MODULE 1 Chapter 1: Teaching and Learning with Technology: An Introduction

If there is one thing that changed the world so. fast, it is TECHNOLOGY. While there
exists technology in the past as non-digital technology, the current digital technology has been
a factor that shrunk the world and made it flat. It has provided a new environment for learning,
new ways teachers teach and also the new ways of how learners learn. In the beginning, it has
created a divide between the digital natives and the digital immigrants. However, as the years
go by, such divide has become narrower and even blurred. This has led to the new educational
revolution in teaching and learning which has been triggered by technology and resulted to
better learning outcomes in the 21st century.

Lesson 1: ICT COMPETENCY STANDARDS FOR PHILIPPINE PRE-SERVICE TEACHER EDUCATION

ICT Competency Standards (CHED-UNESCO) as provided in the 2017, Policy, Standards and
Guidelines (PSG) for Pre-service Teacher Education
The program outcomes for teacher education degrees clearly state that every
future teacher: "demonstrate proficiency in the development and utilization of
Information, Communication and Technology (ICT) resources in promoting quality
teaching-learning process.

To ensure that the program outcomes related to ICT shall be achieved, competencies were
identified to be developed by every pre-service teacher (CHED UNESCO, Bangkok, 2009.)
The ICT Competency Standards is made up of seven domains. Each domain has
a set of competencies. The competencies are expressed in desired learning outcomes.
Becoming proficient in the different competencies will enable you to handle learners
of the 21s century in your future classroom.

ICT Competency Standards for Pre-service Teachers

Domain 1: Understanding ICT in Education

1.1. Demonstrate awareness of policies affecting ICT in education
1.2. Comply with ICT policies as they affect teaching-learning
1.3. Contextualize ICT policies to the learning environment
Domain 2: Curriculum and Assessment
1.1. Demonstrate understanding of concepts, principles and theories of ICT systems
as they apply to teaching-learning
1.2. Evaluate digital and non-digital learning resources in response to student's
diverse needs
1.3. Develop digital learning resources to enhance teaching-learning
1.4. Use ICT tools to develop 21" century skills: information media and technology
skills, learning and innovation skills, career skills and effective communication skills
Domain 3: Pedagogy
1.1. Apply relevant technology tools for classroom activities
1.2. Use ICT knowledge to solve complex problems and support student
collaborative activities
1.3. Model collaborative knowledge construction in face to face and virtual
environments
 Domain 4: Technology Tools
4.1. Demonstrate competence in the technical operations of technology tools and
systems as they apply to teaching and learning
4.2. Use technology tools to create new learning opportunities to support
community of learners
4.3. Demonstrate proficiency in the use of technology tools to support teaching and
learning
Domain 5: Organization and Administration
5.1. Manage technology-assisted instruction in an inclusive classroom environment
5.2. Exhibit leadership in shared decision-making using technology tools
Domain 6: Teacher Professional Learning
6.1. Explore existing and emerging technology to acquire additional content and
pedagogical knowledge
6.2. Utilize technology tools in creating communities of practice
6.3. Collaborate with peers, colleagues and stakeholders to access information in
support of professional learning
Domain 7: Teacher Disposition
7.1. Demonstrate social, ethical, and legal responsibility in the use of technology
tools and resources
7.2. Show positive attitude towards the use of technology tools

Likewise, the Department of Education issued Department of Education Order 42, s.

2017 mandating the use of the Philippine Professional Standard for Teachers (PPST) to start
with the Beginning Teachers who are the fresh graduates from the teacher education program.
The document includes: Show skills in the positive use of ICT to facilitate teaching and learning
and Show skills in the selection, development and use of the variety of teaching learning
resources including ICT to address learning goals.
These competency standards to learn and master will assure the 21st century
learners in your class of a more enjoyable, creative, innovative ways in teaching and
learning.

ISTE National Educational Technology Standards for Teachers (NETS* T)

An international organization for educational technology called International Society
for Technology in Education (ISTE), established standards for both teachers and students.
These standards were also referred to in the development of the Philippine ICT Competency
standards which include the following:

Standard 1: Technology Operations and Concepts

This means that teachers demonstrate a sound understanding of technology
operations and concepts.

Standard 2: Planning and Designing Learning Environment and Experiences

This standard implies that teachers utilize the use of technology to plan and
design effective learning environments and experiences.
Standard 3: Teaching, Learning and Curriculum
Teachers should be mindful that in the implementation of curriculum plan,
they must include strategies for applying technology to maximize student
learning

Standard 4: Assessment and Evaluation

Teachers apply technology to facilitate a variety of effective assessment
and evaluation strategies to collect and analyze data, interpret results, and
communicate findings to improve instructional practice and maximize
student learning.

Standard 5: Productivity and Professional Practice

Teachers use technology to engage in on-going professional development
and lifelong learning in support of student learning, increase productivity
and to build community of learners.

Standard 6: Social, Ethical, Legal and Human Issues

Teachers understand the social, ethical, legal and human issues surrounding
the use of technology in support of student learning who come from diverse
background, affirm diversity, promote safe and healthy use of technology
resources and facilitate access to technology resources for all students.

Likewise, ISTE also developed standards needed for students. These standards
will be used as a guide by teachers to plan technology-based activities in which
students achieve success in learning, communication and life skills.

ISTE National Educational Technology Standards For Students (NETS* S)

From how technology teachers facilitate learners, outcomes of student learning

should indicate that the following standards have been complied with.

Standard 1: Creativity and Innovation

This standard will produce students who demonstrate creative thinking,
construct knowledge, develop innovative products and processes using
technology from existing knowledge.

Standard 2: Communication and Collaboration

This standard requires students to use digital media and environments to
communicate and work collaboratively to support individual learning and
contribute to the learning of others. This includes the use of variety of media
and formats for global awareness with learners from other cultures.

Standard 3: Research and Information Fluency

Students are expected to apply digital tools to gather, evaluate and use
information and plan strategies for, inquiry. This standard expects the student
 to locate, organize, analyze, evaluate, synthesize and ethically use information
from a variety of sources and media.
Standard 4: Critical Thinking, Problem-Solving and Decision Making
This standard expects the students to use critical thinking skills to plan and
conduct research, manage projects, solve problems and make informed
decisions using appropriate digital tools.

Standard 5: Digital Citizenship

It is required by this standard that every technology student becomes a digital
citizen who demonstrates ethical and legal behavior, exemplified by the
practice of safe, legal and responsible use of information. Further, the student
exhibits positive attitude towards the support of technology for collaboration,
learning and productivity as a digital citizen.

Standard 6: Technology Operations and Concepts

Sound understanding of technology concepts, systems and operation is a
standard that students should comply with. They too, are expected to further
transfer current knowledge to learning of new technologies.

As pre-service teacher education students now, you will have to master the knowledge
and skills (Learning to Know) for the standards for students. However since you will become
teachers in the future, you should harness the same knowledge and skills to become (Learning
to Become) future teachers.

A. ISTE STANDARD for TEACHERS B. ISTE STANDARD for STUDENTS

1. Technology Operations and Concepts 1. Creativity and Innovation
2. Planning and Designing Learning 2. Communication and Collaboration
Environment and Experiences
3. Teaching, Learning and Curriculum 3. Research and Information Fluency
4. Assessment and Evaluation 4. Critical Thinking, Problem-Solving
&
Decision Making
5. Productivity and Professional 5. Digital Citizenship
Practice
6. Social, Ethical, Legal and Human 6. Technology Operations and
Issues Concepts

LESSON 2: UNDERSTANDING THE BASIC CONCEPTS IN ICT

Defining the Concepts and terms used in ICT

Let us explore various resources to have a clear understanding of this lesson. Let us
unpack some concepts and terms related to technology for teaching and learning. You can
further find more explanation in this book as you go along with your lessons or in other
references in the library or in the web.

Here are some terms and concepts that you need to know and understand.

1. Technology refers to a mix of process and product used in the application of

knowledge. It includes tools from pencil and paper to the latest electronic gadgets
and tools for practical tasks.
2. Information and Communication Technology Literacy or ICT Literacy is the use of
digital technology, communication tools and/or networks to access, manage,
integrate, evaluate, create and communicate information in order to function in a
knowledge society (Guro 21, 2011)
3. Educational Technology refers to the use of technology in teaching and learning.
Educational technology includes both the non-digital (flip charts, pictures, models,
etc.) and digital (electronic tools: hardware, software and connections, etc.).
4. Digital Literacy is the ability to find, evaluate, utilize, share and create contents
using information technologies and the Internet (Cornell University). According to
American Library Association (2018), digital literacy is the ability to use information
and communication, requiring both cognitive and technical skills
(hptts:// [Link]. downloaded 06- 03-18).
5. Digital learning is any type of learning that is accompanied by technology or by
instructional practice that makes effective use of technology. It encompasses, the
application of a. wide spectrum of practices which included blended or virtual
learning. It can come as online or off-line which utilizes digital technology.
6. On-line digital tools and apps use an Internet connection to access the information
needed. A common example is Skype. It is a telecommunication application
software product that specializes in providing video chat and voice calls between
computers, tablets, mobile devices via Internet and to regular telephones.
7. Off-line digital tools and apps can still be used even if there is no internet access.
Among these are Canary Learning, Pocket, Ever tone, iBook’s, KA LITE (Gupta,
Prinyaka, 2017) downloaded in edtech review (July 03, 2017).
8. Instructional technology is the theory and practice of design, development,
utilization, management, and evaluation of the processes and resources for
learning (Association for Educational Communications and Technology, Seels, B.B.
& Richey, P. C. 1994).
9. Software refers to program control instructions and accompanying documentation;
stored on disks or tapes when not being used in the computer. By extension, the
term refers to any audiovisual materials (Smaldino, 2005).
10. Multimedia is a sequential or simultaneous use of a variety of media formats in a
given presentation or self-study program (Smaldino, 2005).
11. Internet is a massive network of networks, a networking infrastructure. It connects
millions of computers together globally, forming a network in which any computer
can communicate with any other computer as long as they are connected to the
Internet. It is generally defined as a global network connecting millions of
computers ([Link]
12. World Wide Web (www) is also called the Web which is a graphical environment
on computer networks that allows you to access, view and. maintain
 documentations that can include text, data, sound and videos. (Smaldino, 2005). It
is a way of accessing information over the medium of the Internet. It is an
information sharing model that is built on top of the Internet.
13. Web access is the ability of the learner to access the Internet at any point during
the lesson in order to take advantage of the array of available education resources.
14. WebQuest is an inquiry-oriented lesson format in which most or all. information
that learners work with comes from the web. These can be created using various
programs, including simple word processing documents that include links to
websites.
15. Productivity tools refer to any type of software associated with computers and
related technologies that can be used as tools for personal, professional or
classroom productivity. Examples: Microsoft Office, Apple works word processing,
grade and record keeping, web page production, presentation) (KFIT-Unesco 2016)
16. Technology Tool is an instrument used for doing work. It can be anything that help
you accomplish your goal with the use of technology. These technology tools can
be classified as:
a. Data/Calculation tools. Examples: spreadsheets, Excels, Sketchpads, probability
constructor
b. Design tools. These are used to make models and designs, creating and
building. Included here are Family Tree Maker, GollyGee, and Crazy Machines
among others.
c. Discussion tools. There are 4 different approaches that utilize discussion and
interaction in the Internet. These are threaded discussion forum, Blogging, Live
chat and Video Teleconferencing, Netiquette and Safety on the Net
d. Email tools. Emails are great communication tools for sending messages,
photographs, videos and other files. It allows you to reach out to others around
the world. Examples are google mail, Ymail, Yahoo mail and many more.
e. Handheld devices. Handheld devices have become popular among learners.
These include Personal Digital Assistants, global positioning system, (GPS) and
geographic information system (GIS) in the classroom, Portable electronic
keyboards, Digital Cameras, Mobile phones, Palm, Handheld computers,

