Bachelor of Elementary Education (BEED)
LEARNING MODULE
Module Number 1
Subject Code: MSC 10
Subject Description: Technology for Teaching in the Elementary Grade
Term: First Semester Academic Year 2020-2021
I. Learning Objectives:
Upon completion of this module, the students will be able to:
1. Understand the basic concepts of how educational technology, instructional technology
and technology integration, educational media relate to one another.
2. Determine the roles of ICT in Teaching for Learning
3. Identify learning theories, ideas, and research used in the use and creation of technologyenhanced learning lessons.
4. List the national ICT policies that have an impact on classroom practices.
5. Describe how ICT policies are implemented in teaching and learning.
6. Familiarize with the researches and studies about screen time for young children
7. Determine ICT policies that are used in the planning and execution of teaching-learning
activities.
8. Join online communities of learning
9. Use resources from relevant mailing lists and online resources
10. Describe the technology tools utilized in group activities.
11. Use technology to help communities of practice collaboration and exchange resources
12. Create digital safety guidelines to safeguard children's online safety.
13. Develop and use the non-digital and digital tools in delivering technology enhanced
lessons
14. Choose, design, and build traditional learning resources to improve teaching and learning.
15. Select, design and create digital learning materials designed to enhance teaching-learning
and assessment
16. Synthesize what they learned from the course through the portfolio
II. Learning Outcomes
1. Use ICT to help preservice teachers acquire 21st-century abilities such as effective
communication like watching, listening, speaking, reading, and writing.
2. Construct developmentally appropriate teaching and learning methods that satisfy the
standards of the K-12 curriculum.
3. Identify learning theories and principles applied in the design and development of lessons
through appropriate media and technologies for teaching learning
4. Use technology tools and resources with social, ethical, and legal responsibilities.
5. Formulate teaching-learning experiences and assessment tasks using appropriate and
innovative technologies.
6. Use technology to help communities of practice collaboration and exchange resources.
III. Learning Resources:
Textbook, modules, Videos
IV. Tasks to Complete
Assignments, Activities
Quizzes
Examination
V. Content Items
A. Definition of Basic Concepts and Important Terms
Basic Concepts to be defined:
1. Technology - comes from the Greek word “techne” which means craft or art.
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Technological revolution has also made its way to classroom. For instance, there are now
projectors, films, television, radio, computers, electronic boards and other technological
breakthrough which has made the art of teaching and learning to be pleasurable,
interesting and resourceful.
Refers to the a mix process and product used in the application of knowledge. It includes
tools from pencil and paper to the latest electronic gadgets and tools for practical tasks.
2. Information and Communication Technology
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ICT is a scientific, technological and engineering discipline and management technique
used in handling information, its application and association with social, economic and
cultural matters (UNESCO, 2002)
Information and Communications Technology (ICT) can impact student learning when
teachers are digitally literate and understand how to integrate it into curriculum.
When teachers are digitally literate and trained to use ICT, these approaches can lead to
higher order thinking skills, provide creative and individualized options for students to
express their understandings, and leave students better prepared to deal with ongoing
technological change in society and the workplace.
3. Educational Technology - refers to the art or craft of responding to our educational needs.
 a complex, integrated process involving people, procedures, ideas, devices and
organization for analyzing problems and devising, implementing, evaluation and
managing solution to those problems, involved in all aspects of human learning.
 consists of designs and environments that engage learners and reliable techniques or
method for engaging learnings, cognitive learning strategies and critical thinking skills
 is a theory about how problems in human learning are identified and solved.
 is a field involved in applying a complex, integrated process to analyze and solve
problems in human learning.
 Refers to the use of technology in teaching and learning. Educational technology includes
both the non-digital (flip charts, pictures, models, etc.) and digital (electronic tools:
hardware, software and connections, etc.)
4. Technology, Media, and Learning
 Technology in Education - the application of technology to any of those processes
involve in operating the institution.
 Technology Integration - using learning technologies to introduce, reinforce, supplement
and extend skills.
 Educational Media - are channels or avenues or instruments of communication e.g.
books, magazines, newspapers, radio, television, and internet.
5. Instructional System and Instructional Technology
 a systematic way of designing, carrying out and evaluating the total process of learning
and teaching in terms of specific objectives.
 it is a type of technology meant for bringing improvement in the instructional process.
 Concerned with the process of imparting instructions to the learner for realizing the
stipulated instructional objectives which is mostly cognitive (development of knowledge
and understanding) in nature.
 Is the theory and practice of design, development, utilization, management, and
evaluation of the processes and resources for learning.
6. Technology Tools
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Is an instrument used for doing work. It can be anything that help you accomplish your
goal with the use of technology. These technology can be classified as
a. Data / calculation tools. Examples – spreadsheets, Excel, sketchpad, probability
calculator
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b. Design tools – These are used to make models and designs, creating, and building.
Examples – Family tree maker, Golly gee, and Crazy Machines
c. Discussion Tools – These are four different approaches that utilize discussion and
interaction in the internet. These are the threaded discussion forum, blogging,
Live chat and Video conferencing, Netiquette and safety on the net.
d. Email tools – Emails are great communication tools for sending messages,
photographs, videos and other files. It allows you to reach out to others around the
world. Examples – Google mail, Yahoo mail, Hotmail and many more.
e. Handheld devices – Handheld devices have become more popular among
learners. These include Personal Digital Assistants, global positioning system
(GPS), and geographic information system (GIS) in the classroom, portable
electronic keyboards, digital cameras, mobile phones, pal and handheld cameras.
B. Roles of ICT in Teaching for Learning
Information and Communication Technology Literacy or ICT Literacy is the use of digital
technology, communication tools, and /or networks to access, manage, integrate, evaluate, create,
and communicate information in order to function in knowledge society.
According to Stosic (2015), educational technology has three domains:
1. Technology as a tutor.
 Together with the teacher, technology can support the teacher to teach another person or
technology when programmed by the teacher can be a tutor on its own.
2. Technology as a teaching tool.
 Like a tutor, technology is a teaching tool, but can never replace a teacher. Like any
other tool, it is being used to facilitate and lighten the work of the teacher.
3. Technology as a learning tool
 It makes learning easy and effective. It can produce learning outcomes that call for
technology assisted teaching.
