Prof ED 608 Technology for Teaching and Learning 1

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Sultan Kudarat Polytechnic State College**We aren't endorsed by this school

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ENG 313

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Computer Science

Date

Dec 17, 2024

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Uploaded by MateWorld15077

Prof ED. 608: Technology for teaching and Learning 1Unit 1: Introduction to Technology and LearningUnderstandingtheBasicConceptsinICT“I think we need to be careful not to get too specific (i.e. technologycomputers) while at the same time not getting so broad that our definition oftechnology includes everything from pencil and paper to lasers andcomputers. I’d like to see us define technology in a manner that looks atelectronic tools we use to enhance teaching and learning.” Sally, gradeteacher from Joy Egbert (200S)1.Technology refers to a mix of process and product used in the application ofknowledge. It includes tools from pencil and paper to the latest electronic gadgetsand tools for practical tasks.2.Information and Communicationis the use of digital technology,communication tools and/or networks to access, manage, integrate, create, andcommunicate information in order to function in a knowledge society.3.Educational Technology refers to the use of technology in teaching andlearning. Educational technology includes both the non-digital (flip charts,pictures, models, realias, etc.) and digital (electronic tools: hardware, software andconnections, etc.)4.Technology, Media, and Learning is any type of learning that is accompaniedby technology or by instructional practice that makes effective use of technology.It encompasses the application of a wide spectrum of practices which includedblended or virtual learning. It can come as online or offline which utilizes digitaltechnology.5.Instructional System is an arrangement of resources and procedures topromote learning. It ensures that learners receive instructions in a form that iseffective and meaningful to them, helping them to better understand the topicsand concepts being taught.6.Instructional Technology is the theory and practice of design, development,utilization, management, and evaluation of the processes and resources forlearning (Association for Educational Communications And Technology, Seels, B.B. CRichey, P. C. 1994).7.Technology Tools are instruments used for doing work. It can be anything that helpyou accomplish your goal with the use of technology. These technology tools canbe classified as:a.Data/Calculation tools. Examples: spreadsheets, Excels, Sketchpads,probability constructor

b.Design tools. These are used to make models and designs, creating andbuilding. Included here are Family Tree Maker, GollyGee, and CrazyMachines among others.

c.Discussion tools. There are 4 different approaches that utilizediscussion and interaction in the Internet. These are threadeddiscussion forum, Blogging, Live chat and Video Teleconferencing,Netiquette and Safety on the Net.d. Email tools. Emails are great communication tools for sendingmessages, photographs, videos and other files. It allows you to reach outto others around the world. Examples are google mail, Ymail, Yahoomail and many more.e.Handheld devices. Handheld devices have become popular amonglearners. These include Personal Digital Assistants, global positioningsystem, (GPS) and geographic information system (GIS) in theclassroom, Portable electronic keyboards, Digital Cameras, Mobilephones, Palm, Handheld computers.RolesofICTinTeachingandLearning AccordingtoStosic(2015),(EducationalTechnologyhasThreeDomains)1.Technology as tutor. Together with the teacher, technology can supportthe teacher to teach another person or technology when programmed by theteacher can be a tutor on its own. The teacher will simply switch on orswitch off radio programs, television programs or play DVDs, or CDs thatcontain educational programs. There are on-line tutorial educationalprograms, too.2.Technology as a teaching tool. Like a tutor, technology is a teaching tool,but can never replace a teacher. This is like the handyman, which is justthere to be reached. Like any other tool, it is being used to facilitate andlighten the work of the teacher. It will be good if the teacher can also createor develop technology tools that are needed in the classroom.3.Technology as a learning tool. While the teacher utilizes technology asthe tool for teaching, likewise it is an effective tool for learning. As a learningtool, it makes learning easy and effective. It can produce learning outcomesthat call for technology-assisted teaching. Even the teachers who areteaching can utilize similar tools for learning. As a learning tool, it is veryinteresting that even the elderly use these tools for learning for life.A.For Teachers and TeachingThere are numerous roles that technology plays in the job of teachers. As afool, technology has opened wider avenues in management of resources andmanagement of learning. Likewise, it has modernized the teaching-learningenvironment in schools. Here are some examples of the myriad of roles thattechnology can do for teachers and teaching. For Teachers and TeachingThere are numerous roles that technology plays in the job of teachers. As afool, technology has opened wider avenues in management of resources andmanagement of learning. Likewise, it has modernized the teaching-learning

environment in schools. Here are some examples of the myriad of roles thattechnology can do for teachers and teaching.1.Technology provides enormous support to the teacher as thefacilitator of learning. It transforms a passive classroom to an active andinteractive one, with audio-visual aids, charts and models, smartclassrooms, e-learning classrooms which motivate and increase attentionlevel of learners. Many of these can be searched on the web.2.Technology has modernized the teaching-learning environment. Theteachers are assisted and supplemented with appropriately structuredinstructional materials for daily activities. There are varied availabletechnology-driven resources which can be utilized for remedial lesson oractivities. Likewise, there are also a lot of technology-driven resources thatcan be used for enrichment purposes. You may search for the examples onthe web.3.Technology improves teaching-learning process and ways ofteaching. This will make the act of teaching more efficient and effective.There are arrays of teaching methods and strategies that can usetechnology which are found compatible with learning styles. The multipleintelligence theory of Howard Gardner tells us that there is a genius in everychild. This implies that there must be varied ways of teaching as there aremany varied ways of learning. All the learning styles can find support fromtechnology, so that teaching will be more effective and efficient.4.Technology opens new fields in educational researches. The areas ofteaching testing and evaluation are enhanced by technologies for teachingand learning. Current educational researchers will no longer find difficulty ininterpreting tests, assessment and other evaluation results. There areavailable programs that can analyze and interpret results with speed andaccuracy. Reference retrieval is also hastened because many of theresearch materials are in digital form. Technology has also provided accessto big data that can be processed for problem solving and inquiry.5.Technology adds to the competence of teachers and inculcatesscientific outlook. Through the utilization of theories of learning andintelligence, which are explained in references uploaded in the net, theteachers are encouraged to imbibe skills to source these information withspeed and accuracy.6.Technology supports teacher professional development. With thedemand of continuing professional development for teachers, the availabilityof technology provides alternative way of attending professional developmentonline. For those who are involved as providers of continuing professionaldevelopment like trainers, facilitators or organizers, they can level up orenhance their delivery systems with the support of technology tools.

