LEARNING SURIGAO STATE COLLEGE OF

MODULE TECHNOLOGY

THE EMERGENT
LESSON 1 TECHNOLOGIES IN THE
CLASSROOM: A CLOSER LOOK

[Link]

INTRODUCTION

What will the classroom of the future look like? What technologies will a student's
backpack include in the next five years? Will students need a backpack? How will faculty
and students interact, collaborate, and leverage technology in the next generation of
education? These questions, among many others, often permeate campus conversations,
conferences, and discussions around the faculty "water cooler." Through collaboration and
the intentional infusing of technology into informal learning spaces, we can invent the future
of teaching and learning.

Technology is increasingly becoming commonplace in the recent educational

scenario. Leveraging technology in the classroom enhances teaching and learning and it
adds a new dimension to the overall learning experience. Emerging technologies, like
Artificial Intelligence, Big Data analytics, cloud computing, Augmented and Virtual Reality,
are already finding their footing in the learning industry. The application of emerging
technology trends will lead to a transformation of educational models and completely
reimagine the way students approach learning.

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OBJECTIVES

At the end of the lesson, you are expected to be able to:

1. Discuss the concept of having emergent Technologies.

2. Assess key technologies as requirements for teaching using online platforms for
student learning.

PRETEST

Before we move on to the next phase of the lesson for today, give at least ten
examples of emerging technologies that can be used for teaching and learning by students
in the classroom and define each example.

Example of emergent technologies Definition

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

LESSON PROPER

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One of the Greek philosophers named Heraclitus, who was active around 540 B.C., once
remarked, "Nothing is permanent but change." True. It is absolutely true especially in the
field of education. Teaching has gone far. From the traditional "chalk and talk" with the help
of wooden blackboards, it has completely transformed into a high tech classroom wired for
audio visual devices, internet technology (wireless fidelity or Wi-Fi) and appropriate spots for
equipments and gadgets such as Liquid Crystal Display (LCD) projectors, High Definition
Television ( HDTV), audio devices, high-end laptops, smart phones, iPods, tablets such as
iPads and a lot more. "We want technology to be almost a thoughtless, seamless process,"
said Irving (Nick) Nicholson, director of eLearning programs, Chicago Public Schools (IL).
"When you go to a classroom, you pick up a piece of chalk. Technology should be as
automatic as picking up the chalk. The newer teachers are expecting it and our students are
expecting it when they come into the classroom." The said classroom marked by the
presence of emerging technologies provides the teachers and the learners a rich and
stimulating learning experience.

One of the primary concerns of the teachers in the classroom is to conceptualize

highly engaging teaching strategies to be able to deliver the kind of instruction that the
learners truly deserve. To begin with, teachers must have a sufficient background about the
learners. As the experienced educator, Herman Cruz Gregorio in 1976 emphasized, "The
teacher who knows a great deal about learning, but little about the learner, is only half
prepared." Exploring on how individuals learn must be considered by the teachers. This can
be carried out with the help of numerous researches with emphasis on a thorough
examination of the nature of learners. According to the scholarly work entitled, "How People
Learn: Brain, Mind, Experience, and School," published by The National Research Council,
a person must be engaged to learn. People learn by actively participating in observing,
speaking, writing, listening, thinking, drawing, and doing. Learning is enhanced when a
person sees potential implications, applications, and benefits to others. Learning builds on
current understanding.

The final idea which is "Learning builds on current understanding" is fundamental to

the teachers' effort of formulating teaching strategies or techniques that are highly engaging.
It simply calls for the need to draw a clear profile of the learners prior to the development of
highly effective strategies in teaching. As a result, scholars, including psychologists,
ventured in researches to describe in particular the modern day learners. These findings
thus served as the basis for the conceptualization of such highly engaging teaching
strategies.

For instance, in 2001, Marc Prensky, an American writer and speaker on learning,
accentuated in his article entitled, Digital Natives, Digital Immigrants, "Today's students are
no longer the people our educational system was designed to teach." While the old
pedagogy of learning still exists, it could be noted that learning theories for the digital age
are introduced by modern education scholars making the tasks of the teachers even more
challenging. Modern day theories of learning deal mostly about the diversity of learners.

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Presently, a majority of the learners are classified as digital natives. They are
individuals who are born after 1980s according to Palfrey and Gasser in 2013. Moreover, the
term refers to people born in the digital era, i.e., Generation X and younger. They are also
referred to as the "iGeneration" or is described as having been born with "digital DNA". They
speak and breathe the language of computers and the culture the web into which they were
born.

In particular, digital natives may be classified into 3 major groups:

1. Avoiders. They do not feel an affinity for digital technologies and, unlike most of their
peers, they are not enamored by Facebook, texting or mobile technologies. They use
a cell phone (it's pretty much cripplingly impractical not to have one these days), but
do not have an email, Facebook or Twitter account, and may not even have Internet
access at home. They probably have an older phone and do not text.
2. Minimalists. They realize that technology is a part of today's world, and they try to
engage with it minimally and only when they perceive it as necessary. They Google
for information if they have to and purchase online only if they cannot do so in a local
store. couple of days. They will ask for directions to a friend's house instead of simply
getting the address and looking it up on Google maps. If absolutely necessary, they
will use Skype or a GPS system, but they are not eager to do so.
3. Enthusiastic participants. They make up most of the digital natives. They enjoy and
thrive on technology and gadgets. Further, they enjoy tweeting, all of them are online
in some capacity (YouTube, watching TV shows or movies online, Facebook, surfing,
etc.) all day long or as much as possible.

Of the three groups of digital natives, the third group poses more challenges for
teachers in terms of crafting teaching strategies that match their characteristics. Since they
are more technologically inclined, the more technology-oriented activities must be prepared
to cater to their needs.

According to the talk delivered by Roscue in 2013, digital natives possess different
ways of thinking, reacting, responding and getting motivated and with new traits of
independence, creativity, open-mindedness, and enterprising minds. More specifically,
digital natives are more adept at incorporating technology in their personal and professional
lives than previous generations, and will bring new ways of working and culture with them to
the workplace. Companies can leverage the technological experience and expectations of
this new generation of workers to improve processes, efficiency and motivation.

Other learners are categorized as "millennials." They are individuals who came of
age in a post-Internet world. Sometimes they are called Echo Boomers, due to the significant
increase in birth rates during the 1980s and into the 1990s. Millennials are mostly the
children of baby boomers or Gen Xers. The 20th century trend toward smaller families in
developed countries continued, however, so the relative impact of the "baby boom echo"
was generally less pronounced than the original boom. Millennial characteristics vary by

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region, depending on social and economic conditions. It is generally marked by an increased

use and familiarity with communication, media, and digital technologies. Millennials love to
accept ideas that add some value and provide utility, entertain, acknowledge one's
individuality and get their friends involved.

Innovation is a key element of today's societies and economies, and that includes
how we learn. 10 Durham Public Schools Literary Framework cites one of the characteristics
of the 21st century learners: They use technology and digital media strategically and
capably. Students employ technology thoughtfully to enhance their reading, writing,
speaking, listening, and language use. They tailor their searches online to acquire useful
information efficiently, and they integrate what they learn using technology with what they
leam offline. They are familiar with the strengths and limitations of various technological tools
and mediums and can select and use those best suited to their communication goals."
Various scenarios depicting the extensive use of technology has been recorded in different
parts of the world particularly in the United States of America (USA). A lot has changed in
America's classrooms over the past two decades. Young adults who attended school in the
1980s and 1990s would hardly recognize the technology-infused environments that K-12
students learn in today. Gone are the floppy discs and lined paper for cursive writing-today's
students are using adaptive learning software, playing on their smartphones and reading on
tablets.

The emergent technologies enable the learners to engage actively in the activities in
the classroom and fully participate in a rapidly evolving information society.

By definition, emergent technologies are tools, concepts, innovations and

advancements utilized in diverse educational settings (including distance, face-to-face and
hybrid forms of education) to serve varied education-related purposes (e.g. instructional,
social and organizational goals). Some of these technologies include cloud computing,
mobile technology, gaming, open content, learning analytics and personal learning
environments. The term is often associated with emerging technologies which refers to
media that is coming into view, coming into existence, or coming to commonality. It is an
innovative technology that is reshaping the nature of education. Computer-and network
based technologies now hold great potential for increasing the access to information as well
as a means of promoting learning. Schools and classrooms never before had such universal
access to information. Technologies are transforming classrooms into more engaging,
collaborative and productive learning environments in which instructions can be customized
to student's specific needs, interests and learning styles. It is also redefining the way
educators teach as well as the role they serve - from being the sole source of information to
being a guide, facilitator and coach in the learning process." The major technologies include
Blogs, RSS, Podcasts, Wikis, Handhelds and Robotics. It 13 also includes Digital Video,
Distance Education, Social Bookmarking, Internet Telephony, One to One, Social
Networking Sites, Tablet Computers, Virtual Worlds, Games in Education, Interactive
Whiteboard Technologies and Leamer Response Systems.

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Broadcast media such as radio and television, also known as the mainstream media,
continue to evolve at present hence also considered as an emergent technology. New
program formats are being introduced to the public which come from various parts of the
world with permission from the owners such as the Endemol, the world's largest independent
production company, with around 90 companies in over 30 countries. The said production
company is notable innovative programs on entertainment, reality TV, game shows,
animation, drama, children's programming. factual and comedy. In addition, the broadcast
networks in the Philippines air soap operas that originate from neighbour countries like
Korea. This is aside from the locally- produced shows which depict the Filipino's ingenuity.
The radio programs have dramatically changed as well. From the radio broadcast done in a
studio where nobody could see the announcer, today, the news anchors or newscasters
deliver the news with their appearance on television. This hybrid technology is known as
"teleradyo." This move has significantly increased the people's interest in patronizing the
radio for they prefer the union of the audio and video. The ideas from the modern day
programs as well as the practices in the use of the said media will enable the teachers to
plan for activities inspired by the mainstream media like radio and television.

