1

M119/Technology for Teaching and Learning 2/Lecture Notes

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

• Plan for mathematics and science lessons that can be best presented using open-ended tools
for productivity software applications;
• Explore for available open-ended tools for mathematics and science teaching and learning;
• Search for mathematics and science tools for open ended tools and
• Demonstrate how these open-ended tools or productivity software applications can be
maximized for mathematics and science teaching and learning.

INTRODUCTION

The existence of open-ended tools and/ or productivity tools for teaching and learning is
very helpful to aid teachers in today’s 21st Century classrooms. The demands of the century are
very challenging because they pose a lot of complex work requirements for teachers and
multifaceted tasks for learners. Gone were the days when a student can just focus on doing his/her
schoolwork without any other engagements and gone were the days when teachers may just focus
on delivering his or her lessons aided by traditional technologies.

Today’s classroom requires integrating instructional technologies to aid the teacher in

facilitating the attainment of the learning outcomes that are meant for the students to demonstrate.
Appropriate engagement of these technologies as tools for mathematics or science learning helps
create a rewarding environment because students get the most from the instructional activities. An
essential element in engaging open-ended tools is when it directly helps in attaining the intended
knowledge, skills and attitudes set for the students to acquire. When the tools are appropriately
used, they can fully make learning motivating, encouraging, and meaningful.

Open-ended tools may come in varied forms. There are tools that are very common or
conventional and are installed but there are also tools that are new, innovative and web-based.
Regardless of whether the tool is common or new, installed or web-based, what is important is its
contribution to make learning encouraging, enhancing and managing in mathematics and science
teaching and learning. Module 3 will provide some ways on how this can be done.

References
Felina P. Espique, Dorothy De Vera Silva. (2021). Technology for Teaching and Learning 2. Quezon City, Metro Manila: Lorimar
Publishing, Inc.
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M119/Technology for Teaching and Learning 2/Lecture Notes

Lesson Outcome:
• Identify uses of productivity software applications in the
teaching-learning of mathematics and science.
• Share experiences in using productivity software applications as
a mathematics or science learner.
• Explore samples of documents, presentations and spreadsheets
that were used in delivering learning plans for mathematics and
sciences
• Report new open-ended tools or productivity software
applications that are beneficial for mathematics and science
learning.

Open-ended tools and their uses in teaching and learning mathematics or science skills

Open-ended tools or productivity software applications are ICT tools. which help the
teachers and learners make their learning together as concrete, efficient, encouraging and
meaningful as possible. In any teaching-learning process, the use of these tools plays a vital role
as it helps meet the demands of the learners in the 21st Century classrooms. As described by Palmer
(2015), teachers need to demonstrate 21st Century characteristics to be able to meet the demands
of the 21st Century learners. Below is a list of what math and science teachers should do to respond
to the demands of the 21st Century.
1. Create a learner centered classroom and make instruction personalized because learners
have different personalities, goals, and needs;
2. Facilitate learners' productivity skills by helping students produce creative blogs, digital
stories and movies that are helpful to enhance their mathematics and science proficiency.
3. Learn new technologies since technology keeps on developing. Learning a tool once is not
an option for teachers.
4. Go global to allow students to learn mathematical and scientific skills virtually.
5. Be smart and allow the use of devices as aids to mathematics or science concept and skill
acquisition.
6. Do blogging to give students real experience to see the value of writing for real audience
and establishing their digital presence.
7. Go digital to promote the advocacy and to help level up the mathematics and science
learning experience of the students through digital discussions.
8. Collaborate with other educators and students. This will allow the sharing of great ideas
beyond a conversation and paper copy.
9. Use web chats to share research and ideas and stay updated in the field.
10. Connect with like-minded individuals by using media tools like the social media.

References
Felina P. Espique, Dorothy De Vera Silva. (2021). Technology for Teaching and Learning 2. Quezon City, Metro Manila: Lorimar
Publishing, Inc.
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M119/Technology for Teaching and Learning 2/Lecture Notes

11. Introduce Project Based Learning to allow students to develop their own driving questions,
conduct research, contact experts, and create their projects for sharing with the use of
devices present.
12. Build positive digital footprint that aims to model appropriate use of social media, produce
and publish valuable content and create shareable resources.
13. Code as it is today's literacy. This will boost students' writing skills as the feeling of writing
a page with HTML is amazing.
14. Innovate to expand your teaching toolbox for the sake of your students, engage social
media for discussions and announcements and use new formats like TED talks in
presenting your lessons.
15. Keep learning.

