INTRODUCTION TO TECHNOLOGY AND LEARNING

• Online Education vs Traditional Education

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Online Education - Online education is a form of education which is delivered
and administered using the Internet.

Traditional Education - traditional education means education in which

instruction takes place between an instructor and students where all are
physically present in the same classroom.

UNDERSTANDING THE BASIC CONCEPTS IN ICT

T I T E E A

TECHNOLOGY - the application of scientific knowledge for practical

purposes, especially in industry.

INSTRUCTIONAL TECHNOLOGY - refers to the theory and practice of design,

development, utilization, management and evaluation of the processes
and resources for learning.

TECHNOLOGY IN EDUCATION - Technology in education is also stated as

educational technology or Ed Tech. The combination of computer hardware and
software with educational theory facilitates the learning of students.

EDUCATIONAL TECHNOLOGY - is the field of study that investigates the process of

analyzing, designing, developing, implementing, and evaluating the instructional
environment, learning materials, learners, and the learning process to improve
teaching and learning.

EDUCATIONALM EDIA - refers to channels of communication that carry messages with an

instructional purpose. They are usually utilized for the sole purpose of learning and
teaching.

AUDIO- VISUAL - using both sight and sound, typically in the form of slides or video
and recorded speech or music.

❖ Digital Literacy – ability to use information and communication technologies

and the Internet.
❖ Digital Learning – any type of learning that is accompanied by technology.
❖ Digital tools – applications. (on-line and offline)
❖ Multimedia- variety of media formats.

ROLES OF ICT IN TEACHING AND LEARNING

according to Stosic (2015)
➢ Technology as a tutor - With technology, tutors and teachers can bring simulations
and modeling into the classroom, assisting students who have difficulty
grasping the information through verbal discussion.
➢ Technology as a teaching tool - Technology provides students with easy-to-access
information, accelerated learning, and fun opportunities to practice what they
learn.
 ➢ Technology as a learning tool - provides students with easy-to-access information,
accelerated learning, and fun opportunities to practice what they learn.
➢ Technology provides enormous support to the teacher - Technology
provides enormous support to the teacher as the facilitator of learning. It
transforms a passive classroom to an active and interactive one, with audio-

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visual aids and models, smart classrooms, e-learning classrooms which
motivate and increase attention level of learners.
➢ Technology has modernized the teaching-learning environment- Technology provides
students with easy-to-access information, accelerated learning, and fun
opportunities to practice what they learn. It enables students to explore new
subjects and deepen their understanding of difficult concepts, particularly in STEM.
➢ Technology opens new fields in educational researches - Through
technology, researchers can process data faster and more accurate.
➢ Technology supports teacher professional development - Professional
development utilizing technology should involve learning content in context
and modeling pedagogically appropriate methods.
➢ Support learners to learn how to learn on their own
➢ Enhances learners’ communication skills through social interactions.
➢ Upgrades learners’ HOTS: critical thinking, problem solving and creativity.

ICT AND ASSESSMENT

Current Trends In Assessment Of Learning
✓ Multiple measures
✓ Increasing the use of technology
✓ Focus on growth of the learner
✓ Differentiating the roles and responsibilities
CAA (Computer-Assisted Assessment)
-any form of assessment delivered through computers.
Computer-assisted assessment is used to assess learning and performance of
the students. It includes all types of assessments whether formative or summative
assessment and which is then conveyed with the assistance of these modern
technologies. Delivery of the assessment is made online as well as offline.
E-Portfolios: -a digital compilation of learning records of a student.
Electronic portfolio is a process of gathering of e - evidence collected and
maintained by a person on the web. Such kind of e-evidence include written text,
files, multimedia, images and hyperlinks. The E- portfolios is basically useful for
assessing the abilities of the person.

Digital Rubrics: -includes the descriptions in the subjective manner about

the performance of a student.
After making the use of a rubric, the student can access their weakness. The way
of assessment in rubrics follows the formative type of assessment as student can
know the weakness in any area where he/she needs to improve. Teachers in the
schools can extend their support to students in the construction of a rubric.

