Module Teaching and Learning with

1 Technology: An Introduction

Lesson Outcomes:

 Identified the competency standards of ICT for teaching and learning

in pre-service teacher education.
 Unpacked the basic concepts of ICT to provide common
understanding for teachers and learners.
 Valued the use of ICT in the teaching and learning processes.

LESSON 1

COMPETENCY STANDARDS FOR PHILIPPINE PRE-SERVICE

TEACHER EDUCATION

Lesson Outcomes
1. 1.Identify the Competency Standards
necessary
of ICT in teaching for
Pre-Service Teacher Education.
2. Familiarized the ICT Competency and using of Technology in Class
discussion
3. . Understand and apply the role and importance of ICT Competency
Standards for-Service
Pre Teachers Education in the Education system

INTRODUCTION

In three minutes, the class should be group into two, each group’s
representative will present a quick snapshot of a favorite educational
technology tool and its potential impact on learning.

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 If there is one thing that has changed the world so fast, that is due to
TECHNOLOGY. While there exists technology in the past as non-digital
technology, the current digital technology has been a factor that shrunk the
world and made it flat. However, as the years go by, such divide has become
narrower and even blurred. This has led to the new educational revolution in
teaching and learning which has been triggered by technology and resulted
to better learning outcomes in the 21st century.

Engage

TECH TALK ACTIVITY

A B
https://www.amust.com.au/2018/09/traditional https://www.Digitallearning.com.au/2019/05 Teacher using
Traditional Teaching method Teacher using Digital Technology

st
Who do you think is better Equipped to handle 21 Century
Learner?
Give Reason for choosing Picture A:
Give Reason for choosing Picture B:

EXPLAIN

ICT Competency Standards (CHED-UNESCO) as provided in the 2017, Policy,

Standards and Guidelines (PSG) for Pre-service Teacher Education

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The ICT Competency Standards is made up of seven domains. Each
domain has a set of competencies. The competencies are expressed in
desired learning outcomes. Becoming proficient in the different
competencies will enable you to handle learners of the 21st century in your
future classroom.

Table 1: ICT Competency Standards for Pre-service Teachers.

Domain 1: Understanding ICT in Education
1.1 Demonstrate awareness of policies affecting ICT in education
1.2 Comply with ICT policies as they affect teaching-learning
1.3 Contextualize ICT policies to the learning environment
Domain2: Curriculum and Assessment
2.1 Demonstrate understanding of concepts, principles, and theories of
ICT systems as they apply to teaching-learning
2.2 Evaluate digital and non-digital learning resources in response to
student’s diverse needs
2.3 Develop digital learning resources to enhance teaching-learning
2.4 Use ICT tools to develop 21st century skills: information media
and technology skill, learning and innovation skills, career skills and
effective communication skills
Domain 3: Pedagogy
3.1 Apply relevant technology tools for classroom activities
3.2 Use ICT knowledge to solve complex problems and support
student collaborative activities
3.3 Model collaborative knowledge construction in face to face and
virtual environments
Domain 4: Technology Tools
4.1 Demonstrate competence in the technical operations of
technology tools and systems as they apply to teaching and learning
4.2 Use technology tools to create new learning opportunities to
support community of learners
4.3 Demonstrate proficiency in the use of technology tools to support
teaching and learning
Domain 5: Organization and Administration
5.1 Manage technology -assisted instruction in an inclusive classroom
environment
5.2 Exhibit leadership shared decision-making using technology tools
Domain 6: Teacher Processional Learning

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 6.1 Explore existing and emerging technology to acquire additional
content and pedagogical knowledge
6.2 Utilize technology tools in creating communities of practice
6.3 Collaborate with peers, colleagues, and stakeholders to access
information in support of professional learning
Domain 7: Teacher Disposition
7.1 Demonstrate social, ethical, and legal responsibility in the use of
technology tools and resources
7.2 Show positive attitude towards the use of technology tools
Likewise, the Department of Education issued Department of Education
Order 42, s.2017 mandating the use of the Philippine Professional Standard
for Teachers (PPST) to start with the Beginning Teachers who are the fresh
graduates from the teacher education program. The documents include
Show skills in the positive use of ICT to facilitate teaching and learning and
show skills in the selection, development, and use of the variety of teaching
learning resources including ICT to address learning goals.

Those competency standards to learn and master will assure the 21 st

century learners in your class of more enjoyable, creative, innovative, ways
in teaching and learning.

EXPLORE

ISTE National Educational Technology Standards for Teachers

(NETS* T)
An international organization for educational technology called
International Society for Technology in Education (ISTE), established
standards for both teachers and students. These standards were also
referred to in the development of the Philippine ICT Competency standards
which include the following:

Standard 1: Technology Operations and Concepts

This means that teachers demonstrate a sound understanding of technology

operations and concepts.

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Standard 2: Planning and Designing Learning Environment and
Experiences

This standard implies that teachers utilize the use of technology to plan and
design effective learning environments and experiences.

Standard 3: Teaching, Learning and Curriculum

Teachers should be mindful that in the implementation of curriculum plan,

they must include strategies for applying technology to maximize student
learning.

Standard 4: Assessment and Evaluation

Teachers apply technology to facilitate a variety of effective assessment and

evaluation strategies to collect and analyze data, interpret results, and
communicate findings to improve instructional practice and maximize
student learning.

Standard 5: Productivity and Professional Practice

Teachers use technology to engage in on-going professional development

and lifelong learning in support of student learning, increase productivity and
to build community of learners.

Standard 6: Social, Ethical, Legal and Human Issues

Teachers understand the social, ethical, legal and human issues surrounding
the use of technology in support of student learning who come from diverse
background, affirm diversity, promote safe and healthy use of technology
resources and facilitate access to technology resources for all students.

Activity! Computer Based-Activity

Objective: This activity aims to help pre-service teachers understand and apply
the ICT Competency Standards for Philippine Pre-service Teachers.
Materials:
- Computer with internet access
- Projector (optional)
- Whiteboard or flip chart (optional)

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Procedure:
• Assign individual research projects on specific ICT tools or strategies
relevant to their chosen teaching field.
• Organize a guest speaker session with an experienced teacher who
effectively uses ICT in their classroom.
• Create a Learning Plan about ICT Competency Standards for Philippine
Pre-Service Teachers.
➢ Reflection and Discussion (10 minutes):
- How can pre-service teachers apply the ICT Competency Standards in their future
teaching practices?
- What are some challenges and opportunities related to ICT integration in
education?
ISTE National Educational Technology Standards for Students (NETS*
S)

From how technology teachers facilitate learners, outcomes of student learning

should indicate that the following standards have been complied with.

Standard 1: Creativity and Innovation

This standard will produce students who demonstrate creative thinking,

construct knowledge, develop innovative products and processes using
technology from existing knowledge.

Standard 2: Communication and Collaboration

This standard requires students to use digital media and environments to

communicate and work collaboratively to support individual learning and
contribute to the learning of others. This includes the use of variety of media
and formats for global awareness with learners from other cultures.

Standard 3: Research and Information Fluency

Students are expected to apply digital tools to gather, evaluate and use
information and plan strategies for inquiry. This standard expects the student
to locate, organize, analyze, evaluate, synthesize, and ethically use
information from a variety of sources and media.

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Standard 4: Critical Thinking, Problem-Solving and Decision Making

This standard expects the students to use critical thinking skills to plan and
conduct research, manage projects, solve problems, and make informed
decisions using appropriate digital tools.

Standard 5: Digital Citizenship

It is required by this standard that every technology student becomes a

digital citizen who demonstrates ethical and legal behavior, exemplified by
the practice of safe, legal and responsible use of information. Further, the
student exhibits positive attitude towards the support of technology for
collaboration, learning and productivity as a digital citizen.

Standard 6: Technology Operations and Concepts

Sound understanding of technology concepts, systems and operation is a

standard that students should comply with. They too, are expected to further
transfer current knowledge to learning of new technologies.

As Pre-service teacher education students now, you will have to master the
knowledge and skills (Learning to know) for the standards for students.
However, since you will become teachers in the future, you should harness
the same knowledge and skills to become (Learning to Become) future
teachers.
A. ISTE STANDARD for B. ISTE STANDARDS for STUDENTS
TEACHERS
1. Technology Operations 1.Creativity and Innovation.
and Concepts.
2. Planning and Designing 2.Communication and
Learning Environment and Collaboration.
Experiences.
3. Teaching, Learning and 3.Research and Information
Curriculum. Fluency.
4. Assessment and Evaluation. 4.Critical Thinking,
ProblemSolving & Decision
Making.
5. Productivity and 5.Digital Citizenship.
Professional Practice
6. Social, Ethical, Legal and 6.Technology Operations
Human Issues. and Concepts.

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Direction: Read the following questions carefully and choose the best possible
answer. Encircle the letter of the correct answer.
1. When evaluating the effectiveness of ICT integration in your
teaching, what should you consider most important?
A. The number of ICT tools used in each lesson.
B. Student engagement and learning outcomes.
C. Technical proficiency of the teacher.
D. The cost-effectiveness of ICT tools used.
2. You want to assess students' understanding of a recent ICT
lesson. Which assessment method is most appropriate for
evaluating their practical ICT skills? A. Multiple-choice test on theoretical
concepts.
B. Essay question about the history of ICT.
C. Practical task where students demonstrate ICT skills.
D. True or false quiz on ICT terminology.
3. You have access to limited ICT resources in your school. How can
you ensure all students benefit from ICT integration despite these
limitations? A. Use ICT only for special occasions.
B. Rotate ICT use among students to share resources.
C. Avoid using ICT altogether to prevent inequality.
D. Prioritize students who are proficient in using ICT.
4. As a pre-service teacher in the Philippines, you are tasked with
designing a lesson plan that integrates ICT. Which of the following
considerations should be your priority?
A. Using the latest technology available regardless of its relevance to the lesson.
B. Ensuring that ICT enhances student learning and engagement.
C. Avoiding ICT altogether due to potential technical difficulties.
D. Limiting ICT use to basic tasks like displaying presentations
5. You are preparing to use a new educational app in your classroom
that requires students to collaborate on a project using their

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devices. What should you do first? A. Assign roles to students without
explaining the app's features.
B. Provide clear instructions and a demonstration of how to use the app.
C. Assume students will figure out how to use the app on their own.
D. Use the app yourself during class time to learn its features
6. You are planning a group project that requires students to
research and present findings. How can you ensure ICT competency
among all students in the group? A. Assign different roles such as
researcher, presenter, and editor.
B. Allow students to choose whether they want to use ICT or traditional methods.
C. Provide only one device per group to promote collaboration.
D. Conduct a traditional lecture instead of using ICT.
7. A parent complains that their child spends too much time on the
internet as part of your ICT-integrated lessons. How should you
respond? A. Restrict all ICT use in your classroom.
B. Provide guidance on responsible internet use.
C. Advise the parent to monitor the child's online activities.
D. Ignore the complaint as it is not related to your teaching.
8. A student in your class suggests using a popular social media
platform for a class discussion outside of school hours. What should
you consider before agreeing to this suggestion?
A. Privacy and safety concerns for all students involved.
B. The potential for increased engagement among students.
C. The availability of the platform in your region.
D. Your personal preference for using social media.
9. A student in your class has difficulty accessing online resources
due to poor internet connectivity at home. What is the most
appropriate action to support this student?
A. Provide alternative offline resources for the student.
B. Advise the student to find better internet options.
C. Ignore the issue since it is beyond your control.
D. Encourage the student to use ICT only during school hours

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10. During an online class session, several students are struggling to
understand a complex concept despite your explanations. What ICT
tool can you use immediately to enhance understanding?
A. Send them a written explanation via email.
B. Display an instructional video related to the concept.
C. Ask them to find explanations on the internet.
D. Provide a PDF document summarizing the concept.

Chapter LESSON2: UNDERSTAND THE BASIC CONCEPT IN

ICT & LESSON THE
3: ROLES OF TECHNOLOGY FOR
1 TEACHING AND LEARNING 1

Lesson
Outcomes:
1. Define conceptually or operationally terms that are basic to the
understanding of ICT
2. Recognize the concepts and terms in communicating with peers for
further understanding
3. Identify the roles of technology in teaching and learning
4. Appreciate the value of technology in supporting student learning

Engage

Let us explore various resources to have a clear understanding of this lesson.

Let us unpack some concepts and terms related to technology for teaching and
learning. You can further find more explanation in this book as you go along
with your lessons or in other references in the library or in the web.
Now you have already known what ICT is and now you can play a game
called “Familiar me”.

10
 Explore

The use of digital technology, communication tools and/or networks to

access, manage, integrate, evaluate, create, and communicate information
to function in a knowledge society (Guro 21, 2011).
Educational Technology refers to the use of technology in teaching and
learning. Educational technology includes both the non-digital (flip charts,
pictures, models, realia's, etc.) and digital (electronic tools: hardware,
software, and connection.
Digital Literacy is the ability to find, evaluate, utilize, share, and create content
using information technologies and the Internet (Cornell University).
Digital learning any type of learning that is accompanied by technology or by
instructional practice that makes effective use of technology.
Online digital tools and apps internet connection to access the information
needed. A common example is Skype. It is a telecommunication application
software product that specializes in providing video chat and voice calls
between computers, tablets, and mobile devices via the Internet and regular
telephones.
Off-line digital tools and apps among these are Canary Learning, Pocket,
Evertone, iBooks, KA LITE (Gupta, Priyanka, 2017) downloaded in edtech
review (July 03, 2017).
Instructional technology is the theory and practice of design,
development, utilization, management, and evaluation of the processes and
resources for learning (Association for Educational Communications and
Technology, Seels, B.B. & Richey, P. C. 1994)

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 Software program control instructions and accompanying documentation;
stored on disks or tapes when not being used in the computer. By extension,
the term refers to any audiovisual materials (Smaldino, 2005).
Multimedia Sequential or simultaneous use of a variety of media formats in each
presentation or self-study program (Smaldino, 2005).
Internet it connects millions of computers together globally, forming a
network in which any computer can communicate with any other computer if
they are connected to the Internet.
World Wide Web (www) also called the Web which is a graphical
environment on computer networks that allows you to access, view and
maintain documentations that can include text, data, sound, and videos
(Smaldino, 2005). It is a way of accessing information over the medium of
the Internet.
Web access the ability of the learner to access the Internet at any point during
the lesson to take advantage of the array of available education resources.
WebQuest an inquiry-oriented lesson format in which most or all information that
learners work with comes from the web.
Productivity tools any type of software associated with computers and
related technologies that can be used as tools for personal. professional or
classroom productivity. Examples: Microsoft Office, Apple Works word
processing, grade and record keeping, web page production, and
presentation) (KFIT-UNESCO 2016).

Technology Tool an instrument used for doing work. It can be anything that
helps you accomplish your goal with the use of technology. These technology
tools can be classified as:
(a) Data/Calculation tools. Examples: spreadsheets, Excels. Sketchpads,
probability constructor
(b) Design tools. These are Family Tree Maker GollyGee, and Crazy Machines
among others.
(c) Discussion tools. There are threaded discussion forums, Blogging, Live chat
and Video Teleconferencing, Netiquette, and Safety on the Net.
(d) Email tools. Examples are Google Mail, Gmail, Yahoo Mail, and many more.
(e) Handheld devices. These include Personal Digital Assistants, global positioning
systems, (GPS) and geographic information systems (GIS) in the classroom,
Portable electronic keyboards, Digital Cameras, Mobile phones, Palm, Handheld
computers,

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 Webquest a teacher-structured research experience for the students that is
primarily based on use of the World Wide Web and typically takes one or
more instructional periods (Bender & Waller, 2011).
Blog an online journal where posted information from both teachers and
students is arranged. There are three kinds of blogs: blogs used for
communication, blogs used for instruction, and blogs used for both (Ferriter
& Garry, 2010).
Wiki an editable website usually with limited access, allows students to
collaboratively create and post written work or digital files, such as digital
photos or videos. Wikipedia is one of the most widely recognized of all the
wikis (Watters, 2011).
Flipped classroom utilizes a reverse instructional delivery, where the
teacher is required to use the web resources as homework or out-of-class
activity as initial instruction of the lesson which will be discussed during class
time.
Podcast a video or audio multi-media clip about a single topic typically in
the format of the radio talk show. The two basic functions of podcasts are to
retrieve information and to disseminate information (Eash, 2006).
Google Apps a cloud-based teaching tool which is stored in the Google
server and is available for students both at home and in school. It includes
Gmail, a free email for all; Google Calendar a tool used for organizational
purposes; Google Sites that provide options for developing blogs and wikis;
and Google Docs is used for sophisticated word processing and editing of the
document.
A vlog is a video blog where each entry is posted as a video instead of text.
Facebook a popular social networking site used by students and adults
worldwide to present information on themselves and to the world.
VOIP (Voice Over Internet Protocol) A category of hardware and software that
enables people to use the Internet as the transmission medium for telephone
calls by sending voice data in packets using IP rather than traditional circuit
transmission.

Explain

LESSON 3: THE ROLES OF TECHNOLOGY FOR TEACHING AND LEARNING 1

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

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

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

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

3. Technology as a teaching tool. While the teacher utilizes

technology as a teaching tool for teaching, likewise, it is an effective
tool for learning. As a learning tool, it makes learning easy and
effective. It can produce learning outcomes that can call for
technology-assisted teaching. Even the teachers who are teaching can
utilize similar tools for learning. As a learning tool, it is very interesting
that even the elderly uses these tools for learning for life.
Technology as a learning tool. Like a tutor, technology is a teaching tool.
But can never replace a teacher. This is like the handyman, which is just
there to be reached. Like any other tool, it is being tool used to facilitate and
lighten the work of the teacher. It will be good if the teacher can also create
or develop technology tools that are needed in the classroom.
A. For teachers and teaching
1. Technology provides enormous support to the teacher as the
facilitator of learning. It transforms from a passive classroom to an active
and interactive one, with visual aids, charts, and models, a smart classroom
that motivates and increases the attention level of learning.
2. Technology has modernized the teaching-learning environment.
The teachers are assisted and supplemented with appropriately structure
instructional materials for daily activities. Technology improves teaching
learning process and ways of teaching. This will make the act of teaching
more efficient and effective.
Teaching methods and strategies that can use technology which are compatible
with learning styles

14
4. Technology opens new fields in educational research. The areas of
teaching testing and evaluation are enhanced by technologies for teaching
and learning. Technology also provides access to big data that can be
processed for problems.
5. Technology adds to the competence of teachers and inculcates
scientific outlook. Through the utilization of theories of learning and
intelligences, which are explained in references uploaded on the net, the
teacher imbibes skills to source this information with speed and accuracy
6. Technology supports teacher professional development. With the
demand for continuing professional development for teachers. The
availability of technology provides an alternative way of attending
professional development online.

B. For Learners and Learning

1. Support learners to learn how on their own. All teachers fully

understand the subject matter or content as a means to achieve the learning
outcomes.
There are three categories of knowledge according to Egbert (2009):

1) Declarative knowledge
2) Consists of pieces of information
3) Structural knowledge
2. Technology enhances learners' communication skills through
social integration. This is commonly described as the transmittal of
information from one person to another single individual or groups of groups
of individuals.
According to Shirly (2003) in Egbert (2009) are three basic communication
patterns.

1) Point-to-point two-way or one-to-one like internet chat, phone conversation

or even face to conversation.
2) One-to-many outbound like a lecture or television. There is no social
intersection.
3) Many-to-many like group discussion. These have interaction.
3. Technology upgrades learners high-order-thinking skills.
Technology has been shown to positively influence student learning when
students explore technologyrich tasks that simultaneously require them to

15
use higher-order thinking skills (HOTS), such as analyzing or evaluating
information or creating new representations of knowledge.

Elaborate

ACTIVITY 1
Encircle the correct answer:
1. Which of the following statements defined technology?
A. It refers to a mix of processes and products used to apply knowledge.
B. It refers to the computers used for teaching and learning
C. The instructional practice that makes it effective to use in learning and teaching
D. It is the theory and practice of design, development, utilization, management,
and evaluation of the process and resources.
2. Ms. Ana wants to practice design to develop, utilize, manage, and evaluate
processes and resources for learning. What basic concepts of ICT must she
be used?
A. Digital Literacy
B. Digital Learning
C. Instructional Technology
D. Educational Technology
3. Mr. Jerryk used an internet connection to access the information needed for
his presentation. Which digital tool did he apply?
A. Off-line digital tool
B. Technology tool
C. Online digital tool
D. Productivity tool
4. During the lesson, what ability do the learners have to access the internet at
any point to take advantage of the array of available education resources?
A. Web access
B. World Wide Web (www)
C. WebQuest

16
D. Internet
5. Technology can support the teacher to teach another person. What domains
of educational technology is it?
A. Technology as a teaching tool
B. Technology as a tutor
C. Technology as a learning tool
D. Technology as a processing tool
6. Mr. Darwin wants to allow himself to reach out to his friends around the
world using messages, photographs, and other files. What technology tool
can be classified that he uses?
A. Discussion tool
B. Data tool
C. Email tool
D. Handheld devices
7. Ms. Venus used a part of the cluster of the higher order of thinking skills to
ask an appropriate question and to become open-minded. What upgrades
the learner's higher-order thinking that she used?
A. Critical thinking
B. Problem-solving
C. Creativity
D. Solving problem
8. To support learners to learn how to learn their own. What categories of
knowledge we can use to discrete pieces of information that the learners can
answer the question what, when, who, and where?
A. Structural Knowledge
B. Questioning
C. Procedural Knowledge
D. Declarative Knowledge
9. Technology enhances learner's communication skills through social
interaction but now, we are doing like a lecture or television which is there is
(no social interaction). What basic communication patterns that we apply?
A. Point to point two ways or one-to-one
B. One-to-many outbound
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C. Many-to-many
D. Many-one
10. Since there is a limited source of information to help learners from multiple
sources. What teacher can direct or refer to the learners?
A. Freedom to express
B. Guide the learners
C. Solve problem
D. communication with strategies
ACTIVITY 2
Creating a vlog to teach basic ICT concepts and the roles of technology in
teaching and learning. This structure should help you create a
comprehensive and engaging vlog that effectively teaches basic ICT
concepts and the roles of technology in education.
Here’s a step-by-step guide to help you structure this vlog:

• Planning Your Vlog

1) Define Your Objectives
- Explain basic ICT concepts.
- Discuss the roles of technology in teaching and learning.
2) Audience
- Identify your target audience (e.g., students, teachers, beginners in
ICT)
• Script Outline
1) Introduction
- Briefly introduce yourself and the purpose of the vlog.
- Mention the topics you will cover.
2) Segment 1: Basic ICT Concepts
- Terms or APPS related in ICT and their functions
3) Segment 2: Roles of Technology in Teaching and Learning
- Enhancing Learning Examples of how technology can enhance
learning experiences (ex. interactive simulations, educational apps).
-Facilitating Collaboration: Tools and platforms that promote
collaboration among students (ex. Google Classroom, Microsoft Teams).
- Personalized Learning: How technology can be used to tailor
educational experiences to individual students’ needs.
- Distance Learning: The role of technology in enabling remote
education (e.g., video conferencing tools, online courses).

18
 4) Conclusion
- Summarize the key points.
- Encourage viewers to ask questions
- Provide additional resources or references for viewers who want to
learn more.

• Recording Tips
1) Prepare Your Equipment
- Ensure you have a good quality camera and microphone.
- Use proper lighting to make sure your video is clear.

2) Set Up Your Environment

- Choose a quiet, well-lit location.
- Keep the background clean and distraction-free.

3) Engage Your Audience

- Speak clearly and at a moderate pace.
- Use visuals or slides to illustrate your points.
- Incorporate real-life examples to make the content relatable.

• Editing Your Vlog

1) Software
- Use video editing software (e.g., Adobe Premiere Pro, iMovie) to enhance
your vlog.
2) Add Visuals
- Include diagrams, images, and text overlays to emphasize important
points.
3) Music and Effects
- Add background music and sound effects to make your vlog more
engaging but ensure they don’t overpower your voice.

• Publishing Your Vlog

1. Choose a Platform
- Upload your vlog to platforms like YouTube, Vimeo, or your educational
institution’s website.

2. Promote Your Vlog

- Share your vlog on social media and educational forums.
- Engage with your audience by responding to comments and feedback.

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 • Resource
-
ICT4D. (2018, April 18). *What is ICT? [Video].
YouTube.
[https://www.youtube.com/watch?v=26Dhu_KSpu8]
(https://www.youtube.com/watch?v=26Dhu_KSpu8)

Evaluate

Essay: It is important to teach technology for learning. Why or why not?

Answers:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Summary

The teacher has skills to use technology to enhance their teaching.

• In the 4th industrial revolution, nobody can deny the influence of

technology in our lives.
• As future teachers of the 21st Century, it is high time that you prepare
yourselves to integrate technology into your classroom.

LESSON 1
Lesson 1 Policies and Issues on Internet and
Implications to Teaching and Learning
20
 Lesson outcomes

At the end of the lesson, the students should be able to:

1. Recognize the importance of online privacy policies

2. Develop the ability to evaluate the credibility of online resources
3. Understand the importance of using technology responsibly

Introduction
Welcome to the module on "Policies and Issues on Internet and Implications to
Teaching and Learning." In this module, we will explore the impact of ICT policies on
teaching and learning practices, examine key issues surrounding ICT policy
implementation, and discuss their implications for educators and learners. We will
delve into examples of ICT policies applicable to teaching and learning, analyze
related issues, and reflect on how these policies and issues shape educational
practices in the digital age.

New technologies have become central to the lives of every individual in this
planet. Whether you are talking on the phone, sending an electronic mail, going to
the bank, using the library, watching news on television, going to the doctor,
catching a flight, or seeing a movie, you are using ICT. Almost everything that we do
in the modern world is influenced by the new technologies.

ENGAGE

CREATE A DIGITAL POSTER!

21
 Materials Needed:

Computer/Laptop or Tablets

Access to the internet

Instruction:

Students will create a digital poster highlighting key internet policies and their
implications for education. This activity will help students understand the importance
of internet policies in shaping educational environments and their impact on
learning. Each group will create their digital poster using graphic design software.
Lastly each group will present their poster to the class. They should explain their
works and its implications for education.

Criteria Points
Content accuracy and depth of 30points
information
Clarity and organization of the poster 30points
Creativity and visual appeal 20points
Presentation and explanation of the 20points
policy
100points

EXPLORE

Quick Activity
Before delving into today's lesson on "Policies and Issues on the Internet and
Implications to Teaching and Learning," let's engage in a brief exploration to

22
familiarize ourselves with the topic. Begin by brainstorming with your classmates
about your experiences and observations regarding technology use in education.
Reflect on any ICT policies or issues you may have encountered or heard about.
Next, individually or in small groups, create a mind map to visually represent the key
concepts, challenges, and implications associated with ICT policies and issues in
teaching and learning. Utilize symbols, colors, and keywords to organize your
thoughts effectively. Once completed, share your mind maps with the class and
participate in a discussion about the similarities and differences in your
representations. Reflect on the significance of ICT policies and issues in education
and consider how they may impact your teaching and learning experiences. Finally,
individually, write a short reflection on what you've learned from the activity, noting
any insights gained and questions you may have for further exploration in today's
lesson. Remember to collaborate respectfully with your peers and actively
participate in the discussion to gain a deeper insight into the topic. Enjoy the
exploration!

EXPLAIN

Definition of ICT Policy

The Oxford English Dictionary has defined "policy" as a course of action,

adopted and pursued by a government, party, ruler, statesman. It is any course of
action adopted as expedient or advantageous. Its operational definition of policy is a
plan of action to guide decisions and achieve outcomes.

The New ICT Technologies

More recent technological innovations increased the reach and speed of communications which can be
grouped into three categories:

1. Information Technology

23
2. Telecommunication technologies

3. Networking technologies

Some Issues on ICT and Internet Policy and Regulations

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

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

24
Infringement to Civil Liberties or Human Rights. What are specific internet issues on
internet policy that have relationship to civil liberties or human rights? Let's study
the examples that follow.

Issue No.1: Freedom of Expression and Censorship

Under international human rights conventions, all people are guaranteed the
rights for free expression. However, with the shift from communicating through
letter, newspapers and public meetings to electronic communications and on-line
networking, a need to investigate how these new means modifies the understanding
of freedom of expression and censorship.

Issue No.2: Privacy and Security

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

Issue No.3: Surveillance and Data Retention

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

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

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

Large amount of e-waste is generated by ICT. These are, terminal equipment
used for computing (PCs, laptops), broadcasting (television and radio sets),
telephony (fixed and mobile phones), and peripherals (fax machines, printers and
scanners).

25
 The accumulated e-waste is due to rapid turnover of equipment due to rapid
improvement of software. While material waste can be destroyed by crushing, toxic
material brought about by the different equipment requires utmost management.
The quantities of e-waste are increasing in both developed and developing countries.
A very dismal state is that there is a significant amount of electronic waste that has
been shipped from industrial countries to developing countries, using less
environmentally responsible procedure.

Implications for Teaching and Learning:

For Teachers and Teaching:
● Guidance on integrating ICT into teaching practices.
● Caution on the limitations and risks of technology use.
● Importance of adhering to rules and regulations to protect privacy and security.

For Learners and Learning:

● Awareness of positive and negative effects of technology use.
● Guidance on using technology for learning purposes and safeguarding against
hazards.
● Importance of environmental awareness and safety in technology use.

ELABORATE

Answer the questions in a brief and concise manner (20points)

1. How do ICT policies influence teaching practices in educational settings?

2. What are some key issues related to ICT policy implementation, and how do
they affect educators and learners?

Rubric:
1. Criteria: Content (10 points)
● Depth of Analysis (5 points)
● Understanding of Key Issues (5 points)
2. Criteria: Organization and Structure (5 points)
● Clarity of Structure (2.5 points)
● Coherence and Cohesion (2.5 points)

26
 3. Criteria: Language and Style (10 points)
● Clarity and Conciseness (5 points)
● Grammar and Mechanics (5 points)
Total of 20 points

EVALUATE

Answer the following questions.

1. What is the primary focus of ICT policies?
a. Promoting unlimited access to the internet
b. Providing guidelines for appropriate technology usage
c. Restricting freedom of expression
d. d) None of the above
2. What does the UN Universal Declaration of Human Rights guarantee regarding
freedom of expression?
a. Freedom of thought, conscience, and religion
b. The right to privacy
c. The right to communicate.
d. The right to freedom of opinion and expression
3. Which of the following is an example of censorship on the internet?
a. Blocking access to certain websites
b. Providing privacy policies on commercial sites
c. Allowing freedom of expression without restrictions
d. None of the above
4. What is the main concern regarding privacy policies on commercial websites?
a. Protecting personal privacy
b. Ensuring access to information
c. Regulating online content
d. Monitoring internet usage
5. What is one potential consequence of e-waste from ICT?
a. Decreased environmental pollution.
b. Improved recycling measures
c. Adverse effects on climate change and human health
d. Increased technological advancements.
27
 Answer key:

1. B
2. D
3. A
4. A
5. C

Summary

The lesson delves into the significance of ICT policies and the implications of
technology on teaching and learning. It highlights the necessity of formulating
policies to regulate technology usage and addresses global issues such as access to
the internet and infringement of civil liberties. Examples of policies applicable to
education, like those under the ICT for Education program, are discussed. Moreover,
the lesson explores key issues such as freedom of expression, privacy, surveillance,
and e-waste management. It emphasizes the role of teachers in guiding appropriate
technology use and underscores the importance of educating learners about the
benefits and risks associated with technology. Overall, the lesson underscores the
importance of balancing technological advancements with ethical considerations and
environmental sustainability.

References:
Bilbao, et.al. (2019). Technology for Teaching and Learning 1. Quezon City, PH:
Lorimar Publishing, Inc

Lesson 2 Safety Issues on the Use of ICT

including e-Safety Rules

Lesson outcomes

At the end of the lesson, the students should be able to:

4. Identify common e-safety risks

5. Demonstrate a responsible attitude towards online interaction, and 28
6. Practice and applied e-safety rules in the use of ICT
 Introduction

Welcome to Lesson 2: Safety Issues on the Use of ICT including e-Safety Rules.
In this module, we will delve into the various safety concerns associated with the use
of Information and Communication Technology (ICT) in education, as well as explore
e-Safety rules aimed at safeguarding learners in the digital world. By the end of this
lesson, you will be able to identify and explain safety issues related to ICT use and
apply e-Safety rules effectively.

ENGAGE

E-Safety Rules Poster Design

Students will work as a groups to create digital posters that highlight key e-safety
rules and best practices for using ICT in education. Each group will create their
digital poster using graphic design software. Lastly each group will present their
poster to the class. They should explain their works and its implications for
education.

Criteria Points
Content accuracy and depth of 30points
information
Clarity and organization of the poster 30points
Creativity and visual appeal 20points
Presentation and explanation of the 20points
policy
100points

EXPLORE

Quick Activity: Exploring ICT Safety Scenarios

Before delving into our lesson on "Safety Issues on the Use of ICT including e-
Safety Rules," we'll engage in a quick activity to explore various ICT safety scenarios.

29
Form small groups of 3-4 students and distribute sets of scenarios to each group.
Read through the scenarios together and discuss the potential risks involved in each
situation. Consider what actions can be taken to ensure safety and identify e-Safety
rules and guidelines that apply. For example, you might discuss how to handle friend
requests from strangers on social media, the importance of privacy settings, and
strategies for reporting suspicious activity online. Be prepared to share your group's
insights with the class during our discussion of Lesson 2.

EXPLAIN

Some Risks in the Use of ICT and e-Networking

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

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

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

30
 10. Social pressure to maintain online networks via texting and social
networking sites.
Minor Misuse of ICT

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

• Copying information into assignment and failing to acknowledge the source
(plagiarism and copyright infringement)
• Downloading materials not relevant to their studies
• Misconduct associated with subject logins, such as using someone else's password
• Leaving mobile phone turned on during class period
• Unauthorized taking of pictures or images with mobile phone camera, still or
moving
e-Safety

Refers to the practice of safeguarding individuals, especially children and

young people, in the digital world. It encompasses strategies, rules, and measures to
protect users from risks, and dangers when using electronic devices, accessing the
internet, and engaging in digital communication.

e-safety is about empowering individuals with the knowledge and skills to navigate
the digital world safely, responsibly, and ethically, while mitigating risks associated
with online activities and interactions.

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

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

• e-safety helps safeguard children and young people in the digital world;
• e-safety emphasizes learning to understand and new technologies in a positive
way;

31
• e-safety educates children about the risks as well as the benefits so we can feel
confident online; and
• e-safety supports young learners and adults to develop safer online behaviors,
both in and out of school.
Network Management

1. Safety in the Use of Network in Schools

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

2. Password Policy

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

Computers should be set to a time out if they become unused for a certain period of
time.

3. Personal mobile phones and mobile devices

3.1 All mobile phones shall be kept away in a box away from the children or learners
and access is only allowed at breaktime or at the end of classes or when needed
during the class period.
32
4. Cameras

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

Setting Up an Educational Technology Room

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

1. Provide tiltable tables. These tables can be tilted and adjusted to the height
of the users.
2. Provide anti-glare screen filters.
3. Provide adjustable chairs.
4. Provide foot support.
5. Make sure lighting is suitable.
6. Make sure workstations are not cramped.
7. Plan work at a computer so that there are frequent breaks.
More specifically safety rules that can reduce risk of accidents in the working
stations should include:
1. No trailing wires across or around the room which people can trip on.
2. Electrical sockets should not be overloaded.
3. Electrical equipment should be safety-tested at least once a year.
4. There should be adequate space around desk for people to move.
5. Bags and obstacles should be stored out of the way.
6. Food and drinks should not be placed near machines.
7. Heating and ventilation should be suitable for the working environment.
8. Fire extinguishers should be available.
9. Fire exits should be clearly marked and free from clutter.
There are more issues, policies should learn. As you explore some more the
lesson may be the minimum that you should learn. As you explore some more
engage in the different aspects of Technology for Teaching and Learning, you will find
more details.

33
ELABORATE

Instructions
1. Divide the participants into small groups.
2. Provide each group with a scenario related to the safety issues on the use of ICT,
such as a student encountering cyberbullying, a teacher dealing with plagiarism in
student assignments, or a school facing a security breach in their network.
3. Ask each group to discuss the scenario and identify the potential risks involved,
considering the e-safety rules mentioned in the lesson.
4. Encourage the groups to brainstorm strategies to address the issues and ensure
the safety of individuals involved.
5. After a set time, have each group present their scenario, identified risks, and
proposed solutions to the rest of the participants.

Rubric:
-Content Understanding:
Identification of potential risks: 15 points
Depth of analysis and implications: 10 points
Creativity of proposed solutions: 5 points
-Presentation Skills:
Clarity and organization: 5 points
Engagement of group members: 3 points
Effective use of visual aids: 2 points
-Collaboration and Participation:
Active participation of all members: 5 points
Collaboration and teamwork: 3 points
Respectful interaction: 2 points
Total: 50 points

EVALUATE

Answer the following questions.

34
1. What is one potential risk associated with leaving a mobile phone turned
on during a class period?
a) Improved communication with parents
b) Distraction to the student and others
c) Enhanced access to educational resources
d) Increased collaboration among classmates
2. Which of the following is NOT a safety issue mentioned in the lesson
regarding the use of ICT?
a) Exposure to inappropriate content
b) Cyber-bullying
c) Health and well-being concerns
d) Increased physical activity during class

3. What is the primary purpose of e-safety education according to the

lesson?
a) To limit access to digital technologies
b) To promote positive and responsible use of technology
c) To discourage students from using the internet
d) To enforce strict rules regarding technology use in schools
4. Which of the following is a guideline for network management in schools
mentioned in the lesson?
a) Allowing users to log on as another user for convenience
b) Disregarding the need for secure remote backup of critical data
c) Installing computer equipment unprofessionally
d) Regularly reviewing the school ICT system with regard to health and safety
5. What safety measure is suggested for setting up an educational
technology room in the lesson?
a) Providing inadequate lighting to save energy
b) Overloading electrical sockets to accommodate more devices
c) Storing bags and obstacles near workstations for easy access
d) Ensuring there are frequent breaks during computer work sessions
Answer Key:

35
 1. A) Distraction to the student and others
2. D) Increased physical activity during class
3. B) To promote positive and responsible use of technology
4. D) Regularly reviewing the school ICT system regarding health and safety
5. D) Ensuring there are frequent breaks during computer work sessions

SUMMARY

The chapter provides an overview of the philosophy of education, discussing

its historical roots, major philosophical approaches, contemporary issues, and
practical applications in educational settings. It may explore how different
philosophical perspectives shape educational goals, curricula, teaching methods, and
administrative practices. Additionally, the chapter might address challenges faced in
implementing philosophical ideals in education and offer insights into future
directions for the field.

References
Bilbao, et.al. (2019). Technology for Teaching and Learning 1. Quezon City, PH:
Lorimar Publishing, Inc

Module 3Non-digital and Digital Skills and Tools in

Delivering Technology-Enhanced Lesson
Lesson outcomes

• Integrate media and technology in various content areas.

• Describe technology tools that are used in group activities.
• Use technology tools to collaborate and share resources among
communities of practice.
• Reflect on the use of technology and on its relevance and
appropriateness.

36
Teaching becomes fulfilling when learners get the most from instruction as
manifested in their performance. A crucial element in engaging learners is
when the strategy used in delivering the lesson uses an instructional
material. When properly and appropriately used, it can spice up a classroom
activity.

These instructional materials may come in varied forms. One group refers to
the conventional and non-digital tools. A classroom will always need a
chalkboard or a writing board that may come in varied forms and shapes.
Bulletin boards, flip charts, dioramas, puppets, terrarium, and the like, will
always find their significance in any classroom. However, nowadays, lessons
can be made more relevant and engaging for learners as digital tools are
integrated. This module presents both non-digital and digital tools. Explore
the possibilities of learning about these tools and how to effectively integrate
them in instruction.

Lesson Development and Use of Non-Digital or

1 Conventional Materials
Lesson Outcomes:

At the end of the lesson, the students should be able to:

1. Describe the procedures for developing conventional instructional materials;

2. Utilize Non-digital materials to create and to collaborate and share resources

37
 3. Appreciate the use of non-digital or conventional materials in delivering a
lesson.

The teachers need instructional materials to enhance teaching and learning.

Instructional materials are defined as print and non-print items that are
rested to impact information to students in the educational process (Effiong
& Igiri, 2015). Examples of instructional materials are drawings, kits,
textbooks, posters, magazines, flip chart, newspapers, diorama, pictures,
recording videos and the like.

Instructional materials have several roles in teaching and learning which

include the following: (1) they promote meaningful communication and
effective learning; (2) they ensure better retention, thus making learning
more permanent; (3) they help to overcome the limited classroom by making
the inaccessible accessible; (4) they provide a common experience upon
which late learning can be developed; and (5) they encourage participation
especially if students are allowed to manipulate materials used (Brown et al.,
2005; Effiong & Igiri, 2015).

Engage

Watch this video from YouTube. This is about the Low-Cost and Low-Tech Resources
for the Classroom.

38
 Video link:

After watching the video clip, answer the following questions:

1. How do you develop simple instructional materials as shown in the video?
2. Complete the table that follows on the appropriate instructional materials
to be used based on a specific topic.

Learning Area:
Topics Sample Instructional Materials

39
 Explore

A B
Which can effectively teach, teacher using

traditional approach or teacher using digital

approach? Which do you prefer to practice in the

future and why?

Explain

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

It is important to understand how to develop instructional materials.

Instructional materials refer to any preexisting materials that are being
incorporated, as well as to those that will be specifically developed for the

40
objectives (Haigler, 2014). There are also several factors to consider in
developing instructional materials:

1. Develop a story board and working outline based on the subject goals and
objectives.
2. Identify existing institutional resources including materials and teachers’
capability.
3. The teacher may research off the shelf materials that have been developed by
others to determine if their approach could be useful.
4. Explore the possibility of adapting concepts of other teachers without infringing
on anyone’s copy protected design.
5. Modify existing materials based on the objectives of the lesson.
6. If the instructional materials are effective, you can share them with other
teachers.
7. The teacher developer can also sell her/his materials available.

Instructional materials are a great help in stimulating and facilitating the

learning of the learners. According to Wright (1976:1) as cited in Cakir (2006)
many media and many styles of visual presentation are useful to the
language learner. All audio-visual materials have positive contributions to
language learning if they are used at the right time, in the right place. In the
teaching and learning process, learners use their eyes as well as their ears;
but their eyes are basic in learning.

1. Diorama

It will make the classroom to be creative and innovative. It is a fun way to

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

41
 2. Nature Table

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

42
 3. Writing Board

A writing board can display information written with chalk (chalkboard or

blackboard) or special pens (whiteboard). Although there are usually more
effective methods of transmitting information, the writing board is still the
most used visual aid.

Suggestions on Using the Writing Board:

1. Keep the board clean.

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

43
 4. Flip chart

It is a large tablet or pad of paper, usually on a tripod or stand.

Suggestions on Using Flipchart:

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

44
 4. Use headings, boxes, cartoons, and borders to improve the appearance of
the page.
5. Use bullets to delineate items on the page.
6. Leave plenty of “white space” and avoid putting too much information on
one page. (Crowded and poorly arranged information is distracting and
difficult to read).
7. When pages are prepared in advance, use every other page. If every page
is used, colors will show through and make text difficult to read.
8. Have masking tape available to put pages up around the room during
brainstorming and problem – solving activities.
9. To hide a portion of the page, fold up the lower portion of the page and tape
it. When ready to reveal the information, remove the tape and let the page
drop.
10. Face the student, not the flipchart while talking.