17. Webquest is a teacher structured research experience for the students that is
primarily based on use of the World Wide Web and typically takes one or more
instructional periods (Bender & Waller, 2011).
18. Blog is an online journal where posted information from both teachers and
students are arranged. There are three kinds of blogs: blogs used for
communication, blogs used for instruction, and blogs used for both (Ferriter &
Garry, 2010).
19. Wiki, an editable website usually with limited access, allows students to
collaboratively create and post written work or digital files, such as digital photos
or videos. Wikipedia is one of the most widely recognized of all the wikis (Watters,
2011).
20. Flipped classroom utilizes a reverse instructional delivery, where the teacher is
required to use the web resources as homework or out of class activity as initial
instruction of the lesson which will be discussed during class time.
 21. Podcast is a video or audio multi-media clip about a single topic typically in the
format of the radio talk show. The two basic functions of podcast are to retrieve
information and to disseminate information (Eash, 2006).
22. Google Apps is a cloud-based teaching tool which is stored in the Google server
and is available for students both at home and in school. It includes the gmail, a
free- email for all; Google calendar a tool used for organizational purposes; Google
sites that provide options for developing blogs and wikis; and Google docs is used
for sophisticated word processing and editing of the document.
23. Vlog is a video blog where each entry is posted as a video instead of the text.
24. Facebook is a popular social networking site used by students and adults
worldwide to present information on themselves and to the world.
25. VOIP (voice over internet protocol) is a category of hardware and software that
enables people to use the Internet as transmission medium for telephone calls by
sending voice data in packets using IP rather than traditional circuit transmission.

LESSON 3: ROLES OF TECHNOLOGY FOR TEACHING AND LEARNING

Are students of today interested to use technology in order to learn? Do teachers have the
skills to use technology to enhance their teaching? With the 4h Industrial Revolution, nobody
can deny the influence of technology in our lives. As future teachers of the 21st century, it is
high time that you prepare yourselves to integrate technology in your classrooms. Using
technology is a tool and a catalyst for change. What then are the roles of technology for
teaching and learning?

As teaching and learning go together, let us explore what would be the roles of technology
for teachers and teaching and for learners and learning. According to Stosic (2015), educational
technology has three domains:

1. Technology as a tutor. Together with the teacher, technology can support the teacher
to teach another person or technology when programmed by the teacher can be a
tutor on its own. The teacher will simply switch on or switch off radio programs,
television programs or play DVDs, or CDs that contain educational programs. There are
on-line tutorial educational programs, too.
2. Technology as a teaching tool. Like a tutor, technology is a teaching tool, but can never
replace a teacher. This is like the handyman, which is just there to be reached. Like any
other tool, it is being used to facilitate and lighten the work of the teacher. It will be
good if the teacher can also create or develop technology tools that are needed in the
classroom.
3. Technology as a learning tool. While the teacher utilizes technology as the tool for
teaching, likewise it is an effective tool for learning. As a learning tool, it makes learning
easy and effective. It can produce learning outcomes that call for technology-assisted
teaching. Even the teachers who are teaching can utilize similar tools for learning. As a
learning tool, it is very interesting that even the elderly use these tools for learning for
life.

A. For Teachers and Teaching

 There are numerous roles that technology plays in the job of teachers. As a
tool technology has opened wider avenues in management of resources and
management of learning. Likewise, it has modernized the teaching-learning
environment in schools. Here are some examples of the myriad of roles that
technology can do for teachers and teaching.

1. Technology provides enormous support to the teacher as the facilitator of

learning. It transforms a passive classroom to an active and interactive one, with
audio-visual aids, charts and models, smart classrooms, e-learning classrooms
which motivate and increase attention level of learners. Many of these can be
searched on the web.
2. Technology has modernized the teaching-learning environment. The teachers are
assisted and supplemented with appropriately structured instructional materials
for daily activities. There are varied available technology-driven resources which
can be utilized for remedial lesson or activities. Likewise, there are also a lot of
technology-driven resources that can be used for enrichment purposes. You may
search for the examples on the web.
3. Technology improves teaching-learning process and ways of teaching. This will
make the act of teaching more efficient and effective. There are arrays of teaching
methods and strategies that can use technology which are found compatible with
learning styles. The multiple intelligence theory of Howard Gardner tells us that
there is a genius in every child. This implies that there must be varied ways of
teaching as there are many varied ways of learning. All the learning styles can find
support from technology, so that teaching will be more effective and efficient.
4. Technology opens new fields in educational researches. The areas of teaching
testing and evaluation are enhanced by technologies for teaching and learning
Current educational researchers will no longer find difficulty in interpreting tests,
assessment, and other evaluation results. There are available programs that can
analyze and interpret results with speed and accuracy. Reference retrieval is also
hastened because many of the research materials are in digital form. Technology
has also provided access to big data that can be processed for problem solving and
inquiry.
5. Technology adds to the competence of teachers and inculcates scientific outlook.
Through the utilization of theories of learning and intelligence which are explained
in references uploaded in the net, the, teachers are encouraged to imbibe skills to
source this information with speed and accuracy.
6. Technology supports teacher professional development. With the demand of
continuing professional development for teachers, the availability of technology
provides alternative way of attending professional development online. For those
who are involved as providers of continuing professional development like trainers,
facilitators or organizers, they can level up or enhance their delivery systems with
the support of technology tools.
B. For Learners and Learning

1. Support learners to learn how to learn on their own. All teachers fully understand
that subject matter or content is a means to achieve the learning outcomes. There'
 are three categories of knowledge according to Egbert (2009): declarative
knowledge, structural knowledge, and procedural knowledge.

a. Declarative knowledge consists of the discrete pieces of information that

answers the questions what, who, when, and where. It is often learned
through memorization of facts, drills and practice. It can be learned by simple
mnemonics or conceptual maps. Declarative knowledge is the fundamental
knowledge necessary for students to achieve more complex higher order
thinking such as critical thinking and creativity, inquiry and production.
b. Structural knowledge consists of facts or pieces of declarative knowledge put
together to attain some form of meaning. An example of declarative
knowledge is pencil". The idea that evolved from a pencil is an understanding
that: "it is something used to write." This is referred to as structural
knowledge. It can be presented by concept maps, categorization or
classification.
c. Procedural knowledge is knowledge in action or the knowledge of how to do
something. It is based on facts but learned through the process of procedural
knowledge. Examples include how to drive a car, how to use a cell phone, or
how to speak English. Procedural knowledge is indicated by a performance task
or graphical representation of a concept.
The traditional sources of knowledge are printed books, modules and journals.
Other sources are primary sources such as information taken from research. However,
knowledge or content can be learned in many ways.
But how can technology support the learning of declarative, structural or
procedural knowledge?, To teach content, time is always an issue of teachers.
Oftentimes, we hear teachers say: "Too many things to teach, too little time to do."
Technology may be the answer, however the challenge is for teachers to use
technology to learn the technology first. As a facilitator of learning, the teacher can
guide the students to look for the resources and to utilized them appropriately. There
are varied programs that can be used by students off-line or on-line for students. What
should be necessary is that the students are engaged, the tasks should focus on
questions like how, why and which in addition to who, what, when and where.

2. Technology enhances learners’ communication skills through social interactions.

This is commonly described as the transmittal of information from one person to
another as single individual or groups of individuals According to Shirly (2003) in
Egbert (2009), there are three basic communication patterns:
a. Point to point two-way or one-to-one like Internet chat, phone Conversation or
even face-to-face conversation.
b. One-to-many outbound like a lecture, or television. There is no social
interaction.
c. Many-to-many like group discussion, buzz session, heads together. This kind of
interaction provides opportunities for social interaction.
Social interaction occurs in two ways where the participants ask for clarification, argue,
challenge each other and work towards common understanding. 'Social interaction through
communication occurs through technology (directly between two persons via email, a cell
phone or other communication technology). It can also occur around technology like students
discussing about a problem posed by a software program or with support of technology like
teachers and students interacting about the worksheet printed from a website. In all the three
modalities, communication occurs and technology is involved.
For this particular role, what are the benefits derived from technology supported
communication?

a. Enables any teacher to guide the learners virtually and making learning unlimited
because communication and social interaction go beyond a school day or a school
environment
b. Enhances students freedom to express and exchange ideas freely without the
snooping eyes of the teacher face to face
c. Enables learners to construct meaning from joint experiences between the two or
more participants in communication
d. Help learners solve problems from multiple sources since there is limitless sources
of information that the teacher can direct or refer to the learners
e. Teaches learners to communicate with politeness, taking turns in sending
information and giving appropriate feedback
f. Enhances collaboration by using communication strategies with wider
community and individuals in a borderless learning environment
g. Develops critical thinking, problem solving and creativity throughout the
communication

3. Technology upgrades learners higher-order-thinking skills: critical thinking,

problem solving and creativity
Twenty-first century learning requires the development of higher order
thinking skills. Technology has a great role to play in the development and
enhancement of these skills.

Critical thinking is part of the cluster of higher order thinking skills. It refers to the
ability to interpret, explain, analyze, evaluate, infer, and self-regulate in order to make
good decisions. With the use of technology, one will be able to evaluate the credibility
of the source, ask appropriate questions, become open-minded, defend a position on
an issue and draw conclusion with caution. All these competencies are covered by
Bloom's Taxonomy of Analysis, Synthesis and Evaluation.
Teachers play a significant role in supporting learners with technology. How?
As a role model, teachers should display and. practice critical thinking- processes,
so that the learners can imitate them. Here are some ways that teachers can do to
develop critical thinking.

a. Ask the right questions.

Most often teachers ask questions to find out if the students can simply repeat the
information from the lesson. Although these are necessary questions like what, who,
when and where, these do not develop critical thinking. Critical thinking questions
should ask for clarity, accuracy, precision, relevance, depth, breadth and logic.
Clarity: Here are some examples: Can you give examples of..
 Accuracy: What pieces of evidence support your claim?
Precision: Exactly how much.
Breadth: What do you think will the other group say about the issue?
b. Use critical thinking tasks with appropriate level of challenge.
Teachers should be mindful of the readiness of the students. Students who have higher
ability may find the task too easy, thus getting bored early, while those who have low
ability may find the task too difficult. Thus, there is a need to have activities that are
appropriate for the learners. These can be determined by interview, observations, and
other forms to determine the level of readiness.
What are some simple ways that teachers should do?
1. Vary the questions asked.
2. Introduce new technologies.
3. Modify the learners' grouping.
4. Modify the critical thinking task.
5. Encourage curiosity.
By nature learners are curious. They ask lots of questions all the time Why is the
sky blue? Why do I have to learn geometry? How do people choose what will they become
in the future? Can robots solve the problems of climate change? How?
These questions will lead to critical thinking, but some of these questions cannot
be answered by the teacher. The unanswered questions are avoided or answered
unsatisfactorily. Sometimes teachers shut down the question that curtails the first step in
critical thinking. The internet as a problem solving &and research tool can help find
answers to the questions.

Creativity is characterized as involving the ability to think flexibly, fluently,

originally, and elaborately (Guildford, 1986 & Torrance, 1974 in Egbert, 2009). Flexibly
means able to use many points of view while fluently means able to generate many ideas.
Originally implies being able to generate new ideas and elaborately means able to add
details. Creativity is not merely a set of technical skills, but it also involves feelings, beliefs,
knowledge and motivation.