B.For Learners and Learning1.Support learners to learn how to learn on their own. All teachers fullyunderstand that subject matter or content is a means to achieve the learningoutcomes.There are three categories of knowledge according to Egbert (200G):declarative knowledge, structural knowledge, and procedural knowledge.a.Declarative knowledge consists of the discrete pieces of informationthat answers the questions what, who, when, and where. It is oftenlearned through memorization of facts, drills and practice. It can belearned by simple mnenomics or conceptual maps. Declarativeknowledge is the fundamental knowledge necessary for students toachieve more complex higher order thinking such as critical thinkingand creativity, inquiry and production.b.Structural knowledge consists of facts or pieces of declarativeknowledge put together to attain some form of meaning. An exampleof declarative knowledge is “pencil”, The idea that evolved from apencil is an understanding that: “it is something used to write.” Thisis referred to as structural knowledge. It can be presented by conceptmaps, categorization or classification.c.Procedural knowledge is knowledge in action or the knowledge ofhow to do something. It is based on facts but learned through theprocess of procedural knowledge. Examples include how to drive acar, how to use a cell phone, or how to speak English. Proceduralknowledge is indicated by a performance task or graphicalrepresentation of a concept.The traditional sources of knowledge are printed books, modules and journals.Other sources are primary sources such as information taken from Research.However, knowledge or content can be learned in many ways.But how can technology support the learning of declarative, structural orprocedural knowledge? To teach content, time is always an issue of teachers.Oftentimes, we hear teachers say: “Too many things to teach, too little time todo.” Technology may be the answer, however the challenge is for teachers to usetechnology to learn the technology first. As a facilitator of learning. The teachercan guide the students to look for the

resources and to utilized them appropriately. There are varied programs that can beused by students off-line or on-line for students. What should be necessary is thatthe students are engaged, the tasks should focus on questions like how, why andwhich in addition to who, what, when and where.2.Technology enhances learners’ communication skills through socialinteractions. This is commonly described as the transmittal ofinformation from one person to another as single individual or groupsof individuals According to Shirly (2003) in Egbert (200G), there arethree basic communication patterns:a.Pointtopointtwo-wayorone-to-onelikeInternetchat,phone conversation or even face-to-face conversation.b.One-to-many outbound like a lecture, or television. There is no social interaction.c.Many-to-many like group discussion, buzz session, heads together. This kind of interaction provides opportunities for social interaction.Social interaction occurs in two ways where the participants ask for clarification,argue, challenge each other and work towards common understanding. Socialinteraction through communication occurs through technology (directly betweentwo persons via email, a cell phone or other communication technology). It canalso occur around technology like students discussing about a problem posed bya software program or with support of technology like teachers and studentsinteracting about the worksheet printed from a website. In all the three modalities,communication occurs and technology is involved.For this particular role, what are the benefits derived from technology- supportedcommunication?a.Enables any teacher to guide the learners virtually and making learningunlimited because communication and social interaction go beyond aschool day or a school environment.b.Enhances students’ freedom to express and exchange ideas freely withoutthe snooping eyes of the teacher face to face.c.Enables learners to construct meaning from joint experiences between thetwo or more participants in communication.d.Help learners solve problems from multiple sources since there is.Limitless sources of information that the teacher can direct or refer to thelearners.

e.Teaches learners to communicate with politeness, taking turns in sendinginformation and giving appropriate feedback.f.Enhances collaboration by using communication strategies with widercommunity and individuals in a borderless learning environment.g.Develops critical thinking.3. Technology upgrades learners' higher-order-thinking skills: criticalthinking, problem solving and creativityTwenty-first century learning requires the development of higher-order-thinkingskills. Technology has a great role to play in the development and enhancement ofthese skills. Let's discuss this in the lesson.Critical thinking is part of the cluster of higher order thinking skills. It refers to theability to interpret, explain, analyze, evaluate, infer and self- regulate in order tomake good decisions. With the use of technology, one will be able to evaluate thecredibility of the source, ask appropriate questions, become open-minded, defenda position on an issue and draw conclusion with caution. All of thesecompetencies are covered by Bloom's Taxonomy of Analysis, Synthesis andEvaluation.Teachers play a significant role in supporting learners with technology. How?As a role model, teachers should display and practice critical thinkingprocesses, so that the learners can imitate them. Here are some ways thatteachers can do to develop critical thinking.a. Ask the right questions. Most often teachers ask questions to find out if thestudents can simply repeat the information from the lesson. Although these arenecessary questions like what, who, when and where, these do not develop criticalthinking. Critical thinking questions should ask for clarity, accuracy, precision,relevance, depth, breadth and logicClarity: Here are some examples: Can you give examples of...Accuracy: What pieces of evidence support your claim?Precision: Exactly how much....Breadth: What do you think will the other group say about the issue?b. Use critical thinking tasks with appropriate level of challenge. Teachersshould be mindful of the readiness of the students. Students who have higher abilitymay find the task too easy, thus getting bored early, while those who have low abilitymay find the task too difficult. Thus, there is a need to have activities that areappropriate for the learners. These can be determined by interview, observationsand other forms to determine the level of readiness.