5. Zigzag board

It is a multi-board series of three or four rectangular boards. They are joined

together along the sides by hinges so that they can easily be folded up and
carried. Each board can be of a different type, for example, a whiteboard, a

45
chalkboard, a flannel board and so on. The size of the boards for the zigzag
multiboard depends on what you want to use them for.

6. Wall display

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

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

7. Rope and Pole display board

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

46
Guidelines when designing conventional instructional materials:

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

Elaborate

A. Find your pair and develop a non-digital or conventional material based on

your own field of specialization and topic discussion. Below is the rubric for
your project.

47
 Rubric in Creating Non-Digital or Conventional Material
Needs Good Very good
Improvement (2) (3) Rating
(1)

1. The instructional material

explicitly identify the learning
objectives.
2. The instructional material
supports teachers in helping
students identify, examine, and
consider learning objectives.

3. The instructional material

supports teachers in helping
students articulate their initial
ideas about the lesson.

4. The instructional material asks

students to demonstrate their
understanding about the lesson.

5. The instructional material

provides students to ask questions.

TOTAL
Other comments:

B. Write and post your own experiences during making your output, include
also the advantages and disadvantages of non-digital materials through
using Educational Blogging Tools. Upon finishing it, create your own QR code
to easily scan by your teacher and classmates. Click this attached blog
website https://www.blogger.com

RUBRIC FOR MAKING BLOG

Criteria Excellent Good (3) Fair (2) Poor (1)
(4)

48
 Content Thoroughly Covers Covers basic Lack detailed
covers the most aspects of and does not
experience, aspects of the cover the
including the experience experiences
challenges, with minimal comprehensively.
success, and experiences examples
insights. with some and
Provides reflections.
examples
detailed
examples and and
reflection. reflections

Organization Wellorganized Organized Somewhat Disorganized

with a clear with a organized, with no clear
structure but lack a structure. Ideas
(introduction, generally clear are scattered
body, clear structure. and hard to
conclusion). Ideas are follow.
structure.
Ideas flow often
logically. Some ideas disjointed.
may be out
of order.

Engagement Highly Engaging Occasionally Not engaging,

engaging with some engaging lacks of
with interesting with few interesting
interesting insights interesting contents.
insights that insights
captivates
the readers.

Evaluate

INSTRUCTION: Read the following questions carefully and choose the best possible
answer. Encircle the letter of the correct answer.

49
1. The grade 6 students think about Conventional Materials they
can use for the upcoming exhibition. Which conventional materials
they should be consider?
A. Wall display
B. Zigzag board
C. Nature table
D. Rope and role display
2. What can you point out about conventional materials like
chalkboards help in classroom setting?
A. It allows for interactive student participation
B. It provides automatic grading features
C. It reduces the need for physical textbooks
D. It enables real-time data analytic
3. The students complained to their teacher because they cannot
read the teacher handwritten because it is confusing. Which of the
guidelines of designing conventional instructional material she
failed to follow?
A. Unity
B. Simplicity
C. Clarity
D. Legibility
4. Ms. Adam wants to create a non-digital material that applicable
in teaching a short story. What non-digital material would you
suggest for her to use?
A. Nature table
B. Diorama
C. Writing board
D. Flip chart
5. You wanted to make your conventional material to be more
attractive in your grade 6 student. What guidelines of designing
conventional instructional material you must consider?
A. Attractive
B. Legibility
C. Consistency
D. Clarity

50
6. Teacher Ann is a newly hired teacher in remote area, she planned
to make a conventional material for her 10 days in teaching. What
can you say about her to consider?
A. Adapt the concepts of others even it is protected
B. Modify existing materials based on the current lesson
C. Consider your capability not the existing materials
D. Identify existing institutional resources including materials and teacher
capability
7. The grade 10 teacher is planning to use supplementary materials
which help him to make his presentation concrete, effective,
interesting, meaningful. What alternative of supplementary
materials would you suggest?
A. Video supplementary
B. Picture supplementary
C. Instructional materials
D. Supplementary tools
8. You want to create a hands-on activity where students can
explore renaissance art. Which of the following non-digital materials
is best to utilize to achieve the objectives?
A. Diorama
B. Rope and role play display
C. Flip chart
D. Nature table
9. The grade 5 students confused about the advantages of using
non-digital material. how would you explain to them the advantages
and benefits of using non-digital materials in education setting?
A. Non-digital are always more cost-effective then digital materials
B. Non-digital can engage students in hand on tactile learning experience
that enhance understanding and retention
C. Non-digital eliminate the need for teacher preparation and planning
D. Non-digital are immune to wear and tear, ensuring long-term durability
10. Your student is eager to write the information using chalk
or special pens. What conventional material is applicable for him to
use?
A. Flip chart

51
 B. Nature table
C. Writing Board
D. Zigzag Board

Answer Key:

Read the following questions carefully and choose the best possible answer.
Encircle the letter of the correct answer.
1. The grade 6 students think about Conventional Materials they can
use for the upcoming exhibition. Which conventional materials they
should be consider?
A. Wall display
B. Zigzag board
C. Nature table
D. Rope and role display
2. What can you point out about conventional materials like
chalkboards help in classroom setting?

52
 A. It allows for interactive student participation
B. It provides automatic grading features
C. It reduces the need for physical textbooks
D. It enables real-time data analytic
3. The students complained to their teacher because they cannot
read the teacher handwritten because it is confusing. Which of the
guidelines of designing conventional instructional material she
failed to follow?
A. Unity
B. Simplicity
C. Clarity
D. Legibility
4. Ms. Adam wants to create a non-digital material that applicable in
teaching a short story. What non-digital material would you suggest
for her to use?
A. Nature table
B. Diorama
C. Writing board
D. Flip chart
5. You wanted to make your conventional material to be more
attractive in your grade 6 student. What guidelines of designing
conventional instructional material you must consider?

A. Attractive
B. Legibility
C. Consistency
D. Clarity
6. Teacher Ann is a newly hired teacher in remote area, she planned
to make a conventional material for her 10 days in teaching. What
can you say about her to consider?
A. Adapt the concepts of others even it is protected
B. Modify existing materials based on the current lesson
C. Consider your capability not the existing materials
D. Identify existing institutional resources including materials and
teacher

53
 capability
7. The grade 10 teacher is planning to use supplementary materials
which help him to make his presentation concrete, effective,
interesting, meaningful. What alternative of supplementary
materials would you suggest?
A. Video supplementary
B. Picture supplementary
C. Instructional materials
D. Supplementary tools
8. You want to create a hands-on activity where students can
explore renaissance art. Which of the following non-digital materials
is best to utilize to achieve the objectives?
A. Diorama
B. Rope and role play display
C. Flip chart
D. Nature table
9. The grade 5 students confused about the advantages of using
non-digital material. How would you explain to them the advantages
and benefits of using non-digital materials in an education setting?
A. Non-digital are always more cost-effective then digital materials
B. Non-digital can engage students in hand on tactile learning
experience that enhance understanding and retention
C. Non-digital eliminate the need for teacher preparation and planning
D. Non-digital are immune to wear and tear, ensuring long-term durability
10. Your student is eager to write the information using chalk or
special pens. What conventional material is applicable for him to
use?
A. Flip chart
B. Nature table
C. Writing Board
D. Zigzag Board

Summary

It is necessary to be receptive or open to the possibilities of the use of

instructional materials. Instructional materials are of many kinds: textbooks,

54
audio and video cassettes, handouts, charts, teaching aids of various kinds
which can all be used for different purposes by the teacher. Classroom
instructional materials do not mean only the materials available in the
market. There is no substitute for hands-on experience in creating
instructional materials. The following are suggested steps in developing
instructional materials: (1) find existing materials that may be adopted or
amended to meet your needs; (2) Use tools to create new instructional
materials that help plan and carry out the development process; (3)
implement preproduction activities before materials are created; (4) schedule
the crafting of the story board; and (5) when developing content, provide
contextualizing elements (collaboration, role play, case studies).

MODULE 3: Lesson 2: Select and Use ICT Tools for

Teaching and Learning

At the end of this lesson

1. use an appropriate tool in teaching

2. Assess Alternative ways incorporating the digital tool in lesson
3. Describe ICT tools and applications in education and instruction

55
 Introduction

“Technology will never replace great

teachers, but technology in the
hands of great teachers is
transformational.” - George Couros

The current systems employ technologies by integrating ICT tools and

applications in education and in instruction. ICT stands for Information and
Communications Technology. This refers to various tools and devices or
gadgets used in communicating, disseminating, creating, storing, and
managing information. It is important that learners understand how to use
these tools in helping them learn.

Engage

Activity:

Look inside your bags or your pockets and find out the kind of gadgets
you carry. Group yourselves according to the type of gadgets, digital tools or
equipment that you possess. Those who may not possess or not have brought
any can be another group. Count the number of members belonging to each
group.

The class can draw answers to the following questions:

1. What do the information gathered tell about the group?

2. How would gadgets affect teaching or learning of content?

Explore

Direction: Group yourselves into 4 and Using your mobile device choose 5 ICT
tools that allow use in teaching and learning. Answer the following questions:
1. How Ict tool enhance student engagement and participation?
2. What ways does Ict tools improve teachinng strategy and learning?

56
 Explain

Figure 1. ICT in Education

Looking at the figure above, ICT integration in education allows ease of

processing of information, effective accessibility to resources, easy sharing of
resources, expression of creativity and effective collaboration. All these are
easily done using the gadget you have in your pockets or backpacks.

Let me walk you through the selection and use of a digital tool and how
you can integrate it in your lesson.
THE SELECTION AND USE OF DIGITAL TOOLS AND IT’S INTEGRATION

A. Using Mobile Phone and The QR Code • QR Code

It is a code that was created by a Japanese Corporation Denso-Wave in

1994. Effectively and efficiently connecting the physical world with the
electronic world, QR stands for “Quick Response”. It allows the readers to
decode the information at a high rate of speed. This is popular in Japan and it
is also used by companies as they attach their QR code in their products. It
usually gives a URL linking you to a website or immediately provides the
salient information about the product.

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

1. Have a mobile phone with a scanner.

2. Using mobile phone, download from play store or app store the QR code
reader/scanner application. Choose an appropriate QR code reader for your

57
 operating system whether IOS or android. Once you installed in your gadget,
you can use it to read the codes.
3. Focus your camera on the QR code. Click it and the message will be
revealed to you.
How will you make your own QR code?

1. Be online.
2. Search for a QR code generator and ensure that you read the information
about the application. This is important to ensure your safety internet. There
are tons of QR code generators out there, but a few of the most popular
include Kaywa, GOQR.me, Visual ad, and QR Stuff. There are many FREE
applications online and therefore you can take this chance to use them.
3. Once you have identified your free online QR code generator, you can now
encode the text or the information that you want.
4. Run it and save it as a jpeg file. Now, you have successfully created your
own code which you can download.
5. Test the QR code using your QR code reader or scanner.

TEN INTERESTING WAYS TO INTEGRATE QR CODES IN YOUR

TEACHING
1. Create Interactive and 6. Scavenger Hunts
Engaging Content Create an interactive classroom
You can enrich the content you teach activity such as the scavenger’s
in a class by using QR codes that link hunts by using QR codes that
to other readings and resources. provides instructions resulting in
better learner engagement.

2. Share Resources 7. Enhance Classroom Library

Create QR codes of students’ brief
Learners can use QR codes to share
write-ups. Students can use these
educational resources with each
codes to find out more about the
other.
books.

58
 3. Use in Classroom Activities 8. Gather Student Feedback
The QR code can be used in giving
You can create surveys, poll, and
instructions in class.
forms of using google form.

4. Provide Help with 9. Research Project

Homework A detailed instruction
Make students create QR codes
can be made into a QR code.
linking other resources and web
content to their research work.

5. Communication with Parents 10. Provide Easy Access to

or Partners Online Create QR codes with URLs
for students to gain easy access to
You can share information to parents online resources.
on school events or activities in
school.

B. Using Laptop and The Infographics

Infographic is a visual representation or an image such as a diagram, chart
or picture representing information or data. It is an eye-catching and makes
use of a clear layout, attractive colors and hues, and caricatures that provide
a cohesive presentation of the information.

There are many ways for which infographics can used.

Using Infographics:
1. To present survey data
a. Infographics can be highly useful in presenting statistical data such as
from surveys.
b. Data are much easier to decode.

https://www.un.org/en/events/childlabourday/

59
 3. To simplify a complex concept

a. Simplifying a complex idea is the core purpose of using an infographic.

www.danforthcenter.org

3. To explain how something functions

a. It can show the intricacy of how something complex works.
b. It can reveal the mechanics behind how an object works.

Https://dribble.com/shots/1075558-how-your-iPhone-is-made

4. To compare
a. Presenting information by highlighting similarities and differences.
b. It is easier to draw comparisons with the same information neatly organized.

https;///piktochart.com/templates/infographics/comparison/

60
5. To present interesting facts
a. It can transform the information visual image that can attract and engage

readers.
https;///piktochart.com/templates/infographics/2232-water-facts-of-life/

How will you make your own infographics?

You need the following:
1. You need to be online.
2. Using the PC, laptop or mobile phone, search for Canva, Vismen or Venn
gage among others.
3. Create or sign up an account if you still do not have one to design your own
infographics.
4. Procedure:
Step 1. Choose the most suitable template for your use from the library.
Step 2. You may use images from their file or upload your own pictures.
Step 3. Make a cohesive layout containing correct and essential information.
Step 4. You can choose a background and font styles.
Step 5. You may change the color of boxes and the text to suit your style
and add stunning filters to add flair.
Step 6. Save the image of the infographics.
Step 7. Share the infographic you have created.

C. iPad/Tablet and The Online Bulletin Board

An online bulletin board is a way of presenting ideas with a twist and interest
with no cost at all.
Here’s How:
Steps:
1. Search for www.padlet.com
2. Sign up or log in using any of your social media account

61
 3. If you want to make your own, click MAKE A PADLET
4. If you want to join someone’s bulletin board, click JOIN PADLET
a. Enter in the dialog box the URL of the Pallet you want to join
b. Start posting on your friend’s/classmates Padlet by clicking the + sign

Elaborate

Category 15% 10% 5% 1% Points

Content- All design All design Information Lacks of
are related are related is unclear information
Relevance
to the topic to the topic and some and clarity
and the and most displayed
information make it used relate
is very clear easier to to the topic
to understand
understand

Creativity Show Show Design is an Lacks of

visually usual design and
creativity,
creativity in graphics graphics
engaging
design
Direction: Choose your partner and select a specific topic from ICT concept to
make your own infographic design.
Here’s the mechanics for activity:
1. Assign each group a specific topic related for using ICT
2. Allow students to share their insights and idea about their assigned topic
3. Using your laptop choose an online tool that you can use in making
infographic
4. Allow students to discuss their infographic design to the class.

Activity Rubric:

Evaluation

Directions: Read the question carefully and encircle the letter corresponding to
the correct answer.

62
 1. A teacher introduce a new lesson to her/his students, during discussion
you notice that some of learners are struggling to understand the complex

and
originality
Presentati Information Engage Not enough Lacks of
on clear, audience engagement communicatio
attractiven and show and limited n and
ess and attractivene facts engagement.
engaging to ss in design information
audience. for audience

lesson, what would be your initial approach to address this problem?

a. Provide ICT to simplify complex
b. Provide the planned curriculum.
c. Set a date for review session
d. Instruct learners to learn by their own.
2. In teaching and learning context you may be faced with a challenging
topic given a short amount of time. How can you capture and deliver that
information simply and effectively while making it engaging and
informative as well?
a. Using mobile phone
b. Using infographic
c. Using Qr Code
d. Using Digital devices
3. A learner is planning to link other resources and web content to their
research work, what tool would you suggest to learner to decode the
information at a high rate of speed?
a. Qr code
b. Infographic
c. Laptop
d. Infographic Code
4. A school principal integrate QR code into their enrollment day, what is the
reason for integrating QR code in their system? a. Provide enhance
classroom activity
b. To gather students feedback
c. To easy access school polices
d. To easy access the process of students registration

63
5. Ms. Irene use Share resources that one of ten interesting ways to
integrate QR codes in her teaching, how would you explain her ways to
use Qr codes?
a. Use to enrich the content you teach in a class
b. Use Qr codes to share lecture notes, web content, and how to do videos
c. A Qr code create an virtual experiments to share feedback
d. A Qr code create an online assessment.
6. A teacher is planning to enhance her/his teaching method in using ICT,
Which ICT would be effective method to aim her/his objectives? a.
Conduct lectures and Paper Pencil Test
b. Use Game-based learning
c. Assess students after discussion
d. Provide an activity to explore and manage information.
7. Sir Aniego is planning to create a Qr Code into her Class activity, which
among the choices states one educational use of a QR Code? a. To access
answer keys
b. Provide direct online assessment
c. A QR code Create an interactive classroom activity
d. A QR code link resources.
8. Teacher Irene use visual presentation to show the intricacy of how
something complex works, which type of digital tool she used? a. Graphic
Design
b. Infographic
c. Mobile Phone
d. Template
9. Mr. Alawi integrates ICT to explore information for enhancement and
engagement concept, how would you explain his strategy? a. Require
students to do research project
b. Require students access digital tools and devices.
c. Conduct face to face experimental activity
d. Conduct problem-solving activity.
10. Ms. Irene wants to use an infographic tool to present her statistical data,
which of ways she can use to create infographic design? a. To simplify a
complex concept
b. To explain how something functions
c. To present interesting facts
d. To present survey data

Summary

64
 One of the main effects of technology is that, according to platform
design, teachers can simply modify curriculum based on rapid student
response. Thanks to technology, educators may access resources, activities,
and courses to enhance and innovate their existing teachings via teacher-
learning communities. ICT can be utilized to enhance instruction and learning
in the interim. It is likely that ICT will improve education in a number of ways,
including by boosting learner motivation and engagement, speeding up the
acquisition of foundational skills, and improving teacher preparation.

Reference

Bilbao, et al. (2019). Technology for teaching and learning 1. Quezon City, PH:
Lorimar Publishing Inc.

Creating ePortfolio as a Technology Tool

Lesson 3:

Learning Outcomes:

At the end of this Lesson, we will be able to:

1. Explored the use of a platform as a google site.
2. Construct an e-portfolio to document learning.
3. Fostering digital literacy and self-directed learning skills

65
 Introduction
In the 21st century instruction where independent learning is encouraged;
the documentation of a personal learning journey is a must. Such
documentation can help the teacher monitor the process and assess the
product of learning. Doing this requires organization through a portfolio.

Engage

Since you're already familiar with an ePortfolio as a technological tool. Now

that you're ready to play "Riddle Relay Race," you can look over the given
riddle and answer it till you figure out what the correct answer is.

1. I am a collection, diverse and vast, containing evidence of skills

amassed. From papers to projects, I hold them all tight, in a digital
format, ready for sight. What I am?
Answer:

2. I am a folder of treasures, varied and vast, containing your

achievement from first to last. From papers to projects, I hold them
with care, in a physical format, ready for share. What I am?
Answer:

Explore

Let us do some activities to apply your understanding regarding to previous

lesson. You are going to answer the following question by sharing ideas from
your classmates.
Activity 1: Embarking on your ePortfolio journey!

1. What skills, experiences, or achievements would you want to showcase in

your own ePortfolio?
2. What goals do you hope to achieve by creating an ePortfolio?

Explain
Portfolios are one good mean of keeping thins in order. In a semester work a
learning portfolio is a collection of students work that exhibits students’
effort progress achievements and competencies gained during the course.
(Bilbao, et al. 2019).
(https://creativeeducator.tech4learning.com/v05/articles/Digital
66
Portfolios)

1. Students ePortfolio can evaluate students’ academic progress. They

can inform the teacher to adapt and use instructional strategies when
pieces of evidence indicate that they are either learning or not. In other
words, the construction of the ePortfolios should start from the
beginning and should be an onion process. They should not be
reviewed only at the end of the term but navigated around and
provided feedback to let the students know how they are doing.
2. Monitoring students’ progress can be highlighted in a portfolio. It may
not only contain finished products but also several versions on how the
students improved their work based on the feedback provided by
mentors. Moreover, portfolios can determine whether the students
have transferred what they have learned in new projects or other
domains.
3. Portfolios documents students’ learning growth. They encourage the
students’ sense of accountability because their own learning process is
theirs and not anybody else’s. This can make learners reflect from
where they have begun to how far they have developed. When they
make decisions on what or what not to include, they get engaged in
the process of creatin their own voice in their portfolio.

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

Steps in constructing an ePortfolio

1. Enter your google account and look for sites. If

it is the first time that you have done this, you
need to read the direction.
2. You scroll down and read further until you see the icon for sites.

67
 3. When you click it, it will lead you to another section. This will let you
create a site that you can use as an ePortfolio.
4. Consider a good label or a title for your ePortfolio and prepare the texts,
links, multimedia outputs, images, or jpeg files that you want to upload
in the pages of the ePortfolio.

Parts of an portfolio

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

Home Page

The first section is the Home or your cover page. This is the first thing
that your readers will see. So, you need to introduce yourself and the
objectives for your ePortfolio. Usually, there are templates available, and
each provides sections. You can add personal touches such as images or a
change of color themes. (Bilbao, et al. 2019).

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

When adding pages, click the icon and decide whether. It will be
parallel to your Home Page, or it will be under it. Just remember that when
you have a template, there are ways that the pages have been arranged. So,

68
if you are starting, it would not be detrimental if your conform to the
template. (Bilbao, et al. 2019).

Reflections
A major element in a portfolio whether it is online or not, is the writing of the
reflection. It is thinking-aloud, a way of documenting what they are thinking.
How students are processing the input and the applications of what they
have learned into an activity, or a project needs to be captured. With the
pencil-and-paper test, the chance to get a piece of their insights or
realizations may be nil unless the teacher requires them to do so. However,
with the portfolio, they can show the process of their work. This can be easily
monitored. (Bilbao, et al. 2019).

Sometimes it is difficult to write a reflection and a structure can be helpful.

There are many models that can be used as a guide in writing reflections.
One is the Gibb’s reflection cycle model (1988).

Gibbs Reflective Cycle

Description
What happened?
Action Plan
If it rose again, Feelings
what would you What were you
thinking and feeling?

Conclusion
What else could Evaluation
Analysis What was good
you have done?
What else can you and bad about
make of the situation? the experience??

Description. This initial phase in writing a reflection is very simple since you
just need to describe the activity or the experience to reader. You can write a
little about the background on what you are reflecting about by including
relevant and to-the-point details. (Gibbs, G. 1998).

69
Feelings. Learners are involved in learning and on activity or perhaps a
lesson can trigger certain feelings. So at this point, you can consider and
think about how you feel at that time when you were doing the activity or
having the experience. You need to discuss your emotions honestly about the
experience but no to forget that this is part of an academic discourse. (Gibbs,
G. 1998)

Evaluation. Discuss how well you think the activity went. Recall how you
reacted to the task or situation and how others reacted. Was the experience
a pleasant one or otherwise? This is also a possible part where you can
perhaps incorporate related readings of other author’s principle or theories.
(Gibbs, G. 1998)

Analysis. This part of the write up includes your analysis of what worked
well and what have facilitated it or what may have hindered. You can also
discuss related literature that may have brought your experience. (Gibbs, G.
1998)

Conclusion. Write what you have learned from the experience or what you
could have done. If your experience is a good one, you can probably discuss
how it can be ensured or how you will further enhance a positives outcome.
On the other hand, if the experience is frustrating eliciting other negative
feelings, perhaps you can discuss how these can be avoided in happening as
this leads to the next step – Action Plan. (Gibbs, G. 1998)

Action Plan. At the end of your reflection, you write what action you need to
take so that you will improve the next time such as consult an expert for
some advice or read a book that will provide answers to your queries. You
make plans on how you can address what went wrong so that you can take
the right step to succeed in achieving the task. If you did well and feel good
about it, then you can plan out how can further enhance a good work. (Gibbs,
G. 1998)

Post various files, such as Word, Excel, and PowerPoint presentations, as

examples of your work. Include a brief description of the material's
significance to guide readers. Writing a reflection helps you take

70
responsibility for your own learning and embrace the knowledge you've
gained. Regardless of classroom instruction, you have the power to decide
whether to learn. Document your learning journey with an ePortfolio.

(Adapted form: Gibbs, G. (1988) Learning by doing a guide to teaching and

learning methods. Oxford: Further Education Unit.)

Administration the ePortfolio

Before publishing your ePortfolio for the

world to see your work, you can control who
can see your work. The icon for sharing the
site can be managed by entering the email
address of the person with whom you want
to share it. Assessing an ePortfolio Using a Rubric Evaluating an e-
Portfolio using a rubric, is a consistent application of learning expectations,
learning outcomes or standards. It should tell the student the link between
learning or what will be taught and the assessment or what will be
evaluated. Rubrics are simple are simple and easy to understand. The items
in the rubric should be mutually exclusive.

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

Category Inadequate Apprentice Competent Exemplary Scor

(1) (2) (3) (4) e
Selection Most work Few work Most work All work
of Work samples are samples are samples are samples are
Samples not related related to related to related to
to the the objective the objective the objective
objectives of of the of the of the
the ePortfolio. ePortfolio. ePortfolio.
ePorrtfolio.

71
Use of No use of The use of The use of The use of
Multimedi audio/video, audio/visual/ audio/visual/ audio/visual/
a or graphics. graphics/pho graphics/pho graphics/pho
The photos tographs is tographs is tographs is
and audio, or included, but included and integrated
video are sed appropriate. seamlessly
distracting randomly
into work
from the and without
samples.
content of purpose.
the portfolio.

Reflection Reflection A few Most of the All reflections

are missing, reflections reflections clearly
and those describe why describe why describe why
that are work samples work samples work samples
there do not in the in the in the
describe why portfolio portfolio portfolio
the work demonstrate demonstrate demonstrate
samples achievement achievement achievement
demonstrate . Most do not and growth. and growth.
achievement include Some Reflections
. student’s reflections also include
ability to also include student’s
critique their student’s ability to
own work ability to critique their
and provide critique their own work
suggestions own work and provide
for and provide suggestions
enhancemen suggestions for
t. for enhancemen
enhancemen t.
t.

Creativity Layout is The layout The layout The layout

and simple, lacks purpose serves serves its
Purpose Pages/links and style. purpose and purpose and
are missing. show some show
creativity. creativity. The
layout
and
design is
reflective of

72
 organized
thinking.
Ease of Few links The site is The site has The site has
Navigatin work, Little missing most all required
g effort required required pages or
reflected in pages or pages or tabs, is well
quality tabs and is tabs and organized,
and poorly shows labeled and
organization. organized. logical
organization
and labeling.
is easy to
navigate.

Text The The The The

Elements ePortfolio is ePortfolio is ePortfolio is ePortfolio is
difficult to often difficult generally easy to read.
read due to to read due easy to read. Fonts and
inappropriat to Fonts and type size
e use of inappropriat type size vary
fonts, type e use of vary appropriatel
size for fonts, type appropriatel y for
headings, size for y for headings,
subheadings headings, headings Subheadings
and text and subheadings and text. and text
front styles. and text and Color of allowing
Color of font styles. background, for ease
background, Color of fonts, and of
fonts, background, links scanning.
and fonts, and generally
Color of
links links allow enhance the
background,
for readability of
decrease the fonts,
readability of the text in
readability of and
the most of the
the text, are links
ePortfolio. ePortfolio.
distracting enhance the
and used readability
inconsistently and
throughout aesthetic
the ePortfolio. quality
throughout.

73
 There There are 4 There are no
are or more errors I
Writing more than 6 errors in There are few grammar
Conventio errors in grammar, errors in and
ns grammar, mechanics grammar, mechanics.
mechanics requiring mechanics
requiring editing requiring
major editing
and minor editing
and revision.
revision. and revision.

TOTAL:

Elaborate

Direction: ESSAY AND COMPUTER BASED ACTIVITY

1.After the Lesson 2 entitled "Creating an ePortfolio as a Technology Tool" what are the main steps that you need
to consider when creating an Eportfolio?
2. How reflection is important when creating an Eportfolio?
3.Explain how to add pages in your Eportfolio?
4. Can you suggest other websites aside from Google site in creating an ePortfolio?
5. What's the difference between ePortfolio and Portfolio?
6. Create your own ePortfolio

Evaluate

A. Using the rubric, assess your own ePortfolio.

What score did you give yourself? What do you think you can still enhance
your work? How will you improve your work? What plans do you have to
enhance what you have created so far?

74
B. Let us see if you will be able to answer the following items correctly based on
this Lesson.

Directions: Read items carefully and choose the correct answer by

encircling it.

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

ePortfolio in assessing student learning?
a) An ePortfolio contains students’ reflections that discuss how they were able
to accomplish the task and what they have learned from the lesson.
b) Although it contains evidence of students’ work and documentations of their
outputs, it may be limited to examination or quiz results.
c) Although challenging, students’ progress can be seen as they include
exhibits of their work from the initial attempts to half-way of finishing their
work and to the finished product.
d) An ePortfolio is very much like the physical portfolio for it contains
essentially the same required outputs although digital materials are easily
uploaded in the former platform.
2. Which element of an ePortfolio is the most essential?
a) Uploaded scenic images.
b) Clearly stated intentions.
c) Written reflection
d) Complete documentation of activities
3. When you plan to improve the next time, you pursue a similar activity or task
by studying further or collaborating with others, which part of Gibb’s Reflective
Cycle is being described?
a) Description c) Action Plan
b) Analysis d) Conclusion
4. Which statements do you consider most disagreeable?
a) An ePortfolio can be used as repository of student’s documents and soft files
that can serve as evidence of learning.
b) Writing reflections on what was learned can be daunting but with the use of
Gibb’s Reflective Cycle Model makes it easier.

75
 c) The use of an ePortfolio is an explicit example of how technology is
integrated in instruction.

d) Contracting an ePortfolio is doable by the student; managing it as an

administrator requires more advanced skills.
5. When employing the alternative assessment of student’s learning using an
ePortfolio, contracting it at the start of the term is essential for it provides the
learners the time to document the process of how they are learning throughout
the course. This statement is.
a) True
b) False
c) Unclear
d) Debatable

76
Essay: Explain the following questions (5 points)

What are the potential advantages of building an electronic portfolio for

yourself as a student?

Summary
As a technological tool, building an ePortfolio gives people a dynamic
way to highlight their development on both a personal and professional level.
An ePortfolio functions as an all-inclusive archive of accomplishments,
competencies, and encounters through the utilization of digital tools and
resources. People can reflect on their learning journey, identify their
strengths, and state their objectives through a carefully chosen collection of
artifacts, which includes documents, presentations, and multimedia
components. Additionally, an ePortfolio encourages self-evaluation, improves
digital literacy, and makes it easier to create a professional digital identity.
ePortfolios are a flexible tool that may be customized for a range of
situations, such as educational environments, employment applications, and
career advancement. People may successfully express their competencies,
stand out in a competitive market, and start a road of continuous growth and
self-improvement by embracing the power of ePortfolios.

Reference

Bilbao, et al. (2019). Technology for teaching and learning 1. Quezon City,
PH: Lorimar Publishing Inc.

Gibbs, G. (1998) Learning by doing: a guide to teaching and learning

methods. Oxford: Further Education Unit

77
 TECHNOLOGY
LESSON 4 COLLABORATIVE
TOOLS IN THE DIGITAL
Lesson WORLD
Outcomes:
• Identified and explored collaborative tools or applications that can
be integrated in instruction.
• Built a platform or an online account that can be used for a
collaborative.
• Explored the use of a platform such
google
as asite.

https://images.app.goo.gl/iccYB3Soqimn6jHJ8

INTRODUCTION:
The learners of this generation are a new kind of breed, and it is important
that teachers understand how to deal with them. They seem to thrive in
collaborative learning They like to connect to the social networking sites.
Creating and producing what they prefer to do rather than become
consumers of information inside the classroom. They like to be mobile either
physically or as they traverse from point to point or site to site. Apparently,
they seem to be investing a huge amount of their time in a digital social
environment although they can be more self-directed in choosing. What

78
 Engage

they want to learn, how they want to learn, and when they want to
learn.

Directions: View the short video clip, The 21st Century Learner. Connect to:
https://www.youtube.com/watch?v=c0xa98cy-Rw
Pay close attention to the message and write down key concepts or terms
used to describe the 21stcentury learner. Scribble all the words that can be
recalled in the space provided.

Think-Pair-Share
With a partner: discuss the terms you noted and group them according to
how learners of this century learn. Identify the categories and be able to
support technology tools enhance cooperation and collaboration among their
users?
How can these help you as future teachers?

Technology as a Collaborative Tool

One way to engage students is to give them a challenge and a chance to

work together. Students may continue the discussion and share information
or come up with an agreement by texting, emailing, chatting, or using the

79
online document. Normally in a regular classroom, teachers may have
discouraged students from conversing with classmates during individual
work, but sometimes there are positive things that can come out of it as a
student’s talk assigned to them or as they work themselves of a complicated
task.

There are a lot of available tools and applications that can be used to work
collaboratively with others. Some of these are Skype, blog, google form, web
conferencing, Realtime board, among others. You need to explore each
application to be familiar with the features just like:

1. Skype Is a software application allowing you to do videoconferencing

for free. All you need is to create an account and can be used for a video
meeting.

2. Wiki Is software that allows you to create a page or selection of pages

designed to allow to you to post or write, edit, or upload a link quickly. This is
good when students need to work together to complete a task even if they
are not physically together.
• A task such as writing a paper efficiently allows one to
together, planning a document the contribution of
presentation or surveying ideas
from team members can be each member in the team.
managed by a wikispace that work can be extended
virtually and asynchronously.
•
3. Blogging In blogging It is a journaling of your ideas to which others
can react allowing a thread of discussion to take place and which can be
used online. It is the abbreviation of weblog. It would help if you provided
directions when using a weblog.

Directions when using weblog: Use weblog with a clear instructional

objective. It is an opportunity to explore the skill of communicating ideas.
Like in a writing class. You can guide students on how to design the whole
blog or upload materials and support students in developing critical
communication.

80
 A. Guidance on what and how to post will be needed. Teach the students
that blogging is for educational purposes and is different from a
personal blog. Proper or formal language variety should be used. A
writing prompt would help to guide your students’ posts.
B. With easy access to information, a major obligation is to teach the
students to use multiple sources and to cite them appropriately.
C. Writing about your ideas is a personal act but it is important that you
are taught to make blogs personal without revealing too much personal
information such as contact information and too many personal
pictures. When writing blogs, you write your reflections but
safeguarding yourself is also an important consideration.

D. It may help if you can look for very good examples of blogs. There are
online and print publications that review blogs, and you can use the
information to guide you toward getting good models.

4. GOOGLE FORM / GOOGLE GROUP Is an application that can be used

in a collaborative documentation of ideas contributed by members of the
team. Having a google account will come very handy and you can easily
have access to a variety of applications.

Elaborate

81
Objective: To further explore the collaborative potential of technology and apply its principles to
real-world scenarios.
Activity 1: Collaborative Document Editing
Instructions:
1. Form Groups: Divide students into groups of 3-4.
2. Choose a Topic: Each group selects a topic related to the lesson, such as:
- The impact of social media on collaboration
- Benefits and drawbacks of online learning platforms
- How technology can bridge geographical barriers in teamwork
3. Create a Shared Document: Each group uses a collaborative document editing tool (e.g.,
Google Docs, Microsoft Word Online) to create a shared document.
4. Collaborate and Edit: Each group member contributes to the document, adding their ideas,
research, and perspectives. They can edit, comment, and suggest changes in real-time.
5. Finalization: Once the document is complete, each group presents their findings and
discusses the collaborative process.

Evaluate

A. Take this quiz.

Directions: Read the questions carefully and encircle the letter
corresponding to the correct answer.
1. Which collaborative tool is best suited for real-time communication and
video conferencing?
A) Skype
B) Wiki
C) Blogging
D) Google Form

2. Which tool is best suited for sharing and discussing ideas through written
posts and comments in a collaborative manner?
a) Skype

67
b) Wiki
c) Blogging
d) Google Forms

3. Which tool is suitable for creating online forms for data collection and
analysis?
A) Skype
B) Wiki
C) Blogging
D) Google Form

4. Which tool is best suited for collaborative idea sharing and discussion
through written posts and comments?
A) Skype
B) Wiki
C) Blogging
D) Google Forms

5. Which tool is most effective for creating a knowledge base and

documentation for a project?
A) Skype
B) Wiki
C) Blogging
D) Google Group

B. Take this quiz.

Read the question and choose the answer to the question.
1. Ms. Sheena dreams of inviting a famous resource person from other
country but she can't afford to spend for the transportation of the said
person. How could she integrate technology in her lesson and enable her
class to listen to the person?
1. Podcasting
68
 2. Instant messaging
3. Web conferencing
4. Distant communications
2. In technology integration, what should be our primary concern?
1. It must be new and user-friendly.
2. It must be updated and relevant to the Filipino setting.
3. It must stimulate and maintain student interest.
4. It must be suited to the lesson objective.
3. Which is a good example of tapping the learner’s ingenuity in technology
integration?
B. They will be made to create a digital development story of a certain
topic and present it in class.
C. They will be made to listen attentively to the presentation that the
teacher prepared.
D. They will be made to comment on how to improve a certain
presentation.
E. They will be made to bring computing tools to school such as mobile
phones.
4. If the teacher wants his/her learners to create an online journal, which do
you think would be the best tool to use?
1. Wiki
2. Blog
3. Email
4. Messenger
5. All your learners are on Facebook. How can you ensure that they learn
despite constant use of this social networking sites?

I. Prohibit them not to use Facebook again.

II. Create a Facebook page where you can post assignments and
supplementary materials for your lesson.

69
 III. Post your photo and thoughts so they can comment on it.
IV. Create a prank account and stalk them to discover what they say and
post on Facebook.

Multiple choices A.
1. A
2. B
3. D
4. B
5. B
Multiple choice B.
6. C
7. D
8. B
9. B
10.B

Summary
Technology collaborative tools in the digital world encompass a diverse
range of software applications and platforms designed to facilitate
communication, collaboration, and information sharing among users. These
tools enable individuals, teams, and organizations to work together
seamlessly, regardless of geographical location, through features such as
video conferencing, instant messaging, file sharing, and document. There are
a lot of available tools and applications that can be used to work
collaboratively with others. Some of these are Skype, blog, google form, web
conferencing, Realtime board, among others.

70
 ST
Digital Literacy Skills in the 21
Lesson 5
Century

At the end of the lesson the students will be able to:

1 Identify and describe the elements of digital literacies.
.
2 Conduct a self -evaluation on level of digital literacy skills.
.

Introduction

In today's world, what it means to be digitally literate has changed. It's no

longer just about using technology. The 21st century demands a broader set
of skills, like understanding different cultures and managing money online.
This lesson will explore these "literacies," focusing on digital skills as a key
part of being successful in our modern times.

While young people today are often comfortable with technology, using
tablets, phones, and laptops with ease, this doesn't necessarily mean they're
digitally literate. True digital literacy goes beyond basic skills. It's about using
technology effectively to find information, collaborate with others around the
world, and thrive in today's competitive environment.

Engage

Now since you already have a background in what is digital and its
collaborative tools, now let’s ask ourselves. “As a future teacher what
collaborative tools that I can use which I think is effective?”

Explore

Before diving deep into the topic, let us first have a quick motivational
activity. Form 4 groups for the whole class. Scan the QR code below, each
code has corresponding questions. Answer the question by sharing your
71
ideas with your group mates. Choose one representative to defend your
groups’ answer on the essay part.

Rubrics:
Criteria Excellent Proficient (3) Basic (2) Needs
(4) Improveme
nt
(1)
Organizatio Information Information is Information Information is
n is logically organized with is somewhat poorly
organized mostly clear organized,
with clear connections but organized
connections between ideas. connections with little to
between between
no clear
ideas. ideas are
unclear at connections
times. between
ideas.

72
Content All relevant Most relevant Some Little to
information information no
relevant
is relevant
is included included information is information is
accurately accurately and included, but included, or it
represents is highly
and it may
main ideas and inaccurate.
represents details. be
main ideas incomplete
and details.
or
inaccurate.
Clarity The graphic The graphic The graphic The graphic
organizer is organizer is organizer is organizer is
easy to read
and mostly clear somewhat very difficult
understand and difficult to to read or
with clear
understandabl read or understand
labels and
e but may lack understand
formatting. due to
clarity in some
unclear
areas. due to
labels or
unclear formatting.
labels
or
formatting.

Explain

What are digital literacies?

Digital literacies are the individual’s capabilities to be able to effectively

and responsibly function and perform in a digital society. The term ‘digital
literacy’ was coined by Paul Gilster in 1997 and it came from the discussion
of the concepts on (a) visual literacy when images and non-verbal symbols
try to capture the knowledge; (b) technological literacy requiring one to be
able to use technology in addressing a need; (c) computer literacy, which in
the 1980s started to become a household item manipulated to achieve one’s

73
target; and (d) information literacy which refers to the finding, evaluating,
using and sharing information.

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

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

The Digital Literacies

Media Literacy- is one’s ability to critically read information or content and
utilize multimedia in creatively producing communications. (Bilbao & et.al.,
2019) Information Literacy- is locating information from the web and
interpreting while evaluating its validity in order that it can be shared.
(Bilbao & et.al., 2019) ICT Literacy- is knowing how to select and use
digital devices, applications or services to accomplish tasks requiring the use
of the internet. (Bilbao & et.al., 2019)
Communications and Collaboration- are one’s capabilities in being able
to participate in the digital networks in the teaching and learning context.
(Bilbao & et.al., 2019)
Identity Management- is being able to understand how to ensure safety
and security in managing online identity and foster a positive digital
reputation. (Bilbao & et.al., 2019)
Learning Skills- are ways of knowing how to study and learn in a
technology-enriched environment; this is knowing how to utilize technology
in addressing the need to learn efficiently. (Bilbao & et.al., 2019)
Digital Scholarship- is being able to think and participate in professional
and research practices. (Bilbao & et.al., 2019)

One important component of digital literacy is having an in-depth

understanding of concepts requiring essential core skills. These core skills
are known as the Cs of the 21st Century Skills.

74
The Four Cs of the 21st Century Skills

The four C’s of the 21st Century Skills refer to critical thinking,
creativity, communication, and collaboration. To perform well in this
century, you need to develop and enhance these skills namely, creativity,
critical thinking, communication, and collaboration. All of these skills are
essential for students to do well in school and succeed in the workplace.
(Bilbao & et.al., 2019)

1. Critical thinking is learning how to solve problems. It reaches students

not to accept immediately claims without seeking the truth. It is the
ability to differentiate facts or figures but also discover these for the sake
of knowing what ought to be.
2. Creativity requires students to think out of the box and to take pride in
what is uniquely theirs. It means that they will be able to look at a
problem from multiple perspectives-including can propose multiple
possibilities and alternatives to address a problem and they need to take
calculated risks. Creativity encourages students to think beyond the
expectations of conventions. However, creativity may not ensure success
all the time, but it may lead to another direction that can actually be a
better way of figuring out how to solve the problem that others may not
see.
3. Communication makes students express their ideas in the clearest and
organized manner. Through varied modes – face-to-face, technologically
mediated or a blended medium, they need to know how to efficiently and
clearly convey ideas.
4. Collaboration happens when students know how to work well with others
to accomplish a given task or solve a problem at hand. This is a 21 st century
essential. When students are made to work with others in a pair or in a
team, they are with classmates they do not really prefer to work with but
with guidance, you can teach them to tap on the capabilities of each
member of the team ad collaboratively achieve the goal. Eventually when

75
 they leave school, they will definitely see the need to know how to
collaborate with others in order for them to accomplish a job, and you
have prepared them for it. In other words, collaboration teaches students
that groups can create something bigger and better than you can on your
own.

