UNIT 3: NON-DIGITAL AND DIGITAL SKILLS AND
TOOLS IN DELIVERING TECHNOLOGY-ENHANCED
LESSONS
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Lesson 3: Creating ePortfolio as a Technology Tool
Lesson Outcomes
1. Explored the use of a platform such as a google
site
2. Constructed an e-portfolio to document learning.
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PORTFOLIO
 Portfolios are one good means of keeping things
in order.
 In a semester work, a learning portfolio is a
collection of student work that exhibits
students' effort, progress, achievements and
competencies gained during the course.
E-PORTFOLIO
1. Student e-Portfolios can evaluate students’
academic progress.
2. Monitoring students’ progress can be highlighted
in a portfolio.
3. Portfolios document students' learning growth.
They actually encourage the students' sense of
accountability for their own learning process.
CONSTRUCT AN E-PORTFOLIO USING GOOGLE SITES
PARTS OF AN E-PORTFOLIO
1. Home Page- you need to introduce yourself and
the objectives of your e-Portfolio.
2. Pages- you can add depend on how you would like
to organize your e-Portfolio.
3. Reflections-a major element in a portfolio
whether it is online or not; it is thinking-aloud, a way
of documenting what they thinking. How students
are processing the input and the application of what
have learned into an activity or a project needs to be
captured.
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GIBB’S REFLECTIVE CYCLE MODEL
 Description-This initial phase in writing a
reflection is very simple since you just need to
describe the activity or the experience to the
reader.
 You can write a little about the background on
what you are reflecting about by including
relevant and to-the-point details
Feelings-Learners are involved in learning and
an activity or perhaps a lesson can trigger
certain feelings.
So at this point, you can consider and think
about how you feel at that time when you were
doing the activity or having the experience.
You need to discuss your emotions honestly
about the experience but not to forget that this
is part of an academic discourse.
Evaluation-When evaluating, discuss how well
you think the activity went.
Recall how you reacted to the task or situation
and how others reacted.
Was the experience a pleasant one or
otherwise? This is also a possible part where you
can perhaps incorporate related readings of
other author's principles or theories.
Analysis-This part of the write up includes your
analysis of what worked well and what have
facilitated it or what may have hindered it.
You can also discuss related literature that may
have brought about your experience.
Conclusion-Now, you can write what you have
learned from the experience or what you could
have done.
If your experience is a good one, you can
probably discuss how it can be ensured or how
you will further enhance a positive outcome.
On the other hand, if the experience is
frustrating eliciting other negative feelings,
perhaps you can discuss how those can be
avoided in happening as this leads to the next
step — Action Plan.
Action Plan-At the end of your reflection, you
write what action you need to take so that you
will improve the next time such as consult an
expert for some advice or read a book that will
provide answers to your queries.
You make plans on how you can address what
went wrong so that you can take the right step
to succeed in achieving the task.
If you did well and feel good about it, then you
can plan out how you can further enhance a
good work.
GIBB’S REFLECTIVE CYCLE MODEL
 What is great about writing a reflection is it
allows you to embrace your own learning and
start taking accountability of it.
 After all, you owe it to yourself and no matter
what the teacher does inside the classroom, as a
learner you can make the decision whether you
want to learn or not.
 With an e-Portfolio, you try to capture your
personal journey of learning.
Lesson 5: Digital Literacy Skills in the 21st Century
ASSESSING AN E-PORTFOLIO USING A RUBRIC
 Evaluating an e-Portfolio using a rubric, is a
consistent application of expectations, learning
outcomes or standards.
 It should tell the students the link between
learning or what will be taught and the
assessment or what will be evaluated.
 Rubrics are simple and easy to understand. The
items in the rubric should be mutually exclusive.