The cinema or motion picture still proves its appeal to most people, young and old
alike. Digital films, in particular, capture the attention of most people for it allows creativity
and resourcefulness on the part of the individuals who venture in this kind of technology.
Truly indeed, activities that employ concepts from movies can create excitement among the
learners. Finally, the social media is another powerf catalyst of learning nowadays.

Several studies conducted revealed that the social media has tremendously
established impact in the teaching-learning process. Dr. Richard J. Light from the Harvard
School of Education reported that social media, as a technology that is deemed "cool," can
attract younger learners. Social media platforms enable many engaging classroom activities,
including "communities of practice" where learners can interact and share ideas. "This group
learning format appeals to younger, socially conscious learners and is built around the notion
that 'many minds are better than one.' "the report stated. Studies suggest that approximately
70 percent of all organizations engage in structured collaboration using online social learning
tools such as blogs, wikis and podcasts. The rise parallels the increased use of online tools
like social media sites in schools.

It is believed that knowledge in the utilization of the said technologies by the teachers
will contribute significantly to an abounding curriculum (Domain 4-Curriculum) and
stimulating learning environment (Domain 2-Learning Environment), two of the fundamental
domains outlined in the Department of Education's National Competency Based Teacher
Standards (NCBTS). Likewise, the utilization of these technologies promotes learning
approaches for learners whose needs have not been met by traditional approaches (Domain
3-Diversity of Learners).

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Considered as the pilot of the classroom, the teacher must be empowered and
properly trained to maximize the use of the said technologies hence fulfilling the objectives of
every lesson geared towards the development of learning competencies meant for the 21st
century. The Partnership for 21st Century Skills (P21), a leading national organization in the
USA advocating for 21st century readiness for every student has emphasized that one of the
significant requirements of the 21st century is to allow equitable access to quality learning
tools, technologies and resources. Further, the organization strongly believes that effective
citizens and workers today must be technology-fluent and understand how to access,
interpret, and create a wide range of media and information."

The 21st century teaching and learning involves the enhancement of the four (4)
learners'skills namely:communication, interpersonal, lifelong-learning and decision making
18 Communication skills involve the ability of the learners in reading with understanding,
conveying ideas through writing, speaking so others can understand, listening actively and
observing critically. On the other hand, the interpersonal communication skills include
guiding and cooperating with others, advocating and influencing others, resolving conflict
and negotiating. As regard life-long learning skills, taking responsibility for learning, learning
through research as well as reflecting and evaluating, using information and communications
technology are essential. Finally, decision making skills involve planning. using Mathematics
in solving real life problems and making appropriate and meaningful decisions. P21 also
mentioned that for a real-world success, schools must promote a deeper understanding and
application of academic content by integrating the 21st century interdisciplinary themes into
core subjects: Global Awareness, Financial, Civic, Health and Environmental Literacies.

To achieve the educational goals with regard to information, media and technology
skills, the teacher must create learning environments where students are actively involved
and engaged in the use of emergent technologies available in schools with consideration of
the learners' interests in and familiarity with the available technologies.

This idea has obtained positive approval from visionary administrators (93%) who
believed that using technology improves student achievement, an opinion shared by most
students, teachers, and parents as well, as cited in the work, "Leadership in the 21 Century:
The New Visionary Administrators."

In the Philippines, both public and private school-administrators are also challenged to
provide a clear provision for emergent technologies to enhance the teaching-learning
experiences of the educators and the students as embedded in the new K-12 Curriculum

The author of this book who is a strong and active advocate of highly engaging teaching
strategies has categorized the emergent technologies into three:

a. Broadcast Media Programs-Inspired (Radio and Television) consists of talk magazine

type shows, game shows/quiz programs, variety shows, news and current affairs

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programs, soap operas/radio drama and special events (fashion shows, press
conference etc.).
b. Digital Camera-Inspired - photos and videos that may be used as evidences of
learning.
c. Social Media (Computer, Tablet, Mobile Phones etc.) and other Online Media
inspired - Facebook, Twitter, Blogster, Instagram and other social networking sites:
Youtube, Vimeo, Vevo, Dailymotion and a lot more, short message service (SMS),
multimedia message service (MMS); website creation and posting, podcasting, learning
management systems (LMS) and more.
d. A Fusion of Traditional Strategies and Emergent Technologies- other dynamic
activities performed/conducted in the classroom using traditional and emerging
technologies.

REMEMBER!

For well over a decade, the focus of the university classroom has steadily shifted
from a teaching-centric approach to a learning-centric approach according to Barr and Tagg
in 1995. This shift calls for a rethinking of the traditional classroom, replacing the standard
lecture with a blend of pedagogical approaches that more regularly involve the student in the
learning process. Under a learning-centered approach, the instructor retains "control" of the
classroom, but thought is regularly given to: (a) how well students will leam the material
presented, and (b) the variety of pedagogically sound methods that may be employed to
help the students better understand the core information to be learned. This belief supports
the idea of D. Leu as cited by Sue Halsey in her research entitled, "Embracing Emergent
Technologies and Envisioning New Ways of Using Them for Literacy Learning in the Primary
Classroom" published in 2007. D. Leu emphasized that the literacy of yesterday is not the
literacy of today, and it will not be the literacy of tomorrow" (p.744). It is likely that children,
rather than the teachers, may have more sophisticated knowledge of new technologies,
forcing some teachers to undergo a pedagogical shift from expert to participant/facilitator.

Technology will likely change more quickly than any individual can hope to keep up
with so it is also likely that literacy learning will be more dependent on collaborative and co
operative learning activities and other social learning strategies, necessitating further
pedagogical change for some.

The above-mentioned researches simply depict the vital role of carefully planned
activities of the teachers seeing to it that they are highly interactive involving almost at
members of the class. Hence, it must be collaborative and socially-oriented since the Heracy
will continue to evolve in the presence of emergent technologies, This is in indeed possible
through exciting and meaningful activities before, during and after the discussion with the
help of various methods and strategies particularly the utilization of both traditional and
emergent technologies.

The activities using emergent technologies may occur before, during and after the class.

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Activities conducted prior to the lesson proper (introductory, opening or initiatory) are
meant to motivate the learners and prepare them for the lesson for the day Just like the
engine of the car, the students need to be properly conditioned before the road travel.
Remember, it is important for the teacher to create a good impression right brom the
beginning. As the saying goes, "first impression lasts. The moment they are hooked and by
the time they feel ready and comfortable in class, the teacher may now begin his or her
lesson without any delay. Then, the teacher is challenged to sustain their attention to
establish a highly interactive class all throughout.

On the other hand, activities done during the lesson known as developmental
activities are meant to engage the leamers more actively in the discussion. They give
reasons for the learners to stay awake, alert, alive and enthusiastic since they perceive the
lessons delivered to them very much useful in their future career. These activities must be
done consistently to yield instant and effective results.

Finally, classroom activities done at the end are designed to reinforce, assess or
evaluate the knowledge, skills and attitudes learned from the lessons discussed by the
teacher. This is a perfect opportunity to determine if learning really did occur such as the
attainment of the objectives set for a particular lesson.

Here are some of the important guidelines in the use of emergent technologies in the
classroom:

BASIC TECHNOLOGY REQUIREMENTS:

1. Availability of computers, LCD projectors, CD/audio players and mobile devices like
mobile phones and tablets
2. Working knowledge in basic computer operations (surfing, saving, copying, pasting.
printing etc.) and software applications such as Microsoft Office (e.g Word, Excel,
Publisher and Power Point)
3. Familiarity with file formats/extensions (DOC, DOCX PDF, MPEG, WMV, MP3 etc.),
conversion and transfers.
4. Familianty in basic computer application installations
5. Working knowledge of the use of LCD projectors, digital camera, tablets and other
mobile devices

Note: Common emergent technologies at present are mobile phones, digital cameras,
laptops and tablets. In the absence of LCD projectors in the classroom (which may be a
primary problem for some schools with a limited budget or resources), the activities may still
be conducted since they are only inspired by the broadcast and social media as well as
cinema/motion pictures. Again, resourcefulness and creativity of the teachers come in at all
times. "The show will always go on to a very passionate and committed teacher who never
gets tired of sharing himself or herself for the sake of the learners. No one can stop an
effective teacher from doing great things despite the lack of resources.

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OTHER REQUIREMENTS:

1. Basic to advanced research, writing, speaking, listening, reading, viewing. photography

and interview skills
2. Familiarity with or exposure to the Arts, Music, Dance, Theatre, Broadcast, Print and
Social Media activities, topics, themes etc.