What are some simple ways that teachers should do?1. Vary the questions asked.2. Introduce new technologies.3. Modify the learners” grouping.4.Modifythecriticalthinkingtask.5. Encourage curiosity.By nature learners are curious. They ask lots of questions all the time Why is thesky blue? Why do I have to learn geometry? How do people choose what will theybecome in the future? Can robots solve the problems climate change? How?These questions will lead to critical thinking, but some of these question cannot beanswered by the teacher. The unanswered questions are avoided or answeredunsatisfactorily. Sometimes teachers shut down the question the curtails the firststep in critical thinking. The internet as a problem solving and research tool canhelp find answers to the questions.Creativity is characterized as involving the ability to think flexibly, fluently, originally,and elaborately (Guildford, 1986 C Torrance, 1974 Egbert, 2009). Flexibly meansable to use many points of view while fluently means able to generate many ideas.Originally implies being able to generate new ideas and elaborately means able toadd details. Creativity is not merely a set of technical skills, but it also involvesfeelings, beliefs, knowledge and motivation.Seven Creative Strategies (Osborn, 1G63). These have been simplified into fewer categories. To be creative, one can use any of these strategies.1.Substitute Find something else to replace to do what it does.2.Combine Blend two things that do not usually go together.3.Adapt-Look for other ways this can be used.4.Modify/Magnify/ Minify Make a change, enlarge, decrease.5.Put to another use Find other uses.6.Eliminate Reduce, remove.7.Reverse Turn upside-down, inside out, front-side --(SCAMPER.)What should teacher do to support student creativity? Here are some1.Provide an enriched environment.2.Teachcreativethinkingstrategies.3.Allow learners to show what they can do.4.Usecreativitywithtechnology

Further, teachers can do the following to develop and enhance critical thinking, problem solving and creativity. As a future teacher, try these suggestions.1.Encourage students to find and use information from variety of sources both on- line and off-line.2.Assist students to compare information from different sources.3.Allow student to reflect through different delivery modes like writing, speaking, or drawing.4.Use real experiences and material to draw tentative decisions.5.Involve students in creating and questioning assessment.To do these, the teacher should see to it that right questions are asked, student’s tasks should be appropriate to the levels of challenge and curiosity is encouraged.There are several critical thinking tools and technology software that can support critical thinking skills.1.Encourages digital production projects.2.Popularizes e-learning modalities.3.Enhances global awareness and citizenship.Chapter 2Policies and Issues on the Internet and Implications To Teaching and LearningPolicy- as a course of action,adopted and persued by a government ,party,ruler,statesman.(Oxford English Dictionary).-a plan of action to guide decisions and archieve outcomes.ICT Policies-are needed to put a roadmap or course of actions to be pesued and adopted by various governnments,organizations, entities involving ICT.ICTcovers3mainareas;Telecommunications (telephone)Broadcasting (radio and television(InternetThe New Information and Communication TechnologiesInformation Tachnology-includes the use of computers ,which has becomeindespensable in modern societies to process data and save time and effort.Telecommunication Technology-include telephone(with fax) and thebroadcasting of radio and television often through satellites.Networking Technologies-the best known networking technologies isinternet ,but has extended to mobile phone technology ,Voice over intwrnetProtocol (VOIP) satellite communications and other forms of communicationsare still in their infancy.DICT ROADMAPDepartment of Information Communication Technology (DICT)-has aformulated a roadmap to guide all agencies in the utilization ,regulation andenhancement of ICT.ICT for Education(ICT4E)- a program under ICT that supports all the effortsof the education sector in incorporating the use of ICT.

ProgramswithApplicationsineducationandlearningare:✅ICT in Education Masterplanfor all levels ,which includes a national roadmap for faculty Development in ICT in Education.✅Content and application development through the Open Content in Education initiative (OCEI).✅PheDNET a "a walled garden"✅Established Community elearning Centers called eSKwela for out-of-school youth (OSY).✅eQuality Program for tertiary education through partnership with state universities and colleges (SUCs)✅Digital Media Arts Program✅Strategic Plan for ICT SkillsISSUESONICTAND INTERNETPOLICTYGlobalIssuesAccess and Civil LibertiesAccess to the Internet and ICTInfringement to Civil Liberties or Human rightsFreedomofExpressionandCensorshipExamples:Individual rights are given up in order to have access to electronic networks.Censorship restricts the transmission of information by blocking it or filtering the information.Defamation actions may be used to silent critics.PrivacyandSecurityPersonal Privacy-the right of individuals not to have their home ,private life of or personal life interfered with.PrivacyofCommunication-theprotectionfrominterferencewith communication over the phone or internet.Data Retention?-is the storage use of information from communication systemInformation Privacy-using technology to store and process data about people , ensurig its used only for its intended purposes and not shared without consent.SurveillanceandDataRetentionIndirect Surveillance -there is no direct contact between the agent and thesubject of surveillance but eveidence of activities can be traced.Dataveillance-is the use of personal information to monitor a persons activities.Counter Datesurveillance-also known as information security.Countersurveillance refers to computers and electronic communication.E-pollutants from E-waste- The rapid turnover of electronic equipment hasled to a buildup of e-waste. This waste includes both crushable material andtoxic materials that require careful management. E-waste quantities areincreasing globally , and there is a concerning amount of electronic wastebeing shipped from industrial countries to developing nations using lessenvironmentally responsible methods.E-waste generated by the ICT:*Terminal Equipments*Broadcasting* Peripherals*TelephonyRemediesStandardation and regulatory measures to increase life cycle equipment

before they become obsolette.Efficient extraction of toxic components and requiring the recycling by bothconsumers and equipment vendors are selling must be required.Implications to Teaching and Learning1.Guide the teachers on what they should teach that relate to ICT,and howto teach it.2.Technology should never replaced any human teacher.3.There are rules and regulations that govern the uses of technology.4.All issues and many more shall be part of the teaching content as each teacher will be encouraged to use technology in teaching.Implications to Teaching and Learning (For the Teachers and Teaching)1.Guide the teachers on what they should teach that relate to ICT, and howto teach it.2.Technology should never replace any human teacher.3.There are rules and regulations that govern the use of technology.4.All issues and many more shall be part of the teaching content as each teacher*Terminal Equipments*Broadcasting* Peripherals*TelephonyRemediesStandardation and regulatory measures to increase life cycle equipmentbefore they become obsolette.Efficient extraction of toxic components and requiring the recycling by bothconsumers and equipment vendors are selling must be required.Implications to Teaching and Learning5.Guide the teachers on what they should teach that relate to ICT,and howto teach it.6.Technology should never replaced any human teacher.7.There are rules and regulations that govern the uses of technology.8.All issues and many more shall be part of the teaching content as each teacher will be encouraged to use technology in teaching.Implications to Teaching and Learning (For the Teachers and Teaching)5.Guide the teachers on what they should teach that relate to ICT, and howto teach it.6.Technology should never replace any human teacher.7.There are rules and regulations that govern the use of technology.8.All issues and many more shall be part of the teaching content as each teacherwill be encouraged to use technology in teaching.IMPLICATIONS TO TEACHING AND LEARNING (FOR THE LEARNERS AND LEARNING)1.The learners in 21st century is even more advanced than some of theteachers. However, learners still need guidance on how to use, regulatetechnology use.2.Learners should take advantage of the potential of learning support they canderive such as the development of the higher order thinking skills, thedevelopment of learning communities through collaboration, theenhancement of skills to manage the vast resources as 21st century learnersand many more.

