LEARNING MODULE

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Teaching has always been a challenging profession since knowledge has been
precipitously expanding and essential skills have been incessantly increasing and changing. With
these challenges, teachers need to engage educational technologies to assist them in the
teaching-learning process. Engaging educational technologies in teaching is based on theories,
principles, and philosophical foundations. Understanding these will help you successfully
integrate technologies to enable your students to demonstrate the intended learning
outcomes.

Integrating Technology in Instruction

Various educators and researchers provided the following concepts and principles about
integrating technology in instruction:
1. John Pisapia (1994)
Integrating technology with teaching means the use of learning technologies to
introduce, reinforce, supplement, and extend skills. For example, if a teacher merely tells a
student to read a book without any preparation for follow up activities that puts the book in
pedagogical context, the book is not integrated. In the same way, if the teacher uses the
computer to reward children by allowing them to play a game, the computer is not integrated.
On the other hand, integrating technology into curricula can mean different things: 1)
computer science courses, computer-assisted instruction, and/or computer enhanced or
enriched instruction, 2) matching software with basic skill competencies, and 3) keyboarding
with word processing followed up with presentation tools.
2. International Society for Technology in Education (ISTE)
Effective integration of technology is achieved when students are present it able to select
technology tools to help them obtain information in a timely manner, analyze, and synthesize
the information, and professionally. The technology should become an integral part of how the
classroom functions -- as accessible as all other classroom tools.

3. Margaret Lloyd (2005)

ICT integration encompasses an integral part of broader curriculum reforms which
include both infra-structural as well as pedagogical considerations that are changing not only
how learning occurred, but what is learnt.
4. Qiyun Wang and Huay Lit Woo (2007)
Integrating Information and Communication (ICT) into teaching and learning is a growing
area that has attracted many educators’ Efforts in recent years. Based on the scope of content
covered, ICT Integration can happen in three different areas: curriculum, topic, and lesson.
5. Bernard Bahati (2010)
The process of integrating ICT in teaching and learning has to be done at both
pedagogical and technological levels with much emphasis put on pedagogy: ICT integration into
teaching and learning has to be underpinned by sound pedagogical principles.
6. UNESCO (2005)
ICT integration is not merely mastering the hardware and software skills. Teachers need
to realize how to organize the classroom to structure the learning, tasks so that ICT resources
become automatic and natural response to the requirements for learning environments in the
same way as teachers use markers and whiteboards in the classroom.

Information and Communication Technology (ICT)

Before you can successfully integrate ICTs in your teaching and learning process, there is
a need to have a good grasp of what Information and Communication Technology (ICT) is all
about. Specifically, there is a need also to determine the ICTs that are available for fiels of
specialization. The following are the definitions of ICT from various literatures.
1. Moursund (2005)
ICT includes all the full range of computer hardware, computer software, and
telecommunications facilities. Thus, it includes computer devices ranging from handheld
calculators to multimillion worth super computers. It includes the full range of display and
projections devices used to view computer output. It includes the local area networks and wide
area network that will allow computer systems in people to communicate with each other. It
includes digital cameras, computer games, CDs, DVDs, cell telephones, telecommunication
satellites, and fiber optics. It includes computerized machinery and computerized robots.

2. Tinio (2009)
ICT is a diverse set of technological tools and resources used to communicate, create,
disseminate, store and manage information these technologies include hardware devices,
software applications, internet connectivity, broadcasting technologies and telephony.
3. UNESCO (2020)
ICT is a diverse set of technological tools and resources used to transmit, store, create, share, or
exchange information. These technological tools and resources include computers, the Internet
(website, blogs and emails), live broadcasting technologies (radio, television and webcasting),
recorded broadcasting technologies (podcasting, audio and video players and storage devices)
and telephony (fixed or mobile, satellite, visio/video-conferencing, etc.).
 UNESCO defines it also as a scientific, technological, and engineering discipline and
management technique used and handling information, its application, and association with
social, economic, and cultural matters.
4. Ratheeswari (2018)
Information communication technologies (ICT) influence every aspect of human life. They
play salient roles in workplaces, business, education, and entertainment. Moreover, many
people recognize ICTS as catalysts for change: change in working conditions, handling and
exchanging information, teaching methods, learning approaches, scientific research, and in
accessing information communication technologies. In this digital era, ICT is important in the
classroom for giving students opportunities to learn and apply the required 21st Century Skills.
ICT improves teaching and learning and its importance for teachers in performing their role of
creators of pedagogical environments. ICT helps a teacher to present his/her teaching
attractively and enables the learners to learn at any level of educational programmes.
Using ICT Integration Frameworks in Teaching and Learning Plans
There are a lot of concepts provided by experts relevant to integrating technology in
instruction apart from the above citations. These concepts are very helpful to clarify lingering
issues on how technologies are properly integrated in the teaching-learning process. It must be
noted that there are possible instances when technologies are used in the classroom but the
way these are used does not promote learning and does not help facilitate the attainment of
the intended learning outcomes set for a class. There is a need, therefore, to enlighten you on
the principles on how educational technologies will contribute to the facilitation of the
teaching-learning process. For this purpose, the following framework may serve as a guide in
integrating ICT’s in developing learning plans or lesson plans in the different subjects.
A. Conversational Framework of Laurillard (2002)
The teaching-learning process poses very complex tasks to allow learners to understand their lessons
and master the skills they are expected to demonstrate. Thus, it will be reassuring if teachers will
explore on engaging various media to support various learning activities in classrooms. This is how the
Conversational Framework (Laurillard, 2002) may support learning. The framework postulates a way of
presenting teaching and learning in terms of events. These are five (5) key teaching and learning.events
in the framework which are identified as:
a. acquisition; b. discovery, c. dialogue; d. practice; and e. creation.
Vis-à-vis the five events are specific teaching actions or strategies, learning actions or experience,
related media form, examples of non-computer-based activity and examples of computer-based activity.

Teaching Teaching Learning Action or Related Examples Examples of

And Action or Experience Media Form Of Non- Computer- Based
Learning Strategy Computer Activity
Event - Based
Activity
Acquisitio show, Attending, Narrative: TV, video, Lecture, notes
n demonstra apprehending, Film, online, streaming,
Linear
te, listening lectures, Videos of lectures,
presentationa
describe, books, DVD, multimedia
l. Usually
explain other including digital
same ‘text’
print video, audio clips,
acquired
publicatio and animations
simultaneousl
ns
y by many
people
Discovery create or investigating, Interactive: Libraries, CD based, DVD, or
set , up or exploring, galleries, Web resources
Non-linear
find out or browsing, museums including
presentationa
guide searching hypertext,
l, searchable,
through enhanced
filterable etc.
discovery hypermedia
but no
spaces and multimedia
feedback
resources resources. Also
information
gateways.
Dialogue Set up, Discussing, Communicati Seminar, Email, discussion,
frame, collaborating, ve: tutorials, forums, blog
moderate, reflecting arguing conferenc
Conversation
lead, analyzing, sharing es
with other
facilitate
students,
discussions
lecturer or
self
Practice Model Experimenting,practi Adaptive: Laborator Drill and practice
cing y, field tutorial,
Feedback,
trip programmes
learner
simulation simulations,
control
, role play virtual
environments