In addition to the 4C’s, there is Citizenship and Character.

Citizenship is known as netizenship in the virtual world. accordingly,ing the
person consider how one behaves accordingly by observing the norms and
rules that are in accordance with what are sociably and virtually acceptable.
As a result, one is projecting a reputable digital identity which is his or her
character. (Bilbao & et.al., 2019)

Digital Literacy Skills vs. Digital Literacy

Digital Literacy Skills are required in the wired world. These skills
vary from texts to images to multimedia. Future teachers who will be
handling students considered as tech savvy should equip themselves with
competencies and fluencies needed to handle the fast-emerging tools and
applications that should be able to handle even artificial intelligences.

Lynch (2017) identified eight digital literacy skills needed to become

digitally literate. These are:

1. Coding- Coding is a universal language. Basic understanding of HTML,

CSS and the like will create a shared understanding of what can be done
with the web pages.
2. Collaboration- The use of Google Docs among others allows students to
begin experimenting with effective online collaboration.

3. Cloud Software- This is an essential part of document management. The

cloud is used to store everything from photos to research projects, to term
papers and even music.
4. Word Processing Software- Google, Microsoft Online Drop Box are
available for storage and management solutions.
76
5. Screen casting- A screencast is a video recording using the computer
screen, and usually includes audio. On the other hand, when you take a
picture on the screen of your computer, it is called a Print screen. Both
can be used in explaining topics as well as providing visual support to
clarify what you are thinking. While the print screen is a picture, the
screen casting is a video screen capture which is a great way to share
ideas and is easy to use for novice video creators.
6. Personal Archiving- Students should be taught the concepts of
metadata, tagging, keywords and categories to make them aware how
they are represented online.
7. Information evaluation- Critical thinking to weed out fake news is a
crucial 21st century skill. The use of tools and skills needed to process
information are very much needed.
8. Use of social media- social media serves different purposes depending
on the user, the technology, and the need. For example, students should
realize that Twitter can be useful for staying current on the latest news in
the field.
Digital literacy has been defined in many ways that is understandable
by both digital natives and digital immigrants. Teachers and students
should not only be proficient in how to use (digital skills) but they need to
see the information and media technology to find, evaluate, create, and
communicate information requiring both cognitive and technical skills.

Here are examples of how Digital Skills or Proficiency support Digital Literacy.
(Bilbao & et.al., 2019)

Digital Skills Digital Literacy

1. Sending an email or text 1. Evaluate the appropriate
digital channel for online
communication with peers,
teachers, and parents.
2. Using Microsoft office/Google 1. Identify the benefits and
drawbacks of each digital
tool.
77
 2. Evaluate critically which tool
is most effective for the
project at hand.
3. Tweeting, posting to 1. Navigate social media safely
Facebook, uploading a Video to protect oneself.
to YouTube, or posting a 2. Identify hate propaganda
photo Instagram and fake news.
3. Researching from the 1. Evaluate the information
worldwide web. online.
a. Is the site legitimate?
b. Is the author an expert?
c. Is the information current
or dated?
d. Is the idea neutral or
biased?

Elaborate

Objective: To develop and apply digital literacy skills in practical situations and explore their
relevance in the modern world.

Activity 1: Creating Digital Content

Instructions:

1. Choose a Format: Students choose a digital content format they want to create, such as a
blog post, infographic, video, or podcast.
2. Develop a Message: Students develop a clear message or theme for their content, focusing
on a topic related to digital literacy, technology, or the 21st century.
3. Utilize Digital Tools: Students use appropriate digital tools and platforms to create their
content, demonstrating their understanding of basic digital production skills.
4. Share and Reflect: Students share their finished content online (e.g., blog, social media, class
website) and reflect on the process of creating digital content. They discuss the challenges and
rewards of using digital tools for communication and expression.

78
 Evaluate

Take this Quiz.

1. The following statements indicate that Maria Understands digital practice.

Which one does NOT support the idea?
a. Maria is aware of the different types of users found online.
b. Maria understands that as she uses the internet, she leaves a digital
footprint.
c. Maria knows how to look for an expert online who can be a resource
person related to her specialization.
d. Maria knows when to change her search strategy such as browsing in the
web to locate needed information.
2. Which digital literacy skill refers to the ability to locate information related
to an assigned topic given by a teacher in class?
a. Turning on the computer to search
b. Using key words related to the topic
c. Adding comments to blogs found online
d. Producing a digital story on the assigned topic
3. Which literacy is referred to as a core skill in the 21 st century essential in
developing the ability to work well with others by tapping on each other’s
talents and skills?
a. Creativity
b. Critical Thinking
c. Collaboration
d. Citizenship
4. Which is the ability to see information and media technology to find,
evaluate, create and communicate information that require cognitive and
technical skills. a. Digital Skills
b. Digital Literacy

79
c. Digital Intelligence
d. Digital Aptitude
5. Dhana decides to produce a digital story on her student teaching
experiences.
Which digital literacy skill does she exhibit?
a. Communication and Collaboration Literacy
b. Digital Scholarship Literacy
c. Identity Management Literacy
d. Media Literacy

Summary

Digital Literacies encompass various elements and skills related to

technology and the internet. These literacies include identity management,
learning skills, citizenship, and character. ICT literacy, communications, and
collaboration. The 21st century has expanded the definition of digital literacy
to include other aspects of the modern context. While millennials students
are generally tech-savvy, not all students are digital literate. Digital literacy
involves knowing how to use digital tools, access information, and work in
globally competitive. This lesson focuses on developing digital literacy in
response to the development of the 21st century.

80
It
Module
4 FLEXIBLE LEARNING
ENVIRONMENT

Lesson Outcomes:
The end of the lesson, the learners should be able to:

1. Described a flexible learning environment and the different

platforms used for flexible learning.
2. Recognized how innovative teachers use online resources and
educational sites and portals for online distance learning.
3. Reflected on the use of technology and on its relevance and
approaches.

Introduction
Distance learning is a form of learning without a face-to-face contact with
the teacher and delivered via telecommunications. In the past, this involved
correspondence courses wherein the student corresponded with the teacher via
mails This turned out to be beneficial since universities added students without
having to construct classrooms while they enjoy being able to work anytime and
anywhere at their convenience. With the advent of newer technologies, distance
learning is delivered via computer-based media thus called online learning or e-
learning This made classrooms borderless and learning boundless.

Engage

Fill out the KWL chart below on what you know and what you want to know about
online distance education.

81
What I know What I want to know What I learned

Explain

Flexible Learning Environment

Learning nowadays is viewed differently. The present generation of learners has

access to information at their fingertips. The teacher is no longer seen as
basically the dispenser of knowledge but rather as one who expertly directs the
learners to take their own track in searching for answers to questions raised
inside the classroom. Then they bring these back to the class for further
discussion until perhaps resolutions are agreed. They can search the web and
discover a breadth of information related to the lesson. They even have the
patience to stay in front of the computer for an unusually longer time in search for
more articles and multimedia materials that simplify a challenging topic. That is
why they can sometimes learn more than what is confined in the four corners of
the classroom.

Every chance or corner becomes a learning space. Learning takes place

anywhere and this adds to the concept of flexibility in the learning environment.
With technology, students can possibly continue to join class sessions even if they
are not physically around. The learning space becomes virtual or mediated. The
library is not only a physical structure where they can read published books but
has also become virtual.

Online Distance Learning

Online distance learning is not a new concept. Some schools, higher education
institutions in the country, and educational agencies such as the Southeast Asian
Ministers of Education Innovations in Educational Technology (SEAMEO-

82
INNOTECH) provide this mode of learning. It allows flexibility in learning to a
certain extent.

The Different Platforms

The flexible mode of learning uses platforms such as moodle, Google classroom,
edmodo, schoology, etc. These are free programs designed for educational
purposes. It has features that are patterned after the instructional activities of a
teacher in a physical classroom.

When you use this, you can actually hold a lesson, post questions for discussion,
hold an online chat discussion, give assessment Bctivities and provide references
or links to other online materials, features relevant to instruction and facilitating
of learning. Moodle

https://images.app.goo.gl/q7qLu1b3sVz856VTA

Moodle was created by Martin Dougiamas, founder, and CEO of Moodle. MOODLE
stands for Modular Object-Oriented Dynamic Learning Environment which is an
opensource software. It is a Learning Management System (LMS) that supports
teaching and learning.

83
Google Classroom and Edmodo

https://images.app.goo.gl/otLRK3oLUdabHN37

Google Classroom is a free service for teachers and students. It is an LMS

platform that is accessible google account. You can create classes and perform
your roles and functions as a facilitator of learning. In 2008, edmodo was created
by Nic Borg, Jeff O’Hara, and Crystal Hutter.

Explain

https://images.app.goo.gl/pjzhwvuQCe8c8DUD7
Martina (2015) compared edmodo and google classroom in her blog. Although
she discussed several commonalities, there are apparently differences but with
technology, things evolve in so short a time. What is clear is that they were
created as apps that can integrate well with classroom activities. The decision lies
in the teacher who will determine what works best in her teaching and learning
context.

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 https://images.app.goo.gl/2ubpysWJcQd4LLec

Schoology

Schoology is another LMS founded in 2009 by Jeremy Friedman, Ryan Hwang, Tim
Trinidad and Bill Kindler. You can create your own online distance education
learning system using any of these platforms.

MOOCS

Another recent modality to learning is the Massive Open Online Course

(MOOC). It is a model for delivering learning content online to any person who
wants to take a course. It allows one to pursue learning even outside of university
or higher education formal structure. Those who are working can enrol in MOOCS
with no limit on attendance. As long as you are willing to learn, you can engage in
an area of discipline and learn. It allows interconnectedness among peoples in the
world to discuss and share recent developments in their common field of interest

EDUCAUSE

Is a nonprofit association with the mission is to advance higher education

through the use of information technology. The link herein provides a succinct
video explaining about MOOCs. (Please view URL https://library.educane
edu/topics/teaching-and-learning/massive-open-online-course-moос.)

85
Synchronous and Asynchronous

In the flexible learning mode, the activities can be done in two ways: (1)
synchronous and (2) asynchronous.

An online chat at real time is a Synchronous session. Course participants

meet in a virtual classroom and discuss a topic in the lesson. So, wherever they
are situated in the world, they agree on a scheduled session and log in to join the
live class. The LMS has this feature. The teacher called as the online tutor
facilitates the discussion. Ideas are posted in an actual live class. One cannot
lecture and take all the time in explaining. In this mode, the course participants
are made to be engaged in the flow of discussion that is why, the online tutor
must plan out the instruction guide in facilitating the discourses using the Skype
in holding a live class is another example. Members of the class log-in in their
Skype account at a given time to join the video conferencing.

Another important feature is the Asynchronous session. This is when questions or

tasks are posted, and course participants answer the question or post their reply
at any time most convenient to them. They can still participate in the discussion
by replying to the post. One advantage is that you can take your time when
replying.

Blended Learning

Another way of handling flexible learning is by combining modalities of

instructional delivery. Blended learning is a combination of a learning activities
wherein a part of the lesson is delivered online while the other part is handled in
actual physical setting of a classroom.

Kinds of Blended Learning

Model 1: Face-to-Face Driver

In the face-to-face model, the teacher delivers the curricula most of the
time and utilizes online learning at certain times with the purpose to augment or

86
provide an alternative experience. Instruction is provided in a computer
laboratory or assigned tasks are uploaded online.

Model 2: Rotation

In a particular course or subject, students rotate on a fixed schedule

between learning online in a one-to-one, self-paced learning environment and
being inside the classroom with a face-to-face teacher. This is the model that is in
between the traditional face-to-face learning and online learning.

Model 3: Flex

This model uses an online platform that delivers most of the course.
Support to learning is provided as needed through on-site support or by an online
tutor who facilitates the tutorial or small group sessions. Sessions can be
arranged into synchronous or asynchronous. Course participants may work on
their tasks at any convenient time as long as it is within the confines of the course
duration.

Model 4: Online Lab

The online-lab model uses an online platform in delivering the course but
located in a physical classroom or computer laboratory. Since the lessons are in
modular format and available in the online program, teacher assistants supervise
these classes. However, they may not provide the needed expertise if learners
seek assistance. Furthermore, students who are enrolled in an Online Lab model
of blended learning may be enrolled in a traditional classroom course at the same
time and therefore have block schedules.

Model 5: Self-Blend

The self-blend Model is a system provided by the school where the students
can choose the courses they would like to have in addition to their typical brick-
and-mortar classroom classes. This model is always remote a major difference
from the Online Lab. Model 6: Online Driver

87
 The online-driver model utilizes a platform and a teacher that delivers all
curricula. Students remotely work on their program most of the time. If ever there
is a face-to-face component, it is made optional or if ever it is required for the
students to go to the physical learning environment such as in a school, then it
can be extracurricular activities augmenting the curriculum.

Planning and managing blended learning experiences are very similar to planning
and managing a brick-and-mortar school with courses or subjects integrating
technology. It needs to be system wide as the school plans, develops guidelines
for students to follow for the use of technology in a blended format and provide a
resource guide. A lot of preparation is needed in designing a blended format.
Technology must be prepared. The back end and front-end infrastructures of
blended learning must be put in place as well as the content in varied multimedia
formats.

Online Communities of Learning / Social Networking

When we consider online networking, internet users immediately refer to

Facebook. Everybody seems to have a Facebook account and uses this to
communicate. If in the teaching and learning situation, you work on information,
data and collaborate with classmates, friends, teachers, and other members of
society, then social networking can also be appropriately employed as an
educational tool.

What is Networking?

When productive relationships are cultivated, networking works best. A network

is defined as that group of individuals who communicates and connects on a
regular basis. If an individual has a personal network of people, one can tap on
the potential contacts for social, educational, or professional purposes. They say
that there is a great need to connect because whom one knows matters.
Sometimes one needs to link with them because they have what one needs.
However, the challenge is how to shift the network from people who can provide
the favors into establishing the relationship that will entitle him or her to be called
88
‘a friend’, one who can be trusted as a collaborator in working on an assigned
task by the teacher.

Social Networking Platforms

Different ways to communicate with friends can be through the internet. Or

mobile devices. One can have a personal page where a profile can be built in a
social networking site. Through this site, one can contact friends or share
resources and interests. Communication through a chat format can either be one-
on-one or in a group. Topics being discussed can be posted and made known
therefore read by many or it can be discreet through a direct chat a feature
allowing one to have a certain privacy on matters considered as such.

Social networking services have been evolving for more than a decade. Initially,
these social networking services allowed users to construct their personal profile
so that other contacts may know the relevant information about them. At present,
these have now evolved to sharing of multimedia resources. Even having
immediate and direct contact with friends in real time is easily accessible through
these sites.

There are varied platforms available where one can create a personal account.
Some of these popular social networking sites include Facebook, MySpace,
Twitter, Flicker, Youtube, and LinkedIn among others.

Facebook

Apparently is the biggest social networking site founded in 2004 based in

Menlo Park, California. The most popular social network apparently is Facebook.
Used by most people, it allows users to post their profile, blogs, pictures, and
videos.

Twitter

Does not only provide social networking service but it also gives online
news. Breaking news has taken a new twist with this social network website.
Friends or colleagues may tell that they saw the breaking news on Twitter.
89
Twitter is the site where users post and interact with messages called “tweets,”
restricted only to 140 characters. Only registered users can post tweets, but those
who are not can only read them.

LinkedIn

Is another social networking website for work. When one is trying to find a
job and may not have contacts, LinkedIn helps one search for career connections.
It may contain one’s resume for potential employers to see. In the website lets
one upload his educational qualifications, skills, work history, and relevant
experiences.

Google +

Is designed to be a total communication social network. Launched in 2011,

Google is its parent, and it is more advantageous if it is kept as a browser for
users are connected even if they are outside Google+ site. Users can make
friends and remained up to date with old friends without leaving their Gmail
Account.

YouTube

Is an American video-sharing website where users can upload, view, and

even share video clips or multimedia productions. It is a free social network site to
join and use. Since it is owned by Google, YouTube prefers a Google account to
make it easier. And streamlined. Some people think that YouTube is not a social
network. It is such as it allows the users to share personal You Tube videos, view
other uploaded multimedia clips and make connections with friends and
acquaintances. Based in San Bruno, California, the service was created in
February 2005.

Pinterest

Is another social media tool that like YouTube, is often thought of as

otherwise. Pinterest was designed as a catalogue of ideas or project ideas by its
founder Ben Silberman.
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This is an excellent choice for those who have a passion for creativity. Users must
have an account to use Pinterest. An email account or a Facebook account can be
used in signing up to Pinterest, and if users will use Facebook, their wall would be
ready to post pins without linking with Facebook.

Instagram

Is a platform where users share visual stories. This system allows users to
post photos with captions allowing followers to like or comment on one’s posts.
Photos shared have a wide range of coverage trips, food, business products. Since
the site is free, advertisers can use instagram to reach a wide and are follower
base. It is the best social networking site for photography.

Tumblr

Is a networking site that combines social media and tumblr. Blogging. Its
main goal is to simplify social media and blogging. Users can post whatever they
like such as photos, videos, quotes, music, links. This is a social media that makes
it very easy and straight forward to search just about anything.

MySpace

Is another popular social networking website where members can make

friends, post blogs and photos, videos. MySpace had its dose of crisis but came
back stronger and rebranded to focus on music. Personal users can use MySpace
to keep up with their favorite artists, have an update on the music industry, see
what their friends are listening to, and connect with people who have similar
music preferences. It is a fitting social networking website for music.

Flickr

(pronounced “flicker”) is an image and video hosting website that was

created by Ludicorp in 2004 and acquired by flickr Yahoo. It offers massive online

photo storage. Bebo

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 Is a social networking website with the backronym “Blog Early, Blog Often”.
It was invented to answer the question what the name meant. It was founded by
husbandand-wife team Michel and Xochi Birch in January 2005 at their home in
San Francisco. The Benefits of Using Social Networking Sites

Using social networking websites opens an array of benefits for users. The world
has become a global village through connectivity. The connection has
transcended space and borders. Getting connected to family and friends is now
just a few clicks away. It is an easy access to keeping in touch with friends or
keeping tabs on family. It provides opportunities for making friends with others
who share similar interests and passion.

A major advantage of social networking websites Is that they provide information.

News and views of others around the world can be easily accessed instantly at
one’s fingertips. It easily allows one to transmit information or update contacts on
what one thinks or how now feels. Social networking websites can support
learning or augment educational activities.

Young learners are well-acquainted with social networking sites and regard them
as just a part of the day-to-day activities and school-related discussions. Even
after school period, learners can continually connect as they collaborate to
accomplish a task or homework using a social

networking website. Announcements on assignments or instructions for the

upcoming work can be conveniently delivered. To concerned individuals through
the social networking sites.

The Dangers of Using Social Networking Sites

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 https://www.google.com/url?sa=i&url=https%3A%2F%2Fround-lake.dustinice.workers.dev%3A443%2Fhttps%2Fstudy.com%2Facademy%
2Flesson%2Fsocial-media-threats-risks-

Just as there are benefits of having an account in a social networking site or

using it in the teaching and learning contexts, there are risks considering as well.
Teachers as well as parents are wary of youngsters using social networking sites
due to many negative publicity and real incidents connected to the wrong use of
social networking websites.

One major risk is making friends with strangers who may be a predator or a
cyberbully. No one initially recognizes the true nature of an acquaintance or one
who seemingly poses as a friend. Sometimes, a youngster gets bullied by others
who may not even be connected as friends in a social networking website. There
are also trolls who instigate conflict, misunderstanding or emotional response by
eliciting anger or ill feelings from other users through social media.

Safeguarding Oneself when Engaging in Social Networking Sites

You need to understand and take precautionary measures to safeguard yourself in

social networking websites.

Networking can be confined and monitored within the school system. Students
can use social networking platforms designed for educational purposes that will
allow students to post, share and discuss insights gained from an activity. When
young users prefer to use a social networking website that is outside of the
school’s system, teach them to stay safe through some precautionary measures:

1. A social networking account has password and log-in details. Secure

passwords and keep them private.
2. Log out every time you use public computers.
3. Regularly check privacy settings of social networking websites so that only
direct friends or those particularly known can see the posts.

93
 4. Online posts are saved and may become a permanent part of their online
reputation. As you use the internet, you leave a digital footprint which can be
traced back to you.
5. Do not accept invites from contacts unless you know them personally or you
are sure of their identity.
6. Seriously consider the effect of possible posts on others before deciding to do
so. If posts (i.e. text, picture, video) could be considered offensive or
humiliating another person, then you refrain from posting or uploading it.
7. Using appropriate language is essential. The tone when communicating or
sending social networking messages should be respectful.
8. Better be safe than sorry. You should accept friends and connections
9. When there is an indication of harassment or abuse, it is advised that you
report this by clicking the report button of abuse.
10. When cyberbullying happens, you can:
a. Ignore the behavior by not responding at all
b. Block the person
c. Click the report button of abuse
d. Talk to a trustworthy adult about it.

Elaborate

Activity 1: "My Ideal Learning Schedule" ( Group - Discussion)

Direction: Individual activity

Instructions:

1. Think about your school day. What are your favorite subjects? What activities do you enjoy outside of school?

2. Imagine you could create your own learning schedule. What would it look like? When would you study
different subjects? When would you have breaks or free time?

3. Create a visual representation of your ideal learning schedule by using laptop.Share it with a classmate and
discuss why you chose the other learning schedule?
94
 Criteria 10% 5% 3% 1% Points

Content Schedule Schedule Schedule shows Schedule does

demonstrates a reflects some limited not
clear understanding understanding demonstrate
understanding of of flexible of flexible any
flexible learning learning, but learning understanding
lack clear concept of flexible
connections to learning
personal
experience

Creativity Schedule is Schedule is not Schedule is Schedule is

effectively in the totally effective basic lack of difficult to
learners. It use in the learners creative to understand
creativity . enhance the
learners.

Discussion Student discuss Student Student Student does

very clear and participates in participates in not participated
understandable. the discussion, the discussion, in discussion
but may lack in but lack in
explaining. explanation

Evaluate

Instruction: Encircle the letter of the correct answer

1.Ms. Arah seeks a platform that offers a variety of courses from different
institutions. Which online learning format provides access to diverse educational
resources?
a.Flexible learning
b.Synchronous learning
C.MOOCs
D.Blended learning
2. A student feels isolated during online classes. What can teachers do to help them
feel more connected?

95
a.Schedule regular group video calls for all students
b.Encourage students to join virtual study groups
C.Create interactive discussion forums for students to engage in
D.Provide personalized feedback on assignments
3. A teacher wants to track student progress and provide personalized feedback
easily. Which platform offers for monitoring student performance?
a.Moodle
b.Google Classroom
c.Edmodo
d.Schoology
4. This is a popular social networking websites where members can make friends,
post blogs and photos videos.
a.Tumblr
b.MySpacec
c.Instagram
d.Facebook
5. A teacher wants to offer virtual office hours for students to seek additional help.
Which platform facilitates online meetings and one-on-one interactions?
a.Moodle
b.Google Classroom
c.Edmodo
d.Schoology
6. Ms. Ella wants to encourage students to network with industry professionals for
career guidance and mentorship. Which social media platform would be most
suitable for this purpose?
a LinkedIn
b.Twitter
c.Facebook
d.Instagram

96
 7. Venus have an online class scheduled, but her internet connection is unstable.
What would she do to ensure her, can she still participate in the class?
a.Distance learning
b.Module Learning online
c.online distance learning
d flexible learning environment.
8. Ms. Jannah wants to provide a mix of live lectures and self-paced activities for
students. Which learning approach would best accommodate this blend?
a.Synchronous learning
b.Asynchronous learning
c.Blended learning
d.MOOCs
9. The student struggles with time management in online learning. What strategies
can help improve their study habits?
a.Create a daily study schedule and stick to it
b.Utilize online productivity tools for task management
c.Join online study groups for accountability and support
10. Ms. Aina ask the student , what is the biggest social networking site founded in
2004 based in Menlo Park California?
a.Facebook
b.twitter
c.YouTube
d.Goggle

Answer

1. C
2. D
3. A
4 .D

97
 5.A
6.A
7.A
8.C
9.A
10.A

Summary

Online distance learning is not a new concept. This kind of learning is being
adapted especially by the CHED (Commission on Higher Education. This is the
reason. Why many online platforms are emerging such as Moodle, Google
classroom. Edmodo. Schoology and MOOC’s. There are also different kinds of
flexible learning mode, the activities can be done in two ways: 1) synchronous and
2) asynchronous. The former is an online chat at real time where participants
meet in a virtual classroom and discuss a topic in the lesson while the latter’s
activities can be done at any time most convenient time of the learners. Another
way of handling flexible learning is by combining modalities on instructional
delivery which is the blended learning.

Further, there are different social networking platforms such as

facebook, Twitter, Linkedin, Instagram, Flickr and many more. The use of social
networking sites have both benefits and dangers that is why it is a must to
safeguard oneself when engaging in social networking sites.

98
99
CHAPTER Lesson 2: TPACK as a Framework for
Technology-Driven Teaching and Learning
5

LESSON OUTCOME

By the end of this lesson, the learners will be able to:

1. Understand and familiarized oneself with TPACK and SAMR Model as Frameworks in
integrating technology in the practice of teaching

2. Demonstrate the used and selected an appropriate technology (tool or application) in

an instructional plan and evaluated one’s capability in integrating
technology in the lesson.

3.Appreciate learning theories and principle applied in the design development of

lesson through appropriate media ad technologies for teaching- learning.

The use of technology to improve student learning is known as “technology integration in

education” where learning objectives are actively engaged by students when various forms of
technology are utilized inside the classroom. Educational technology gives proper guidance in the
teaching and learning process in education. It enables teachers to engage their students in unique,
innovative, and equitable ways.

ENGAGE

Now that you have an idea of how technology integration works in teaching and learning settings, let
us dive into it, to know if you are familiar with these educational applications below:

100
 EXPLORE

Direction: Let us do some activities to give you an idea of today's discussion. The class will be grouped
into three, and each group must be provided with a jigsaw puzzle to arrange. There is a QR code for
you to scan at the back of the solved puzzle. While scanning, a situational question related to the
illustration will appear, and choose one representative from each group to share your answer.

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technology-flat-design-with-
for-

Activity Rubrics:
Criteria Excellent (4) Proficient (3) Basic (2) Needs
Improvement (1)
Collaboration The group works The group The group shows The group lacks
and Teamwork cohesively, collaborates well, some teamwork teamwork, poor
communicates communicates but may have communication,
effectively, clearly, and communication and significant
and effectively works issues or struggles challenges in
demonstrates together to solve to work together working together
exceptional the puzzle. cohesively. on the puzzle.
teamwork in
solving the puzzle.
Puzzle The group The group The group The group
Completion and completes the completes the completes the struggles to
Accuracy puzzle accurately puzzle accurately puzzle with some complete the
and efficiently within the time inaccuracies or puzzle accurately
within the given frame but may takes longer than and within the
time frame. have minor errors. expected. time frame.
QR Code The chosen The representative The representative The representative
successfully scans
101
 Scanning and representative the QR code, scans the QR code, has difficulty
Situational effectively scans comprehends the and attempts to scanning the QR
the QR code, situational answer the code,
Question
understands the question, and question, but may understanding the
Response situational gives a clear provide a question, or
question, response. somewhat vague articulating a
and or incomplete coherent response.
provides a response.
thoughtful,
detailed response.
Presentation of The chosen The The The
Answers representatives representatives representatives representatives
confidently present present their have difficulty
present their their answers but lack presenting their
answers, engage answers engagement with answers, lack
the class, and clearly, the class or engagement, or
effectively engage the class to struggle to fail to
communicate their communicate
some extent, and communicate their
responses. effectively.
communicate their responses.
responses
adequately.

EXPLAIN

The Technological Pedagogical Content Knowledge Framework (TPACK)

Punya Mishra and Matthew J. Koehler, a researcher from Michigan State University, developed
TPACK in the absence of other sufficient theories to explain and guide effective educational technology
integration. Since its publication in 2006, TPACK has become one of the leading theories regarding
Education technology and ed-tech integration: research and professional development activities both
draw from it heavily.

According to Education Learning Industry, the framework aims to encourage a deeper

understanding of how technology can be used to improve pedagogical practices and students' learning
experiences. Through the TPACK model, instructors can utilize existing knowledge to cultivate and
enhance learning outcomes.

102
 Figure 1: TPACK Model Technological, Pedagogical, and Content

Knowledge known as TPACK is a theoretical

model describing the capability of 21st-
century teachers. It combines the teacher's
three knowledge areas: technological
knowledge, content knowledge, and
pedagogical knowledge. This framework
shows the interconnectedness of content
knowledge with pedagogical knowledge
and the integration of technology in making
teaching more engaging.
(https://teachingcommons.stanford.edu/teachingguides/foundations-course-
design/theorypractice/technologyintegration-framework)
1. Technological Knowledge (TK) is the teachers’ knowledge of how to select, use, and integrate these
tools in the teaching and learning context.
2. Pedagogical Knowledge (PK) is the expert’s knowledge in the science of teaching from educational
and learning theories to individual differences to strategies and techniques as well as assessment of
learning.
3. Content Knowledge (CK) is the understanding of the content such as language arts, math, science,
and history among others composed of facts, concepts, theories, or principles in a given discipline.

Additional Integrations:

4. PCK or Pedagogical Content Knowledge is the intersection of the pedagogical and content areas of
knowledge. This is how much competencies the teachers have in making the students learn the
concepts and skills. Include knowledge of how to use techniques that can meaningfully address
different learning styles while supporting content with deeper understanding.
5. TCK or Technological-Content Knowledge is an intersection when technology is used in a specific
subject area to enrich and deepen student’s understanding of content.
6. TPK or Technological-Pedagogical Knowledge is knowing how to select, use, or develop technology
to manage student learning.
103
Another important model in the integration of technology in instruction is the SAMR Model.

SAMR is a model designed to help educators infuse technology into teaching and learning.
Developed by Dr. Ruben Puentedura, the model supports and enables teachers to design, develop, and
infuse digital learning experiences that utilize technology.

S stands for Substitution. It is literally using technology as an alternative to the regular item that is
employed in augmenting or assisting instruction.

A stands for Augmentation. There is functional improvement in the use of a technology tool.
M stands for Modification Technology. This is
used to redesign a lesson. Example: teaching
geography using Google applications with
Benjamin Bloom’s Digital Technology
panoramic.
Figure 2: SAMR Model
R stands for Redefinition. Represents the idea of
creating something from a regular item. (https://www.researchgate.net/figure/The-
SAMRmodel-Puentedura
Technology allows the creation of new concepts
that have not been previously conceptualized.
Transformation of learning.
Benjamin Bloom is a known educationist who provided the cognitive taxonomy which has
greatly been used in education. His students, Anderson and Krathwohl made some revisions.
This is the Revised Bloom’s Taxonomy.

To provide learners with clearer instructional Figure 3: The Comparison of Original and
Revised Taxonomy

104
 goals, a group of researchers led by Bloom’s colleague David Krathwohl and one of
Bloom’s
students, Lorin Anderson, revised the taxonomy
in 2001. In the new variant, nouns were
replaced by action verbs. Also, the two highest
levels of the
taxonomy were swapped. The new learning stages are
Remember, Understand, Apply, Analyze, Evaluate and
Create. The authors also defined cognitive processes associated with these instructional goals.
(https://www.valamis.com/hub/blooms-
Figure 5: iPad Apps Supportingtaxonomy)
Bloom's Revised Taxonomy

ELABORATE

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tion :
Now that you learned about the SAMR Model, you will make use of your answers from the
previous activity. Search for appropriate technological software to enhance your answer as a
group (e.g. you may use Microsoft or Canva templates for enhancement and to beautify your
answer by). Be creative, 21st Century Learners!

105
 Activity 1: To access the question from the previous activity, here is the Quick Response
Code

Group 1 Group 2
Group 3

Activity Rubrics:

Criteria Excellent (4) Proficient (3) Basic (2) Needs

Improvement (1)
Selection of The group The group The group selects The group's
Technological selects highly chooses relevant a somewhat choice of
Software relevant and technological relevant technological
innovative software that technological software does
technological enhances the software, but its not effectively
software that answer and impact on enhance the
significantly shows creativity enhancing answer or lacks
enhances the in its application. the creativity.
answer from the answer is
previous activity. limited.
Integration of The group The group The group The group
Technological seamlessly effectively integrates the struggles to
Software integrates integrates the software but the integrate the
the software into enhancement to software into
chosen software their answer, the answer is their answer,
into their answer, improving its minimal or not resulting in little
enhancing its quality and fully utilized. to no
quality presentation. enhancement.
and
presentation
significantly.
Creativity and The group The group shows The group The group's use
106
 Innovation demonstrates creativity and displays some of the software
exceptional innovation in creativity in lacks creativity
creativity applying the utilizing the and innovation,
and software to software, but the resulting in a
innovation in enhance their enhancement minimal impact
using the answer, adding lacks originality on the answer.
technological value to the or depth.
software to presentation.
enhance their
answer,
showcasing
originality.
Visual Appeal The group's use The group The group's use The group
and of the software effectively of the software struggles to
Presentation significantly improves the has some impact enhance the
enhances the visual appeal and on the visual visual appeal and
visual appeal and presentation of appeal, but the presentation of
presentation of their answer presentation their answer
their answer, resulting in a less
through the may lack polish
making it engaging or
software, making or consistency.
engaging and visually appealing
it more engaging.
visually presentation.
appealing.

Activity 2: Integration of Computer Based- Activity.

Use an iPad app that supports Bloom's Revised Taxonomy to create
instructional material aligning with your lesson. Apply the TPACK framework.

EVALUATE

Direction: Read the question carefully and write the correct letter on ½ sheet of paper.

1. Mr. Ameen wants to apply the revised Bloom’s taxonomy in his lesson, the following are
elements present in Bloom’s Revised Taxonomy, except:
a. Evaluating b. Creating c. Remembering d. Analysis
2. Which is an appropriate tool that can be employed if the student needs to develop their
competency to create and layout a poster?
a. Twitter b. Podcasting c. Canva d. Instagram
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3. What does TK in TPACK stand for?
a. Technology Knowledge
b. Teachers’ Knowledge
c. Time-tested Knowledge
d. Technologically Knowledge
4. Kohler & Mishra: TPACK; __________: __________
a. Pedagogy: Teacher
b. Puentendura: SAMR
c. Krashen & Chomsky: Linguist
d. Revised Taxonomy: Objective
5. In SAMR Model, S stand for?
a. Subject
b. Submission
c. Substitution
d. None of the above

Answer Key:

1. D
2. C
3. A
4. B
5. C

SUMMARY

Technology-driven learning transforms traditional teaching methods and empowers

students to be more advanced, which leads to a leaving a significant impact on education. In
addition, bloom’s revised taxonomy, the TPACK, and the SAMR Model are examples of
theoretical frameworks that are vital to the teaching and learning process. These frameworks

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provide an organized method for creating and encouraging significant learning opportunities.
Through the integration of technology, educators can modify traditional teaching approaches
which enable teachers to design effective and captivating learning environments.

Lesson
THE ASSURE MODEL
3

LEARNING OUTCOMES:

At the end of the lesson, the learners should be able to:

1. Identified learning theories and principles applied in the use and design of
learning lessons with technology.
2. Applied the ASSURE Model in crafting lesson.

INTRODUCTION

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 Half the battle is won with a lesson that is well- planned. The facilitator, who possesses the
pedagogical skills to execute the lesson plan, makes up the other half of the equation. This will
guarantee that learning the learning objectives are met. This will motivate students to meet
expectations. For this reason, it’s crucial that the components of a plan be carefully designed
before instructions begins.

ENGAGE

Activity: WORD WIZARDS

Material: Sticky Notes

Steps:

1. Group the class into five groups.

2. Each member of the group will write words that are connected to planning a lesson.
3. Base on the diagram provided below.
4. Write as many terms as possible given three minutes.

5. Each group will explain why they chose those words and how they were connected to
planning a lesson.

https://www.google.com/url?sa=i&url=https%3A%2F%2Fround-lake.dustinice.workers.dev%3A443%2Fhttps%2Fwww.researchgate.net%2Ffigu
re%2FThe-six-steps-of-the-ASSURE-

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 EXPLAIN

ASSURE Model

In designing a lesson with the integration of technology, it is crucial to observe a framework

that can act as a guide in its formulation [ Heinrich & Smaldino, 2002].

The ASSURE Model

The ASSURE model is a guide in crafting an instructional flow that can guide the teacher in
integrating appropriate technology and media into the instructional process. It also refers to a
systemic approach that the teacher can use when writing an instructional plan.

This model is composed of six essential steps in planning instruction. Theoretically, it is a

mental framework that a teacher considers.

The first step of the procedure is Analyze Learners.

With the learner as the center of the instructional process, the initial consideration is to get a
clear picture of the learner’s learning styles, age level, interests or preferences, background,
special needs, and cultural diversity.

The second step of the procedure is State Objectives.

This is the main instruction guide that will direct the flow to reach the target. Known as the
learning outcome expected of the lesson, this statement describes what the learner would be
able to perform because of the instruction.

The third step is Select Methods, Media, and Materials.

applicable media or technology Selecting the appropriate way of delivering the lesson and
using them can effectively make learners acquire understanding of the lesson or gain the
competence desired. The teacher must decide which strategy, materials or technology would
be best considering the learners and the desired learning outcomes.

The fourth step is Utilize Methods, Media, and Materials.

111
Having selected the strategy, media and materials are halfway through the task done. Planning
how to implement these entails a lot of consideration. Bearing in mind the learning outcome of
the lesson, the teacher decides which part of the instructional flow will a particular material or
technology be employed and the manner on how it will be more effective to achieve the
learning outcome.

The fifth step is Require Learner Participation.

Student engagement is an important element. The learners must be made to understand their
role in taking accountability for their own learning. Therefore, the teacher must design sections
of the lesson where the learners are guided to participate in and perform tasks with minimal or
no supervision at all.

The sixth and the last element is Evaluate Student Performance.

Assessing learners' performance can take place across phases of the lesson. However, it is
emphasized that the basic rule is that the evaluation should be congruent to the learning
outcome provided in the lesson. Some learning outcomes can be sufficiently evaluated using a
pen and paper test but there are other learning outcomes that can be assessed by using rubric
or having a aggregated write-up through the use of a portfolio assessment. The teacher
decides which is appropriate for the intention of the evaluative activity.

Conclusion, the ASSURE process is just a matter of common sense. However, it is good to
follow a regimented guide to improve your teaching technique. Any effective teacher knows
that the perfection of their technique does not come overnight, and there is always room for
improvement. By following the ASSURE process, you will be sure to improve your teaching for
many years to come.

ELABORATE

A . LET’S ACT!

STEPS:

1. Group the class into three groups.

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 2. Each group will create a scene showing how the students can participate in the
class.
3. Their performance should reach five minutes.
4. Present your performance in the class.
5. Explain the importance of participation in class. B. Computer Learning.
ACTIVITY
Integrating Technology in Craft a well planned Instructional flows using the steps procedure
in planning Instructions with Microsoft Word.

EVALUATE

Instructions: Answer the following questions based on your understanding of the ASSURE
model and its steps in instructional design.

1. Ms. Sohra is planning to make a lesson plan, which is procedure is known as the learning
outcomes expected on the lesson?
A. State objectives.
B. Media and materials C. Learner participation
D. Analyze learner.

2. What would happen if Ms. Casan will integrate models of Technology – Enhanced Instructional
Lessons to her students they can become the following EXCEPT?
A. Contributor
B. Creators
C. Socializing
D. Consumer
3. Ms. Bacaraman is analyzing instructional media to use in her class, which factor should be
prioritized to ensure alignment with the ASSURE model objectives?
A. Cost effectiveness of the media
B. Relevance and effectiveness in achieving the learning objective.
C. Availability of the media in the school library.
4. Ms. Casan is considering a online platform to be access by her students to share information
and content, how does Padlet enhance collaboration among students in a project-based
learning environment.
A. Proving a space where students can post, comments, and organize their ideas visually.
B. Restricting access to individual student’s

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5. Mr. Macaurog is making A sample plan in the Use of Mobile Device, which of the following
primary consider?
A. Plan and push the Instructional flow.
B. Provide Plausible Possibilities
C. Performance outcomes
D. Prepare things need in Setting up the classroom.
6. Ms. Casan is planning to design a lesson integrating technology in her class, which of the
following would be the logical steps in doing this?
I. Identifying learning objectives based on a topic or content.

II. Select a tool or an instructional aid to use.

III. Determine the method of assessment.

IV. Determine the knowledge and skills.

A. IV,I,II,III
B. I,II,IV,III
C. II,IV,I,III
D. III,I,II,IV
7. Ms. Guminto is making the first step to consider is Analyze the Learners so what is the primary
purpose of the “Analyze Learners” step in the ASSURE model?
A. To create a detailed lesson plan
B. To understand the characteristics and needs of the learners.
C. To assess the effectiveness of the instruction.
D. To select appropriate media and materials

8. Ms. Sultan delivered the lesson using the ASSURE Model, which method would best evaluate
the lessons effectiveness?
a. Asking for informal feedback from new students.
b. Reviewing whether the stated objectives were achieved through assessment and
learner feedback.
c. Observing whether students seemed to enjoy the lesson.
9. Allysa wants to write and post ideas in the internet. What webpage would she use?
A. Blog
B. Twitter C. Vlog
10. Ms. Najer is looking for a guide in crafting Instructional flow in integrating appropriate
technology and media into the instructional process. Which of the following is used?
A. ASSURE
B. ADDIE
C. SAM

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 SUMMARY

The ASSURE model offers a methodical approach to lesson planning.

This means that it guarantees that learners are actively involved in the
learning process and that instructional materials are focused on reaching
learning outcomes. Furthermore, students are always aware of what and
how they are expected to learn.

The ASSURE method's final stage is to evaluate student performance.In

this case , the evaluation and the goal should line up.This final phase is
ultimately the most imp ortant.You must use the initial objectives you
defined to assess the entire instruction pr ocess.

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 Lesson MODELS OF TECHNOLOGY
– ENHANCED
4 INSTRUCTIONAL LESSONS

LESSON OUTCOMES:

At the end of the lesson, the learners should be able to:

1. Identified how a technology tool is integrated in a lesson.

2. Evaluated a sample lesson with the element of technology integration and
suggested how it can be enhanced.

INTRODUCTION

The conventional way of teaching in this century may outmode the preference of present
learners. The teacher providing the information while taking the center stage may not hold
students" attention for a longer time. This still works, however, but with the appropriate use of
the right technology tool or application, a lesson becomes engaging.

The roles that learners play in this millennium are no longer limited to being a receiver of
information. They desire to be actively involved in the retrieval of information, repackaging
them and using them to create something unconceivable before.

ENGAGE

CHOOSE ME!

1. Divide the class into 5 groups.

2. As a team, they will choose one word from the given picture that has many words.

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EXPLORE

https://www.google.com/url?sa=i&url=https%3A%2F%2Fround-lake.dustinice.workers.dev%3A443%2Fhttps%2Fwww.researchgate.net%2Ffigure%2FWor
d
The
s-cloud-in-top-100-cited-publications-in-STEM-

learning
place can also evolve especially when you consider the varied roles: that learners play. They
can learn and perform the task in any physical or virtual location. There is also the element of
flexibility since learners can tackle assigned tasks at preferred times or manner of doing them.
However, certain agreed rules must be established to provide the right amount of guidance
without curtailing their ingenuity.