To come up with an ICT-engaged classroom and teacher, it is appropriate to discuss how the
various productivity software applications can be used in the mathematics or science classrooms.

A. USING WORD IN SCAFFOLDING STUDENT LEARNING IN A MATHEMATICS OR

SCIENCE CLASSROOM

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

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

ACTIVITY 1: CREATING LEARNING PLANS USING WORD APPLICATIONS

With the ubiquity of word-processing software applications and the ability of students to
quickly use them, it is not difficult to encode and package learning plans. This activity will help
you plan, organize, share, implement and enhance your own learning plans in teaching your
mathematics or science courses.

Step 1: Testing your Knowledge of Word Processing Software Applications

Begin this activity by citing the existing word processing software applications familiar to
the students.
You may wish to visit the following websites to explore the types of word processing
software applications:
Types of Word Processing Applications
By Louise Balle (2017)
https://itstillworks.com/purpose-word-processor-1155.html

References
Felina P. Espique, Dorothy De Vera Silva. (2021). Technology for Teaching and Learning 2. Quezon City, Metro Manila: Lorimar
Publishing, Inc.
 4
M119/Technology for Teaching and Learning 2/Lecture Notes

10 Free MS Word Alternatives You Can Use Today

Investintech (2020)
https://www.investintech.com/resources/articles/tenwordalternatives/

STEP 2: VIEWING THE ESSENTIAL PARTS OF LEARNING PLANS

Although there are varied formats and contents of learning plans across schools in the
world, learning plans have essential parts that are non-negotiable which must be considered by any
teacher. Learning plans can be good for a semester like the syllabus in the tertiary education. It can
be a unit plan, a daily lesson plan or an individualized plan. To better appreciate the way word
processing software features are used to prepare learning plans, some examples of these will be
viewed, analyzed and explored.

1. Intel Teach Unit Plan

The Intel Teach Program has this template for its Unit Plan (Intel Corporation,
2007)
Unit Author
First and Last Name
School District
School Name
School City, State
Unit Overview
Unit Title

Unit Summary

Subject Area

Grade Level

Approximate Time Needed

Unit Foundation
Targeted Content Standards and Benchmarks

Student Objectives/Learning Outcomes

Curriculum-Framing Questions

Essential Question

References
Felina P. Espique, Dorothy De Vera Silva. (2021). Technology for Teaching and Learning 2. Quezon City, Metro Manila: Lorimar
Publishing, Inc.
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M119/Technology for Teaching and Learning 2/Lecture Notes

Unit Questions
Content Questions
Assessment Plan
Assessment Timeline
Before Project Begins Students work on projects After project work is
and complete tasks complete

Assessment Summary

Unit Details
Prerequisite Skills

Instructional Procedures

Accommodations for Differentiated Instruction

Resource Student
Non-native English
Speaker
Gifted Student
Materials and Resources Required For Unit
Technology Hardware

Technology Software

Printed Materials

Supplies

References
Felina P. Espique, Dorothy De Vera Silva. (2021). Technology for Teaching and Learning 2. Quezon City, Metro Manila: Lorimar
Publishing, Inc.
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M119/Technology for Teaching and Learning 2/Lecture Notes

Internet Resources

Other Resources

2. Department of Education (DepEd)

The Department of Education of the Philippines requires teachers to develop and
submit their lesson plans. With the help of Word Application, the teachers are assisted to
develop them with ease and with the provision to edit and update them.

Detailed Lesson Plan

Title:
Time Frame:
Teacher:
Objectives: At the end if the lesson, the student should be able to:

Contents
Topic References Materials

Procedures

Teacher’s Activity Students’ Activity

A. Motivation

B. Presentation

C. Discussion

D. Generalization

E. Application

Evaluation

Assignment

References
Felina P. Espique, Dorothy De Vera Silva. (2021). Technology for Teaching and Learning 2. Quezon City, Metro Manila: Lorimar
Publishing, Inc.
 7
M119/Technology for Teaching and Learning 2/Lecture Notes

3. Syllabus

Teaching mathematics and science courses in the university requires learning plans
such as a course syllabus. Below is a sample of a syllabus template that will
certainly require encoding and formatting using word application.