The Roles of Technology for Teachers and Teaching and for Learners and Learning
A. For Teachers and Teaching
1. Technology provides enormous support to the teacher as the facilitator of learning.
 Nagkakaroon ng interaksyon at nagiging mas aktibo ang mga magaaral sa klase
kung mayroon audio visual aids, charts, models. Nakukuha ng guro ang
atensiyon ng mga bata dahil sa technology.
2. Technology has modernized the teaching learning environment.
 The teachers are assisted and supplemented with appropriately structured
instructional materials for daily activities. Katulad ng sitwasyon natin ngayon,
dahil sa teknolohiya, kahit wala tayo sa loob ng physical classroom, mayroong
learning na nagaganap (naway totoo ito para sa inyo, at hindi lamang pagsusumite
ng mga requirements ang ginagawa niyo).
3. Technology improves teaching –learning process and ways of teaching.
 There are arrays of teaching methods and strategies that can use technology which
are compatible with learning styles. Ayon kay Gardner, mayroon different
intelligences, and by using technology, we can address the different intelligences
of our students.
4. Technology opens new fields in educational researches.
5. Technology adds to the competence and inculcates scientific outlook.
6. Technology supports teacher professional development.
 Teachers are provided with the alternative way of attending continuing
professional development. Like what we have experienced during the community
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lockdown period, even if the teachers are in their respective houses, they can
attend webinars prepared by CHED, UP Open University, SEAMEO Innotech,
and other educational institutions.
B.
1.
2.
3.
For Learners and Learning
Support learners to learn how learn on their own.
Technology enhances learners’ communication skills through social interactions.
Technology upgrades learners’ higher order thinking skills; critical thinking, problem
solving and creativity.
C. Theories and Principles in the Use and Design of Technology Driven Learning Lessons
1. Dale’s Cone of Experience –
Dale integrated Bruner’s (1966) three modes of learning into the Cone by categorizing learning
experiences into three modes: enactive (i.e., learning by doing), iconic (i.e., learning through
observation), and symbolic experience (i.e., learning through abstraction).
Dale (1969) explained that the broad base of the cone illustrated the importance of direct
experience for effective communication and learning. Especially for young children, real and
concrete experiences are necessary to provide the foundation of their permanent learning. The
historical importance of Dale’s Cone rests in its attempt to relate media to psychological theory
(Seels, 1997) and the Cone has shaped various sets of media selection guidelines ever since. For
example, influenced by Dale, Briggs (1972) delineated general principles for media selection
according to the age of learners, the type of learners, and the type of task.
Thus, effective learning environments should be filled with rich and memorable experiences
where students can see, hear, taste, touch, and try. Dale (1969) articulated the characteristics of
rich experiences. In a rich experience:
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students are immersed in it and use their eyes, ears, noses, mouths and hands to explore
the experience,
students have a chance to discover new experiences and new awareness of them,
students have emotionally rewarding experiences that will motivate them for learning
throughout their lives,
students have chances to practice their past experiences and combine them to create new
experiences,
students have a sense of personal achievement, and
students can develop their own dynamic experiences.
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2. Technological Pedagogical Content
Knowledge (TPACK) which focuses on
technological knowledge (TK), pedagogical
knowledge (PK), and content knowledge
(CK), offers a productive approach to many
of the dilemmas that teachers face in
implementing educational technology in
their classrooms.
By differentiating among these three types of
knowledge, the TPACK framework outlines
how content (what is being taught) and
pedagogy (how the teacher imparts that
content) must form the foundation for any
effective integration.
TPACK will start with content and then pedagogy and layer in technology.
3. ASSURE
The ASSURE model is an instructional system or guideline that teachers can use to develop
lesson plans which integrate the use of technology and media (Smaldino, Lowther & Russell,
2008).
The ASSURE Model has six steps, each represented by a letter in the acronym title, with each
step describing a set of task
central to the informed
selection and use of
educational technology.
 Analyze Learners;
 State Objectives;
 Select Methods,
Media and
Materials;
 Utilize Methods,
Media and
Materials;
 Require Learner
Participation; and
 Evaluate and Revise.
Theoretically, it is a mental
framework that a teacher
considers in planning
instruction.
4. SAMR
SAMR Model is a framework created by Dr. Ruben Puentedura that categorizes four different
degrees of classroom technology integration.
This model supports and enables teachers to design, develop and infuse digital learning
experiences that utilize technology.
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The SAMR model is made up of four steps—Substitution, Augmentation, Modification, and
Redefinition. Substitution and Augmentation are considered "Enhancement" steps, while
Modification and Redefinition are termed "Transformation" steps.
D. Principles for the Selection of Technology for Educational Use: appropriateness, authenticity,
cost, interest, organization and balance)
Selection of Educational Technology explains how preservice teachers can choose technology
tools and applications for the many experiences and circumstances they may face as teachers.
1. Appropriateness - Appropriate technology would imply itself to be easily and noninvasively assimilated into the learning environment of the classroom.
2. Authenticity - contradiction between the action and reality has been eliminated.
3. Cost 4. Interest
5. Organization
6. Balance
Lesson: ICT Policies and Safety Issues in Teaching and Learning
A. ICT National or International Policies that is applicable to teaching and learning
As the lead United Nations Organization for education, UNESCO guides international efforts to
help countries understand the role such technology can play to accelerate progress toward
Sustainable Development Goal 4 (SDG4)
UNESCO shares knowledge about the many ways technology can facilitate universal access to
education, bridge learning divides, support the development of teachers, enhance the quality and
relevance of learning, strengthen inclusion, and improve education administration and
governance.
The Organization scans the world for evidence of successful ICT in education practices –
whether in low-resource primary schools, universities in high-income countries, or vocational
centres – to formulate policy guidance.
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Department of Information and Communication Technology (DICT) have formulated a roadmap
to guide all agencies in the utilization, regulation and enhancement of ICT.
THE ICT for Education (ICT4E)
 Program of DICT that supports all the efforts of the education sector in incorporating the
use of ICT as well as in determining and gaining access to the infrastructure (hardware,
software, telecommunications facilities and others) which are necessary to use and deploy
learning technologies at all levels of education.
1. ICT in Education Masterplan for all levels, including a National Roadmap for Faculty
development in ICT in Education. A National Framework Plan for ICTs I Basic
Education was developed.