Seven Creative Strategies (Osborn, 1963). These have been simplified into fewer
categories. To be creative, one can use any of these strategies.
1. Substitute Find something else to replace to do what it does.
2. Combine Blend two things that do not usually go together.
3. Adapt Look for other ways this can be used.
4. Modify/Magnify/ Minify - Make a change, enlarge, decrease.
5. Put to another use Find other uses.
6. Eliminate - Reduce, remove.
7. Reverse "Turn upside-down, inside out, front-side back.
All together, the strategies will be labelled as SCAMPER.
What should teacher do to support student creativity? Here are some suggestions:
1. Provide an enriched environment.
2. Teach creative thinking strategies.
 3. Allow learners to show what they can do.
4. Use creativity with technology.
Further, teachers can do the following to develop and enhance critical thinking,
problem solving and creativity. As a future teacher, try these suggestions.
1. Encourage students to find and use information from variety of sources both on-
line and off-line.
2. Assist students to compare information from different sources.
3. Allow student to reflect through different delivery modes like writing, speaking, or
drawing.
4. Use real experiences and material to draw tentative decisions
5. Involve students in creating and questioning assessment.
To do these, the teacher should see to it that right questions are asked, student's tasks
should be appropriate to the levels of challenge and curiosity is encouraged.
There are several critical thinking tools and technology software that can support
critical thinking skills. Some of these you will encounter in the next lessons.
1. Encourages digital production projects
2. Popularizes e-learning modalities
3. Enhances global awareness and citizenship
MODULE 2: ICT POLICIES AND ISSUES: IMPLICATIONS TO TEACHING AND LEARNING

Lesson 1: Policies and Issues on internet and implications to teaching and Learning
One way of enhancing and regulating the use of ICT is to formulate and implement
policies to guide appropriate decisions.

Definition of ICT Policy

The Oxford English Dictionary has defined "policy" as a course of action, adopted and
pursued by a government, party, ruler, statesman. It is any course of action adopted as
expedient or advantageous. Its operational definition of policy is a plan of action to guide
decisions and achieve outcomes.
Thus, ICT Policies are needed to put a roadmap or course of actions to be pursued and
adopted by various governments, organizations, entities involving ICT. These include principles
and guidelines in the use of ICT which cover three main areas: telecommunications
(telephone), broadcasting (radio and television) and Internet.

The New ICT Technologies

More recent technological innovations increased the reach and speed of
communications, which can be grouped into three categories:
1. Information Technology - includes the use of computers, which has become indispensable in
modern societies to process data and save time and effort. What are needed will be computer
hardware and peripherals, software and for the user, computer literacy.
2. Telecommunication technologies - include telephones (with fax) and the broadcasting of
radio and television often through satellites. Telephone system, radio and TV broadcasting are
needed in this category.
3. Networking technologies - The best known of networking technologies is Internet, but has
extended to mobile phone technology, Voice Over Internet Protocol (VoIP) satellite
communications and other forms of communications are still in their infancy. In addition to
Internet, this category also includes mobile telephone, cable, DSL, satellite and other
broadband connectivity.
The DICT Roadmap
In our country, the Department of Information and Communication Technology (DICT)
has formulated a roadmap to guide all agencies in the utilization, regulation and enhancement
of ICT. Each project has corresponding policy statements and guidelines.
The ICT for Education (ICT4E) is a program under the DICT that support all the efforts of
the education sector in incorporating the use of ICT as well as in determining and gaining
access to the infrastructure (hardware, software, ,telecommunications facilities and others)
which are necessary to use and deploy learning technologies at all levels of education. Among
the policy recommended programs that have applications to education teaching-learning are:
1. ICT in Education Masterplan for all levels, including a National Roadmap for Faculty
Development in ICT in Education. A National Framework Plan for ICTs in Basic
Education was developed.
2. Content and application development through the Open Content in Education
Initiative (OCE) which converts DepEd materials into interactive multi-media content,
develop applications used in schools, and conduct students and teachers competitions
to promote the development of education-related web content.
3. PheDNET, is a ""walled" garden that hosts educational learning and teaching
materials and applications for use by Filipno students, their parents and teachers. All
public high schools will be part of this network with only DepEd-approved multi-media
applications, materials and mirrored internet sites accessible from school's PCs.
4. Established Community eLearning Centers called eSkwela for out-of-school youth
(OSY) providing them with ICT-enhanced alternative education opportunities.
5. eQuality Program for tertiary education through partnerships with state universities
and colleges (SUCs) to improve quality of IT education and the use of ICT in education
in the country, particularly outside of Metro Manila.
6. Digital Media Arts Program which builds digital media skills for government using
Open Source technologies. Particular beneficiary agencies include the Philippine
Information Agency and the other government media organizations, the Cultural
Center of the Philippines, National Commission for Culture and Arts and other
governmment art agencies, State Universities and Colleges and local government units.
7. ICT skills strategic plan which develops an inter-agency approach to identifying
strategic and policy and program recommendations to address ICT skills demand-
supply type.
All the seven programs were guided by the roadmap that embeds policy statements
that relate to education specifically in the enhancement of human development for teaching
and learning.

SOME ISSUES ON ICT AND INTERNET POLICY AND REGULATIONS

Global lssues
Access and Civil Liberties are two sets of issues in ICT Policy which are crucial to the
modern society. The other concern is civil liberties which refer to human rights and freedom.
These include freedom of expression, the right to privacy, the right to communicate and
intellectual property rights.
 Access to the Use of Internet and ICT. Access means the possibility for everyone to use
the internet and other media. In richer countries, basic access to internet is almost available to
all with faster broadband connections. There are still countries where access to internet is still
a challenge.
Infringement to Civil Liberties or Human Rights. What are specific internet issues on
internet policy that have relationship to civil liberties or human rights? Let's study the examples
that follow.
Issue No. 1: Freedom of Expression and Censorship
Under international human rights conventions, all people are guaranteed the rights for
free expression. However, with the shift from communicating through letter, newspapers and
public meetings to electronic communications and on-line networking, a need to look into how
these new means modifies the understanding of freedom of expression and censorship.
The UN Universal Declaration, of Human Rights provides that everyone has the right to
freedom of thought, conscience and religion, likewise the right to freedom of opinion and
expression. However, there are practices that violate these provisions in the use of internet.

Some examples are the following:

1. Individual rights are given up in order to have access to electronic networks. 'Microsoft
Network's (MSN's contracts provide protection of individuals like "upload, or otherwise
make available files that contain images, photographs or other materials protected by
intellectual property laws, including but not limiting to copyright or trademark laws,
unless you own or control the rights thereto 'or have received all necessary consents to
do the same." However Microsoft reserves the rights, in its sole discretion, to
terminate access to any or all MSN sites or services.

2. Censorship restricts the transmission of information by blocking it or filtering the

information. Blocking is preventing access to whole areas of internet based upon the
"blacklist" of certain Internet address, location or email addresses while filtering is
sifting the packets of data or messages as they move across computer networks and
eliminating those considered "undesirable" materials. The selection of sites that are
blocked or filtered has been considered as an issue.
Warning !!!!
"When you are surfing the web, you may think you are anonymous, but there are
various ways that information about you or your activities can be collected without
your consent.”

3. Defamation actions may be used to silence critics. This action deters the freedom of
expression.

Issue No. 2: Privacy and Security

Privacy policies are an issue. Most commercial sites have a privacy policy. When
someone uses a site and clicks "I agree" button, it is as if you have turned over private
information to any authority that may access it.
There are several types of privacy as shown by the following examples:
1. For most, privacy means "personal privacy" the right of individuals not to have their
home, private life or personal life interfered with.
 2. Privacy of communication refers to the protection from interference with
communication over the phone or internet. Respect for privacy of communications is
an essential prerequisite for the maintenance of human relationship via technological
communications media.
3. Information privacy is related to the use of computers and communications system
which can hold and process information about large numbers of people at a high
speed. It is important to ensure that information will only be used for purposes for
which it was gathered and will not be disclosed to others without consent of the
individuals.

Issue No. 3: Surveillance and Data Retention

The use of electronic communications has enhanced the development of indirect
surveillance. In the indirect surveillance, there is no direct contact between the agent and the
subject of surveillance, but evidence of activities can be traced. The new and powerful form of
indirect surveillance is dataveillance. Dataveillance is the use of personal information to
monitor a person's activities while data retention is the storage and use of information from
communication systems.
There is very little that can be done to prevent surveillance. What can be done is to
change the methods of working to make surveillance difficult. This Is called "counter
surveillance" or "information security" if it refers to computers and electronic communication.

Issue No. 4: E-pollutants from E-waste

Large amount of e-waste is generated by ICT. These are in particular, terminal
equipment used for computing (PCs, laptops), broadcasting (television and radio sets),
telephony (fixed and mobile phones), and peripherals (fax machines, printers and scanners).
The accumulated e-waste is due to rapid turnover of equipment due to rapid
improvement of software. While material waste can be destroyed by crushing, toxic material
brought about by the different equipment requires utmost management. The quantities of e-
waste are increasing in both developed and developing countries. A very dismal state is that
there is a significant amount of electronic waste that has been shipped from industrial
countries to developing countries, using less environmentally-responsible procedure.
Remedies include standardization and regulatory measures to increase the life cycle of
equipment before they become obsolete. Efficient extraction of toxic components and
requiring the recycling by both consumers and equipment vendors are selling must be
required.
If not controlled then, e-waste will tremendously affect climate change, damage
human lives, and overload the capacity of the earth in carrying solid waste.

Implications to Teaching and Learning

How do the policy guidelines, projects and issues relate to the teaching and learning?
There are great implications of this lesson to both the teachers who are teaching and
the learners who are learning. A few of these are as follows:

For the Teachers and Teaching

1. Guide the teachers on what they should teach that relate to ICT, and how to teach it.
Since ICT development comes so rapid and fast, teachers might be overwhelmed by its
rapid speed. Temperance in its use is a caution that should be looked at.
 2. Technology should never replace any human teacher. The tools are support
instructional materials for the teachers which are available for use. The teacher should
learn how to appropriately use them: The human touch of the teacher is still a vital
component in teaching. Teachers should always be reminded that there are always
limitations in the use of the different gadget and tools.
3. There are rules and regulations that govern the use of technology. Caution should be
observed to protect individual privacy. As teachers, you must be aware that the use of
technology may jeopardize your privacy and security.
4. All the issues and many more shall be part of the teaching content as each teacher
will be encouraged to use technology in teaching.

For the Learners and Learning

The learners of the 21st Century are even more advanced than some of the teachers.
However, learners still need guidance on how to use, regulate technology use. As there are
positive and negative effects of technology learners should know the difference.
Learners should not only know the benefits of technology use, but they should also
know how they can be protected from hazards that technology brings to their lives.
Learners should take advantage of the potential of learning support they can derive
such as the development of higher order thinking skills, the development of learning
communities through collaboration, the enhancement of skills to manage the vast resources as
21s century learners and many more.
Both the teachers and learners should be mindful of the e-waste that are being thrown
away to the land and to the atmosphere. Thus, safety in the use of technology shall be
presented in the next lesson.

Lesson 2: Safety issues on the Use of ICT including e-Safety Rules

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Using technology is not a risk by itself, but how it is used will be vulnerable to risks.
When improperly used, it will pose danger to the users in school and at home. What are the
safety issues that are needed [Link] addressed by safety policy and guidelines? As future
teachers, do you need to know all of these?