Survey Tools: -used to collect feedback from students regarding any manner.
 ICT POLICIES, ISSUES, AND GUIDELINES

ICT policies are needed to put a roadmap or course of actions to be pursued

and adopted by various governments, org, entities, involving ICT

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SOME ISSUES ON ICT

• ISSUES NO. 1: Freedom of Expression and Censorship

• ISSUES NO. 2: Privacy and Security
• ISSUES NO. 3: Surveillance and Data Retention
• ISSUES NO. 4: E-pollutants from E-waste

E-SAFETY
➢ Helps safeguard children and young people in the digital world
➢ Emphasizes learning to understand and new technologies in a positive way
➢ Educates children about the risks as well as the benefits so we can feel
confident online.
➢ 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
2. Password Policy
3. Personal mobile phones and mobile devices
4. Cameras

DIGITAL LITERACY SKILLS IN THE 21ST CENTURY

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

responsibly function and perform in digital society. The term “digital literacy” was
coined by Paul Gilster in 1997.

THE DIGITAL LITERACIES

MEDIA LITERACY – one’s ability to critically read information and content.

INFORMATION LITERACY – locating information from the web and interpreting

and evaluating its validity.

ICT LITERACY – knowing how to select and use digital devices, apps, and services.

COMMUNICATION & COLLABORATION – one’s capabilities in being able to participate

in digital networks.

Online Communities/Social Networking

1.Facebook
Facebook is an online social media and social networking service owned by
American company Meta Platforms. Founded in 2004 by Mark Zuckerberg with
fellow Harvard College students and roommates Eduardo Saverin, Andrew
McCollum, Dustin Moskovitz, and Chris Hughes, its name comes from the face book
directories often given to American university students. As of July 2022, Facebook
claimed 2.93 billion monthly
 active users, and ranked third worldwide among the most visited websites as of July
2022. It was the most downloaded mobile app of the 2010s.

2.Twitter
Twitter is a microblogging and social networking service owned by American

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company Twitter, Inc., on which users post and interact with messages known as
"tweets".

Twitter was created by Jack Dorsey, Noah Glass, Biz Stone, and Evan Williams
in March 2006 and launched in July of that year.

3.LinkedIn

LinkedIn is an American business and employment-oriented online service

that operates via websites and mobile apps. Launched on May 5, 2003, the platform
is primarily used for professional networking and career development, and allows
job seekers to post their CVs and employers to post jobs. From 2015 most of the
company's revenue came from selling access to information about its members to
recruiters and sales professionals. Since December 2016, it has been a wholly
owned subsidiary of Microsoft. As of February 2022, LinkedIn has 830+ million
registered members from over 200 countries and territories.

4.Google
Google was founded on September 4, 1998, by Larry Page and Sergey Brin while
they were PhD students at Stanford University in California. Google is the “most
powerful company in the world" and one of the world's most valuable brands due to
its market dominance, data collection, and technological advantages in the area of
artificial intelligence.

5.Youtube
YouTube is an American online video sharing and social media platform
headquartered in San Bruno, California. It was launched on February 14, 2005, by
Steve Chen, Chad Hurley, and Jawed Karim. It is owned by Google, and is the second
most visited website, after Google Search.

6.Pinterest
Pinterest is an image sharing and social media service designed to enable saving
and discovery of information (specifically "ideas")on the internet using images, and
on a smaller scale, animated GIFs and videos, in the form of pinboards. The site was
created by Ben Silbermann, Paul Sciarra, and Evan Sharp, and had 433 million
global monthly active users as of July 2022. t is operated by Pinterest, Inc., based in
San Francisco.

7.Instagram
Instagram is a photo and video sharing social networking service owned by
American company Meta Platforms. The app allows users to upload media that can
be edited with filters and organized by hashtags and geographical tagging. Posts
can be shared publicly or with preapproved followers. Users can browse other users'
content by tag and location, view trending content, likephotos, and follow other users
to add their content to a personal feed.

8.Tumblr
Is a (stylized as tumblr; pronounced "tumbler") is an American microblogging and
social networking website founded by David Karp in 2007 and currently owned by
Automattic.
 The service allows users to post multimedia and other content to a short-form blog.
Users can follow other users' blogs. Bloggers can also make their blogs private. For
bloggers, many of the website's features are accessed from a "dashboard" interface.
As of July 2021, Tumblr hosts more than 529 million blogs.