PRODUCTION OF ACTIVITIES USING EMERGENT TECHNOLOGIES

Planning stage:

1. Determine/select the lesson/topic you have for the meeting. Research. Interview.
Review.
2. Prepare a lesson plan (detailed or semi-detailed). Formulate the objectives and make
sure they are SMART (S-Specific; M-Measurable; A-Achievable; R-Realistic and T-
Time Scaled). Promote the activities that are outcomes-based and according to the
content and performance standards set by the Department of Education (DepED) and
Commission on Higher Education (CHED). Scripts may also be prepared to ensure a
systematic and well-prepared delivery.
3. Choose from any of the highly engaging teaching strategies given by the author
according to the type of learners. Activities must be developmentally appropriate to
your learners. Consider the learning styles of your students as well (e.g. Dunn and
Dunn and Gardner's Multiple Intelligences). Review and include the domains of
learning thoroughly (Cognitive, Affective and Psychomotor). Remember one of the
principles of learning "The more senses that are involved, the more and the better the
learning. The time/season, space, adequacy and availability of resources and other
things that might affect the entire conduct of the lesson be considered. Come up with a
catchy title that is familiar with the students The said title may be based from the media
or trending words from the internet. The title must be wholesome too.
4. Make arrangements with the concerned departments in your school that are in charge
of your resources (eg. equipment and materials). You may communicate with your
colleagues should there be a need to inform them of the activities that you are going to
conduct which might create noise for instance. As much as possible, select activities
that will not distract other classes and will ensure the safety of your students and
safeguard the properties of your school.
5. Rehearse prior to the conduct of the lesson. Success is anchored on a good
preparation. It is advised to have a print-out of the lesson plan together with your script
so you can go over the material even before you deliver it in class anytime and
anywhere.

Implementation stage:

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1. Direct the attention of your audience to your classroom activities by maintaining your
enthusiasm/energy. A teacher full of adrenalin stimulates the interest of the learners
thus catching their attention at all times and in all places.
2. Assign somebody (one of your students) to document the activities in your classroom
(video and photos). Documentation allows you to capture unforgettable moments of
your life as a teacher. It also enables you to review the strong and weak points of your
activities which will serve as your guide as you plan for future tasks/events. Likewise,
this also shows how you appreciate or value the output of your students hence
motivating them even more to perform their best.
3. You may invite guests (such as your school/department head, principal or fellow
teachers) to observe in your class Soliciting feedback from others will enable you to see
the relevance of your activities. It will also provide a rich, stimulating and meaningful
experience to your fellow educators who would also like to obtain innovative teaching
strategies, techniques or practices that they can utilize, observe and implement in their
respective classes to establish impact in their teaching performance.
4. Be prepared for unexpected moments. Circumstances beyond one's control may occur.
No one can stop these events. What matters the most is the teacher's open
mindedness, readiness, resourcefulness and creativity at any point in time during the
conduct of any activity using emergent technologies to overcome those unexpected or
unwanted events.

Assessment stage:

1. Give pre-tests and post-tests to assess learning. These tests aim to determine what
the students have already encountered/known, mastered and the ones that need to be
honed thus giving the reason for the educators to create meaningful activities. This is a
perfect reference as well in planning for future activities.
2. Assessments in the middle such as graded recitations may be given to establish the
learners' knowledge as regards the topic. Formative and summative assessments both
aim to monitor the performance of the students to be able to formulate or design
activities that are pertinent to the students performance.
3. Use a wide variety of assessment to determine if the objectives set were met or
achieved. Various assessment tools or activities are needed to measure the students'
performance on a particular period.
4. Ask the audience to evaluate your teaching strategy. Prepare a simple evaluation
sheet that will determine the impact of your activities. Likewise, you may invite your
colleagues, program/department head or principal to give you feedback that will help
you reflect and identify the strong and weak points of your activities using emergent
technologies,
5. Conduct action researches as regards this topic. Through researches, the teachers
may identify the effectiveness of the technologies as well as their impact in the
teaching-learning process. In addition, this provides more opportunities to discover the
potential of other emerging technologies in education.

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REVIEW OF CONCEPTS
1. Innovation is a key element of today's societies and economies, and that includes
how we learn.
2. Emergent technologies are tools, concepts, innovations and advancements utilized in
diverse educational settings (including distance, face-to-face and hybrid forms of
education) to serve varied education-related purposes (e.g. instructional, social and
organizational goals).
3. Broadcast Media Programs-Inspired (Radio and Television) consists of talk
magazine type shows, game shows/quiz programs, variety shows, news and current
affairs programs, soap operas/radio drama and special events (fashion shows, press
conference etc.).
4. Digital Camera-Inspired - photos and videos that may be used as evidences of
learning.
5. Social Media (Computer, Tablet, Mobile Phones etc.) and other Online Media
inspired - Facebook, Twitter, Blogster, Instagram and other social networking sites:
Youtube, Vimeo, Vevo, Dailymotion and a lot more, short message service (SMS),
multimedia message service (MMS); website creation and posting, podcasting,
learning management systems (LMS) and more.
6. A Fusion of Traditional Strategies and Emergent Technologies- other dynamic
activities performed/conducted in the classroom using traditional and emerging
technologies.
7. Common emergent technologies at present are mobile phones, digital cameras,
laptops and tablets. In the absence of LCD projectors in the classroom (which may
be a primary problem for some schools with a limited budget or resources), the
activities may still be conducted since they are only inspired by the broadcast and
social media as well as cinema/motion pictures.

SELF-EVALUATION
To fully understand today’s topic, answer the following questions below.

1. Of the three groups of digital natives, why is it that the third group poses more
challenges for teachers in terms of crafting teaching strategies that match their
characteristics?

2. Considered you as the pilot or the teacher of the classroom, what will you do in order
to maximize the use of the technologies hence fulfilling the objectives of every lesson

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geared towards the development of learning competencies meant for the 21st
century?

SURIGAO STATE COLLEGE OF TECHNOLOGY

SURIGAO CITY
ACTIVITY #1

FULL NAME : DATE:

YEAR AND SECTION:
I. Instruction: Based on the examples you have presented regarding emerging
technologies in the current era, select an example and create a vlog in which you will
explain the nature and method of using such technology in your area of
specialization, English course. Below are the criteria for developing such work.

Criteria Percentage Indicators Points

Content explains a
clear purpose or
theme. It is creative,
compelling and
clearly mentally
Content 40% developed. The video
is rich in various
informations that
contributes to
understand the main
idea of the work.
The introduction
captivates, motivates
and encourages the
audience from
Exposition 20% beginning to end
because it provides a
thorough and clear
background of the
work.
It gives the audience
a sense of the main
Resolution 30% idea, event and
messages presented
in a logical sequence.
Time duration 10% At least 6 minutes

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and no more than 12

minutes of the
presentation output.
Grand Total 100%

REFERENCES:

Sicat, A.S. (2014). Emergent Technologies-based Teaching Strategies. Lorimar Publishing.

BROADCAST MEDIA-INSPIRED
LESSON 2 (RADIO AND TELEVISION
TEACHING STRATEGIES

[Link]

INTRODUCTION

The Media according to Wentzel [Link] (1994), includes the multi-media or different
channels, be it electronic or print use to communicate in everyday life. The multiple channels
includes, the broadcast media (the TV & Radio), the print media (newspapers, magazines,
bill boards) the electronic; the Internet & web resources and their related social networks tool
such as the iPod & the sophisticated hand phones. The media is therefore used as one of

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the marketing strategies. The broadcast media which includes the TV & the Radio offers
unique opportunities for the teaching of learning strategies because of its accessibility and
cost effectiveness.

In the intended programme, the instructor serves as the facilitator who provides all
the necessary guidance required for appropriate employment of learning strategies in such a
way as to offer all the motivational content of strategy use. Creed and Koul (1993) maintains
that, the facilitator or instructor offers guidance to make linguistic features and content
comprehensible. This applies also to the learning strategy instructor either on TV or Radio.

The media is therefore integrated as a partner in progress as it creates room and

triggers more group discussions among students especially when the targeted viewers meet
in schools. According to Lammy and Goodfellow (1999) majority of the people prefer to
watch and listen about issues than to read about it. In fact the print media is becoming less
attractive in view of the spirit of so much pressure in places of work or schools and little time
is left for leisure reading. Adding that, after an online or TV programme, learners engage in
reflective conversation.

The radio is an excellent yet affordable tool found to be useful in creating awareness,
informing and educating its listeners and in the rural area is even referred to as the, “king”
because it keeps the owner well informed. According to Wentzel [Link] (1994) studies have
revealed that, viewers attend more carefully to Television programme especially when
guided by an instructor and or ask to view it deliberately for instructional purposes.

OBJECTIVES

At the end of the lesson, you are expected to be able to:

1. Explain the concept of broadcast media as part of a classroom teaching strategy.

2. Understand the theories of learning that serve as effective quides in the use of
broadcast media (radio and television) in the classroom.
3. Develop guidelines on how to conduct such radio and television programs that can
be used in the teaching and learning of students in the classroom.

PRETEST!!!

Before we move on to the next phase of the lesson for today, using the ven diagram
reveal the differences and similarities of radio and television as part of broadcast media.

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Radio Television

LESSON PROPER

The term broadcast media' covers a wide spectrum of different communication

methods such as television and radio. To broadcast is to send entertainment and
information via one-way electronic media to the general public. Broadcasts usually
are intended for recreation, enlightenment, education, experimentation or
emergency messaging Broadcasters are the professionals working in the vanous
electronic mass media.

Unlike other creations, television has no one inventor. This technology was created
over time and improved upon by many different people. However, television is one of the
most important inventions of the twentieth century. Television is now very affordable making
it accessible to most people. Studies show that the average American household watches 7
hours of TV per day. Television has been used widely as an educational tool since the
1950s.

Guglielmo Marconi was dubbed as the inventor of the radio. However, some claim it
was actually Nikola Tesla Regardless of who invented it, almost from its inception, radio has
been used in education, Children had the opportunity to listen to speeches, hear children's
programming, listen to stories and news from around the world on the radio live. Today,
radio still has its uses. Children who do not have formal education are listening to teachers
from around the world and leaming math, science, and so much more. One such program is
called RISE. Abdulla M. Abdulla of the Ministry of Education and Vocational Training
(MOEVT) says, The RISE (Radio Instruction to Strengthen Education) project offers young
Zanzibaris another avenue for leaming, especially in the areas where we do not have

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facilities for preschools. This will help the MOEVT to implement its new policy of including
preschoolers in the basic education for all.