2. Content and application development through the Open Content in Education Initiative
(OCEI) which converts DepEd materials into interactive multi-media content, develop
applications used in schools, and conduct students and teachers competitions to
promote the development of education-related web content.
3. PheDNET is a “walled” garden that hosts educational learning and teaching materials
and applications for use by Filipino students, their parents and teachers. All public
high schools will be part of this network with only DepEd-approved multi-media
applications, materials and mirrored internet sites accessible from school’s PCs.
4. Established Community eLearning Centers called eSkewla for out of school youth
(OSY) providing them with ICT-enhanced alternative educational opportunities.
5. eQuality Program for tertiary education through partnerships with state universities
and colleges (SUCs) to improve quality of IT education and the use of ICT in
education in the country, particularly outside of Metro Manila.
6. Digital Media Arts Program which builds digital media skills for government using
Open Source Technology.
7. ICT skills strategic plan which develops an inter-agency approach to identifying
strategic policy and program recommendations to address ICT skills.
All the seven programs were guided by the roadmap that embeds policy statements that
relate to education specifically in the enhancement of human development for teaching and
learning.
B. Safety Issues in ICT
Safeguard and protection should be the primordial role of parents, teachers and schools.
1. Exposure to inappropriate content, including online pornography, extremism (exposure to
violence associated with racist language)
2. Lifestyle websites like self-harms and suicide sites, and hate sites;
3. Cyber-bullying in all forms, receiving sexually explicit images or messages;
4. Privacy issues including disclosure of personal information;
5. Health and well-being (amount of time spent on-line, internet gaming and many more.
6. Prolonged exposure to on-line technologies at an early age;
7. Addiction to gambling and gaming.
8. Theft and fraud from activities such as phising;
9. Viruses, Trojans, spyware, and other malware; and
10. Social pressure to maintain online networks via texting and social networking sites.
Minor Misuse of ICT – Some minor misuse made by learners in school
1. Copying information into assignment and failing to acknowledge the source. (Plagiarism
and copyright infringement)
2. Download materials not relevant to their studies.
3. Misconduct associated with subject logins, such as using someone else’s password.
4. Leaving a mobile phone turned on during class period
5. Unauthorized talking of pictures or images with mobile phone camera, still or moving.
e-Safety - it highlights the need to educate children and young people about the benefits, risks
and responsibilities of using information technology.
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C. Principles on Technology Use for Young Children
National Association for the Education of Young Children (NAEYC) Position Statement:
1. Technology and interactive media are here to stay.
As parents or as a responsible adult, we SHOULD GUIDE the usage of technology.
Electronic gadgets are not a substitute for babysitters but they are just a tool that can help a
child's learning and development.
2. There are concerns about whether young children should have access to technology and screen
media in early childhood programs.
One of the concerns in the use of electronic gadgets is the health issue of children like obesity
and eye problems, like myopia or nearsightedness, a condition which is hereditary but can now
be acquired through excessive use of computers and gadgets.
(https://www.pna.gov.ph/articles/1068930)
3. All screens are not created equal.
"Screen time" is a term used for activities done in front of a screen, such as watching TV,
working on a computer, or playing video games.
4.There is conflicting evidence on the value of technology in children’s development.
5.The appeal of technology can lead to inappropriate uses in early childhood settings.
For the school year, 2020-2021, DepEd has adopted flexible learning as their modality of
teaching.
We need to take into consideration the maximum screen time allowed and the attention span of
your pupils.
DepEd Department Memorandum 2020-00162
-Kinder garden - Max of 1hours daily
-Grade 1-5 -Max of 1.5hours daily
-Grade 6-8 - Max of (2Hours daily)
-Grade 9-12 -Max of 4hours daily (2hours AM, 2hours PM)
Attention Spans by Age
Childhood development experts generally say that a reasonable attention span to expect of a
child is two to three minutes per year of their age. That's the period of time for which a typical
child can maintain focus on a given task.
Average attention spans work out like this:
2 years old: four to six minutes
4 years old: eight to 12 minutes
6 years old: 12 to 18 minutes
8 years old: 16 to 24 minutes
10 years old: 20 to 30 minutes
12 years old: 24 to 36 minutes
14 years old: 28 to 42 minutes
16 years old: 32 to 48 minutes
It's worth noting that some developmental researchers put the upper limit at five minutes per year
of a child's age, meaning a 2-year-old could be able to focus on a task for up to 10 minutes at a
time. Of course, these are only generalizations. And how long a child is truly able to focus is
largely determined by factors like how many distractions are nearby, how hungry or tired the
child is and how interested they are in the activity. But if your child's attention span is shorter
than average, that's worth addressing.
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D. Uses of ICT Policies in the Teaching and Learning
For the teachers and learning
1. Guide the teachers on what they should teach that relate to ICT, and how to teach it.
2. Technology should never replace any human teacher.
3. There are rules and regulations that govern the use of technology. Caution should be
observed to protect individual privacy.
4. All the issues and many more shall be part of the teaching content as each teacher will be
encouraged to use technology in teaching.
For the learners and Learning
 The learners of the 21st Century are even more advanced than some of the teachers.
However, learners still guidance on how to use, regulate technology use. As there are
positive and negative effects of technology use, learners should know the difference.
 Learners should take advantage of the potential of learning support they can derive such
as the development of higher order thinking skills, the development of learning
communities through collaboration, the enhancement of skills to manage the vast
resources as 21st century learners and more.
Lesson: Online Communities of Learning
Everybody seems to have a Facebook account and uses this to communicate. If in the teaching
and learning situation, you work on information, data and collaborate with classmates, friends,
teachers and other member of society, then social networking can also be appropriately
employed as an educational tool.
A network is defined as that group of individuals who communicates and connects on a regular
basis. If an individual has a personal network of people, one can tap on the potential contacts for
social, educational or professional purposes.
Through social networking platforms, one can contact friends or share resources and interests.
Communication through chat format can either be one on one or in a group. Topics discussed can
be posted and made known therefore read by many or it can be discreet through direct chat
(private message/ pm; direct message/ dm) – a feature allowing one to have certain privacy on
matters consider as such.
Online Communities of Learning /Social Networking
Facebook
Twitter
Instagram
LinkedIn
Google+
Youtube
Pinterest
Tumblr
Myspace
Flickr
Bebo
For China, they have Weibo and Wechat
Online Resources, Educational Sites and Portals
A lot of information is readily available in the internet. These can be explored and studied to
determine their relevance to the lesson. Like a door, the portal opens to a virtual room, where
activities, tools, applications, articles provide ideas and suggest ways on the use of technology
tools.