Name of Course:
Course Number:
Semester and Year
Offered:
Credit Units:
Contact Hours:
Pre-requisites (if any):
Co-requisites (if any):
Course Description

Program Learning At the end of the program, the students of the Bachelor of
Outcomes Secondary Education Major in Mathematics should be able to:
1. Institutional Outcome (based in the VMO of the institution)
2. Typology Outcome (University, College, or Institute)
3. CHED Mandated Learning Outcomes
4. BSED-English Policies and Standards Program Learning
Outcomes.

Course Learning At the end of the course/subject, the students should be able to:
Outcomes

Alignment of Course Learning Outcomes with the Graduate Attributes

Graduate Attributes Course Learning Outcomes

References
Felina P. Espique, Dorothy De Vera Silva. (2021). Technology for Teaching and Learning 2. Quezon City, Metro Manila: Lorimar
Publishing, Inc.
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M119/Technology for Teaching and Learning 2/Lecture Notes

Course Learning Outcomes vs Program Learning Outcomes Mapping Table

Course Program Learning Outcomes
Learning
Outcomes PLO 1 PLO 2 PLO 3 PLO 4 PLO 5 PLO 6 PLO 7 PLO 8

Course Learning Plan

Topic Topic Time Learning Assessment Learning
Learning Allotment Activities Activities Resources
Outcomes and Tools
Prelims

Midterms

Finals

Final Course Requirement

As evidence of attaining the learning outcomes stated, students submit the following
requirements in dates indicated.
Course Learning Outcome Required Output Due Date
1.
2.
3.

References
Felina P. Espique, Dorothy De Vera Silva. (2021). Technology for Teaching and Learning 2. Quezon City, Metro Manila: Lorimar
Publishing, Inc.
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M119/Technology for Teaching and Learning 2/Lecture Notes

Assessment and Grading System

Course References

Step 3: Sharing the Features of Word Applications for Scaffolding Student Learning
By analyzing the special features of Word Applications used in the samples of learning
plans, answer the following discussion questions:
1. What are the advantages of developing learning plans using a word processing software
application?
2. Based on the example, what are the special features of word application software that are
beneficial in organizing the information required in any learning documents?
3. What additional features or word applications do you think are beneficial in preparing the
following in your mathematics class:
a. Pamphlets for learning equations;
b. Brochures for the different mathematical or scientific skills;
c. Charts and graphs for data interpretation and analysis;
d. Worksheets for mathematics or science drills and
e. Mathematics or science assessment tools?

B. USING PRESENTATIONS IN TEACHING MATHEMATICAL AND SCIENTIFIC

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

In mathematics or science teaching and learning, presentation software applications have

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

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

References
Felina P. Espique, Dorothy De Vera Silva. (2021). Technology for Teaching and Learning 2. Quezon City, Metro Manila: Lorimar
Publishing, Inc.
 10
M119/Technology for Teaching and Learning 2/Lecture Notes

Using presentations enable mathematics or science learners to experience lessons in

mathematics courses, i.e. Algebra, Trigonometry, Geometry, Probability and Statistics; and in
science courses, i.e. Biology, Chemistry, Earth Science, and Physics, to experience a world of real
mathematics and science environment and opportunity. For instance, presentation software
applications allow mathematics or science learners to:

1. present their mathematics or science reports with audio, visual images and animations;
2. develop and present their group projects using real-world visual presentations;
3. present charts, tables, graphics, charts, and others that are useful to facilitate their
understanding of mathematics or science concepts;
4. show data stored in graphic organizers that cannot be fully presented by a printed material;
5. develop digital mathematics investigation reports or digital science investigatory reports;
6. show results of any survey, questionnaire and other forms of mathematics and science
assessment activities;
7. articulate and crystalize their ideas using the special features of presentation software apps;
8. experience mathematics and science learning processes through the integration of contents
in the presentations;
9. enjoy developing their projects; thus, are highly involved;
10. commit to the quality of their work, both content and form, because they don't only present
what their classmates hear but what they also see;
11. present information in condensed form and focusing on salient points because of the limited
area in slide presentations; hence, avoiding digression and drifting and
12. communicate their ideas in an innovative manner and express themselves in ways they feel
comfortable with.