Explore
Some Risks in the Use of ICT and e-Networking
Technology is a phenomenon that seems to be uncontrollable. Despite the so many
benefits for teaching and learning, there are also negative effects or influence on the learners.
Hence as future teachers you have to be aware of how to safeguard learners in the school
communities where they spend most of their waking hours and also in their homes or facilities
that provide opportunities to use digital technologies like Internet Cafes. Safeguard and
protection should be the primordial role of parents, teachers and schools. There are so many
risks that we have to be aware of in the use of digital technologies. These may include the
following:
1. Exposure to inappropriate content, including on-line pornography, extremism
(exposure to violence associated with racist language);
2. Lifestyle websites like self-harms and suicide sites, and hate sites;
3. Cyber-bullying in all forms, receiving sexually explicit images or messages;
 4. Privacy issues including disclosure of personal information;
5. Health and well being (amount of time spent on-line, internet gaming and many
more;
6. Prolonged exposure to on-line technologies, particularly at an early age;
7. Addiction to gambling and gaming;
8. Theft and fraud from activities such as phishing;
9. Viruses, Trojans, spyware and other malware; and
10. Social pressure to maintain online networks via texting and social networking sites.

Minor Misuse of ICT

In school, some minor misuse made by learners include the following:
 Copying information into assignment and failing to acknowledge the source
(plagiarism and copyright infringement)
 Downloading materials not relevant to their studies
 Misconduct associated with subject logins, such as using someone else's password
 Leaving a mobile phone turned on during class period
 Unauthorized taking of pictures or images with mobile phone camera, still or
moving
e-Safety
With all of the above concerns and many more, how do we confront all of these so as
to protect our future generation?
e-safety takes care not only of internet technologies but also of electronic
communications via mobile phones, games consoles and wireless technology: It highlights the
need to educate children and young people about the benefits, risks and responsibilities of
using information technology. Here are some issues of e-safety:
 e-safety helps safeguard children and young people in the digital world;
 e-safety emphasizes learning to understand and new technologies in a positive
way;
 e-safety educates children about the risks as well as the benefits so'we can feel
confident online; and
 e-safety supports young learners and adults to develop safer online behaviors,
both in and out of school.

Network Management
1. Safety in the Use of Network in Schools
1.1. Make clear that no one should log on as another user.
1.2. Require all users to always log off when they have finished working.
1.3. Maintain equipment to ensure health and safety.
1.4. Provide students with access to content' and resources through guided e-
learning.
1.5. Set up a clear disaster recovery system in place for critical data that include secure,
remote back up of critical data.
1.6. Secure wireless network to appropriate standards suitable for educational use.
1.7. Install all computer equipment professionally and meet health and safety
standards.
 1.8. Review the school ICT system regularly with regard to health and safety and
security.

2. Password Policy
2.1 Only authorized users will have individual passwords. Users are not permitted to
disclose their passwords unless they got permission from the owner or from the
management. The equipment that keeps the personal information shall be locked
when unattended to prevent unauthorized access.
Computers should be set to a time out if they become unused for a certain period of
time.

3. Personal mobile phones and mobile devices

3.1 All mobile phones shall be kept away in a box away from the children or learners
and access is only allowed at breaktime or at the end of classes or when needed during
the class period.

4. Cameras
4.1. Taking pictures only from parents or caregivers and not from any other family
member or friend while the child attends class.
4.2. Any picture taken of children shall be on cameras solely for the purpose.

Setting Up An Educational Technology Room

Schools that plan to dedicate a room where the students can access technologies for
leaning should include the following basic safety rules:
1. Provide tiltable tables. These tables can be tilted and adjusted to the height of the
users.
2. Provide anti-glare screen filters.
3. Provide adjustable chairs.
4. Provide foot support.
5. Make sure lighting is suitable.
6. Make sure work stations are not cramped.
7. Plan work at a computer so that there are frequent breaks.
More specifically safety rules that can reduce risk of accidents in the working stations
should include:
1. No trailing wires across or around the room which people can trip on.
2. Electrical sockets should not be overloaded.
3. Electrical equipment should be safety-tested at least once a year.
4 There should be adequate space around desk for people to move.
5. Bags and obstacles should be stored out of the way.
6. Food and drinks should not be placed near machines.
7. Heating and ventilation should be suitable for the working environment.
8. Fire extinguishers should be available.
9. Fire exits should be clearly marked and free from clutter.
 There are more issues, policies and rules. What have been presented in the lesson may
be the minimum that you should learn. As you explore some more and engage in the different
aspects of Technology for Teaching and Learning, you will find more details.

MODULE 3: NON-DIGITAL AND DIGITAL SKILLS AND TOOLS IN DELIVERING

TECHNOLOGY-ENHANCED LESSONS

Teaching becomes rewarding when learners get the most from instruction as
manifested in their performance. An important element in engaging learners is when the
strategy used in delivering the lesson uses an instructional material. When properly and
appropriately used, it can spice up a classroom activity.
These instructional materials may come in varied forms. One group refers to the
conventional and non-digital tools. A classroom will always need a chalkboard or a writing
board that may come in varied forms and shapes. Bulletin boards, flip charts, dioramas,
puppets, terrarium, and the like, will always find their significance in any classroom. However,
nowadays, lessons can be made more relevant and engaging for learners as digital tools are
integrated.
This module will present both non-digital and digital tools. Explore the possibilities of
learning about these tools and how to effectively integrate them in instruction.

Lesson 1: Development and Use of Non-Digital or Conventional Materials

Excite
Teachers need instructional materials to enhance teaching and learning. Instructional
materials are defined as print and non-print items that are rested to impact information to
students in the educational process (Effiong & Igiri, 2015). Examples of instructional materials
are drawings, kits, textbooks, posters, magazines, flip chart, newspapers, diorama, pictures,
recording videos and the like.
Roles of Instructional materials in teaching and learning are the following:
1) They promote meaningful communications and effective learning;
2) They ensure better retention, thus making learning more permanent;
3) They help to overcome the limited classroom by making the inaccessible
accessible;
4) They provide a common experience upon which late learning can be developed and
5) They encourage participation especially if students are allowed to manipulate materials
used (Brown et al., Effiong & Igiri, 2015).
Explore
Instructional materials are the supplementary materials, which help the teacher make
his/her presentation concrete, effective, interesting, meaningful and inspiring. In any teaching
and learning process, instructional materials play a vital role of providing sensory experiences
to the learners. The primary aim of teaching materials is to provide the teachers the layout of
the way for teaching in the classroom.
It is important to understand how to develop instructional materials. Instructional
materials refer to any preexisting materials that are being incorporated, as well as to those that
will be specifically developed for the objectives (Haigler, 2014). Following are the factors to
consider in developing instructional materials:
 1. Develop a story board and working outline based on the subject
goals and objectives.
2. Identify existing institutional resources including materials and teacher’s
capability.
3. The teacher may research off the shelf materials that have been developed by
others to determine if their approach could be useful.
4. Explore the possibility of adapting concepts of other teachers without
infringing on anyone’s copy protected design.
5. Modify existing materials based on the objectives of the lesson
6. If the instructional materials are effective, you can share them with
other teachers.
7. The teacher developer can also sell her/his available materials.

Instructional materials are a great help in stimulating and facilitating the learning of the
learners. According to Wright (1976:1) as cited in Cakir (2006) many media and many styles of
visual presentation are useful to the language learner. All audio-visual materials have positive
contributions to language learning as long as they are used at the right time, in the right place.
In the teaching and learning process, learners use their eyes as well as their ears; but their eyes
are basic in learning.
1. Diorama
It will make the classroom to be creative and innovative. It is a fun way to build
an exciting scene in a small space. It is a small scenes created of layers of materials, all
depicting a similar concept or theme. They usually display a historical time
period, a nature scene, or a fictional situation. In developing diorama, you will:
1) Choose a concept or theme
2) Research the subject
3) Make a rough sketch of your ideal diorama
4) Make a list of the items you’ll need and gather your supplies
5) Select a container or box

2. Nature Table
This is a table that contains objects and/or scenes related to the current
season, or upcoming festival or a symbol of an ecosystem. Children love to follow the
natural changes that the world offers each month and classroom decorations reflect
these
3. Writing Board
A writing board can display information written with chalk (chalkboard
or blackboard) or whiteboard. Although there are usually more effective methods of
transmitting information, the writing board is still the most commonly used visual aid.
Suggestions on Using the Writing Board:
1) Keep the board clean.
2) Use chalk or pens that contrast with the background of the board so the students can
see the information clearly.
3) Make text and drawings large enough to be seen from the back of the room.
4) Prepare complex drawings in advance (if very complex, an overhead
transparency or 35 mm slide may be preferable).
4) Underline headings and important or unfamiliar words for emphasis.
 5) Do not talk while facing the board.
6) Do not block the students’ views of the board; stand aside when writing or drawing is
completed.
7) Allow sufficient time for students to copy the information from the board.

4. Flip Chart
It is a large or pad of paper, usually on a tripod or stand.
Suggestions on Using Flip Chart:
1) Use wide-tipped pens or markers; markers with narrow tips produce
printing that is difficult to read.
2) Print in block letters that are large enough to be read easily from the back of
the room.
3) Use different colored pens to provide contrast; this makes the pages
4) visually attractive and easier to read.
5) Use headings, boxes, cartoons and borders to improve the appearance of the
page.
6) Use bullets () to delineate items on the page.
7) Leave plenty of “white space” and avoid putting too much information on one
page. (crowded and poorly arranged information is distracting and difficult to
read).
8) When pages are prepared in advance, use every other page. If every page is
used, colors will show through and make text difficult to read.
9) Have masking tape available to put pages up around the room during
brainstorming and problem-solving activities.
10) To hide a portion of the page, fold up the lower portion of the page and tape it.
When ready to reveal the information, remove the tape and let the page drop.
11) Face the student, not the flipchart while talking.

5. Zigzag Board
It is a multi-board series of three or four rectangular boards. They are joined
together along the sides by hinges so that they can be easily folded up and carried.
Each board can be of a different type, for example, a whiteboard, a chalkboard, a
flannel board and so on. The size of the boards for the zigzag multi-board depends on
what you want to use them for.

6. Wall Display
Displaying items on a classroom wall is a well-known, tried and tested
educational method. A wall display is a collection of many different types of items and
materials put up on a wall to make an interesting and informative display. In a
classroom, the display can consist of the students’ own work. In
development work it can be used to convey information to the community.

7. Rope and Pole Display Board

This board is consists of two parallel, horizontal poles and tied loosely together
with rope. Visual aids such as posters can be pinned to the rope. This kind of display
board is invaluable where there are few solid walls for displaying
 information. It has no solid backing and can be made quickly for teaching, training and
when working with communities.

Guidelines when designing conventional instructional materials:

1) Unity – use only one idea for each visual aid and include a headline.
2) Simplicity – make ideas and relationships simple and easy to recall. Avoid
cluttering a visual with too many word, numbers, or graphics. The audience
should be able to grasp the concept in 10 to 15 seconds.
3) Legibility – make letters big and readable for all in the audience.
4) Consistency – use the same type style and art style.
5) Clarity – avoid type that is too small to read; avoid all caps.
6) Quality – Make it neat and professional, and remember to proofread.

LESSON 2: SELECT AND USE ICT TOOLS FOR TEACHING AND LEARNING
The current systems employ technologies by integrating ICT tools and applications in
education and in instruction. ICT stands for information and Communications Technology. This
refers to various tools and devices or gadgets used in communicating, disseminating, creating,
storing and managing information. It is important that learners understand how to use these
tools in helping them learn.
A great part of learning is working on information and using it to create something that
can be useful and edifying for humanity. Since the intention of education is to make
learners become useful and productive citizens, the use of ICT tools can provide a lot of
possibilities on how learners can do something with what they know. Teachers can therefore
employ ICT tools in their ways of engaging learners by communicating, disseminating
and managing information. This direction of integrating ICT tools will reveal the usefulness
of employing ICT tools in a wider range of the teaching and learning process.
It is not necessarily the presence of advanced technology or the use of ICT tools that
can ensure the success in engaging learners, but it still remains that the effective use of ICT
tools depends on how the teacher will use them. There is a variety of ICT tools from which to
choose. When employed appropriately, the potentials of their uses can have bearing on the
lesson and the learners’ engagement in the process of learning. In instruction the ICT tools can
be used in the presentation of the lesson, demonstrating a point or presenting a concept.
There are tools that can be used in providing practice or provide the chance to apply the skills
taught. Even when working as a team or a group, tools can be employed to facilitate the
accomplishment of the task during the class or even after beyond the face-to-face session.