There are learning theories that serve as effective quides in the use of broadcast
media (radio and television) in the classroom. They are:

1. Cognitivism. It builds on what the learner already knows. It is a leaming theory that
emphasizes the active mental processing of information. It came about as a result of the
rejection of the passive view of leaming that behaviorism suggested, in which one
learns only as a result of reacting (output) to one's environment (input). The cognitivism
theorists suggest that while the environment is important to learning, there is more
involved than simply inputs and outputs.
2. Communities of Practice. Students learn, in part, by engaging in activities within their
community. Peer collaboration is required. The term is of relatively recent coinage, even
though the phenomenon it refers to is age-old. The concept has turned out to provide a
useful perspective on knowing and learning. A growing number of people and
organizations in various sectors are now focusing on communities of practice as a key
to improving their performance. This brief and general introduction examines what
communities of practice are and why researchers and practitioners in so many different
contexts find them useful as an approach to knowing and learning.
3. Discovery Learning. Discovery learning is an inquiry-based, constructivist learning
theory that takes place in problem solving situations where the learner draws on his or
her own past experience and existing knowledge to discover facts and relationships and
new truths to be learned. Students interact with the world by exploring and manipulating
objects, wrestling with questions and controversies, or performing experiments. As a
result, students will be more likely to remember concepts and knowledge discovered on
their own (in contrast to a transmissionist model). Models that are based upon discovery
learning include: guided discovery, problem-based leaming, simulation-based learning,
case-based learning, incidental learning, among others.
4. Situated Learning. In contrast with most classroom learning activities that involve
abstract knowledge which is and out of context, Lave argues that learning is situated;
that is, as it normally occurs, learning is embedded within activity, context and culture. It
is also usually unintentional rather than deliberate. Lave and Wenger (1991) call this a
process of "legitimate peripheral participation."

The above-mentioned characteristics of the mainstream media make it appropriate

for pedagogical communication. The exposure of the leamers to programs aired on
television and radio generates familiarity which in turn aids in the delivery of a meaningful,
highly engaging, innovative teaching-learning experience.

Broadcast networks in the Philippines such as GMA Network, ABS-CBN

Broadcasting Corporation, TV5 (formerly known as ABC 5) offer various relevant, interesting
and much-awaited programs which can be used as themes or inspiration in coming up with

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classroom activities which can be used for entertainment and most of all for instruction
purposes.

GMA Kapuso

GMA NETWORK, INC. is the leading broadcasting company in the Philippines, It

operates a network of 47 Very High Frequency (VHF) stations including 1 affiliate, 32 Ultra
High Frequency (UHF) television stations and 21 radio stations throughout the country. The
Network was founded by Robert La Rue Stewart in 1950 as Republic Broadcasting System
(RBS) with flagship AM radio station DZBB operating from the Calvo Building in Escolta,
Manila. RBS ventured into television in 1961 and began broadcasting on Channel 7 in the
Greater Manila Area. In 1975, the triumvirate of Felipe L. Gozon, Menardo R. Jimenez and
Gilberto M. Duavit took over from the Stewarts the management of RBS and renamed it to
GMA 7. The original meaning of the acronym "GMA" was Greater Manila Area, referring to
the initial coverage area of the station. As GMA's reach widened, the meaning of its acronym
was changed to Global Media Arts. Today, its corporate name is simply GMA Network, Inc.
GMA also owns a wide array of media-related businesses apart from its television and radio
networks including film production, record publishing and distribution, program acquisition
and syndication, International channel operation, production design, talent development and
management, marketing and promotions, audio-visual production and new media.

Programs broadcast by GMA Network include news and public affairs shows,
documentaries, dramas, animé, dubbed foreign serials, entertainment and talk shows, game
shows, variety shows, musicals, sitcoms, children's shows, religious programs, fantasy and
reality shows

ABS-CBN Kapamilya

ABS-CBN Broadcasting Corporation (Alto Broadcasting System Chronicle

Broadcasting Network), a Philippine multi-media conglomerate, is the largest integrated
media and entertainment company in the Philippines with an asset base of more than
PHP28 billion (US$613 million) as of 2007. ABS-CBN is principally involved in television and
radio broadcasting, as well as the production of television programming for domestic and
international audiences and other related businesses. It was founded on June 13, 1946,
becoming Asia's first commercial television broadcaster. It is part of the Lopez Group of
Companies. It also broadcasts content to the rest of the world through The Filipino Channel.

The network's main broadcast facilities, news headquarters, transmitter and satellite
operations and studio complex are located at the ABS-CBN Broadcast Center at Barangay
Laging Handa, Diliman, Quezon City. In Metro Manila, its terrestrial VHF station is Channel 2
(DWWX-TV) while its terrestrial UHF station is Studio 23 (DWAC-TV).

Their programs include news and current affairs, drama, animé, sitcom,
entertainment news and talk shows, game shows, as well as reality and variety shows. The

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company also broadcast in different channels that also have specialized programs aimed at
different audiences. From time to time, these channels of ABS CBN produce and broadcast
television specials such as regional festivals, concerts, cultural events, and sports events.

TV5 KAPATID

TV5 is a major Filipino commercial television network based in Mandaluyong City,

Philippines. It is owned and operated by the ABC Development Corporation, solely owned by
MediaQuest Holdings, Inc., a wholly-owned subsidiary of the beneficial trust fund of the
Philippine Long Distance Telephone Company headed by business tycoon Manuel V.
Pangilinan. TV5's program lineup includes news and current affairs shows, variety shows,
gag shows, dubbed foreign serials, children's shows, reality shows, and sports,

Various activities pattemed after popular broadcast media programs in the country
are presented in this unit covering leaming areas such as English and Literature,
History/Social Studies/Araling Panlipunan, Science, Mathematics, Filipino, Music, Arts,
Physical Education and Health, Religion/Values Education/Edukasyon sa
Pagpapakatao/Pagpapahalaga and Technology and Livelihood Education/Edukasyong
Pantahanan at Pangkabuhayan. The activities may be modified depending on some factors
like number of students, classroom size, availability of equipment, class schedule among
others.

REVIEW OF CONCEPTS
1. The term broadcast media' covers a wide spectrum of different communication
methods such as television and radio. To broadcast is to send entertainment and
information via one-way electronic media to the general public. Broadcasts usually
are intended for recreation, enlightenment, education, experimentation or emergency
messaging Broadcasters are the professionals working in the vanous electronic mass
media
2. Cognitivism. It builds on what the learner already knows. It is a leaming theory that
emphasizes the active mental processing of information.
3. Communities of Practice. Students learn, in part, by engaging in activities within
their community. Peer collaboration is required.
4. Discovery Leaming. Discovery learning is an inquiry-based, constructivist learning
theory that takes place in problem solving situations where the learner draws on his
or her own past experience and existing knowledge to discover facts and
relationships and new truths to be learned.
5. Situated Learning. In contrast with most classroom learning activities that involve
abstract knowledge which is and out of context, Lave argues that learning is situated;
that is, as it normally occurs, learning is embedded within activity, context and
culture.

SELF-EVALUATION
To fully understand today’s topic, answer the following questions below.

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1. How broadcast media affects the student learning in today’s pandemic era?

2. Among the learning theories presented, which of the following is better used for
teaching and learning of students in conjunction with the use of broadcast media
such as radio and television?

3. Which of the Philippine broadcast networks can you say that has been successful or
effective in delivering important information and entertainment for Filipinos? Why?

SURIGAO STATE COLLEGE OF TECHNOLOGY

SURIGAO CITY
ACTIVITY #2

FULL NAME : DATE:

YEAR AND SECTION:

1. Instruction: Choose one of any radio and television programs (GMA, ABS CBN, TV5,
radio program), state the description of said program and then make guidelines or
procedure on how to do it. Just make sure that it can be used in teaching and
learning process inside the class.

Program Title

Description of the Program:

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Guidelines/Procedures:

REFERENCES:

Sicat, A.S. (2014). Emergent Technologies-based Teaching Strategies. Lorimar Publishing.

DIGITAL CAMERA (PHOTOS

LESSON 3 AND VIDEOS) – INSPIRED
ACTIVITIES

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[Link]

INTRODUCTION

Digital cameras have huge potential for motivating students and can be used in a
variety of ways. While they are useful for administrative tasks like seating charts and
identification, the magic of digital cameras is unleashed when students use them to explore
the world around them and communicate their ideas and understandings.

Digital cameras can be used to record information from a field trip to report back to
parents and students. They can be used to capture and identify species found around the
school and in local environments, or to make local history come alive by sharing “sights and
sounds” of the cities we live in. Digital cameras can be used to capture frames of a clay
animation explaining plant growth, or to create a time lapse of that ubiquitous bean plant
growing from seed to maturity. Digital cameras can also be used to prompt writing in many
forms: descriptive, poetry, persuasive, and more.

OBJECTIVES

At the end of the lesson, you are expected to be able to:

1. Discuss the concept of using digital cameras as part of students ’teaching strategies
in the classroom.
2. Assess and understand the effective use of digital cameras for students ’learning.
3. Make a digital travelogue about their beautiful sights in their area.

PRETEST!!!