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One example is Educational Technology and Mobile Learning
(https://www.educatorstechnology.com/) This blogsite is a repository of tools and applications
assembled and curated for teachers and educators by teachers.
a. Opensource - Open source technology means that its source code is freely available to
use, modify, and redistribute.
b. Digital storytelling tools
c. Online Bibliography and Citation Tools for Teachers
d. Photo and Image Editing Tools for Teachers.
e. Survey, Polls, and Quizzes Tools for Teachers
f. Sticky Notes Tools for Teachers
g. Stock Photos Sites for Teachers
h. Testing and Quizzing Tool for Teachers
What is OER?
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Introduced as a very potent tool for enhancing the quality of and access to education.
OERs, with its inherent purpose, reduce costs by reusing learning materials.
The use of OER results in tremendous cost savings to benefit families of students as well
as impact their performance and completion rates in school.
OER also allows teachers to create material that is customized for their classes.
Example:
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CHED Open Educational Resources https://ched.gov.ph/oer/
https: //pitt.libguides.com/openeducation/biglist
http://schoolofopen.p2pu.org/
Components of Deped’s Open Educational Resources (OER) materials:
https://www.teacherph.com/deped-open-educational-resources-oer/
The DepEd OER Project, may begin using the following components/tools:
1. Kiwix – This is the offline version of the original Wikipedia 2016 which is not editable.
(Wikivoyage, Wikispecies, Wiktionary, Wiki for Schools and Business, etc.)
2. KA Lite – This is the offline version of Khan Academy which supports subjects in
English, Arts and Humanities, Sciences, and Math.
3. FTP Version – The offline version of Raspberry Pi-Rachel which includes numerous
OER materials to support different learners in all ages.
4. Kolibri – This is a Python-enabled software which houses numerous OER materials. The
software enables any teacher to conduct wireless classes even if there is no internet
connection.
5. Moodle – This is an open-source Learning Management System that allows offline
assessment evaluation with the use of host server component like the Kolibri.
6. CourseLab 2.4 – An open-source e-learning creation software that creates any flat
learning resources responsive in real-time. It has multimedia object elements that can
support any learning environment.
7. Wondershare Quiz Creator – A quizzing application that creates interactive responsive
quizzes/assessment that is teacher-friendly.
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Lesson: Flexible Learning Environment
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Distance Learning is a form of learning without face to face contact with the teacher and
delivered via telecommunications.
 Distance learning is delivered via computer – based media thus called online
learning or e-learning. This made classrooms borderless and learning boundless.
Online Distance Learning
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The flexible mode of learning uses platform such as, Google classroom, Moodle,
Edmodo, Schoology, etc.
The teacher can hold a lesson, post questions for discussion, hold an online chat
discussion, give assessment and provide references or links to other online materials,
features relevant to instruction and facilitating of learning.
Different Platforms
Google Classroom - Distribute and grade assignments through the app, as well as organize all
class materials on Google Drive, you can also reach your students more easily — either to make
announcements or to engage them in discussions. Teachers can now boost engagement with the
Student Selector, which randomly selects students from the roster, so you can motivate full
classroom participation.
 A unique class code, or link is given to the enrolled students to access the site.
Moodle - It is an open-source learning management system designed to offer the best experience
to learners that provides unprecedented data security. Users of Moodle LMS have the choice of
installing their Moodle account on cloud or server. The cloud-based platform called Moodle
cloud can be set up in minutes, is scalable, and has a host of standard features available for
instant use. Moodle is free LMS and can be used for in its vanilla version endlessly.
 Example: Our school’s E-learning, https://bccedu.site/elearning/ is using Moodle.
 In Moodle, the students are already enrolled in the subjects, and they just need to access
the website.
Edmodo - https://go.edmodo.com/students/ the secure social networking site Edmodo allows
you to communicate online with your students in a safe environment. You can post assignments
and test notifications, create polls, award grades, etc.; students can check homework due-dates,
find test dates, exchange ideas with classmates, and more. Register your classroom and your
students.
 Like Google Classroom, a unique class code, or link is given to the enrolled students in
the subject to access the site.
 If you are interested, you can watch the link for more details about Edmodo
https://www.facebook.com/watch/?v=542393256438255
Schoology – https://www.schoology.com/ another LMS founded in 2009 where you can
actually create your own online distance educational learning system.
 If you are interested, you can watch the link for more details about Schoology
https://www.facebook.com/watch/?v=1670605769753065
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Massive Open Online Course
Another recent modality to learning is the Massive Open Online Course (MOOC). It is a model
for delivering learning content online to any person who wants to take a course. It allows one to
pursue learning even outside of university or higher education formal structure.
 Example is EDUCAUSE, https://www.educause.edu/ and e-TESDA https://www.etesda.gov.ph/
Synchronous and Asynchronous
1.
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2.
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Synchronous – online chat at real time. Course participants meet in a virtual classroom and
discuss a topic in the lesson. So wherever they are situated in the world, they agree on a
scheduled session and log in to join the live class.
Example: Zoom Session of a class, Google Meet
Asynchronous – This is when questions or tasks are posted and course participants answer
the question or post their reply at any time most convenient to them. They can still
participate in the discussion by replying to the post.
If you do not use any of the LMS, asynchronous discussion can be in the form of a blog or
vlog. A topic is discussed, and anyone from the class can respond and the process creates a
thread. This is like an actual face to face discussion or an online chat but the response and
comments posted may take a short while.
Blended Learning
Another way of handling flexible learning is by combining modalities of instructional delivery.
Blended learning is a combination of learning activities wherein a part of the lesson is delivered
online while the other part is handled in actual physical setting of a classroom.
1. Model 1: Face to Face Driver – teacher delivers the curricula most of the time and utilizes
online learning at certain times with the purpose to augment or provide an alternative
experience. Instruction is provided in a computer laboratory or assigned tasks are uploaded
online
2. Model 2: Rotation – Students rotate on a fixed schedule between learning online in a one to
one, self-paced learning environment and being inside the classroom with a face to face
teacher. This is the model that is in between the traditional face to face learning and online
learning.