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

BASIC INSTRUCTIONAL DESIGN IN PREPARING PRESENTATIONS

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

References
Felina P. Espique, Dorothy De Vera Silva. (2021). Technology for Teaching and Learning 2. Quezon City, Metro Manila: Lorimar
Publishing, Inc.
 11
M119/Technology for Teaching and Learning 2/Lecture Notes

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

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

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

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

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

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

C. USING SPREADSHEETS IN MATHEMATICS AND SCIENCE LEARNING

Spreadsheets are very helpful in introducing some lessons in mathematics and science
courses. Through spreadsheets, one can teach with tables and charts, make a table and a graph,
compute students’ grades. Spreadsheet programs are not only beneficial to business and
mathematics courses but are also beneficial to science courses. Apart from being built around a
grid of cells that hold numerical data, spreadsheets also contain text, dates and other content that
can be presented in science courses for discussions.

References
Felina P. Espique, Dorothy De Vera Silva. (2021). Technology for Teaching and Learning 2. Quezon City, Metro Manila: Lorimar
Publishing, Inc.
 12
M119/Technology for Teaching and Learning 2/Lecture Notes

There are essential ideas that teachers may consider doing when employing spreadsheets
in the mathematics or science classrooms. These are:
1. Reinforce learning scientific and mathematical languages in other fields.
2. Add well-designed charts and tables to reports to enhance students’ non-verbal reading
skills.
3. Allow students to create their own charts, graphs, tables, and the like, their computational
skills are developed and enhanced.
4. Give students completed chart and see if they can reconstruct underlying worksheet. This
goes a long way toward helping them to understand the relationships between the data and
the chart.
5. Require that science laboratory reports and research papers contain some type of chart to
help support their findings. Encourage them to look for samples from the World Wide Web.
6. Let students explore websites that have table presentations for mathematics or science
teaching and let them discuss how these were used to facilitate the acquisition of
mathematics or science competencies.
7. Let the students look for charts in mathematics and science learning materials like
textbooks, workbooks and others and discuss why these were used.
8. Teach the principles of financial literacy and management as it is also important to learn
these concepts in the context of life skills.
9. Explain numerical concepts by showing the relationships between numbers and their
concrete representation in charts and graphs. As mathematics and science teachers, this is
needed to understand mathematics and science researches with quantitative designs.
10. Demonstrate how spreadsheets are useful in preparing assessment and evaluation tools for
students’ performance.

Explain

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

1. Drop Box Paper

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

References
Felina P. Espique, Dorothy De Vera Silva. (2021). Technology for Teaching and Learning 2. Quezon City, Metro Manila: Lorimar
Publishing, Inc.
 13
M119/Technology for Teaching and Learning 2/Lecture Notes

documents. Dropbox Paper, overall, does an excellent job at creating dynamic documents
you can share and access online.

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

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

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

5. Zoho
Zoho offers around 20 free online applications including Writer for word
processing. You can link you Zoho account to your Google and Yahoo accounts, as well.
The Writer’s interface shouldn’t cause anyone problems as it is comfortably familiar. When
working online there’s always the risk of losing data sue to a lost network connection,
accidentally closing your browser or having your browser or having your browser crash.

References
Felina P. Espique, Dorothy De Vera Silva. (2021). Technology for Teaching and Learning 2. Quezon City, Metro Manila: Lorimar
Publishing, Inc.
 14
M119/Technology for Teaching and Learning 2/Lecture Notes

Luckily Zolo automatically saves your documents for you, as you finish typing. Zoho
writer is well-equipped with features that allow you to work easily online: two-way desktop
sync, large file transfer, encryption, file recovery, two-step authentication, in-app chat, and
more. You can import and work with MS Word documents, allowing you to insert images,
and edit content as needed. Zoho writers offers all the standard text formatting and
document creation features and can exprort to DOCX, ODF, PDF, Latex, RTF, TXT, and
even HTML. It can plug into Echosign for digital signatures, publish the document to a
blog or make it public for all to see. Zoho Docs in completely free to use.

6. OpenOffice
The OpenOffice package actually includes six programs that all use the same
engine making them inherently the same and extremely easy to learn and use. The
6 applications included in the OpenOffice suite are: Writer (word processor),
7. AbiWord
8. Jarte
9. WPS Office 2016 Free
10. SoftMaker FreeOffice

References
Felina P. Espique, Dorothy De Vera Silva. (2021). Technology for Teaching and Learning 2. Quezon City, Metro Manila: Lorimar
Publishing, Inc.