I. Before we move on to the next phase of the lesson for today, identify the digital
camera components below.

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Answers:

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

LESSON PROPER

Digital cameras are one of the single most successful Information and
Communications Technology purchases you can make for a school. They enhance
communication for students and teachers. It is an effective means to promote visual
literacy. Digital Camera refers to an electronic device that digitizes images, today you
can find one in just about any cell or smart phone.
Students today live in a multimedia world and appreciate variety in their learning
environment. Some forms of literacy they can develop include textual, numerical, visual,
audio and multimedia. Visual Literacy can be defined as the ability to understand and
produce visual messages. Both teachers and students can benefit by developing their
abilities to create, use and evaluate visual resources.37 "Visual literacy includes such areas
as facial expressions, body language, drawin painting. sculpture, hand signs, street signs,
international symbols, layout of the pictures and words in a textbook, the clarity of type fonts,
computer images, student-produced still pictures, sequences, movies or video, user-friendly

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equipment design, critical analysis of television advertisements and many, many other
things." According to the Guide for International Visual Literacy Association Board Members
and Officers, studies reveal that the majority of information absorbed by human beings is
collected by our sense of vision. Thus, it seems logical that we emphasize the development
of visual skills as a way of preparing for successful and satisfying lives.
Digital cameras have many benefits for classroom applications. First, they are
affordable. Second, they are easy to use. Most cameras just use a regular memory card that
can be inserted into a computer and the photos can be transferred easily to that computer.
Or just connect the camera's USB cable to the computer and print the photos directly. Third,
the quality is good. Digital cameras can be used for yearbook quality pictures. With the right
printer, there is little difference between digital and standard pictures. Fourth, some digital
cameras can record short video clips. And last, students love using new "techie" equipments
like digital cameras.
Teachers are using digital cameras to enhance education inside and outside of the
classroom and from all accounts, the students love them as much if not more than the
teachers do. In addition to the aforementioned advantages offered by digital cameras,
teachers believe that digital cameras help students to become more involved with the
subject at hand. With any project, the use of a digital camera becomes a cognitive process
as the students reason and plan what pictures to take and why those pictures are needed.
Craig Nansen, technology coordinator for Minot (N. Dakota) Public Schools reiterates: "One
of the main goals of students using technology is to become creators of content. Pictures of
field trips or area events, local historical or geographical sites of the school and city,
documentaries of athletic and cultural events, and artistic photography are all great
examples of students creating content." Additionally, cameras enhance the skill of
"purposeful observation." as put by another Minot Public School teacher.
Furthermore, digital video cameras have enormous potential for impacting on pupil
creativity, team building and higher-order thinking skills. They can be used to record school
excursions, field trips, school events or visiting dignitaries, produce video clips for use in
multimedia creations and for inclusion on the school web site, prepare educational clips on
subjects such as safety (road safety, safety in the playground, etc.), record student role-
playing exercises, e.g., in difficult social situations for subjects such as SPHE (Social
Personal and Health Education), assist in language learning, record interviews with visiting
speakers, such as local historians, dignitaries, etc., compile still images over a long period in
order to produce time-lapse movies for analysis, increase student awareness of the
manipulative techniques used in advertising, prepare mini-documentaries or news reports.
In the Philippines, teachers may assign their students to use digital cameras to
document their out of town trips with the family. Aside from the learning and relaxation
experience, this is a perfect way for the teachers to promote the various tourist destinations
in the country such as Banaue, Bohol, Boracay, Cebu, Davao, Manila, Palawan and Vigan.
The best way to get started using digital cameras, according to Nansen, is to "just
jump in." Take pictures of each student in the room and put them on the bulletin board or

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use them in a computer presentation. The worst thing that can happen is that you'll make
mistakes and waste a little time -- but that is part of learning too."
Why not "jump in" today by trying one of these 23 activities for using digital cameras
in the classroom!
1. Photograph students dressed up as what they want to be when they grow up and use
the pictures to illustrate career reports.
2. Take lots of pictures while on a class field trip. Have students write a caption for each
picture, post the photos and captions to a website to create a virtual field trip. 3.
3. Photograph "a day in the life of your classroom". Create a slide show to run as the
parents tour on your classroom.
4. Store a photograph with each student's electronic portfolio.
5. Assign pairs of students to walk through the school to find such examples of
geometric shapes as circles, triangles, parallel lines, obtuse angles, and so on. Label
each photo and create a geometry book.
6. Photograph community landmarks and have students create a brochure about your
community.
7. For younger students, take pictures of easily recognizable signs in your community
and assemble the photos into an "I Can Read" book.
8. Use photographs to illustrate the process for complicated projects or for science
experiments.
9. Write a class novel and illustrate it with live-action photos of your students
10. Take pictures of class procedures and display them in the classroom as a reminder.
11. Create a seating chart with photographs for substitutes.
12. Take pictures of each child's eyes, nose, feet, or mouth only. Have children try to
match each student to his or her body part.
13. Make picture frames for a Mother's Day or Father's Day gift. Glue each photo into a
decorated jar lid and glue a magnet at the back.
14. Document the growth of classroom plants or animals with daily or weekly photos.
15. Take photos of school staff performing their duties. Write a caption for each photo
and create a Community Workers book.
16. Snap a black-and-white headshot of each student, size it to page, and place a box
frame around it. Place a blank box the same size as the framed picture beside it.
Have students draw 1-inch to 1-inch gridlines in pencil in both boxes and label the
gridlines 1, 2, 3, 4, 5, and so on in each direction. Then have students try to duplicate
their pictures by drawing only what they see in each grid.
17. Take a photograph of each student at the beginning and end of the school year.
Have students complete Venn diagrams of themselves, showing how they have and
haven't changed during the year.
18. Compile a set of file cards naming such abstract concepts or emotions as freedom,
love, hate, honor, joy, sorrow, patriotism, responsibility, and respect. Have students
select a card at random and take a photograph illustrating that concept.

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19. Have each student choose a letter and find an object that begins with that letter.
Take a picture of the child with the object and use the pictures to create a class
alphabet chart.
20. Arrange students into groups and assign each group one of the five senses. Have
each group photograph the appropriate sensory organ and then have them take
pictures of objects that organ might best perceive.
21. Take pictures to illustrate such science concepts as food chain, biodiversity, biome,
and so on.
22. Have students go on a photographic scavenger hunt, taking pictures of the objects
they find rather than retrieving the objects themselves.
23. Take pictures of plants or animals in your community and use them to create a field
guide of local wildlife.
Moreover, skills in computer will be enhanced among the learners for the activities
employing digital cameras also involve basic to complex editing software applications to
come up with more creative final outputs.

REVIEW OF CONCEPTS
1. Digital cameras are one of the single most successful Information and
Communications Technology purchases you can make for a school. They enhance
communication for students and teachers. It is an effective means to promote visual
literacy.
2. Digital Camera refers to an electronic device that digitizes images, today you can find
one in just about any cell or smart phone.
3. Digital cameras have many benefits for classroom applications. First, they are
affordable. Second, they are easy to use. Most cameras just use a regular memory
card that can be inserted into a computer and the photos can be transferred easily to
that computer. Or just connect the camera's USB cable to the computer and print the
photos directly. Third, the quality is good. Digital cameras can be used for yearbook
quality pictures. With the right printer, there is little difference between digital and
standard pictures. Fourth, some digital cameras can record short video clips. And
last, students love using new "techie" equipments like digital cameras.
4. Furthermore, digital video cameras have enormous potential for impacting on pupil
creativity, team building and higher-order thinking skills.

SELF-EVALUATION
To fully understand today’s topic, answer the following questions below.

1. What are the benefits that can be achieved from using a digital camera for
teaching and learning students in the classroom?

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2. What is the main difference between photographs and snapshots?

3. Why is important to have light in front of your subject instead of behind?

4. Where would you adjust for the lighting situation in most digital cameras?

SURIGAO STATE COLLEGE OF TECHNOLOGY

SURIGAO CITY
ACTIVITY #3

FULL NAME : DATE:

YEAR AND SECTION:

I. Instruction: Create a Digital Travelogue about the places you've been. Below are
guidelines or procedures on how to perform such work.

Guidelines/prcedures:

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1. Determine the topic that will be subjected for the activity. It can be an individual, pair
or group activity.
2. Tell the students to bring their camera (cellular phone, tablet, or digital) during a field
trip or excursion.
3. Gather all the pictures they have taken from a trip or journey and ask them to
prepare a storyboard or a script about it.
4. Select the pictures based from the topic/s assigned by the teacher.
5. Proceed to the editing portion. Audio narration and background music are
recommended for inclusion.
6. Students may use computer applications or video editing softwares for added effects
(e.g. Adobe Photo Shop, Windows Movie Maker, Power Director and the like).
7. Ask the students to present the final output in front of the class.

REFERENCES:

Sicat, A.S. (2014). Emergent Technologies-based Teaching Strategies. Lorimar Publishing.

SOCIAL MEDIA (COMPUTER, TABLET,

LESSON
MOBILE PHONE ETC.) AND OTHER ONLINE
4 MEDIA-INSPIRED TEACHING STRATEGIES

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[Link]

INTRODUCTION

It's no secret that social media is in the middle of most people's lives. Social media
influences how we live, how we work, and now more than ever, how we learn. According to a
recent study, more and more teachers and professors are incorporating social media into
their classrooms to engage students and support their educational development, whether
online or in person. In short – social media is shaping and influencing how students learn
and interact today.

The rise of social media in the classroom isn't about how many people "like" your
posts. The collaborative environment and open forum that social media encourages, along
with the rapid-pace of information sharing that it facilitates, means that students can
accelerate the development of their creative, critical thinking, and communication processes
in certain ways when they use it.