SOME RISKS IN THE USE OF ICT e-NETWORKINGTechnology is a phenomenon that seems to be uncontrollable. Safeguardand protection should be the primordial role of parents, teachers and schools.There are so many risks that we have to be aware of in the use of digitaltechnologies.Exposure to inappropriate content, including online pornography, extremism;Lifestyle websites like self-harms and suicide sites and hate sites;Cyber bullying in all forms, receiving sexually explicit images or messages;Privacy issues including disclosure of personal information;Health and well being;Prolonged exposure to the online technologies, particularly at an early age;Addiction to gambling and gaming;Theft and fraud from activities such as phishing;Viruses, Trojans, spyware and other malware; andSocial pressure to maintain online networks via texting and social networking sites.MINOR MISUSE OF ICTCopying information into assignment and failing to acknowledge the sourceDownloading materials not relevant to their studiesMisconduct associated with subject logins, such as using someone else's passwordLeaving a mobile phone turned on during class periodUnauthorized taking of pictures or images with mobile phone camera, stillor moving.E-SAFETYE-SAFETY takes care not only on the internet technologies but also of electronic communications via mobile phones, games consoles and wireless technology.e-safety helps safeguard children and young people in digital world;e-safety emphasizes learning to understand and new technologies in a positive way;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.NETWORKING MANAGEMENTSafety and the Use of Network in SchoolsRequire all users to always log off when they have finished working.Maintain equipment to ensure health and safety.Provide students with access to content and resources through.Set up a clear disaster recovery system in place for critical data that include secure, remote back up of critical data.Secure wireless network to appropriate standards suitable for educational use.Install all computer equipment professionally and meet health and safety standards.Review the school ICT system regularly with regard to health and safety and security.NETWORKING MANAGEMENTPassword Policy- Only authorized users will have individual passwords.Cameras- Taking pictures only from parents or caregivers and not from any

other family member or friend while the child attend class.Personal Mobile Phones and Mobile Devices- All mobile phones shall bekept away in a box away from the children or learners and access is onlyallowed at break time or at the end of classes or when needed during theclass period.Cameras- Any picture taken of children shall be on cameras solely for thepurposeSETTING UP AN EDUCATIONAL TECHNOLOGY ROOM : BasicSafetyRulesProvide tiltable tables.Provide anti-glare screen filters.Provide adjustable chairs.Provide foot support.Make sure lighting is suitable.Make sure work stations are not cramped.Plan work at a computer so that there are frequent breaks.Safety rules to reduce accidents in workstations:No trailing wires across or around the room which people can trip on.Electrical sockets should not be overloaded.Electrical equipment should be safety-tested at least once a year.There should be adequate space around desk for people to move.Bags and obstacles should be stored out of the way.Food and drinks should not be placed near machines.Heating and ventilation should be suitable for the working environment.Fire extinguishers should be available.Fire exits should be clearly marked and free from clutter.CHAPTER 3Dale’s Cone of ExperienceEdgarDale:-Father of Modern Media Education-The creator of the “Cone of Experience”Dale’s Cone of Experience is a model that incorporates several theoriesrelated to instructional design and learning processes. During the 1960s, EdgarDale theorized that learners retain more information by what they “do” as opposedto what is “heard”, “read” or “observed”. His research led to the development of theCone of Experience. Today, this “learning by doing” has become known as“experiential learning” or “action learning”. The cone is diagramed and explained inthe next sections.

ConeofExperience(Source: Adapted from E. Dale, Audiovisual Methods in Teaching, 1969, NY: Dryden Press.)HowCanInstructorsUsetheConeof Experience?According to Dale’s research, the least effective method at the top, involveslearning from information presented through verbal symbols, i.e., listening to spokenwords. The most effective methods at the bottom, involves direct, purposefullearning experiences, such as hands-on or field experience. Direct purposefulexperiences represents reality or the closet things to real, everyday life.The cone charts the average retention rate for various methods of teaching. Thefurther you progress down the cone, the greater the learning and the moreinformation is likely to be retained. It also suggests that when choosing aninstructional method it is important to remember that involving students in theprocess strengthens knowledge retention.It reveals that “action-learning” techniques result in up to 90% retention. P-eople learn best when they use perceptual learning styles. Perceptual learningstyles are sensory based. The more sensory channels possible in interacting with aresource, the better chance that many students can learn from it. According to Dale,instructors should design instructional activities that build upon more real-lifeexperiences. Dales’ cone of experience is a tool to help instructors make decisionsabout resources and activities.

Dale's Cone of Experience in Modern Teaching1.Incorporate Multimedia Elements2.Encourage Active Participation3.Balance Abstract and Concrete Experiences4.Utilize Technology Strategically5.Foster Collaborative EnvironmentsSummary:Dale's Cone of Experience, a model that illustrates varying levels ofabstraction in learning, is highly relevant in modern teaching through the integrationof innovative technologies. The Cone suggests that learners retain more informationby engaging in "concrete" experiences, such as hands-on activities, rather thanabstract ones, like reading or listening to lectures.DALE’S CONE OF EXPERIENCEIt is a visual aid to explain the inter-relationshipofthe varioustypes of audio-visual materials as well as their individual positionin the learning process.INNOVATIVE AND EMERGING TEHCNOLOGY IN TEACHINGInnovative and emerging technologies are reshaping the landscape of education,enhancing how teachers teach and how students learn. These technologies offernew ways to engage students, personalize learning, and develop critical 21st-century skills. Dale's Cone of Experience,- a model that illustrates varying levels of abstraction inlearning, is highly relevant in modern teaching through the integration of innovativetechnologies. The Cone suggests that learners retain more information by engagingin "concrete" experiences, such as hands-on activities, rather than abstract ones,like reading or listening to lectures. Modern technologies enhance this approach byVirtual Reality (VR)Virtual Field Trips3D Printing and Prototyping ToolsGame-Based LearningWearable Technology for Field Activities.and(AR)RealityAugmentedInfographics and Visual Learning AppsPodcasts and AudiobooksAI-PoweredTools,Learning Management System (LMS)DataVisualizationTools,Motion PicturesExhibits and Virtual Field TripsDemonstrationsDramatized ExperiencesDirect,PurposefulExperiences (Base Level)StillandRadio,Recordings, PicturesVerbal Symbols (Top Level) Visual Symbols1.2.3.