Creation Facilitating Articulating, Productive: Essay, Simple existing

experimenting. object, tools as well as
Learner
making, animation especially created
control
synthesizing , model programmable
software
 B. Three Fundamental Elements of ICT Integration by Wang (2008)

Wang in 2008 posited that integration of ICT consists of three Fundamental elements. These are
pedagogy, social interaction and technology. These elements are diagrammatically represented
by Wang in the Figure below:

Figure 1. Three Fundamental Elements of ICT Integration (Wang, 2008)

The ICT Integration Framework of Wang can be fully realized in developing learning plans.
The pedagogy refers to the teaching strategies, approaches, or techniques that teachers use to
deliver their lessons and also to address the needs of their students. Aside from the content
and strategies, pedagogy deals with how teachers utilize resources that could help teachers
facilitate learning in their classes. If the teachers are not able to deliver the lessons well using
appropriate resources and strategies, students will not be able to develop the necessary
competencies in learning.
Social interaction activities are crucial in learning, for students are able to develop the
necessary knowledge and skills for them to live and work in various communities. Also, one
important consideration for this theme is the ability of the students to seek help from others
when they encounter difficulties in understanding their lessons. Such is manifested especially in
topics that cover problem-solving activities. Although some students are able to address their
difficulties on their own using their individual computers, now they can readily interact with
their teachers, classmates, and other experts in mathematics and science through the world
wide web. Using computer-mediated communication (CMC), planned social interaction
activities that aim to enhance mathematics and science learning become more convenient and
flexible. As noted by Uribe, Klein, & Sullivan (2003), computer-supported collaborative learning
has shown positive effects on students’ performance.
To engage the learners fully and meaningfully in the teaching-learning process, the social
design of the ICT-based learning environment needs to deliver a secure and comfortable space.
This will allow the learners to willingly share their thoughts and ideas and will also facilitate
communication between and among themselves.
The third element of the framework is the technological component that generally uses
computers to support various learning activities. Through the use of computers, various
teaching modes may happen. Interaction does not solely happen in a face-to-face environment,
but it may already happen online. To have an effective online mathematics and science
interaction environment, facilities must be available and are easy to access. The human-
computer interface design is also critical because this will define the utility of the technology-
based learning environment. The ease of learning in the interface design is essential. It needs to
motivate the learners to fully participate in the learning process.
In the 21” Century classrooms, the three components: pedagogy, social interaction, and
technology, are needed in an ICT-based learning environment due to the advent of educational
technologies which are fundamental requirements in ICT-pedagogy integration, the challenge
among learning institutions is to provide support for the integration to happen.
C. Categories for Information Communication and Technology (ICT) in Teacher Training
There are a lot of researches that will prove that the integration of ICTs can fully
transform classroom instruction. Haddad in 2003 states that the teachers’ use of ICT supports
the development of higher order thinking skill (HOTS) and promotes collaboration. This is the
reason why it is recognize that training in ICT pedagogy integration is promoted.

For a successful ICT-pedagogy integration training to take place, training framework used
as a guide will be of help. Jung (2005) was able to organize various ICT teacher training efforts
into four categories. This presented in this framework.

It is imperative to note that when teachers are digitally literate, where they are able to
integrate such in the curriculum will promote better understanding of the lessons among the
learners.

Core Technology

Learning How to Use ICT Learning VIA ICT

Complementary Technology
Figure 2. ICT- Pedagogy Integration

D. UNESCO ICT Competency Framework for Teachers

 Having a society that is increasingly based on information and knowledge and with the
ubiquity of Information and Communication Technology (ICT) for instruction, UNESCO
developed an ICT Competence Framework for Teachers (UNESCO, 2018).
This framework which is a part of a range of initiatives by the UN and
its specialized agencies including UNESCO aims to promote educational reform and sustainable
economic development anchored on the principles and objectives of the Millennium
Development Goals (MDG), Education for All (EFA), the UN Literacy Decade (UNLD), and the
Decade of Education for Sustainable Development (DESD). As shown by the framework, the
teachers have six aspects of work understanding ICT in education, curriculum and assessment
pedagogy, application of digital skills, organization and administration, and teacher professional
learning. Across the six aspects of work are the three approaches to teaching based on human
capacity development-knowledge acquisition, knowledge deepening, and knowledge creation.

Knowledge Knowledge Knowledge

Acquisition Deepening Creation
Understanding ICT In Policy Understanding Policy Application Policy Innovation
Education
V V V
>
Curriculum and Basic Knowledge Knowledge Knowledge Society
Assessment Application Skills
V
> V V
Pedagogy ICT-enhanced Complex Problem- Self-Management
Teaching solving
> V
V V
Application of Digital Application Infusion Transformation
Skills
V V V
>
Organization and Standard Classroom Collaborative Learning
Administration Groups Organizations
V
> V V
Teacher Professional Digital Literacy Networking Teacher as
Learning Innovator
V V
> V
Nature of Inquiry-Based Learning
Inquiry, in its simplest definition, is a process of asking questions. This spurred the
numerous developments that we continue to enjoy in our society today. It continues to usher the
study of so many fields that enable various scientists and experts to provide solutions to
emerging issues affecting society in general. In the classroom, in particular, the process of
inquiry is basic learning activity that every teacher is expected to facilitate. The development of
the ability to ask among learners is primordial in the age of the Fourth Industrial Revolution.
According to the Future of Jobs Report during the World Economic Forum, top three of the ten
skills needed in this age are complex problem solving, critical thinking and creativity (Gray,
2016) which all start from the process of asking.
Inquiry-based learning as an approach essentially involves tasks requiring learners' active
participation in finding answers to curricular questions. The questions can run from very specific
simple questions to more complex questions in relation to the curriculum. Learners are given
opportunities engage in self-regulated activities as they pursue their investigation using these in
classrooms can facilitate the development of communication skills as it involves activities such
as writing questions, deliberating on ways of finding answers to curricular questions, and
presenting outputs as evidences of inquiry among others. This approach encourages students to
work together in accomplishing their task.
The process of inquiry starts from positing a question aligned to a content standard in the
K to 12 curriculums. Investigation proceeds using various sources of information and
presentation of outputs of the students using a productivity tool. Depending on the required
output, the assessment tool that will be used should be given to the students before the inquiry
commences.
When to Use
Chisholm and Godley (2011) purport that inquiry-based instruction (IBI), which is also
referred to as inquiry-based learning (IBL), offers an especially appropriate approach to learning
about the subject since IBI can provide students with opportunities to investigate and learn
practical skills through hands-on activities. IBI can help students focus on how to solve problems
in different but logical ways.
Types of Inquiry
VIU (2020) presented four types of inquiry that can be used in facilitating classes. These
are:
1. Structured Inquiry- This lets the students follow the lead of the teacher as the entire class
engages in one inquiry together.
2. Controlled Inquiry - The teacher chooses topics and identifies the resources the students will
use to answer questions.
3. Guided Inquiry - The teacher chooses topics or questions and students design the product or
solution.
4. Free Inquiry - Students are allowed to choose their own topics without any reference to a
prescribed outcome.
Role of the Teacher
The success of IBL largely depends on the careful planning of the teacher in relation to
the curriculum. The teacher needs to look into the learning competencies that can be satisfied by
a simple inquiry or more complex inquiry. He/she controls and prepares the topic for
investigation and guides the learners by setting the questions to be explored. Learners are
allowed to design their own way of investigation and present their outputs using technology tools
that are afforded to them. When technology is coupled with IBL, a gateway to information is
opened and students can have to information at anytime and anywhere. It is assumed that the
teacher is knowledgeable of the sources of information and whether the leaners have access to
these sources.
When designing an IBL, the teacher has to consider the following fields proposed by
Avsec and Kocijncic (2016):
1. Prior knowledge and capacity
2. Context - Learners require meaning from experience.
3. Content and learning materials
4. Process
5. Strategy of reactions and behavior
6. Course outcomes

