EDUC 5 – TECHNOLOGY FOR TEACHING AND LEARNING

UNIT 4 – ICT in Various Content Areas (PART 1)

A. 21ST CENTURY LITERACY SKILLS ● Includes:

o Mastering software like MS Word,
Empowering Learners in a Digital and Global Society
Excel, Google Workspace.
21st Century Literacy Skills go beyond traditional
o Collaborating through platforms like
reading and writing. They include competencies that
Zoom, Google Meet, or MS Teams.
equip learners to navigate, evaluate, create, and
communicate information effectively in today’s fast- ● Example: A class collaborates on a group
paced, digital environment. For educators, especially project using Google Docs and presents it via a
preservice teachers, mastering these skills is essential to shared PowerPoint in Google Slides.
help students become critical thinkers, responsible
digital citizens, and lifelong learners. INTEGRATION OF LITERACY SKILLS IN THE CLASSROOM
Why It Matters for Teachers:
1. Digital Literacy - The ability to find, evaluate, use, ● Prepares students to safely navigate digital
and create information using digital technologies. environments.
● Includes: ● Promotes critical thinking and responsible
o Understanding how to operate digital communication.
devices and platforms. ● Aligns with the DepEd ICT Competency
Standards and Global Frameworks.
o Knowing how to responsibly use the Practical Teaching Strategies:
internet, apps, and social media. ● Digital Literacy: Have students create blogs or
digital journals.
o Identifying misinformation and digital
● Media Literacy: Analyze advertisements or
manipulation. social media posts for hidden messages.
● Example: A student uses a fact-checking ● Information Literacy: Conduct research
website to verify a viral news story before challenges using online tools.
● ICT Literacy: Use Google Classroom or Edmodo
sharing it on social media.
for assignments and feedback.
2. Media Literacy - The skill to critically interpret,
analyze, and produce media messages in various forms.
● Includes: B. INSTRUCTIONAL DESIGN MODELS
o Identifying bias and propaganda in A Step-by-Step Framework for Effective Teaching
media.
1. Gagne’s Nine Events of Instruction -
o Understanding how media shapes Robert Gagné's instructional design model is a
public perception. sequential teaching framework that helps
educators’ structure effective and meaningful
o Creating ethical and balanced
lessons. It aligns well with both traditional and
multimedia content. technology-enhanced classrooms, making it
● Example: A teacher guides students in analyzing ideal for modern 21st-century teaching.
different news headlines about the same event
to identify varying perspectives.

3. Information Literacy - The ability to locate, evaluate,

and effectively use information for solving problems
and making decisions.
● Includes:
o Research skills: forming questions, using
search engines effectively.

o Source credibility: knowing the

difference between scholarly and non-
scholarly sources.

● Example: Students use online databases to

gather information for a research paper and cite
sources properly.
Each event corresponds to a step in the
4. ICT Literacy (Information and Communication
cognitive process of learning—from engaging
Technology Literacy) - The ability to use digital tools to
students to promoting deep understanding and
communicate, manage, and share information
long-term retention.
effectively.

EDUC 5 Technology for Teaching and Learning Page | 1

Instructor: Joshua SF. Alaba
 EDUC 5 – TECHNOLOGY FOR TEACHING AND LEARNING
UNIT 4 – ICT in Various Content Areas (PART 1)

The Nine Events of Instruction c. Example: Show a slide presentation

1. Gain Attention - Capture learners’ focus and comparing solar, wind, and fossil fuel
curiosity. energy.

a. Purpose: Stimulates interest and 5. Provide Learning Guidance - Offer support to

readiness to learn. help students understand.

b. Strategies: a. Purpose: Reinforces comprehension.