Explore
Looking at the figure, ICT integration in education allows ease of processing of
information, effective accessibility to resources, easy sharing of resources, expression of
creativity and effective collaboration. All these are easily done using the gadget you have in
your pockets or backpacks.

A. Using Mobile Phone and the QR Code

 A QR code (quick response code) is a type of 2D bar code that is used to provide easy
access to information through a smartphone. It is a code that was created by a Japanese
corporation Denso-Wave in 1994. Effectively and efficiently connecting the physical world
with the electronic world, QR stands for “Quick Response”. It allows the readers to decode
the information at a high rate of speed. This is popular in Japan, and it is also used by
companies as they attach their QR code in their products. It usually gives a URL linking you
to a website or immediately provides salient information about the product.
You can easily read QR codes through a QR code scanner. Here’s all you need to do:
1. Have a mobile phone with a camera.
2. Using the mobile phone, download from Play store or App Store the QR
Code Reader/Scanner application. Choose an appropriate QR code reader for your
operating system whether IOS or Android. Once installed in your gadget, you can
use it to read the codes
3. Focus your camera on the QR code. Click it and the message will be revealed to
you.

How To Make A QR Code

Step 1: Be online
Step 2: Search for a QR Code generator and ensure that you read the information
about the application. This is important to ensure your safety on the internet. There
are tons of QR code generators but a few of the most popular include KAYWA,
[Link], Visualead and QR Stuff. There are many FREE applications online and
therefore you can take this chance to use them.
Step 3: Once you have identified your free online QR Code Generator, you can
now encode the text or the information that you want.
Step 4: Run it and save it as a jpeg file. Now, you have successfully created your
own code which you can download.
Step 5: Test the QR code using QR Code reader or scanner.

Ten Interesting Ways to Integrate QR Codes in your Teaching

Create Interactive and Engaging Content Scavenger Hunt
You can enrich the content you teach in Create an interactive classroom activity such as the
a class by using QR Codes that link to other Scavenger Hunt by using QR codes that provide
readings and resources. You can link to a pdf, a direction or instructions resulting in better learner
video presentation, a website, a document, or engagement.
an audio file among others.

Share Resources Enhance Classroom Library

Learners can use QR codes to share Create QR codes of students’ brief write-ups about
educational resources with each other (e.g. why they enjoy their book and put them right in
lecture notes, web content, how-to-do videos) or on the books in the class library. Students can
use these QR codes to find out more about the
books

Use in classroom activities Gather students feedback

The QR code can be used in giving You can create surveys, polls, and forms using
instructions in class and pin them up inside google form and share them with students as QR
the classroom instead of providing them with codes which can be easily scanned and accessed.
 thick copies of printed materials giving
instruction on how to do an activity
Provide help with homework Research Project
A detailed instruction can be made into a QR Make students create QR codes linking other
code which students scan at home and use the resources and web content to their research work.
information to help them comply with their
assignments

Communicate with Parents or Provide Easy Access to Online Content

Partners Create QR codes with URLs for students to gain
You can share information to parents on easy access to online resources. Sometimes
school events or activities in school. You can when a long URL is given, learners may
also put it in a webpage for parents to get copy a broken URL version hence, resources
information or include it in newsletters, become inaccessible.
permission slips, etc. you can have them
printed as magnets and parents can get the
information. However, be sure to orient
the parents on how to use QR Codes.

B. Using Laptop and the Infographics

There is an apparent deluge of information around and access to these is made

easier through the internet. You are faced with one major question on how to best
interpret it all and put it into one cohesive information that is quick and clear to
read.
In the teaching and learning context, you may be faced with a challenging
topic given a short amount of time. How can you capture and deliver that
information simply and effectively while making it engaging and informative as well?
Infographics are an immediate answer to this situation. The infographic is another
interesting tool to use in instruction.
What is an Infographic? An infographic is a visual representation or an image such as a
diagram, chart or picture representing information or data. It is eye-catching and makes use of
a clear layout, attractive colors and hues, and caricatures that provide a cohesive presentation
of the information.
If it is used to make market products in the increasing visual world, then infographics
can also be employed in marketing information and ideas in the teaching and learning process.
One tool that can be used in creating infographics is Canva (http:://[Link])
is a tool that can be used in creating info graphics. It has several infographics template for
education. You can try out the free design elements and produce one just like a
professional infographic designer. You can start exploring this site and familiarize yourself with
its features.
There are many ways for which info graphics can be used:
1) To present survey data
Presenting statistical data such as from surveys can be overwhelming, Infographics can
be highly useful. Data are much easier to decode. They can be made easier and quicker to
understood if they are presented in an infographic.
2) To simplify a complex concept
Simplifying data is the core purpose of infographics. It is very effective in summarizing
key points or providing an overview of the lesson.
3) To explain how something functions
Using infographics, you can show the intricacy of how something complex works. It
can reveal the mechanics behind how an object works. Designers can create
infographics by showing the mechanics behind intricate objects, processes, concepts.
4) To compare
Presenting information by highlighting similarities and differences
through a visual parallel in an infographic can turn out more effective than sometimes
expressing it in words. It is easier to draw comparisons with the same information
neatly organized.

5) To present interesting facts

When information or facts are presented all in words, the use of infographics can bring
life. If done well, the infographics can transform information into visual image that can attract
and engage readers.
If there is a written text, the information may not stand out compared to when it is
presented in this format. Information written in snippets become understandable and more
appealing to the eye.

HOW TO MAKE YOUR INFOGRAPHICS:

You need the following:
1. You need to be online
2. Using the PC, laptop or mobile phone, search for Canva, Vismen or Venngage
3. Create or sign up an account if you still do not have one in order to design your
own infographics
4. Procedure:
Step 1: Choose the most suitable template for your use from the library
Step 2: You may use images from their file or upload your own pictures
Step 3: Make a cohesive layout containing correct and essential information
Step 4: You can choose a background and font styles.
Step 5: You may change the color of boxes and the text to suit your style
and add stunning filters to add flair.
Step 6: Save the image of the infographics.
Step 7: Share the infographic you have created.

C. Ipad/Tablet and the Online Bulletin Board

Creativity and collaboration are fun! A dull and boring bulletin board can be made
interesting when done online. Posts when done with themed backgrounds, stylish fonts and
varied colors become attractive to the learners. An online bulletin board is a way of presenting
ideas with a twist and interest with no cost at all. Here's
how:
Step 1: Search for [Link]
Step 2: Sign up or log-in using any of your social media account.
Step 3: If you want to make your own, click MAKE A PADLET.
a. You can choose Start with a Blank or Pick a Template.
b. Start making posts by clicking the + sign.
c. Make your posts as creative as you can by clicking Modify and selecting
your choice of color, font, theme, etc.
 d. You can now share your Padlet or online bulletin board to your friends. Click
Share and allow others to have access to it or you can share through the social
media account where others can view it.
Step 4: If you want to join someone's bulletin board, click JOIN A PADLET.
a. Enter in the dialog box the URL of the padlet you want to join.
b. Start posting on your friend's/classmate's padlet by clicking the + sign.
Lesson 3: Creating ePortfolio as a Technology Tool
In 21st century instruction where independent learning is encouraged, the
documentation of a personal learning journey is a must. Such documentation can
help the teacher monitor the process and assess the product of learning. Doing this
requires proper organization through a portfolio.

Explore
Portfolios are one good means of keeping things in order. In a semester work,
a learning portfolio is a collection of student work that exhibits students' effort,
progress, achievements and competencies gained during the course.
Portfolios may come in many forms. It can look like an album or scrapbook
or even a filer where the documents and evidences are kept. However, nowadays, it is possible
to have online portfolios by creating sites. This is also called the
ePortfolio or digital portfolio. This can be used as a digital archive that can contain the same
materials as a physical portfolio but can have more such as multimedia productions, relevant
online links or references, digital stories or video blogs, power point presentations,
photographs and other ICT materials. The ePortfolio can be private or can be published and
shared publicly to stakeholders like parents and friends.

1. Student ePortfolios can evaluate students' academic progress. They can inform the
teacher to adapt and use instructional strategies when pieces of evidence indicate
that they are either learning or not. In other word, the construction of the
ePortfolios should start from the beginning and should be an ongoing process.
They should not be reviewed only at the end of the term but navigated around and
provided feedback to let the students know how they are doing.

2. Monitoring students' progress can be highlighted in a portfolio. It may not only

contain finished products but also several versions on how the students improved
their work based on the feedback provided by mentors. Moreover, portfolios can
actually determine whether the students have transferred what they have learned
in new projects or other domains.

3. Portfolios document students' learning growth. They actually encourage the

students' sense of accountability for their own learning process. This may lead
them to see that the learning process is theirs and not anybody else's. This can
make learners reflect from where they have begun to how far they have
developed. When they make decisions on what or what not to include, they get
engaged in the process of creating their own voice in their portfolio.

Creating an Online Portfolio Using a Site

 There are many sites that can be used in creating an ePortfolio. One of
which is the google site. If you have a google account, you can start using the
available applications. You can also try weebly, or wix, among others.

Steps in constructing an ePortfolio

1. Enter your gmail account and look for Sites. If it is the first time that you have done
this, you need to read the directions.
2. You scroll down and read further until you see the icon for Sites.
3. When you click it, it will lead you to another section. This will let you create a site that
you can use as an ePortfolio.
4. Consider a good label or a title for your ePortfolio and prepare the texts, links,
multimedia outputs, images or jpeg files that you want to upload in the pages of the
ePortfolio.
5.
Parts of an ePortfolio
Just like a book, the ePortfolio has pages or sections. The organization can follow a
chronological order based on the activities that you go through, or you can have a thematic
arrangement. Whatever you choose, it will be a display of your organizational skills.

Home Page
The first section is the Home or your cover page. This is the first thing that your readers
will see. So, you need to introduce yourself and the objectives of your ePortfolio. Usually, there
are templates available, and each provides sections, you can add personal touches such as
images or a change of color themes.

Pages
The pages that you can add depend on how you would like to organize your ePortfolio.
What is important is that you need to construct your ePortfolio at the start of the class. In that
way, you can have a fresh start as you try to be conscious in documenting the activities and
learning that goes with each session.
When adding pages, click the icon and decide whether it will be parallel to your Home
Page or it will be under it. Just remember that when you have a template, there are particular
ways that the pages have been arranged. So, if you are starting, it would not be detrimental if
you conform to the template.

Reflections
A major element in a portfolio whether it is online or not, is the writing of the
reflection. It is thinking-aloud, a way of documenting what they are thinking. How students are
processing the input and the application of what they have learned into an activity or a project
need to be captured. With the pencil
and-paper test, the chance to get a piece of their insights or realizations may be nil unless the
teacher requires them to do so. However, with the portfolio, they can show the process of their
work. This can be easily monitored.
 Sometimes it is difficult to write a reflection and a structure can be helpful
There are many models that can be used as a guide in writing reflections. One is
the Gibb's reflective cycle model (1988).

Action Plan: If it
Description:
arose again, what
What happened?
would you do?