Role of Technology
The internet or the World Wide Web offers lots of platforms for mini-information. It has
become the most sought out source of information because of the variety of tools that abound.
Language is no longer a barrier in or: search for information. Depending on the unit of study in
the curriculum, there are many free educational websites that available for the teachers and
learners. Due to vastness of sources of information from the WWW, any teacher who is using
IBL has the responsibility to direct learner’s websites that provide the proper information. The
technology tools that: made available for the learners, whether online or offline, should support
to object of inquiry which is aligned to the learning competencies in the K to 12 Curricula.
It should be noted that the use of technology in IBL is just one of many other sources of
information in the process of inquiry. This does exclude the other resources, human and non-
human, in gathering information. However, learners are undeniably familiar and probably more
adept exploring the internet. Guiding them in locating online resources that relevant in
developing their research and communication skills will let the learn the importance of using
educational resources in an explicit and simple way.

Nature of Problem-Based Learning

 Problem-based learning is an approach that involves a process of inquiry and solving
open-ended questions that serve as the main problem that learners will work on. The type of
questions posited is focused on a spec content standard and its application to real life issues. It
also requires than one answer or solution. Learners are engaged in a collaborative task they work
towards the solution to the problem. This learning activity is done in small groups with each
member assigned a certain task to accomplish. In the process of engaging in PBL, they learn
several skills such as problem solving, communicating, research, among others which are
essential in workplace. The end goal of PBL is to ensure that the target the learning
competencies are achieved in the process.

Ali (2019) described PBL as a process that is used to identify problem with a scenario to
increase the knowledge and understanding. In her research article, she proposed the following
five principles of PBL that can considered by teachers in planning or using the approach:
1. Independent and self-directed learning
2. Learning happens in a group and teacher is a facilitator.
3. All groups have to participate equally.
4. Students learn about motivation, teamwork, problem-solving
engagement with the task.
5. Materials such as data, photographs, articles, can be used to se
the problem.

Lo (2009, p. 208) proposed a six-stage process that was used in adoption of the online
PBL:
1. Identifying the problem answer or one definite solution; current issues that do not have just P
2. Brainstorming - generate ideas; tackle the problem through sch directed questioning; arouse
students' intrinsic motivation:
3. Collecting and analyzing the information - assigning group members to collect information;
posting what they found and what they learned; collaborative collection of useful information;
4. Synthesizing information - solving the problem through relevant data synthesized; knowledge
building;
5. Co-building knowledge presentation of the solution to the learning problem/ issue; and
6. Refining the outcomes - giving of feedback and suggestions by the instructor to help students
improve; learning from other group's presentation

Benefits of Problem-Based Learning

Several studies have revealed positive impacts of PBL on learners as they engage in the
process. Among these are the following:

In the work of Schettino (2016), PBL in teaching, group work values all voices and that a
classroom environment becomes open and safe. Accordingly, learners are able to make solution
methods that might be connected to other problems. In addition, the research prompts the
importance of PBL in checking student communication through feedback on their presentation,
questioning skills, metacognitive journaling to reflect on their errors, and thought processes.
 In the study of O'Brien, Wallach, & Mash-Duncan (2011), they proposed that teaching
should not be taught merely as solving word problems (computational exercises couched in
words) but solve problems outside a math classroom - the essence of PBL. Also, according to the
research, the heart of PBL is collaborative work that will help students devise and solve
problems involving conceptually complex materials. PBL promotes personal construction of
knowledge where students engage in interesting tasks, problems, and investigations.
The study of Kim, Belland, & Walker (2018) discussed that PBL is a leaner-centered
approach that aims to improve students' content knowledge and problem-solving skills using
authentic problems. Also, students are able to do self-reflection by identifying the needed skills
and knowledge in solving problems they encounter.
According to Inel & Balim (2010), PBL allows students to construct their own learning
through group activities to solve real-life problems presented as scenario-based problems. In
addition, PBL has proven to help teachers effectively teach science and technology and to
improve students' level of concept construction for them to adapt to the changing world.

Role of Technology
How is technology integrated in the PBL activity? As the learners embark on an open-
ended question collaboratively, there are a number free online tools that they can use from the
commencement of the task to its completion especially that some of the group tasks will be done
outside the regular class hours. These online tools will allow the learners to be actively
connected and engaged in the group task while monitoring their own contributions. The teacher
acting as facilitator may also have the opportunity to peep into the activities of each learner
thereby enabling him/her to give feedback at any stage of the PBL activity.
Bower, Hedberg and Kuswara (2010) stresses that technology is simply the mediator
for collaboration and representation and that it is the type of task and thinking processes in which
students engage that determines the quality of learning.
The WWW has affordances for PBL that can be utilized by the learners to accomplish
their tasks. Web 2.0 technologies are characterized by collaboration, sharing and networking.
These may facilitate and enhance PBL activities (Tambouris et al, 2012) in its different stages. In
the study of Tarrant (2018), using Web 2.0 is effective in helping students in health sciences to
bridge the gap between theory and practice. Also, according to Holmes & Dubinsky (2009), Web
2.0 tools facilitate creativity, collaboration,
and sharing of research results among users. According to Schettino (2016) PBL in classrooms
promotes the use of technology in the process of problem solving for the students to become
more independent and aware of the various resources they can utilize.

Productivity tools such as those for writing, presentations, spreadsheets, calendars,

organizers, citations and others are also available to assist learners and teachers in accomplishing
required tasks and outputs from a PBL activity There are free tools that can be downloaded for
mobile phones, laptops or desktops. Before using or recommending these tools to learners, it is
the most appropriate tool for the PBL activity. important that teachers take note or try out the
tools first to be familiar with. When using PBL, the learning competencies must be the primary
consideration together with the content and performance standards before the technology
integration. As soon as these are in place, the statement of learning outcomes in the learning plan
must be stated in behavioral and measurable terms. PBL is about developing higher order
thinking skills. therefore, the taxonomy of objectives should be utilized to ensure that you are
targeting the required outcomes. Consider using the revised Bloom's taxonomy by Anderson and
Krathwohl (2011) in creating your learning outcomes. method that engages learners in a series of
planned tasks resulting to the generation of solutions to real-world problems. It is a student-
centered approach as it takes into account the realm of experiences and interest of students. This
method is based on John Dewey's principle of learning by doing and Vygotsky's constructivist
theory of learning that advocates social construction of knowledge. PrBL PBA is a collaborative
learning activity
where learners work on an authentic task guided by an open-ended question. Each member has
an assigned role that will contribute to the solution of the problem that was identified which
reflects the real issues in their community or the world at large.

