TECHNOLOGY FOR TEACHING AND LEARNING 2

CHAPTER 2
INTEGRATING ACTIVE
At the end of the chapter the pre-service teacher shall be able to:
1. develop an inquiry, research, problem-based activities based from
the identified content

Introduction
Learning encompasses the development of the macro skills such reading, writing, listening,
speaking and viewing. The concern of the teacher is how to teach these skills in a holistic
manner as these skills complement each other when used by people in communicating.
Is it possible to target more than 2 or 3 of the macro skills in learning activity? The answer is
yes. However, this largely depends on the approaches used by the teacher in facilitating the
development of learning competencies in the classroom. One way to achieve this end is the
utilization of active learning approaches.
Active learning approaches are characterized by learners’ engagement in activities that are
geared toward the generation of new knowledge or making meaning to an existing
knowledge while developing other 21st Century skills (such as collaboration, media, literacy,
critical thinking) in the process. For of the recent active learning approaches introduced to
enhanced the teaching learning process are Inquiry-Based Learning (IBL), Research-
Based Learning, Problem-Based Learning, and Project-Based Learning (PBL). These
learning approaches are design to give more depth and breadth in the learning content of K
to 12 Curriculum. While these approaches are meant to provide opportunities for active
exploration of content, each of these approaches has a distinct characteristic that needs to
be considered by teachers in the realization of learning competencies. Knowing the
distinctions among these active learning approaches will help the language teacher in
deciding what approach to adopt.
Central to provide learning is the construction of framing questions that will guide the
learners in their investigation either on a specific topic or unit. Investigations become more
meaningful when these are related to real life experiences or real world issues or problems.
As learners become active participants in the process of generating new knowledge,
technology whether digital or non-digital, plays an important role in the utilization of these
active learning approaches. With the ubiquity of technology tools that learners expose to, it is
the teachers’ role to ensure the approaches and relevance of such tools in the development
of learning competencies. Aside from learning the content of each subject, it is also
important to train learners to their responsibilities as they engage in digital learning activities
and enable them to discriminate digital tools that are useful in enhancing their knowledge on
the of investigation.

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Individual Activity #2

Let’s do some warm-up first!

A. Are you familiar with the KWL Chart? Share your experience in details as to when,
where, in what subject and topic you have used this as a tool. Describe also how you and
your classmates deal with the use of it; citing advantages and the limitations.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

B. Do the following exercises step by step.

Step 1: Study a picture from the Internet and create a meme or a question about it.
_________________________________________________________________________
Step 2: Write 1-2 sentences about inflation rate.
_________________________________________________________________________
_________________________________________________________________________
Step 3: Between creating a meme or a question about picture from the Internet and writing
sentences about inflation rate, which do you find easier to write about? Explain your answer.
_________________________________________________________________________
_________________________________________________________________________

After doing these exercises, ponder on these questions:

1. What skill/s is/are being developed when students use KWL Chart in learning?
2. What did you discover about your answer in step 3?

Explore

LESSON 1
Inquiry-Based Learning and Research-Based Learning
Lesson Outcomes

At the end of the lesson, the pre-service teacher should be able to:

 Discuss the salient features of inquiry-based learning and research-based learning

and their application to the attainment of language learning and competencies
language learning outcomes;
 Analyze how technologies for teaching and learning languages can be maximized
in inquiry-based learning and research-based learning; and
 State some performance standards from the Curriculum Guide that can employ
inquiry-based learning and research –based learning.

Nature of Inquiry-Based Learning

Inquiry, in its simplest definition, is a process of asking questions. This has spurred the
enumerable developments that we continue to enjoy in our society today. It contains to usher
the study of so many fields that enable various scientists and experts to provide solutions to
emerging issues affecting the society in general. In the classroom, in particular, the process

