone, e-mail, or personal information over chat.
Especially if it's a public chat that everyone can read. If absolutely needed, you can send
a PM (private message) or DM (direct message).
2. Never accept files from others in chat.
3. If you're chatting to find help with your computer, and someone wants to remotely
connect to your computer to help you fix a problem, be extremely cautious. Understand

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that if you allow them to remotely connect, they can access, modify, create, or destroy
any information on your computer.

a. Real-time/ instant direct communication

b. Two or more participants
c. Brainstorming and discussion
 Questions paper setting, Decision Making
Discussion Boards

A discussion board (known also by various other names such as discussion

group, discussion forum, message board, and online forum) is a general term for any online
"bulletin board" where you can leave and expect to see responses to messages you have left.
Or you can just read the board. The first discussion boards were available on bulletin board
systems. On the Internet, Usenet provides thousands of discussion boards; these can now
sometimes be viewed from a Web browser.

a. Topic and replies

b. Can be used for
 Brainstorming, Discussions, Assignments Submissions, Question and
Answers
c. Can be created even by students and faculty can monitor and intervene
d. Being recorded allows to make content public- works as repository
Blogs

A blog is an online diary or journal located on a website. The content of a blog typically
includes text, pictures, videos, animated GIFs and even scans from old physical offline diaries
or journals and other hard copy documents. Since a blog can exist merely for personal use,
sharing information with an exclusive group or to engage the public, a blog owner can set their
blog for private or public access.

When a blog is made publicly accessible, anyone can typically find the blog through links
available on the blog owner’s individual or business website, their social media profiles, emails
and e-newsletters and online keyword search engines. Many blog owners also set up blogs on
websites devoted to the creation, storage and sharing of blogs, such as Blogger, LiveJournal,
Tumblr and WordPress.

Blog content can appear as posts on one continuous streaming page or posts on
individual pages reachable through one or more pages set up in a list-style format as post title
links, excerpts and related tags. All posts or links to posts are typically displayed to readers in
reverse chronological order with the most recent content appearing first.

a. A Web site on which an individual or group of users share

opinions, information, etc. on a regular basis
b. Can be used for
 Class website – teachers only permission
 Share best practices, experiences, course material apart
from text books

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 Discussions and questions/answers

c. Your good blog post (interpretation of certain concept) may
help other class/school students also
Wikis

A wiki is a Web site that allows users to add and update content on the site using their
own Web browser. This is made possible by Wiki software that runs on the Web server. Wikis
end up being created mainly by a collaborative effort of the site visitors. A great example of a
large wiki is the Wikipedia, a free encyclopedia in many languages that anyone can edit. The
term "wiki" comes from the Hawaiian phrase, "wiki wiki," which means "super fast." I guess if
you have thousands of users adding content to a Web site on a regular basis, the site could
grow "super fast."

d. A website allowing creation and editing of any number of

interlinked web pages via a web browser
e. Simplified mark-up language or WYSIWYG editor
f. History of edits is maintained
g. Can be used for
 Collaborative content creation and sharing
 Summary of classroom activities by teacher with the help
from students
Polls

a. Polls for consensus building/Decision making

b. Decision on shall we go on trip? and also on shall we
conduct test on this Friday? (if they say No do it!)
Social Networks

a. Web-based services that allow users to

 Create profile, connect other users and
 Share text, images,videos
b. Enables Interaction
c. Features like blogs, groups, forums
d. Ca be used to
 Share resources
 Connect students and teachers
 Create group for subjects
 Powerful than just blogs or discussion forums
Real Time collaborative

Real-time collaboration is a term used for software or technologies that allow multiple
users to work together on a project in real time, or simultaneously. Challenges related to real-
time collaboration involve making files commonly available to multiple users in different
locations, and allowing these users to communicate without signal delays.

e. A software that allows several people to write/ edit same documents in real
time
f. Visualise many students writing on same slate
g. Can be used

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 To Prepare documents, Presentations

 To set question papers
Concept Mapping

Concept maps are visual representations of information. They can take the form of
charts, graphic organizers, tables, flowcharts, Venn Diagrams, timelines, or T-charts. Concept
maps are especially useful for students who learn better visually, although they can benefit any
type of learner. They are a powerful study strategy because they help you see the big picture—
because they start with higher-level concepts, they help you chunk information based on
meaningful connections. In other words, knowing the big picture makes details more significant
and easier to remember.
Concept maps work very well for classes or content that have visual elements or in times when
it is important to see and understand relationships between different things. They can also be
used to analyze information and compare and contrast.

a. A concept map is a diagram showing the relationships among concepts

b. Collaborative creations of concepts maps
c. Can be used
 For assessing students in concepts
 Creating content collaboratively
Project management is the application of processes, methods, skills, knowledge and
experience to achieve specific project objectives according to the project acceptance criteria
within agreed parameters.