Conclusion: Feelings: What

What else could were you thinking
you have done? and feeling?

Analysis: What Evaluation: What

sense can you was good and bad
make of the about the
situation? experience?

Figure Gibb's Reflective Cycle Model (1988)

Gibb's reflective cycle has six stages.

Description. This initial phase in writing a reflection is very simple since you just need to
describe the activity or the experience to the reader can write a little about the
background on what you are reflecting about by including relevant and to-the-point
details.
Feelings. Learners are involved in learning and an activity or perhaps alesson can trigger
certain feelings. So at this point, you can consider and think about how you feel at that
time when you were doing the activity or having the experience. You need to discuss
your emotions honestly about the experience but not to forget that this is part of an
academic discourse.
Evaluation. When evaluating, discuss how well you think the activity [Link] how you
reacted to the task or situation and how others reacted. Was the experience a pleasant
one or otherwise? This is also a possible part where you can perhaps incorporate related
readings of other author's principles or theories.
Analysis. This part of the write up includes your analysis of what worked well and what
have facilitated it or what may have hindered it. You can also discuss related
literature that may have brought about your experience.
Conclusion. Now, you can write what you have learned from the experience or what you
could have done. If your experience is a good one, you can probably discuss how it can
be ensured or how you will further enhance a positive outcome. On the other hand, if
the experience is frustrating eliciting other negative feelings, perhaps you can discuss
how those can be avoided in happening as this leads to the next step - Action Plan.
Action Plan. At the end of your reflection, you write what action you need to take so that
you will improve the next time such as consult an expert for some advice or read a
book that will provide answers to your queries. You make plans on how you can
address what went wrong so that you can take the right step to succeed in achieving
the task. If you did well and feel good about it, then you can plan out how you can
further enhance a good work.

When showing examples of your work, you can upload word file, excel data,
pictures, jpeg or pdf files, power point presentations among others but, a brief
description explains the reason why the file in uploaded has to be written.
This will guide the readers as you also reflect on how relevant or significant the
material is to you.
What is great about writing a reflection is it allows you to embrace your own
learning and start taking accountability of it. After all, you owe it to yourself
and no matter what the teacher does inside the classroom, as a learner you can make
the decision whether you want to learn or not. With an ePortfolio, you try to
capture your personal journey of learning. (Adapted from: Gibbs, G. (1988) Learning by doing:
a guide to teaching and learning methods. Oxford: Further Education Unit.)

Administrating the ePortfolio

Before publishing your ePortfolio for the world to see your work, you can control who
can see your work. The icon for sharing the site can be managed by entering the email address
of the person with whom you want to share it.

Assessing an ePortfolio using a Rubric

Evaluating an e-Portfolio using a rubric, is a consistent application of learning
expectations, learning outcomes or standards. It should tell the students the link
between learning or what will be taught and the assessment or what will be evaluated. Rubrics
are simple and easy to understand. The items in the rubric should be
mutually exclusive.
Students can see connections between learning (what will be taught) and
assessment (what will be evaluated) by making the feedback they receive from
teachers clearer, more detailed, and more useful in terms of identifying and communicating
what students have learned or what they may still need to learn.

Lesson 4: Technology Collaborative Tools in the Digital World

The learners of this generation are a new kind of breed, and it is important that
teachers understand how to deal with them. They seem to thrive in collaborative learning.
They like to connect to the social networking sites. Creating and producing something are what
they prefer to do rather than become consumers of information inside the classroom. They like
to be mobile either physically or virtually as they traverse from point to point or site to site.
Apparently, they seem to be investing a huge amount of their time in a digital social
environment although they can be more self-directed in choosing what they want to learn,
how they want to learn and when they want to learn.
Technology as a Collaborative Tool

One way to engage students is to give them a challenge and a chance to work together.
An example is when you give them an issue to discuss which they can continue talking about
even if they are outside of the class. Students may continue the discussion and share
information or come up with an agreement by texting, emailing, chatting, or using the online
document. Once they have agreed, they can move to the next step of presenting their
agreements or resolutions to the whole class.
Normally in a regular classroom, teachers may have discouraged students from
conversing with classmates during individual work, but sometimes there are positive things
that can come out of it as students talk about the task assigned to them or as they work
themselves of a complicated task.
There are a lot of available tools and applications that can be used to work
collaboratively with others. Some of these are skype, wikis, blog, google form, web
conferencing, Realtimeboard, among others. You need to explore each application to be
familiar with the features.

1. Skype is a software application allowing you to do a videoconferencing for free. All you need
is to create an account and can be used for a video
meeting.

2. Wiki is a software that allows you to create a page or a selection of pages

designed to allow you to post or write, edit, or upload a link quickly. This is
good when students need to work together to complete a task even if they are
not physically together. A task such as writing a paper together, planning
a presentation or surveying ideas from team members can be managed by a
wikispace that efficiently allows one to document the contribution of each
member in the team. Work can be extended virtually and asynchronously.

3. Blogging In blogging, it is journaling your ideas to which others can

react allowing a thread of discussion to take place and which can be
used online. It is the abbreviation of weblog. It would help if you provided
direction when using a weblog.

a. Use weblog with a clear instructional objective. It is an opportunity

to explore the skill of communicating ideas. Like in a writing class, you can guide
students on how to design the whole blog or upload materials and support students in
developing critical communication.

b. Guidance on what and how to post will be needed. Teach the

students that the blogging is for educational purposes and is different from a personal
blog. Proper or formal language variety should be used. A writing prompt would help
to guide your students' posts.

c. With easy access to information, a major obligation is to teach the students to use
multiple sources and to cite them appropriately.
 d. Writing about your ideas is a personal act but it is important that you are taught to
make blogs personal without revealing too much of personal information such as
contact information and too personal pictures. When writing blogs, you write your
reflections but safeguarding yourself is also an important consideration. It may help if
you can look for very good examples of blogs. There are online and print publications
that review blogs, and you can use the information to guide you toward getting good
models.

4. Google Group or Google Form is an application that can be used in a

collaborative documentation of ideas contributed by members of the team. Having a google
account will come very handy and you can easily have access to a variety of applications.

Lesson 5: Digital Literacy Skills in the 21st Century

The 21st Century has redefined digital literacy. It has broadened its perspective to
include other aspects of the 21st context. These literacies include (1) Cyber Literacy
or Digital Literacy, (2) Media Literacy, (3) Arts and Creativity Literacy, (4) Financial
Literacy, (6) Multicultural Literacy or Global Understanding.
This lesson will focus on digital skills and digital literacy as a response to the
21st Century developments.
The millennial students are generally tech-savvy, digital natives. They practically know
how to go about a tablet, an ipad, smartphones or laptops better than anyone else. This
suggests their digital skills.
However, are all students digital literates?
Thinking on how to use the digital tools, accessing information, and exhibiting
ways of working in a globally competitive contexts, together with skills in living in the 21st
Century refer to the digital literacies.

What are digital literacies?

Digital literacies are the individual's capabilities to be able to effectively and
responsibly function and perform in a digital society. The term 'digital literacy' was
coined by Paul Gilster in 1997 and it came from the discussion of the concepts on (a)
visual literacy when images and non-verbal symbols try to capture the knowledge;
(b) technological literacy requiring one to be able to use technology in addressing a
need; (c) computer literacy, which in the 1980s started to become a household item
manipulated to achieve one's target; and (d) information literacy which refers to the
finding, evaluating, using and sharing of information.
In the teaching and learning context, digital literacy is an important competence.
In school, it has become a buzzword which refers to the ability to access, process,
understand, utilize, create media content using information technologies and the
internet (Hsieh, 2012). Study the varied digital literacies discussed below.

The Digital Literacies

 Media Literacy - is one's ability to critically read information or content and
utilize multimedia in creatively producing communications.
Information Literacy - is locating information from the web and interpreting
while evaluating its validity in order that it can be shared.
  ICT Literacy - is knowing how to select and use digital devices, applications or
services to accomplish tasks requiring the use of the internet.
 Communications and Collaboration - are one's capabilities in being able to
participate in the digital networks in the teaching and learning context.
 Identity Management - is being able to understand how to ensure safety and
security in managing online identity and foster a positive digital reputation.
 Learning Skills - are ways of knowing how to study and learn in a technology.
enriched environment, this is knowing how to utilize technology in addressing the need
to learn efficiently.
 Digital Scholarship - is being able to link and participate in professional and
ORL research practices.

One important component of digital literacy is having an in-depth understanding

of concepts requiring essential core skills. These core skills are known as the Cam
the 21" Century Skills

The Four Cs of the 21" Century Skills

The four C's of the 21st Century Skills refer to critical thinking, creativity
communication, and collaboration. To perform well in this century, you need to develop and
enhance these skills namely creativity, critical thinking, communication and collaboration. All
these 21st century skills are essentials for students to do well in school and succeed in the
workplace.
1. Critical thinking is learning how to solve problems. It teaches students not to
accept immediately claims without seeking the truth. It is the ability to differentiate
facts from opinions and not only just learn a set of facts or figures but also discover
these for the sake of knowing what ought to be.
2. Creativity requires students to think out of the box and to take pride in what is
uniquely theirs. It means that they will be able to look at a problem
perspectives-including from multiple can propose multiple possibilities
and alternatives to address a problem and they need to take calculated risks. Creativity
encourages students to think beyond the expectations of conventions, However,
creativity may not ensure success all the time, but it may lead to another direction that
can be a better way of figuring out how to solve the problem those that others may not
see.
3. Communication makes students express their ideas in the clearest and
organized manner. Through varied modes face-to-face, technologically mediated or a
blended medium, they need to know how to efficiently and clearly convey ideas.
4. Collaboration happens when students know how to work well with others to
accomplish a given task or solve a problem at hand. This is a 21st essential. When
students are made to work with others in a pair or in a team, they are given the chance
to practice how to relate with others. They may be working with classmates they do
not really prefer to work with but with guidance, you can teach them to tap on the
capabilities of each member of the team and collaboratively achieve the goal.
Eventually when they leave school, they will see the need to know how to collaborate
with others for them to accomplish a job, and you have prepared them for it. In other
 words, collaboration teaches students that groups can create something bigger and
better than you can on your own.

In addition to the 4C's, there are Citizenship and Character. Citizenship is

known as netizenship in the virtual world. This is making the person consider how one
behaves accordingly by observing the norms and rules that are in accordance with
what are sociably and virtually acceptable. As a result, one is projecting a reputable
digital identity which is his or her character.

Digital Literacy Skills vs. Digital Literacy

Digital Literacy Skills are required in the wired world. These skills vary from texts to
images to multimedia. Future teachers who will be handling students considered as tech savvy
should equip themselves with competencies and fluencies
needed to handle the fast-emerging tools and applications that should be able to handle even
artificial intelligences.

Lynch (2017) identified eight digital literacy skills needed to become digitally
literate. These are:

1. Coding. Coding is a universal language. Basic understanding of HTML, CSS

and the like will create a shared understanding of what can be done with the
web pages.

2. Collaboration. The use of Google Docs among others allows student to begin
experimenting with effective online collaboration.

3. Cloud software. - This is essential part of document management. The cloud

is used to store everything from photos to research projects, to term papers
and even music.

4. Word Processing Software. - Google, Microsoft Online Drop Box are available
for storage and management solutions.

5. Screencasting. A screencast is a video recording using the computer screen,

and usually includes an audio. On the other hand, when you take a picture on
the screen of your computer, it is called a Printscreen. Both I can be used in
explaining topics as well as providing a visual support to clarify what you are
thinking. While the printscreen is a picture, the video screen capture which is a
great way to share ideas and is easy to use for novice video creator.