Learners can become...

Contributors - Learners can upload materials such as a video or an audio, post a message,
submit an output in a Dropbox of add documents and eBooks and add a picture or contribute
to a digital world using a "popup."

Creators - Students can collate a digital portfolio or commonly known as an ePortfolio or create
a virtual poster or an interactive resource: They can produce a digital story, edit the entries and
share.

117
Communicators - Using technology tools, students can chat with peers. post a reply in a blog
and contribute a comment to the let thread flow. Creating a wiki, editing, and adding to it gives
the students the chance to. communicate their thoughts. Using the chit room or the web
conferencing by Skype creates a new dynamic to what a learning place is.

Collaborators - Capstone projects can be outputs collaboration. Students can participate in

posting ideas in a Forum where there can be an asynchronous discussion. Using wikis to
participate in group work with the aim to accomplish a task or comment on blogs are a few
ways on performing the role of a collaborator in a new idea of a learning place.

There are many great ideas on how to integrate a technological tool or an application in
teaching the lesson. Identifying the possible role that students need to be can guide them to
choose the appropriate way of using the right tool. The bottom line is for you to integrate
technology because learners become engaged and they learn better hence, a well-integrated
phase of technology is critical.

One common tool is a mobile device. It is a computing gadget such as a smartphone or a tablet
computer that can be handheld and carried along by the user. If this tool is available, a creative
teacher can strategize the meaningful use of mobile as a way of engaging the learner.

Tools must be used as fundamental components of a class as long as they are appropriate and
strategically integrated to facilitate learning for the integration of technology in a lesson is an
informed judgement of a qualified and innovative teacher.

In designing a lesson, always remember that it is not about the technology tool upon which the
lesson revolves. Rather, it must be the objective of the lesson and the knowledge and skills to
be taught that will guide you in selecting the appropriate tool or aid in order to achieve those
objectives.

So the following steps may be a good guide:

Step 1: Identify learning objectives based on a topic or content.

1.Determine if the objectives are observable or can be manifested by the learner.

2.Consider the topic or subject matter that needs to be covered in the lesson.

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Step 2: Determine knowledge and skills.

1. Analyze students' knowledge and skills.

2. Determine how students will be able to learn the knowledge and skills. 3. Look for resources
that can be useful in achieving the objectives.

Step 3: Select a tool or an instructional aid to use.

1. Be familiar with the tool you have selected and learn how to use it.

2. Consider the content that needs to be placed in the tool or the information that goes with
the use of the tool.

Step 4: Determine the method of assessment.

1. Use a criterion to evaluate the technology tool or instructional aid but always
considering the content as the most important criterion.

2. Consider the quality of information, the technological skills needed by the students or
how you can present the technology tool that would suit your objective.

ELABORATE

A.BRAINY MONKEY!

INSTRUCTIONS:

1. Group the class into six groups.

2. Answer the question given by the reporters
3. Each group must have a representative to answer when they are chosen.
4. Each group should make a sound and action of a monkey every time they want to
answer.
5. The loudest group will be chosen.
B. Write and Publish
Search and download a app that will allow you to write and Publish your own blog. It’s your
choice of theme either a essay about to a place you have been, a exotic food in your home
town or place of birth and etc. I suggest use WordPress.
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NOTE: QUESTIONS WILL COME FROM THE LAST DISCUSSIONS.
EVALUATE

TAKE THE QUIZ!

Read the question and choose the answer to the question.

1. Ms. Sheena dreams to invite a famous resource from another country but she can’t afford
to spend for the transportation of the said person. How could she integrate technology in
her lesson and enable her class listen to that person?
A. Podcasting
B. Instant messaging
C. Web conferencing
D. Distant communication
2. In technology integration, what should be our primary concern? A. It must be new and user
friendly.
B. It must be updated and relevant to Filipino setting.
C. It must stimulate and maintain student interest.
D. It must be suited to the lesson objectives.
3. Which is a good example of tapping the learner’s ingenuity in technology integration?
A. They will be made to create a digital story of a certain topic and present it in class.
B. They will be made to listen attentively to the presentation that the teacher prepared.
C. They will be made to comment on how to improve a certain presentation.
D. They will be made to bring computing tools to school such as mobile phones.
4. If the teacher wants his/her learners to create an online journal, which do you think would
be the best tool to use?
A. Wiki
B. Blog
C. E-mail
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 D. Messenger
5. All your learners are on Facebook. How can you ensure that they learn despite constant use
of this social networking site?
A. Prohibit them not to use Facebook again.
B. \Create a Facebook page where you can post assignment and supplementary materials
of your lesson.
C. Post your photos and thoughts so they can comment on it.
D. Create a prank account and stalk them to discover what they say and post on Facebook.

SUMMARY

Have you ever tried to imagine living in a world without contemporary technology?
How did people find the knowledge they needed to study before the invention of the Internet?
How much of a commute should they have to endure to fulfill their educational requirements?
Our lives have been greatly enhanced by technology, which has also had a big influence on
how we liv e today.

People now have many opportunities to achieve anything, even beyond their greatest
expectations, thanks to technological breakthroughs.
It made our life easier and better in many ways, such as work, education, healthcare,
entertainment, a
nd so on. This was one of the nicest upgrades to our school system.
Technology has had a huge impact on our educational system, which has been fantastic for
students, t eachers and to everyone.

LESSON OUTCOME

By the end of this lesson, the learners will be able to: 121

1. Explained the role of ICT in assessment in Learning

2. Designed and created electronic assessment portfolio

 Innovative Technologies for Assessment
MODULE
Tasks in Teaching and Learning
6

INTRODUCTION

Assessment, learning, and teaching are closely connected and interwoven because each
provides information that can determine effective instruction. In the process of conceptualizing
a plan on how to teach, as the learning outcomes are put in place, the next step to consider is
how these are to be evaluated. This is an important part of instructional will inform the teacher
whether the students have actually learned or that the teacher has to reconsider a better
approach in teaching. Although the conventional ways of assessment still work, the role that ICT
plays in the present teaching and learning context has definitely change the course of direction
that a teacher can pursue.

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Lesson 1 ICT AND ASSESSMENTOF LEARNING

LESSON OUTCOME

By the end of this lesson, the learners will be able to:

1. Identify what is ICT and Assessment in learning.

2. Enumerate and define the types of assessment and the role of ICT in assessment
3.To create current trends assessment inlearning and utilized Rubric

ENGAGE

1. Look at the figure below, what are the key terms related to assessment?

https://www.shutterstock.com/image-illustration/assessment-word-cloud-201328964

EXPLORE

123
 Assessment is the process of identifying, gathering and interpreting information about
students’ learning. To understand better the different related terms on assessment especially
formative and summative assessment, please watch this video on YouTube. Video link
https://www.youtube.com/watch?v=u0nSW3W4MW0

TYPES OF ASSESSMENT

1. Formative Assessment provides feedback and information during the instructional

process, while learning is taking place, and while learning is occurring.

2. Summative Assessment takes place after the learning has been completed and provides
information and feedback that sums up the teaching and learning process.

3. Diagnostic Assessment can help you identify your students’ current knowledge of a
subject, their skill sets and capabilities, and to clarify misconceptions before teaching takes
place. Knowing students’ strengths and weaknesses can help you better plan what to teach and
how to teach it.

4. Authentic Assessment describes the multiple forms of assessment that reflect student
learning, achievement, motivation, and attitudes on instructionally relevant classroom activities.

The Role of ICT in Assessment in Learning

The use of ICT in assessment is very helpful to teachers because students’ information
and results of examination can be recorded and stored easily be retrieved. With the use of ICT,
the teachers can right away give feedback to students on the results of assessment. Feedback
from the computer during the use of test material improves student performance in later use of
the same test material.

In educational assessment, the use of technology as an innovation and support for

teaching and learning (Sindhu, 2013), is essential to improve instruction and increase

124
 performance. With an effective classroom assessment system in place, a valid demonstration of
student learning and progress connected to classroom instruction and experience can be
confirmed.

Tests play a vital role in traditional learning as well as e-learning and this helps the
teachers and the learners measuring the learning. Online examination systems seek to efficiently
evaluate the test takers thoroughly through a fully automated system that not only saves time
but also gives fast results. It is done in most cases through a Web- Based Online Examination
Software.

Most online exams generated their results instantly and it is often possible for the exam

taker to get information on his results immediately. Some pf the major advantages of online

examination are: 1. Accessibility and flexibility

2. Time management

3. Save cost

4. Statistical analysis

Security and confidentiality should also be considered. Security needs to be given top priority
for any website that you will add information to. Some schools utilized software for security and
privacy of examinations.

ELABORATE

Activity A. Through video editing, create a slide video on how to assess the learning of the students.

Criteria Excellent (4) Good (3) Satisfactory (2) Needs Improvement (1)

Content Thoroughly explained Ideas explained Ideas somewhat Little or no Explanation.

explained.
ideas.

125
 Video High-quality visuals and Good visuals with Acceptable visuals Poor visual
Quality/PPT smooth transitions. occasional minor noticeable issues.
issues.

Clarity Information is clear and Mostly clear with some Somewhat clear but Unclear and
well organized. organization disorganized disorganized.

Creativity Highly creative Moderately creativity Somewhat creative Lack of creativity

presentation

Rubrics:

Activity B. ESSAY!

1. Why is it important to integrate ICT in assessment of learning?

2. What are the ICT tools for student learning assessment?

Criteria Excellent (4) Good (3) Satisfactory (2) Needs
Improvement (1)

Idea Thoroughly explained Ideas explained Ideas somewhat Little or no

Explanation explained. Explanation.
ideas.
Coherency Extremely coherent Coherent writing. Somewhat Lacks coherent
coherent
writing.
Grammar Few errors Some errors Many errors Many errors that
hurt understanding

Rubrics:

EVALUATE

A. Read the following questions carefully and encircle the best answer.

1. The following are major purpose of assessment, EXCEPT ________

a. Evaluate learners’ achievement

b. Diagnose a learners’ prior knowledge
126
 c. Provide corrective feedback
d. Assess native intelligence

2. Teacher Marie utilizes the online assessment to measure student learning on a specific
topic.

What do you call this assessment?

a. Diagnostic
b. Formative
c. Placement
d. Summative

3. Which of the following statements is NOT correct?

a. 21st century learners are technology savvy

b. The use of ePortfolio is always beneficial to the learners
c. Web based examination may be utilized as formative assessment
d. The use of ICT is assessment gives immediate feedback to teachers and learners
4. Which is true about portfolio assessment?

a. All teachers utilize portfolio assessment correctly

b. It is not an alternative assessment
c. It is considered authentic assessment
d. It requires no planning
5. Teacher F assigned her students to create a video presentation about the current
problems in the school. As a student, what will you do first?

a. Conduct survey online on the problems encountered by the students

b. Ask permission by the student affairs to conduct online survey
c. Make the video presentation right away
d. Download video from YouTube.
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SUMMARY

A Traditional assessment like objective test such as multiple choice, matching type, True or
False and other paper-and-pencil test received criticism by some experts in assessment. The 21st
century includes: (1) utilizing multiple measures of assessment, (2) increasing the use of
technology, (3) focus on the growth and development of the learner, and (4) differentiating the
roles and responsibilities of the teachers, administrator, and other stakeholders.

The concept of ‘classroom’ has been shifting in recent years with dedication to purposefully
designed learning spaces and seamless integration of technologies (Williams, 2017). In the 21st
century, we are facing a global economy where information travels at the speed of light and
knowledge of how to harness and sift through that information has become vita, to our personal
and national well-being. As educators, we know that our students must graduate ready to
function in this expanded world.

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 Lesson 2 CRITERIA IN CHOOSING
APPROPRIATE ASSESSMENT TOOLS

LESSON OUTCOME

By the end of this lesson, the learners will be able to:

1.Identify the Appropriate assessment tools to be used in the classroom.

2. Enumerate and define the types of Electronic Portfolio.
3. To Utilize Appropriate Rubrics

ENGAGE

ANSWER ME!

With your group, answer the following questions and share them with the class.

1. Enumerate and discuss the different assessment methods and tools utilized by your
teachers in elementary and high school.

129
 2. What are the advantages and disadvantages of these assessment methods and tools?
Cite concrete example.

EXPLORE

One of the challenges for beginning teachers is to select and use appropriate assessment
techniques suited to the learners’ needs. During teaching, teachers not only have to
communicate the information they planned but also continuously modifications must be made
(Airasian, 2005). Beginning teachers find this more difficult than experienced teachers because
of the complex cognitive skills required to improvise and be responsive to students’ needs while
simultaneously keeping in mind the goals and plans of the lesson (Borko & Livingston, 1989).

The teacher may either be utilizing direct or indirect method. Examples of direct method are
examinations, written assignments, oral presentations and performances, internship supervisor’s
ratings of student skills, portfolios, score gains between entry and exit tests, capstone projects,
theses, and dissertations, etc.

Indirect methods can provide a useful supplement and check on the findings from direct
measures. The following are examples of this indirect method: Student satisfaction surveys,
surveys of students and alumni, exit interviews with graduating students, student participation
rates, reflective essays, data on placement and other measures of post-graduation performance,
etc.

The teacher may consider the following characteristics in selecting appropriate assessment
tools whether conventional or ICT-based assessment:

1. Measure the desired level of performance (level of satisfaction, productivity, efficiency,

student performance)

2. Cost effective in terms of effort, time, and money

130
3. Useful that will produce results that provide information that can be used in making
decisions to improve student learning

4. Reasonably accurate and truthful

5. Dependable, consistent responses over time

6. Evidence of being on-going, not once and done

Creating and Utilizing Rubric

A rubric is a set of criteria use to determine scoring for an assignment, performance, or product.
This can be used to score many kinds of written assignments or exams, papers, projects,
speeches or ePortfolios. They are not useful, however, as a grading mechanism for multiple
choice or short answer tests. There are many samples of rubrics online, but the teacher may
consider the learners, objective of the lesson, contextualization, and localization. There are two
types of rubrics: 1. Analytic rubrics describe work on each criterion separately. It utilizes
separate, holistic ratings of specific characteristics, products, or behaviors. 2. Holistic rubrics
describe the work by applying all the criteria at the same time and enabling an overall judgment
about the quality of the work. It utilizes holistic rating for a product or behavior.

Technology can be used for assessing student learning in various purposes. By using technology
in managing assessment information data can be presented in different ways to meet the needs
of the students, teachers, and administrators.

Computerized delivery of objective test has more advantages compared to paper-pencil-test

which include the following:

1. The creation of item bank of questions invites the possibility of each student being

presented with a paper made up of different questions, but of an equivalent standard.

2. Automatic computerized marking facilitates immediate feedback for the students.

131
 3. Students can be invited to sit tests as frequently as they find useful.

4. Computerized recording of results facilitates the analysis of groups’ responses to

questions.

Electronic Portfolio

An electronic portfolio which is also known as an ePortfolio, digital portfolio, or online

portfolio.

Type of ePortfolio:

1. Ideal Portfolio - It contains all work of students. It is not given to provide students a grade.

2. Showcase/Professional ePortfolio - These ePortfolio are primarily a way to demonstrate

(showcase) the highlights of a student’s academic career.

3. Documentation portfolio - It involves a collection of work overtime showing growth and

improvement reflecting students’ learning of identified outcomes.

4. Learning ePortfolios - These portfolios are typically created by a student as part of a learning
activity to demonstrate learning and the learning process. These portfolios are often shared
with other students to elicit peer feedback. Learning portfolios support the idea of formative
feedback as an essential part of the learning process.

5. Evaluation/Assessment ePortfolios - The teacher may utilize this for both formative and
summative assessments feedback.

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ELABORATE

Instruction: In 30 minutes, create a slide video/PPT and Present your ideas about the different
types of e portfolio as well as the criteria in choosing Appropriate assessment tool.

Rubrics:

Criteria Excellent (4) Good (3) Satisfactory (2) Needs Improvement (1)

Content Thoroughly explained Ideas explained Ideas somewhat Little or no Explanation.

explained.
ideas.

Video High-quality visuals and Good visuals with Acceptable visuals Poor visual
Quality/PPT smooth transitions. occasional minor noticeable issues.
issues.

Clarity Information is clear and Mostly clear with some Somewhat clear but Unclear and
well organized. organization disorganized disorganized.

Creativity Highly creative Moderately creativity Somewhat creative Lack of creativity

presentation

Activity B. ESSAY!

133
 1. What considerations must be made for choosing an appropriate assessment tool?

2. What are the criteria in choosing appropriate assessment tools?

Rubrics:

Criteria Excellent (4) Good (3) Satisfactory (2) Needs

Improvement (1)
Idea Thoroughly Ideas explained Ideas somewhat Little or no
Explanation explained ideas. explained. Explanation.
Coherency Extremely coherent Coherent writing. Somewhat Lacks coherent
writing. coherent
Grammar Few errors Some errors Many errors Many errors that
hurt
understanding

EVALUATE

A. Read the following questions carefully and encircle the best answer.

1. Computer-assisted test gives immediate corrective feedback, and it is most useful when
______.

a) Immediate and frequent

b) Reliable and subjective
c) Communicated in a judgmental way
d) Subjective and valid judgment

2. Teacher Martha might choose to use more traditional testing methods over authentic or
performance assessments because______

I. Authentic assessments required considerable technical knowledge.

II. Authentic assessments are needing teachers’ productivity tool.

III. Authentic assessment are more difficult to administer.
134
 a) I only
b) II only
c) III only
d) I, II, and III

3. Erwina keeps samples of all her writing by scanning them and putting them in one folder. On a
regular basis, students, and their teacher review work in these folders for the purpose of
assessing improvement over time. Then, Erwina uploaded them on her blog. What do you call
this?

a) Portfolios
b) Progress report
c) Diary
d) Journal

4. Teacher Chris wants her students to clearly understand what it takes to get a good grade on
the Social Studies project she just assigned. She explains that to get an outstanding rating, the
project must include at least four pictures, have at least six pages of content, and list at least
eight references. Similar, lessstringent criteria are given for the lower grades. This is an
example of ___________

a) Scoring rubric
b) Normative grading
c) Grading to criterion
d) Criterion-referenced testing

5. What is the content of an ePortfolio?

a) The length of the portfolio

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 b) The goal and purpose of the portfolio
c) The pictures incorporated in the portfolio
d) The characteristics of the students evaluated

SUMMARY

An electronic examination which is called computer-based assessment (CBA), computer-based

testing (CBT) or e-exam is a test conducted using a personal computer (PC) or an equivalent
electronics device, in which the delivery, responses and assessment are affected electronically.
E-exam were developed more than four decades ago for professional certification in the IT
industry and progressively evolving as a preferred alternative to Paper-Pencil-Test (PPT) in
schools, universities, recruiting firms as well as private and public organizations (Bulama Bukar,
Bello & Baba Ini, M, 2016)

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 CHAPTER SOCIAL, ETHICAL AND LEGAL RESPONSIBILITIES
7 IN THE USE OF TECHNOLOGY TOOLS AND
RESOURCES

In modern times, technology affects every aspect of our lives. Whether we like it or not,
technology
has had a significant impact on how vulnerable we are to safety hazards. Our social interactions can be
harmed, and our privacy could be invaded. However, maintaining our own safety is not enough; we
also need to know how to behave responsibly to avoid endangering other people. This module will
therefore guide you through these problems.

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LESSON 1 Digital Citizenship vs. Global Citizenship

1. What comes in your mind when you heard the word Digital Citizenship?

2. What is the difference between Digital Citizenship and Global Citizenship?

3. What is your own understanding about Global Citizenship?

Explore

What is Digital Citizenship?

 Digital Citizenship is an idea that all persons using the internet have civic rights and
responsibilities.
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  It is responsible use of technology by anyone who uses computers, the internet, and digital
devices to engage with society on any level.

What is Global Citizenship?

 Global Citizenship is the umbrella term for social, political, environmental, and economic,
actions of globally minded individuals and communities on a worldwide scale.

https://fobizz.com/wp-content/uploads/2023/08/pexels-
https://ce.fresno.edu/media/3737/fpuce_whymax-fischer

Digital Citizenships is responsible use of technology by anyone who use of technology by anyone
who uses computers, the internet, and digital devices to engage with society on any level.

Whereas we are considered citizens of the community we live in, since we call ourselves citizens in
our community and we use internet we can call ourselves as the citizens of digital world where we live,
learn, and work in an interconnected manner.

Summing up, the global citizen sees the world as a community in which all people live and prosper
together. Whereas the digital citizen abides to guidelines that govern the ethical and responsible use of
technology and acts, responsibly in all relationships and interactions in the digital world.

When we put these two together, it is the perfect recipe for the Global Digital Citizen. A global
digital citizen is a responsible, ethical citizen leveraging technology to foster community on a global
scale through connection and compassion. The global digital citizen understands that we
simultaneously share technological and human experiences regardless of culture, status, or
political/religious beliefs (Watanabe-Crockett, 2017).

Five Tenets of Global Digital Citizenship

1. Personal Responsibility- Includes demonstrating how we manage ourselves in matters such as

personal finance, ethical and moral boundaries, personal health and wellness, and relationships of

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 every kind, both online and offline. Developing a sense of accountability for lifelong learning in our
students prepares them for the workplace.

2. Global Citizenship- It understands that technology has dissolved boundaries between all the
world’s people. A deep understanding of this new global interconnectedness can encourage them
to be aware of the issues, traditions, values, and cultures of other citizens. This leads to cultivating
understanding, acceptance, compassion, and humility.

3. Digital Citizenship- it covers appropriate and exemplary behavior in our online environments. It’s
about working towards making our transparent digital world safe for ourselves and others. We
teach them how to govern their behavior, act in just and moral ways, and lead by good example in
all online associations. In doing so, they foster independence within themselves and hopefully light
the way for others to do the same.

4. Altruistic Service- Is defined as “having a selfless concern for the well-being of others.” The global
digital citizens acknowledge that they share this world with many different people. These include
embracing the opportunity to exercise charity and goodwill for the benefits of others. This
produces a sense of community and well-being for all.

5. Environmental Stewardship- this practice is all about common-sense values and an appreciation
for the beauty and majesty that surround us every day. This facet of global digital citizenship
encourages exploring how we can practice the conscientious use of Earth’s resources.

Elements of Digital Citizenship

1. Digital Access- is supposed to be available to all in the same manner that education is made sure
by the Philippine government to be available to all citizens. Currently, on this matter, the Republic
Act 10929 was signed on July 25, 2016, requiring all public places in the country to have free
internet access. To become productive citizens, we need to provide and expand access to
technology, and we need to be committed that no one is denied digital access.

2. Digital Commerce- Technology users need to understand that a large share of market is being done
electrically. Many other online transactions are occurring including the illegal downloading,
pornography, and others thus a safe and secure online shopping and other commercial
transactions must be done.

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 3. Digital Communication- is electronic exchange of communication which includes emailing, texting,
instant messaging, utilizing cell phones, etc. it is important that we do not forget how to
communicate face to face.

4. Digital Literacy- it is our responsibility to develop and continually enhance our technological
knowledge. We should model the positive and proactive use of technology for good causes,
personal and professional growth, and education.

5. Digital Etiquette- refers to the electronic standards of conduct or procedure. This is often seemed
as one of the most pressing problems when dealing with Digital Citizenship.

6. Digital Law- refers to the electronic responsibility for actions and deeds. The ethical world is so
huge that there should be order, discipline, and ethical use. As digital citizens, we must be aware of
these illegal behaviors so that we can avoid them and report those who illegally engage in them.

7. Digital Rights and Responsibilities- the privileges of digital access come along with responsibility.
Just as Philippine constitution protects us with rights of being Filipino citizens such as the right to
privacy, we also have the responsibility to be cautious in our online activities such as posting our
photos and videos online.

8. Digital health and Wellness- our physical and psychological well-being in a digital technology world
should be a priority. Technology has also posed an inherent danger of addiction and threat from
online predators.

9. Digital Security- if we keep our homes safe with gates and locks, we also need to protect the
information that we provide online with privacy settings and strong passwords.

Elaborate

Activity 1

INSTRUCTIONS: In a paragraph form answer the following questions. Write it in a 1 whole intermediate
pad.

1. In your own perspective what is the difference between global citizenship and digital citizenship?
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 2. How important is digital citizenship to society?

Rubrics:
Criteria Excellent (4) Good (3) Satisfactory (2) Needs Improvement
(1)

Idea explanation Thoroughly Ideas Ideas Little or no

explained ideas. explained somewhat Explanation.
explained.

Coherency Extremely coherent Coherent Somewhat Lacks coherent

writing. writing. coherent.

Grammar Few errors Some errors Many errors Many errors that hurt
understanding

Activity 2

For your computer-based activity.

Using Microsoft office (or your preferred educational app), create a Venn diagram that shows the
comparison of one’s role as a citizen of a community and that of a digital world. After comparing both
their differences and similarities, explain it below your Venn diagram. Send the softcopy of your answer
on our group chat.

Evaluate
A. Multiple Choice

Instruction: Answer this question in a ½ crosswise. Choose a letter of the correct answer.

1. It sees the world as a community and which all people live and prosper together. a. Global
Citizenship

b. Global Digital citizenship

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 c. Digital Citizenship

d. senior citizen

2. It is supposed to be available to all in the same manner that education is made sure by the
Philippine government to be available to all citizens. a. Digital Access

b. Digital Citizenship

c. Digital Communication

d. Digital Security

3. We teach term how to govern their behavior, act in just and moral ways, and lead by good
example in all online associations. a. Digital Citizenship

b. Digital Security

c. Digital Communication

d. Global Citizenship

4. The privileges of digital access come along with responsibility.

a. Digital Communication

b. Digital Access

c. Digital Security

d. Digital Rights and Responsibility

5. Technology has also posed an inherent danger of addiction and threat from online predators.

a. Digital Security

b. Digital Law

c. Digital Health and Wellness

d. Digital Literacy

6. This leads to cultivating understanding, acceptance, compassion, and humility.

a. Digital Commerce

b. Digital Communication

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 c. Global Citizenship

d. Digital Citizenship

7. Developing a sense of accountability for lifelong learning in our students prepares them for the
workplace.

a. Digital Citizenship

b. Personal Responsibility

c. Environmental Stewardship

d. Global Citizenship

8. This practice is all about common-sense values and an appreciation for the beauty and majesty
that surrounds us every day. a. Environmental Stewardship

b. Altruistic Service

c. Personal Responsibility

d. Global Citizenship

9. These include embracing the opportunity to exercise charity and goodwill for the benefits of

others. This produces a sense of community and well-being for all. a. Altruistic Service b.

Global Citizenship

c. Environmental Stewardship

d. Personal Responsibility

10. It covers appropriate and exemplary behavior in our online environments. a. Digital Citizenship

b. Global Citizenship

c. Environmental Stewardship

d. Personal Responsibility

Answer Key

Choose a letter of the correct answer.

144
1. B 6. C

2. A 7. B

3. A 8. A

4. D 9. A

5. C 10. A

Summary

In this generation everything can be searched for and found using digital technology, we
should be careful using digital technology. A digital citizen is an individual who implies the rules
concerning proper and carefully use of technology, whereas a global citizen is someone who views
the world as a community, can understand actions that add to the value of the world as a whole
and is concerned about how one could participate and contribute for the benefit of the whole
world.

As a global citizen means appreciating and valuing variety such as the Technology, but the
more we got attached in Digital technology our privacy became open to all and it will be publicized
in the world. That is why we have the Five tenets of Global and Digital Citizenship to manage how
we are going to handle our own privacy, to know our boundaries, and to limit ourselves to share
our acknowledgement and private life using the digital technology. We have elements of two
protects them online, encourages tolerance in online interactions, and conveys responsibility for
managing personal data and media consumption.

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References:

Alata-Bruza, E. J., Aldama, P.K., Bulusan, F., Calano, M.J., & Rivera, J.A. (2002). Technology for
Teaching and Learning 1 (176-185).

LESSON 2 Netizenship and Netiquette in Online

Communities
Lesson Outcomes

At the end of the lesson, the student should be able to:

• Defined netizenship and netiquette

• Remember and formulate a set of netiquettes guidelines.
• Applied an infographic to promote netiquette.

Introduction

In the contemporary digital era, where the internet functions as a wide medium for
communication, interaction, and building communities, the notions of netizenship and
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netiquette have become fundamental pillars of online conduct. Netizenship refers to the
behavior and responsibilities of individuals in the virtual world, while netiquette refers to the
rules and guidelines that govern online behavior. The implementation of netiquette is crucial
for creating a harmonious and respectful digital communication environment. Netiquette plays
a vital role in fostering responsible and effective communication in digital spaces, promoting
media literacy, and enhancing critical evaluation skills.

Answer me! In this Activity you must give five netiquette rules that
Engage you are using while in online communities.

Give at least three netiquette rules that you’re practicing when using social media.
1.
2.
3.

Explore

Let us do some activity to apply your understanding regarding to the previous lesson. The
class will be divided into 2 groups. You are going to choose one representative from your
group to explain the question below.

Activity 1: Explain me
Questions Explain

1. How does our understanding of digital

citizenship versus global citizenship relate to
practicing netizenship and observing netiquette in
online communities?

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 Explain

Netizenship and Netiquette in Online Communities

What is a netizenship?

• Netizenship is the term netizen is a portmanteau of the words internet and citizen, as in
a “citizen of the net” or “net citizen.”

• It describes person actively involved in online communities or the internet in general.

What is a Netiquette?

E. Netiquette is a short for “internet etiquette.” it is the rules of conduct for respectful and
appropriate communication on the internet or a code of polite behavior on the
internet.

F. Netiquette, a term derived from "network etiquette," refers to the set of rules and
practices that govern appropriate behavior and communication in online environments.
It encompasses guidelines for interacting with others, expressing oneself, and navigating
digital spaces in a respectful and responsible manner. Netiquette emerged as early
internet users recognized the need for establishing norms to ensure harmonious online
interactions and foster a positive digital culture.
The Eight netiquette guidelines

https://www.google.com/url?sa=i&url=https%3A%2
F%2Fconnelllaw.com%2Fguide
-to-protecting
-your-

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 1. Protect your reputation. Whether in real or in virtual world, you are the same
person. Do only what is appropriate and share information that does not harm you
as a person.

2. Respect others. It
emphasizes treating others with
respect, regardless of their
background, opinions, or beliefs.
It emphasizes being mindful of
others' feelings, perspectives, and
https://www.google.com/url?sa=i&url=https%3A%2F%2
time. Treat others online as you
would like to be treated in
person. Be courteous,
considerate, and respectful in all
your interactions.

3. Express yourself clearly and

use emoticons. Be Mindful of Tone because it can be easily misinterpreted in
written communication. Use emoticons or emojis to convey tone when necessary,
and avoid using all caps, which can be interpreted as shouting.

https://www.google.com/search?q=express+yourself
4. Respect intellectual
property. Avoid plagiarizing or
using copyrighted material
without permission. Give credit
to the original creators when

https://www.google.com/url?sa=i&url=https%3A%2F

149
 sharing content and obtain permission before reposting or using someone else's
work.

5. Clear and Concise. Communication online should be clear, concise, and easy to
understand. Use proper grammar, punctuation, and formatting to convey your
message effectively. Since your face cannot be seen online, you will be judged
according to your posts. Good writing means good manners.

6. Think before your click. Take a moment to consider the potential impact of your
words before posting or sending a message. Avoid offensive language, personal
attacks, or inflammatory remarks. Take note that whatever you post becomes
permanent therefore think twice or thrice before you click send.

7. Protect Your Privacy/Do not share your personal information. Be cautious

about sharing personal information online, including your full name, address, phone
number, or financial details. Protect your privacy by using secure passwords and
settings on social media accounts. Sharing your personal information online is like
going around the streets wearing a shirt printed with your name, birthday, address,
name of parents, etc.

8. Think about who or what you are

representing. As a son/daughter, you
represent your family. As a student,
you represent your school. You do not
want your family or school to be put to
https://www.google.com/search?q=8.+Think+about shame by what you do.

150
 Each of us has a significant contribution to the kind of community we have in the virtual
world. As the Association of American Medical Colleges (2015 in www. cyberbullying org) says
it, "We are responsible for the public face that the connected world sees". Consequently, our
individual digital reputation is shaped by our posts on social media.

Elaborate

A. Direction: answer the questions below briefly and concisely. Write it on ½ sheet of paper.

1. In your own opinion, what will happen if we are not going to follow the 8 netiquette
guidelines?

Rubrics:
Criteria Excellent (4) Proficient (3) Basic (2) Needs
Improvement (1)
Organization Logical and Organized in a way Organization is Organization is
coherent structure that effectively somewhat confusing or
with well-developed presents ideas with unclear, with absent, hindering
clear transitions understanding of
paragraphs and some disjointed
between ideas.
or confusing
smooth transitions paragraphs.
sections.
between ideas.

Content Demonstrates Provides a solid Contains some Contains little to

comprehensive understanding of relevant no relevant

understanding of the the topic with information but information or

supporting
topic with adequate analysis lacks depth of
evidence.
and supporting
insightful analysis analysis or
evidence.
and strong supporting
evidence.
supporting evidence.

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 Clarity Writing is clear, Writing is mostly Writing is Writing is unclear
concise, and clear and somewhat or confusing
unclear or
effectively understandable, throughout the
difficult to follow
essay.
communicates ideas with few instances in places.
to the reader. of confusion.

2. Make an infographic about the 8 netiquette guidelines.

Rubrics:
Criteria Excellent (4) Good (3) Fair (2) Poor (1)

Comprehensive and Mostly covers Misses some key Lacks content

accurate netiquette essential points or has or has many
guidelines. guidelines with factual errors. inaccuracies.
Content minor errors.

Somewhat
Design and
Visually appealing, easy Generally attractive cluttered or hard to Unattractive or
Layout to read, balanced. with minor issues. read. unclear design.

Clear structure, Poorly

logical flow, effective Good structure Inconsistent or organized or
Organization headings. with minor gaps. confusing layout. hard to follow.

Criteria Excellent (4) Good (3) Fair (2) Poor (1)

Lacks
originality or
Creative use of graphics Some creativity, but Minimal creativity,
Creativity creativity.
and unique elements. mostly standard. relies on templates.

Limited relevance Not relevant or

or vague lacks practical
Relevant and applicable Generally relevant
application. use.
Relevance netiquette guidelines. but lacks detail.

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 B. Computer-Based Activity: Netiquette and Netizenship in Online Communities

Online Discussion Forums using any of these app links.

https://discord.com https://slack.com

https://www.microsoft.com/en-us/microsoft-teams/group-chat-

software https://groups.google.com Instruction:

- Create a forum: Set up a dedicated online forum where users can discuss topics related to
netiquette and responsible online behavior.

- Moderate a forum: Volunteer to moderate an existing forum, ensuring discussions stay

respectful and constructive.

- Participate in discussions: Engage in online discussions, demonstrating good netiquette

by being respectful, using proper language, and avoiding personal attacks.

Evaluate
Answer the following question in a ½ crosswise.
A. Multiple choice
1. What is Netiquette?
A. The proper use of manners and etiquette on the Internet.
B. Using a net to catch fish.
C. Being mean to other people on Facebook.
D. Using proper manners at the dinner table.

2. Netiquette is shortened for:

A. Network education terminology
B. Internet inequities
C. Internet etiquette
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 D. Necessary teaching etiquette

3. What is considered shouting over the Internet? A. Screaming at your computer.

B. Writing in all CAPS.
C. Putting a lot of exclamation marks at the end of a sentence.
D. Not answering a friend request on Facebook.

4. Knowing Netiquette will help you to:

A. Get along better with your friends.
B. Avoid offensive online behavior.
C. Navigate the Internet
D. Do better on exams

5. If you receive a text or email from someone you don't know, what should you do?
A. Open it immediately and reply.
B. Call the police.
C. Delete it without opening it.
D. Leave it in your inbox until you figure out who it is.

Answer key

1. A
2. C
3. B
4. B
5. D

Summary

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 In today's digital age, where interactions increasingly occur in virtual spaces, the
importance of adhering to netiquette cannot be overstated. The Philippines, being considered
the social media capital of the world, has a need to stress social media education and etiquette
among online users. Netiquette, a portmanteau of "internet etiquette," encompasses a set of
guidelines governing online behavior and communication. When we follow these rules, we
show that we respect others, which makes chatting online more pleasant for everyone.
Netiquette also helps us communicate better by reminding us to use clear language and good
grammar. It stops cyberbullying by telling us not to be mean to others online and to think
about how our words might affect them. In places like school or work, following netiquette is
like wearing a nice outfit; it makes us look good and helps us make friends. It reminds us to be
careful with our personal information and not to click on anything suspicious, so we stay safe
online. By following these principles, we can have a more respectful, harmonious, and secure
online community.

References:

Alata-Bruza, E. J., Aldama, P. K., Bulusan, F., Calano, M. J., & Rivera, J. A. (2002). Teaching and Learning
with Technology 1. Netizenship & Netiquette in Online Communities. Retrieved March 18, 2024, from
https://www.scribd.com/document/575583634/NETIZENSHIP-NETIQUETTE-IN-ONLINE-COMMUNITIES

(2023, March 31). Test Your Knowledge On Netiquette Quiz. ProProfs Quizzes. Retrieved March 18,
2024, from https://www.proprofs.com/quiz-school/story.php?title=netiquette-quiz

W. L. (2023). Netiquette: Rules and practices for media literacy in the digital age. 03(05), 100-105.

155
Lesso
Pedagogical
n 2
Principles

Learning Outcomes:

At the end this

of lesson, the students will be able
to:
✓ Explain important ideas and pedagogical principles.
✓ Apply the use of pedagogical ideas to create educational materials.
✓ Students will assess how various pedagogical strategies address a range of
learning
requirements.
A good place to start when introducing pedagogical ideas would be to
define pedagogy as the art and science of teaching. You can then explore
the essential ideas that underpin successful teaching strategies. Learner-
centeredness, active participation, scaffolding, differentiation, assessment
for learning, and reflection are examples of these principles. It is also
possible to emphasize the significance of comprehending and adjusting to
the demands of varied learners. In the end, the introduction needs to
establish the context for delving into the ways in which these ideas
influence instructional designs and tactics to produce significant learning
outcomes.

Engage

In your own words, how will you describe the image below depicting our next
discussion today.

Rubrics:

156
Criteria Excellent (4) Proficient (3) Basic (2) Needs
Improvement
(1)

Organizatio Logical and Organized ina Organization Organization

n way that is somewhat is confusing or
coherent
unclear, with absent,
structure with effectively some hindering
well-developed presents ideas disjointed or understanding
confusing of ideas.
paragraphs and with clear
sections.
smooth transitions
transitions between
between ideas. paragraphs.

Content Demonstrates Provides a solidContains some Contains little

comprehensive understanding of relevant to no relevant
information or
understanding of the topic with information supporting
the topic with adequate but lacks evidence.
insightful depth of
analysis and
analysis or
analysis and supporting supporting
strong evidence. evidence.

supporting
evidence.

Clarity Writing is clear, Writing is Writing is Writing is

concise, and mostly clear unclear or
somewhat
and
effectively understandable, unclear or confusing
communicates with few difficult to throughout
ideas to instances of follow in the essay.
the reader. confusion. places.

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 https://tinyurl.com/5n7tfmrm

Explore

As a Pre-service Teachers share with us your best pedagogy.

158
 https://tinyurl.com/2wcpu726

Explain

Principle 1: Flexible Learning

https://www.facultyfocus.com/articles/online-education/online-
course-deliveryand-instruction/a-case-for-bi-modal-flexible-learning-
part-1/

Flexibility is the same principle as adaptability. In our society where

the gap between rich and poor is continuously widening, many of our
students might not have access to the internet or to varying educational
technologies. In the sense, flexibility assures a sense of inclusivity. In a
philosophy of education that pushes forward inclusivity, no learners are to
be excluded and deprived of the opportunity to learn and be engaged- and
this is true, for whatever reason, including those brought about poverty.

159
Principle 2: Three Cs

https://corp.kaltura.com/blog/flexible-learning/

We have seen this come in many forms, but the logic is always the
same. For purposes of easy recall, we are going to refer to this as the three
Cs (Content, Coach (or Teacher), Community/Cohort/Class). The interaction
between these three interrelated aspects constitutes learning or makes
possible learning. Excessive content is good as eating a salty meal, or too
much teacher presence can make it too sweet, or too much community can
make it sour. The right balance of these three makes a good learning
experience; or using a metaphor from food, this constitutes a wellbalanced
meal, which is ideal for growth and good health.

Principle 3: Asynchronous and Synchronous Modes of Learning

https://startkiwi.com/blog/synchronous-vs-asynchronous-learning-
why-you-shouldkeep-the-a/

160
 https://www.viewsonic.com/library/education/the-pros-and-cons-of-
asynchronousdistance-learning/

When the teacher decides to simply meet with the students at the
same time and lecture or facilitate discussion, that is synchronous; it is the
remote teaching. When the teacher simply provides recorded lectures and
learning materials to the students and leaving the students to work on
them, that is asynchronous; this is also called distance learning as the task
is fully dependent on the student.

Elaborate

Let us test your understanding of today’s lesson. Form 4 groups and make an
info graph about Pedagogy in Flexible Learning. Observe the given rubrics.

Rubrics:
Criteria Excellent (4) Good (3) Fair (2) Poor (1)

Comprehensive Lacks
and accurate Mostly covers Misses some content or
essential key points or has many
netiquette
guidelines with has factual inaccuracies
guidelines.
Content minor errors. errors. .

Unattractive
Visually appealing, Generally Somewhat or
easy to read, and attractive with cluttered or
Design and balanced. minor issues. hard to read. unclear
Layout design.

Poorly
Inconsistent organized or
Clear structure, or hard to
logical flow, Good structure confusing follow.
Organization effective headings. with minor gaps. layout.

161
Criteria Excellent (4) Good (3) Fair (2) Poor (1)

Creative use of Some Minimal Lacks

graphics and creativity, creativity, originality or
unique elements. but mostly relies on creativity.
Creativity standard. templates.

Relevant and Limited

Not relevant
applicable relevance or
or lacks
netiquette vague
Generally relevant practical
guidelines. application.
Relevance but lacks detail. use.

Evaluation

Draw a ♠ if the statement is correct according to the handouts provided and

♣ if the statement is wrong. Write your answer in a ½ crosswise.

1. Flexibility assures a sense of inclusivity.

2. The right balance of the three Cs makes a good learning experience.
3. When the teacher simply provides recorded lectures and learning
materials to the students and leaving the students to work on them is
called flexible learning.
4. The interaction between the three Cs interrelated aspects constitutes
learning and intensive learning.
5. Flexibility is the same principle as adaptability and complexity.

162
 Answer Keys:

1. ♠
2. ♠
3. ♣
4. ♣
5. ♠

Summary

The underlying assumptions and precepts that underlie instructional

tactics and practices are known as pedagogical principles. They frequently
cover ideas like differentiation, scaffolding, active learning, learner-
centeredness, and assessment for learning. These guidelines support
teachers in developing meaningful learning experiences, engaging students,
and designing productive learning environments.