3. Model 3: Flex – Uses an online platform that delivers most of the course
 Sessions can be arranged into synchronous or asynchronous
 Course participants may work on their tasks at any convenient time as long as it is within the
confines of the course duration.
4. Model 4: Online Lab – uses an online platform in delivering the course but located in a
physical classroom or computer laboratory
 Since the lessons are in modular format and available in the online program, teacher
assistants supervise these classes.
5. Model 5: Self-Blend – system provided by the school where the students can choose the
courses they would like to have in addition to their typical classroom classes
 This model is always remote- a major difference from the online lab.
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6. Model 6: Online Driver – utilizes a platform and a teacher that delivers all curricula. Students
remotely work on their program most of the time.
Flipping the Classroom
One of the great ways to move the students toward higher levels of understanding is to move
the lecture out of the classroom, and use in-person time for interactions that require applying,
synthesizing, and creating. "Flipping" means usage of tools such as videos, podcasts, online
quizzes and the like that can help in and out of class activity work together.
To know more, you can watch CHED Region 1 Webinar
https://www.facebook.com/watch/?v=263988778062418
Lesson: Digital Citizenship
Digital citizenship refers to the responsible use of technology by anyone who uses computers,
the Internet, and digital devices to engage with society on any level.
According to Ribble et al.,digital citizenship can be defined as, "the norms of behavior with
regard to technology use"
Because of this, digital citizenship applies to “those who use the Internet regularly and
effectively,” according to Karen Mossberger (et al) of the Massachusetts Institute for
Technology.
Nine Elements of Digital Citizenship
These nine elements form a guide for teaching students what they need to know to be safe and
informed digital citizens.
1. Digital access - involves the ability to connect with others or access information using
technology. As a teacher, you can instruct students on how to find valuable and safe
information on the Internet. You can also help children from disadvantaged communities
use computers or other resources at school to increase their digital access.
2. Digital etiquette - Digital etiquette is just what it sounds like: treating other Internet users
with respect and avoiding inappropriate behavior. For elementary students, one of the
most important digital etiquette principles understands the consequences of
cyberbullying.
3. Digital commerce - refers to buying and selling electronics responsibly. For the most
part, elementary students do not need to learn or practice this element of digital
citizenship. For high school students, however, discussions around digital commerce can
help them learn how to be better consumers or consider career paths related to digital
sales.
4. Digital rights and responsibilities - refers to the privileges that all students have while
using the Internet, like freedom of speech. It also involves a student’s duty to make sure
that these rights remain available for everyone by treating other users fairly and
respecting their privacy.
5. Digital literacy - The definition of digital literacy is the ability to learn how to use
technology and access information online. A few examples of digital literacy include
knowing how to use a mouse or how to find answers on a search engine. Not all students
start school with the same technological ability. Teaching Internet skills in class can help
bridge gaps in digital literacy.
6. Digital law - Digital law encompasses the rules or guidelines set within an organization
for using the Internet. In your classroom, you could talk about preventing plagiarism or
putting phones away in class to teach digital law.
7. Digital communication - The options that students have for communicating online are
greater than ever. Text, email, social media, and online games are all ways that children
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might digitally interact with others. For this reason, it’s important to teach your students
how to communicate safely and effectively online.
8. Digital health and wellness - This element of digital citizenship involves teaching
students how to protect their psychological and physical well-being while using the
Internet. This could include practicing how to sit correctly in a chair while using the
computer and avoiding too much screen time.
9. Digital security - involves teaching students how to take steps to stay safe online.
Although the Internet can be an excellent resource, students need to know how to avoid
viruses, scams, or strangers online. Internet safety lessons for children could include
anything from why privacy online is important to what to do if they encounter a
cyberbully or stranger.
A digital footprint is a trail of data you create while using the Internet. It includes the websites
you visit, emails you send, and information you submit to online services.
B. Digital Safety Rules
Online Safety of Children and Adolescents Safety and Security on the Internet Challenges and
Advances in Member States, WHO
It is normal today for children and adolescents to base their extracurricular activities around the
Internet. With access to video games, chat rooms, and social networking, being ‘plugged in’ is
one of the most popular pastimes for children.
This is due, in part, to the fact that over 90% of children and adolescents in developed countries
have access to the Internet. More specifically, the Pew Internet & American Life Project found
that 93% of youth (i.e. aged 12–17 years) use the Internet. Rising or robust use of the Internet by
children and adolescents has also been noted in research in many other countries ranging from
Argentina to Guatemala and Qatar to Turkey.
Considering the level of their connectivity and a transient lack of supervision and controls in
place, children and adolescents are subject to online risk and can also become easy targets for
online predators.
Are children and adolescents at risk when online?
As use of the Internet has greatly increased over the past twenty years, so has its role in
becoming a useful forum for child predators. Since children have easy and often unsupervised
access to the Internet, they are increasingly targeted for exploitation, sexual and emotional abuse,
and maltreatment.
By being able to disguise their identity, sexual predators have a great advantage of being able to
target and approach their young victims in many popular forums such as chat rooms and social
media platforms (e.g. Facebook, Twitter) without them ever knowing. The single biggest risk in
social media circles may be the individual’s complete “lack of control over where the
information is going, how it will be posted, and who is going to be able to access it”.
Children and adolescents online without supervision
Children and adolescents are using their online access without restriction and can be unaware
they are putting themselves into compromising situations. Adolescents, in particular, are liable to
adopt risky behavior without considering consequences due to underlying neural and cognitive
factors during age related brain maturation. A survey conducted in 2008 by The National
Campaign to Prevent Teen and Unplanned Pregnancy found that 22% of teenage girls and 18%
of teenage boys (aged 13–19 years), reported sending or posting nude or semi-nude pictures or
videos of themselves online. Of these teens, 15% reported that they sent these sexually
suggestive images of themselves to someone they only knew online, usually to be “fun or
flirtatious”. Similarly, due to the increasingly ubiquitous nature of mobile phones among all age
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groups, there has consequently been an increase in “sexting” among teenagers in which sexually
suggestive photos and/or messages are sent via mobile phone. Without knowing the actual
identity of perceived friends and relationships forged online, children could be unwittingly
encouraging sexual predators. Online predators will attempt to leverage relationships with these
vulnerable populations in order to manipulate behavior. However, sexually explicit photos or
information shared by children and adolescents online is not limited to placing them in
compromising situations with predators; it can also lead to bullying or unwanted sexual advances
by their peers. A study in the United Kingdom found that more than a third of the 2000 surveyed
secondary school children had been sent messages of a sexual content. Another study generated
from WHO data on behavior in children revealed that 13.6% of children were the victim of
cyberbullying.