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9.Flickr
Flickr is an American image hosting and video hosting service, as well as an online
community, founded in Canada and headquartered in the United States. It was
created by Ludicorp in 2004 and was a popular way for amateur and professional
photographers to host high-resolution photos. It has changed ownership several
times and has been owned by SmugMug since April 20, 2018.

10. Bebo
Bebo is an American social networking website that originally operated from 2005 until
its bankruptcy in 2013 and relaunched in February 2021. The site relaunched several
times after its bankruptcy with a number of short-lived offerings, including instant
messaging and video streaming, until its acquisition by Amazon in July 2019 when it
was shut down. It was announced in January 2021 that it would be returning as a new
social media site the month after. By May 2022, it had been once again shutdown,
without having ever left beta testing.

Benefits And Dangers In Using Social Networking Sites

Benefits
1. Technology Literacy
2. Breadth of Knowledge
3. Bringing people together
4. Attracts attention
5. Opportunity to widen business

Dangers
1. Distraction
2. Relationship problems
3. Health problems
4. Illegal crimes and virus attacks
5. Negatively affecting worker productivity

IDENTITY MANAGEMENT – understand how to ensure safety and security in managing

online identity.

Safeguarding oneself in using social networking sites

1. Secure password
2. Log-out every time
3. Digital footprint
4. Do not accept invites from strangers
5. Regularly check privacy settings
6. Seriously consider the effect of possible posts on others
7. Using appropriate language
8. Better be safe than sorry
9. Report button
10. Cyberbullying
 LEARNING SKILLS – knowing how to study and learn in a technology–
enriched environment.

DIGITAL SCHOLARSHIP– think and participate in professional and research practices.

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8 DIGITAL LITERACY SKILLS (LYNCH, 2017)

CODING - the process of assigning a code to something for

classification or identification.

COLLABORATION - the action of working with someone to produce or

create something.

CLOUD SOFTWARE - is application software that is hosted in the cloud and that
you access and use via a web browser, a dedicated desktop client, or an
API that integrates with your desktop or mobile operating system.

WORD PROCESSING - refers to the act of using a computer to create, edit, save, and
print documents. To perform word processing, specialized software (known as a Word
Processor) is needed.

SCREEN CASTING - is a digital video and audio recording of what occurs on a

presenter's computer screen, and it can be used to create sophisticated,
information- rich multimedia presentations.

ARCHIVING - a place in which public records or historical materials (such

as documents) are preserved an archive of historical manuscripts a film
archive.

INFORMATION EVALUEATION - encourages you to think critically about the reliability,

validity, accuracy, authority, timeliness, point of view or bias of information sources.

SOCIAL MEDIA - is a collective term for websites and applications that focus
on communication, community-based input, interaction, content-sharing, and
collaboration.

RA 8293
AN ACT PRESCRIBING THE INTELLECTUAL PROPERTY CODE AND ESTABLISHING
THE INTELLECTUALPROPERTY OFFICE, PROVIDING FOR ITS POWERS AND
FUNCTIONS, AND FOR OTHER PURPOSES

ICT Competency Standards for Pre-Service Teacher

• 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 environment
1.3.Contextualize ICT policies to the learning environment

• Domain 2: 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

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2.4.Use ICT tools to develop 21st century skills: information media and technology
skills, learning skills, 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 students’
collaborative activities
3.3. Model collaborative knowledge construction in face to face and virtual
environment

• Domain 4: Technology Tools

4.1Demonstrate 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

5.1Manage technology-assisted instruction in an inclusive classroom environment
5.2Exhibit leadership in shared decision-making using technology tools

• Domain 6: Teacher Professional Learning

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 Collaborative 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
7.2Show positive attitude towards the use of technology tools

ISTE Standards for Students and Teachers (Philippine Setup)

ISTE Standards for Students

1. Creativity and Innovation – students express themselves creatively for a

variety of purposes using platforms, tools, styles, and formats
appropriate for their goals.

2. Communication and Collaboration – students use digital tools to

connect with learners from a variety of backgrounds and cultures
in ways that broaden mutual understanding and learning.
 3. Research and Information Fluency - Students plan and employ effective
research strategies to locate information and other resources for their
intellectual or creative pursuits.