Past and more recent researches have proven PrBL to be beneficial in the development of various
skills such as:
1. Research methodology skills (Tiwari, Arya, & Bansal, 2017). Using student feedback
questionnaire given to 99 students, it was revealed that students were enhanced in their
knowledge of the topic taken, searching review for the topic, improved communication skills,
data collection skills, and analytical and presentation skills when PIBL was used as component
in research methodology. The teachers' perception also agreed that there was100% enhancement
of knowledge on the various components of research methodology, update of the knowledge on a
particular topic, and increase in interaction with students.

2. Critical thinking skills (Nargundkar, Samaddar, Mukhopadhyay, 2019). The researchers

investigated how PBL advances the critical thinking skills of students. To solve real-life
problems, students are expected to use the knowledge they had constructed, to think deeply about
the issue, consider evidence for or against a proposed solution, and apply reasoning skills and
logical inquiry to come up with the best solution or conclusion.

3. Development of life skills (Wurdinger & Qureshi, 2015). The study employed mixed method
to examine the development of life skills through PrBL. Their findings revealed that after taking
the PBL course, there was a significant difference in the mean scores for the following life skills:
responsibility, problem solving, self- direction, communication, and creativity skills. It was
concluded that PrBL indeed promotes further development of life skills.
Explore

Open-ended Tools and their Uses in Teaching and Learning Skills

Open-ended tools or productivity software applications are ICT tools, which help the
teachers and learners make their learning together as concrete, efficient, encouraging and
meaningful as possible. In any teaching-learning process, the use of these tools plays a vital role
as it helps meet the demands of the learners in the 21 Century classrooms. As described by
st

Palmer (2015). Teachers need to demonstrate 21 Century characteristics to be able to meet

st

the demands of the 21” Century learners. Below is a list of what math and science teachers
should do to respond to the demands of the 21 Century.
st

1. Create a learner centered classroom and make instruction personalized because learners
have different personalities, goals, and needs;

2. Facilitate learners’ productivity skills by helping students produce creative blogs, digital
stories and movies that are helpful to enhance their mathematics and science proficiency.

3. Learn new technologies since technology keeps on developing. Learning a tool once is not
an option for teachers.

4. Go global to allow students to learn virtually.

5. Be smart and allow the use of devices as aids to mathematics or science concept and skill
acquisition.

6. Do blogging to give students real experience to see the value of writing for real audience
and establishing their digital presence.

7. Go digital to promote the advocacy and to help level up the learning experience of the
students through digital discussions.

8. Collaborate with other educators and students. This will allow the sharing of great ideas
beyond a conversation and paper copy.

9. Use web chats to share research and ideas and stay updated in the field.

10. Connect with like-minded individuals by using media tools like the social media.

11. Introduce Project Based Learning to allow students to develop their own driving questions,
conduct research, contact experts, and create their projects for sharing with the use of
devices present.

12. Build positive digital footprint that aims to model appropriate use of social media, produce
and publish valuable content and create shareable resources.
13. Code as it is today’s literacy. This will boost students’ writing kills as the feeling of writing a
page with HTML is amazing.

14. Innovate to expand your teaching toolbox for the sake of your students, engage social
media for discussions and announcements and use new formats like TED talks in presenting
your lessons.

15. Keep learning.

To come up with an ICT-engaged classroom and teacher, it is appropriate to discuss how

the various productivity software applications can be used in the classrooms.

A. Using Word in Scaffolding Student Learning in a Classroom

To appreciate the value of Word Applications in scaffolding student learning, it is

necessary to explore how these are maximized by teachers. In education, scaffolding is used to
refer to various forms of support given to assist, guide, or facilitate the learning process (World
Links, 2008). Examples of scaffolding for learning that are usually prepared using word
applications are learning plans, assessment tools, templates and forms, graphic organizers and
others.

B. Using Presentations in Teaching Skills

Teachers can use computers to create visually and audibly appealing presentations that utilize a
variety of media tools. By using presentation software applications, students can also develop
their project outputs and reports to be able to share in the class or in the World Wide Web.
Both teachers and students can learn variety of skills in the process of planning, developing
presenting, and evaluating their presentations.

In mathematics of science teaching and learning, presentation applications have a lot of uses.
This, in essence, are used when topics are too abstract (too small to be seen atoms or cells; not
observable through the naked eyes Biogeochemical cycles; Or because of its nature
earthquakes). Akpinar (2014) endorses the use of presentation oftware applications like
interactive animation as they improve students’ understanding of static electricity concepts.
Another study conducted by Eliyawati & Mudzakir (2017) presented that using presentation
software like multimedia is student-centered and teachers can teach (nanotechnology on solar
cell) by concept approach and a context-oriented approach. Smith & Suzuki (2015), found out
that presentation software like screen-capture used in Algebra class improved the performance
of secondary school students because the embedded multimedia lessons are accessible outside
their classroom.

Presentation software applications are commonly used in business and other disciplines
for presentation. These are also very powerful tools in classrooms.

Using presentations enable learners to experience lessons in courses to experience a

world of real environment and opportunity. For instance, presentation software applications
allow learners to:
1. Present their reports with audio, visual images and animations;

2. develop and present their group projects using real-world visual presentations;

3. present charts, tables, graphics, charts, and others that are useful to facilitate their
understanding of concepts;

4. show data stored in graphic organizers that cannot be fully presented by a printed material;

5. develop digital investigation reports or digital investigatory reports;

6. show results of any survey, questionnaire and other forms of assessment activities;

7. articulate and crystalize their ideas using the special features of presentation software apps;

8. experience learning processes through the integration of contents in the presentations;

9. Enjoy developing their projects, thus, are highly involved;

10. commit to the quality of their work, both content and form, because they don’t only
present what their classmates hear but what they also see;

11. present information in condensed form and focusing on salient points because of the
limited area in slide presentations, hence, avoiding digression and drifting and

12. communicate their ideas in an innovative manner and express themselves in ways they feel
comfortable with.

In preparing mathematics or science presentations, there are various factors that must
be considered to ensure that the competencies are also developed and demonstrated. The
following are some guidelines that Brooks and Gavin (2015) shared in designing presentations:

Basic Instructional Design in Preparing Presentations

1. Setting Up the Presentation Class – It is not enough to simply tell students to go and do a
presentation. Students have to be taught the skills involved in giving a presentation. This
can include such things as when to use eye contact, how to organize a presentation, how to
connect with an audience, how to use body language and manage time and how to
construct an effective PowerPoint presentation. Since oral presentations involve multiple
communication and language skills, it is important to focus on the specific presentation
skills that are needed to present in front of others. These included things like voice
projection, eye contact and the use of gestures.

2. Organization of the Presentation - Proper organization of information is one of the

most important competencies that must be developed amongst students. Hence, before
beginning to work on developing presentation, it is important to understand the genre
of oral presentation. There is a need to learn how to separate the presentation into
 meaningful sections and presenting each section separately to reduce the cognitive
work that required of in the presentation.

3. Presentation Skills – In developing oral presentations, it is very important to consider to

spend time in the delivery of their outputs. Because English is the medium of instruction for,
specific language items, such as vocabulary and grammar must be considered to be
successful in oral presentations. These items are important to the students for two reasons.
First of all, they enable students to be successful when they present in the class. Secondly,
the language and grammar students learn in the course of giving a presentation will be
useful for them in other situations that involve spoken English (Thornbury, 2005).