Reference:

Teaching and Learning in Technology 1,

Bing. (n.d.-a). Bing. https://tinyurl.com/5n7tfmrm

Bing. (n.d.-c). Bing. https://tinyurl.com/2wcpu726

Kiwi, & Kiwi. (2021, December 14). Synchronous vs Asynchronous Learning: Why

you should keep the ‘A’ - Kiwi LMS. Kiwi LMS - Kiwi LMS.

https://startkiwi.com/blog/synchronous-vsasynchronous-learning-why-you-

should-keep-the-a/

163
Daniel. (2020b, May 12). The Pros and Cons of Asynchronous Distance Learning -

ViewSonic Library. ViewSonic Library.

https://www.viewsonic.com/library/education/the -prosand-cons-of-

asynchronous-distance-learning/

Shields, K. (2023, April 6). A Case for Bi-Modal Flexible Learning, Part 1. Faculty

Focus | Higher Ed Teaching & Learning.

https://www.facultyfocus.com/articles/online education/online-course-

delivery-and-instruction/a-case-for-bi-modal-flexiblelearning-part-1/

What Is Flexible Learning + Strategies & Insights | Kaltura. (2024, April 15). Kaltura.
https://corp.kaltura.com/blog/flexible -learning/

164
 LESSON 3 Intellectual Property
Rights on the Development and Use
of Digital Materials

Lesson Outcomes
At the end of the lesson, the learners should be able to:

• Identified examples of Intellectual Property Right in educational setting.

• Understand the use of copyright laws.
• Appreciate the cited consequences when copyright laws were violated.

Introduction

In the 21st century, most the people are spending their time on the Internet. It is now common
for every individual to scroll through other works such as images, videos, writings, music,
artworks and other works that we might even think of using for personal or educational
purposes. In the previous lesson, we learnt about the netiquette in online communities that we
must be practiced in the netizen in the virtual world. This lesson will therefore guide you about
the intellectual property rights that we may use to legally protect our creations online.

Engage
4 PICS 1 WORD + INSIGHT
Instruction: Think of only one word that can describe the 4 pictures. What does the
word indicate? Share your thoughts with the class.

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 https://pin.it/TxtOc4All https://pin.it/4GmT6L7oh

Explore Complete
https://www.freepik.com/free the-plagiarising
-vector/man simile below.
-idea-from- https://teachainspire.com/plagiarism-in-south-africa-schools-
someone 6572351.htm the-problem-and-solutons/

Copying other ideas/works is like theft because _________________________________.

After completing the simile answer the question below.

1. Copying other works/ideas violates what rules of netiquette in online communities?

Rubrics:
Criteria Excellent (4) Good (3) Fair (2) Poor (1)
Idea explanation Thoroughly Ideas Ideas are Little or no
explained ideas.
Explained somewhat Explanation.
explained.

Coherency Extremely coherent Coherent Somewhat Lacks coherent

writing. writing. coherent.

Grammar Few errors Some errors Many errors Seriously hampered

by grammatical
errors.

166
 Explain

Intellectual Property Right

https://pin.it/FCZ4LX1Zg

Intellectual property, according to the World Intellectual Property Organization (WIPO),

refers to creations of the mind such as inventions; literary and artistic works; designs; and
symbols, names, and images used in commerce. An intellectual property right is a right held by
a person or by a company to have exclusive rights over these. Internationally, these intellectual
properties are protected by the World Intellectual Property Organization to which the
Philippines is one of the 191 member states. In our country, we have the Intellectual Property
Office of the Philippines (IPOPHIL) which administers and implements state policies about
intellectual property. This office was created through Republic Act 8293. This act defines
intellectual property to include copyright and related rights; trademarks and service marks;
geographic indications; industrial designs; patents; layout designs (topographies) of integrated
circuits; and protection of undisclosed information. In the education setting, copyright and
related rights are the ones applicable.

• Copyright

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 https://pin.it/54kCio2C7 https://pin.it/5vjXVDsPm

Copyright refers to the legal right given to the owner of the original work or intellectual
property. These "works" are original intellectual creations in the literary and artistic domain
protected from the moment of their creation which include the following:

1. books, pamphlets, articles, and other writings.

2. periodicals and newspapers.

3. lectures, sermons, addresses, dissertations prepared for oral delivery, whether

reduced in writing or other material forms.

4. letters.

5. dramatic or dramatic-musical compositions; choreographic works or entertainment

in dumb shows.

6. musical compositions, with or without words.

7. works of drawing, painting, architecture, sculpture, engraving, lithography, or other

works of art; models or designs for works of art.

8. original ornamental designs or models for articles of manufacture, whether

registrable as an industrial design, and other works of applied art.

9. illustrations, maps, plans, sketches, charts, and three-dimensional works relative to

geography, topography, architecture, or science.

10. drawings or plastic works of a scientific or technical character.

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 11. photographic works including works produced by a process analogous' to
photography; lantern slides.

12. audiovisual works and cinematographic works and works produced by a process
analogous to cinematography or any process for making audio- visual recordings.

13. pictorial illustrations and advertisements.

14. computer programs; and

15. other literary, scholarly, scientific, and artistic works.

• Copyright Protection
Copyright protection generally expires after a specified period of time. Once the
copyright has expired, it becomes part of the public domain and can be used freely
without permission.

• Public Domain -Copyright protection generally expires after a specified period of time.
Once the copyright has expired, it becomes part of the public domain and can be used
freely without permission.

• Fair Use- Allows us to use copyrighted work without permission, but only in certain ways
and specific situations.
4 factors of Fair Use
5. Purpose 2. Nature 3. Amount 4. Effect

Below are the guidelines on online use of copyrighted materials by Smaldino, Lowther and
Russel (2012):

1. Contrary to popular opinion, all material on the internet is copyrighted unless

stated otherwise. It is copyrighted even if it does not display the copyright symbol.

2. An email is an original work, fixed in a tangible medium of expression, that is

covered by copyright. Hence it is recommended that you should not forward any email
without permission, in consideration of both copyright and Privacy Act.

169
 3. Downloading an article, from a newspaper's website, making copies, and
distributing them to your students prior to a class discussion on the topic is permissible
following the current photocopying guidelines which permits making multiple copies for
classroom use. The exception would be individually bylined, copyrighted articles, or
articles from a source specifically designed for the educational market where such
articles cannot be copied legally for class distribution (adapted from Becker, 2003).

4. You cannot post students' essays, poems, or other works on the school website
unless you have permission of the students and their parents or guardians.

5. Educators should treat copyrighted materials from the internet the same way
they do to print formats. The best guideline is to always obtain permission. When in
doubt, ask!

Copyright Infringement vs. Plagiarism

VS

https://pin.it/DVk1NnAfg
https://pin.it/7nDb4sxag

• Violation on intellectual property

1. Copyright infringement is the use of works without permission where the copyright
holder has the exclusive right to reproduce, distribute, display, or perform the protected
work, or to make derivative works. Proper citations should be used when including
them in our output.

170
 2. Plagiarism, according to plagiarism.org, is an act of fraud; it involves both stealing
someone else's work and lying about it afterward.

❖ Plagiarism.org further elaborates the following as plagiarism:

1. turning in someone else's work as your own

2. copying words or ideas from someone else without giving credit

3. failing to put a quotation in quotation marks,

4. giving incorrect information about the source of a quotation

5. changing words but copying the sentence structure of a source without giving credit

6. copying so many words or ideas from a source that it makes up the majority of your
work, whether you give credit or not (see our section on "fair use" rules)

❖ For images, videos, and music, the following we counted as plagiarism:

1. Copying media (especially images) from other websites to paste them into your own
papers or websites.

2. Making a video using footage from ethers' videos or using copyrighted music as part
of the soundtrack.

3. Performing another person's copyrighted music (i.e., playing a cover).

4. Composing a piece of music that borrows heavily from another composition.

In other words, plagiarism refers to copying the work of another and claiming it as one's
ideas or without proper attribution while copyright infringement is copying one's work without
obtaining permission. In thin sense, copyright infringement is a violation of the right of the
copyright holder while plagiarism is a violation of the right of the author. We have to note that
not all authors are copyright holders; there are cases when the publisher owns the copyright.
In addition, copyright infringement is a legal violation while plagiarism is an ethical violation.
171
Elaborate Let us check together!

Instruction: Log in to plagiarism checker app such as

https://www.plagiarismsoftware.net/ and check your classmate’s previously submitted work.
Let also your classmate check your own previously done write-up and have it checked in
his/her own plagiarism checker app.

Share your findings in the above activity with your classmate. Listen also to your
classmate share his/her report about your output if you committed plagiarism or not. Present
it to the class.

Rubrics:
Criteria Excellent (4) Good (3) Fair (2) Poor (1)

Clarity 60% Output is clear Output is clear and Output is Output is not
(Relevant and supporting ideas are almost identified. Ideas well-defined
information ideas are always always focused. are mostly always
and ideas) well-focused. focused.

Organization Information and Information and Information and

ideas are ideas are poorly
20% ideas are presented Information and
presented in a ideas are sequenced. The
(Sequencing logical sequence. in a logical audience has
presented in an
of ideas in difficulty
sequence which order that the
front of the following.
flows followed by audience can
audience)
the audience with mostly follow.
no difficulty.

Mechanics Minimal to no Output is only Many errors Seriously

distracting errors. slightly interrupted. distract from the hampered by
20%
output. grammatical
(Correctness errors.
of grammar
while
presenting)

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 B. Computer-Based Activity: Intellectual Property Right on the Development and Use of
Digital Materials
Online Workshops and Tutorials using any of these app link.

https://zoom.us

https://www.adobe.com/ph_en/products/adobeconnect.html

https://www.microsoft.com/en-us/microsoft-teams/group-chat-

software

Instruction:

- Copyright Basics for Creators: Host an online workshop or tutorial that explains the
fundamentals of copyright law, including how to protect your own work and how to use other
people's work legally.

- Creative Commons Licensing: Create a tutorial that teaches users about Creative
Commons licenses, how to choose the right license for their work, and how to understand the
rights and limitations associated with different license.

Take this Quiz!

Evaluate

Instruction: Encircle the letter of the correct answer.

11. How you protect yourself from hacking, theft and plagiarism and keep yourself digitally
secure?
5. Lock up and limit online associations.
6. Have a virus protection and no need of back up.
7. Announce online connection and have all posts for public viewing.
8. Set the account on a privacy setting and have a confidential password.
12. Anton was required of a written report as his project in his class. To impress his teacher,
he copied a blog from internet without citing the source. What did he violate?
5. Theft
6. Hacking

173
 7. Plagiarism
8. Copyright infringement
13. Who shall have the right to own the copyright?
A. Reader
B. Author only
C. Publisher only
D. Both Author and publisher
14. Teacher Rona used a downloaded video documentary in her class. Which of the
following is the best thing for her to do when using the material in her lesson? A.
Inform the class where she downloaded the video.
B. Tell the class that she asked someone to make the video for her.
C. Introduce the video to the class without telling where it came from.
D. Tell the class that she made the video for them to believe that she is an effective
teacher.
15. You are using a reference material and there is no copy anymore for the class to use.
What shall you do as a teacher?
A. Copy the book by hand.
B. Photocopy the book and sell to the student.
C. Photocopy only one for the teacher’s reference.
D. Photocopy the book and distribute to all members of the class.

Answer key

1. D 4. A
2. C
5.C
3. D

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 Summary

Information and Communication Technology helps us to make our own inventions,

literary, artistic works, designs, names, symbol, videos, and images. Through Intellectual
Property our inventions were protected by the World Intellectual Property Organization to
which the Philippines is one of the 191 member states. Intellectual property includes copyright
and related rights; trademarks and service marks; geographic indications; industrial designs;
patents; layout designs (topographies) of integrated circuits; and protection of undisclosed
information. In the education setting, copyright and related rights are the ones applicable.
When using and gathering information from different kind of platforms we should not violate
the copyright laws otherwise we could be accused of copyright infringement and Plagiarism.
We must give credits to the author or creator and use their creations in positive and effective
way.

References:

Alata-Bruza, E. J., Aldama, P. K., Bulusan, F., Calano, M.J., & Rivera, J.A. (2002). Technology for
Teaching and Learning 1 (pp.192-197).

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 Lesson 4: Three Components of Interaction
Learning

Learning Outcomes

At the end of this lesson, the students will be able to:

✓ Understand the essential of interactive learning.

✓ Distinguish the impact of an interactive learning,

✓ Elaborate the roles of three Cs on an interactive learning.

Learning happens everywhere but it is more meaningful if there are this called support system
that would strive hard to cultivate potential, nurture talents, and develop skills in an
appropriate manner. Everything that surrounds can be our helping tools to enrich learning. In
this topic we will go to find out who are these three components of interactive learning and
what are their responsibilities on the learning of everyone.

Engage Pic and Tell!

176
 https://tinyurl.com/343yjasj

Explore

The students will be divided into two groups, each group will pick three group members to
represent coach, content, and community and tell us what their roles in interactive learning
are.

https://tinyurl.com/bdfx5r9d https://tinyurl.com/yz4kux6a https://tinyurl.com/yc3v6s75

Explain

In designing our courses, interaction learning reminds us that learning happens in the context
of relationships. In our sense, er are referring to the relationship between content-coach
(teacher)- classmates. We are to consider three kinds of online interactions that learners
engage in.

Using these three Cs, we can also better distinguish among three approaches in this evolving
landscape: remote teaching, remote self- study, and what we are calling online learning. We
are using the unpublished framework of Fr. Johnny Go, SJ (2020) for this.

177
 Remote Teaching Online Learning Remote Self- Study
Coach + Content Content+Coach+Community Content
Elaborate
Primarily or exclusively Design of online learning Posting of online
assignments synchronous delivery of experiences that enables (readings,
videos, and online lectures interaction among the three assessments) for
learners to

elements accomplish asynchronously

Write your answer in a ½ crosswise. It should be no fewer than 50 words.

2. Based on the unpublished framework of Fr. Johnny Go, SJ (2020), which one among the
three have you observed during the pandemic?

Rubrics:
Criteria Excellent (4) Proficient (3) Basic (2) Needs
Improvement
(1)
Organization Logical and Organized in a Organization is Organization is
somewhat
coherent way that confusing or
unclear,
structure with effectively with some absent, hindering
understanding of
well-developed presents ideas disjointed or
confusing ideas.
paragraphs and with clear
sections.
smooth transitions
between
transitions
paragraphs.
between ideas.

Content Demonstrates Provides a solid Contains some Contains little to

understanding of no relevant
comprehensive relevant
the topic with information or
information but
understanding of adequate analysis supporting
lacks depth of
the topic with and evidence.
analysis or
insightful
analysis and
178
 strong supporting supporting
supporting evidence. evidence.
evidence.

Clarity Writing is clear, Writing is mostly Writing is Writing is

unclear
concise, and clear and somewhat or
confusing
effectively understandable, unclear or throughout
communicates with few difficult to follow essay. the
ideas to the instances of in places.
reader. confusion.

Evaluation

In a ½ crosswise answer the following question.

V. As a future educator what will you do to make yourself impactful to the community?

Rubrics:
Criteria Excellent (4) Proficient (3) Basic (2) Needs
Improvement
(1)
Organization Logical and Organized in a way Organization is Organization is
somewhat unclear,
coherent that confusing or
with some
structure with effectively disjointed or absent, hindering
well-developed presents ideas confusing understanding of
sections. ideas.
paragraphs and with clear
smooth transitions
between
transitions
paragraphs.
between ideas.

179
 Content Demonstrates Provides a solid Contains some Contains little to
or
comprehensive understanding of relevant no relevant
understanding of the topic with information but information
supporting
the topic with adequate lacks depth of
evidence.
insightful analysis and analysis or
analysis and supporting supporting
evidence. evidence.
strong
supporting
evidence.

Clarity Writing is clear, Writing is mostly Writing is Writing is

unclear
concise, and clear and somewhat or
confusing
effectively understandable, unclear or throughout
communicates with few difficult to follow essay. the
ideas to the instances of in places.
reader. confusion.

Summary

Interactive learning is a pedagogical approach that incorporates social networking and urban
computing into course design and delivery. It has emerged because of the widespread use of
digital technology and virtual communication among students. The integration of digital media
in education has contributed to the popularity and reliance on interactive learning,
transforming the traditional education process.

In interactive learning, students and teachers collaborate to access knowledge and share
information, leading to a broader and more dynamic educational experience. This shift in the
role of educators from knowledge keepers to facilitators of learning presents both challenges
and opportunities to revolutionize the learning process. As a result, the boundaries between
teacher and student become less distinct in interactive learning settings.
180
Reference:

https://tinyurl.com/343yjasj, https://tinyurl.com/bdfx5r9d ,
https://tinyurl.com/yz4kux6a, https://tinyurl.com/yc3v6s75,
https://tinyurl.com/nhjhhp9y ,(Fr. Johnny Go, 2020) Teaching and Learning in Technology 1.

181
 Lesson 5: Asynchronous and Synchronous
Modularity

Learning Outcomes

At the end of this lesson, the students will be able to:

✓ Recognize the benefits and concept of asynchronous and synchronous learning.

✓ Learn the benefits of synchronous and asynchronous.
✓ Learn how to use
variety
a of asynchronous and synchronous platforms and
tools for communication.

Asynchronous and synchronous modularity in software development control how

parts of a system communicate with one another. Coordinated Modularity: Synchronous
systems have parts that work together in a coordinated fashion, doing tasks one after the other
and waiting for them to finish. Although it guarantees predictability, this may cause delays.
Delay-Aware Modularity: Better resource usage and parallel processing are made possible by
asynchronous systems, which provide independent component operation. Although they
improve responsiveness, they necessitate cautious concurrency management.

https://tinyurl.com/ydtu8adn

182
 Engage
Tell Me!
What are the helpful tools we use in order to utilize asynchronous and synchronous learning
effectively?

Explore

When will asynchronous and synchronous modularity efficiently imply?

Explain

In considering these two modes, it needs to be asserted that their advantages and
disadvantages really depend on the course being taught. However, due to our unique context
in the Philippines, we cannot help but consider the equivalence of online learning with
synchronous sessions negatively. Let us consider the benefits and drawbacks of doing
synchronous learning sessions.
Benefits Drawbacks
There is a sense of immediacy and spontaneity There may be scheduling difficulties (especially
often not possible in asynchronous sessions. across time zones).

They are ideal for personal interactions both Synchronous sessions may be challenging for
plenary sessions or small group. people with families and busy schedules.

They can produce a greater sense of They are biased for the more extroverted and
community, especially when everyone gets to articulated learners.
participate.

They often provide limited time for reflection

before responding to questions.

From Bali and Meier (2014). “An affinity for Asynchronous Learning.” Retrieved 2 June 2020
from https://hybridpedagogy.org/affinity-asynchronous-learning/

Considering these benefits and drawbacks, it is easy to understand why many educators are
opting for asynchronous learning experiences (which includes prerecorded direct instruction or
183
lecture). Aside from drawbacks of synchronous sessions already listed above, there are three
additional reasons for this preference:

• Internet Access- Lower bandwidth is required in asynchronous sessions. This means

that it caters to more students than the synchronous sessions.

• Less Real-Time Demand on the Faculty- The teacher need not to be stuck to be regular
realtime schedule for synchronous sessions with the learners. This is a psychological,
emotional, and a health problem.

• Better engagement and Effectiveness- In general, asynchronous sessions seem to have

a better chance of engaging the learners and promoting deeper reflection and learning.

Having said that, asynchronous sessions seem to be the best way to move forward in the
Philippine context. But this claim does not exclude the inclusion of strategically designed and
scheduled synchronous sessions for discussions.

Here are some variables to consider in determining whether synchronous as the best way
forward:

Learner Access: In online learning, learners can only participate if they have access. If access is
an issue for at least one of your learners, that is sufficient reason to not engage in synchronous
sessions. Asynchronous activities create space for learners to find time to get online and
participate, given their various contexts.

Learner Autonomy: We need to also consider our student’s capacity to engage in autonomous
and selfdirected learning. Can they-or should they-be entrusted with taking responsibility for
more autonomous learning? The answer to learner autonomy will vary from those in basic and
in higher education. The more autonomous the students are, the greater the chance that they
can facilitate learning in an asynchronous environment. This implies more synchronous
sessions for learners who are younger and need more guidance.

Learner Task: What do you want your learners to be doing during the session? If your goal is to
get them to reflect, asynchronous task would be the way. But if your goal is for them to teach.
Is it going to be synchronous or asynchronous? Why?

184
Considering synchronicity and synchronicity also entails determining the mode of delivery. Fr.
Johnny Go, sj (2020) provides two big ideas about modularity:

• Organize your course into several discrete and meaningful chunks-or modules- that you
can use flexibility, recombining in various ways for different purposes and classes, such
as an entire course or several seminar-workshops.

• Identify natural interim checkpoints within the course when it would be helpful to give
your learners feedback without waiting for the end of the course.

Elaborate

A. Computer-based Activity

Instruction: Using an Online collaborative tools; Google Docs and Microsof teams where
individually you will write a positve and negative of synchronous and Asynchronous.

Apps: https://play.google.com/store/apps/details?

id=com.google.android.apps.docs.editors.docs

https://play.google.com/store/apps/details?id=com.microsoft.teams

B.In a short bond paper write down the other advantages and disadvantages you think weren’t
mentioned in the discussion. Submit your work creatively.

Rubrics:

Criteria Excellent (4) Proficient (3) Basic (2) Needs

Improvement
(1)

185
Organization Logical and Organized in a Organization is Organization is
somewhat
coherent way that confusing or
unclear,
structure with effectively with some absent,
hindering
well-developed presents ideas disjointed or
confusing understanding of
paragraphs and with clear ideas.
sections.
smooth transitions
between
transitions
paragraphs.
between ideas.

Content Demonstrates Provides a solid Contains some Contains littlevan

to
t or
comprehensive understanding of relevant no rele
understanding of the topic with information but information
the topic with adequate lacks depth of supporting
evidence.
insightful analysis and analysis or
analysis and supporting supporting
evidence. evidence.
strong
supporting
evidence.

Clarity Writing is clear, Writing is mostly Writing is Writing is

unclear
concise, and clear and somewhat or
confusing
effectively understandable, unclear or throughout
communicates with few difficult to follow essay. the
ideas to the instances of in places.
reader. confusion.

Evaluation

Choose the best answers:

186
1.Al-harith lives in a rural area with limited internet connectivity, which type of online
learning experience would be more accessible for him?
A) Synchronous learning
B) Asynchronous learning
C) Blended learning

D) Real-time learning

2. Considering a situation where a working professional has irregular working

hours and often travels for business, which mode of online learning would most likely fit
their schedule?
A) Synchronous learning

B) Asynchronous learning

C) Peer-to-peer learning
D) Direct instruction learning

3. If a student values personal interactions and immediate engagement in their

learning process, which type of online learning experience would cater to their
preferences?

A) Synchronous learning
B) Asynchronous learning
C) Group learning
D) Pre-recorded lectures

4. Ms. Janimah wants to foster a strong sense of community among their students in an
engaging active knowledge , which mode of learning would be more effective for
achieving this? A) Synchronous learning
B) Asynchronous learning

187
 C) Interactive learning
D) Self-paced learning

5. Al-harith is a student who is juggling multiple responsibilities such as family

commitments and a full-time job, which type of online learning experience would be
more accommodating to his busy schedule?
A) Synchronous learning
B) Asynchronous learning
C) Real-time learning
D) In-person learning

Answer Key

1. B
2. B
3. A
4. C
5. B

Summary

Whereas synchronous modularity depends on components acting in unison and

communicating in lockstep, asynchronous modularity relies on components operating
separately and communicating through message passing. While synchronous modularity
guarantees coordinated execution but may restrict scalability and flexibility due to tight
coupling, asynchronous modularity allows flexibility and scalability but involves addressing
message passing and potential timing concerns.

188
References:

https://tinyurl.com/ydtu8adn, From Bali and Meier (2014). “An affinity for Asynchronous
Learning.” Retrieved 2 June 2020 from https://hybridpedagogy.org/affinity-asynchronous-
learning/ , Fr. Johnny Go, sj (2020), Technology for Teaching and Learning

189
 This day more than ever, we recognize the challenge to design engaging and impactful
learning experiences because our learners have distinct needs. The context has drastically changed
too, demanding our adeptness at handling various technologies, and managing information which
grows exponentially. From standardizing curriculum and instruction, we shift to customizing them
to suit the needs of learners, the subject matter, and the school context.

Instructional design has been recognized as a discipline with distinct competencies and skills. Many
have embraced it as their career. Educators are also starting to note its importance, especially at
this century of rapid technological advancement and immense knowledge creation.

190
 THE CONCEPT OF INSTRUCTIONAL DESIGN
Instructional design is made up of two terms: instruction and design. Let us define each. Instruction is
an intentional arrangement of learning conditions to help learners achieve the learning goals. Design is
a series of decision-making that is guided by clear objectives, constrained by limited resources, centred

191
on user experiences, situated in the context, and saturated with creativity and innovations to solve
problems.
Instructional design is viewed in many ways- as a process, a discipline, and as science.

Instructional Design as a Process

Reiser and Dempsey (2007) defined instructional design as a “Systematic process that is employed to
develop education and training programs in a consistent and reliable fashion” (in Wagner, 2011). It is
the entire process of analysis of learning needs and goals and the development of a delivery system to
meet those needs. It includes development of instructional materials and activities and try out and
evaluation of all instruction and learner activities.

Instructional design includes the steps of analysis, design, development, implementation, and
evaluation of the

instructional design.

Instructional Design as a discipline

Instructional design is also a discipline. It deals with the research and theory on optimal instructional
strategies and processes for developing and implementing them for desired learning outcomes. It
entails certain competencies that must be acquired and developed by an instructional designer.

• People Competency – this refers to specific communication skills, teamwork, and ability to
manage
team members and clients.

• Technical Competency – this pertains to ability to apply instructional design models and
processes to create instructional deliverables and have some level of comfort in terms of
using development tools, usually technology-based, in order to create and develop
instructional deliverables for your
clients.

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 • Organizational Process and Business Competency – this entails the teacher to have some
grasp in terms of how organizational learning happens and why it is important for
instructional designers to understand, culturally speaking, how organizations and
individuals embrace change. In this context, it would be learning and performance solution
implementations. Finally, instructional designers need to be able to see the picture, in
particular, within the context of human resources development with organizations.

Instructional Design as a Science

Instructional design also concerns the design of learning experiences. It is all about connecting learning
theories and educational practices. Using the theories on learning and instruction, instructional
designers create and provide detailed plans to develop, evaluate, and sustain optimal learning
conditions to facilitate learning in any level and domain. In designing learning experiences, there are
four essentials’ components to considered: learners, objectives, methods, and evaluations.

First to consider are the learners for whom the program is developed. The characteristics and needs of
learners must be determined. Based on these, one may choose appropriate instructional design
strategies to meet the needs of learners’ needs and characteristics, instructional designers determine
instructional objectives as focal points to make sure the strategies and assessments are appropriate.
Observes serve as a roadmap of the teaching-learning process guiding the teacher and the learners on
the activities and assessments that will be implemented.

Third includes the methods which concern how the target content or skill will be best learned. Designing
creative and innovative instructional strategies fosters effective and meaningful learning. This is where
knowledge about various learning and instructional theories and technologies are helpful. Fourth factor
to consider in instructional design is evaluation. This pertains to how one determines the extent to
which learning is achieved.

Crucial is one’s understanding that instructional design is all about alignment. One should align learners’
needs and characteristics, objectives, methods, and evaluation – form the framework for systematic
instructional planning.

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History and Evolution of Instructional Design
The history of instructional design is largely influenced by the advancements in science,
pedagogy, psychology, and technology. The list below contains some of the key scientific and
technological advancements that have shaped instructional design.

1. B. F. Skinner’s article “The Science of Learning and the Art of Teaching” guided educators in
instructional planning. Benjamin Bloom developed the “Taxonomy of

Educational Objectives.”

2. In 1965, Robert Gagne described three domains of learning outcomes (cognitive, affective,
and psychomotor), five learning outcomes (verbal information, intellectual skills, cognitive
strategy, attitude, and motor skills), and nine events of instruction in research called “The
Conditions of Learning.”

3. Several instructional models emerged that are based on systems information processing
and were
developed across the military, academia, and organizations.

4. David Merrill developed the Component Display Theory (CDT), which focused on the
methods of presenting instructional materials. There was also a rising interest in the
principles of cognitive psychology.

5. The influence of constructivist theory within the field of instructional design became more
active in the 1990s. Constructivists stated that learning should be “authentic” and produce
real-world learning experiences that allow the learner to form and construct their own
knowledge.

6. Performance improvement, performance support, and rapid prototyping were fast-growing

trends
in nineties.

7. Computer-Based Training (CBT) delivered via CD-ROM became a common vehicle to deliver
interactive training.

8. With improved Internet penetration, online learning or eLearning became much more
prevalent in the corporate sector. Companies started using online learning for onboarding
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 new employees and developing new skills. Rich instructional media, including video and
simulations, became possible as internet bandwidth improved.

9. The infusion of smartphones and tablets into corporations and homes stimulated the
mobile and social learning in the industry. Blended learning, a combination of face-to-face
and online learning, was commonly used both in education and the industry to deliver
training.

10. Today, instructional materials are much more personalized and targeted because of the “Big
Data” and analytics. The focus is not just on the learning outcomes, but also on the overall
user experience of the learner. This approach has given rise to the Learner Experience (LX)
Design, which focuses on the process of creating learning experiences that enable the
learner to achieve the desired learning outcome in human-centered and goal-oriented way.

The Teacher as Instructional Designer

The teacher assumes varied roles inside the classroom, such as the facilitator, instructional designer,
assessor, coach, and planner. His or her role as an instructional designer is as equally important as the
rest. As an instructional designer, the teacher performs these tasks:

• analyzes the learner, context, and situation.

• applies learning theories and instructional systems.

• design models, instructional theories, and design communications to solve learning and
performance problems.

• designs and develops instructional materials for instructional training and educational
applications.

• communicates design capabilities to meet the learners’ needs in terms of their instructional
applications; and

• designs blueprints for learning processes, environments for learning experiences, and
measurements for learning outcomes.

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 ELABORATE

Answer the following questions:

1. How do you design instruction? What factors do you consider when designing
instruction?

Rubrics:
Criteria Excellent (4) Proficient (3) Basic (2) Needs
Improvement
(1)
Organization Logical and coherent Organized in a way Organization is Organization is
structure that effectively somewhat confusing or
presents ideas with unclear, with absent, hindering
with well-clear transitions some disjointed understanding of
between or confusing ideas.
developed
paragraphs. sections.
paragraphs and
smooth transitions
between ideas.

Content Demonstrates Provides a solid Contains some Contains little to

comprehensive understanding of no relevant
relevant
understanding the topic with information buof information or
of the topic adequate analysis lacks depth or supporting
with and supporting analysis evidence.
insightful analysis evidence. supporting
and strong evidence.
supporting
evidence.

Clarity Writing is clear, Writing is mostly Writing is Writing is

clear and somewhat unclear
concise, and or
understandable, unclear confusing
effectively with few difficult follow or throughout
communicates instances of essay. t
196
 ideas to the reader. confusion. in place to he

s.

2. How do you see technology evolving in the future? How will it affect learning and
instruction design?

Rubrics:
Criteria Excellent (4) Proficient (3) Basic (2) Needs
Improvement
(1)
Organization Logical and Organized in Organization is Organization is
somewhat confusing or
coherent structure way
unclear, with absent, hindering
with effectively a that some disjointed understanding of
presents with or confusing ideas.
welldeveloped transitions ideas sections.
paragraphs and between clear
smooth transitions paragraphs.
between ideas.

Content Demonstrates Provides a solid Contains some Contains little to

comprehensive understanding of relevant no relevant
understanding the topic with information but information or
of
the topic with adequate analysis lacks depth of supporting
insightful analysis and supporting analysis or evidence.
and strong evidence. supporting
supporting evidence.
evidence.

Clarity Writing is clear, Writing is mostly Writing is Writing is

clear and somewhat unclear
concise, and
understandable, unclear or
effectively with few instances difficult follow or confusing
communicates of confusion. in place to throughout
197
 ideas to the reader. s. essay. the

JOHAYMA M. HADJIAMEN

ACTIVITY 2
Make a concept map of what you understand about the instructional design systems and
educational technology and connect them to the concept of instructional design and make a
short discussion below

198
EVALUATE

199
1. What is the primary goal of instructional design?

a. Delivering lectures

b. Facilitating effective learning outcomes

c. Assessing student performance

d. Managing classroom discipline

2. Which of the following is best described to instructional design?

a. A random arrangement of teaching materials

b. A systematic process for creating educational experiences.

c. An approach to lesson planning

d. A rigid set of rules for teaching

3. What is the role of an instructional designer?

a. Conducting research educational theories

b. Delivering classroom instruction

c. Developing instructional materials and experiences

d. Grading student assignments

4. What is the key consideration in instructional design?

a. Implementing the latest educational trends

b. Incorporating diverse teaching methods

c. Adhering strictly to a single teaching approach

d. Ignoring student feedback

5. Which step is typically included in the instructional design process?

a. Conducting teacher evaluation

b. Developing learning objectives

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 c. Organizing classroom seating arrangements

d. Assigning homework tasks

6. How does instructional design contribute to learning outcomes?

a. By focusing solely on content delivery

b. By customizing learning experiences to meet student needs

c. By ignoring individual learning styles

d. By minimizing student engagement

7. Which aspect is central to effective instructional design?

a. Maintaining one-size fits all approach.

b. Ignoring the learning preferences of students

c. Considering the needs and backgrounds of learners

d. Limiting the use of technology in the classroom

8. What role does technology play in instructional design?

a. It replaces traditional teaching methods entirely.

b. It enhances the delivery and accessible of educational content.

c. It complicates the learning process for students.

d. It has no relevance to instructional design.

9. What is an essential component of effective instructional design?

a. Relying solely on teacher intuition

b. Creating clear and measurable learning objectives

c. Following a rigid script during lessons

d. Disregarding student feedback

10. How does instructional design differ from traditional teaching methods?
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 a. It focuses solely on teacher-cantered instruction.

b. It incorporates principles of learning science and psychology.

c. It disregards the needs and preferences of individual learners.

d. It relies exclusively on lecture-based instruction.

Answer Key:

1. B

2. B

3. C

4. B

5. B

6. B

7. C

8. B

9. B

10. B

SUMMARY
Instructional design systems and educational technology are
closely related fields focused on creating effective learning experiences
using various tools and methodologies.

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Instructional design systems involve the systematic process of designing,
developing, and delivering instructional experiences to facilitate learning.
This process typically includes analyzing learners’ needs, defining learning
objectives, designing instructional materials and activities, implementing
the instruction, and evaluating its effectiveness.

Educational technology refers to the use of technology to enhance teaching

and learning. This includes tools such as computers, tablets, interactive
whiteboards, educational software, online learning platforms, and more.
Educational technology aims to improve the efficiency and effectiveness of
teaching and learning by providing interactive and engaging learning
experiences, facilitating access to educational resources, and enabling
personalized learning opportunities.

In essence, instructional design systems and educational technology work

hand in hand to create engaging, effective, and efficient learning
experiences for students of all ages and in various contexts.

Instructional design is a systematic process for creating effective and

efficient learning experiences. It involves analyzing learners’ needs, defining
learning objectives, designing instructional materials and activities,
implementing the instruction, and evaluating its effectiveness. The goal of
instructional design is to facilitate learning by employing principles of
learning theory, communication, and technology to create engaging and
impactful educational experiences. It emphasizes learner-centered
approaches, iterative development, and continuous improvement to ensure
that learning outcomes are achieved.

Reference:

Serhat Kurt et.al (2017) Definition of Instructional Design

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204
LESSON2 INSTRUCTIONAL
DESIGNTHEORIES

1. At the end of this lesson, you are expected to:

2. Discuss the relationship between instructional design concepts and instructional

design theories.
3. Compare and contrast the Behaviorist, Cognitivist,
Constructivist
and views on
instructional design.
4. Comprehend the significance and purpose of different instructional
theories.
design

Some of the common questions during a teacher application

interview are What are your views on teaching and learning? Or What is
your teaching philosophy? Our views were teaching and learning were
influenced by our experiences and the learning theories and research
we learned from our formal schooling. Theory guides instructional
design and instructional practices. Our own practices are also driven by
our conceptions and theories about learning and teaching.

Learning theories help educators and instructional designers to

understand how people learn. A theory equips one with the principles
and understanding to make informed decisions around the design,
development, and delivery of learning. Using these theories as lenses,
educators and instructional designers can understand the role of the
learner, the role of the teacher, and how learning happens in various
ways and contexts. Each theory has influenced and shaped
instructional practices and methods. All new theories are believed to
continue to do so.

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Engage
In this lesson, we will explore the relationship between
instructional design concepts and instructional design theories. We will
also compare the Behaviorist, Cognitivist, and Constructivist views on
instructional design.

Behaviorism Cognitivism Constructivism

In one word can you recall or state at least one characteristic that
align with the three learning theories of instructional Design? Can you
recall what these are from your previous lessons or topics? Share to us
your ideas!

Explore

Before diving into the topic, let us first have a motivational

activity. The class will be divided into three groups. The teacher will
create a list of statements or characteristics related to Behaviorism,
Cognitivism and Constructivism. The task is each group will identify
where those statements and characteristics belong to the three
Instructional Design Theory. This activity not only engages students’
participation but also prompts discussion as they try to identify the
statements.

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 Explain

Reigeluth (1999) stated that an Instructional Design Theory

provides unequivocal guidance on how to better aid people in terms of
learning and development.
Instructional theories originate from learning research and
theory, they relate specific instructional events to learning processes
and learning outcomes, Instructional design theories provide guidelines
for educators. These theories transform descriptive theory into
methods of how to work, how to develop techniques, and how to
determine implementation details that are applicable to most
conditions.

Reigeluth (1999) described four major characteristics of instructional design

theory:

1. It is design oriented. It focuses on means to attain given goals

for learning or development as it provides direct guidance on how
to achieve their goals.

2. It identifies methods of instruction which refer to the ways to

support and facilitate learning, and the situations in which those
methods should be used.
3. The methods of instruction can be broken into more detailed
component methods, which provide more guidance to
educators about different elements and ways to perform the
methods.
4. Instructional design theories intend to control variables in the
learning environment to achieve certain results.
There are two major components in instructional design theory:

207
 1. Methods of instruction – methods for facilitating human learning
and development
2. Instructional situation – indications as to when and when not to
use those methods and descriptions of the conditions under which
the instruction will take place.

We will examine the three most famous movements or schools of

thought that have influenced instructional design theories and models.
Each school of thought is discussed in light of their views on the
process of learning, the factors that influence learning, and
instructional design. Selected Instructional design theories anchored on
each school of thought are also discussed.

Behaviorism

Behaviorism or behavioral psychology stipulates that all

behaviors are acquired through conditioning. Conditioning occurs as an
individual interacts with the environment. Our responses to
environmental stimuli shape our actions. Behaviorists believe that any
person can potentially be trained to perform any task, regardless of
genetic background, personality traits, and thoughts.

Specific assumptions or principles that have direct relevance to

instructional design include the following:

1. An emphasis on producing observable and measurable

outcomes in students,
2. Pre-assessment of students to determine where instruction should
begin.

3. emphasis on mastering early steps before progressing to

more complex levels of performance.
4. Use of reinforcement to impact performance; and
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 5. Use of cues, shaping, and practice to ensure a strong stimulus-
response association.

Examples of behaviorist theories:

Skinner’s Programmed Instruction

Originally introduced in the mid-1950s by behaviorist B.F Skinner,

programmed instruction is a system whereby the learner uses
specially prepared books or equipment to learn without a teacher. It
was intended to free teachers from burdensome drills and repetitive
problem-solving inherent in teaching basic academic subjects like
spelling, arithmetic, and reading. Skinner based his ideas on the
principle of operant conditioning, which theorized that learning takes
place when a reinforcing stimulus is presented to reward a correct
response. In early programmed instruction, students punched answers
to simple math problems into a type of keyboard. If the answer was
correct, the machine would advance to another problem. Incorrect
answers would not advance. Skinner believed such learning could, in
fact, be superior to traditional teacher-based instruction because
children were rewarded immediately and individually for correct
answers rather than waiting for a teacher to correct written answers or
respond verbally.

Keller’s Personalized System of Instruction (PSI)

Keller's Personalized System of Instruction (PSI), also known as

the Keller Plan, is an instructional program developed by Fred S. Keller.
It was introduced in the middle 1960s as an innovative method of
instruction. The PSI is based on the belief that learning is most effective
when it occurs gradually, feedback is delivered rapidly and consistently,
and reinforcement is immediate.
209
 The PSI is characterized by several key components outlined by
Keller himself. These components include:

1. Mastery of course material: Students are expected to achieve

mastery of the material before progressing to the next stage. This
ensures that students have a solid understanding of the content before
moving forward.

2. Use of proctors: Proctors, or tutors, are employed to provide

guidance and support to students. They assist students in their
learning process and provide feedback on their progress.

3. Self-pacing: Students have control over the pace of their learning.

They can work through the material at their own speed, allowing for
individualized learning experiences.

4. Emphasis on the written word: Written materials, such as study

guides, play a significant role in the PSI. Students rely on these
materials to guide their learning and reinforce the concepts covered.

5. Use of lectures and demonstrations for motivation: Lectures and

demonstrations are used primarily to motivate students and generate
interest in the subject matter. They are not the primary mode of
instruction but serve as supplementary tools.
Cognitivism

Cognitive theories focus on the conceptualization of students’

learning processes and address the issues of how information is
received, organized, stored, and retrieved by the mind. Learning is
concerned not so much with what learners do but with what they know
and how they come to acquire it (Jonassen, 1991b), Knowledge
acquisition is described as a mental activity that entails internal coding
and structuring by the learner. The learner is viewed as a very active

210
participant in the learning process. Specific assumptions or principles
that have direct relevance to instructional design include the following:

1. Emphasis on the active involvement of the learner in the

learning process.
2. Use of hierarchical analyses to identify and illustrate prerequisite
relationships. 3. Emphasis on structuring, organizing, and
sequencing information to facilitate optimal processing; and
4. Creation of learning environments that allow and encourage students
to make connections with previously learned material.

Examples of cognitivist theories:

Conditions of Learning by Robert Gagne

This theory stipulates that there are several different types or

levels of learning. The significance of these classifications is that each
different type requires different types of instruction. Gagne identifies
five major categories of learning: verbal information, intellectual skills,
cognitive strategies, motor skills, and attitudes. Different internal and
external conditions are necessary for each type of learning. For
example, for cognitive strategies to be learned, there must be a chance
to practice developing new solutions to problems; to learn attitudes,
the learner must be exposed to a credible role model or persuasive
arguments, In addition, the theory outlines nine instructional events
and corresponding cognitive processes:

1. Gaining attention (reception)

2. Informing learners of the objective (expectancy)
3. Stimulating recall of prior learning (retrieval)
4. Presenting the stimulus (selective perception)
5. Providing learning guidance (semantic encoding)

211
 6. Eliciting performance (responding)
7. Providing feedback (reinforcement)
8. Assessing performance (retrieval)
9. Enhancing retention and transfer (generalization)
These events should satisfy or provide the necessary conditions for learning
and serve as the basis for designing instruction and selecting appropriate
media.

URL: https://images.app.goo.gl/Z6BNJTfw5wYcB3Jw9

Component Display Theory (CDT)

The Component Display Theory posits that there are different kinds of
learning outcomes, and each kind of learning outcome requires unique
conditions for learning. According to CDT, the prescribed conditions for
learning are dependent on types of presentation, types of practice, and
kinds of learner guidance. There are primary and secondary presentation
forms which aid in instructional delivery. The four primary presentation
212
forms include rules, examples, recall, and practice. The secondary
presentation forms include prerequisites, objectives, helps, mnemonics, and
feedback (Clancy, 1997).

Constructivism

Constructivism is a theory that equates learning with creating

meaning from experience (Bednar et al., 1991). Even though
constructivism is a branch of cognitivism, it distinguishes itself from
traditional cognitive theories in a number of ways. Most cognitive
psychologists think of the mind as a reference tool to the real world;
constructivists believe that the mind filters input from the world to
produce its own unique reality (Jonassen, 1991a).