Social media promotes self-directed learning, which prepares students to search for
answers and make decisions independently. When reinforced in a classroom setting, these
social media skills can be guided and refined to produce better learning outcomes and
critical awareness. Social media also allows students more freedom to connect and
collaborate beyond the physical classroom, which means students anywhere can start to
experience the globally connected world long before they enter the workforce.

OBJECTIVES

At the end of the lesson, you are expected to be able to:

1. Discuss in depth the nature of social media as one of the mediums of teaching a
subject.

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2. Expressed the different ways of using social media such as facebook, linkin, and
pinterest in the education system.
3. Creates a task called FB Wall Post that can express oneself meaningfully through
appropriate technology.

PRETEST!!!

I. Before we move on to the next phase of the lesson for today, using the diverging
radial, provide an appropriate words in each circle that describe the word social
media.

SOCIAL
MEDIA

LESSON PROPER

Social media are fast becoming the premier avenue for people to advertise, purchase,
meet new people and learn. Education is also part of the whole scheme as more people are opting
to get new ideas and take lessons using the various available internet tools and features.

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Colleges and universities are beginning to embrace social media and realizing the potential
power and implications of using them as a component of their overall marketing mix. One hundred
and forty-eight (148) colleges and universities responded to a survey in July 2008 answering what
social media they are using most, how they are using it to reach their target audiences, and which
department(s) at the college are responsible for maintaining it.

Further, studies have concluded that social engagement can benefit retention efforts, and
schools and teachers are successfully pursuing this tactic with the help of social media applications.
Kelly Walsh cites the study entitled, "Social Media and Retention: The Administrative Perspective at
Hispanic-Serving Institutions of Higher Education" written by Galindo, Meling, Mundy and Kupczynski
of Texas A&M University-Kingsville. In the said research according to Walsh, Social Networking Sites
(SNS) used for academic purposes have shown positive results as students interact outside of the
classroom and therefore these SNSS assist in the learning process and building community.

Social media comprise of activities that involve socializing and networking online through
words, pictures and videos. Social media are redefining how we relate to each other as humans and
how we as humans relate to the organizations that serve us. It is about dialog - two way discussions
bringing people together to discover and share information.

Social networking is one of the aspects of social media. By definition, it refers to the use of
internet-based social media programs to make connections with friends, family, classmates,
customers and clients. Social networking can be done for social purposes, business purposes or
both.

The website [Link] reveals the top

15 social networking sites as of June 2014: Facebook, Twitter, Linkedin. Pinterest, Google +, Tumblr,
Instagram, VK, Flickr, MySpace, Meetup, Tagged, [Link], MeetMe and Classmates.

On top of the list are Facebook, Twitter, Linkedin and Pinterest.

Using Facebook in Education

Facebook is a social utility that connects people with friends and others who work, study and
live around them. People use Facebook to keep up with friends, upload unlimited number of photos,
share links and videos, and learn more about the people they meet. Facebook was originally
launched in 2004 for Harvard students, and then expanded to other Ivy League ersities. It then
expanded to other universities, then high schools, and now anyone over age 13 can join. Facebook is
made up of six primary components: personal profile, status updates, networks (geographic regions,
schools, companies), groups, applications and fan pages. When Facebook launched the fan pages
concept in November 2007, many universities jumped at the opportunity to create an official
Facebook presence for their university. As of January 2008 there were 420 universities taking
advantage of this new feature. Fan pages are similar to personal profiles, but can be used by

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businesses. They include wall posts, discussion boards, photos, videos, and many other applications.
People who view the page can choose to become "fans of your organization, and this appears on
their personal profile page, for their friends to see. This creates a viral marketing effect - when one
of their friends sees that they've become a fan of another organization that interests them, they're
likely to become a fan themselves. Facebook pages also offer organizations the ability to
communicate with fans through direct and targeted messages (such as fans in a specific network or
age group), and view "insights, which includes detailed statistics on the usage of the organization's
page.

According to the article entitled, "100 Ways to Use Facebook in Education by Category
prepared by TeachThought Staff uploaded in 2012, Facebook provides countless resources for
research among students. For instance, it may be a good reference for the latest trivial information,
public polling, a means to connect with the members of the family, relatives, friends, teachers as
well as local and international public figures, to find out the best places to visit and play educational
games.

Share knowledge and resources:

1. Ask parents to get involved: Parents can follow along as kids post their projects, and even
highlight any insightful resources they may know about.
2. Pet day can get a little less scary: Students with pets that are not quite appropriate for
school (like huge pythons or newborn kittens) can still participate, sharing photos of their
beloved friend at home.
3. Archived videos: Important lectures, slides, and more can be shared and saved on Facebook.
4. Document class trips: Headed to the zoo? Have your class share the tasks of taking photos,
notes, and more to share in a Facebook report on the activity.
5. Highlighting vocabulary: An easy and quick way to fit vocabulary review into study time is
posting words and definitions on Facebook.
6. Make graphs out of parent data: Ask parents about household habits, favorite animals, and
more, creating graphs in your classroom that you can share.
7. Posting educational content: Teachers can post educational videos and links for concepts
that are currently being discussed in class.

In the 21st century teaching-learning, collaboration plays a vital role. Students, educational
professionals, and even parents can get together for collaboration and discussion.

1. Ask for feedback on assignments and activities: If you're not sure of a new assignment or
activity that you'd like to introduce in your classroom, ask students what they think.
2. Writing workshops: Facebook's collaborative nature makes it easy for students to
participate in writing workshops with peer review and instructor oversight
3. Practice foreign language with native speakers:

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4. Create study groups: Allow study groups and group projects to easily connect with each
other.
5. Take classroom polls: Need to gather classroom opinions on snack time. movie Friday, or
the next book to read?
6. Get connected with guest speakers: Use Facebook to track down old students or
professionals that would make for great guest speakers in your classroom.
7. Students can discuss work through Notes: On Facebook Notes, students can publish their
work, tag classmates, and get feedback on what they've written.
8. Connect with classes around the world: Whether it's a class in your school, or a class on
another continent, Facebook offers a great way to get connected with other students.
9. Discuss classroom ideas with other teachers: Facebook is great for connecting not just
classes, but teachers with helpful ides.
10. Homework help: It may be awkward for some students to call up a classmate and ask for
help on a homework problem, but posting on a class Facebook wall is less intrusive, and
teachers can get involved as well.

Likewise, Facebook offers great ways to enrich one's classroom with personal connection,
reminders, and tools for organization.

1. Post events: Get your classroom event on your students' calendars by creating a Facebook
event. This can be used for everything from exam dates to after-school mixers.
2. Organize different classes into groups: If you teach any number of different courses, keep
things organized by asking students to join appropriate groups for their class.
3. Celebrate birthdays: Use Facebook as a tool for remembering and pointing out birthdays
within your classroom community.
4. Familiarize yourself with students: In large classes, it can sometimes be hard to remember
each and every student. Facebook makes it a little easier to connect faces and personalities
with names.
5. Get a record that students read what you're writing: Emails get ignored, but you can ask
students to "Like" important updates so that you'll know if they got the message.
6. Share positive updates: When a certain class or group does particularly well, be sure to
point it out with a Facebook status message.
7. Save paper: Instead of handing out permission slips and flyers, post them to Facebook and
allow parents to download and print them at home.
8. Continue discussions on Facebook: If you're finding that an interesting discussion is taking
up too much classroom time, ask students to simply continue the discussion on Facebook
and move on.
9. Share last minute updates: Let students know if school is closed due to typhoons or any
calamities.

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10. Investigate "dog ate my homework" claims: One professor busted a student who had lied
to her about losing Internet access (and was thus unable to work on her paper), pointing out
that she was able to connect because she made several Facebook updates during that same
time.
11. Maintain a classroom map: Share a geography lesson and increase participation at the same
time by asking students to share their heritage, travels, and favorite countries.
12. Parents can learn about what their kids are doing: Gone are the days when parents have to
pry information out of their kids with power tools. Now, parents can get in on the classroom
through Facebook, and spark conversations about projects they've actually seen already.
13. Ask for feedback on exams: Gauge how students think they did on exams by asking about
them on Facebook, and appropriately plan how much time you'll need to grade them.
14. Get updates on progress: Make sure students are staying on top of their assignments by
using Facebook to ask how things are coming along.
15. Improve classroom participation: Keep students engaged by giving them something
productive to do on Facebook, rather than allowing them to zone out on the social site
during lectures (e.g. posting their insights about the importance of water conservation etc.)
16. Use Facebook for career guidance: Get students connected with recruiting professionals,
mentors, and more through Facebook.
17. School fundraising: Use Facebook to promote any fundraising activities you have in your
classroom.
18. Create a Facebook page for parents: Many teachers have found that parents aren't happy
with their existing method of communication, whether it's an online parent portal, or just
pinning notes to backpacks. Creating a Facebook page for your class offers an excellent
opportunity for parents to get involved and stay informed.
19. Find out what students are into: Learn about their hobbies and interests, and you just might
discover a way to bring what they love into the classroom.
20. Host fun contests: Host contests on Facebook that require students to participate or attend
to win, keeping kids involved in studies.
21. Remind students to come to class: Facebook is a great tool for reminding frequently tardy
or absent students to make it on time to class.
22. Finding future lessons: Paying attention to discussions on your Facebook classroom page
can help you discover great ideas for future lessons and assignments.
23. Stay up to date on assignments: Remind students of assignments they need to be working
on, upcoming due dates, and more with Facebook.
24. Tag books: Tag books for students to read easily and conveniently right or Facebook, and
even create resources to go along with the readings.
25. Clarify directions: If it's clear some students are having trouble understanding an
assignment, use Facebook to post clarified directions.