● Show an engaging video clip, b. Strategies:

image, or meme.
● Use diagrams, charts, or
● Ask a surprising question or guided notes.
present a real-world problem.
● Provide analogies or step-by-
c. Example: Start a lesson on climate step explanations.
change with a dramatic time-lapse
c. Example: Use an interactive diagram
video of melting glaciers.
showing how solar panels convert
2. Inform Learners of Objectives - Clearly state sunlight into electricity.
what students will learn and be able to do.
6. Elicit Performance (Practice) - Let students
a. Purpose: Helps set expectations and apply what they’ve learned.
gives purpose.
a. Purpose: Reinforces learning through
b. Strategies: practice.

● Present objectives at the start b. Strategies:

using visual aids or digital
● Quizzes, group activities,
slides.
simulations.
● Use student-friendly language
● Hands-on tasks or digital tools
(e.g., “By the end of the
(e.g., Kahoot, simulations).
lesson, you will be able to...”).
c. Example: Students classify energy
c. Example: “Today, you will be able to
sources in a group using a digital drag-
identify renewable vs. non-renewable
and-drop tool.
energy sources.”
7. Provide Feedback - Give constructive responses
3. Stimulate Recall of Prior Learning - Connect
to student performance.
new learning to what students already know.
a. Purpose: Corrects errors, reinforces
a. Purpose: Activates background
strengths.
knowledge.
b. Strategies:
b. Strategies:
● Real-time feedback (oral or
● Quick quiz, discussion, or
written).
mind map.
● Automated quiz results with
● Review a previously taught
explanations.
concept.
c. Example: “Great job identifying solar
c. Example: Ask: “What energy sources do
energy! Remember, coal is non-
we use at home? Which ones are
renewable because it can't be replaced
renewable?”
quickly.”
4. Present the Content - Introduce new
8. Assess Performance - Evaluate if students
information logically and clearly.
achieved the objectives.
a. Purpose: Delivers core learning
a. Purpose: Measures mastery of the
material.
topic.
b. Strategies:
b. Strategies:
● Use multimedia tools: slides,
● Use formative or summative
videos, infographics.
assessments.
● Use storytelling, examples,
● Use checklists, rubrics, or
and comparisons.
performance tasks.
EDUC 5 Technology for Teaching and Learning Page | 2
Instructor: Joshua SF. Alaba
 EDUC 5 – TECHNOLOGY FOR TEACHING AND LEARNING
UNIT 4 – ICT in Various Content Areas (PART 1)

c. Example: A short Google Form quiz knowledge, still others want their students
assessing understanding of energy to grasp the core or essence or
types. comprehend. Do they all mean the same
thing?” asked the authors.
9. Enhance Retention and Transfer - Help learners ● The taxonomy of educational objectives
retain and apply learning in new contexts. was supposed to help teachers speak the
a. Purpose: Encourages long-term same language and thus “facilitate the
understanding and application. exchange of information about their
curricular developments and evaluation
b. Strategies: devices.”
● Reflection activities, real-life ● Though it was designed primarily for college
applications. professors, it finally became popular among
educators, from K-12 teachers to corporate
● Ask: “Where else can you trainers.
apply this knowledge?” ● Since its publication, the book has been
translated into more than twenty languages
c. Example: Students create a campaign and is now used for instructional design
poster promoting renewable energy for worldwide. However, it is currently more
their school or community. often applied in its revised version.
2. Bloom’s Revised Taxonomy
● Bloom’s Taxonomy attempts to classify
learning stages from remembering facts to
creating new ideas based on the acquired
knowledge.
● The idea of Bloom’s Taxonomy is that
learning is a consecutive process. Before
applying a concept in real life, we must
understand it. Before we understand a
concept, we must remember the key facts
related to it.
● Therefore, although initially described as a
framework, it is now often depicted as a
pyramid.
● The basis of the pyramid is Knowledge, the
first level of learning. Above it lies Revised Bloom’s Taxonomy - To provide learners
Comprehension, Application, Analysis, with clearer instructional goals, a group of
Synthesis and Evaluation. Each level above researchers led by Bloom’s colleague David
builds upon the one below, so you can only Krathwohl and one of Bloom’s students, Lorin
move up the pyramid one step at a time. Anderson, revised the taxonomy in 2001.