offering diverse tools that cater to all levels of the Cone. By aligning the use oftechnologies with Dale's Cone of Experience, educators can create diverse,engaging, and personalized learning environments that improve student outcomesand better prepare them for practical applications in the real world.ASSURE MethodIt provides a framework for planning, implementing, and evaluating instruction.It is a systematic approach to instructional design that helps educators create effective and engaging learning experiences for their students.1. ANALYZE LEARNERSThis involves gathering information about the target audience, their existingknowledge, skills, learning styles, and any potential challenges or barriers tolearning.Key activities in this step include:Conducting learner assessmentsIdentifying learners’ existing knowledge and skillsRecognizing any potential challenges or barriers to learning2. STATE OBJECTIVESThis involves defining specific and measurable learning goals that learners should achieve by the end of the instructional experience. Clear objectives serve as thefoundation for designing effective instruction.Key activities in this step include:Writing measurable and specific learning objectivesAligning objectives with curriculum standards or learning outcomesEnsuring that objectives are realistic and achievable within the given timeframe3. SELECT METHODS, MEDIA AND MATERIALSThis involves choosing appropriate instructional strategies, technology tools, multimedia resources, and instructional materials that align with the learning goals and engage learners effectively.Key activities in this step include:Identifying relevant instructional strategiesChoosing technology and media that enhance learningSelecting instructional materials4. UTILIZE TECHNOLOGY, MEDIA AND MATERIALSThis involves implementing the instructional plan by delivering instruction to

learners using the chosen resources and technology tools.Key activities in this step include:Preparing and organizing instructional materialsUsing technology effectively to facilitate learning5. REQUIRE LEARNER PARTICIPATIONThis involves creating opportunities for learners to engage with the content,practice skills, and interact with peers. Active participation is crucial for effectivelearning and helps learners construct their own understanding of the material.Key activities in this step include:Facilitating discussions and group activitiesEncouraging questions and critical thinkingProviding opportunities for hands-on practice and application of knowledge6. EVALUATE AND REVISEThis involves assessing the effectiveness of the instruction, gathering feedbackfrom learners, and making necessary revisions to improve the learningexperience.Key activities in this step include:Conducting formative assessments to monitor learner progressGathering feedback from learners about the instructional materials and methodsReflecting on the overall effectiveness of the instruction.UNIT 4: ICT in Various Content AreasA. 21st Century Literacy SkillsWhat are digital literacies?Digital literacies are the individual’s capabilities to be able to effectively andresponsibly function and perform in a digital society.In the teaching and learning context, digital literacy is an importantcompetence. In school, it has become a buzzword which refers to the ability toaccess, process, understand, utilize, create media content using informationtechnologies and the internet (Hseih, 2012).Media Literacy is one’s ability to criticallyreadinformationorcontentandutilize multimedia in creatively producing communications.Information Literacy is locatinginformationfromtheweb and interpretingwhile evaluating its validity in order that it can be shared.ICT Literacy is knowing how to select and use digital devices, applications orservices to accomplish tasks requiring the use of the internet.

B. Instructional Design ModelsWhy Use an Instructional Design Model?Instructional design models help instructional designers to make sense of abstract learning theory and enable real world application. Instructional design models organize and visualize learning theories and principles to guide instructional designers through a learning development process. Stated differently, an instructional design model can be considered a framework to developlearningmaterials.Manyofthem have common instructional design principles and patterns.1.Gagne’s Nine EventsRobert Gagne has created Nine Events of Instructions that have been widelyused in the educationalprocess.ThisInstructionalmodelhasfocusedonproviding teachers, instructors, and facilitators in the academe an organizedprocess efficiently designed to help maintain efficiency in the teaching-learningprocess.Here is additional information on the Nine Events of Instruction developed by Gagne:a.Preparation1.GainAttention (reception) – thisisthepartwhereintheteachermustget the attention of the learners and keep them focus while the content of thelesson is about to be delivered.2.Inform Learner of Objective (expectancy) – this is to lay down your expectationand focus on the learning. An announced objective (s) helps learners have anoverview of how their performance will be assessed and the value of the contentin the future.3.Stimulate Recall of Prior Information (retrieval) – this is based on the schematheory wherein student’s prior knowledge will be linked and associated with thenewly introduced knowledge.b.Instruction and Practice4.Present Information (selective perception) – this is where the new content will besystematically organized for the learning process to be achieved. One importantmatter to be considered is the varied learning style of learners; this differentiatedinstruction is highly recommended.5.Provide Guidance (semantic encoding) – this is where facilitation of the learningprocess should be taken into high consideration especially whenlearnersare drawing in new knowledge and associating it to their prior

knowledge to avoid a negative transfer.6.Elicit performance (responding) – thiscan bein the formof individualized orgrouped; output-based or process-based, and outright performance orhomework.7.ProvideFeedback (reinforcement) – thisisoneoftheessentialpartswherein learners will be able to understand whether the learning process is asuccess or needs to be enhanced or revisit.c.Assessment and TransferAssess Performance (retrieval) – this is one of the most anticipated parts of the student’s performance wherein they were able to know if the expected outcome or the learning objectives has been met or there is a need for them to expound their knowledge.8.Enhance Retention Transfer (generalization) – this is an additional input to allowlearner’sretentionofnewknowledge.Thiscanbeintheformofadditional reinforcement through practices and summarization.2.Bloom’s Revised TaxonomyWho knew verbs would prove so essential toeLearning design?In 1956, Benjamin Bloom created a classificationsystem of measurable verbs to describe andorganize the different levels of cognitivelearning. In 2001, the six dimensions weremodified by Anderson and Krathwohl and areknown as the "Revised Taxonomy."The graphic shows the original (left) and revised (right) Taxonomy. As you can see,there's a new category at the top (Creating), three categories were renamed, andthe categories are expressed as verbs instead than nouns.The taxonomy pushes the learners past the lower steps of learning (of knowledgeand remembering) and into the domain of deeper understanding, reflection, andapplication of knowledge to develop a learner’s individual process of solvingproblems. It is a great way for establishing learning objectives that engage learnerswith the content and ingraining new knowledge and concepts.Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state.Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate,Application: apply, choose, demonstrate, dramatize, employ, illustrate,