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26. Celebrate student work: Teachers can highlight some of the best work students have done
in any period of time on Facebook walls.

Overall, Wayan Vota says that Facebook is an effective tool for school since it is a compelling
platform to encourage language development, interpersonal communication, group collaboration,
and of course, ICT skills improvement.

Using Twitter in Education

Twitter is another popular social networking site. It is a cross between instant messaging and
blogging that allows users to send short (140-character) updates. Users can also follow the updates
of friends they "follow," send them direct messages, reply publicly to friends, or just post questions
or comments as their current status.

K-12 teachers have taken advantage of Twitter's format to keep their classes engaged and up-to-
date on the latest technologies. classroom presents 50 ways of using Twitter in the classroom to
create important and Samantha Miller in the website [Link]
twitter lasting lessons. Some of them include the following:

1. Tweet about upcoming due dates or assignments. One of the simplest ways that teachers can
use Twitter in the classroom involves setting up a feed dedicated exclusively to due dates, tests
or quizzes.
2. Provide the class with a running news feed. Subscribe to different mainstream and
independent news feeds with different biases as a way to compare and contrast how different
perspectives interpret current events and issues. Rather than keeping up with an e-mail train,
students can use
3. Coordinate [Link] to collaborate on different projects and keep a quick reference
on any changes.
4. Track a hashtag. More ambitious educators may want to incorporate Twitter in lessons that
track hash tags for another interesting lesson in how trends spread and the various ways in
which people use social media to communicate ideas.
5. Connect with the community. Partner up with the local government or charitable organizations
and use Twitter to reach a broad audience discussing the latest cultural or educational events in
the area and encourage others in the community to attend.
6. Follow the issues. Bring a little technology into debates by asking the class which issues they
would like to follow. Subscribe to relevant hashtags and accounts from all perspectives and
compile as much resources as possible.
7. Write a story or poem. Ask students in a Creative Writing class to make a 140-character poetic
verse on Twitter.

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8. Ask questions. Monica Rankin of University of Texas-Dallas uses Twitter as a way for her
students to keep a running stream of questions going during lectures an application that works
in any computer-enabled K-1 classroom.
9. Set up a foreign language news stream. Keep foreign language students informed of current
events from relevant nations while simultaneously challenging them to use their translation
skills by keeping a specific news feed.
10. Role play. Computer-savvy teachers can keep history lessons engaging for children by asking
them to tweet ideas and quotes from their favorite figures. Alternately, they can pretend to be
famous fictional characters.
11. Take and share notes. Classrooms with enough resources can allow students to tweet their
own notes during lessons and share with their peers - perhaps even printing them out for home
use if they do not have internet access.
12. Chat with industry professionals. Older high school students who need to explore their career
options before spiriting away to college benefit from real-world discussions with professionals
in paths they're considering. Twitter helps them connect with primary sources and facilitates
educational communication.
13. Connect classrooms. Teachers and students from around the world can collaborate on projects
using Twitter as a communication tool that simultaneously educates students in different
classroom and cultural protocols.
14. Facilitate research. Typing keywords into Twitter's search engine wields every microblog entry
on the subject, providing an excellent way for students to research ideas, opinions and
movements as they happen.
15. Engage parents. Parents of K-12 students interested in daily classroom activities can follow
teacher tweets discussing some of the lessons learned and any progress on projects with one
quick and handy trip to a dedicated Twitter feed.
16. Become politically active. Teachers responsible for educating kids in politics or government
may like the idea of encouraging their students to use Twitter as a forum to make society aware
of issues that affect them by retweeting relevant events, news stories, blog posts and other
media revolving around a chosen theme.
17. Track the government. Numerous local and national government organizations maintain their
own Twitter feeds, and educators may assign their students to report to the class the latest
events happening in the different agencies of the government.
18. Write reviews. Any media studies classes including literature can use the Twitter format to
write microreviews of the different movies, books and music.
19. Post sample questions. Save paper by using Twitter to post up sample questions for upcoming
exams for students to research.
20. Post supplementary materials. Retweet articles, news stories, opinions and other interesting
tidbits relevant to a specific class as excellent, convenient supplements to classroom lectures.

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21. Play the stock market game. High school economics teachers frequently use stock market
games as a real-world project involving the fundamentals of investing. Students can use Twitter
to follow the businesses, markets and analysts that help them make wise choices with their
(fake) money.
22. Live tweet a book or a movie. Ask students to use the microblog format to record their initial
reactions and responses to movies and books as they indulge in them for class. It certainly
makes for an excellent lesson in how perceptions change over time as more information and
perspectives become available.
23. Make recommendations. Benefitting both students and their parents, teachers may like the
idea of using Twitter to discuss films and documentaries or books to check out at home
preferably as a family. Doing so especially benefits younger students, as they typically perform
better in high school and college if their parents are involved in their lives and educations.
24. Plan field trips. Encourage parental engagement by asking them to voice their opinions on
where to go and what to avoid when it comes to planning field trips. While it is impossible to
please everyone, moms and dads will appreciate the transparency and ability to connect more
with what their children are doing and learning in school.
25. Design a background. Art teachers curious about how Twitter can benefit their classes may like
the idea of asking students to design their own creative backgrounds for friends and family
either digitally or using traditional media scanned into a computer
26. Take a poll. Teachers who enjoy polling their students on what activities to do or their opinions
on current events may want to keep a running tab of results they find when working in
conjunction with Survey Monkey or another similar site.
27. Hook up with Google Earth. Numerous educators have found creative ways to blend Twitter
and Google Earth together for human and physical geography lessons where they use the
former's "location" feature to learn all about new places on the globe.
28. Teach probability. One immensely creative teacher discovered a his students to the basics of
probability by asking a broad question and charting the answers he received through @replies.
way to introduce
29. Get a little bit postmodern. Another way English teachers can stimulate their students with
Twitter involves having them compile and edit coherent stories based on pre-existing tweets by
other people.
30. Channel that inner Lois Lane. Send journalism students out into the world of microblogging and
assign them to poll fellow students or ask questions of experts for use in assignments on trends,
opinions and current events and research.
31. Track weather patterns. Set up a class Twitter feed that discusses the weather in different
areas, charting the findings on Google Maps or Google Earth and making note of the patterns
that crop up along the way.
32. Create a character. Creative writing or English students can participate in making up a story
character, with each individual contributing a sentence or 2 towards a personality or back story.

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Teachers can then ask them to write their own stories based on this collectively created literary
figure.
33. Play word games. Post a daily challenge asking kids to unscramble anagrams, contribute
synonyms or antonyms or give a definition for any vocabulary or spelling words as another way
of getting them more involved in their language lessons.
34. Post math puzzles. Math, chemistry or physics teachers need not feel left out from playing
games and posting teasers on Twitter. Like their literate contemporaries, they can microblog
daily problem for students to solve and tweet back the answer.
35. Post videos. Educators with access to digital video cameras may like the idea of using Twiddeo
to post in-class skits, walkthroughs of field trips, clips of their travel exploits and anything else
relevant to their students lessons.
36. Create an online art gallery. Kids studying art and the humanities can curate their own shows
based around creators, movements, regions, time periods or thematic elements that they
enjoy, using Twitter as a way to show the world what they think belongs in a specific exhibit.
37. Network with other educators. Beyond using it for lessons, teachers who use Twitter have at
their disposal a vast network of like-minded professionals with whom they can trade ideas and
insights regarding social networking in the classroom and other topics.
38. Direct message students and parents. Because e-mail filtering frequently ships important
messages off to the trash folder, some educators may prefer talking privately with kids and
their parents via the direct message feature on Twitter instead.

Using Twitter in the classroom is limited only by the educator's imagination. Teachers in the
know have learned that using Twitter in education can establish a nurturing classroom for students
of all ages.

Linkedin in Education

The third most commonly used social networking site is the LinkedIn. It is a social networking
website designed for business professionals. It allows you to share work-related information with
other users and keep an online list of professional contacts. By using LinkedIn, you can keep in touch
with past and current colleagues, which can be useful in today's ever-changing work environment.
You can also connect with new people when looking for potential business partners. While people
outside your personal network cannot view your full profile, they can still view a snapshot of your
education and work experience. They can also contact you using Linkedin's anonymous "InMail"
messaging service, which could lead to new job opportunities. Founded in December 2002 and then
launched in May 2003, LinkedIn is not just another social media platform. It differs from other social
networks as it focuses on people in professional capacity from the business, industry and public
sector. According to Samuel J. Tan in 2013, it is reported that as of January 2013, LinkedIn has over
200 millions of visitors from over 200 countries and territories.51

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Pinterest in Teaching

Fourth in the list is the Pinterest. Pinterest is a social networking website that allows you to
organize and share ideas with others. You can share your own content as well as things that other
Pinterest users have posted. Once you register for a free account, you can create your own "boards"
to organize your content. Examples of topics include recipes, home decor, photography, quotes, and
games. You can upload images and "pin" them to relevant boards. Other Pinterest users can browse
your boards and comment on individual items. Likewise, you can browse other users' boards and
"Like," "Repin," or comment on their pinned items. Similar to Twitter, Pinterest allows you to follow
other users. If you find another user's content to be especially interesting, you can click "Follow All"
to have all their boards show up in your account in real-time. If you only want to follow specific
boards, you can click "Follow next to each board you want to follow. Pinterest does not inform users
when you choose to unfollow them. Pinterest has taken the social media world by storm in the past
12 months. It's actually been around since 2008, when it was mainly used for sharing interests,
particularly arts and crafts. It was a great way to discover new interests and hone your skills by
looking at other people's boards and gaining inspiration.