 Students can see connections between learning
(what will be taught) and assessment (what will
be evaluated) by making the feedback they
receive from teachers clearer, more detailed,
and more useful in terms of identifying and
communicating what students have learned or
what they may still need to learn
Lesson 4: Technology Collaborative Tools in the
Digital World
Lesson Outcomes
1. Identified and explored collaborative tools or
applications that can be integrated in instruction
2. Built a platform or an online account that can be
used for a collaborative work.
TECHNOLOGY AS A COLLABORATIVE TOOL
 One way to engage students is to give them a
challenge and a chance to work together.
 An example is when you give them an issue to
discuss which they can continue talking about
even if they are outside of the class.
 Students may continue the discussion and share
information or come up with an agreement by
texting, emailing, chatting, or using the online
document.
 Once they have agreed, they can move to the
next step of presenting their agreements or
resolutions to the whole class.
TECHNOLOGY AS A COLLABORATIVE TOOL
 Normally in a regular classroom, teachers may
have discouraged students from conversing with
classmates during individual work, but
sometimes there are positive things that can
come out of it as students talk about the task
assigned to them or as they work themselves of
a complicated task.
1. Skype-videoconferencing (now with Google
Meet/Zoom)
2. Wiki
3. Blogging-it is journaling your ideas to which others
can react allowing a thread of discussion to take
place and which can used online
4. Google Group-can be used in a collaborative
documentation of ideas contributed by members of
the team.
Lesson Outcomes
1. Identified and described the elements of digital
literacies
2. Conducted a self-evaluation on level of digital
literacy skill.
21st CENTURY LITERACY
 The 21st Century has redefined digital literacy. It
has broadened its perspective to include other
aspects of the 21st context.
 These literacies include (1) Cyber Literacy or
Digital Literacy, (2) Media Literacy, (3) Arts and
Creativity Literacy, (4) Financial Literacy, (6)
Multicultural Literacy or Global Understanding.
 This lesson will focus on digital skills and digital
literacy as a response to the 21st Century
developments.
 The millennial students are generally tech-savvy,
digital natives.
 They practically know how to go about a tablet,
an iPad, smartphones or laptops better than
anyone eIse. This suggests their digital skills.
 However, are all students digital literates?
 Thinking on how to use the digital tools,
accessing information, and exhibiting ways of
working in a globally competitive contexts,
together with skills in living in the 21st Century
refer to the digital literacies.
DIGITAL LITERACIES
 Digital literacies are the individual's capabilities
to be able to effectively and responsibly
function and perform in a digital society.
 The term 'digital literacy' was coined by Paul
Gilster in 1997 and it came from the discussion
of the concepts on
(a) visual literacy when images and non-verbal
symbols try to capture the knowledge;
(b) technological literacy requiring one to be
able to use technology in addressing a need;
(c) computer literacy, which in the 1980s started
to become a household item manipulated to
achieve one's target; and
(d) information literacy which refers to the
finding, evaluating, using and sharing of
information.
 In the teaching and learning context, digital
literacy is an important competence.
 In school, it has become a buzzword which
refers to the ability to access, process,
understand, utilize, create media content using
information technologies and the internet
(Hsieh, 2012).
DIGITAL LITERACIES
 Media Literacy- one's ability to critically read
information or content and utilize multimedia in
creatively producing communications.
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Information Literacy- locating information from
the web and interpreting while evaluating its
validity in order that it can be shared.
ICT Literacy- knowing how to select and use
digital devices, applications or services to
accomplish tasks requiring the use of the
internet.
Communications and Collaboration- one's
capabilities in being able to participate in the
digital networks in the teaching and learning
context.
Identity Management- being able to understand
how to ensure safety and security in managing
online identity and foster a positive digital
reputation.
Learning Skills- ways of knowing how to study
and learn in a technology-enriched
environment; this is knowing to utilize
technology in addressing the need to learn
efficiently.