4. The Use of Visual Aids - Visual aids are an important part of oral presentations because
they provide support for both the speakers and details about the topic, help the
audience members to understand listeners during the presentation. Visual aids can be
used to give more what is being said, and serve as a concrete reminder of the message
for both the audience and the presenter The type of visual aid used helped cater to
different learning styles. Some of the students who can vary depending on the topic of
the presentation. Visual aids presentation software applications, In learning, are not
savvy at paper written presentations are motivated at using visual aids help students
who are weak at acquiring a skill to be motivated to participate in the presentation and
become valuable members of their groups.

5. Performing Self-Reflections – The final stage of each oral presentation involves students
writing a self-reflection of their own presentation. Through this activity, writing skills are
further enhanced together with the ability of the students to do self-reflection.

C. Using Spreadsheets in Learning

Spreadsheets are very helpful in introducing some lessons in courses. Through
spreadsheets, one can teach with tables and charts, make a table and a graph, compute
students’ grades. Apart from being built around a grid of cells that hold numerical data,
spreadsheets also contain text, dates and other content that can be presented in courses
for discussions. there are essential ideas that teachers may consider doing when employing
spreadsheets in the classrooms. These are:
1. Reinforce learning languages in other fields.
2. Add well-designed charts and tables to reports to enhance students’ non-verbal reading
skills.
3. Allow students to create their own charts, graphs, tables, and the like, their
computational skills and spatial skills are developed and enhanced.
4. Give students completed chart and see if they can reconstruct underlying worksheet.
This goes a long way toward helping them to understand the relationships between the
data and the chart.
 5. Require that science laboratory reports and research papers contain some type of chart
to help support their findings. Encourage them to look for samples form the World Wide
Web.

6. Let students explore websites that have table presentations for teaching were used to
facilitate of mathematics or science and let them discuss how these competencies.

7. Let the students look for charts in learning materials like textbooks, workbooks and
others and discuss why these were used.

8. Teach the principles of financial literacy and management as it is also important to learn
these concepts in the context of life skills.

9. Explain numerical concepts by showing the relationships between numbers and their
concrete representation in charts and graphs. As teachers, this is needed to understand
researches with quantitative designs.

10. Demonstrate how spreadsheets are useful in preparing assessment and evaluation
tools for students’ performance.

Explain

With the advent of web-based word processing software and with the exposure of a lot
of students to new innovative media tools, explore the following online Microsoft Word
Alternatives (Investintech, 2020).

1. Drop Box Paper

Dropbox Paper is a free online word processor offered by the online cloud storage
provider. To start using it, you will need a dropbox account. Once logged in, you get full
access to the online suite. The minimalist interface is very intuitive, and its simplicity allows
you to focus on your content. You can also do a number of things that go beyond creating a
textual document. You can add rich media, such as audio, video and images. Dropbox Paper
also allows you to access apps that let you embed Trello cards, Youtube videos or SlideShare
decks. Other collaborative features include document link-sharing, creating and assigning
checklist items to members or embedding one of your Dropbox documents. Dropbox Paper,
overall, does an excellent job at creating dynamic documents you can share and access
online.

2. Office Online
For Microsoft Word and Office aficionados, the best possible free online alternative for
their document editing needs is definitely Word online, which comes as part of the Office
Online suite. Although free MS Word web app is not n full-fledged version of its paid
counterpart, it allows you to open, create and edit Word documents online, example, you are
able to see and access updates from co-authors to also, il offers some additional benefits of
online sollware tools. For your docs literally from anywhere in real time with only connection
and the latest 2016 version. You can share and collaborate cross-platform compatibility. So, if
you’re a Chromebook or Linux on documents. An equally alluring feature of Office Online is it
OS user, MS Word web app is the most elegant way to get access to Microsoft’s document
editing features for free!

3. Google Docs

Google Docs allows you to create, collaborate and share documents, spreadsheets,
presentations, drawings and even forms. Google Docs is packed with features, which can be
further extended with various add-ons. While it will automatically save the file online and store
it there, you can also have the documents published as a Web page, downloaded, or emailed as
an attachment in Word, ODT, PDF, plain text or RTF formats. You can invite collaborators to
work on the document with you or only allow others to view it without the ability to edit. And if
you are apprehensive of having to depend on the Internet connection for document processing,
don’t worry. You can enable Google Docs offline access and keep editing your documents even
when you are disconnected from Internet. All it takes is a free Google account.

4. Etherpad

Etherpad is an online document editor primarily intended for collaborative editing in, as
the site claims, “really real time”. It’s an open source, highly customizable tool for online
document collaboration with friends, fellow students and classmates, or colleagues at work.
One of its advantages, especially appealing to users who are reluctant to use services which
require email registration, is that there is no sign up with Etherpad. All you need to do is start a
new pad and share the link to it with your collaborators. You can also invite them by email if
you prefer. After that, you can even if you are miles apart. Start working on the planned writing
project together, in real-time,

5. Zoho

Zoho offers around 20 free online applications including Writer for word processing. You
can link your Zoho account to your Google and Yahoo accounts, as well. The Writer’s interface
shouldn’t cause anyone problems as it is comfortably familiar. When working online there’s
always the risk of losing data due to a lost network connection, luckily Zoho automatically saves
your documents for you, as you accidentally closing your browser or having your browser crash.
Finish typing. Zoho Writer is well-equipped with features that allow you to work easily online:
two-way desktop sync, large file transfer, encryption, file recovery, two-step authentication, in-
app chat, and more. You can import and work with MS Word documents, allowing you to insert
images, and edit content as needed. Zoho Writer offers all the standard text formatting and
document creation features and can export to DOCX, ODF, PDF, Latex, RTF, TXT and even HTML.
It can plug into Echosign for digital signatures, publish the document to a blog or make it public
for all to see. Zoho Docs is completely free to use.

6. OpenOffice
 The OpenOffice package actually includes six programs that all use the same engine
making them inherently the same and extremely easy to learn and use. The 6 applications
included in the OpenOffice suite are: Writer (word processor), Calc (spreadsheets), Impress
(presentations), Draw (graphics) and Base (database manipulation) and Math (mathematical
equations). Writer can even natively do some things that Word cannot, like open PDF files
without the addition of a plug-in or commercial add-on. As the software is an open source, it is
maintained by a large community meaning help and bug fixes are freely available and quickly
created. This is perhaps the leading free desktop alternative to Microsoft Word/Office. You can
install this suite on Windows XP to Windows 10, macOS (OS X) and Linux.

7. AbiWord

AbiWord is a free word processing application very similar to Microsoft Word. It is

available for Linux distributions only. The software is fully compatible with not only Microsoft
Word, but also OpenOffice.org, Word Perfect, Rich Text Format and more. It has advanced
document layout capabilities and can do mail merge as well, which allows you to automatically
fill in specific form fields in documents with information from databases and comma separated
or tabbed text files. It is a highly useful feature if you need to work with many formats at the
office. Additionally, the software can be enhanced and expanded with freely available plug-ins
that will give you even more features and functions.