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4. Critical Thinking, Problem-Solving & Decision Making - students develop
and employ strategies for understanding and solving problems in
ways that leverage the power of technological methods to develop
and test solutions.

5. Digital Citizenship - students recognize the rights, responsibilities, and

opportunities of living, learning, and working in an interconnected
digital world, and they act and model in ways that are safe, legal,
and ethical.

6. Technology Operations and Concepts - students leverage technology

to take an active role in choosing, achieving, and demonstrating
competency in their learning goals, informed by the learning
sciences.

ISTE Standards for Teachers

1. Technology Operations and Concepts - educators continually improve

their practice by learning from and with others and exploring
proven and promising practices that leverage technology to
improve student learning.

2. Planning and Designing Learning Environment and Experiences -

educators design authentic, learner-driven activities and
environments that recognize and accommodate learner variability.

3. Teaching, Learning and Curriculum - educators facilitate learning with

technology to support student achievement of the ISTE Standards
for Students. Aligned with the curriculum

4. Assessment and Evaluation - educators understand and use data to

drive their instruction and support students in achieving their
learning goals. Provide alternative ways for students to
demonstrate competency and reflect on their learning using
technology.

5. Productivity and Professional Practice - model for colleagues the

identification, exploration, evaluation, curation and adoption of
new digital resources and tools for learning.

6. Social, Ethical, Legal and Human Issues - educators inspire students

to positively contribute to and responsibly participate in the digital
world. Create experiences for learners to make positive, socially
responsible contributions and exhibit empathetic behavior online
that build relationships and community.

ICT4E
 Promote OER Creation – Having the technology to access learning resources.
Engaging educational content must be produced, updated, repurposed, and
distributed regularly.

Appropriate Technologies – The choice of technology should be practical,

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cost-effective, and sustainable. Use technologies that are accessible to
all learners including TV, radio, and print.

Donor Coordination and Harmonization – Initiatives and beneficiaries should

be well coordinated. Connecting projects with the most appropriate
recipients helps lessen the cost and maximize impact.

Public Private Sector Financing – The private sector must be motivated to

participate. Investing in ICT4E will help ensure the continuity of the
computer- literate workforce.

THEORIES AND PRINCIPLES IN THE USE OF TECHNOLOGY-DRIVEN LESSONS

ADDIE Model
Analysis
The Analysis phase can be considered as the “Goal-Setting Stage.” The focus of the
designer in this phase is on the target audience. It is also here that the program
matches the level of skill and intelligence that each student/participant shows.

Design
This stage determines all goals, tools to be used to gauge performance, various tests,
subject matter analysis, planning and resources. In the design phase, the focus is on
learning objectives, content, subject matter analysis, exercise, lesson planning,
assessment instruments used and media selection.

Development
The Development stage starts the production and testing of the methodology being
used in the project. In this stage, designers make use of the data collected from the
two previous stages and use this information to create a program that will relay what
needs to be taught to participants. If the two previous stages required planning and
brainstorming, the Development stage is all about putting it into action.

Implementation
The implementation stage reflects the continuous modification of the program to make
sure maximum efficiency and positive results are obtained. Here is where IDs strive to
redesign, update, and edit the course in order to ensure that it can be delivered
effectively.

Evaluation
The last stage of the ADDIE method is Evaluation. This is the stage in which the
project is being subjected to meticulous final testing regarding the what, how, why,
when of the things that were accomplished (or not accomplished) of the entire
project. This phase can be broken down into two parts: Formative and Summative.

ASSURE Model
 Analyze Learners
The first step in the process is that the teacher should analyze the attributes of her
learners. There should be a focus on those learner characteristics which are associated
with the learning outcomes desired. The information gathered will help you in the
decisions that you make with respect to the other steps in the process.

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State Standards and Objectives
After the analysis of the learner attributes, the teacher must state standards and
objectives for the learning module. This statement consists of a specification of what
the learners will be able to do as a result of the instruction.

Select Strategies, Technology, Media, and Materials

The second “s” in the acronym stands for select strategies, technology, media, and
materials. Given what your learning objectives are, it is necessary to pick instructional
strategies, technology, and media that will bring about the results that you want.