Original Bloom’s Taxonomy

● The original taxonomy was first described in
1956 in the book Taxonomy of Educational
Objectives by American educational
psychologist Benjamin Bloom and his
coauthors Max Englehart, Edward Furst,
Walter Hill, and David Krathwohl. Their
book classifies learning goals into one of the
categories mentioned above (from
Knowledge to Evaluation).
● Their goal was to provide teachers with a
common vocabulary to discuss curricular
and evaluation problems with greater
precision.
● The language teachers had been using to
explain what they expected of their
students was, according to the authors, no
more than “nebulous terms.”
● “For example, some teachers believe their
students should ‘really understand,’ others
desire their students to internalize
EDUC 5 Technology for Teaching and Learning Page | 3
Instructor: Joshua SF. Alaba
 EDUC 5 – TECHNOLOGY FOR TEACHING AND LEARNING
UNIT 4 – ICT in Various Content Areas (PART 1)

1. Analyze - Understand learners’ needs, existing

knowledge, and learning environment.
✅ Example: The teacher finds out students struggle with
understanding cause-and-effect in historical events.
2. Design - Set SMART objectives, plan content,
assessments, and select tools.
✅ Example: The goal is for students to explain the
causes and effects of the 1896 Philippine Revolution
using digital timelines.
3. Develop - Create and assemble lesson materials and
activities.
✅ Example: The teacher prepares a YouTube video,
Google Slides, and an interactive quiz on Kahoot!
4. Implement - Deliver the lesson and support learners.
✅ Example: Students complete the lesson in Google
Classroom and attend a Zoom Q&A.
5. Evaluate - Assess learning outcomes and revise based
on feedback.
✅ Example: The teacher checks student timelines, quiz
scores, and reflection forms to improve the module.

4. Merrill’s Principles of Instruction

Merrill's First Principles of Instruction is an instructional
design framework developed by David Merrill. It
provides a set of guidelines and principles for creating
effective and learner-centered instructional
experiences.

The Five Core Principles:

3. ADDIE Model 1. Problem-Centered -Learning is promoted when
learners are engaged in solving real-world
problems.
✅ Example: Students are asked to design a
community garden to address local food
insecurity.
2. Activation - Learning builds on learners’ existing
knowledge and experiences.
✅ Example: Students recall their experiences
with plants or gardening from earlier lessons.
3. Demonstration - Concepts are best learned
when teachers model or demonstrate the skill.
✅ Example: The teacher shows videos and
diagrams of successful community gardens and
explains key steps.
4. Application - Learner’s practice and apply new
knowledge with feedback.
✅ Example: Students plan their own garden,

EDUC 5 Technology for Teaching and Learning Page | 4

Instructor: Joshua SF. Alaba
 EDUC 5 – TECHNOLOGY FOR TEACHING AND LEARNING
UNIT 4 – ICT in Various Content Areas (PART 1)

selecting plants and mapping layout, while the

teacher gives feedback.
5. Integration - Learners reflect, discuss, or
present their learning in meaningful ways.
✅ Example: Students present their garden plans
to the class or local community leaders.
Sample Application: Topic – “Environmental
Awareness”
PRINCIPLE APPLICATION IN LESSON
Students are tasked to create an
Problem-
awareness campaign on plastic
Centered
pollution.

They discuss what they already

Activation
know about ocean pollution.

The teacher shows sample

Demonstrati
campaigns and facts from
on
environmental groups.

In groups, students create

Application posters, videos, or infographics
for their campaigns.

They present their work during a

Integration
school-wide environmental week.

By following Merrill's First Principles of Instruction,

educators can design instruction that is learner-
centered, promotes active learning, and enhances the
transfer of knowledge to real-world contexts. The
principles provide a solid foundation for creating
effective instructional materials, activities, and
assessments that support deep and meaningful learning
experiences.

EDUC 5 Technology for Teaching and Learning Page | 5

Instructor: Joshua SF. Alaba