8. Jarte

Jarte is based on Microsoft WordPad Engine, but is still free. there is a paid version of
the software that adds on some extra functionality, but the free version is more than adequate
and fully compatible with Word and WordPad documents. Features include an ergonomic
tabbed interface, small resource requirements, portability, support for touchscreens and quick
loading time. It also has built-in spell checking and can export to HTML and PDF files. Jarte
allows you to insert images, tables, hyperlinks and everything else that you have come to
expect from Word

9. WPS Office 2016 Free

WPS Office 2016 Free is a free document processing suite whose WPS Writer app will
serve you well as a Microsoft Word alternative. WPS Office 2016 Free can open and save to a
long list of popular file formats native to those applications like docx, doc, and more. You can
get the application in languages other than English: French, German, Spanish, Portuguese,
Polish and Russian. The suite has the same familiar look and feel of MS Office with one
exception—it has a tabbed viewing window, so you can open more than one document at a
time. And also worth mentioning is WPS Cloud, the company’s cloud document storage service
that offers up to 1GB of free storage that you can use. This is perfect if you’re trying to find a
free Word alternative that’s not only scalable for teams but can also be as collaborative and
seamless as its Microsoft counterpart.

10. SoftMaker FreeOffice

 SoftMaker FreeOffice is another great free suite that offers a full featured Microsoft
Word alternative. The suite’s TextMaker application allows you to focus on creating documents
just as you would in MS Word. This suite offers up essential editing features and even a handful
of basic templates for creating and editing documents. tables, charts, shapes, and graphics are
available along with standard text formatting options. This application provides you with
everything you need. The entire suite is available for Windows, Linux and Android, so you can
keep your document processing tasks going even while away from your desktop.

Publication Requirements in the Light of the Digital Age

While there is an ubiquity of productivity tools for students to maximize, it is your

responsibility as facilitator of the learning process to ensure that your students will observe
several guidelines in publishing their products. It must be noted that the development of high-
quality digital learning products and materials involves a complex combination of subject
matter expertise, instructional design knowledge, and technical skills - graphic design,
photography, audio, video, computer programming, etc. (Wilde, 2004). With the engagements
of these, it is important to be mindful of the following:

A. Copyright Laws

Copyright Law protects works of authorship. Hence, it is very important for teachers and
students to learn more about copyright laws and copyright its to ensure that there will be no
copyright infringements that will happen in the process of authoring of publishing materials
offline or online.

According to FindLaw (2020), the Copyright Act states that works of authorship include
the following types of works:

• Literary works - Novels, nonfiction, prose poetry newspaper articles and newspapers, magazine
articles and magazines computer software, software documentation training manuals, manuals,
catalogs, brochures, ads (text), and compilations such as business directories.

• Musical works - Songs, advertising jingles, and instrumentals

• Dramatic works - Plays, operas, and skits

• Pantomimes and choreographic works - Ballets, modem dance, jazz dance, and mime works

• Pictorial graphic and sculptural works - Photographs, posters, maps, paintings, drawings,
graphic art, display ads, cartoon strips and cartoon characters, stuffed animals, statues,
paintings, and works of fine art

• Motion pictures and other audiovisual works - Movies, documentaries, travelogues, training
films and videos, television shows, television ads, and interactive multimedia works

• Sound recordings - Recordings of music, sounds, or words

• Architectural works - Building designs, whether in the form of architectural plans, drawings, or
the constructed building itself

FindLaw (2020) further states that Copyright Law is important for multimedia
developers and publishers for two reasons:

a. Original multimedia works are protected by copyright. The Copyright Act's exclusive rights
provision gives developers and publishers the right to control unauthorized exploitation of their
works.

b. Multimedia works are created by combining "content" - music, text, graphics, illustrations,
photographs, software - that is protected under copyright law. Developers and publishers must
avoid infringing copyrights owned by others.

The detailed information about Copyright Laws can be searched from the World Wide
Web. Some of these can be read in Appendix A.

B. Anti-Bullying Act of 2013

Republic Act No. 10627 otherwise known as the Anti-Bullying Ad of 2013 of the
Philippines directs all elementary and secondary schools to adopt policies to address the
existence of bullying in their respective institutions. For the purpose of this act, bullying refers
to any severe or repented use by one or more students of written, verbal or electronic
expression, or a physical actor gesture, or any combination thereof, directed at another student
that has the effect of actually using or placing the latter in reasonable fear of physical or
emotional harm damage to his property; creating a hostile environment at school for the other
student, infringing on the rights of the other student at school or materially and substantially
disrupting the education process or the orderly operation of a school.

One of the most common problems encountered today by internet users is bullying
online which we call cyberbullying. Consequently, it is very important for teachers to be very
judicious and alert in advising students as they publish their requirements online or as they
communicate or collaborate through the World Wide Web.

C. Republic Act 101751

This is known as Cybercrime Prevention Act of 2012 declaring a policy that states that the State
recognizes the vital role of information and communications industries such as content
production, telecommunications, broadcasting electronic commerce, and data processing, in
the nation's overall social and economic development. The State also recognizes the
importance of providing an environment conducive to the development, acceleration, and
rational application and exploitation of information and communications technology (ICT) to
attain free, easy, and intelligible access to exchange and/or delivery of information, and the
need to protect and safeguard the integrity of computer, computer and communication
systems, networks, and databases, and the confidentiality, integrity, and availability of
information and data stored therein, from all forms of misuse, abuse, and illegal access by
making punishable under the law such conduct or conducts. In this light, the State shall adopt
sufficient powers to effectively prevent and combat such offenses by facilitating their detection,
investigation and prosecution at both the domestic and international levels and by providing
arrangements for fast and reliable international cooperation.
 MODULE IV

PRODUCING LEARNING RESOURCES USING TECHNOLOGY TOOLS

LESSON 1

CHARACTERISTICS OF APPROPRIATE INSTRUCTIONAL TECHING

Information and Communication Technologies (ICTS) can be significantly useful as tools for
instruction. Because there are interrelated content topics to be covered in, the use of technology will be
of great advantage. With the integration of ICT in teaching the need to process data quickly and
integrate voice, music, video, pictures and text in the lessons can be fully addressed

To be able to use these technologies effectively as tools and materials in the teaching of
principles on suitability, adequacy and efficient utilization will also be discussed in this Module. It must
be noted that the effectiveness of instructional tools in promoting students' academic performance in
teaching and learning is indisputable. Instructional tools provide the much-needed sensory experiences
needed by the learners for an effective and meaningful behavioral change (Ajoke, 2017). Slavin (2010)
also added that, a well-planned and imaginative use of visual aids in lessons should do much to banish
apathy, supplement inadequacy of books as well as arouse student's interest by giving them something
practical to see and do and at the same time helping to train them to think things out themselves. In
teaching and learning, there are a lot of instructional materials that can be prepared to enhance the
teaching-learning process. These instructional materials can be certainly prepared with the support of
technologies. Some of the common mathematics and science teaching materials will be presented in
this Module and the technological tools that can be used to prepare them are also described. Although
board activities or lectures are proven to be effective in teaching word problems, ICT applications can
give additional avenues for students to learn mathematics or science on their own. There are a lot of
Instructional Materials to enhance learning that are ICT-based.

Computer-Based Instructional Tools and Materials in Teaching

The numerous technology tools used in teaching are fully supportive of the different types of
instructional materials commonly used in teaching. Below are some computer-based instructional
tools, strategies, and materials in teaching

A. Instructional Materials Supported by Technology Tools

The following examples of technology tools can be used in teaching and learning.