Utilize Technology, Media, and Materials

This step in the ASSURE process concerns making a plan as to how you will utilize the
technology, media, and materials that you have selected. As with all of the instructional
steps, you must make sure that your plans contribute towards producing the objectives
that you have laid down.

Require Learner Participation

This step actually belongs within earlier steps. It requires that you make plans for
how you are going to actively engage your students in the material that you are
teaching. This needs to be figured out both at the class level and the individual
level.

Evaluate and Revise

The last step in the ASSURE process is just as crucial as all of the others. In this step, you
evaluate the impact of your teaching on student learning. This includes an
evaluation of your teaching strategies and the technology, media, and materials
that you used.

SAMR (Substitution, Augmentation, Modification, Redefinition) Model

Substitution
At this stage, technology is directly substituted for a more traditional teaching tool or
method. It is a simple, bare-bones, direct replacement.

Augmentation
The technology is again directly substituted for a traditional tool or method, but
with significant enhancements to the student experience. Ask yourself if the
technology
increases or augments a student’s productivity and potential in some way.

Modification
In this stage, you are beginning to move from enhancement to transformation using
the SAMR Model. Instead of replacement or enhancement, this is an actual change to
the
lesson’s design and its learning outcome.
 Redefinition
The last stage of the SAMR model represents the pinnacle of how integrated classroom
technology can transform a student’s experience. In this case, you ask yourself if the
technology tools allow educators to redefine a traditional learning task in a way that
would not be possible without the tech, creating a novel experience.

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TPACK (Technology, Pedagogy and Content Knowledge) Framework

Content Knowledge (CK) – This describes teachers’ own knowledge of the subject
matter.

Pedagogical Knowledge (PK) – This describes teachers’ knowledge of the practices,

processes, and methods regarding teaching and learning.

Technological Knowledge (TK) – This describes teachers’ knowledge of, and ability to
use, various technologies, technological tools, and associated resources.

TECHNOLOGY-ENHANCED LESSONS

Non-Digital And Digital Skills And Tools In Delivering Technology-Enhanced Lessons

Writing Board - work surface consisting of a wide lightweight board that can be
placed across the lap and used for writing.

Diorama - a model representing a scene with three-dimensional figures, either in

miniature or as a large-scale museum exhibit.

Nature Table - A table on which items collected from nature, such as seeds, rocks,
birds' nests, etc., are displayed to teach children about the natural world.
Flip Chart- a large pad of paper bound so that each page can be turned over at the
top to reveal the next, used on a stand at presentations.

Zigzag Board - It is a multi-board series of three or four rectangular boards. They are
joined together along the sides by hinges so that they can be easily folded up and
carried.

Board/Wall Display- students use display boards to promote clubs, recognize athletics
and display art projects. The purpose of the display board in that context is to catch
the viewer's attention and explain what was performed and what was learned.

Role And Pole Display- Display boards help children's education by assisting with
visual learning; teachers use display boards to highlight images relevant to the lesson
subject.

Guidelines in the Construction and Development of Conventional Instructional Support

Materials:

1. Unity - the quality or state of being one

2. Simplicity - the quality or condition of being easy to understand or do.
3. Legibility - the quality of being clear enough to read.
 4. Consistency - always behaves in the same way, has the same attitudes
towards people or things, or achieves the same level of success in
something
5. Clarity - the quality of being coherent and intelligible.

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Digital Tools Or Non-Conventional Instructional Support For Teaching And
Learning.

Mobile Phones And QR Code - A QR code is a type of barcode that can be read
easily by a digital device and which stores information as a series of pixels in a
square-shaped grid.

Infographics - a visual image such as a chart or diagram used to represent

information or data.

Online Bulletin Board - is a qualitative approach that gathers a virtual assembly of

people to facilitate data production through interactive discussion among
participants and a moderator.

E-Portfolio - is a collection of work (evidence) in an electronic format that displays

learning over time.

COLLABORATIVE ENVIRONMENT IN THE DIGITAL WORLD

SKYPE - is software that enables the world's conversations. Millions of individuals and
businesses use Skype to make free videos and voice one-to-one and group calls,
send instant messages and share files with other people on Skype.

WIKI - a website that allows collaborative editing of its content and structure by its users.