Digital Scholarship -being able to link and
participate in professional and research
practices.
one important component of digital literacy is
having an in-depth understanding of concepts
requiring essential core skills. These skills are
known as the 21st Century Skills
FOUR Cs OF THE 21ST CENTURY SKILLS
1. Critical Thinking
 learning how to solve problems.
 teaches students not to accept immediately
claims without seeking the truth.
 the ability to differentiate facts from opinions
and not only just learn a set of facts or figures
but also discover these for the sake of knowing
what ought to be.
2. Creativity
 requires students to think out of the box and to
take pride in what is uniquely theirs.
 means that they will be able to look at a
problem from multiple perspectives- including
can propose multiple possibilities and
alternatives to address a problem and they need
to take calculated risks.
 encourages students to think beyond the
expectations of conventions.
 However, creativity may not ensure success all
the time but it may lead to another direction
that can actually be a better way of figuring out
how to solve the problem those that others may
not see.
3. Communication
 makes students express their ideas in the
clearest and organized manner.
 Through varied modes- face-to-face,
technologically mediated or a blended medium,
they need to know how to efficiently and clearly
convey ideas.
4. Collaboration
 happens when students know how to work well
with others to accomplish a given task or solve a
problem at hand. This is a 21st essential.
 When students are made to work with others in
a pair or in a team, they are given the chance to
practice how to relate with others.
 They may be working with classmates they do
not really prefer to work with but with guidance,
you can teach them to tap on the capabilities of
each member of the team and collaboratively
achieve the goal.
 Eventually when they leave school, they will
definitely see the need to know how to
collaborate with others in order for them to
accomplish a job, and you have prepared them
for it.
 In other words, collaboration teaches students
that groups can create something bigger and
better than you can on your own.
DIGITAL LITERACY SKILLS VS. DIGITAL LITERACY
 Digital Literacy Skills are required in the wired
world.
 These skills vary from texts to images to
multimedia.
 Future teachers who will be handling students
considered as tech savvy should equip
themselves with competencies and fluencies
needed to handle the fast emerging tools and
applications that should be able to handle even
artificial intelligences.
DIGITAL LITERACY SKILLS VS. DIGITAL LITERACY
Digital Skills
Digital Literacy
1. Sending an email
or text
1. Evaluate the appropriate digital
channel online communication with
peers, teachers and parents.
2. Using Microsoft
Office/Google
2.1. Identify the benefits and
drawbacks of each digital tool.
2.2. Evaluate critically which tool is
most effective for the project at hand.
3. Tweeting, Posting
to
Facebook,
Uploading a Video to
YouTube, or posting
a photo to Instagram.
3.1. Navigating the social media
safely to protect oneself.
3.2. Identify hate propaganda and
fake news.
4. Researching from
the world wide web.
4. Evaluate the information online.
a.
Is the site legitimate?
b.
Is the author an expert?
c.
Is the information current or
dated?
d.
Is the idea neutral or biased?
EIGHT DIGITAL LITERACY SKILLS (Lynch, 2017)
1. Coding. - Coding is a universal language. Basic
understanding of HTML, CSS and the like will create
a shared understanding of what can be done with
the web pages.
2. Collaboration, - The use of Google Docs among
others allows student to begin experimenting with
effective online collaboration.
3. Cloud software. - This is essential part of
document management. The cloud is used to store
everything from photos to research projects, to term
papers and even music.
4. Word Processing Software. - Google, Microsoft
Online Drop Box are available for storage and
management solutions.
5. Screencasting. - A screencast is a video recording
using the computer screen, and usually includes an
audio. On the other hand, when you take a picture
on the screen of your computer, it is called a
Printscreen.
6. Personal Archiving- students should be taught the
concepts of meta-data, tagging, keywords and
categories to make them aware how are they
represented online.
7. Information evaluation- Critical thinking to weed
out fake news is a crucial 21st century skill. The use
of tools and skills needed to process information are
very much needed.
8. Use of Social Media- Social media serves different
purposes depending on the user, the technology and
the need. For example, students should realize that
Twitter (now X) can be useful for staying current on
the latest news in the field.