6. Personal Archiving. Students should be taught the concepts of meta- data,

tagging, keywords and categories to make them aware how are they
represented online.

7. Information evaluation. Critical thinking to weed out fake news is a crucial 21st
century skill. The use of tools and skills needed to process information are very
much needed.
 8. Use of social media. - Social media serves different purposes depending on
the user, the technology and the need. For example, students should realize
that Twitter can be useful for staying current on the latest news in the field.

Digital literacy has been defined in many ways that is understandable by both
digital natives and digital immigrants. Teachers and students should not only be proficient in
how to use (digital skills) but they need to see the information and media technology to find,
evaluate, create and communicate information requiring both cognitive and technical skills.

Here are examples of how Digital Skills or Proficiency support Digital Literacy.

Digital Skills Digital Literacy

1. Sending an email or text 1. Evaluate the appropriate digital channel
for online communication with peers,
teachers and parents.

2. Using Microsoft office/ Google 1. Identify the benefits and drawbacks of

each digital tool.
2. Evaluate critically which tool is most
effective for the project at hand.

3. Tweeting, posting to Facebook, 1. Navigate the social media safely to protect

uploading a Video to YouTube, or posting a oneself.
photo to Instagram 2. Identify hate propaganda and fake news.

4. Researching from the worldwide 1. Evaluate the information online.

web. a. Is the site legitimate?
b. Is the author an expert?
c. Is the information current or
dated?
d. Is the idea neutral or biased?
Module 4:
Flexible Learning Environment
Distance learning is a form of learning without a face-to-face contact with the teacher
and delivered via telecommunications. In the past, this involved correspondence courses
wherein the student corresponded with the teacher via mails. This turned out to be beneficial
since universities added students without having to construct classrooms while they enjoy
being able to work anytime and anywhere at their convenience. With the advent of newer
technologies, distance learning is delivered via computer – based media thus called online
learning or e-learning. This made classrooms borderless and learning boundless. This was
enhanced by the emergence of web 2.0 tools which made collaborative learning easier.

Lesson 1: Online Distance Education and Communities of Learners

Flexible Learning Environment
Learning nowadays is viewed differently. The present generation of learners has access
to information at their fingertips. The teacher is no longer seen as basically the dispenser of
knowledge but rather as one who expertly directs the learners to take their own track in
searching for answers to questions raised inside the classroom. Then they bring these back to
the class for further discussion until perhaps resolutions are agreed. They can search the web
and discover a breadth of information related to the lesson. They even have the patience to
stay in front of the computer for an unusually longer time in search for more articles and
multimedia materials that simplify a challenging topic. That is why they can sometimes learn
more than what is confined in the four corners of the classroom.
Every chance or corner becomes a learning space. Learning takes place anywhere and
this adds to the concept of flexibility in the learning environment. With technology, students
can possibly continue to join class sessions even if they are not physically around. The learning
space becomes virtual or mediated. The library is not only a physical structure where they can
read published books but has also become virtual.

Online Distance Learning

Online distance learning is not a new concept. Some schools, higher education
institutions in the country, and educational agencies such as the Southeast Asian Ministers of
Education Innovations in Educational Technology (SEAMEO- INNOTECH) provide this mode of
learning. It allows flexibility in learning to a certain extent.
The Different Platforms
The flexible mode of learning uses a platform such as moodle, Google
classroom, edmodo, schoology, etc. These are free programs designed for educational
purposes. It has features that are patterned after the instructional activities of a teacher in a
physical classroom. When you use this, you can hold a post question for discussion, hold an
online chat discussion, give assessment activities and provide references or links to other
online materials, features relevant to instruction and facilitating of learning.

Moodle
Moodle was created by Martin Dougiamas, founder and CEO of Moodle. MOODLE
stands for Modular Object-Oriented Dynamic Learning Environment which is an open-source
software. It is a Learning Management System (LMS) that supports teaching and learning.
Google Classroom and Edmodo
Google Classroom is a free service for teachers and students. - An LMS platform that is
accessible google account. - You can create classes and perform your roles and functions as a
facilitator of learning. - Edmodo was created by Nic Borg, Jeff O’hara and Crystal Hutter.
Martina (2015) compared Edmodo and google classroom her blog. Although she
discussed several commonalities, there are apparently differences but with technology, things
evolve in so short a time. What is clear is that they were created as apps that can integrate well
with classroom activities. The decision lies in the teacher who will determine what works best
in her teaching and learning context. Both are amazing tools that can be explored.

Schoology
Schoology is another LMS founded in 2009 by Jeremy Friedman, Ryan Hwang, Tim Trinidad,
Bill Kindler. You can create your own online distance education learning system using any of
these platforms.

MOOCS
Another recent modality to learning is the Massive Open Online Course (MOOC). It is a
model for delivering learning content online to any person who wants to take a course. It
allows one to pursue learning even outside of university or higher education formal structure.
Those who are working can enroll in MOOCS with no limit on attendance. If you are willing to
learn, you can engage in an area of discipline and learn. It allows interconnectedness among
peoples in the world to discuss and share recent developments in their common field of
interest.
EDUCAUSE is a nonprofit association with the mission is to advance higher education
using information technology. The link herein provides a succinct video explaining about
MOOCs

Synchronous and Asynchronous

In the flexible learning mode, the activities can be done in two ways: (1) synchronous
and (2) asynchronous.
An online chat at real time is a Synchronous session. Course participants meet in a
virtual classroom and discuss a topic in the lesson. So, wherever they are situated in the world,
they agree on a scheduled session and log in to join the live class. The LMS has this feature. The
teacher called as the online tutor facilitates the discussion ideas are posted in an actual live
class. One cannot lecture and take all the time in explaining. In this mode, the course
participants are made to be engaged in the flow of discussion that is why, the online tutor must
plan out the instruction guide in facilitating the discourse.
Using the Skype in holding a live class is another example. Members of the class log-in
in their Skype account at a given time to join the video conferencing.
Another important feature is the Asynchronous session. This is when questions or tasks
are posted, and course participants answer the question or post their reply at any time most
convenient to them. They can still participate in the discussion by replying to the post. One
advantage is that you can take your time when replying. The LMS mentioned in this lesson has
a feature that can allow an asynchronous session.
In the image map, there is a column of icon labeled as LIVE CLASS and FORUM. If you
click the LIVE CLASS, it will lead you to enter the virtual classroom to attend the synchronous
session while the icon labelled FORUM is responsible for allowing class participants to join the
asynchronous sessions.
If you do not use any of the learning management system, asynchronous discussion
can be in the form of a blog or even a video blog (blog). A topic of great discussed by
importance is the bloggers who can be the teacher or any of the class members. Since it is
openly accessible, anyone from the class once informed about it can respond or comment on it
and which can also be responded to by the other blogger. The process creates a thread. This is
like an actual face-to-face discussion or an online chat, but the response and comments posted
may take a short while. Nevertheless, revisiting the FORUM or the BLOG is needed to read the
reaction of others.

Blended Learning
Another way of handling flexible learning is by combining modalities of instructional
delivery. Blended learning is a combination of a learning activities wherein a part of the lesson
is delivered online while the other part is handled in actual physical setting of a classroom.

Kinds of Blended Learning

1. Model 1: Face-to-Face Driver
In the face-to-face model, the teacher delivers the curricula most of the time
and utilizes online learning at certain times with the purpose to augment or
provide an alternative experience. Instruction is provided in a computer
laboratory or assigned tasks are uploaded online.

2. Model 2: Rotation
In a particular course or subject, students rotate on a fixed schedule between
learning online in a one-to-one, self-paced learning environment and being
inside the classroom with a face-to-face teacher. This is the model that is in
between the traditional face-to-face learning and online learning.

3. Model 3: Flex
This model uses an online platform that delivers most of the course. Support to
learning is provided as needed through on-site support or by an online tutor
who facilitates the tutorial or small group sessions. Sessions can be arranged
into synchronous or asynchronous. Course participants may work on their tasks
at any convenient time as long as it is within the confines of the course
duration.

4. Model 4: Online Lab

The online-lab model uses an online platform in delivering the course but
located in a physical classroom or computer laboratory. Since the lessons are in
modular format and available in the online program, teacher assistants
supervise these classes. However, they may not provide the needed expertise
if learners seek assistance. Furthermore, students who are enrolled in an
Online Lab model of blended learning may be enrolled in a traditional
classroom course at the same time and therefore have block schedules.
 5. Model 5: Self-Blend
The self-blend Model is a system provided by the school where the students
can choose the courses they would like to have in addition to their typical
brick-and-mortar classroom classes. This model is always remote a major
difference from the Online Lab.

6. Model 6: Online Driver

The online-driver model utilizes a platform and a teacher that delivers all
curricula. Students remotely work on their program most of the time. If ever
there is a face-to-face component, it is made optional if ever it is required for
the students to go to the physical learning environment such as in a school,
then it can be extracurricular activities augmenting the curriculum.

Planning and managing blended learning experiences are very similar to planning and
managing a brick-and-mortar school with courses or subjects integrating technology. It needs
to be system wide as the school makes a plan, develops guidelines for students to follow for
the use of technology in a blended format and provide a resource guide. A lot of preparation is
needed in designing a blended format. Technology must be prepared. The back end and front-
end infrastructures of blended learning have to be put in place as well as the content in varied
multimedia formats. Teachers and teacher’s assistant who will act as online tutors and
assistants need to be pedagogically capacitated.

Online Communities of Learning / Social Networking

When we consider online networking, internet users immediately refer to Facebook.
Everybody seems to have a Facebook account and uses this to communicate. If in the teaching
and learning situation, you work on information, data and collaborate with classmates, friends,
teachers and other members of society, then social networking can also be appropriately
employed as an educational tool.

What is Networking
When productive relationships are cultivated, networking works best. A network is
defined as that group of individuals who communicates and connects on a regular basis. If an
individual has a personal network of people, one can tap on the potential contacts for social,
educational or professional purposes. They say that there is a great need to connect because
whom one knows matters. Sometimes one needs to link with them because they have what
one needs. However, the challenge is how to shift the network from people who can provide
the favors into establishing the relationship that will entitle him or her to be called 'a friend',
one who can be trusted as a collaborator in working on an assigned task by the teacher.

Social Networking Platforms

Different ways to communicate with friends can be through the internet or mobile
devices. One can have a personal page where a profile can be built in a social networking site.
Through this site, one can contact friends or share resources and interests. Communication
through a chat format can either be one- on-one or in a group. Topics being discussed can be
posted and made known therefore read by many or it can be discreet through a direct chat - a
feature allowing one to have a certain privacy on matters considered as such.
 Social networking services have been evolving for more than a decade. Initially, these
social networking services allowed users to construct their personal profile so that other
contacts may know the relevant information about them. At present, these I have now evolved
to sharing of multimedia resources. Even having immediate and direct contact with friends in
real time is easily accessible through these sites.

There are varied platforms available where one can create a personal account. Some of
these popular social networking sites include Facebook, MySpace, Twitter, Flicker, Youtube,
and LinkedIn among others.

Facebook apparently is the biggest social networking site founded in 2004 based in
Menlo Park, California. The most popular social network apparently is Facebook. Used by most
people, it allows users to post their profile, blogs, pictures and videos. Facebook lets one share
status updates, news articles with friends and family. Although it started as a way for college
students to connect and socialize, it expanded its services allowing people ages 13 and up to
use a Facebook account for personal or even business reasons.

Twitter does not only provide social networking service but it also gives online news.
Breaking news has taken a new twist with this social network website. Friends or colleagues
may tell that they saw the breaking news on Twitter. Twitter is the site where users post and
interact with messages called "tweets," restricted only to 140 characters. Only registered users
can post tweets, but those who are not can only read them. One of the main features of
Twitter is it enables people to post their thoughts immediately. Founded in 2006, Twitter is
based in San Francisco, California, United States.