Project management has final deliverables that are constrained to a finite timescale and
budget.

a. Software to manage group projects

b. Allow
 Resource management
 Task management
 Milestones and calendaring
 Time tracking
 Documents management
c. Can be used
 For group projects
 For assessment
Web Conferencing

The term “web conferencing” encompasses collaboration technologies that enable users
to place calls via an application over the internet, through software downloaded locally to a
computer or device, or in an on-premises environment.

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Web conferencing encompasses popular real-time collaboration solutions like video

conferencing, screen share, document sharing, and online meeting

a. A web based application for conferencing/meeting

b. Allow
 Video conferencing
 Chat
 Whiteboard writing/drawing
c. Can be used
 For remote assistance to students
 For conducting meeting
Meeting/ Webinars

A webinar (a combination of the words “web” and “seminar”) is a video workshop,

lecture, or presentation hosted online using webinar software. Often business-related, these
sessions can be used to share knowledge, ideas, and updates with people around the world.
Webinars can also be leveraged to build and nurture relationships, build authority around a
brand, or demonstrate a product.

Direction: Identify the type of tool being described in the following sentences and write your
answer on the blank provided.

_____________________1.These tools are especially useful for project teams that are not co-
located, or who do a significant portion of their work at a distance. They allow teams to share
work in progress, discuss concepts with the help of rich media, and exchange information and
ideas in a manner that more closely approximates the face-to-face experience than traditional
text-only communications.

_____________________2.These tools might be particularly useful for semester-long projects

where the instructor hopes to monitor group interactions and evaluate students’ work processes
and communications

_____________________3.Consider as the most effective for collaborative writing or

collaborative creation of text-based documents.

_____________________4.is a message that may contain text, files, images, or

other attachments sent through a network to a specified individual or group of individuals.

_____________________5. It refers to the process of communicating, interacting and/or

exchanging messages over the Internet. It involves two or more individuals that communicate
through a chat-enabled service or software.

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For you to deepen your knowledge, skills and understanding the tool/technology that you
are using in the modern world, you need to make a blog with content. Your task is to have a
research, find as well and watch video presentations relating to this activity.

Name of your Channel:

Content:

Process of creating Blog:

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Lesson 5: Digital Literacy skills in the 21 st Century

The 21st century has redefined digital literacy. It has broadened its perspective o include other
aspects of the 21st context. These illiteracies include Cyber literacy or Digital literacy, Media
literacy, Arts and Creativity Literacy, Financial literacy, Multicultural Literacy or Global
Understanding

This lesson will focus on digital skills and digital literacy as a response to the 21 st century
development.

The millennial students are generally tech-savvy, digital natives. They practically know
how to go about a tablet, an ipad, smartphones or laptops better than anyone else. This suggest
their digital skills.

Thinking on how to use the digital tools, accessing information. And exhibiting ways of
working in a globally competitive context, together with skills in living in 21 st century refer to the
digital literacy.

Lesson outcomes:

1. Identify and described the element of the digital literacy

2. Conduct a self-evaluation on level of digital literacy skills

Do you feel confident when you search for information in the internet? Do you easily
locate relevant resources? Do you think you are capable of optimizing the use of the online tools
such as the Facebook or google when studying or doing school work? How do you manage
your digital identity?

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____________________________________________________________________________
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The skills you need to be able to perform well in the situations are known as “digital
literacy”. In the 21st Century, you need to be equipped with these skills to keep abreast with the
demands in the workplace.

Take the Digital Literacy Skills Self- Inventory and find out how confident you are
when working online by putting a check (√) in the corresponding column.