The link between children online and child pornography
With children and adolescents accessing the Internet unsupervised and engaging in discussions
and pictures of a sexual nature, it is unfortunate, but unsurprising, that they would be highly
susceptible to targeting by pedophiles and child pornographers. With little research being done
concerning the numbers of children abused by child pornographers online, it is difficult to get a
clear picture on the severity of this risk. There is also a lack of a consensus regarding an
association between predilections to commit real-life offenses and collecting child pornography
that may have slowed responses to this issue. Hence, the extent and magnitude of children and
adolescents targeted by online child pornographers and sexual predators is unknown.
Summary
Although there are many benefits to children and adolescents using the Internet for learning or
improving skills, there is obviously a need for regulation or restrictions on the sites they are
accessing and the amount of personal information they are providing to
‘friends’ or ‘relationships’ forged online. Without cautionary guidelines for children who go
online, there is an increased probability that they will experience exposure to some sort of
exploitation during their usage. With children and adolescents accessing the Internet
unsupervised for lengthy periods of time every day, further research needs to be conducted on
how many children are actually aware of the dangers of sexual predators online or are aware of
the consequences of sending sexually explicit photographs of themselves via the World Wide
Web. At the least, Member States should consider fostering awareness of the risks of sending
personal information and photos online through school curricula and/or meetings between
parents and teachers.
Digital Safety Rules
Rule # 1 Research before you register.
 Many social networks and Internet-based tools (such as search engines) don't require you
to pay money to sign up for them or use them. That doesn't mean that they are without a
price, though. Using them often means that you are voluntarily allowing the Internet
companies that run them services to collect and sell information that you generate from
using these services.
Rule # 2 Discriminate
 Stick to online activity that doesn’t require your full name or contact information, and use
a trusted site like PayPal.com to facilitate all online purchases. Always be skeptical of a
site that asks for your e-mail, credit card number, or home address. Hackers and identity
thieves can only access the information you provide.
Rule # 3 Think before typing
 Help your child understand that when something is posted online, the people who see it
won’t necessarily interpret it in the way that he or she expects. For example, your child
may post a Facebook status update intended to be lighthearted and funny, but it could
hurt the feelings of a classmate who reads it. Emphasize the importance of being
thoughtful about any messages posted online, and coach your child to address issues that
arise from ambiguous online communication in person to avoid more confusion and
escalation.
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
Tip: Remind your child to always think before typing. Encourage him or her to analyze
the different ways his or her writing could be interpreted and to be respectful at all times.
Rule # 4 Require ID
 Befriending strangers online can be just as dangerous as in real life – if not more so, since
you have no way of verifying their identity. As a rule of thumb, stick to messaging
people you actually know, and never agree to meet in person with someone who found
you online.
Rule # 5 Trust your gut
 If a situation feels uncomfortable or wrong, there’s a good chance that something’s up. If
you feel threatened by someone on the web, don’t hesitate to report it to your parents, the
police, or site administrators – it could save you from being victimized.
Lesson: Digital and Conventional Learning Materials to Enhance Teaching-Learning
The teachers need instructional materials to enhance teaching and learning. Instructional
materials are defined as print and non-print items that are rested to impact information to
students in the educational process (Effiong & Igiri, 2015)
Instructional materials are the supplementary materials, which help the teacher to make his/her
presentation concrete, effective, interesting, meaningful and inspiring. Instructional materials
play a vital role as they provide sensory experiences to the learners.
Examples of instructional materials: Drawings, Kits, Textbooks, Posters, Magazines, Flip chart,
Newspapers, Diorama, Pictures, Recording videos
Using and Evaluating Instructional Material Selection of materials




It is always good to ask when the material was produced.
Is the material aligned to the curriculum standards and competencies?
Is the material culture and grades sensitive?
Does the material have a culture bias?
Proper use of materials
 Prepare yourself
 Prepare your student
 Prepare the material
 Follow Up
The materials that we select must:
1. give a true picture of the ideas they presentation
2. contribute to the attainment of the learning objective
3. be in good and satisfactory condition
4. be culture-sensitive and gender-sensitive
5. provide for a teacher's guide
6. Promote collaborative learning?
7. Be worth the time, expense and effort involved
For optimum use of the instructional material, it is necessary that the teacher prepare:
 Herself / himself
 His/ her students
 The instructional material and does follow up
 promote independent study
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Nine (9) Instructional events in the subject facilitating learning
(Robert Gagne's)
1. Gain attention
2. Inform learner of objectives
3. Stimulate recall of prior learning
4. Present stimulus material
5. Provide learner guidance
6. Elicit performance
7. Provide feedback
8. Assess performance
9. Enhance retention transfer
A. Conventional Learning Resources
Contrived Experience- these are “edited” copies of reality and are used as substitutes for real
things when it is not practical or not possible to bring or do the real thing in the classroom
 Contrived Experiences are substitutes of real things when it is not feasible to bring the
real thing to bring the real thing to the class. These include models, mock ups, specimens,
objects, simulations and games.
 The most important things to remember when we make use of models and mock ups are
to make them as close as we could to the real things it represents.
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1. Manipulatives (realia and models or mock-ups)
 Teachers understand that manipulatives provide a concrete foundation for
learning abstract ideas.
 Realia - objects from real life used in classroom instruction by educators to
improve students' understanding of other cultures and real-life situations
 Model- is a “reproduction of a real thing in a small scale, or large scale”
 Mock up- is “an arrangement of a real device or associated devices, displayed in
such a way that representation of reality is created. Example: planetarium
2. Printed Materials (handouts, study guides, flashcards, big books)
 Textbooks, supplemental materials (workbooks, duplicated outlines, teacherprepared study guides, reference books, pamphlets, magazine articles, newspaper
3. Charts / graphs and posters
 Chart is a diagrammatic represent of relationships among individual with an
organization. Examples of charts -Time chart, Tree/stream chart, Flow chart,
Organizational chart, Comparison and Contrast chart, Pareto chart, Run chart or
trend chart and Gantt chart
 Graphs Examples of graph
– Bar graph – different ties and seeing relative size
– Pictorial graph – picture symbol
– Pie or circle – showing parts of whole
– Graphic Organizers
4. Wall Display
 Wall displays are an important part of any classroom, as they make the room
appear more inviting and create a better learning environment. A good display not
only engages and informs, it also brightens up the atmosphere of the classroom - a
plain, drab classroom is uninviting and could affect concentration. A classroom
display should not only create an engaging learning and working environment for
the students, but should also reflect teacher's personality and style of teaching.