BLOGGING - is the process of writing a blog, an online journal in which you share your
thoughts about a particular subject with readers.

GOOGLE GROUP/FORM - Organizations, classes, teams, and other groups can use
Google Groups to do things such as: Find people with similar hobbies or
interests and take part in online conversations.

Multimedia Learning
Reducing Extraneous Processing
1. Coherence -Delete irrelevant material
2. Signaling – Highlight essential content
3. Redundancy – Do not add captions to narrated graphics
4. Spatial contiguity – Place words near corresponding graphics
5. Temporal Contiguity – Present spoken words at the same time as graphics

Managing Essential Processing

1. Segmenting - Breaking video lessons into learner-paced parts.
2. Pre-Training – Present key concepts before the actual lesson.
3. Modality – use of spoken words rather than printed words
 Fostering Generative Processing
1. Personalization – Put words in conversational style rather than formal style.
2. Voice – use actual human voice for narrations instead of automated voice
3. Embodiment – video presenters must have human-like gestures.

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FLEXIBLE LEARNING ENVIRONMENT
Synchronous
- Students learn at the same time
- Communication happens in real time
- Instant feedback

Asynchronous
- Students learn at various times
- Not live
- Students work at their own pace

Blended Learning
a style of education in which students learn via electronic and online media as
well as traditional face-to-face teaching.

Models of Blended Learning

Face-to-Face Driver
As the name implies, the face-to-face model of blended learning involves a great deal
of student-teacher interaction. It is primarily (although not always) delivered
through classroom teaching, where students are in physical attendance.

Lab Rotation Blended Learning Model

This is another model of blended learning which works by allowing students to rotate
through digital stations on a fixed schedule, i.e., learners are required to physically
change rooms. Learners rotate to a computer lab for online learning activities rather
than staying within the same classroom.

The ‘Flipped Classroom’ Blended Learning Model

The most widely known version of blended learning, a ‘Flipped Classroom’ is where
students are introduced to the content at home. They practice working through it at
school supported by a teacher and/or peers. In this method, the traditional role of
each other is flipped. Such as students watching online lectures and then
collaborating in online discussions. This also means that the students carry out
research at home while actively engaging in concepts in the classroom.

Flex Blended Learning Model

In the Flex model, most of the curriculum is delivered via a digital platform. Here,
online learning is the backbone of student learning and teachers are available for
face-to- face consultation and support. The students work independently and learn
to develop/create new concepts in a digital environment.

À La Carte Blended Learning Model

In the À La Carte blended learning model, learners take an online course in addition
to the core curriculum. This means that students have the option to choose courses
online
 to supplement their existing course load. The students are expected to get the
work done by a given due date.

Online Driver Blended Learning Model

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Opposite to the face-to-face model, the online driver model is where students
work remotely, and the material is delivered via an online platform. Although face-
to-face check-ins are optional, students can usually chat with teachers online if
necessary. This model of blended learning is perfect for students who need more
flexibility and independence in their daily schedules.

Online Lab Blended Learning Model

As schools increasingly face tighter resource constraints, the online lab model is a
viable option for helping students complete their courses including those not offered
at the specific site. In this scenario, all of the curricula are delivered via a digital
platform but in a consistent physical location (such as a computer lab). Individuals
supervise the lab, but they are not teachers who are trained.

Self-Blend Blended Learning Model

The self-blend model of blended learning allows students to augment their
traditional learning with online coursework. For this model of blended learning to be
successful, students need to be highly motivated. It is ideal for students who want to
take additional, advanced placement courses or those who are interested in a
subject area that is not covered in the traditional course catalog.

LEARNING MANAGEMENT SYSTEMS

•deploy and track online training initiatives
•develop online training materials
•store and track information

LMS (Learning Management Systems)

Options Cloud-Based
•Learning is done online
•Needs log-in access
•No installation needed
•Requires a browser to access

Desktop Application

•The LMS app is installed on the desktop computer.

•May be accessed online or offline depending on subscription.
•Online access is required during submission

Mobile Application
•accessible whenever, wherever via mobile devices.
•may only access limited features due to screen size and memory

Prepared by:
MARY ANN G. ABLIHAN EDUARDO LUGTO JR. EZEKIEL CALDONA
DR CARL BALITA REVIEW CE