Like Twitter and Facebook, Pinterest has fast become an essential social media tool for
colleges. Among the schools who are leading the way for Pinterest to become another great social
media tool for higher education include Skidmore College, Yale University, Minnesota State
University, Louisiana State University and even the University of the Philippines High School.52 They
often use Pinterest for marketing, recruiting, or just sharing fun pictures and information with
students.

The website BBC cites some of the functions of Pinterest:

1. Collaborate with other teachers using Pinterest.

Pinterest boards can be a great way to collaborate with other teachers. You can share ideas,
resources, videos, news articles, infographics and images. You don't have to be working in the
same school, or even the same country, to be able to work on the same collection of
resources.
2. Share resources with students.
Pinterest boa can be used to provide a structured list of resources for students writing about a
certain topic. Instructing your students to research on the web can lead them to distraction.
The web is too wide and there are many unreliable sources. Sometimes it would be good to
restrict what you want them to look at: you can create a board with all the information they
need so they can concentrate on writing, rather than searching through masses of
information.
3. Using Pinterest for group work.
Students can work together on a group project, putting together a board of ideas and
resources, working independently and pinning ideas onto the board to create a group collage.

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The teacher can then visit the board, leaving comments and feedback on the resources put
together.
The current generation of K-12 students has been “completely normalized by digital
technologies," and is accustomed to using new media not only to gather The current
generation of K-12 students has been completely normalized information but also to create
new things in new ways, according to a 2009 report published by the Massachusetts Institute
of Technology. Social networks and other digital technology can enrich the classroom
experience by connecting students with peers and experts around the globe.

REVIEW OF CONCEPTS

1. Social networking is one of the aspects of social media. By definition, it refers to the use of
internet-based social media programs to make connections with friends, family, classmates,
customers and clients. Social networking can be done for social purposes, business purposes
or both.
2. Facebook gives teachers, students, parents and other stakeholders of education something
of value by sharing knowledge and resources.
3. In the 21st century teaching-learning, collaboration plays a vital role. Students, educational
professionals, and even parents can get together for collaboration and discussion through
Facebook.
4. Wayan Vota says that Facebook is an effective tool for school since it is a compelling
platform to encourage language development, interpersonal communication, group
collaboration, and of course, ICT skills improvement.
5. Using Twitter in the classroom is limited only by the educator's imagination. Teachers in the
know have learned that using Twitter in education can establish a nurturing classroom for
students of all ages.
6. Pinterest boards can be a great way to collaborate with other teachers. You can share ideas,
resources, videos, news articles, infographics and images.

SELF-EVALUATION

To fully understand today’s topic, answer the following questions below.

1. How does social media affect mental health?

2. What are the positives of using social media?

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3. How has COVID-19 affected social media and our educational system in the
Philippines?

4. Do you think that you will achieve better results if Social Media is integrated into
lessons?

5. What do you consider to be the main disadvantages of the use of Social Media in
school?

SURIGAO STATE COLLEGE OF TECHNOLOGY

SURIGAO CITY
ACTIVITY # 4

FULL NAME : DATE:

YEAR AND SECTION: ____________

Guidelines/Procedures:
1. Determine the lesson/s that will be covered by the activity.

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2. Students will talk about the activity in their write up.

REFERENCES:

Sicat, A.S. (2014). Emergent Technologies-based Teaching Strategies. Lorimar Publishing.

OTHER HIGHLY ENGAGING TEACHING

LESSON 5 ACTIVITIES (FUSION OF TRADITIONAL TEACHING
STRATEGIES AND EMERGENT TECHNOLOGIES

[Link]

INTRODUCTION
Technology has changed the world of teaching as we know it. However, despite
gifting schools with access to new resources, collaborative learning tools, and increased
flexibility, some teachers are still dubious about the benefits technology can deliver to the
classroom. Technology cannot, of course, replace teachers and despite the amount of

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time most pupils spend glued to a screen, years after leaving school to virtual learning
will never recreate the teacher-student bond. No former student has ever sent a heartfelt
letter to a computer thank it for going that extra mile to get them where they are today! But,
when it comes to the old education vs. modern education debate, is the conflict really
necessary?

The reality is that advancements in educational technology are not about

replacing teachers, or even traditional teaching methods. Instead, many of today’s
modern teaching methods are simply an evolution of older techniques.

OBJECTIVES

At the end of the lesson you are expected to:

1. Discuss the existence of integration between traditional teaching strategies and

emergent techonologies for a student’s learning in the classroom.
2. Analyze how technologies can be maximized in traditional teaching strategies inside
the classroom.
3. Conduct a reflection on the fusion between traditional teaching strategy and
emergent technology in the classroom through demo teaching.

PRETEST!!!

I. Before we move on to the next phase of the lesson for today, give at least five
examples of traditional teaching strategies used by teachers in teaching a
topic in class and then explain it conceptually.

Traditional Teaching
Descriptions
Strategies

1.

2.

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3.

4.

5.

LESSON PROPER
Pedagogical approaches evolve through time. Learning happens via traditional
teaching which is concerned with the teacher being the controller of the learning
environment. Power and responsibility are held by the teacher and they play the role of
instructor (in the form of lectures) and decision maker (in regards to curriculum content and
specific outcomes). They regard students as having 'knowledge holes' that need to be filled
with information. In short, the traditional teacher views that it is the teacher that causes learning
to occur according to Novak in 1998.

One of the common traditional teaching techniques is the use of lectures. Through
lectures, students discover many things about a particular topic. However, educational research
reveals that that the traditional teacher-centered lecture format alone is not highly effective to
help students accomplish learning outcomes. People learn best in interactive, student-centered
environments not based solely on a model of the instructor as a transmitter of knowledge.

Technologies are rapidly evolving and although there is evidence to suggest that education
lags behind in its adoption of new technologies for teaching and learning emerging technologies
will inevitably impact on education . Educators must then consider the mixture of traditional and
the emergent technologies in the delivery of relevant, timely and meaningful instruction among
the 21st century learners.

The fusion of traditional and emergent technologies applied in education assists in

engaging actively the students to the lesson, fellow students, teachers and even other members of
the society through the application of what they have learned in the classroom.

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Some of the examples of these activities include the combination of some of the time-tested
methods and strategies employed in education such as lecture, demonstration, problem-solving,
cooperative learning, partner as well as cooperative learning. Corpuz and Salandanan in has
emphazied that in planning any classroom activity or task, it must possess the following
characteristics: interactive, innovative, integrative, inquiry based, collaborative, constructivist,
varied experential, metacognitive and reflective.
REVIEW OF CONCEPTS

1. One of the common traditional teaching techniques is the use of lectures. Through lectures,
students discover many things about a particular topic. However, educational research
reveals that that the traditional teacher-centered lecture format alone is not highly effective
to help students accomplish learning outcomes.
2. People learn best in interactive, student-centered environments not based solely on a
model of the instructor as a transmitter of knowledge.
3. Technologies are rapidly evolving and although there is evidence to suggest that education
lags behind in its adoption of new technologies for teaching and learning emerging
technologies will inevitably impact on education .
4. Educators must then consider the mixture of traditional and the emergent technologies in
the delivery of relevant, timely and meaningful instruction among the 21st century learners.
5. The fusion of traditional and emergent technologies applied in education assists in engaging
actively the students to the lesson, fellow students, teachers and even other members of the
society through the application of what they have learned in the classroom.

SELF-EVALUATION

To fully understand today’s topic, answer the following questions below.

1. How important is it to have a teacher’s integration of technology and teaching

strategies in the classroom?

2. How does the use of technology help teacher instruction during a pandemic?

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3. Why is it necessary to consider the mixture of traditional and emergent technologies

in the delivery of relevant, timely and meaningful instruction among 21st century
learners?

SURIGAO STATE COLLEGE OF TECHNOLOGY

SURIGAO CITY
ACTIVITY # 5
FULL NAME: DATE:
YEAR AND SECTION:

I. Instruction: Make a reflection on demo teaching of at least five hundred word.

Very Good Good Not so Good Not Good
Criteria Score
(10) (8) (6) (4)
The The ideas in There is a The
sequence of the logical organization
ideas paragraph organization is not good
throughout are well- but the and there is
the arranged, introduction no
paragraph is with and beginning
good, the appropriate conclusion are and no
Organizatio
introduction introduction not very proper
n
is effective and effective. conclusion.
and the conclusion.
conclusion
is strong
based on
the
evidence.
The link It is easier The Superficial
Depth between old to see the association of and without
Reflection knowledge old and new old and new linking old

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and knowledge. knowledge is and new

experience superficial and knowledge.
and new less visible.
knowledge
can be very
deep.
The use of Great but There are The
the Filipino there are many errors in sentence is
language is some sentence not well
very good, mistakes in structure, formed,
Use of there is sentence spelling and there are
Language nothing structure, punctuation. many
and wrong with spelling and spelling
Grammar grammar, punctuation. mistakes
spelling, and and
punctuation, punctuation
it has a rich is incorrect.
vocabulary.
The The There is The texts
paragraph is paragraph difficulty in are difficult
neatly order is comprehensio to read, the
Presentatio
written. good but not n when it paragraphs
n
neat. comes to are not neat
sentence and clean.
writing
REFERENCES:

Sicat, A.S. (2014). Emergent Technologies-based Teaching Strategies. Lorimar Publishing.

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