Digital Learning Resources
1. Google Docs –included in Google Classroom, Helps classes connect remotely, communicate
and stay-organized.
 Brings your documents to life with smart editing and styling tools to help you easily
format text and paragraphs. Choose from hundreds of fonts; add links, images, and
drawings. All for free.
 Access, create, and edit your documents wherever you go — from your phone, tablet, or
computer — even when there's no connection.
 All your changes are automatically saved as you type. You can even use revision history
to see old versions of the same document, sorted by date and who made the change.
2. YouTube - Huge repository of educational videos and learning channels.
YouTube by the numbers
 2+ billion users - That’s how many users YouTube has – meaning almost one-third of the
internet.
 18–34 year olds are watching - YouTube, on mobile alone, reaches more people in this US
audience than any TV network.
 Over 100 countries and 80 languages - YouTube is localized in over 100 countries and
can be accessed in 80 different languages.
 One billion hours watched daily - This is the number of hours of video viewed on
YouTube every day, generating billions of views.
Teaching With YouTube: 197 Digital Channels For Learning Updated on August 3, 2018.
https://www.teachthought.com/technology/teaching-youtube-197-digital-channels-learning/ .
On this site, the top channels worth following based on views, subscriptions, and quality of
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content which includes General Education, Physical Sciences, Engineering and Technology,
Mathematics and Politics, History, and Current Events
3. Survey Monkey
Everything you need to create the best surveys
 Get access to survey templates that speak to customers, employees, or your target
audience.
 Choose from expert-written sample questions to include in your surveys.
 Score your surveys to estimate their success rates with Survey Monkey Genius.
 Explore our best practices for creating the even the most sophisticated surveys.
Analyze your data—in a snap
 Get quick insights with automatic charts and summaries.
 Analyze text responses with Word Cloud and Sentiment Analysis.
 Dig deeper into your data with combined filters and crosstab reports.
 Measure responses against industry benchmarks.
Share survey templates and creative assets with your team
 Use flexible permission controls to share surveys securely.
 Show off your results in beautiful formats with custom charts, graphs, and dashboards.
 Export your data in popular formats such as CSV, XLS, PDF, PPT, and SPSS.
4. Word Clouds
 Word clouds (also known as text clouds or tag clouds) work in a simple way: the more a
specific word appears in a source of textual data (such as a speech, blog post, or database),
the bigger and bolder it appears in the word cloud.
 A word cloud is a collection, or cluster, of words depicted in different sizes. The bigger
and bolder the word appears, the more often it’s mentioned within a given text and the
more important it is.
 Also known as tag clouds or text clouds, these are ideal ways to pull out the most pertinent
parts of textual data, from blog posts to databases. They can also help business users
compare and contrast two different pieces of text to find the wording similarities between
the two.
 Perhaps you’re already leveraging advanced data visualization techniques to turn your
important analytics into charts, graphs, and infographics. This is an excellent first step, as
our brains prefer visual information over any other format.
5. Audios
 Introducing audio into the classroom is a great way to switch it up and keep students
actively involved in learning. In today’s tech savvy classrooms there are a multitude of
ways in which you can incorporate audio into the learning process.
 Introducing audio into the classroom is a very effective way to ensure students are staying
engaged. Utilize them in order to make the process of implementing audio into your
classroom simple, pain-free, and fun for everyone involved.
 https://elearningindustry.com/top-10-text-to-speech-tts-software-elearning
6. Videos
 https://www.hippovideo.io/blog/top-7-free-online-video-tool-teachers/
7. Slide Presentations / Narrative Slides
https://www.commonsense.org/education/top-picks/best-classroom-tools-for-presentationsand-slideshows
8. Still Images/ photographs, talking pictures
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

FaceTalker is another good free app for making pictures talk. It works pretty much like
ChatterPix Kids. You can use a photo from your Facebook or grab one using your iPad
camera and record what you want to say. The photo will speak back the audio recording
you input to it. FaceTalker also allows you to record videos to share with others through
emails or social media websites.
‘FaceTalk is also great for education. Teachers have been using FaceTalk in the classroom
teaching kids the sounds animals make, reciting poetry, and all sorts of other learning
activities. We'd love to hear from you about how you are using FaceTalk!’
9. Comic Strips
 https://sea.mashable.com/tech/1705/4-free-sites-for-creating-your-own-comics
10. Mobile apps (utility/ productivity content presentation, games, augmented/ virtual reality.
Distance Learning Solutions – UNESCO
The list of educational applications, platforms and resources below aim to help parents, teachers,
schools and school administrators facilitate student learning and provide social care and
interaction during periods of school closure. Most of the solutions curated are free and many
cater to multiple languages. While these solutions do not carry UNESCO’s explicit endorsement,
they tend to have a wide reach, a strong user-base and evidence of impact. They are categorized
based on distance learning needs, but most of them offer functionalities across multiple
categories.
Lesson: Using technology for Assessment
Assessment - “all those activities undertaken by teachers, and by their students in assessing
themselves, which provide information to be used as feedback to modify the teaching and learning
activities in which they are engaged.” (Black and William)
Activities include classroom observation, class discussions, quizzes, homework, and tests.
Kinds of Assessment:
1. Formative Assessment
 Also called assessment for learning
 Occurs throughout the learning process and is considered formative when teachers use the
results of the assessment to alter teaching and learning.
 Enables teachers to adapt instruction and instructional methods based upon real-time data,
which has an immediate positive benefit for student learning. (encourage continuous
learning on a day-to-day basis)
 Also a form of assessment before teaching in the form or diagnostic assessment wherein the
teacher will determine what students know about a particular topic area.
 It is an on-going process that requires frequent testing and evaluation; it is not intended to
provide grades or test results, rather to change instruction based upon individual student
needs.