interpret, operate, practice, schedule, sketch, solve, use, write.Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write.Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate."3.ADDIEThe ADDIE Model was first created for theU.S. Military during the 1970s by FloridaState University. ADDIE is an acronymfor a five-phase course developmentprocess. The ADDIE Model generallyconsists of five interrelated phases—Analysis,Design,Development,Implementation, and Evaluation. TheADDIE Model represents a flexibleguideline for building effective trainingand instructional materials.Here is a brief description of each step of the ADDIE process:AnalysisIn the analysis phase of the ADDIE Model the instructional problem is identified. The instructional goals, success metrics, and overall objectives are also established.Informationregardingthelearnersuchasthelearning environment, preferences, demographics, and existing knowledge and skills are also identified during this phase.DesignThe design phase of the ADDIE Model nails down learning objectives,instructional methods and activities, storyboards, content, subject matterknowledge, lesson outlines, and media assets.

DevelopmentThe development phase of the ADDIE Model is where instructionaldesigners develop the content and learning interactions outlined in thedesign phase. During this phase, content is written and graphics, audio, andphotography are also produced and assembled.ImplementationDuring the implementation part of the ADDIE Model, the instructionaldesigner delivers the content and materials to Learning ManagementSystems (LMS) or directly to the trainer for live training events. Theinstructional designer also provides training needed to trainers, facilitators,SME's or instructors.EvaluationDuring the evaluation phase of the ADDIE Model, the instructional designer determines what success will look like and how it will be measured. Often times, the evaluation consists of two phases: formative and summative. Formative evaluation is iterative and is done throughout the design and development processes.ThisoccursallthroughouttheADDIEprocess.Summative evaluation consists of tests that are done after the training materials are delivered. The results from these test help to inform the instructional designer and stake holders on whether or not the training accomplished its original goals outlined in the analysis phase.4.Merrill’s Principles of Instruction (MPI)Many current instructional design models suggest that the most effective learning environments are those that are problem- based and involve the student in four distinct phases of learning: (1) activation of prior experience, (2) demonstration of skills,(3) application of skills, and (4)integration or these skills into real worldactivities. Figure 2 below illustrates thesefive ideas. Much instructional practiceconcentrates primarily on phase 2 and

ignores the other phases in this cycle oflearning.At the top level the instructional design prescriptions based on first principles are asfollows:Learning is facilitated when learners are engaged in solving real-world problems.Learning is facilitated when existing knowledge is activated as a foundation for new knowledge.Learning is facilitated when new knowledge is demonstrated to the learner.Learning is facilitated when new knowledge is applied by the learnerLearning is facilitated when new knowledge is integrated into the learner'sworld.C. Technology Enhanced Teaching Lesson ExemplarsEnhanced Technology TeachingTeachers should seek out technology that enhances student learning. Moststudents come to our courses with a strong foundation in the use of technology andexpert instructors to incorporate it into their teaching. Some caution is necessary toavoid using technology merely for effect, without knowing how it will enhancelearning. Take the time to determine which technologies will support and to improvestudent learning, and learn how to use themTechnology provides numerous tools that teachers can use in and out of theclassroom to enhance student learning. This page provides an introduction to someof the most common.1. BlackboardTeachers might use the course management systemBlackboard. It focuses on online learning delivery but supports a range of uses,acting as a platform for online content, including courses, both asynchronous basedand synchronous based. (You can use the short, engaging Blackboard that helpsyour students get comfortable in Blackboard. Your students can do training andlearning gaps, utilizing analytical data and reporting and choose which ones theywant, or they can view multiple videos in a row about a particular topic.)2. Classroom Response Systems ("clickers")One way to encourage student engagement is by using electronic devices that allowstudents to record their answers to multiple-choice questions and will enable you todisplay the results instantly. The anonymity encourages participation, and theirresponses help the teacher know when further discussion is needed. The use of

clickers can also catalyze discussion.Clicker systems let you pose a question and have students respond with a devicethat looks like a TV remote. Several websites provide an alternative that allowsstudents to respond with a cell phone or laptop. Schools should encourage facultyto use the web solution "Poll Everywhere," but either technology enables manystrategies for engaging students.3. Online Projects and Collaboration ToolsTechnology can support student collaboration on creating new knowledge, reflectingon what they are learning, or working together to achieve a deeper understanding ofcourse material. These articles provide ideas about their use and misuse. Onlinetools provide many new options. Students can collaborate on projects, collect andsynthesize information, and write for different types of audiences.Example:Teaching in the Cloud: Using Online Collaboration Tools to Enhance StudentEngagement (discusses jointly edited Google Docs, Google Sites, wikis, cloudstorage of video projects, crowdsourced research, Google Spreadsheets for dataaggregation, Piazza, and class blogs; also considers issues of IT support, ease ofuse, and student privacy).4. Information Visualization ToolsTechnology can also clarify and stimulate thought by transforming words intopictures. There are some tools to help lead your students to think more critically byencouraging them to structure information visually. Visualization tools can help youmake information clearer to students, either by providing you with clearer visuals or,better yet, assigning them to use visuals to make connections. Visualization toolscan help you create information clearer to students, either by providing you withclearer visuals or, better yet, assigning them to use visuals to make connections.Example:Make Infographics in the Classroom (help your students deepen their understanding by showing connections, mapping, creating timelines, etc.).5. Flipping the ClassroomSometimes a great way to move them toward higher levels of understanding is tomove the lecture out of the classroom and use the in-person time for interactionsthat require applying, synthesizing, and creating. "Flipping" doesn't have to usetechnology, but tools such as videos, podcasts, online quizzes, and the like can helpin and out of class activity work together. These resources explain the theory