1. Instructional Charts

One of the common types of instructional materials in teaching and learning is a chart. Charts
can be seen on printed materials, but its presentation can be enhanced and are presented in 3D or 4D
form with the aid of technology. Charts can help learners present data in a more comprehensive form or
enable students to read with greater understanding data and concepts. By the use of charts, students
develop their critical thinking skills and problem-solving skills. The following are some of the many
technology tools that can be used to develop charts:
a. Microsoft Word

Microsoft Word does not only allow you to Create documents, but it also has a provision to
allow you to create charts or graphs that will add to the visual appeal of your data presentation.

b. Microsoft Excel

One of the main features of Microsoft Excel and other spreadsheets applications is to create
charts and graphs. This is a very handy tool for learners and teachers in data presentation.

c. Microsoft PowerPoint

Power Point Offers various tools that can make your presentation interactive. One of its features
is to present charts in a slide.

d. iOs, Andriod, and Windows Phone and iPad Chart Maker Apps

These are Numbers, Viz, 3D Charts, Chart Maker, Graphing Calculator HD, Roambi Analytics and
Graph

2. Posters

Many of the schools in the Philippines have been requiring their students to participate in poster
making activities to further develop their creativity and to help them express their ideas through a
pictorial device. With the advent of tutorial videos on YouTube, students can develop more creative and
digitalized posters. Moreover, there are several applications that students can download and use for
their poster making activity. These are free samples of the free poster maker applications available:

3. Slide

Among the various types of materials that are available for projection, slides and film strips are
the foremost visual aids. They are of great value in teaching. Traditionally, slide projectors have been
used by teachers for their slide presentation. These slide projectors have been used for projecting
pictures from a transparent slide on a wall or screen. Nowadays, innovative and stimulating presentation
applications are commonly used by teachers. These presentation software applications have very good
features that can make the presentation of lessons near to seeing real objects and subjects.

4. Work Sheets and Forms

A worksheet is not only completed on printed materials but these can also be accomplished
through the web. By the use of some word processing software like Microsoft Word, a teacher can also
develop electronic forms.

a. Google Forms
b. Monkey Survey Form
c. Paper Forms
d. Survey Planet
e. Quick Tap Survey
f. Type Form
g. Cognito Form
h. Ninja Forms
5. Newsletters

A newsletter can be used in mathematics and science teaching and learning. Preparing a
newsletter will develop the concept formation of students as well as their vocabulary building and
technical writing skills through drafting, revising, editing and publishing. Through interacting with others
in the class, students will also learn how to work within a team. Moreover, the following skills can also
be developed.

 Receptiveness to the mathematical and scientific language to be used

 Writing, spelling, grammar, drafting, revising and editing

 imagination, confidence in using technical writing skills

 Use of credible references

The following are also important to consider when preparing for a newsletter (explorer, n.d.)

 Accuracy: Ensure the facts are right (including how to spell (names). Always use the five Ws and
H (Who, What, When, Where, Why, How?).

 Audience: Who will read the paper? Is your story of interest to them?

 Research: Always check facts that you have collected. Use reference materials if needed.

 Images: Don't leave the images to the last minute. Always think how the image that can be used
with the article can grab the reader's attention.

 Writing: what is the WOW factor of the story? - Start with a good lead. Remember that you
want to grab the reader's attention and then want to read more. Use the worksheet below to
assist with writing stories

6. Pamphlets

A pamphlet is a small, unbound booklet focused on a single subject, often educational in nature.
Pamphlets are non-periodical. They written for the layman, simply and without excessive jargon.
Authors present text and images in an organized fashion to communicate a clear message. Pamphlets
can be folded in a variety of ways such as in half, in thirds, or in fourths (Lucid Press, 2020). The sample
technology tools that you can use to develop your pamphlets are:

a. Microsoft Publisher
b. Adobe Spark
c. Lucid Press

7. Brochures

A brochure is used to advertise a company and its products or services (Lucid Press, 2020). Some
applications that you may use to develop your brochures are:

a. Microsoft Publisher
b. Canva
 c. Venngage
d. Visme
e. Flipsnack

8. Cartoons

A cartoon is a simple picture of an amusing situation, sometimes it is a satirical comment on a

serious or topical issue. A strip cartoon is a sequence of framed drawings, which tell a story. Both types
are to be found in newspapers, magazines and leaflets. In development situations a cartoon is a method
of conveying a specific message. Cartoon pictures enable people to discuss sensitive issues and so are
useful for teaching and training. Cartoon strips can be used to teach sequencing and ordering to
students. Find, or draw: a cartoon strip with between three and eight separate frames. Cut out each
frame and rearrange them so that they are in the wrong order. Stick them down in the new order and
make one copy for each group. Ask them to cut each frame out and put them in the correct order.
Before you do this, show the students an example on the chalkboard of pictures in the wrong order and
ask them to put them in the correct sequence. The above exercise can also be used in a workshop or
training session, using a topic related to the subject of the workshop or session. As it encourages
discussion and team decision-making, it can be introduced as an icebreaker. The less obvious the order,
the more interactive the process will be as each group may suggest different answers. This creates an
opportunity for each group to explain their answers and defend their position (Ajoke, 2017). There are
cartoon making software that can be paid online but the following are free cartoon making software’s
that you may use or let your students use:

a. Animaker
b. Pencil 2D
c. Synfig
d. Inkskape
e. Paxton

9. Journals

Journals are records of personal insights and experiences of students. This can serve also as
instructional materials to be used by teachers to be able to manage the reflections and insight
interactions the class. Journal writing is a very good activity that a teacher can let the students do
because they have the freedom to write their thoughts and feelings about the learning experiences. The
following are some examples of free technological applications that can be used to help students write
their journals digitally:

a. Perspective App by Blinky

b. Journey Journal App
c. Momento Journal App
d. Penzu Journal App
e. Diaro Journal App

12. Bulletins Boards

Digitally, a teacher can develop an online bulletin board where he or she may post some
activities or information that are helpful for the students' acquisition of the competencies.
Characteristics of an Effective and Efficient Instructional Tools

Simply using technology is not enough to learn skills. An effective ICT-based instructional
material is a well-planned and a well-designed one. This means that the preparation of the IMS must be
planned very well and it must be ensured that they are developed to meet the learning objectives of the
class. Competencies must be the central consideration during the planning, in-service training and in the
making of ICT strategic plan, action plans and strategic intervention materials for mathematics or
science instruction. According to NCTM (2020), having access to technology is not enough but
mathematics teachers need to be knowledgeable and skilled in determining when and how technology
can enhance students' learning.

The following are the expected characteristics of instructional tools to be used in the
classrooms.

1. Enhances Instructional Effectiveness

The instructional material must be able to facilitate the increase of students' achievement in
classes. Through the instructional materials, all students including those with special learning needs and
students at risks will be benefited and will be helped to demonstrate the intended learning outcomes of
their courses. With the use of technological tools, students' progress is monitored and acted upon by
concerned individuals like the teachers, the parents and the school as a whole.