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of inquiry is a basic learning activity that every teacher is expected to facilitate. The
development of the ability to task among learners is basic in the age of the Fourth Industrial
Revolution. According to the Future of Jobs Repot during the World Economic Forum, the
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 (IBL) 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 to engage in self-regulated as they pursue their
investigation. Using this is the language classroom 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 evidence of inquiry
among others. This approach encourages students to work together in accomplishing their
task.
The process if inquiry starts from positing a question align to a content standard to K to 12
curriculum for English. Investigation proceeds using various sources of information and
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) offers an especially
appropriate approach to learning about language variation, identity, and power since IBI can
be provided students with opportunities to learn about current issues in sociolinguistics
through sharing and debating on a personal experience with language from multiple
perspectives.
Types of Inquiry
VIU (2020) presented four types of inquiry that can be used in facilitating classes. These are:
1. Structured Inquiry – this let the students follow the lead of the teacher as the entire
class engage in one inquiry together.
2. Controlled Inquiry - the teacher chooses the topics and identifies the resources
that the students will use to answer questions.
3. Guided Inquiry – the teacher chooses the topics or questions and students design
the products or solutions.
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 language 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 investigations and guides the learners by setting the questions to be explored. Learners
are allowed to design their own way of investigation and present their own output using
technology tools that are afforded to them. When technology is coupled with IBL, a gateway
to information is opened and students can have access to information at anytime and

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anywhere. It is assumed that the teacher is knowledgeable of the sources of information and
whether the learners 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 mining 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 one’s search of information. Depending on the
unit of the study in a language curriculum, there are many free educational websites that are
available for the language teachers and learners. Due to vastness of sources of information
from the WWW, any language teacher who is IBL has the responsibility to direct learners to
websites that provide the proper information. The technologies that are made for the
learners, whether online or offline, should support the object of inquiry which is aligned to
learning competencies in the K to 12 Language Curriculum.
It should be noted that the use of technology in IBL is just one of the many other sources of
information in the process of inquiry. This does not exclude the other resources, human and
non-human, in gathering information. However, learners are undeniably familiar and
probably more adept in exploring the internet. Guiding them in locating online resources that
are relevant in developing their research and communication skills will let them learn the
importance of using educational resources in an explicit and implicit way.

LESSON 2
Problem-Based Learning and Project-Based Learning
Lesson Outcomes

At the end of the lesson, the pre-service teacher should be able to:

 Discuss the salient features of problem-based learning and project-based learning

and their application to the attainment of learning competencies and learning
outcomes;
 Analyze how technologies for teaching and learning can be maximized in problem-
based learning and project-based learning; and
 Share some performance standards from the Curriculum Guide that can employ
problem-based learning and project –based learning.
Nature of Problem-Based Learning
Problem-based learning is an approach that involves a process of inquiry and solving-ended
questions that serve as the main problem that the learners will work on. The type of
questions posited is focused on a specific content standard and its application to real life
issues. It also requires more than one answer or solution. Learners are engaged in a
collaborative task as they work towards the solution to the problem. This learning activity is

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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 the workplace. The end goal
of PBL is to ensure that the target, the learning competencies, are achieved in the process.
Ali (2019) described the PBL as the process that is used to identify problems with a scenario
to increase knowledge and understanding, in her article, she proposed the following five
principles of PBL that may be considered by teachers in planning or using the approach:
1. It is a power of independent and self-directed learning.
2. Learning happens in a group and a teacher is a facilitator.
3. All groups have to participate equally.
4. Students’ learn about motivation, teamwork, problem-solving and engagement with
the task.
5. Materials such as data, photographs, articles, can be used to solve the problem.
(p.73)
Lo (2009), p. 208) proposed a six-stage process used the adoption of the online PBL:
1. Identifying the problem – current issues that do not have one answer or one definite
solution;
2. Brainstorming – generate ideas, tackle the problem through self-directed questioning,
and 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 synthesized relevant data,
knowledge building;
5. Co-building knowledge – presentation of the solution of 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:
(Ghufron & Ermawati, 2018, p. 666 – in n EFL writing class)
1. Promotes self-confidence and motivation
2. Reduces students’ nervousness during the learning process
3. Increases students’ responsibility in learning
4. Make students easily learn the material through sharing of ideas
5. Promotes problem-solving skills
6. Promotes self-directed learning
7. Promotes active learning
8. Makes students explore many learning resources
9. Makes students develop positive attitude towards learning
For Baresh, Ali, & Darmi, 2019 – EFL students:
 Enhances fluency in communication