underlying this teaching method and provide practical suggestions for making itwork.Example:Flipping the Classroom: Simply Speaking (video gives clear demonstration and examples).6. GamesWhat could be more engaging than a good game, a game may lead to deeper learning and give some examples of their use in higher education.Ex. Reacting to the Past (Elaborate games set in the past, in which students areassigned roles informed by classic texts in the history of ideas).7. Converting a Face-to-Face Course to an Online CourseTeaching online, whether in a hybrid course or a wholly-online course, requiresdifferent techniques and different tools. Without the F2F contact, professors willneed to be even clearer about setting and articulating expectations for digital workand participation. Encouraging interaction between professor and student andamong students is an additional challenge, as is monitoring student learning as thecourse progresses. The online environment requires the use of basic technologiesto digitize course materials as well as mastery of the university's learningmanagement system. And various tools like Skype allow synchronouscommunications, while blogs and Twitter can encourage asynchronous interaction.Here are some ideas to get you started.Example:Synchronous learning is instruction and collaboration in "real time" via the Internet. It typically involves tools, such as:Live chatAudio and video conferencingData and application sharingVirtual "hand raising"Asynchronous learning methods use the time-delayed capabilities of the Internet.It typically involves tools, such as:E-mailThreaded discussionNewsgroups and bulletin boardsD. ICT and Conventional Learning Materials to Enhance Teaching and Learning

What do you mean of ICT in education?According to Brown (2023), Information and Communication Technology, or ICTclassroom, integrates digital technologies to enhance learning and teachingprocesses. Its rise has transformed education significantly by providing access tovast resources, interactive learning platforms, and personalized learningexperiences.ICT in education means using various tools and resources, including computers,laptops, tablets, interactive whiteboards, educational software, online platforms,internet connectivity, and multimedia content.Digital Learning Resources sometimes abbreviated as DLRs, a digital learningresources that is anything which can be stored in a digital format and used oradapted for teaching and learning.Examples are:Google documents- first released in 2006, is a free web-based wordprocessor in which documents can be created, edited and stored as partof the Google Docs Editors suite of free web applications.Survey monkey- is an online survey tool used to create online surveys,polls, and quizzes. Its purpose is to gain insights and feedback on avariety of topics.Google Classroom is a free web-based learning platform developed byGoogle, where teachers can run a class online, create curriculums, andshare assignments with students in a paperless way.Quizlet-is a web-based tool that allows users to create study tools such asinteractive flashcards, tests, and study games. With Quizlet, students canchoose their own “Study Mode.”Virtual Classrooms- Live virtual classrooms enable real-time interactionbetween teachers and students, including video conferencing, chatfeatures, and collaborative tools for group discussions.Why use digital learning resourcesrelevant and regularly updated contentmore engaged learnersexpanded learning opportunitiespersonalized learningeasier monitoring of student progressallows for immediate feedback to learnersfacilitates collaborative learning

prepares learners for transitioning to employment

Conventional learning materials also known as traditional teaching aids likeblackboards, textbooks, flashcards, charts, flip cards, pictures, posters, worksheets,maps, atlases, globes, etc. to help process and achieve the desired learning objectives.Examples are:Flip cards- are durable cards, usually created as sets, which conveyprinted information in a simple and convenient format. This help teacherto prioritize active learning during class time by assigning students lecturematerials and presentations for active engagement.Realia-these are the real objects used by the teacher in the classroom toimprove learning in real life setting.Interactive Whiteboards -display multimedia content, annotate, andinteract with the material, encouraging student participation.Multimedia Presentations- the use of text, images, videos, and audio toexplain complex concepts effectively.The importance of learning materials in teaching-learning processprovide teachers with resources and ideas for effective instruction and learning activitiespromote teachers’ efficiency and improve students' performanceto make lessons interesting, learning easy and enable teachers to easily express conceptsenhance the quality of instruction and improve student outcomesallow the student to learn their work as they put it into practiceE. Distance LearningDistance learning is also known as remote learning, is a form of educationwherein there is little or no face-to-face learning or what we call residential learningbetween the students and their teachers. Distance learning can be done anywhere,usually at home.There are a lot of reasons why people choose or practice distance or remotelearning. Here are some of the examples:Borderless learning. Students can enroll in programs being offered onlineby schools abroad.Flexible schedule. Students can choose to enroll in courses that fit theirtimetable.Learners can save. Because you can learn from your own home, you cansave from transportation fees, allowances, and even books and other

resources.Self-paced learning. Learners can accomplish their modules/tasks at aconvenient time, pace, and whenever they are ready without being forced.Numerous programs and course offerings. There are a lot of programsand courses being offered by schools for distance learners. They have thesame standards and quality as on-site learning.Increase employability. Since most of the schools that offer distancelearning are well-known and provides quality education, earning certificatesfrom the courses or programs finished by these institutions will give anadvantage to your curriculum vitae and increase your chance to beBack up during calamities and emergencies. Due to natural calamitiesand or health emergencies, learning institutions resort to distance learning tocontinue the education of the students when face-to-face or residentiallearning cannot be practiced.Disadvantages of Distance LearningHigh chances of distraction. Students most likely to be distracted during distancelearning since most of their homes are not suitable or conducive for learning. Losingfocus and losing track of deadlines is also a big problem since there are no teachersor students at their side to remind and motivate them.Hidden costs. Even if courses and programs offered in distance learning byschools are much cheaper than residential learning, there are some hidden costsinvolved. For example, buying gadgets, installing computers or internet routers,paying electricity bills, and others.Access to technology. Since most of the platforms in distance education requiregadgets and digital tools, some students cannot access them due to the lack ofthese said gadgets. Students coming from the low-income sectors of the communitydon't have any access to devices needed for this type of learning.Compromised quality. Since distance education promotes self-paced learning, thequality of education can be compromised since individual students cannot exhibitsome of the outcomes of the lessons. Some needed to be collaborative, and somerequired actual laboratory experience, and some needed the supervision of theinstructors. Problems on the network. Some areas have limited source of internetconnection or network service. Since some of the activities in distance learningneed to be done online, the difficulty will arise when there is no sufficient networksignal or internet connection.