Digital Literacy Skills- Finding, Using, Creating Not Somewhat Very

Information and Understanding Digital Practices. Confident Confident Confident

Selecting the right tool when you need to locate, use or

present information.
Presenting your digital identity online
Identifying and communicating with an expert online
Using online tools and sites to search or share
information online
Recognizing owner of ideas and information found online
through citations
Distinguishing the search engines to get information
Knowing the information that can be searched in the web
Using the right key words to search for related online

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materials
Using social networking sites as a source of information
Scanning or skimming a page of a site as a source of
information
Signing up pertinent sites having experts and authorities
in the discipline to be updated with information they can
provide
Using materials in a variety of online media (i.e videos,
podcast, sites, among others)
Assessing the credibility of an online resource
Citing correct reference to other person’s work found
online
Using bookmarking to organize and legally share files
Posting comments to online forum, blogs, or Vlogs, or
Web pages while observing proper netiquette.
Writing and posting online views or ideas suited to the
target readership or audiences.
Collaborating with others online in creating and sharing
documents or presentations
Using multimedia to capture the information or message
(i.e. recording and editing digital story, video or podcast)
Communication with others through online modality (e.g.
Skype, forums, blogs, social networking sites, etc.)

What are Digital Literacies?

Digital Literacies are the individual’s capabilities to be able to effectively and responsibly
function and perform in a digital society. The term “digital literacy” was coined by Paul Gilster in
1997 an it came from the discussion of the concepts on (a) visual literacy when images and
non0- verbal symbols try to capture the knowledge; (b) technological literacy requiring one to
be able to use technology in addressing a need; (c) computer literacy, which in the 1980s
started to become a household item manipulated to achieve one’s target; and (d) information
literacy which refers to the finding, evaluating, using and sharing of information.

In the teaching and learning context, digital literacy is an important competence. In

school, it has become a buzzword which refers to the ability to access, process, understand,
utilize, and create media context using information technologies and the internet (Hsieh, 2012).
Study the varied digital literacies discovered below.

The DigitalLiteracies

Media Literacy- is one’s ability to critically read information or content and utilize multimedia in
creativity producing communications.

Technology for Teaching and Learning 1

Information literacy- is locating information from the web and interpreting while evaluating its
validity in order that it can be shared.

ICT literacy- knows how to select and used digital devices, applications or services to
accomplish tasks requiring the use of the internet.

Communication and collaboration- are one’s capabilities in being able to participate in the
digital networks in the teaching and learning context

Identity management- is being able to understand how to ensure safety and security in
managing online identity and foster a positive digital reputation

Learning Skills- are ways of knowing how to study and learn in a technology-enriched
environment; this knows how to utilize technology in addressing the need to learn efficiently.

Digital Scholarship- is being able to link and participate in professional and research practices

The Four Cs of the 21stCentury Skills

The four C’s of the 21st Century Skills refer to Critical Thinking, Creativity,
Communication and Collaboration. To perform well in this century, you need to develop and
enhance these skills namely creativity, critical thinking, communication and collaboration. All of
these 21st Century Skills are essentials for students to do well in school and succeed in the
workplace.

1. Critical Thinking is learning how to

solve problems. It is the ability to
differentiate facts from opinions and not
only just learn a set of facts or figures but
also discover these for the sake of
knowing what ought to be.

2. Creativity – requires students to think

out of the box and to take pride in what is
uniquely theirs. Creativity encourages
students to think beyond the expectations
of conventions.

Technology for Teaching and Learning 1

3. Communication makes students express

their ideas in the clearest and organized
manner. Through varied modes – face to-
face, technologically mediated or a blended
medium, they need to know how to
efficiently and clearly convey ideas.

4. Collaboration happens when students

know how to work well with others to
accomplish a given task or solve a problem at
hand.

Lynch (2017), identified eight digital literacy skills needed to become digitally literate.

3. Coding – is a universal language. Basic understanding of HTML,

CSS and the like will create a shared understanding of what we can
be done with the web pages.

4. Collaboration – the use of Google Docs among others allow

student to begin experimenting with effective online collaboration.

5. Cloud Software – this is essential part of document management.

The cloud is used to store everything from photos to research
projects, to term papers and even music.