The following are several specific assumptions or principles from

the constructivist position That have direct relevance for the
instructional designer:

1. An emphasis on the identification of the context in which the skills

will be learned and subsequently applied.
2. An emphasis on learner control and the capability of the learner to
manipulate information.
3. The need for information to be presented in a variety of different
ways.
4. Supporting the use of problem-solving skills that allow learners to
go “beyond the information given.
5. Assessment focused on transfer of knowledge and skills.

Examples of constructivist theories:

213
1. Problem-based Learning (PBL)

Problem-based learning posits that learning is student-centered

and it happened best in small student groups. Teachers serve as
facilitators or guides. Problems form the original focus and stimulus for
learning. Problems are a vehicle for the development of clinical
problem-solving skills. New information is acquired through self-directed
learning. Encoding specificity; students can recall what they have
learned better in the context in which it will be used. Elaboration of
knowledge via discussion and reflection to consolidate learning
experience: activation of prior learning via the problem.

2. Perkins and Unger’s Teaching and Learning for

Understanding (TfU)

TfU provides guidelines about organizing learning where

understanding is a priority. This approach includes four elements of
instruction: generative topics, understanding goals, understanding
performances, and ongoing assessment.
Each element of instruction also represents a question to ask in
planning:

1. Generative Topics – What do you really want your students to

understand?
2. Understanding Goals – What can you do to help them build those
understandings?
3. Understanding Performance- What actions can they take to help
themselves build their own understanding?
4. Ongoing Assessment- How will we, and they, know that they
understand?

Ongoing assessment should be part of the learning experience

and should be relevant, varied, frequent, and used to gauge progress

214
 inform planning. It is very important that the teacher is equipped with
knowledge on learning theories and researchers so that he or she can
make informed or data-driven decisions on and designs of instruction.

Elaborate

LET’S CHECK YOUR UNDERSTANDING!

Using the online Canva app or any online presentation application,
make an infographic and graphic organizer for the following questions.

1. What is the purpose of an Instructional Design Theory, and how

does it guide educators in facilitating learning?

2. Can you briefly explain the min differences between Behaviorism,

Cognitivism, and Constructivism in terms of their views on learning
and instructional design?

Evaluate

A. Compare and contrast.

Create PowerPoint slides that identify the similarities and differences

among the learning theories discussed. Include transitions, animations, and
effects in the slides.

Rubrics for compare and contrast.

Description Score

Understanding of the Learning 4

Theories

215
 Relevance to Teaching or Learning 4
Experience

Coherence and Organization 4

Grammar and Spelling 4

Length and Depth of Response 4

Creativity 4

B. Multiple choice. Please read each question carefully and select the best
answer by encircling it.

1. You are tasked with designing a new educational program that

incorporates principles from various learning theories. As part of this
project, you need to explain the main focus of cognitive learning
theories to your team. How would you describe it, and which primary
focus would you emphasize in your program design?

a. Observable behavior changes

b. Reinforcement schedules
c. Internal mental processes
d. Social interactions

2. Imagine you are a teacher explaining the concept of constructivism to

a group of new educators. Based on constructivist principles, how
would you describe the process by which students create knowledge?

a. Through rote memorization

b. By responding to stimuli
c. By constructing meaning from experiences
d. Via direct instruction from a teacher

3. Imagine you are a teacher preparing to introduce a new topic to your

students. According to Gagne's Conditions of Learning, what would be
your main goal in gaining the learners' attention before starting the
lesson?

a. To provide feedback

216
 b. To ensure the learner is ready to receive information
c. To assess performance
d. To present new content

4. Teacher Mai wants to use Gagne’s nine instructional events in a lesson.

After gaining attention and informing learners of the objective, what
next action should the teacher take?

a. Present the stimulus material

b. Provide feedback
c. Assess performance
d. Elicit performance

5. In a problem-based learning (PBL) environment, you faced with a

complex realworld problem. What actions would you take to perform
first?

a. Memorize facts related to the problem

b. Analyze the problem to identify what they need to learn

c. Wait for the teacher to provide a solution

d. Apply a previously learned solution

summary
In this lesson, we explore the relationship between instructional design concepts and

theories. We compare the Behaviorist, Cognitivist, and Constructivist views on

instructional

design. We also identify current instructional design practices and the theories they adhere
to.

Instructional design theories provide guidance on how to facilitate learning and

development. Behaviorism focuses on observable outcomes and reinforcement,
while Cognitivism emphasizes the learner's active involvement and information

217
 processing. Constructivism highlights the learner’s construction of meaning from

experiences. Examples of theories include Skinner’s Programmed Instruction,

Gagne’s Conditions of Learning, and Problembased Learning

References:

Aldama, P., Bruza, E., Bulusan, F., Calano, M., & Rivera, J. (n.d.). A Course
Module for Technology for Teaching and Learning 1. REX Book Store.

Athabasca University. (n.d.). Personalized System of Instruction - Athabasca

University. Retrieved from
https://psych.athabascau.ca/open/keller/concept.php

Psychology - JRank. (n.d.). Programmed Learning. Retrieved from

https://psychology.jrank.org/pages/505/Programmed-Learning.html

Answer key:

1. C
2. C
3. B
4. A
5. B

Lesson 3 Instructional Design Models

218
 Lesson Outcomes:
At the end of this lesson, you are expected to:

1. Identify the common and distinct features of the selected

instructional design models.
2. Explain the relationship among instructional design concepts,
theories, and models.
3. Value the importance of instructional design models that guide
one’s classroom

Introduction:

Instructional design models help instructional designers provide a

structure and meaning to the development of training and instructional
materials. These instructional design models allow teachers to visualize
the need and break down the process of designing training and materials
into steps. These models provide guidelines to ensure training and
materials address the learning objectives and meet the desired
expectations. When the process is determined, the cost and time may be
saved greatly.

Engage

Provide three words that you think are related to instructional design models.
Discuss why do you think it is related to it.

Explore

Under the instructional design theories that were discussed last time,
choose one that interests you the most and explore and research other
instructional design theories that are related to what you have chose.

219
 ADDIE Model
Explain

The ADDIE model has been the most popular instructional model used.
This model served as a basis for the other models developed. It is an
iterative instructional design process which means that the product of one
phase is the starting product of the next phase. One will note that all the
other models that followed share five essential phases which are analysis,
design, development, implementation, and evaluation.

The ADDIE model is a systematic approach to the analysis, design,

development, implementation, and evaluation of learning materials and
activities. A model of the Instructional System Design (ISD) family, the
concept of the ISD has been around since 1950s. it was generally known
as a System Approach to Training (SAT), based on an earlier ID model, Five
Approach, developed by the US Air Force.

Analysis – Is the goal-setting stage.

Design – This stage determines all tools used to measure performance.

Development – The project’s methodology is produced and tested during
the development
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stage.

Implementation – The implementation stage reflects the program’s

continuous modification to ensure maximum efficiency and positive
results.

Evaluation – The major objective of the evaluation phase is to establish

whether the objectives have been reached and what will be needed going
forward to increase the project’s effectiveness and success rate.

SAMR Model

The SAMR Model, which stands for Substitution, Augmentation, Modification,

and Redefinition, is a framework created by Dr. Ruben Puentedura that
categorizes four different degrees of classroom technology integration. This is
a simple and effective way to incorporate technology into instruction. This is

221
thought of as a spectrum of technology used as a replacement for traditional
tools on one end and technologybased experiences on the other hand.

Substitution – In this stage, technology is used directly to substitute for a

more traditional one.

Augmentation – The technology is substituted for a traditional one, but with

significant enhancements to the student experience.

Modification – Instead of replacement or enhancement, change is observed

in the design of the lesson and its learning outcome.

Redefinition – In this stage, technology tools allow educators and

practitioners to create a novel learning experience, thereby redefining a
traditional task in a way that would not be possible without technology.

Backward Design by Wiggins and McTighe

When using the backward design approach to instructional design,

teachers consider the learning goals of the course first before planning the
assessment. Then, teachers plan how students will engage with the
content through interesting learning experiences. This type of planning
222
makes backward design a much more intentional approach to course
design than traditional methods of design.

Dick and Carey Model

“The Dick and Carey model prescribes a methodology for designing

instruction based on a reductionist model of breaking instruction down into
smaller components. Instruction is specifically targeted on the skills and
knowledge to be taught and supplies the appropriate conditions for the
learning of these outcomes.” Sortrakul & Denphaisarn (2009). Dick and
Carey model is a systematic cycle that consists of nine iterative cycles and
summative evaluation of the whole effectiveness of the instruction as
shown in the figure.

223
Stage 1: Instructional Goals
Stage 2: Instructional Analysis
Stage 3: Entry Behaviors and Learner
Stage 4: Performance Objectives
Stage 5: Criterion-referenced Test Items
Stage 6: Instructional Strategy
Stage 7: Instructional Materials
Stage 8: Formative Evaluation
Stage 9: Summative
Evaluation
ASSURE Model by Heinrich, Molenda, Russel, and Smaldino
The ASSURE Model was developed by Heinrich, Molenda, Russel, and
Smaldino (1999) and is an instructional model for planning a lesson and
the technology that will enhance it. The letters ASSURE from an acronym.
The primary goal of this model is to produce an effective teaching and
learning approach (Forest, 2015). This model serves as a guide for teachers
in planning and conducting instruction using instructional technology.

224
 1. Analyze the learners – Who are our students? What are their needs?
What are learning styles?
2. State the objectives – The specific objectives should be the focus of
individual lessons. Students should be informed of these objectives at
the beginning of the class.
3. Select method, media, or materials – Before choosing the media
and materials to help teach a lesson, the teacher needs to select a
method for delivering the instruction. The media could include
technology solutions, print resources such as a textbook, video
conferencing, or any combination of various media types.
4. Utilize media and materials – In this step, the lesson is taught, and
the media and materials are implemented.
5. Require learner’s participation – Students find learning more
meaningful when they are actively involved in the learning process.
The teachers may also ask students about the kinds of activities and
technologies that engage them.
6. Evaluate and revise – Teachers should constantly evaluate their own
teaching and the student learning, and make any revisions required for
the next lesson. Key questions to be asked during evaluation include,
“Was the media appropriate?” and “Are there other technology
solutions that might have worked better?”

Elaborate

1. With the use of any technological tools, create a schematic

diagram comparing the ADDIE model with ASSURE model. Print
your work and cite what technological tool you’ve used.

2. Among the mentioned instructional design model and with the

integration of technology, choose one and give an example of a
topic in any subject where you would be teaching using that
specific instructional design model.

225
 Evaluate

Instruction: Encircle the letter of the correct answer.

1. In this stage, technology tools allow educators and practitioners to

create a novel learning experience, thereby redefining a traditional
task in a way that would not be possible without technology. a.
Modification
b. Redefinition
c. Augmentation
d. Substitution

2. Is a systematic approach to the analysis, design, development,

implementation, and evaluation of learning materials and activities.
a. SAMR Model
b. ASSURE Model
c. Dick and Carey Model
d. ADDIE Model

3. It reflects the program’s continuous modification to ensure

maximum efficiency and positive results.

a. Implementation
b. Analysis
c. Modification
d. Substitution

4. In here, the technology is substituted for a traditional one, but with

significant enhancements to the student experience.
a. Augmentation
b. Evaluation
c. Redefinition
d. Design

5. The primary goal of this model is to produce an effective teaching

and learning approach. a. ADDIE Model

226
 b. SAMR Mode
c. ASSURE Model

d. Backward Design

6. In here, the technology is substituted for a traditional one, but with

significant enhancements to the student experience.
a. Augmentation
b. Evaluation
c. Redefinition
d. Design

7. The primary goal of this model is to produce an effective teaching

and learning approach.
a. ADDIE Model
b. SAMR Model
c. ASSURE Model
d. Backward Design
Summary

Teachers are designers just like architects, engineers, and other

professionals. Meaningful and learning takes place when there is proper and
effective planning. Instructional design is a systematic approach to course
development that ensures that specific learning goals are accomplished. It is an
iterative process that requires on-going evaluation and feedback. It is like lesson
planning, but more elaborate and more detailed. Instructional design is a
systematic approach which means it follows a procedural or sequential approach
and involves application of theories and principles in learning. The ADDIE Model,
SAMR Model, Backward Design, Dick, and Carey Model, and ASSURE Model are
just some of the basic examples of instructional models commonly used by
teachers and novice designers. These design models may be used in planning
for instruction and in designing and developing technologydriven instructional
materials.

227
 AnswerKey

1. B.
2. D. 3. A.
4. A.
5.C.

References:

Alata, E. J., Aldama, PK. R., Bulusan, F., Calano, JA. A. (2021). Technology for
teaching and learning 1. REX Book Store.

Ballado, R. S., Giray, A. L., Alvarez, M. D., Jordan, R. P. (2023). Technology for
teaching and learning 1. REX Book Store.

Habulan, N. V., (2016). Pedagogical foundations in educational technology:

Technology for teaching-learning 1. Lorimar publishing INC.

228
 LESSON
4 DESIGNINGAN INCLUSIVE
LEARNINGENVIRONMENT

Learning
Objectives
At the end of thislesson,the studentswill be able:

• Define inclusivelearning
• Discuss principles and consideration in designing an
inclusive learning
• Show appreciation of the importance of
Flexible Learning Options
.

Learning Environment is the diverse physical locations, contexts, and cultures in

which students learn. It compasses the culture of a school or class – its presiding
ethos and characteristics, including how individuals interact with and treat one
another – as well as the ways in which teachers may organize an educational
setting to facilitate learning, according to Glossary of Educational Reform (2014).

Engage

Now that you have already been introduced to what is learning environment.
Look at the pictures shown below, guess the picture, and share your ideas with
your classmates about why the picture was considered a learning environment.

1.
2. 3.

230
https://images.app.goo.gl/f https://images.app.goo.gl/ https://images.app.goo.gl/
VJJsZreLixDjQxY7 SKzhiSC6o4afNzX49 mWGethtxNyoazyS29
 Explore

To put your grasp of this lesson into practice, let's engage in a few exercises.
The students will be separated into three groups. Each group will name at least
three learning environments, and then each group is required to designate a
representative who will describe the learning environment they have selected
and discuss how it benefits students.

Activity 1: Apply Me!

Learning Environments Explanation

1.

2.

3.

Rubrics

Criteria Excellent (4) Proficient (3) Basic (2) Needs

Improvement
(1)

Organizati Logical and Organized in a Organization is Organization

on coherent way that somewhat is confusing
structure with unclear, with or absent,
effectively
well-developed some hindering
presents ideas
paragraphs and disjointed or understanding
with clear
smooth confusing of ideas.
transitions
transitions sections.
between
between ideas.
paragraphs.

230
 Content Demonstrates Provides a Contains Contains little
comprehensiv solid some relevant to no relevant
e understanding information information or
understanding of the topic but lacks supporting
of the topic with adequate depth of evidence.
with insightful analysis and analysis or
analysis and supporting supporting
strong evidence. evidence.
supporting
evidence.

Clarity Writing is Writing is Writing is Writing is

clear, concise, mostly clear somewhat unclear or
and and unclear confusing
effectively understandab or throughout the
communicates l e, with few difficult essay.
ideas to the instances of to follow
reader. confusion. in places.

Explain

According to Bates (2013). Developing a total learning environment for students

in a particular course or program is probably the most creative and challenging
part of teaching. Although there is a tendency to focus on either physical
institutional learning environment or on the technologies used to create online
learning environments such as learning management systems, learning
environments are broader than just these physical components.

Components of an Effective Learning

These includes:

• The characteristics of the learners and their means of

intercommunication.
• The goals for teaching and learning.

231
 • The activities that support learning.
• The resources that are available, such as textbooks, technology, or
learning spaces.
• The assessment strategies that will best measure and drive learning.
• The culture that infuses the learning environment.

A teacher may have little or no control over some components, such as the
learner characteristics or resources, but may have full control over the
components such as the choice of content and how learners will be supported.

Subcomponent

1. Culture and Learning Environments. Culture is a critical component of

any learning environment. It is important to be aware of the influence of
culture within any learning context and to try and shape that culture as
much as possible toward supporting the kind of learning environment that
teachers believe will be most effective.
2. Universal Design in Education. The practice of universal design in
education (UDE) goes beyond accessible design for people with special
needs to make all aspects of the educational experience more inclusive
for students, parents, staff, instructors, administrators, and visitors with a
great variety of characteristics.
➢ The Center for Applied Special Technology (CAST) defines Universal
Design for learning (UDL) as “a research-based set of principles that
together form a practical framework for using technology to maximize
learning opportunities for every student” (Rose & Meyer, 2006).

According to Tomlison et al. (2003), Universal Design for Learning's key

principles enable educators to build instructional materials and approaches that
cater to all learners' unique requirements, abilities, and preferences. Educators
ensure equitable access to education and create a healthy and supportive
learning environment by implementing these concepts.
232
 • Multiple means of representation, to give learners various ways of
acquiring information and knowledge.
• Multiple means of action and expression, to provide learners with
various ways of demonstrating what they know.
• Multiple means of action and engagement, to tap into learner’s
interest, provide
appropriate challenges and increase motivation.

3. Flexible Learning Options in the Philippine Setting. The Department

of Education mandated public and private schools to provide flexible
learning options (FLOs) to accommodate the needs of learners. According
to the DEpEd FLOs provide a menu of learning interventions and pathways
that are responsive to the needs, context, circumstances, and diversity of
learners. It also allows for variation in organization, approaches, and
modalities of teaching and learning.
➢ There are two main categories of FLOs: the Alternative Delivery
Modes or ADMs and the Alternative Learning System or ALS.
ADMs are instructional or learning modalities that do not strictly follow
the typical setup for regular classroom instructions but follow the
formal K to 12 curriculums in content. Formal curriculum refers to
the curriculum starting from kindergarten and ending in Grade 12 that
learners undergo through successive grade levels.

Programs under ADMs

Home School Provide basic education to learners in

a home-based setting with parent,
guardians, or tutor as learning
facilitators, under supervision by
DepEd and designated licensed
teachers.

233
IMPACT (Instructional Provide basic education to learners in
Management by
a school-based setting wherein
Parents, Community, and
multigrade learners are grouped for
Teachers)
learning facilitated
by peers, parents, or
community members.

under the guidance of an instructional

supervisor. It also allows for
independent learning.

Modified in-School Off-School Provision of formal education in

school and off-school to learners in
Approach (MISOSA)
Grade 4 to 6 with capacity for
independent learning, and who could
not be fully accommodated in school.
They receive blended instruction. In-
school group is with the classroom or
subject teachers and the off-school
groups is with a teacher-facilitator in
a separate venue.

Night High School Learners attend classes after regular

school hours. This learning option
allows program completion beyond
the prescribed number of years.

Open High School Provides opportunity to all high

school learners capable of
independent learning to complete
basic education through quality
distance education.

234
 ➢ The Alternative learning system (ALS) is distinguished from the
ADMs by its use of the nonformal ALS K to 12 Basic Education
Curriculum. It is an addition, alternative, and/or complement to formal
education as it caters to people of all ages but does not necessarily
apply a continuous pathway structure. Nonformal education can cover
programs contributing to adult and youth literacy and education for
out-of-school children as well as programs on life skills, work skills, and
social or cultural development.

In general, the program is organized into six interrelated learning strands that
bring functional literacy and content knowledge together.

Direction: In a paragraph form, answer the following question.

1. Why do you think the teacher plays a crucial role in designing an

inclusive learning environment.

2. How can technology be used to create accessible and inclusive learning

experiences for students with diverse learning needs?
235
Rubrics

Criteria Excellent (4) Proficient (3) Basic (2) Needs

Improvemen
t
(1)
Organization Logical and Organized in Organization Organization is
coherent a way that is somewhat
Confusing or

Structure with effectively unclear, with absent,

well- presents ideas some hindering
developed with clear disjointed or understanding
paragraphs transitions confusing of ideas.
and smooth between sections.
transitions paragraphs.
between
ideas.

Content Demonstrates Provides a Contains Contains little

comprehensiv solid some to no relevant
e understanding relevant information or
understanding of the topic information supporting
of the topic with adequate but lacks evidence.
with insightful analysis and depth of
analysis and supporting analysis or
strong evidence. supporting
supporting evidence.
evidence.

Clarity Writing is Writing is Writing is Writing is

clear, concise, mostly clear somewhat unclear or
and and unclear confusing
effectively understandab or throughout the
communicate l e, with difficult essay.
s few instances to follow
ideas to the of confusion. in places.
reader.

236
 Evaluate

I. Multiple choice.

Direction: Encircle the correct answer.

1. It provides learners with several ways of demonstrating what they know.

a) Multiple means of representation

b) Multiple means of action and engagement
c) Multiple means of action and expression
2. Do you believe that learning environment is the diverse physical
locations, contexts, and cultures in which students learn?
a) Maybe b) No c) Yes
3. What is the primary goal of Open High School program under the
Alternative Delivery Modes?
a) It allows program completion beyond the prescribed number of years.
b) It allows the student to have an independent learning.
c) Provides opportunities for all high school students to learn.
4. All the choices are learning environments except one.

a) Family C) Amusement Park

b) Military Training D) School

II. Essay. (5 Points Each).

Direction: In a paragraph form, answer the following questions.

1. Explain the difference between Alternative Delivery Modes and

Alternative Learning System.

237
 2. In your own opinion, explain how can a teacher create an effective
inclusive learning environment for his/her learners?

KeyAnswer

1. C
2. C
3. B
4. C

Rubrics

Criteria Excellent (4) Proficient (3) Basic (2) Needs

Improvement
(1)

Organization Logical Organized in a Organization is Organization

an way somewhat is confusing
d coherent tha unclear, o
structure t with r absent,
some hindering
wit
effectively understandin
h well- disjointed or g of ideas.
presents
developed confusi
ide
ng sections.
paragraphs
as with
and smooth
cle
transitions
ar transitions
between ideas.
between
paragraphs.

238
Content Demonstrates Provides a Contains Contains little
comprehensiv solid some to no
e understanding relevant releva
understanding of the topic information nt information
of the topic with adequate but lacks or
with insightful analysis depth supporting
analysis an of analysis evidence.

an d supporting or
d strong evidence.
supporting
supporting evidence.
evidence.

Clarity Writing is Writing is Writing is Writing is

clear, concise, mostly clear somewhat unclear
an unclear or
and d o confusing
effectively understandabl r difficult throughout
to follow
communicates e, with th e
in places.
ideas to few instances essay.

the of
reader. confusion.

239
SUMMARY

Designing an inclusive learning environment in technology teaching is

important
to ensureequitable
access,engagement,
andlearning
outcomes
for all students,
regardless
of theirbackgrounds
or abilities.
diversitybuilds
,
teamwork, and gives kids the tools they need to succeed academically,
emotionally, and socially. Inclusive learning environment makes learning
more enjoyable forlearners.
all

Teachersconstruct
and shapethelearningenvironment
to includecritical
factors that promote student
engagement, progress, and
success. Their
knowledge,
devotion, and enthusiasm for teaching allow them to design
meaningful and
transformative
learning
experiences
thatpreparestudentfor
s
future
challenges
andpossibilities
.

Reference

Bates, A. W. (2013). What is a learning environment? BCcampus Open

Publishing. https://opentextbc.ca/teachinginadigitalage/chapter/5-2-what-is-a-
learningenvironment/.
Sharma, A., Thakur, K., Kapoor, D.S., & Singh, K.J. (2023). Designing Inclusive
Learning Environments: Universal Design for Learning in Practice.
https://www.researchgate.net/publication/
373397790_Designing_Inclusive_Learning_
Environments_Universal_Design_for_Learning_in_Practice.
Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin,
K.,
Conover, L. A., & Reynolds, T. (2003). Differentiating Instruction in Response to
Student Readiness, Interest, and Learning Profile in Academically Diverse

240
Classrooms: A Review of Literature. Journal for the Education of the Gifted.
https://files.eric.ed.gov/fulltext/EJ787917.pdf.

241
 CHAPTE Instructional Delivery System and
R
1 Educational Technology
0

https://www.binaryfolks.com/media/
xcustom,P20lms.jpg.pagespeed.ic.ccoxPLpWcN.webp

The educational landscape today is more dynamic than ever. One

dimension of educational dynamism is the emergence of various instructional
delivery modes. Learning cannot just be done within the four walls of a
classroom. With the advent of technology, the world has shrunk into a small
classroom. The teacher can now access the learners who sit at the end of the
world and vice versa. Meaning, learning is now possible anytime, anywhere. As
future teachers, you need to be immersed in this dimension of educational
dynamism, which is primarily shaped by the hands of technology. Thus, in this
chapter, you will come across the different instructional delivery systems
through the lens of educational technology. Are you excited? Come on, read on!

242
 LESSON
1
FLEXIBLE
LEARNING

LESSON OUTCOMES:

At the end of this lesson, you are expected to:

• Compare and contrast the features of the three major categories of

instructional modes.

• Explain the features of flexible learning; and

• Appreciate the role of technology in flexible learning.

INTRODUCTION
You must have your own educational experience amid the COVID-19
pandemic. Flexible learning has become a buzz word during such times. In
chapter 1, too, you were introduced to flexible learning as an instructional
design. In this lesson, we will enlarge your knowledge about flexible learning
as a superordinate and all-embracing umbrella of how we deliver instruction.
Moreover, we will try to marry how educational technology plays a role in
providing instruction with a high degree of flexibility.

Engage

Arrange the following scrambled letters to form the correct word.

1. NLOIEN CASEP = ________________

2. YPHCLAIS CPASE = ________________
3. ELIBEFXL GNRIEANL= ________________

In your own understanding what is Flexible Learning?

Explore

243
 Before delving into flexible learning as a feature of instructional delivery, let
us first understand the fundamental concepts of how we deliver instruction in the
context of space and time. In its elementary sense, instructional delivery is the
mode on how teaching and learning take place. Generally, there are three major
ways on how we can deliver instruction nowadays. These three ways have
become so tactile that sub forms have been devised and accepted. We try to
study the figure below to see the three overarching types of instructional delivery
systems.

Figure 1. Categories of instructional Delivery Modes

One key difference among the three categories pertains to the schedule

of student engagement and interaction. Notably, depending upon the modality

of instructional delivery, student-teacher interaction can either in real-time or at
differing times. These interaction schedules have been discussed in chapter 1,
but for the sake of a quick review, they are underscored again. Synchronous
learning refers to the teaching-learning experience that happen at the same
time. For instance, most of what you do in a face-to face delivery is
synchronous, because you can physically interact with your classmates and
teachers. Asynchronous learning, on the other hand, is an interaction

244
schedule that happen at the different times. One good example is when you
engage in an online discussion forum where you can have an option as to when
you can chime in and contribute to the discussion.
Another key difference among the three instructional delivery systems is space.
First is the Physical Space, like the classroom where most face-to-face learning
takes place. Second is the Online or Virtual Space, which can only be possible
by the power of the internet connectivity. An online platform like a learning
management system becomes the virtual space where student and teachers
can interact at the distance. Another emerging learning space is called Flexible
Space, where students like you can choose where there learning can take
place. For instance, if you have a learning packet or an instructional module with
you, you can learn along the riverbank, which becomes your flexible learning
space.

Elements of Flexibility of Learning

As mentioned earlier, flexibility is a common ground for all delivery

systems. The core of flexible learning is providing options for students in
learning. Such options may include content, place, time, and pace. When
choosing an appropriate delivery mode, how do we increase the flexibility of
learning such that instructional delivery leans toward students-centeredness?
Collis and Van der Wende (2002) mentioned some consideration achieving
flexibility concerning instructional delivery mode.

1. Where and when teacher-student interaction will occur?

2. What form of help can be given as students support?

3. What technology is available for all and be required to be used?

4. Which among the communication channels is available for all to use?

5. What are the components of the instructional design suited for the
instructional delivery mode?

245
 Bradley, Noonan, Nugent, and Scale (2008) and Distance Education Journal
(2007) gave some ideas on how the flexibility of learning can be ensured in
whatever delivery mode of instruction.

1. Designing the learning experience. Teachers need to prudently

choose outcomes and activities on how instruction should be
delivered in a way that all learners could afford.

2. Designing content-learner interaction. Teachers need to

reshape the presentation of the content so that all learners can
understand even when teacher supervision is reduced.

3. Structuring learner engagement with the instructional

environment. This idea of flexibility something to do with the use
of educational technology tools. Meaning, teachers need to carefully
choose among the instructional media and methods of engagement
that are available to all students (e.g using mobile devices and
planning for innovative use of flexible, accessible space
Structuring learner-teacher-feedback engagement. Teachers
need to provide feasible choices for the students to choose from
regarding the made on how they can interact with their tutors and
mentors. Additionally, teachers need to choose the available mode
on how students can access feedback about their learning progress.

4. Establishing learner engagement with an assessment of

learning.
Learners need to know their options on how to get grades in their
learning.

Increasing Flexibility Using Technology in Education

Educational technology has been considered as another common ground

of all categories of instructional delivery. Therefore, it means that technology is
not only applicable to online or distance learning. What matters most in the use
of technology is that learners can have access to all required technology to be

246
 used in instruction. For instance, before choosing to use mobile- aided
technology in a distance or remote learning mode, the teacher should ensure
that learners possess such a technology device, should be knowledgeable in
manipulating the environment of that technology, and should effectively learn to
use that technology.

You see, aiding instructional delivery with technology is putting the learners at the
core. This ensures increasing flexibility in using technology in education.

Matching the students' needs and the appropriate, accessible technology

to use is another way of increasing flexibility in any instructional delivery mode.
One wrong notion in using technology in education is utilizing web-based and
highly sophisticated software or applications that do not match your learners'
needs. One rule of thumb is to ensure that the technology to be used addresses
the student needs in constructing the knowledge, in assessing their learning
progress, or in producing an output.

While it is true that technology-mediated flexible instructional delivery has

been successful (Laurilard, 2008 Norton, McRobbie, & Cooper, 2000), teachers
need to match the use of educational technology principles to the pedagogies
that they use. Norton et al. (2000) cautioned that if teachers do not ensure that
their pedagogical strategies match the technology that they are in any
instructional delivery mode, it may cause greater harm in learning. For instance, if
the suited online teaching activity is through a discussion, a teacher is expected
to mediate his or her teaching.

Elaborate

Directions: Based on your experience make a PowerPoint Presentation about the

advantages and disadvantages of Flexible Learning. (You can include pictures).
Rubric
Category 15% 10% 5% 1% Points

247
Content- All design are All design are Information is Lacks of information
Relevance related to the related to the unclear and some and clarity
topic and the topic and most displayed used
information is make it easier to relate to the topic
very clear to understand
understand

Creativity Show creativity, Show visually Design is an usual Lacks of design and
engaging and creativity in design graphics graphics

originality

Presentation Information Engage audience Not enough Lacks of

clear, and show engagement and communication and
attractiveness engagement.
and engaging to attractiveness in limited facts
audience. design for information
audience

Evaluate

Choose the correct answer.

1. It refers to the teaching-learning experience that happen at the same time.

a. synchronous learning
b. flexible learning
c. blended learning
d. asynchronous learning

2. It refers to an approach education that provides learners with options and

alternatives regarding how, when, and where they learn.

a. flexible learning
b. physical space
c. online or virtual space

3. It refers to the teaching-learning experience that happen at the different time.

a. physical space

b. flexible space
248
 c. asynchronous learning
d. online learning

4. Which is not belong to the categories of instructional delivery modes?

a. face to face learning

b. blended
c. distance or remote
d. flexible learning

5. where most face-to-face learning takes place.

a. learning space
b. flexible space
c. blended space
d. physical space

Key Answer

1. a 4. d

2. b 5. d

3. c

The educational landscape today is more dynamic than ever. Learning

cannot just be done within the four walls of a classroom. Learning is now possible
anytime
and anywhere. So, there are different ways of teaching nowadays
Summary with the help of technology.

Flexible learning refers to an approach education that provides learners

with options and alternatives regarding how, when, and where they learn. It
emphasizes learner-centeredness, adaptability, and accessibility, enabling
learners to pursue education in a manner that best fits their schedule, learning

249
styles, and life situations. There are three major ways on how we can deliver the
instruction nowadays. (1) Face-to-Face Learning; (2) Blended Learning; and (3)
Distance or Remote.

Reference:

Immanuel V. (2024). What is Flexible Learning + strategies and insights. Kaltura

blog.

LESSON
2
BLENDED
LEARNING

LESSON OUTCOMES:

At the end of this lesson, you are expected to:

• Identify the strengths and limitations of blended learning mode.

• Differentiate the models of blended learning; and
• Value the importance of technology as one of the tools in blended learning.

INTRODUCTION

Have you ever wished to reduce your weekly five-day school journey?
Many students like you have imagined themselves learning in their own
choice of "learning space" in a few days and get inside the school premises
for the remainder of the week. With the advent of technology and its
optimum use in education, such a wish is possible. This is called "blended
learning modality" Many scholars believe that one thing that fuels blended
learning into existence is the use of technology this lesson, aside from
learning more about blended learning delivery mode, you will come activities
the essentiality of educational technology in a successful blended learning
mode. We hope that you conquer with exponential ease all the following
activities about blended learning. Read on!

250
 Engage

1. What is the difference between Blended Learning and Flexible Learning from

Explore
the previous lesson?

Technology has undoubtedly revolutionized the way instruction is

delivered. Learning space and time have been redefined because of technology.
One offshoot of how technology is linked to instructional delivery is blended
learning (BL). Kintu, Zhu, and Kagambe (2017) positioned blended learning
under web-based instruction. The majority of education scholars are in unison
that BL is the merging of face-to-face instruction and computer-mediated
learning environments (see Rajkoomar & Raju, 2016). Part of the continuum in
defining BL is the thought that it is a set of combining strategies and approaches
in delivering instruction through the aid of any web-based instructional resource.
This means that BL may be a combination of two or more submodes of
instructional delivery; however, technology as a potent aid is never deleted in
the scene.
It should be dear that the plain use of technology in providing information
to your learners through the aid of technological tools does not necessarily spell
out blended learning. For instance, a teacher uses email to send handouts to
students; the discussion will take place inside the classroom the next day,
Blended learning is not about that kind of situation. Like any of the earlier
identified instructional delivery modes, BL needs a solid and sound set of
pedagogical principles and Instructional design in implementing this modality.
Garrison and Vaughan (2008) echoed the same features of blended learning
instructional delivery.
1. It considers the power of online and offline modes of learning. It
should
be noted that students in the current milieu learn more with the presence of
technology, however, physical presence and interaction are also vital in
constructing knowledge. With the merging features blended learning in an
251
 essential mode of instructional delivery leaning toward flexibility and
personalization of learning.
2. It ensures teacher support and engagement. The use of It does
not decrease teacher support and engagement. A BL teacher needs to address
the learners by quickly responding to their online tasks, intelligently preparing
materials, and regularly facilitating classroom activities.
3. It promotes independent learning. One of the critical features of
BL is fostering independent learning. BL allows students to learn individually and
to use instructional aids according to their learning styles. Researchers agree
that a student learns with a blend of self-paced online and face-to-face
instruction.

4. It supports peer interaction. The literature is rich with evidence

that student-to-student interaction sustains any online instructional delivery.
Since BL is partly online, students can still interact with their students through
the proper use of online activities, like discussion forums, collaborative writing,
and peer tutoring through technological tools. Notably, peer interaction
heightens motivation to learn (Moare, 1989).

CAPACITY BUILDING STUDENTS OWNERSHIP

Students become agents of their learning

Teachers are equipped with pedagogical
process with greater access to tools,
and technological skills to implementand
resources,and progressdata. This implies
sustain highly effective BL environments.
that the teachers need to intelligently plan
Meaning, there should be specializedpieces
activities and class routines that enhance
of training to teachers who will use BL as an
students’ responsibility to learn.
.
instructional delivery system ELEMENTS OF
BL

TECHNOLOGY UTILIZATION DATA MANAGEMENT USAGE

Teachers use technology to enhance and The emergence of technology in classes presents
redefine instruction meaningfully. The presence an unprecedented opportunity for teachers to
of technology does not equate to meaningful not only obtain data on amore frequent basis,
use or impact in theclassroom. A thoughtful but also to analyze that data and use it to adjust
approach to the specific technology chosen and instruction accordingly.

Figure 2. Elements of BL (adapted from Tucker, Wycoff, & Green, 2016)

252
Models of Blended Learning

It is not possible that when you want to use BL, you will proceed

immediately in constructing a lesson plan. There are models of BL that you can
choose from, depending upon the setup that addresses students' needs and
topic requirements. According to Horn and Staker (2014), the four models
include the following:

1. Rotation Model - in this model, the learners “rotate" on a fixed

schedule of independent online study and face-to-face classroom
environment. There are variations of this model, namely (1) station
rotation, (2) lab rotation model, (3) flipped classroom, and (4)
individual rotation.

2. Flex Model - This model provides learners with individualized

mobility on more flexible schedules. In other words, most of the lessons
are delivered through a digital platform while teachers are accessible
for face-to-face consultation and support.

3. A La Carte Model - The student takes a full online course with the
other experiences that the student picks up from face-to-face classes.
This model is different from full online learning education because a la
carte model will not be used in a year-round timeframe.

4. Enriched Virtual Model - The students are required to take face-

to-face learning sessions with their instructor. Then, the remaining
weeks of the course will be used remotely to complete the coursework.
Remote teaching, in this context, is primarily referred to as the use of
online technology. Notably, in an enriched virtual model, students very
seldom meet with their instructor.

253
 As the educational landscape is dynamically shifted by technology, the
tools that teachers and students use inside and outside of the classroom must
also change. Although most teachers were taught with traditional tools-books,
papers, pencilsstudents today embrace a new set of took for communicating,
collaborating, sharing, and learning. So, as a future teacher of the twenty-first
century, which tools should you be adept at using for blended learning mode? In
other words, what will be in your technology toolbox? If you do not incorporate
the tools that students rely on outside of school into the classroom, they will
surely find their work increasingly disconnected and irrelevant to their lives.
Hence, below are some of the tools you should, at least, be familiar with in
preparation for teaching using blended delivery instruction.

Critical Learning Traditional Digital Classroom

Space Classroom
Information On the Board Website | Blog |
Homepage of LMS |
Text message | Chat
box

Discussion Whole group and small Asynchronous

group real-time discussion
conversations

Collaboration Small group work at Collaboration tools

desks
Creation Limited to tools Limited online
and supplies application, Chrome
in the extensions, and web
classroom tools to create:
presentations,
artwork,
infographics, and
websites.
Table 1. Critical Learning Spaces and Tools for Blended
Learning

254
 Elaborate
Directions: Create an infographic that shows how rotational model works. You
can use Microsoft Word/Publisher/Canva. (Include animated picture).

Rubric
Category 15% 10% 5% 1% Points

Content- All design are All design are Information is Lacks of information
related to the related to the unclear and some and clarity
Relevance
topic and the topic and most displayed used
information is make it easier to relate to the topic
very clear to understand
understand

Creativity Show creativity, Show visually Design is an usual Lacks of design and
engaging and creativity in design graphics graphics

originality

Presentation Information clear, Engage audience Not enough Lacks of

attractiveness and show engagement and communication and
and engaging to engagement.
audience. attractiveness in limited facts
design for information
audience

Evaluate

Choose the correct answer.

1. It is the combination of face-to-face learning and online learning.

a. blended space
b. collaboration learning
c. enriched virtual model
d. blended learning

2. Provides learners with individualized mobility on more flexible schedules.

a. rotation model
b. a la carta model
c. flex model
255
 d. technology utilization

3. Student takes a full online course with the other experiences that the
student picks up from face-to-face classes.

a. rotation model
b. a la carta model
c. flex model
d. enriched virtual model

4. Students become agents of their learning process with greater access to

tools, resources, and progress data.

a. students ownership
b. blended model
c. capacity building
d. technology utilization

5. Which is not belong to the element of blended learning?

a. support and engagement

b. capacity building
c. students’ ownership
d. data management and usage

Answer Key

1. d 4. a
2. c 5. a
3. b

Summary

Blended Learning is the merging of face-to-face instruction and computer

mediated learning environments or web-based instructions. Simply put blended
256
learning is the combination of face-to-face learning and online learning. Blended
learning mat be a combination of two or more sub-modes of instructional
delivery, but technology as a potent aid is never deleted in the scene. It should
be clear that the plain use of technology in providing information to your
learners through the aid of technological tools does not necessarily spell out
blended learning. There are four elements of BL, (1) Capacity Building; (2)
Technology Utilization; (3) Student Ownership; and (4) Data Management and
Usage. Four Blended learning Models,
(1) Rotation; (2) Flex; (3) A La Carte; and (4) Enriched Virtual Model.

References:

Victoria G. (2021). What is Blended Learning Approach. Parallels blog.

257
 LESSO
N

3 Flipped Classroom

L arninOutcome
eg s:
At the end of this lesson, expected
you are to:

• describe the features and characteristics of a flipped classroom;

• analyze the strengths and weaknesses of a flipped classroom as an
instructional delivery;
and
• generate online and offline technology aids for flipped classrooms.

Engag
e

GUESS ME! Put the check (/) in the box if you think whether the
statement is traditional teaching or flipped classroom.

Statement Traditional Flipped

Teaching Classroom
1. Students watch instructional videos at home
before coming to class.

2. Students complete homework assignments

during class time.

3. Class time is mainly used for group discussions,

hands-on activities, and application of concepts.

258
 Flipped Classroom

Explore

Let us watch in YouTube about Flipped Classroom and after watching make
a reflection.

Link: https://youtu.be/qdKzSq_t8k8?si=Ll2XY8LuKTisBSEF

Explain

Introduction

Do you love take-home assignments? Perhaps, some of you do not; some of you
do. What If your assignments were to watch a video clip and to study a
shortrecorded lecture of your teacher, and when you get inside the class the next
day, you would be asked to do group tasks based on your assignments? No more
listening to lectures. Would you love that process of learning? If so, then you will
enjoy flipping your classroom. In this lesson, you will learn more about the
"flipped classroom" and how to optimize technology to achieve its pillars and
benefits. This will also immerse you into some pedagogical tips on flipping your
future classroom.

Benefits of Flipping Your Classroom:

Implementing flipped classrooms properly will yield some satisfying instructional

benefits for the teachers and students. It effectively offers a myriad of
instructional benefits. From catering to busy students who can work at their own
pace to empowering struggling learners with differentiated instruction, the flipped
classroom fosters a student-centered approach. Increased student-teacher and
student-student interactions further enhance the learning environment,
promoting collaboration and communication among learners. Here are some of
the benefits, according to Bergmann and Sams (2012):

259
1. Flipping helps busy students. Because the main content is delivered via
online videos, for instance, busy students like school varsity players can choose to
work ahead and later study.

2. Flipping helps struggling students. In residential or in class teaching,

the students who tended to get most of the teacher's attention are the best and
the brightest -those who would raise their hands first. In a flipped classroom, the
teacher's role is to roam around the class and help students who struggle most.
Moreover, it allows for real differentiation of learning. You can think of another
way of lesson presentation (in terms of content and tasks) to struggling students.

3. Flipping helps students of all abilities to excel. Because students can

play and rewind the videos or reread the materials, those who need special
attention can learn at their own pace.

4. Flipping increases student-teacher interaction. Flipping the class

allows you, teachers, to leverage technology to increase interaction with students.
You must need to be clear, however. Conducting mini-lectures with groups of
students helps deliver just-in-time instruction when the students are ready to
learn.