Production of materials and resources. Learning institutions must preparematerials. to be used in distance learning. Problems will arise if there is anemergency or a calamity wherein materials are not developed due to the nature ofunpreparedness on the given situations.Types of Distance Learning Modes1.Synchronous Learning - instructor-facilitated learning that requires all theparticipants to be virtually present at the same time. Tests and otherassessments are scheduled and timed. Learning using this modality can beconducted using:a.Virtual classrooms - is an online environment wherein students andteachers can communicate, interact, view and present lessons anddiscussions, and actively engage with the learning resources available whileteaming up or doing the tasks individually all in just one setting.b.Web conferencing - is a service available online wherein teachers andpresent lessons and discussions, and actively engage with the learningresources available while teaming up or doing the tasks individually all in justone setting.c.Educational televisions and radios - These are technologies that air andbroadcast programs, lessons, and other educational stints to the generalpublic. This is widely used in places that are experiencing calamities andemergencies such as volcanic eruptions and disease outbreaks.d.Learning Management Systems (LMSs) - are online software applicationsused to deliver course materials, educational training, program development,and others.2.Asynchronous Learning - self-directed and self- paced learning mode thatdoes not require students to be virtually present. Learning using this modalitycan be conducted using:a.Modules - just like this material that you are using, modules are developed tohelp learners access education during distance learning without having thetrouble to access the internet and buy gadgets. Modules includecomprehensive lessons and activities that help achieve learning outcomeseven if done using self-paced learning.b.Web-based courses - are uploaded courses and lessons on the internet.They can be accessed from the different programs or course offerings oflearning institutions. Some of them are required to pay to be enrolled, whilesome are free.

c.Video and audiotapes - These materials are pre-recorded copies ofinstructors giving discussions and presentations. This is useful to learnerswho have access to gadgets but don't have the freedom of time to join thescheduled meeting or don't have any sufficient access to the internet.F. Technology Tools in a Collaborative Classroom Environment CollaborationCollaborating of two or more person in a group to share their ideas, seek advice, and information from others with the same goal or objectives.Collaborative Technologya group of technologies that offer real-time messaging, group chat, file sharing, sharedcalendaring, project coordination, voice and video forone-on-one Google Drive Apps-it enables student and teacher to collaborate when it comesto paperwork's, presentations, and many more. Also, studentscan contribute simultaneously.Kahoot-is a game-based classroom response system. It is used forbrainstorming that motivate students to be the leaders andpresenter of their own quizzes to the class.Padlet-is a tool that made kids or students to share and integrate their ideas or knowledge in a comfortable way.Flip Grid-is a tool to encourage students in discussion and engagementto share their ideas and opinions in a fun and hands-on way through video.Mindmeister-a tool that enables students to work in a group and share ideas to plan projects effectively through brainstorming.Survey Monkey-A tool to ask variety questions of what students are thinking,and to find of what areas they need help with.-an online cloud base service that allows anyone to createcustomized surveys and questionnaires accessible to a

variety of audiences. Millions of people use Survey Monkeyfor everything from customer satisfaction and employeeperformance reviews to course evaluations and research ofall types.Benefits of Technology Tools in a Collaborative Classroom EnvironmentManage a large number of students.To enhance, amplify and facilitate deeper.Helps students to be more cooperative to others and teachers.Get out of their selves.G. Relevance and Appropriateness in the Use of Technology in Teaching and LearningIntroductionThislessonintroducestheRelevanceandAppropriatenessintheuseof Technology in Teaching and Learning Technology can do so muchin the teaching and learning process. It can enhance the teacher-studentrelationship, it helps the teaching and learning process fun and moreengaging, and it facilitates collaboration to the students. However, somethings need to be considered in using technology for it to be useful in theteaching and learning process.But before we proceed to abstraction, consider the following questions below:1.Why do you think it is essential for a teacher to have a deep understanding of how to utilize technology in the teaching and learning process appropriately?2.Why do you think instructional material is important for teachers?In teaching, it is vital to consider the relevance and appropriatenessof using technology in teaching and learning. If we employ well-plannedinstructional strategies with relevant and appropriate technology andmedia, we prepare our students for 21"- century careers (Smaldino et al.2014).

Utilizing appropriate technology in the teaching and learning process isindispensable for us teachers. What works for one does not necessarilywork for all. We need the right tool for the right job.

But what is an instructional material?It is a device that aids the teacher in the teaching-learning process. Theydo not replace the teacher but aids the teacher.It can be traditional resources (e.g., textbook, workbooks, etc.), graphicorganizers (e.g., graphs, charts, tables, etc.), teacher-made resources(e.g., handouts, worksheets, etc.), and other forms of instructionalmaterial (e.g., audio, audio-visual, electronic interactive, etc.). Sinceinstructional material is indispensable for teachers, we need to selectcarefully.What are the things that we need to consider in selecting instructional material based on appropriateness and feasibility?1. The principle of appropriateness - Does it meet the standards (general and specificgoals of the subject)? - Is it appropriate to the intended level?2. The principle of authenticity - Is the material accurate? - Is the material up-to-date?3. The principle of cost (economy) - Can the students afford the cost of the material?4. The principle of interest -Does the material catch the interest of the learners? -Does the material stimulate students' curiosity? - Does the material motivate the students? -Does the material encourage creativity and imaginative response among users?5.The principle of organized and balanced?- is the purpose clearly stated?- is there a logical organization, clarity, and accordance with the principle of learning?(every number present lang sang pic nga connected sa thought in selecting instructional materials)SUMMARY

Literacy in the 21st Century is more than just reading and writing. It isabout thinking and understanding. Students should develop a mix of skillswith a specific emphasis on IT skills, knowledge management skills, andcritical thinking skills. Gaining multiple literacies is a must in this fast-changing world. As new knowledge unfolds, adaptability and innovationare a must.To be well-adjusted requires an in-depth understanding of essentialconcepts such as different instructional design models, which arebeneficial to instructors, facilitators, educators, and more. Instructionaldesign models are systematic processes crafted by seasoned experts onthe field of instructions, which has created a blueprint of an organizedand tried and tested pattern of the transference of content andknowledge to the learners of the different fields.