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 Improves grammar
 Increases comprehension
 Enhances good pronunciations and intonations
 Enhances self-confidence
 Increase range of vocabulary
For English as a Foreign Language (EFL) students, PBL:
 Enhances fluency in communication
 Improves grammar
 Increases comprehension
 Enhances good pronunciations and intonations
 Enhances self-confidence
 Increase range of vocabulary
The study of Lin (2017) revealed statistically that the PBL participants showed more
improvement in their reading comprehension that the non-PBL participants. The study
further looked into the PBL active English learning attitudes of the two groups and found that
the PBL participants’ motivation intensity, their desire to learn English, and communication
inside and outside the classroom were significantly higher than those of the participants of
the non-PBL group” (p.116). The research also found that the PBL participants’ active
English learning attitudes are significantly related to their reading comprehension.
The acceptability of PBL as an approach to teaching and learning does not only involve the
learners but also the teachers. In the study of MarkuŠic and Sabljic (2019), they
sought to establish the teachers’ attitudes on the problem-based teaching of literature. Their
data revealed that PBL is an “acceptable methodological system” because they saw “greater
interest and activity of students, development of student’s critical thinking and
communication skills, encouraging curiosity and explanatory thinking, developing love of
reading, and developing the skills of connecting teaching topics” (p.27).
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 of free online tools that they can use from the
commencement of the task to its completion especially that the 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 engage in the group task while monitoring their contribution. 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) stress that the technology is simply the mediator for
collaboration and representation that it is type of task and thinking processes in which
students engage that determine the quality of learning (p.181)
The WWW has opportunity for PBL that can be utilize 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 Kung (2018), it was found that the advanced language learners had
positive perception about the use of Web 2.0 technology in writing instruction.
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

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be downloaded for mobile phones, laptops or desktops. Before using or recommending

these tools to learners, it is important to teachers take note or try out the tools first to be
familiar with the most appropriate tool for PBL activity.
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 from the learning plan must be stated in
behavioral and measurable terms. PBL is about developing higher order of 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 in creating your learning outcomes.
Nature of Project-Based Learning/ Project-Based Approach
Project-Based Learning is an approach but has evolved as a teaching method that engage
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 situation to the solution of the problem that was identified. This problem
reflects 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’ knowledge of the topic taken, searching review for the topic,
communication skills, and analytical and presentation skills were enhanced. The
teachers also perceived that PrBL could cause 100% enhancement of knowledge on
the various components of research methodology, update of the knowledge on a
particular topic, and in interaction with students.

2. Oral communicative competence (Bakar, Noordin, & Rali, 2019)

The researchers investigated the effectiveness of using PrBL activities in the
improvement of oral communicative competencies of 44 Malaysian English language
learners. The study revealed a significant improvement in the learners’ overall oral
communicative competence after a 12-week intervention lessons using PrBL as a
strategy. They also concluded that PrBL as a teaching strategy is effective and is
recommended as suitable English language.

3. Development of life skills (Wurdinger & Qureshi, 2015).

The study employ 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.

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Individual Activity #3
A. Identify the content (subject matter) based on your area of specialization.
B. Create an inquiry, research, problem and project-based activities.
C. Discuss the purpose(s) of the activities presented.
D. Identify the WEB 2.0 tools that can be used in attaining the objectives and
implementation of the activities.
Follow the format below:

ACTIVE CONTENT ACTIVITY PURPOSE WEB 2.0 Tools

LEARNING (Subject
APPROACHES Matter)

Inquiry-Based

Research-Based

Problem-Based

Project-Based

References

Espique and Ayao-Ao, (2020), Technology for Teaching and Learning 2, Lorimar Publishing
Inc., Quezon City

https://www.sheffield.ac.uk/polopoly_fs/1.202393!/file/Principles_of_Assessment.pdf

https://cole2.uconline.edu/courses/46295/pages/learning-objectives-using-the-s-dot-m-a-dot-
r-t-approach

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