5. Flipping increases student-student interaction. Because your role as a

teacher has shifted from lesson presenter to instructional coach when you use
flipped classroom, you spend more time talking with the learners. Also, when they
work on their tasks collaboratively, they are triggered to communicate with one
another, thereby making learning smooth sailing.

Pillars of Flipped Classroom:

Educators who use flipped classrooms should ensure that the following pillars are
observed. Meaning, these pillars (Flip Learning Network, 2014) are primordial
requisites every time a flipped classroom is used as an instructional delivery.
Observing these in the planning and implementing stages could ensure the
success of flipping the classroom.

260
1. Flexible Environment. As teachers, you need to think about providing
accessible resources and learning lessons that the students can deal with
anytime, anywhere. The classroom tasks, on the other hand, should provide them
a sense of accomplishment.

2. Learning Culture. Ensure, too, that the instructional plan always leans
toward the student- centered classroom. Meaning, the learners should be kept
engaged, starting from reading or viewing the materials to accomplishing the
tasks. In that way, they can easily construct meaning even with less supervision
from the mentor.

3. Intentional Content. The content of the resources and teaching materials

should be well planned according to the learners' learning styles and preferences.
This is why the content should be "intentionally" chosen. Aside from that, the
technology to be used as a learning-teaching aid should also fall within the rim of
the learners' comprehension, familiarity, and utility. Remember, a flipped class
does not have to mandate the use of videos, nor do the videos have to be viewed
at home. The goal of flipping a classroom is to remove attention from the teacher
and place it on the learner. If videos are to be used, and if they are to be viewed
in class, then adequate and easy access to appropriate technology must be in
place before embarking on this endeavor.

4. Professional Educator. It is a wrong notion that using a flipped classroom

minimizes teacher presence. In fact, the characteristics of a professional educator
should be imbibed throughout the duration of flipping the classroom. For instance,
the teacher should provide feedback frequently and should be accessible
anytime.

Using Technology in Flipping the Classroom:

It would be quite difficult to use flipped classrooms without the aid of technology.
However, you should always remember that technology is a means to an end.
Technology also has some downsides. The first three points are for the primary
advantages of using technology while the last two points refer to some downsides
of technology.

261
1. Technology triggers high-level interaction. Some ways for the students
to interact, collaborate, provide feedback, and do some reflections both inside
and outside the classroom can be possible when using technology in flipping the
class (e.g., discussion forums, chat rooms, polls, social bookmarking, collaborative
documents, e-portfolios, online rubrics, and shared calendars).

2. Technology makes learning more flexible. When using technology in

flipping the classroom, you can increase flexibility in time, place, and pace of
study. This is possible when the students view the recorded lectures and learn
from online resources at their convenience.

3. Technology aids the teacher's major tasks. Because of the teachers'

easy access to technological tools, they can maximize their time in finding,
creating, and distributing content appropriate for the students to learn from.

4. Technology can (and will) fail. A backup plan is necessary when using
and introducing a technological tool in class. For example, in case of any
eventuality and/or technical glitch, your plan B should always be ready to
maximize academic time and to avoid losing the interest of your students.

5. Familiarizing the use of technology may be difficult for some.

Teachers should provide comprehensive instructions on the way students should
use technology. For example, the teacher should give a demonstration on the use
of an online learning platform, its features and uses before the students will use
the app in class. This is necessary because not all students can easily navigate a
technological tool. It is not safe to assume that because students are digital
natives, all of them can smoothly and easily manipulate technology (Goossens et
al., 2008; Kennedy et al., 2010).

Elaborate

Activity 1: CONSTRUCT ME A TEST!

Instruction:

This will be a classroom activity. Everyone will be participating in this activity.

There will be one of you to act as a teacher, and the rest of you will be the
262
 students. The teacher’s role will be the one who will answer questions and
concerns of the students about their lesson that their teacher posted via online.
Here we will see the engagement of the teacher to their students and as well as,
the engagement of the students to their classmates.

Evaluate

ESSAY.
Reflect on your learning experiences, identifying strengths and weaknesses, and
suggesting ways to enhance the flipped classroom.

LET’S
RECALL
Implementing flipped classrooms properly will yield some satisfying instructional benefits for
the
teachers and students. It effectively offers a myriad of instructional benefits. From catering to
busy students who can work at their own pace to empowering
struggling learners with
differentiated instruction, the flipped classroom fosters-centered
a studentapproach.
Increased students
teacher and.

student
-student interactions further enhance the learning environment, promoting
collaboration and communication among
. learners

REFERENCES:

Ballado et. al (n.d), Technology for Teaching and Learning 1 Rex Publication (Pg.
5963)

Instructional Planning and

Chapter 4
Educational Technology
263
Introduction

Have you ever tried using online games and apps to check your students' learning progress?
We're amidst the fourth industrial revolution, rapidly moving into the fifth, where technology reigns
supreme in our classrooms. Over the past decade, educational technology apps (EdTech) have gained
traction, sparking innovation in education globally.

Despite their popularity, some teachers still grapple with integrating these apps effectively into
their lessons. This chapter aims to assist you in leveraging various EdTech apps to enhance every
aspect of your classroom instruction. We'll follow the 5E Instructional Model by Bybee and Landes
(1990), covering themes like engaging learners, exploring concepts, explaining information, organizing
activities, and evaluating learning. Each app discussed will be briefly described, providing an overview
of its usage and integration in your classroom.

Learning Outcomes:
At the end of the lesson, the students are expected to:
1. Use educational technology applications in engaging learners;
2. Demonstrate how to use instructional tools in exploring prior knowledge;
3. Determine different educational technology tools in explaining Information;
4. Apply different instructional tools in organizing learning activities, and
5. Use educational technology applications in evaluating student learning.

264
LESSON 14 LEARNING MANAGEMENT SYSTEM

Introduction
LEARNING TARGETS:

1. Explain the use of LMS in instructional delivery;

2. Identify fundamentals features of LMS; and
3. Discuss some innovations in using LMS;

In both basic and higher education, technology is present, yet

integration use has generally been slow to change. Perhaps, you now of
some teachers who frown at the use of learning, web-based education, and
learning management systems. Nonetheless, technology is destined not to
be left behind but to be embraced and used for its potential in education.

In this lesson, you will be immersed in the fundamentals of learning

management systems (LMS), its uses, and some of its versions.

Engage

Directions: Explain the importance these student friendly features of LMS in

your own words.

1. Ease of access to content anytime.

2. High interactivity level.

3. Excellent tracking and reporting.

Security and privacy

Rubrics
.

Criteria Excellent (4) Proficient Basic (2) Needs

(3) Improvemen
t
(1)
265
Organizatio Logical Organized in Organization Organization
n a way is somewhat
an is
d coherent tha unclear, confusing
structure t with o
wit effectively some r absent,
h well- presents disjointed or hindering
understandin
developed ide confusi g of ideas.
as with ng sections.
paragraphs
and smooth cle
transitions ar transitions
between between
ideas. paragraphs.

Content Demonstrates Provides a Contains Contains little

comprehensiv solid some to no
e understandin relevant releva
understandin g of the topic information nt information
g of the topic with but lacks or
with insightful adequate depth supporting
analysis analysis evidence.
of analysis
an an or
d strong d supporting supporting
supporting evidence. evidence.
evidence.

Clarity Writing is Writing is Writing is Writing is

clear, mostly clear somewhat unclear
concise, an unclear or
an d o confusing
d effectively understanda
r difficult to throughout
ble, with
communicat follow in
few th e
places.
es essay.

266
 ideas to instances
the o f
reader. confusion.

Explore

Let's practice applying this lesson with a few exercises to see how well
you understand it. Five groups will be formed from the pupils. After
submitting a minimum of two learning management system examples, each
group will select a representative to elucidate and highlight the significance
of these systems.

Explain

DEFINITION, USES, AND CHARACTERISTICS OF LMS

The LMS has been an essential tool in curriculum design and

development and in organizing factors that motivate student learning
especially in online distance learning. However, an LMS can be used in
blended, hybrid, and in-class delivery models. It is a software application
designed to help in the administration of courses for both students and
instructors. Such systems have been designed for use in learning and
teaching activities (Chung et al., 2012). They also provide a variety of
interaction methods between instructors and learners to facilitate the
learning process better.

You must remember that a well-designed LMS could also help improve
students’ skills, such as effective online learning and self-direction (Norouzi,
2014), and also to enhance performance. A majority of hinger education
institutions have incorporated LMS systems; they have been used in

267
university systems by schools, faculty members, and instructors (Klobas &
McGill, 2010).

Meishar-Tal, Kurtz, and Pieterse (2012) mentioned three primary purposes of an

LMS. They include the following:

1. To provide students with digital learning materials.

2. To employ interactive learning activities with students in the forums; and

3. To manage the course and the learners.

268
 Faculty members who use an LMS to make available lecture notes and
other classroom resources for their face-to-face class create a web-enhanced
classroom experience.

IMPLEMENTATION ISSUES OF LMS

There are many implementation challenges, from budgetary to
logistical to practical. Perhaps, the biggest implementation issue is the
participants’ placement. Because they are not familiar with the environment
until entering the course, everything is new. This new material must
integrate with existing material in the course. When students study course
content and the course environment, time management s well as
navigational cues are required.

Lack of training for the environment in which they are to conduct their
student activities should also be addressed. Students are not the only ones
at a disadvantage. Faculty members face similar challenges in addition to
administering materials and managing discussion boards.

STUDENTS FRIENDLY FEATURES OF LMS

Some of the major LMS features include content organization;

communication options such as email, discussion boards, and chat rooms;
file exchange; testing and evaluation tools; grade book; analytics that help
the instructor understand how students utilize the LMS content; and
integration with campus portal.

The following are some of the student-friendly features of LMS that

should be considered when purchasing one.

1. Ease of access to content at any time. This means that students

can have hassle-free access of identical learning content.

2. High interactivity level. In online learning, students can

communicate through discussion boards and email. Students can
communicate frequently.
269
 3. Excellent tracking and reporting. The LMS should be a repository of
records and could possibly police the progress of students.

4. Security and privacy. One pro-student feature of LMS is its ability to

secure students’ files, records, and privacy. Moreover, it should have
the ability to aid students in accessing academic advising in a safe
confidential environment.

5. Flexible and assessment. Students should be able to access pre-test

and post-test quizzes easily. The LMS should provide a feature for
formative assessments, and is flexible enough to accommodate
traditional, nontraditional, and alternative assessment strategies.

LMS-RELATED INNOVATIONS

Most learning management systems allow access from numerous

devices, including mobile devices, stand-alone personal computers, or other
networkcapable technologies (Brink & Lautenback, 2011). Successful usage
must include proper access, defined roles and responsibilities, and desires to
enhance student experiences and success.

In the Philippines, a tea of researchers at Siliman University (Marcial,

Onte, Forster, Te, & Curativo, 2017) devised LMS in the sticks. It can work as
an online functional LMS, even with the absence of the internet. Using USB
flash drives, the content can be transferable and manageable in other
devices. Although not virus-resistant, it has almost a complete set of online
LMS feature.

One innovation in LMS is the use of gamification. Students can play

their favorite games while learning the content in the LMS. In this way,
students can be engaged more in learning the concepts.

Elaborate

270
 Directions: Answer the following questions in your own words. Write your
answer in a 1 whole sheet of paper. Minimum of 1 paragraph.

1. As a student, how do you explain the importance of LMS in your studies?

As a future educator, would you use LMS in your future classroom? Why and how?

Rubrics

Criteria Excellent (4) Proficient Basic (2) Needs

(3) Improvemen
t
(1)
Organizatio Logical Organized in Organization Organization
n
an a way is somewhat is
d coherent tha unclear, confusing
structure t with o
wit effectively some r absent,
h well- presents disjointed or hindering
understandin
developed ide confusi g of ideas.
ng sections.
paragraphs as with
and smooth cle
transitions ar transitions
between between
ideas. paragraphs.

271
 Content Demonstrate Provides a Contains Contains little
s solid some to no
comprehensiv understandin relevant releva
e g of the topic information nt information
understandin with but lacks or
g of the topic adequate depth supporting
with analysis of analysis evidence.
insightful an or
analysis d supporting supporting
an evidence. evidence.
d strong
supporting
evidence.
Clarity Writing is Writing is Writing is Writing is
clear, mostly clear somewhat unclear
concise, an unclear or
an d o confusing
d effectively understanda
r difficult to throughout
ble, with
communicat follow in
few th e
places.
es essay.

ideas to instances
the o f
reader. confusion.

Evaluate

I. Multiple Choice.
Directions: Encircle the correct answer.

1. A feature of LMS means that students can have hassle-free access of

identical learning content.
272
 a) Ease of access

b) High interactivity level

c) Flexible and assessment

d) Learning Management System

2. An essential tool in curriculum design and development and in organizing

factors that motivate student learning, especially in online distance
learning.

a) Learning Management

b) Learning System

c) Learning Management System

d) Innovations

3. Does LMS could help improve students’ skills, such as effective online
learning and self- direction?

a) Maybe

b) Yes

c) No

d) Not

4. All of these are features of LMS except one.

a) Excellent tracking and reporting

b) Ease of access to content at any time

273
 c) Timeline

d) Flexible and assessment

5. They face similar challenges in addition to administering materials and

managing discussion boards.

a) Stakeholders

b) Student
c) Parents
d) Faculty members

Key Answer

I. Multiple Choice
1. A
2. C
3. B
4. C
5. D

Summary

Learning management systems, taken as a whole, assist any firm in

streamlining its educational processes. These advantages have the
potential to greatly improve worker performance, expedite the training
procedure, and foster an environment where learning and growth are
ongoing organizational goals. To encourage learners to take a more
active role in their own development, a contemporary LMS helps to
make learning engaging and exciting. To motivate students to engage,
an LMS needs to be easy to use and access. Based on user
requirements, the LMS's functionality and appearance should be
welcomed.

References
Alata, E. J., Aldama, PK. R., Bulusan, F., Calano, JA. A. (2021).

1
Technology for teaching and learning 1(pp.71-75). REX Book Store.

2
 LESSON 15 Technology in Engaging Learners

Learning Outcomes:
At the end of the lesson, the students are expected to:
1. Determine the different educational technology applications in engaging
learners.
2. Compare motivation and motive question.

Introduction
Engagement is the initial student-centered phase of the instructional model. Here,
educators consider students' prior knowledge and possible misconceptions. They can utilize
interactive strategies such as games, songs, dance, and thought-provoking questions to
motivate students. With the aid of educational technology applications, educators can
effortlessly engage students in the learning process. This lesson aims to assist educators in
identifying, utilizing, and showcasing potential EdTech apps to effectively engage students.

Engage

Motivation: Pick a Door

With the use PowerPoint, a ball, and music for a fun learning experience. The
PowerPoint has colorful doors with questions inside. When music plays, they will pass the ball.
When it stops, whoever has the ball picks a door and answers the question inside.

3
 Explain

Engagement is the first phase in SE Instructional Model which was developed by Bybee and
Landes (1990). This phase is considered one of the most challenging segments of the teaching
and learning process, which will require a great amount of effort and creativity from you as a
future teacher. This student-centered phase should be a motivational period that can create a
desire to learn more about the upcoming topic through brainstorming, demonstrations,
questioning, of using graphic organizers (Duran & Duran, 2004).

In addition, in this phase, you motivate the students by creating interesting activities that tap
what the students know or think about the topic. You may also raise questions and encourage
responses to engage your students, while students attentively listen, ask questions,
demonstrate interest in the lesson, and respond to questions demonstrating their own entry
point of understanding (Barufaldi, 2002). There are several readily available EdTech apps in the
World Wide Web. Now, your crucial task as a future teacher is to explore their potential and use
those apps in innovating and transforming your class.

Here are some categories of notable EdTech apps that you may use in engaging your students:
A. Interactive game-based sites
These sites allow you to choose a game from introductions, warm-up routines, and the
game itself. Thus, your primary task is to explore and select the most appropriate video which is
related to your lesson. A tally in the dash section keeps track of the minutes of each activity,
points gained, and medals won, which is a nice incentive for the class and a great way for
teachers to share the activity summary with students.

4
B. Applications that generate word search games

These applications help you create your custom word hunt puzzle that you may present
and use in engaging your students. You may include related words that students may associate
to the lesson in the word, which later will lead them to the lesson. You may conduct this simple
activity individually, by group, or as a class.

C. Local
mobile game

https://images.app.goo.gl/R4n6qQ6cvC3dPe536

https://images.app.goo.gl/R4n6qQ6cvC3dPe536 applications

These free mobile game applications are based on Filipino games. One is a word and
mind game that interestingly and interactively engages the students by guessing the word that
is flashed on the phone or screen. You may conduct this game by pair or by group.

D.

https://images.app.goo.gl/R4n6qQ6cvC3dPe536

https://play.google.com/store/apps/d
=en_US etails?id=com.fedmich.PinoyHenyo&hl
Infographic-generating applications
These are web-based applications which help the students create their own infographics
during their brainstorming activity. Aside from infographics, students may use these apps to
create reports, presentations, social media graphics, prints, flyers, and posters.

5
 https://infogram.com/ https://www.canva.com/create/infographics/

ELABORATE

1) Group Activity: Scavenger Hunt

With your group, explore various technology tools

and
applications used for educational purposes. Complete the
following tasks by finding and interacting with the
specified resources. And use the QR code to
complete the tasks.

RUBRICS
Criteria Excellent (3) Fair (2) Poor (1)
Task All tasks completed Some tasks completed Few tasks completed
accurately and thoroughly. accurately but with accurately, lacking
Completion
gaps. understanding.

Collaboration Actively engaged, Somewhat engaged in Minimally participated,

contributed ideas, and discussions, limited ineffective contribution.
worked well with others. contribution.

Creativity Utilized innovative Demonstrated limited Showed little to no

approaches, showcasing creativity. creativity.
originality.

Resource Effectively used a variety Utilized tools Did not effectively utilize
of technology tools. inconsistently. technology tools.
Utilization

6
 QR Code Successfully used QR Used QR codes Did not effectively use
codes for efficient task inconsistently, causing QR codes.
Usage
completion. delays.

2)Think of your self as a science teacher and using Kahoot website (www.kahoot.com), create a
multiple choice game-based activity as your engagement.

SUMMARY

In this Lesson, we learned about using technology to make learning more fun and
interesting. We talked about different ways to get students excited about learning, like playing
games, asking questions, and using educational apps. These apps can help students understand
things better and enjoy learning.

EVALUATE

7
 I. MULTIPLE CHOICE
Choose a letter of the correct answer.
a. Demonstration
b. Engagement
c. Questioning
d. Brainstorming

2. According to Bybee and Landes (1990), what is the significance of the engagemen
phase?
a. It helps students create infographics.
b. It encourages students to listen attentively.
c. It is a motivational period for learning.
d. It involves warm-up routines.

3. How can hunt puzzle applications be utilized in engaging students?

a. By creating infographics collaboratively
b. By guessing words associated with the lesson
c. By conducting demonstrations
d. By presenting videos related to the lesson

4. What type of mobile game applications are based on Filipino games?

a. Interactive game-based sites
b. Infographic-generating applications
c. Local mobile game applications
d. Hunt puzzle applications

5. What is the purpose of using infographic-generating applications?

ng activities
nd games

o infographics
utines
1. What is the first phase in the SE Instructional Model?

8
Answer Key

1. B
2. C
3. B
4. C
5. C

9
II. VENN DIAGRAM
Make a Venn Diagram between the similarities and differences between motivation and
motive questions. (5 points)
Criteria Excellent (4) Basic (2) Needs Improvement (1)
Completeness Clearly represents Represents either Represents either
both similarities and similarities or similarities or differences
differences. differences adequately. poorly or incompletely.

Clarity Easy to understand, Somewhat easy to Difficult to understand,

with clear labels. understand, with some with unclear labels.
unclear labels.

Accuracy Accurately depicts Partially accurately Inaccurately depicts

relationships without depicts relationships, relationships, with
errors. with noticeable errors. significant errors.

Presentation Neatly presented Presented with Poorly presented with

with good formatting. acceptable formatting inadequate formatting.
but lacks visual appeal.

Creativity Demonstrates Shows limited creativity Lacks creativity in

in representation. representation.
creativity in
representation.

Reference

Bilbao, P. et.al (2019). Technology for Teaching and learning 1: Lorimar Publication

http://library.cvsu.edu.ph/cgi-bin/koha/opac-detail.pl?biblionumber=37422

Technology in Exploring New

Concepts
266
 LESSON 16

Learning Outcomes:
At the end of the lesson, the students are expected to:
1. Determine how to use educational technology in exploring a new lesson;
2. Design your own instructional tool using educational technology
applications; and
3. Demonstrate your instructional tool through an EdTech app demo.

INTRODUCTION

The exploration phase follows engagement, offering students hands-on experiences to

solidify their understanding of the lesson. It aims to establish experiences for later discussion,
allowing students to refine their ideas and connect prior knowledge to new content. This lesson
focuses on determining, designing, and demonstrating educational technology applications for
exploring new concepts\

ENGAGE

.
With the use of a spinning wheel, we will conduct an activity in which, if you are chosen, you
will answer the questions below.

1. How do you feel when you're engaged in a

lesson that promotes deep thinking and
exploration?
2. Can you recall a memorable learning
experience where you were encouraged to
explore new ideas and concepts?

3. What do you think is the importance of

providing students with concrete learning experiences during the exploration
phase?

EXPLAIN

267
 Exploration is the second phase in the SE Instructional Model which was developed by
Bybee and Landes (1990). This phase ensures a seamless transition from engaging the learners
to exploring new lessons with their prior knowledge. This phase is also student-centered and
incorporates active exploration through applying process skills, such as observing, questioning,
investigating, testing predictions, hypothesizing, and communicating with other peers (Duran &
Duran, 2004).

Moreover, in this phase, the teacher acts as a facilitator, observes and listens to students
as they interact, asks good questions, provides time for students to think and to reflect, and
encourages cooperative learning; while the students conduct activities, predict, and form
hypotheses or make generalizations, become good listeners, share ideas and suspend judgment,
record observations, and discuss tentative alternatives (Barufaldi, 2002).

The following are some of the useful educational technology applications that you may use
exploring the new skills of your students:

1. Poll and interactive question creation apps

These user-friendly tools enhance presentations and engage students with interactive
questions, making learning memorable and fun and interactive presentation.

https://www.polleverywhere.com/app https://www.surveymonkey.com/

2. Video-sharing websites
There are nonprofit and nonpartisan foundations which aim to make great ideas
accessible and speak conversation. They are devoted to spreading ideas, usually in the form of
short, powerful talks delivered by professional and motivational speakers around the world.

268
They conduct conferences, lesson series, and others that can best spread great ideas. You can
use these recorded talks to guide your students in exploring your new lesson.

https://www.youtube.com/ https://vimeo.com/

EXPLORE

Activity: Interactive Polling and Questioning: We'll use a poll in our group chat for an activity.
I'll ask one question, and the three-class representative will answer. Then, everyone else will
vote if they agree or disagree with their answers and I will pick 2 students why they agreed or
disagreed.

RUBRICS
Criteria Description
Clarity The clarity of the question asked by the class representative and the
responses provided.

Engagement Degree to which all participants actively engage in the polling and
questioning process.

Critical Thinking Demonstrated ability to critically evaluate the responses and provide
reasons for agreement or disagreement.

Participation Active involvement of all students in the voting process and

subsequent discussion.

Responsiveness Responsiveness of the class representative to the feedback received

and ability to adjust responses accordingly.

Overall Presentation Presentation and organization of the activity, including the use of
technology and communication channels.

269
 ELABORATE

1) With your groups, design one instructional tool using available educational technology
applications and write a short description on how you can integrate it in exploring new lessons.
2. Create a poll using the mentimeter website then send it to your GC and ask your classmates to
answer the questions. After that, ask them why did they answer “YES” or “NO”.

SUMMARY

The exploration part of teaching is super important. It helps students learn by doing
things and thinking hard about stuff. Teacher help students explore by asking questions and
doing activities. We can make exploring even cooler by using technology. With special apps and
websites, students can have fun while learning. They can vote on questions or watch interesting
videos. Our job as teachers is to help students explore and find cool new things to learn using
these tech tools.

EVALUATE

I. MULTIPLE CHOICE

1. What is the primary focus of the exploration phase in the SE Instructional Model?
A. Engaging learners in new activities
B. Connecting prior knowledge to new content
C. Conducting formal discussions
D. Providing warm-up routines

2. What role does the teacher play in the exploration phase?

a. Providing direct instruction
b. Observing student interactions
c. Dictating activities without student input

270
 d. Encouraging passive learning

3. Which type of educational technology application can be used to create polls and interactive
questions?
a. Application that creates infographics
b. Video-sharing websites
c. Poll and interactive question creation apps
d. Presentation software

4. How can video-sharing websites contribute to exploring new lessons?

a. By providing warm-up routines
b. By conducting formal discussions
c. By spreading great ideas
d. By facilitating student interactions

5. What is the objective of using educational technology applications during exploration?

a. To dictate activities without student input
b. To provide direct instruction
c. To engage students in fun and interactive presentations
d. To integrate prior knowledge with new content
e.

ANSWER KEY

1. B

2. B

3. C

4. D

5. D

271
II. ESSAY
1. In your opinion, what role does prior knowledge play in the exploration of new concepts? (5
points)
Criteria Excellence Description (5) Needs Improvement (3)
Depth of Provides a comprehensive explanation Offers a basic response
Response supported by examples or evidence. lacking depth or examples.
Relevance Response directly addresses the question Response is tangential or
with clear relevance to the topic. lacks clear relevance.
Critical Thinking Demonstrates insightful analysis and Limited analysis or reflection
reflection on the interplay between prior provided.
knowledge and new concepts.
Clarity Response is clear and easy to understand, Response is unclear or poorly
with effective communication of ideas. organized.
Originality Provides unique insights or perspectives Response lacks originality or
on the role of prior knowledge in creativity.
exploring new concepts.

Reference

Bilbao, P. et.al (2019). Technology for Teaching and learning 1: Lorimar Publication

http://library.cvsu.edu.ph/cgi-bin/koha/opac-detail.pl?biblionumber=37422

Lesson 17 Technology in Explaining a

Lesson
Learning Outcomes:

At the end of the lesson, the students are expected

to:
1. Distinguish different technology-based instructional tools in
explaining a lesson;
2. Interview teachers about the technology -enhanced instructional
tools that they use in explaining a lesson; and
3. Use different technology
-enhanced instructional tools in explaining
a lesson.

272
 Introduction

After guiding your students in exploring the new lesson, the next phase is to explain the
complexities and further details of that lesson to the students. The explanation phase enables
students to describe their understanding and pose questions about the concepts they have been
exploring (Duran & Duran, 2004). According to Goldston, Day, Sundberg, and Dantzler (2009),
in this phase, you introduce formal definitions and explanations of the lesson by drawing upon
the experiences of students during the exploratory activities. Students come forward to describe
their own understanding of the lesson being discussed, using evidence to support their answers.
Consequently, this lesson will help you distinguish and use different technology-enhanced
instructional tools to explain a lesson.

Engage

Now that you are already introduced in technology in education and how does it help
students and teachers in academic, now you will play a game called “Guess Me”. You will be
going to guess a pictures of different EdTech applications and share its purpose.
1. 2. 3.

https://images.app.goo.gl/mFpPQep3pC6WmKHg7 https://en.wikipedia.org/wiki/ChatGPT https://play.google.com/store/apps/details?

id=com.microsoft.office.powerpoint&hl=en_US

Explore

Let us do some activity to apply your understanding for this lesson. The class is divided
into 5 groups, each group will list at least 5 EdTech Applications and after, each group must
choose 1 representative to explain their 5 chosen EdTech Applications on how they can use it in
teaching students.

Activity 1: Apply Me!

EdTech Applications Explanation
1.

273
 2.
3.
4.
5.

Explain

Explanation is the third phase in the 5E Instructional

Model which was developed by Bybee and Landes

(1990). This phase is more teacher-directed, which

focuses on introducing and presenting a lesson, a concept,
or a skill to the students. The initial part of the explanation
phase is a time for the teacher to serve as a
facilitator and ask students to describe and discuss their
exploration learning experiences. After the students have
had the opportunity to share their explanation, the

teacher introduces scientific and technical information

in a direct manner. https://images.app.goo.gl/yB3e8Q31mx9kTW48A

• Here are some of EdTech application types that you may integrate in designing and
explaining your lesson to your students:

A. Slide Presentation
➢ These are the most common instructional tools that most educators in the country use in
explaining a new lesson or concept. These are computer programs that allow us to create
and show slides to support a presentation.

https://images.app.goo.gl/8S6zK8hZNSzZq2QY9 https://images.app.goo.gl/vuCBkoxXGv6f

B. Web-based animation software

274
 ➢ These are used to easily create animated and awesome presentation and videos by
manipulating pre-created objects, imported images, provided music, and user-created
voice-overs. These are used by businesses to create engaging, creative presentations that
capture attention and can be similarly used to educational assessment and content
delivery.

https://www.google.com/url?sa=i&url=https%3A%2F%2Fround-lake.dustinice.workers.dev%3A443%2Fhttps%2Felai.i o%2Fai-tools- https://www.google.com/url?sa=i&url=https%3A%2F%2Fround-lake.dustinice.workers.dev%3A443%2Fhttps%2Felai.io%2Fai-tools-

for-presentation&psig=AOvVaw0OLNMRzEhh- forpresentation&psig=AOvVaw0OLNMRzEhh-
0pjZDuFF5gd&ust=1708652122196000&source=images&cd=v 0pjZDuFF5gd&ust=1708652122196000&source=images&cd=vfe&opi=89978449&
fe&opi=89978449&ved=0CBMQjRxqFwoTCICugIK- ved=0CBMQjRxqFwoTCICugIK-v4QDFQAAAAAdAAAAABAL

C. Online presentation applications

➢ These applications allow you to create and format presentations and work with other
people. These are applications that allow you to work online while other applications
allow you to work offline. With offline features, you can create, edit, collaborate, and
present wherever you are.

Elaborate

Now that we are done discussing about “Explanation” phase, do answer the
Following questions and put it on ½ sheet of paper.

1. Make a graphic organizer about what you have learned from this lesson.
2.Why do you think it is noteworthy to integrate educational technology applications in
explaining a lesson.

Rubrics:
Criteria Excellent (4) Proficient (3) Basic (2) Needs
275
 Improvement (1)
Information is Information is Information Information is
is
logically organized with somewha poorly organized
Organization t
organized mostly clea r organized, bu with little to s
no
with clear connections connection clear connection
s t
connections between ideas. between ideas between
are ideas.
between ideas. unclear at
times.
All relevant Most relevant Some relevant Little to no
relevant
information is information is information information is
Content is
included included included, but included, or it
it is
accurately and accurately and may highly
be inaccurate.
represents represents incomplete or
main ideas main ideas and inaccurate
.
and details. details.
The graphic The graphic The graphic The
s graphic
organizer i d organizer is organizer organizer is
is very
Clarity easy to rea mostly clea r somewha difficult to read or
t
and and difficult to read or understand due
to
understand understandable understand due unclear labels
to or
with clear but may lack unclear labels formatting
or .
labels and clarity in some formatting.
formatting. areas.

• Computer – based activity: Create an infographic that shows how rotational model works
you can use any of this EdTech application types that you may integrate in designing and
explaining your lesson to your students:
276
 https://www.google.com/url?sa=i&url=https%3A%2F%2Fround-lake.dustinice.workers.dev%3A443%2Fhttps%2Fzapier.com%2Fblog https://www.google.com/url?sa=i&url=https%3A%2F%2Fround-lake.dustinice.workers.dev%3A443%2Fhttps%2Fen.wikipedia.org%2Fwiki
%2Fbest-powerpoint-alternatives%2F&psig=AOvVaw2uX- %2FPresentat ion_program&psig=AOvVaw2uX-MgnDStMV_-
MgnDStMV_fXaRpQlj&ust=1708651753217000&source=images&cd=vfe&opi=8997844 fXaRpQlj&ust=1708651753217000&source=images&cd=vfe&opi=89978449&ved=0CBMQjRx
9 qFwoTCMCTkNK8v4QDFQAAAAAdAAAAABAI

&ved=0CBMQjRxqFwoTCMCTkNK8v4QDFQAAAAAdAAAAABAE

Evaluate
I. Multiple Choice. Choose a letter of the correct answer. (2 points each) 1. Which phase of the

5E Instructional Model is characterized by being more teacher-directed?

A) Engagement C) Explanation
B) Exploration D) Elaboration

2. In the 5E Instructional Model, developed by Bybee and Landes (1990), which phase focuses
on introducing and presenting a lesson or concept to students?

A) Engagement C) Explanation
B) Exploration D) Elaboration

3. Which instructional model includes the Explanation phase as the third step?

A) 4MAT Model C) Bloom's Taxonomy

B) Inquiry-Based Learning Model D) 5E Instructional Model

4. During the initial part of the Explanation phase, what role does the teacher primarily serve?

A) Observer C) Participant
B) Facilitator D) Mentor

5. What is the primary focus of the Explanation phase in the 5E Instructional Model?

A) Student-led exploration C) Group discussions

B) Teacher-directed presentation D) Hands-on activities

277
 Answer Key

1. D 4. B
2. C 5. B
3. D
II. Essay (5 points each)

1. Discuss the significance of the Explanation phase within the 5E Instructional Model. How
does this phase contribute to the overall learning process, particularly in terms of teacher-student
interaction and content delivery?

2. Explain how Explanation phase differs from the preceding phases (Elaboration and
Evaluation)?

Summary

To sum it up, using a technology to explain a lesson offers several advantages. Using
technology in explaining a lesson enhances engagement, gives conducive environment, and
encourages interactive learning. Different educational applications bring easy accommodations
and various learning styles such like multimedia presentations, videos which captures students’
attention more effectively than traditional methods. Additionally, technology revolutionizes the
way lesson are explained by enhancing engagement, promoting interactivity and by harnessing
the power of technology, educators can create richer, effective learning experience for their
students.

278
 Lesson 18 Technology in Elaborating
Understanding
Lesson Outcomes:
At the end of this
lesson, the students are expected to:
1. Discover educational technology applications in elaborating understanding.
2. Use different EdTech apps in elaborating students’ understanding; and
3. Demonstrate how to use EdTech applications in elaborating
understanding.

Introduction

The next phase after explaining the complexities of the lesson to your students is to elaborate
what they understand. The activities in this phase of the learning cycle should encourage students
279
 to apply their new understanding of the lesson while enforcing new skills. Students are
encouraged to check for understanding with their peers or design new experiments or models
based on the new skills or concepts they have acquired.

Engage

For this lesson, let us do some refreshing activity to lighten up our mood. For this activity, we
will call it “Arrange Me”, there are random letters related to EdTech applications provided and
all you must do is arrange it to determine the correct answer.

1.
R O O S C F T I M
2.
R W E O P R T P I O N

Explore

Among the Educational Technology Applications, we have right now, give 3 apps that
you consider as very useful in your education. Explain why?
Activity 1: Use Me!
EdTech Applications Explanation
1.
2.
3.
4.
5.

Explain

Elaboration is the fourth phase in 5E

Instructional Model which was developed by

280
Bybee and Landes (1990). The goal of this phase

is to help develop deeper and broader

understandings of the concepts by conducting additional investigations, develop products,

share information, and ideas, or apply their knowledge and skills to other disciplines.
This also a great

opportunity to integrate other subjects with other https://images.app.goo.gl/DJVW21xA8dsXTXU87 content a

reas.

Here are some useful educational technology applications that you may use and integrate in your
classroom:

https://www.google.com/url?sa=i&url=https%3A%2F%2Fround-lake.dustinice.workers.dev%3A443%2Fhttps%2Fwww.researc
https://www.google.com/url?sa=i&url=https%3A%2F%2Fround-lake.dustinice.workers.dev%3A443%2Fhttps%2Fclickup.com%2
Fblog%2Fmind -mapping- hgate.net%2Ffigure%2FExample-of-mind-mapping-software-to-create-
the-mind-map-You-need-much-more-than-justsoftware
%2F&psig=AOvVaw1Rdo5kCdX5RIEJEecDh1RX&ust=170865
an_fig2_359764701&psig=AOvVaw1Rdo5kCdX5RIEJEecDh1RX&ust
2620926000 &source=images&cd=vfe&opi=89978449&ved=0CBMQjRx
qFwoTCMCL8e-_v4QDFQAAAAAdAAAAABAE =1708652620926000&source=images&cd=vfe&opi=89978449&ved=0
CBMQjRxqFwoTCMCL8e-_v4QDFQAAAAAdAAAAABAK

A. Mind-mapping software
➢ These applications help students to visually gather and organize their learning through
creating and presenting mind maps. They are commonly used for idea mapping, idea
ranking, brainstorming, activity dashboards, and collaboration functionalities within
suite. Students may easily access them anytime and anywhere.

281
 https://images.app.goo.gl/BqxYXR5n9
https://images.app.goo.gl/ZUbqx7 xb5vLsw9
sgiEQjMvsJ7

B. Communication platforms
➢ These are communications platforms that teachers, students, and families use every
day to build close-knit communities. Through this apps, they can share what is being
learned in the classroom through photos, videos, and messages. Aside from
communicating purposes, you can use this app to personally elaborate what the
students understand in your discussion though a question-and-answer session.

https://images.app.goo.gl/AJU8gFnsPZuu1BaN

C. Learning Management System

➢ There are several free web-based platforms that you can use as a learning management
system (LMS) to further elaborate understanding and further support learning. This LMS
make it easy to create classes, distribute assignments, communicate, and stay organize.

282
 https://images.app.goo.gl/p2VdajSC6in197Tq9

D. Educational Blogging Tools

➢ These websites achieve and support student and teacher learning by facilitating reflection,
questioning by self and others, collaboration, and providing contexts for engaging in
higher-order thinking. Nowadays, because of the rise of technology, blogging is
considered a good strategy to elaborate understanding by letting students post what they
learned.

Elaborate

Let us do some activity to test your understanding on this lesson. Write your answer on a ½
sheet of paper.

1. Make a Venn Diagram about the similarities and differences of Technology in explaining
a lesson and Technology in elaborating understanding?
2. Why do you think it is noteworthy to integrate educational technology applications in
elaborating understanding?

• Computer – based activity: In your own lesson, make visually gather and organize your
learning through creating and presenting mind maps. You can visit websites to make your
own idea about mapping.

https://images.app.goo.gl/ZUbqx7 https://images.app.goo.gl/BqxYXR5n9
sgiEQjMvsJ7 xb5vLsw9

283
Evaluate
I. Multiple Choice. Choose a letter of the correct answer. (2 points each) 1. What is
the primary goal of the Elaboration phase in the 5E Instructional Model?

A) Introducing new concepts C) Developing deeper understandings

B) Conducting initial investigations D) Reviewing prior knowledge

2. How does the Elaboration phase integrate other subjects with content areas?
A) By focusing solely on interdisciplinary connections
B) By applying knowledge and skills to other disciplines
C) By introducing unrelated topics
D) By emphasizing theoretical concepts 3. What are one-way students can engage in the
Elaboration phase?

A) Avoiding sharing information and ideas

B) Conducting additional investigations
C) Memorizing facts without understanding
D) Limiting connections to other subjects

4. Ms. Santos is thinking of an application to help her students visually gather and organize
their learnings. What is the best application to help her students to do it?

A) Communication platforms
B) Mind – mapping software
C) Learning management system
D) Educational blogging tools

5. You are planning to manage your lesson in your classroom. Can you identify the learning
management system that you can use to easily elaborate your lesson?
A) To create classes, distribute assignments, communicate, and stay organized.
B) To understand the topic.
C) To interact with your classmates. D) To elaborate the lesson.

Answer Key

1. D
2. B
3. B
4. B
5. D
284
I. Enumeration (2 points each) ➢
Enumerate the 5E Instructional Model.

II. Essay (4 points)

1. Explain how the Elaboration phase encourages active student engagement in the learning
process. Discuss specific activities that allow students to actively participate in exploring and
applying concepts in real-world contexts.

Rubrics:
Criteria Excellent (4) Proficient (3) Basic (2) Needs
Improvement
(1)
Logical and Organized in Organization is Organization is
a somewhat confusing or
coherent way that absent, hindering
effectively unclear, with understanding of
structure with some disjointed
presents ideas ideas.
Organization well-developed with clear or confusing
transitions sections.
paragraphs and
between
smooth
paragraphs.
transitions
between ideas.

Demonstrates Provides a solid Contains some Contains little to

comprehensive understanding of relevant no relevant
understanding of the topic with information but information or
the topic with adequate analysis lacks depth of supporting
insightful analysis and supporting analysis or evidence.
Content and strong evidence. supporting
supporting evidence.
evidence.

Writing is clear, Writing is Writing is Writing is

mostly somewhat unclear or

285
 concise, and clear and
effectively understandable,
Clarity communicates with few unclear or confusing
ideas to the instances of difficult to throughout the
reader. confusion. follow in places. essay.

Summary

Through technology, learners can engage in activities such as conducting additional

investigations and applying their knowledge to other disciplines. Moreover, through technology
it helps students to deeper their understanding and be able to elaborate things by doing it by
themselves. Just what majority said, technology plays a crucial role in our education system
because it provides tools and resources that could be our reference and broaden students’
perception towards to a certain matter. It is not just that, when it comes to collaboration and
communication, technology is a great instrument to have contact and access to our academic
matter.

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Lesson 19 Technology in Evaluating
Student Learning
Lesson Outcomes:

At the end of this lesson, you are expected to:

1. Determine EdTech applications that can be used in evaluating student

learning;
2. Use one EdTech application in evaluating students' learning on a
particular lesson; and
3. Present your technology-based evaluation tool through an EdTech
show.

Introduction

Technology has shown to be an effective tool for both material delivery and for measuring and
analyzing student learning. Standardized examinations and written assignments are two examples
of traditional assessment techniques that frequently fall short of accurately capturing the whole
range of students' knowledge, abilities, and competences. But because of technology integration,
teachers now have access to a variety of cutting-edge assessment methods and technologies that
can offer more precise, timely, and customized insights into students' learning.

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 Engage

In this session, we will have an engagement activity where the class is divided into 5 groups.
Each group has been given a paper with 5 questions on it and all they have to do is to match the
logo of an EdTech applications to its name and explain its uses. Each group must choose their
representative to explain their answer.

Column A Column B
1.

a.
Microsoft Word

https://play.google.com/store/apps/details?id=com.googl
e.android.apps.docs&hl=en_US

2.

b.
Google Drive

https://images.app.goo.gl/7odYK2s2y6pETkGd7

3.

c.
Google Meet

https://www.google.com/url?sa=i&url=https%3A%2F%2Fround-lake.dustinice.workers.dev%3A443%2Fhttps%2Fen.wikipedia.org%
2Fwiki%2FMicrosoft_Word&psig=AOvVaw0ZhlhuMnEKIfS1HaIZD_z-

&ust=1708704540075000&source=images&cd=vfe&opi=89978449&ved=0CBMQjRxqFwoTCOjg16SBwYQDFQAAAAAdAAAAABAE

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Explore

1. In a short bond paper, draw 1 EdTech Application that you really like and explain briefly why
you choose that app.

Explain
Evaluating is the last phase in the 5E Instructional
Model, wherein you evaluate the students’
understanding of the lesson, the skills they
developed, their ability to apply the lesson learned,
and the
changes in their thinking. This phase also focuses on
inquiry-based setting which includes formal and
informal assessment approaches. This phase entails
you to observe student behaviors as they explore and
apply new concepts and skills, assess students’
knowledge and skills, encourage students to assess
their own learning, and ask open-ended question.
https://images.app.goo.gl/rLfSd1ScDXr8kwr97

• Here are some of the interactive and user - friendly educational technology applications
that you may use in evaluating students’ learning:

A. Cloud-based repository systems

➢ There are now cloud-based student response systems that allow you to create simple
quizzes that students can take quicky on laptops- or, more, often, via classroom tablet
computers of their own smartphones.