 Occurs throughout the learning process
 On-going, frequent assessments
 Teachers individualize instruction based upon assessment
 Timely feedback between teacher and student
 Student ownership of own learning
 Helps students answer the following three questions:
1. Where am I going? (goals, targets)
2. Where am I now?
3. How can I close the gap? (feedback)
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2. Summative Assessment

Referred to as assessment of learning

Provides a snapshot in time about what students have learned and occur at the end of a unit of
study, quarter, or school year.

Teachers assess students by giving tests and projects for specific topic areas. While students
receive a grade or score for the assessment based upon an expected standard.

Used by teachers and administrators to determine the effectiveness of new programs.

Occurs at the end of learning

Letter grades or scores are given

Measures student achievement with an expected standard

Results communicated to students, parents, and administrators

Provides accountability
Online assessments are being used for a variety of purposes: for low stakes testing that provides
feedback to the student or teacher, in summative context for student grade promotion, and, in some
cases, to facilitate state standardized achievement tests.
These assessments often use multiple choice, limited response questions that allow for real-time,
automated scoring and aggregation of results that can be analyzed in a timely fashion.
Attributes of Technology-based Assessment:
1. Enable enhanced question types
Aside from the limited questions types such as multiple-choice, true-or-false, or fill-in-the-blank
options, different question types are possible such as:




Graphic response, which includes any item to which students respond by drawing, moving,
arranging, or selecting graphic regions.
Equation response, in which students respond by entering an equation.
Performance-based assessments, in which students perform a series of complex tasks
Technology-enhanced questions allow students to demonstrate more complex thinking and share
their understanding of material in a way that was previously difficult to assess using traditional
means.
Performance-based assessments are designed for the students to complete a series of complex skills
that ask them to synthesize information from multiple sources, analyze that information, and justify
their conclusions.
For example, a speech choir will be performed by the students using a piece that they recently
studied in literature. Followed by writing a reaction paper on how the piece and their performance
was are connected to their personal lives.
Using the technology offered in performance-based assessments, students can enter their responses or
reaction paper in the online interface. Moodle for example as an online platform for learning.
2. Technology Enables Assessment of Growth Mind-set
Through animations, assessments, and classroom activities, students learn a growth mind-set—the
understanding that ability develops with effort.
3. Provide Real-Time Feedback
Technology-based assessments enable educators to see, evaluate, and respond to students’ work more
quickly than can traditional assessments. Similarly, learners and their families can access this
information almost in real time.
4. Increase Accessibility
Advances in technology have made assessments more accessible and valid for a greater number of
students, including those with diverse abilities and language capabilities.
Special features include the ability to increase font sizes and change color contrast, text-to-speech,
bilingual dictionaries, glossaries, and more. Seamless accessibility features embedded in technologybased assessments reduce the need to single out individual students for extra supports.
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5. Adapt to Learner Ability and Knowledge
Computer adaptive testing uses algorithms to adjust the difficulty of questions throughout an
assessment on the basis of a student’s responses. For example, if the student answers a question
correctly, a slightly more challenging item is presented next; if the student answers incorrectly, he or
she receives another opportunity to demonstrate knowledge in a different manner.
6. Access for Ongoing Learning
Technology provides students with multiple pathways to create assessable work throughout the year.
Students can create multimedia productions to demonstrate their understanding, and can construct
websites to organize and analyze information, and design interactive presentations to serve as
products for assessment.
Course Requirements:
Course Synthesis and Finalization of Portfolio
The students will make their e-portfolio using Google Sites. Included in the E-portfolio will be
the different individual and group activities and outputs of the student.
VI. Summary
1. Review of Technology for Teaching and Learning
 Definition of Basic Concepts and Important Terms
 Roles of ICT in Teaching for Learning
 Theories and Principles in the Use and Design of Technology Driven Learning Lessons
(Dale’s Cone of Experience, TPACK, ASSURE, SAMR; Mayer’s [2009]
 Principles for the Selection of Technology for Educational Use
2. ICT Policies and Safety Issues in Teaching and Learning
 ICT national and international policies
 Safety Issues in ICT
 Principles on Technology Use for Young Children
 Uses of ICT Policies in the Teaching and Learning Environment.
3. A. Online Communities of Learning
 Facebook
 Twitter
 Instagram
 Webinar
B. Online Resources, Educational Sites and Portals
 Open source
 Multimedia resources; video sites
 Finding images
 Music and audio; webcasts
 Locate web sources by topic
4. Flexible Learning Environment
A. Online Distance Learning
 Google Classroom
 Moodle
 Edmodo
 Schoology
 Massive Open Online Course
B. Blended Learning
C. Flipping the Classroom.
5. A. Digital Citizenship
B. Digital Safety Rules
Rule 1: Research before you register.
Rule 2: Discriminate.
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Rule 3: Think before typing. Rule 4: Require ID.
Rule 5: Trust your gut.
6. Digital and Conventional Learning Materials to Enhance Teaching-Learning
A. What is Instructional Material?
 Using and Evaluating Instructional Material Selection of materials
 Gagne’s Nine Events of Instruction
B. Conventional Learning Resources
 Manipulatives (realia and models or mockups)
 Printed materials (handouts, study guides, flashcards, big books)
 Charts/ graphs and posters
 Wall display
C. Digital Learning Resources
1.Google Docs
2. Youtube
3. Survey Monkey
4. Word clouds
5. Audios
6. Videos
7. Slide presentations/ narrated slideshows
8. Still images/ Photographs, talking pictures
9. Comic strips
10. Mobile apps (utility,/productivity content presentation, games, augmented/virtual
reality)
7. Using Technology for Assessment
8. Course Requirement
VII. Review Question:
1. What is ICT? Briefly explain it.
2. Give examples of technology tools. Briefly explain each.
3. What are the things to consider when selecting technology for educational use?
4. What are the safety issues in ICT?
5. What are the things you need to consider in the use of technology of young children?
6. What is OER?
7. What are the different platforms used in flexible learning?
8. What is Digital Citizenship?
9. What are the nine elements of Digital Citizenship?
10. Enumerate and explain the Digital Safety Rules.
11. What is Instructional Material?
12. What are the nine Instructional events in the subject facilitating learning?
13. What is contrived experience?
14. Enumerate and explain Conventional Learning Resources and Digital Learning
Resources.
15. What are the attributes of technology-based assessment?
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