6. Word Processing Software – Google, Microsoft Online Drop Box

are available for storage and management solutions.

7. Screencasting – is a video recording using the computer screen,

and usually includes and audio. On the other hand, when you take a
picture on the screen of your computer, it is called a Print screen. Both
can be used in explaining topics as well as providing a visual support
to clarify what you are thinking. While the print screen is a picture, the
screen casting is a video screen capture which is a great way to share
ideas and is easy to use for novice video creator.

8. Personal Archiving – students should be taught the concepts of

metadata, tagging, keywords and categories to make them aware how are they
represented online.

Technology for Teaching and Learning 1

9. Information Evaluation – Critical thinking to weed out fake news

is a crucial 21stcentury skill. The use of tools and skills needed to
process information are very much needed.

10. Use of social media – social media serves different purposes

depending on the use, the technology and the need. For example,
students should realize that Twitter can be useful for staying current
on the latest news in the field.

Digital Literacy has been defined in many ways that is understandable by both digital
immigrants. Teachers and students should not only be proficient in how to use (digital skills) but
they need to see the information requiring both cognitive and technical skills.

Here are examples of How Digital Skills or Proficiency support Digital Literacy.

Digital Skills Digital Literacy

1. Sending an email or text 1. Evaluate the appropriate digital
channel for online communication with
peers, teachers and parents.
2. Using Microsoft office/ Google 1. Identify the benefits and drawbacks of
each digital tool.
2. Evaluate critically which tool is most
effective for the project at hand.
3. Tweeting, Posting Facebook, 1. Navigate the social media safely to
Uploading a Video to YouTube, or protect one self.
posting photo to Instagram 2. Identify the propaganda and fake
news.
4. Researching from the worldwide web 1. Evaluate the information online.
a. Is the site legitimate
b. Is the author an expert
c. Is the information current or dated?
d. Is the idea neutral or biased

Think- Pair- Share

A. Based on the result of your Digital Literacy Skills Self- Inventory, in which following areas
do you find yourself least confident?
a. Understanding digital process
b. Locating information
c. Using information
d. Creating information

Technology for Teaching and Learning 1

A. Direction. Encircle the letter that correspond your answer.

1. The following statements indicate that Maria understands digital practice. Which ;one
does not support the idea?
a. Maria is aware of the different types of users found online.
b. Maria understands that as she uses the internet, she leaves digital footprint.
c. Maria knows how to look for an expert online who can be a resource person
related to her specialization.

2. Which digital literacy skill refers to the ability to locate information related to as
assigned topic given by a teacher in class?
a. Turing on the computer in order to search
b. Using key words related to the topic
c. Adding comments to blog found online
d. Producing a digital story on the assigned topic

3. Which literacy is referred as a core skill in the 21st century essential in developing the
ability to work with others by tapping on each other’s talents and skills.
a. Creativity
b. Critical thinking
c. Collaboration
d. Citizenship

4. Which is the ability to see information and media technology to find, evaluate, create
and communicate information that requirescognitive and technical skills.
a. Digital Skills
b. Digital Literacy
c. Digital Intelligence
d. Digital Aptitude

5. Dhana decides to produce a digital study in her student teaching experiences. Which
digital literacy skills does she exhibit?
a. Communication and Collaboration Literacy
b. Digital Scholarship Literacy
c. Identity Management Literacy
d. Media Literacy

B. Directions: Match the Digital Literacy in column A with their meaning in column B. Write
the letter of the correct answer on the space provided before each number

Technology for Teaching and Learning 1

Column A Column B
___1. Information literacy a. the ability to access, analyze, evaluate and create media in
a variety of forms.
___2. Collaboration and b. is the process of bringing something new into being
communication c. is the process of using a programming language to get a
computer to behave how you want it to.
___3. ICT Literacy d. is the set of integrated abilities encompassing the reflective
discovery of information, the understanding of how
___4. Creativity information is produced and valued, and the use of
information in creating new knowledge and participating
___5. Media literacy ethically in communities of learning
e. are interpersonal skills that help people work well with one
another. It involve being able to read the vast number of
verbal and nonverbal cues that we all use
to communicate our ideas and emotions.
f. is the ability to use tools of information and communication
technology

Technology for Teaching and Learning 1

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