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 https://images.app.goo.gl/EBpGraLsNPdpxQMC7 https://images.app.goo.gl/CgqwSof4UGR28RSa7

B. Quiz-generating applications
➢ There are online applications which allow you to conduct student-paced formative
assessments in a fun and engaging way for students of all ages. There are several
salient features of these apps. Since, these are student-paced; questions appear on
each student’s screen, so they can answer questions at their own pace and review their
answers at the end.

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C. Online Grading Machines

➢ These apps are ideal for modular, blended, and even online learning. They turn your or
tablet into an optical grading machine. They read free-to-download answer sheets in
multiple sizes. Moreover, they can provide instant feedback to students by grading
exit tickets, quizzes, and formative assessments as soon as they finish.

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mages&cd=vfe&opi=89978449&ved=0CBMQjRxqFwoTCOi5zcLFv4QDFQA
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m1&ust=1708654094938000&source=images&cd=vfe&opi=89978449&ve
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D. Online Grading Machines

➢ These apps are ideal for modular, blended, and even online learning. They turn your or
tablet into an optical grading machine. They read free-to-download answer sheets in
290
 multiple sizes. Moreover, they can provide instant feedback to students by grading exit
tickets, quizzes, and formative assessments as soon as they finish.

https://images.app.goo.gl/wSVRQkMEbAiQhVtg7

https://images.app.goo.gl/xBMvBBXoBitcxiLW7

E. Rubric-generating applications
➢ If you want to evaluate the performance tasks of you students but do not have plenty of
time to formulate your needed rubrics from scratch, these tools are the ones you need.
They provide generic rubrics that can be customized based on your need and can simply
be printed or used for many projects and research assignments.

https://images.app.goo.gl/hCUg9B5Ex9ZSny9S7

Elaborate

1. Among your newly discovered EdTech apps, which is your preferred to use? Explain your
answer.

291
2. Using the EdTech apps discussed in this lesson, use one EdTech app in evaluating students’
learning on a particular lesson from your specialization.

• Computer – based activity: Using the EdTech apps discussed in this lesson 19,
Technology in Evaluating Student Learning. Use one EdTech app in evaluating students’
learning on a particular lesson from your specialization or in your lesson. Here are some
of the interactive and user - friendly educational technology applications that you may
use in evaluating students’ learning:

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Evaluate

Choose a letter of the correct answer. (2 points each)

I. Multiple Choice

1. In the Evaluating phase, what is the educator's role in assessing students' ability to apply the
lesson learned?

A) Ignore students' application of knowledge

B) Conduct only formal assessments
C) Observe students as they apply new concepts and skills
D) Only focus on memorization of facts

2. How does the Evaluating phase contribute to the overall instructional process?

A) By avoiding assessment
B) By assessing only factual recall
C) By assessing students' understanding and skills
D) By ignoring changes in students' thinking

292
3. How does the Evaluation phase encourage student reflection?

A) By providing direct feedback C) By introducing new concepts

B) By asking open-ended questions D) By conducting investigations

Answer Key

1. C 2. C 3. B
II. Essay (7 points)
1. Describe the importance of the Evaluating phase in the 5E Instructional Model. Explain how
this phase contributes to assessing students' understanding, skills development, and application of
the lesson learned.

Rubrics:
Criteria Excellent (4) Proficient (3) Basic (2) Needs
Improvement
(1)
Logical and Organized in a Organization Organization is
is
coherent structure way that somewhat confusing or
with well- effectively unclear, with absent,
Organization some hindering
developed presents ideas disjointed or
understanding
paragraphs and with clear confusing of ideas.
sections.
smooth transitions
transitions between
between ideas. paragraphs.

Demonstrates Provides a solid Contains some Contains little

293
 comprehensive h understanding relevant to no relevant
understanding of the topic with information information or
of the topic wit but lacks supporting
Content insightful and adequate depth of evidence.
analysis strong analysis analysis or
supporting and supporting
evidence. supporting evidence.
evidence.

Writing is clear, Writing is Writing is Writing is

concise, and mostly clear and somewhat unclear or
effectively understandable, unclear or
confusing
Clarity difficult to
communicates throughout the
with few

ideas to th instances o follow i essay

e f n .
reader. confusion. places.

Summary

In conclusion, technology is essential to assessing student learning since it offers creative tools
and techniques that improve assessment procedures. It gives teachers the ability to administer
tests in more engaging and dynamic ways, increasing efficiency, flexibility, and customization.
Teachers can use technology to offer tests in a variety of ways, including digital portfolios,
multimedia projects, simulations, and quizzes. In addition to offering real-time feedback, these
digital technologies let teachers better monitor students' progress and pinpoint areas in need of
development.

REFERENCE:

● Alata-Bruza, E. J., Aldama, P. K., Bulusan, F., Calano, M.J., & Rivera, J.A. (n.d.).
Technology for Teaching and Learning 1 (pp.192-197).

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 EMERGING TECHNOLOGIES
CHAPTER 5

Module Outcomes:

At the end of this chapter, you are expected to:

Introduction

1. Identify the application of Learning Analytics, Artificial Intelligence,

Makerspaces, and Wearable Devices in education; and
2. Analyze the benefits and drawbacks of Learning Analytics, Artificial
Intelligence, Makerspaces, and Wearable Devices
as applied in the
context of education.

Learning analytics, artificial intelligence, makerspaces, and wearable devices are some of
the emerging technologies that truly enhance the learning experience in the classroom and
reshape education. These technologies combine engineering and research design in the
classroom. They also engage students in the classroom and promote higher student
achievement, Teachers believe that the use of these technologies prepare students for future
careers.
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 LESSON 20 Learning Analytics
Lesson Outcomes
At the end of this lesson, you should be able to:
1. Identify the applications of learning analytics in education;
2. analyze the benefits and drawbacks
learning
of analytics as applied
in the context of education; and
3. discuss some experiences of Aslan universities on the use of learning
analytics.

Engage

Before we continue, think, and analyze the questions

below.

1. Have you ever thought search engines seem to know the

next word that you will key in the search bar?
2. Have you ever wondered, why the advertisements (https://medium.com/
popping out in your social media are within your @christalluster/punctu

interest and taste?

Explore

After analyzing the questions above, answer the following question in at least two paragraphs.

296
 1. What if we use this power of technology in education? Could there be any advantages and
drawbacks?

Explain

Learning Analytics: Definition and Applications

Learning Analytics is the measurement, collection, analysis, and reporting of data about
learners and their contexts, for purposes of understanding and optimizing learning and the
environments in which it occurs (Siemens & Long, 2011, p. 34). Educational technologists label it
as learning analytics, educational data mining, or academic analytics (Bienkowski, Feng, 8
Means, 2012; Elas, 2011). The primordial aim of learning analytics is to capture a better
understanding of the educational settings and ultimately improve learning capabilities. ln this
sense, teachers' and educators' decision s could be influenced mainly by using learning analytics
(Scheffel et al, 2014).
One recent study by Gedrimiene, Silvola Pursiainen, Rusanen, and Muukkonen (2019)
provided a summary of learning analytics utility ranging from student to government level. It
implies that learning analytics could be essential to students, teachers, institutions, and the
government. For instance, in using data analytics, students can have personal interventions to
improve their learning of a concept. Meanwhile, the teachers can monitor students' learning
progress, while the government can use data for policymaking.

(https://www.tandfonline.com/doi/full/10.1080/00313831.2019.1649718)

Educational Benefits in Using Learning Analytics

297
 The discovery of learning analytics provides some benefits that can improve the delivery
of instruction Below is a rundown of these benefits, culled from Avella et al.'s (2016) study:
1. Identification of Target Courses - because artificial intelligence can be used to analyze
the preference and the needs of the students in terms of the courses that they would
like to learn more, educational institutions can easily decide on what programs could be
potentially offered to the students. In this way, a matching of the needs and the course
offerings is ensured.
2. Curriculum Improvement- by analyzing big data, like national achievement tests and
other nationwide aptitude exams educators can reconfigure the curriculum. In this way,
the curriculum could be enriched by considering the students' needs to optimize their
potentials.
3. Improvement of student learning experience and processes - The learners' interactions
and the trails they leave online could ○ converted as big data to reveal learning behavior.
In that way, teachers can enrich learning experiences and processes.
4. Personalization of Learning- using big data online, machine learning and artificial
intelligence can help in the customization of learning. For instance, an online learning
management system can provide real-time feedback through email when learners need,
additional topics to learn or have already achieved the desired skills.
5. Research Opportunities in Education- using big data, educational researchers can easily
collaborate to do studies that could impact policymaking.

Challenges in Using Learning Analytics in Education

While there is seemingly plethora of benefits to education, learning analytics also
advances some challenges to the education sector (Nunn et al, 2016). The following are the
challenges:
1. Digital Tracking and Data Collection- big data comes from tracking and collecting specific
data. Many institutions cannot use big data, because they do not have the necessary
tools to track and manage students' data. It implies that institutions should have
platforms to track the number of times an individual logs into the course room.
2. Learning Environment - it should be noted that learning cannot happen in just one
setting. Many educational institutions advocate the use of blended learning modalities
298
 plus mobile learning. In this way, data can be overwhelmingly present in many
environments.
3. Ethical and privacy issues- ethicality, legality, and confidentiality of the students are
prime issues in using learning analytics. Some privacy considerations include students'
consent, respect to privacy, ensuring anonymity and data accuracy. Sclater (2014) also
mentioned that ethical and privacy issues could consist of interpreting the data, owing
the data, archiving the data, and sharing the data with others which are not related to
the institution from where the data were culled.

Elaborate

1) When you become a teacher in a financially capable school, what would be your data
source, and how could you apply the data that you could cull to improve the education delivery
of your school? With your pair, use the table below to project your answer?
Data Source Specific Data Application of the Data

2) Search for information about learning analytics, focusing on how it analyzes data to
understand learner behavior and improve learning outcomes

Evaluate

Multiple Choice. Select the correct answer. Write the letter on the space provided before the
number.
1. In this way, the curriculum could be enriched by considering the students' needs to
optimize their potentials.
A. Personalization of Learning
B. Identification of target courses
C. Curriculum Improvement

299
 D. Research Opportunities in Education
2. Its primordial aim is to capture a better understanding of the educational settings and
ultimately improve learning capabilities.
A. Learning Environment
B. Curriculum Improvement
C. Research Opportunities in Education
D. Learning Analytics
3. The Educational Benefits in Using Learning Analytics include the following EXCEPT one.
Which one?
A. Curriculum Improvement
B. Identification of target courses
C. Ethical and privacy issues
D. Personalization of Learning
4. It implies that institutions should have platforms to track the number of times an
individual logs into the course room.
A. Identification of target courses
B. Ethical and privacy issues
C. Digital Tracking and Data Collection
D. Curriculum Improvement
5. The Challenges in Using Learning Analytics in Education include the following EXCEPT one.
Which one?
A. Digital Tracking and Data Collection
B. Identification of target courses
C. Ethical and privacy issues
D. Learning Environment
Answer Key
1. C. Curriculum Improvement 2.

D. Learning Analytics

3. C. Ethical and Privacy Issues

300
 4. C. Digital Tracking and Data Collection

5. B. Identification of target Courses

Summary

The role of data in the education environment is evolving and has the potential effect to
institutions, students, and teachers. Moreover, because of the advancement of technology and
the Internet, data will be continuously archived. It will result in a better understanding of
students' patterns, behavior, preferences, and needs. Hence, data-driven education will prosper,
which will result in better articulation of student-centered learning. However, issues and
challenges should be intelligently addressed to ensure an ethical, legal, and optimal utility of
learning analytics.
Reference:
Alata-Bruza et al. Technology for Teaching and Learning 1 (pp.103-112).

Siemens & Long. (2011). Handbook of Organizational Creativity (p. 34).

Nunn et al. (2016). Learning Analytics Methods, benefits, and Challenges in Higher Education: A
Systematic Literature Review.

LESSON 21 Artificial Intelligence

301
 Lesson Outcomes
At the end of this lesson, you should
able be
to:
1. Define artificial intelligence and some concepts related to it;
2. Explain the role of artificial intelligence in the lives of teachers and
students; and
3. Discuss the importance of digital literacy and computational thinking,

Engage

Now that you have learned what is Learning Analytic, we will proceed to the next lesson.
Look at the pictures below. You will be going to analyze the given picture. Share your idea to the
class on how it helps you in your academic study.

(https://blogs.worldbank.org/investinpeople/misconceptions-
about-artificial-intelligence-and-what-it-means-people)

Explore

302
 After analyzing the pictures above. Write in the table below the Advantage and
Disadvantages of using Artificial Intelligence.

Advantage Disadvantage

Explain

Artificial Intelligence is a branch of computer science, it refers to the manner by which

machines think, react, and work like the human brain. Like human intelligence, Al allows machines
to "process data, patterns, and models in order to perceive, reason, plan, solve problems, make
predictions, and manipulate objects" (Karsenti 2019 p. 106). These complicated tasks are
automated by AI, thereby saving time in doing them.

(https://incubator.ucf.edu/what-is-
(https://www.linkedin.com/pulse/unleashi artificialintelligence-ai-and-why-people-
ng-power-artificial-intelligence-ai) should)learabout-

There are other digital systems related to

Al. Some of these are listed as follows:

Algorithms- algorithms are sets instructions for handling data by computers. Think of these as
shortcut commands for computers.

Bio Data- these are digital ecosystems that capture, manage, process, and transfer extremely
large data set. Through AI’s algorithms, the enormous amount of data which cannot be

303
processed by ordinary computer techniques, can be handled. With this, the Al is used to study
patterns and mate predictions.

Machine Learning- this is an approach where algorithms are tested so they can make data
automatically generate results. In other words, it is the mechanism to achieve Al.

Deep Learning- drawing inspiration from the brain's neural network structure, deep learning
interprets data through 'interconnections, layers of meaning, and propagation directions"
(Karsenti 2019, p. 107). This approach sorts through large data to predict what is being searched
by the user.

Data Mining- this is the process of looking for useful patterns and relationships in big data.

Learning Analytics- this pertains to the critical evaluation of raw data and the generation of
patterns of learner habits, predicting their response and providing feedback.

THE ROLES IF AI IN EDUCATION

Now that we have an idea of what AL is, let us look at its role on education according to
Borge (2016), there are different ways shape the future of educational experience for teachers
and students:

1. Automation of Basic Activities in Education - This means the use of any computer in
managing the data. Through AI tools, teachers can save time grading, scheduling,
testing, and checking all kinds of tests.
2. Supporting Students through additional AI tutors- Al programs can aid students to have
a fundamental knowledge of subjects in basic mathematics, writing, and many other
subjects.
3. Source of Feedback via Al-driven Programs- AI helps the educators and students to
respond to the constant shifts in the curriculum. It can give feedback which can inform
the teachers in students to respond designing relevant and effective teaching. It can also
monitor students' performance to them in the success of the course.
4. Making trial and error less intimidating - AI offers a mechanism for experimentation
and learning in a judgement-free context. Intelligent computer systems have trial-and-
error methods where learners can go back from the start and correct their mistakes.

304
 5. Transforming the teacher, the learner, and the learning process - The growing use of Al
takes over some of the basic tasks of the teacher. Al systems and software allow the
student to study anytime and anywhere. Learning basic skills is now possible through A.
These trends are happening now and can be expected to further develop in the future.

Digital Competencies and Computational Thinking in an A-Powered World

The changing learning landscape demands educational institutions to develop among its
teachers and students’ certain knowledge and skills geared toward a future powered by Al and
digital technologies. Digital Literacy refers to the "ability to access. manage, understand,
integrate, communicate, evaluate, and create information safely and appropriately through
digital devices and networked technologies for participation in economic and social life. It
includes competencies that are variously referred to as computer literacy ICT literacy,
information literacy, and media literacy" (Antoninis & Montoya, 2018).

The United Nations Educational Scientific, and Cultural Organization (UNESCO) proposed
digital literacy competency areas and competencies as part of their global framework to
Measure digital literacy. Some competency areas include fundamentals of hardware and
software, information and data literacy, communication and collaboration, and digital content
creation. The objective is to "reveal the power of digital competencies that can analyze, use and
decode Artificial intelligence as a powerful technology, to which we must necessarily think in a
context to understand its scope, limitations, potential and challenges" (UNESCO, 2019, p. 18).

According to the USA's International Society for Technology in Education and Computer
Science Teachers Association (2011), computational thinking is a problem-solving process that
has the following characteristics:

• Formulating and solving problems with the use of computers and other tools.
• Logical organizing and analyzing data.
• Representing data through abstractions (e.g., models, simulations);
• Automating solutions through algorithmic thinking.
• Identifying, analyzing, and implementing possible solutions with the aim of determining the
most efficient and effective combination of steps and resources; and

305
 • Generalizing and transferring this problem-solving process to a wide variety of problems.

Elaborate

1. What is the influence of Artificial Intelligence among the youth? Bear in mind that the usual
social media and online platforms we use are part of AI.
2. List down the three key takeaways from this lesson.
3. Search for information and elaborate the concept of artificial intelligence and its potential
application in various fields.

Evaluate

A. Multiple Choice.

Choose the best answer from the options given:

1. It is the process of looking for useful patterns and relationships in big data.
A. Big Data
B. Deep learning
C. Learning Analytics
D. Data Mining
2. It refers to the ability to access. manage, understand, integrate, communicate, evaluate, and create
information safely and appropriately through digital devices and networked technologies for
participation in economic and social life.
A. Algorithms
B. Learning Analytics
C. Digital Literacy
D. Big Data
3. The Roles of AI in Education include the following EXCEPT one. Which one?
A. Making trial and error less intimidating
B. Logical organizing and analyzing data
C. Automation of Basic Activities in Education
306
 D. Source of Feedback via Al-driven Programs
4. These are digital ecosystems that capture, manage, process, and transfer extremely large data set.
A. Digital Literacy
B. Matching Learning
C. Bio Data
D. Algorithms
5. This pertains to the critical evaluation of raw data and the generation of patterns of learner habits,
predicting their response and providing feedback.
A. Artificial Intelligence
B. Data Mining
C. Learning Analytics
D. Machine Learning

Answer Key

1. D. Data Mining

2. C. Digital Literacy

3. B. Logical organizing and analyzing data

4. C. Bio Data

5. C. Learning Analytics

B. Essay
In your own understanding, explain the positive and negative effect if using Artificial
Intelligence.

Summary

307
 In this generation, global trends are shaped through disruptive innovation and the new
technology of Artificial Intelligence represents a big part of it. Artificial Intelligences refers to
how machines think, react, and work like the human brain. Computational thinking and AI may
belong to the realm of computer science, but the digitization of education and other fields
should not prevent us from learning the emerging competencies. Since AI is occupying its space
in many areas of our learning and living now and in the years to come, digital literacy is a helpful
resort that must be enhanced by schools, teachers, and students to cope with the challenges
and opportunities in an AI- powered society.
References

Alata-Bruza et al. Alata-Bruza et al. Technology for Teaching and Learning 1 (pp.103-112).

Karsenti, T. (2019). Artificial Intelligence in education: The urgent need to prepare teachers for
tomorrow’s schools (p. 106).

CHAPTER MAKERSPACES AND

WEARABLE DEVICES
5

308
 At the end of the lesson, students will be able to:
B. Identified the makerspaces and wearable devices.

C. Determine their functions and affordances in education.

D. Examine the possible challenges in integrating makerspaces and wearable

devices in education.

INTRODUCTION!

The world has been going through a tough time because of the COVID-19 Pandemic.
Several developed and developing countries have been suffering from a shortage of essential
health-related products. Different research institutes have extensively studied the usefulness of
opening and engaging people in activities at Makerspace. Beside Makerspaces’` educational
benefits, it can also bring up communities together to make and supply health-related products.
The etymology of the term Maker Movement goes back to 2005, when Dale Dougherty started
the Make magazine with the purpose of encouraging people who were interested in gaining new
skills, commencing new hobbies, and working with and forming communities that share the
same interest (Hira, Joslyn, & Hynes, 2014). The ideology of maker movement is to develop and
produce new things that are either digital or physical utilizing new techniques or tools such as 3D
printers in open spaces, workshops, or labs (Schön, Ebner, & Kumar, 2014.

ENGAGE!

Now that you already have an idea about Makerspaces. Describe the pictures shown below.
What did you see and observe? Share your idea to your classmates.

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hat-is-a-makerspace/

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case-for-school makerspaceswho-use-them/-according -to-those-

EXPLORE!
309
 Let us do some activity to apply your understanding regarding to the previous lesson.
Activity 1: In a ½ crosswise. Choose two digital systems that is related to AI or the Artificial
Intelligence and give what is your own understanding of your chosen digital systems.

EXPLAIN!

WHAT IS MAKERSPACE?
According to Oxford dictionary, it is a place in which people with shared interests,
especially in computing or technology, can gather to work on projects while sharing ideas,
equipment, and knowledge. It promotes learning through play and can be created in a classroom,
a library or even in a stand-alone building. Makerspaces are venues for a range of activities with
flexible educational goals and creative purposes.

Makerspaces function to:

9. Cultivate play and exploration.

10. Engage students in informal learning opportunities.
11. Promote collaborative learning; and
12. Establish a culture of creating. The possibilities are endless inside the makerspaces as
they could be based on anything if it fosters curiosity and ingenuity.

WEARABLE DEVICES IN EDUCATION

Both educators and researchers in educational technology have shown increased interest
in the application of wearable technology in education. According to Bower, Sturman, &
Alvarez,
2016, Wearable technologies are wearable digital devices that often “incorporate wireless
relevant information”. Wearable technology enables opportunities for students to understand
more quickly and access information with less mental input or actions.

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G. VIRTUAL REALITY
It allows students to experience learning differently and without the risk involved. It
provides live scenarios for students and takes them to places that are either difficult, or
sometimes impossible, to access in real life.

https://redboxvr.co.uk/expeditionspro/
H. CAMERA
It is used to record a lecture or students’ performance on a task. It also enables users to
capture embodied, sensory, and kinesthetic knowledge and skills.

https://ph.canon/en/consumer/products/search?

category=photography&subCategory=interchangeable-lens-cameras

I. SMARTPHONE/TABLET

It measures brain activity by generating data and sending it to smartphones. Support the
learning process of students by identifying what keeps them focused. Through this, educators
could obtain valuable data on students’ level of engagement and cognitive focus.

https://www.uswitch.com/mobiles/guides/best -android-phones/

J. SMART JEWELRY OR WATCHES

It is used to alert students and teachers if situations in a laboratory, for instance, become
dangerous.

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 https://www.cntraveller.com/article/smart-jewellery

ELABORATE!

According to Attallah and Ilagure (2018) they indicated several limitations of wearable
devices in education. This limitation can be clustered into four.

i. Technological
ii. Financial
iii. Customer-related
iv. Ethical

VI. TECHNOLOGICAL
Wearable devices are rather small, light, and dependent on a smartphone or a computer to
connect to the internet. Other wearable devices also have short battery lifetime, small screen size,
and are prone to overheating issues.
VII. Financial
The cost of wearable devices may be too much for school and educators to handle.
VIII. Customer-related
While some students overly rely on technology, others may not be prepared to handle
technology. Educators also do not believe that the application of this technology in the
teachinglearning process has value.
IX. Ethical
There is privacy, social, and ethical issues in sharing information. By using these devices,
students can take photos and record videos without permission. In addition, the possibility of
cheating during exams has risen with the introduction of wearable devices in education.

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 1. Search for a wearable device that could enhance learning for students and what are
some potential negative impacts of wearable technology on students learning?

EVALUATION!

E. MULTIPLE CHOICE
Direction: Choose and encircle the correct answer.

1. It is used to record a lecture or students’ performance task.

A) Smartphone

B) Camera

C) Visual Reality

D) Smart jewelry and watches

2. It allows students to experience learning differently and without the risk involved.

A) Camera

B) Smart jewelry

C) Visual Reality

D) Smartphone

3. It supports the learning process of students by identifying what keeps them focused.

A) Smart watch

B) Visual Reality

Virtual Reality Smartwatch

C) Smartphone

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 D) Camera 4. It used to alert students and teachers if situations in a laboratory, for
instance, become dangerous.

A) Visual Reality

B) Smartphone

C) Camera

D) Smart jewelry and watches

I. ESSAY
Direction: In a one paragraph. Explain what is the difference between Makerspaces and
Wearable Device in education? (6 points)

ANSWER KEYS:

• B
•
C
• C
• D

REFERENCES

Alata-Bruza et al. Alata-Bruza et al. Technology for Teaching and Learning 1 (pp.103-112).
Karsenti, T. (2019). Artificial Intelligence in education: The urgent need to prepare teachers for
tomorrow’s schools (p. 106).

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 ETHICS IN DIGITAL
CHAPTER
EDUCATION
6

At the end of the lesson, students will be able to: implications of digital technology in

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 1. Identified the moral and social
2. Analyze the ethical issues that undergird educational
technology; and
3. education.
and stakeholders of digital education.
Recommend ways of upholding ethical standards among students, teachers,

INTRODUCTION!

“It has become appallingly obvious that our technology has exceeded our humanity.”-
Albert Einstein famous quote. Since 20 th century, we already witness the surge of thousands of
technological innovations that changed the course of humanity. Steam engine, printing press,
automobiles, microscope, airplane, computers, and smartphones have revolutionized the field of
science and technology. The limits of our understanding about transportation, communication,
human anatomy, space, and even our social life was slowly being overcome as more and more
discoveries unfold. In this sense, technology has truly superseded our humanity. However, the
social and ethical implications of these technologies remained debated. It is because technology
exists in a society with moral and ethical standards. While technology and science continue to
grow and contribute to society, the consequences of using and abusing these technologies create
another story. And these are often more difficult to answer. Much of the preceding chapters dealt
with the techniques and knowledge of educational technology. But it is critical to see that, like
any other technology, digital technology in education has ethical dimensions that need scrutiny.

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 LESSON
23 TECHNOETHICS

At the end of the lesson, students will be able to:

1. Interpret the link between ethics and technology
2. Explain the role of techno ethics in education; and
3. Identified the social and ethical issues that confront educational
institutions in the digital age.

INTRODUCTION!

Rhodes (1986, p. 21) defined ethics as “the systematic exploration of questions about
how we should act in relation to others.” Technology, on the other hand, is the branch of
knowledge that deals with the creation and use of technical means. Technology itself is often
viewed as incapable of having ethical values. But another perspective contends that a piece of
technology still has ethical responsibilities, granted to it by those who have created it and those
who have determined whether it will be produced and utilized. This subfield of ethics is called
the ethics of technology, or as the philosopher Mario Bunge calls it, techno ethics.

ENGAGE!

Now that you already have an idea about what is techno ethics. Let us have a game called
“4 pics 1 word.” You will be going to identify and analyze the picture then tell what the picture is
all about.

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 EXPLORE!

Let us do some activity to apply your understanding regarding to previous lesson.

ACTIVITY 1: SHOWCASING AND REFLECTION!

Divide the class into 2 groups then find one wearable device and explain its functionality
in education. After that choose only one representative to explain it and share to the class.

EXPLAIN!

TECHNOETHICS

e. an interdisciplinary research discipline that provides insights into the ethical implications of
technical processes and activities for the progress of modern society (Luppicini, 2010)
f. It draws on ideas and approaches from a broad variety of knowledge areas, such as
communications, social sciences, computer sciences, development studies, applied ethics, and
philosophy.
g. It considers technology and ethics as socially intertwined and focuses on exploring the ethical
use of technology, defending against abuse of technology, and establishing shared standards
to direct future developments in technological growth and development for the good of
society.

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 EDUCATIONAL TECHNOETHICS
Is an area of techno ethical inquiry which is concerned with the effects of technology on
education and the ethical connection between them in society. This shifts in student beliefs and
actions due to technology, including:

F. Exposure to outdated materials in classrooms

G. Cyber plagiarism utilizing materials downloaded straight from the internet.
H. Buying articles from websites and moving them on as the student’s own research.

It also concerned with subjects such as:

● Anonymity
● Equality
● Digital divide
● Cybercrime
● Privacy

SOCIAL AND ETHICAL ISSUES IN THE DIGITAL AGE

K. GLOBALIZATION

Can be characterized as the global influx of people, technologies, economies, ideas,

information, and culture. Internationalization, owing to its emphasis on ties between
countries, societies, and cultures (Knight, 2005), can be seen as part of Globalization.

L. DIGITIZATION

Is the exponential development in digital technology which enables a quick and effective
sharing of ideas and information that can take place wherever and whenever?

M. DIGITAL DIVIDE

Is the disparity among people, groups, and countries determined by their access to modern
ICT. Students from low-income families and school districts have inadequate access to

technology. Stable internet connection, availability of computers, and digital literacy are

the defining features of this digital gap.

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 N. CYBERBULLYING
- Is an unwanted aggressive behavior done to somebody using a computer device.

ELABORATE!

I. In a 1/8 illustration broad make a slogan with regards to technoethics. And present it to
the class.
II. Make an advocate on How we can prevent the social and ethical issues in the digital age.
III. Choose one of the four concepts of Social and Ethical Issues in Digital Age and using
publisher create a powerful slogan that raise awareness, and inspire action towards a
more equitable and ethical in digital world.

ELABORATE!

I. MULTIPLE CHOICE
Direction: Encircle the correct answer.

1. What is the systematic exploration of questions about how we should act in relation to
others?
• Technology
• Technoethics
• Ethics

2. What is the branch of knowledge that deals with the creation and use of technical means?
I. Ethics
II. Technology
III. Technoethics

3. What is considers technology and ethics as socially intertwined and focuses on exploring the
ethical use of technology?
2. Ethics
3. Technoethics
4. Technology
4. What is the disparity among people, groups, and countries determined by their access
modern ICT?

A. Globalization
B. Cyberbullying
C. Digital divide

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5. What is an unwanted aggressive behavior done to somebody using a computer device?

• Cyberbullying
• Digitization
• Globalization

Answer Keys:

I. Multiple Choice

1. C 2.
B 3. B
4. C
5. A

II. Essay

Direction: In a one paragraph. Explain the roles of techno ethics in education. (5points)

SUMMARY!

In the 20th century we witnessed how technology change our generation. From how the
things got revolutionized. But, of course in this chapter it helps identify the moral and social
implications of digital technology in education and not just that, it helps us understand the link of
ethics and technology and of course to know the roles of technology especially technoethics in
education. In this lesson also it helps us identify the social and ethical issues in the digital age.

REFERENCES

Kevin C. Costley, Ph.D. (2014) The Positive Effects of Technology on Teaching and Student
Learning.

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 Lesso
n2 Data Security and Data
4 Issues

Learning Objectives:

At the end of the lesson, the learners should be able to:

1. Differentiate data security and data privacy;

2. Discuss the importance of data security and privacy in education; and
3. Recommend ways of protecting student data and information.

Introduction

Educational technology programs produce massive quantities of data that enable schools and
colleges to provide each pupil with more customized resources. Creating a philosophy of
effective utilization of data for students is extremely essential, but data obtained by such
programs is equally significant.

Data protection and preservation should not be set aside for agencies; risk management and
prevention activities should be standard knowledge and ingrained in the context of successful
usage of data. In doing so, data can be used in improving our educational institutions. In this
lesson, you will be able to appreciate the value of students’ data and the importance of securing
it and upholding their privacy.

Engage

Answer this question:

When you heard the word Data Security and Data Issues, what first comes in your mind? and what
provisions do you think can greatly help us? In your own idea. Share your thoughts in class.

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 Explore

Directions: Pair with your seat mate and choose two platform that you think helps you during
pandemic and share your ideas about its advantages on how does it help you in your learning
during pandemic. Decide who will be the one who will discuss in front.

Explain

1. Data Privacy and Data Security in Education

In the Philippines, we have a law protecting people’s personal information. This is through the
Republic Act (R.A) 10173 or the Data Privacy Act of 2012 (National Privacy Commission [NPC],
n.d). Generally, this law (1) protects the privacy of individuals while ensuring free flow of
information to promote innovation and growth (2) regulates the collection, recording,
organization, storage, updating or modification, retrieval or destruction of persona; data; and
(3) ensures that the Philippines compiles with international standards set for data protection
through National Privacy Commission’’[NPC, n.d.)

According to the DPA, information about education is Sensitive Personal Information (SPI). As
such, its processing is generally prohibited It may only be processed in specific circumstances
provided in the law. (Section 13.DPA)

In today’s environment, online media provides a stronger assurance for policy formulation and
implementation. Through the introduction of technology in classrooms, students data is also
exchanged by organizations offering student information systems (SIS), learning management
systems (LSM), and many other applications.

2. Data and Technology as Means to Improve Learning

Digital technologies like personal computers, handheld devices, applications, blogs and
educational services are utilized in classrooms in ways that result in the production of new data on
particular students that never existed before. Digital education provides innovative resources to
help teachers tailor and enhance learning for students.

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 The internet and technologies allow educators to build innovative strategies in classrooms and
communities and benefit from advances in other schools. We need to ensure that students and
educators are trained to make the best of the Web and of technologies ensuring that students’
sensitive information are secure.

According to (Cristen, 2009). Now, with the onset of the Common Core Standards and their
emphasis of technology, the use of technology will become and even bigger priority in schools.

3. Safeguarding Students Data

As an essential voice in introducing innovations to classroom, you need to consider how

innovative technologies and resources function. In other words, teachers should guide students
to be responsible data users. You should learn the technologies that will help students excel.

According to (Schneble et al.2020), advance in machine learning and big data have now enabled
the use of heretofore low-risk data, like what one posts publicly on Twitter, to be used to predict
likehood of medical conditions, contact with a pathogen (Keeling et al. 2020), or mental health
(Kim et al.2019)

The following ideas can be considered in developing a student privacy protection program. They
are summarized through the acronym PRIVAtE:

A. Peoples Engagement – Think of all the professionals in your school or board that will be aware of
the privacy policy and work squad.

B. Responsible Privacy Lead – A central point individual in your school or community who is ready
to address queries from friend, parents, or students.

C. Inclusive Program – Educate parents regarding your robust protection policy and the measures
they should take to secure their children’s details.

D. Volitional Practices – Be practices for managing vendors, applications, and devices allow your
school to set quality standards for your program.

E. Attentive Roadmap – Review the maps, problems and previous incident to create a roadmap.

F. Empowering Digital Education – Teach students to safeguard their confidential details and value
the privacy of others.

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 Elaborate

Answer the following questions in a sheet of paper. (10 points)

I. Find a issues that contains invasion of privacy and explain the content.

Example:

Evaluation:

I. Multiple Choice
Directions: Encircle the correct answer.
1. Mr. Disalo want to work in their Municipality to engage with the stakeholders. What strategy in
PRIVAtE Mr. Disalo must do?

A. People's Engagement
B. Responsible Privacy Lead
C. Inclusive Program
D. Empowering Digital Education

2. Alice went to APMC to face the concerns of the people that is arguing in MALASAKIT. What is
Alice in the PRIVAtE Strategy?

A. People's Engagement

B. Responsible Privacy Lead

C. Inclusive Program
D. Empowering Digital Education

3. ONE MARANTAO YOUTH ORGANIZATION will implementing a DIGITAL EMPOWERMENT program

to the students of ICT. Which strategy in PRIVAtE is DIGITAL EMPOWERMENT belong?

A. People's Engagement

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 B. Responsible Privacy Lead
C. Inclusive Program
D. Empowering Digital Education

4. Mayor Akira raising an awareness seminar workshop for parents for the safety of their children.
Which Strategy should mayor apply?

A. People's Engagement
B. Responsible Privacy Lead
C. Inclusive Program
D. Empowering Digital Education

5. Principal Gubat visits Bae Simalao every Wednesday to check the school as well as the students
and see if there's any problems regarding on their Data, which of the Strategy is Principal Gubat use?

A. People's Engagement
B. Volitional Practices
C. Inclusive Program
D. Attentive Road Map

Answer Key

1. A
2. B
3. D
4. C
5. D

Summary

In this lessons, it is important to strike the best balance between data protection and
security issues and to satisfy student educational needs, but we keep in mind that students learn at
different paces. Nonetheless, educations technology program school must have the required tools
to shield them against interruption while maintaining them fully accessible for learning.

References

Kevin C. Costley, Ph.D. (2014) The Positive Effects of Technology on Teaching and Student Learning.

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 Lesson
25 Information Disorders

Learning Outcomes:

At the end of the lesson, the learners should be able to:

1. Identify the different types of information disorders.
2. Evaluate information using the criteria for distinguishing reliable sources from fraudulent
ones;
3. Explain the importance of media and information literacy in fighting information disorders.

327
 Introduction

Fake news often conflates two important terms: disinformation and misinformation. Aside from
these two, a third category, malinformation, is also an emerging concern and it is all referred to
as information disorders.

It is imperative for us to know the basic definition of these constructs, and other related terms, to
be able to understand their nature and how they work in society.

Engage

Directions: Let us first have an exercise, you are going to analyze and arrange the JUMBLED WORDS
that I will show to you and write it on the space provided.

ExploreETSAI
R

EFBICARADT
AFEK WENS
NOMANIFRTOI
NOETCTX
Directions: Now a day’s people are relying in different social media platform as a source of
information. Identify an information disorder in any social platform and take a screenshot of it.
By visually and critically examining the screenshot, explain how it becomes a false information
and identify what categories of information disorder it is. You can use the space below for your
answer.

328
 Explain

Information Disorders
Misinformation, disinformation and malinformation are all types of information disorders. However,
there are some important distinctions among them.
A. Misinformation – a wrong information provided by someone who has the intention of telling
but is not informed that the knowledge is inaccurate or wrong (Wardle & Derakhshan, 2017).
B. Disinformation – a wrong information shared by someone who has an intent to deceive and is
aware that the information is wrong and deceitful (Lazer et al., 2018).
C. Malinformation – is one based on accurate information but is intended to harm or malign
others (Wardle & Derakhshan, 2017).
According to Nepal Med Association (2020), Information disorder syndrome applies to all cases of
false information and not limited to a specific topic.

Two essential dimensions: the accuracy of information and the purpose of the source.
Table 2. Comparison among Misinformation, Disinformation, and Malinformation

Misinformation Disinformation Malinformation

Accuracy Inaccurate Inaccurate Accurate
Purpose To inform To deceive To harm or
malign
Furthermore, there are seven categories of information disorders that may fall to any of the three
mentioned above. These categories are listed as follows:
A. Satire or Parody – the use of comedy and humor in criticizing issues
B. Misleading Content – also called “framing”; selectively choosing photos, quotes, or statistics that
mislead the information.
C. Imposter Content – using articles, logos, and videos that one did not write.
D. Fabricated Content – creating fantasies and fabricated stories.
E. False Connection - when visuals do not support the content of the material.
G. False Content – recirculation of the genuine content whereby it is taken out of content.
H. Manipulated Content – manipulating the genuine content or imagery to deceive I.
Phases of Information Disorder

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 Creation
the
coception

Production
the
publication
Phases of of the

Informatio
n

Distribution sharing
of the article in the
larger public either
Reproduction: the
through traditional
reinterpretation and media or social
recreation of the
media

original pace by

Figure 5.Four Phases of Information Disorder

Source Evaluation
Alexander and Tate (1999) proposed a five criteria framework that helps in critically evaluating the
materials we consume. The criteria are:

1. Authority – is about the author of the information or material gathered from a specific source.
This can be a person or organization.
A. Sourceless news – a material source with no specific commonly found in accounts during
public events.
B. Journalist as eyewitness – a firsthand experience account from a journalist.
C. Credentialed experts – qualified individuals or experts in specific fields of knowledge,
usually asked about an issue.
D. Anonymous sources – individuals who have their identities commonly withheld to avoid
backlash.
2. Accuracy - refers to the truthfulness and correctness of information. Information must be
verified using other sources.

3. Objectivity - is concerned with the impartial, fair, and disinterested presentation of information.
330
4. Currency - refers to the sensitivity to time and how constantly they change.
5. Coverage - compromises the target audience, the content, and the purpose of the information.
Media and Information Literacy
Information comes from the various sources-government agencies, private sector, and private
individuals. These institutions include schools, colleges, universities and other educational
institutions that give academic degrees.
Faculty members and students exchange scientific knowledge through academic discourse in
the classroom, conference, and publications. As educational institutions are incorporating the
media and technology in their operations, they are not immune from fraudulent information. It
is important to distinguish the accurate and reliable knowledge from the inaccurate and fake
ones. In doing so, students and teachers could guard the information that they use.

According to Ravi Shankar and Tabrez Ahmad (2021), who portrayed the evolution and impact
of social media regulation they found a case of overreaching provisions that dilute free speech
and privacy.
An information literate student, therefore, possesses the following characteristics:

Category 1: Category 2: Category 3:

Information Literacy Independent Learning Social Responsibility

Accesses information Pursues information related Recognizes the

importance
efficiently and effectively to personal of
information to
interests democratic society a

Evaluate information Appreciates literature and Practices ethical

other creative expressions
critically and competently behavior in regard to
of information
information and
information technology

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Uses information Strives for excellence in Participates effectively
information seeking and
accurately and creatively in groups to pursue and
knowledge generation
generate
information

Since academic institutions play a significant role in shaping knowledge, identity, and
communication, we must know how to handle our information with caution and to be mindful
of their consequences.

Elaborate

Choose a photo in the internet and change the content. Choose on the 7 categories on
the information disorders Example:

I. Multiple Choice
Directions: Encircle the correct answer.
1. Sultan and Salic will re-enact a the signature scene of the BARCELONA. Which of the following
catogories it belongs?

A. Satire or Parody
B. Imposter Content
C. Fabricated Content
D. Misleading Content
2. You are an social media influencer who always making a blog about facts in the museum and have a
lot of supporters and sponsors, which among the criteria you are belong?

332
 A. Authority
B. Accuracy
C. Currency
D. Coverage

3. Caberan is a news reporter and most of his reports are consist of facts and reliable information.
What criteria Miss Caberan used in her reports?

A. Authority
B. Accuracy
C. Currency
D. Coverage

4. You are an journalist who'll publish an article and your editor said that your work is just a word and
not enough to support your claim, what changes would you make to revise and add facts in your
article?

A. Accuracy- provide an evidence

B. Objectivity- avoid one-sided perspective
C. Coverage- be specific
D. Authority- provide credentials

5. Mr. Cabaro was known in their town for having an ability to connect on time in every issues.
Which of the following is Mr: Cabaro under?

A. Sourceless news
B. Journalist as eyewitness
C. Credentialed experts
D. Anonymous sources

Answer Key

1. A
2. A
3. B
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4. A
5. B

Summary
In these lessons, there are many types of information disorders so the schools, teachers,
and students should be responsible for protecting information and themselves from becoming
victims or perpetrators of fraudulent information. Everybody should be critical of the
information they produce, distribute, and reproduce because distorting them can undermine
the ability of others to make intelligent decisions.

References

Alata-Bruza, E. J., Aldama, P.K., Bulusan, F., Calano, M.J., & Rivera, J.A. (n.d.). Technology for
Teaching and Learning 1 (pp.124-133).

Kendal N. (2020) Information Disorder Syndrome and Its Management; journal of the Nepal Medical
Association. https://doi.org/10.31729/jnma.4968

Wardle C, Derakshan H. (2020) Information Disorder: Toward an interdisciplinary framework for

research and policy making. https://edoc.coe.int/en/media/7495-information -disorder-towardan-
inter-disciplinary-framework-for-research-and-policymaking

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