2. Promotes Active Learning

Instructional materials are expected to help promote active learning Through the use of
interactive technological tools, learning interest is stimulated and students' focus is redirected By this
students and teachers will be highly engaged in the learning process. The International Society for
Technology in Education (ISTE) cited by Barron (2002) gives the following descriptions of a learning
environment that uses interactive technologies:

Traditional Learning Environment New Learning Environment

Teacher-centered instruction Student-centered learning

Single-sense stimulation Multisensory stimulation

Single-path progression Multipath progression

Single media Multimedia

Isolated work Collaborative work

Information delivery Information exchange

Passive learning Active, exploratory, inquiry-based learning

Factual, knowledge-based learning Critical thinking and informed decision-

making
Proactive/planned action Reactive response

Isolated, artificial context Authentic, real-world content

3. Develops Critical Thinking

The way technological tools and instructional materials are designed and implemented need to
help develop critical thinking skills among the learners. According to Barron et al. (2002), the structure
and use of technology can promote higher-level thinking skills. They further stated that some
technological tools are designed to encourage problem-solving skills.

4. Accommodates Differentiated Instruction

Students have diverse backgrounds and have diverse intelligences and learning styles. They
learn in different ways and in different manner. They express their thoughts and ideas also differently
Consequently, instructional materials and tools must be of help to the teacher to facilitate his or her
classes with the different profile of students. There must be an opportunity also by the help of the
instructional tools to allow individualized and independent learning.

5. Motivating

The use of instructional materials is a big help for the teacher to facilitate the teaching-learning
process. With the use of these materials, it is expected that students become more motivated and
attentive and participative in the learning process. With the ubiquity and variety of educational tools
available to mathematics and science Teachers, selecting the most appropriate anu best format is very
critical to stimulate learner motivation.

6. Multisensory

One of the biggest challenges among teachers is to prepare for an instructional material that is
multisensory With the advent of technological tools developed by very good programmers, multimedia
are available that enable teachers to just learn how to use them to the maximum in the teaching of their
lessons.

Universal Design for Learning (UDL)

The concept of UDL is a very important concept in preparing instructional tools in teaching. The
concept stemmed originally from the UD principles, as well as from research in neuroscience on how the
brain learns (Rose & Meyer 2002). Learning differs among individuals and in every development.
According to Dalton et al. (2019). universal design for learning applies the concepts of accessibility and
inclusion beyond physical environments to design teaching and learning opportunities in ways that are
varied, accessible and engaging for all students, including those with differing needs and/or disabilities.
In this way, appealing the broadest range of diversity in our student populations, the framework of UDL
strives to remove discriminatory practices, as the learning needs of most dents are taken into account
when instruction is designed.

Professional practitioners and academicians share their thoughts about UDL principles. These
principles are very important for us to appreciate how we can integrate the concept in our ICT-pedagogy
integration.

A. National Disability Authority (2020)

The National Disability Authority cited the following 7 Principles of Universal Design which were
developed by Ronald Mace and group in the the Carolina State University.
Principle 1 Equitable Use

The design is useful and marketable to people with diverse abilities

Guidelines:

a. Provide the same means of use of all users identical whenever possible; equivalent when not.

b. Avoid segregating or stigmatizing any users.

c. Provisions for privacy, security, and safety should be equally available to all users.

d. Make the design appealing to all users,

Principles 2: Flexibility in Use

The design accommodates a wide range of individual preferences and abilities.

Guidelines:

a. Provide a choice in methods of use.

b. Accommodate right or left-handed access and use.

c. Facilitate the user's accuracy and precision

d. Provide adaptability to the user's pace.

Principle 3: Simple and intuitive Use

Use of the design is easy to understand, regardless of the user's experience, knowledge,
language skills, or current concentration level.

Guidelines:

a. Eliminate unnecessary complexity.

b. Be consistent with user expectations and intuition.

c. Accommodate a wide range of literacy and language skills.

d. Arrange information consistent with its importance.

e. Provide effective prompting and feedback during and after task completion.

Principles 4: Perceptible Information

The design effectively communicates necessary information to the user, regardless of the
ambient conditions or the user's sensory abilities.

Guidelines:

a. Use different modes (pictorial, verbal, tactile) for redundant presentation of essential information.
 b. Provide adequate contrast between essential information and its surroundings.

c. Maximize "legibility of essential information

d. Differentiate elements in ways that can be described (i.e., make it easy to give instructions or
directions).

e. Provide compatibility with a variety of techniques or devices used by people with sensory
limitations.

Principle 5: Tolerance for Error

The design minimizes hazards and the adverse consequences of accidental or unintended
actions

Guidelines:

a. Arrange elements to minimize hazards and errors most used elements, most accessible: hazardous
elements eliminated, isolated, or shielded.

b. Provide warnings of hazards and errors.

c. Provide fail safe features.

d. Discourage unconscious action in tasks that require vigilance.

Principle 6: Low Physical Effort

The design can be used efficiently and comfortable and with a minimum of fatigue.

Guidelines:

a. Allow user to maintain a neutral body position.

b. Use reasonable operating forces.

c. Minimize repetitive actions.

d. Minimize sustained physical effort.

Principles 7: Size and Space for Approach and Use

Appropriate size and space are provided for approach, reach, manipulation, and use, regardless
of user's body size, posture, or mobility

Guidelines:

a. Provide a clear line of sight to important elements for any seated or standing user.

b Make reach to all components comfortable for any seated or standing user.

c. Accommodate variations in hand and grip size.

d. Provide adequate space for the use of assistive devices or personal assistance.
B. Center for Academic and Faculty Development (2020)

The Center of Academic and Faculty Development of Durham College cited the following 3 UDL
Principles. These principles are deemed important educators as we are often challenged to design and
deliver curriculum for increasingly diverse student population. Each student learns differently and can
benefit from having a variety of learning formats to choose from, table assessments and tools to help
with organization of new information and skills. UDL provides us with a variety of strategies and
resources to help meet diverse learning needs, improve accessibility to learning opportunities and
increase student success.

Principle 1: Provide Multiple Means of Representation

Present information and content in different ways

Principle 2: Provide Multiple Means of Action and Expression

Differentiate the ways that students can express what they know

Principle 3: Provide Multiple Means of Engagement

Stimulate interest and motivation for learning

The above cited concepts and principles of Universal Design Learning are very helpful to
rationalize why it is very important for every teacher to not just pick any instructional tool for the sake
of having one and for the teacher to integrate technologies without understanding some learning
principles. Teachers must be vigilant, innovative and creative in choosing and or in developing
instructional materials to ensure that the above cited UDL principles will be put to practice. This is a very
important endeavor to put learning become a lifelong learning experience for students.

ACTIVITY

Understanding UDL in the context of teaching

Answer the following questions:
1. How will the following UDL principles guide you in delivering your learning plan?

Learning Plan Topic:

Learning Plan Objectives:
UDL Principles Practical Application in the Implementation of my
Learning Plan
Principe 1: Equitable Use

Principle 2: Flexibility in Use

Principle 3: Simple and Intuitive Use

Principle 4: Perceptible Information

Principle 5: Tolerance for Error

Principle 6: Low Physical Effort

Principle 7: Size and Space for Approach

and Use

2. Learning technologies are an integral part of a UDL approach; however, simply using technology
in classroom is not implementing UDL. How do you understand this statement in light of the
three principles of UDL?
1. Provide multiple means of representation

2. Provide multiple means of action and expression

3. Provide multiple means of engagement