LinkedIn is another social networking website for work. When one is trying to find a
job and may not have contacts, LinkedIn helps one search for career connections. It may
contain one's resume for potential employers to see.
The website lets one upload his educational qualifications, skills, work history, and
relevant experiences. One's connections can even endorse and this helps employers who can
message the one concerned and talk about the possibility of employment. Launched in 2003,
this is a popular social site in the professional world.

Google+ is designed to be a total communication social network. Launched in 2011,

Google is its parent, and it is more advantageous if it is kept as a browser for users are
connected even if they are outside Google+ site. Users can make friends and remained up to
date with old friends without leaving their Gmail account.
To distinguish connection, Google+ creates circles and the four standard circles refer to
friends, family, acquaintances and those being followed. Users can actually create as many
circles as they intend.
 Youtube is an American video-sharing website where users can upload, view, and even
share video clips or multimedia productions. It is a free social network site to join and use.
Since it is owned by Google, YouTube prefers a Google account to make it easier and
streamlined. Some people think that YouTube is not a social network. It is such as it allows the
users to share personal videos, view other uploaded multimedia clips and make connections
with friends and acquaintances. Just like with other social networking sites, users can either
make their videos private or public. Based in San Bruno, California, the service was created in
February 2005.

Pinterest is another social media tool that like YouTube, is often thought of as
otherwise. Pinterest was designed as a catalogue of ideas or project ideas by its founder Ben
Silberman. This is an excellent choice for those who have a passion for creativity. Users must
have an account to use Pinterest. An email account or a Facebook account can be used in
signing up to Pinterest, and if users will use Facebook, their wall would be ready to post pins
without linking with Facebook.

Instagram is a platform where users share visual stories. This system allows users to
post photos with captions allowing followers to like or comment on one's posts. Photos shared
have a wide range
of coverage trips, food, business products. Since the site is free advertisers can use instagram
to reach a wide and are follower base. Instagram account can be private or made public. It is
the best social networking site for photography.

Tumblr is a networking site that combines social media and tumblr. blogging. Its main
goal is to simplify social media and blogging. Users can post whatever they like such as photos,
videos, quotes, music, [Link] is a social media that makes it very easy and straight forward
to search just about anything.

MySpace is another popular social networking website where members can make
friends, post blogs and photos, videos. It was acquired by Specific Media in 2011 and based in
Beverly Hills California. MySpace had its dose of crisis but came back stronger and rebranded to
focus on music. Personal users can use MySpace to keep up their favorite artists, have an
update on the music industry, see what their friends are listening to, and connect with people
who have similar music preferences. It is a fitting social networking website with music.

Flickr (pronounced "flicker") is an image and video hosting flickr website that was
created by Ludicorp in 2004 and acquired by Yahoo. It offers massive online photo storage.

Bebo is a social networking website with the backronym "Blog Early, Blog Often". It was
invented to answer the question what the name meant. It was founded by husband-and-wife
team Michel and Xochi Birch in January 2005 at their home in San Francisco.

With the fast development and vast coverage of innovations that address the
mediated communicative needs in the virtual reality, it is expected that there will be
more interactive features of social networking sites that will be readily available for
the users in the upcoming days.
The Benefits of Using Social Networking Sites
Using social networking websites opens an array of benefits for users. The world has
become a global village through connectivity. The connection has transcended space and
borders. Getting connected to family and friends is now just a few clicks away. It is an easy
access to keeping in touch with friends, or keeping tabs on family. It provides opportunities for
making friends with others who share similar interests and passion.
A major advantage of social networking websites is that they provide information.
News and views of others around the world can be easily accessed instantly at one's fingertips.
It easily allows one to transmit information or update contacts on what one thinks or how now
feels.
Social networking websites can support learning or augment educational activities.
Young learners are well-acquainted with social networking sites and regard them as just a part
of the day-to-day activities and school-related discussions. Even after school period, learners
can continually connect as they collaborate to accomplish a task or homework using a social
networking website. Announcements on assignments or instructions for the upcoming work
can be conveniently delivered to concerned individuals through the social networking sites.

The Dangers of Using Social Networking Sites

Just as there are benefits of having an account in a social networking site or using in
the teaching and learning contexts, there are risks to consider as well. Teachers as well as
parents are wary of youngsters using social networking sites due to many negative publicity
and real incidents connected to the wrong use of social networking websites.

One major risk is making friends with strangers who may actually be a predator
or a cyberbully. No one initially recognizes the true nature of an acquaintance or one who
seemingly poses as a friend. Sometimes, a youngster gets bullied by others who may not even
be connected as friends in a social networking website. There are also trolls who actually
instigate conflict, misunderstanding or emotional response by eliciting anger or ill feelings from
other users through social media. They post messages that are inflammatory or controversial.
Topping these risks is also the danger of users getting hooked on internet and may learn to
ignore the real world.

Their ability to socialize is incapacitated as they devote hours or days on gaming or

using the computer manifesting abuse to themselves. That is why teachers and parents or
guardians are protective to the extent of disallowing youngsters to use the internet and social
networking sites without realizing that such act denies the opportunity to explore the
educational potential it can serve.

Safeguarding Oneself when Engaging in Social Networking Sites

You need to understand and take precautionary measures to safeguard yourself in

social networking websites.
Networking can be confined and monitored within the school system. Students can use
social networking platforms designed for educational purposes that will allow students to post,
share and discuss insights gained from an activity. Some of these sites are SuperClubs Plus,
Learner Journey, ScuttlePad, among others.
 One drawback, however, is that sometimes youngsters are not enticed to use
these social networking platforms because they are not as attractive as Facebook or
Twitter. When young users prefer to use a social networking website that is outside of
the school's system, teach them to stay safe through some precautionary measures:

1. A social networking account has passwords and log-in details. Secure passwords
and keep them private.
2. Log out every time you use public computers.
3. Regularly check privacy settings of social networking websites so that only direct
friends or those particularly known can see the posts.
4. Online posts are saved and may become a permanent part of their online
reputation. As you use the internet, you leave a digital footprint which can be
traced back to you.
5. Don’t accept invites from contacts unless you know them personally or you are
sure of their identity.
6. Seriously consider the effect of possible posts on others before deciding to do so.
If posts (i.e. text, picture, video) could be considered offensive or humiliating
another person, then you refrain from posting or uploading it.
7. Using appropriate language is essential. The tone when communicating or sending
social networking messages should be respectful.
8. Better be safe than sorry. You should accept friends and connections when you are
sure of the person's identity. Personally meeting someone you only met online is
discouraged. Even if the sincerity of having a personal meeting looks convincing, it
would be better if you will be accompanied.
9. When there is an indication of harassment or abuse, it is advised that you report
this by clicking the report button of abuse. It is better still to talk to friends or
trusted adults about the case.
10. Bullying takes place even in social networking websites. Cyberbullying uses the
site's messages, updates, and other functions to harass, intimidate, humiliate,
taunt, or pick on the individual. When this happens, you can do the following
actions:
a. ignore the behavior by not responding at all;
b. block the person;
c. click the report button of abuse; or
d. talk to a trustworthy adult about it.

Connecting with friends and having an active life on social networking websites have its
rewards. However, when one is not taking precautionary steps, there is also imminent danger.
It is more beneficial if you understand both its potential and its pitfalls. When used properly
and in the right measure, it can bring more benefits. Only then can social networking sites lead
to one's growth and ensure a productive social life.
Lesson 2: Online Resources, Educational Sites and Portals

"When you know, what you know and do not know, that is true knowledge." -Confucius

In planning a day's lesson, there is a wide range of references that can be used to
relate well with learners of this age. Online sources, sites and portals suggest tools and
describe how they can be used to engage learners.

Educational Sites and portals

A lot of information is found in the net. These can be explored and studied to
determine their relevance to the lesson. There are concerned parties that host educational
services through websites and portals. Like a door, the portal opens to a virtual room where
activities, tools, applications, articles provide ideas and suggest ways on the use of technology
tools.
One example that can be further explored is Educational Technology and Mobile
Learning. This blog site is a rich repository of tools and applications assembled and curated for
teachers and educators by teachers. They evidently understand the pedagogical needs, hence,
the arrangement of categories with corresponding suggested sites or tools and even
applications for android or iPads. Tools, applications, ed tech charts, books, links and many
more are found in categories arranged by subject area or competency.
The administrator of this site allows users to download, print and share the materials if
proper citation is done and that the materials are shared free of charge. If you are interested in
implementing Free Educational Technology in the classroom, the administrator highly
encourages you to share this blog site.
What is the right mindset of a teacher in using the digital tool?
With the fast-paced development of technology, educational sites, portals, or
applications, change is inevitable. Working on a particular tool now will for sure change, as
designers continually work to upgrade the features and design the tool to integrate new
aspects. This is expected. That is why, knowing a digital tool and its features may not be
enough because there is a tendency of it evolving through time.
As you prepare to become a teacher by learning how to utilize these digital tools, you
need to have the right mindset or a way of thinking how these tools can be effectively
integrated in the lesson. A lot of teachers may find it daunting technology tool in a lesson. The
anxiety to explore the possibility can be overwhelming, but for one who has the openness to
learn and continuously study the features of the tool can possibly lead to a more productive
way of designing a technology-enhanced lesson.
Hold on to the positive attitude and openness to learn. Nurture the curiosity and
sustain the passion to improve practice. Persevere as you learn to adapt to the evolving digital
tool.
Once you get the habit of exploring the tools perhaps taking one step at a time and
expanding your ideas on how to creatively use the appropriate tool in a class, you will
eventually see your transformation as a teacher who is becoming more relevant and effective
in teaching content while at the same time develop learners' capacity to be creative and think
critically, and become collaborative and effective communicators in the 21st century.
MODULE 5 Theories and Principles in the Use and Design of Technology-Driven Lessons

How teachers integrate technology in the teaching and learning process depends very
much on their beliefs on how people learn. Specifically, they need to know who their learners
are and how to approach instruction. As educators, their role is to provide learning experiences
that will help achieve the defined outcomes. In this Module, you will be acquainted with
different theories and learning principles such as Dale's Cone of Experience, the TPACK
Framework, SAMR and the ASSURE model.

Lesson 1: Edgar Dale's Cone of Experience

The Cone of Experience

"The cone is a visual analogy, and like all analogies, it does not bear an exact and
detailed relationship to the complex elements it represents." - Edgar Dale In preparing to
become a teacher, there are elements that should be taken into consideration. One way of
putting it is the 8M's of teaching and each element contributes to ensuring effective
instruction.
The Eight M’s of learning
[Link] - the learning environment
2. Matter - the content of learning
3. Method - teaching and learning activities
4. Material - the resources of learning
5. Media - communication system
6. Motivation - arousing and sustaining interest in learning
7. Mastery - internalization of learning
8. Measurement - evidence that learning took place
With reference to the M's of instruction, one element is media. Another is material.
These two M's (media, material) are actually the elements of the Cone of Experience. Edgar
Dale's Cone of Experience relates well with various instructional media which form part of the
system's approach to instruction.
Explore
The Cone of Experience is a visual model that shows a continuum of learning; a
pictorial device that presents bands of experience. It does not strictly define the bands to be
mutually exclusive but allows the fluid movement across the levels. In fact, the sensory aids
may overlap and even blend into one another. For example, viewing a play is far different from
being a part of it. It is far different listening to somebody explaining the architectural design
from actually executing the plan.
The version of Dale's Cone of Experience with percentages as to which band will hone
higher order thinking skills and engage learners more may be confusing because it may not
necessarily mean that learning better takes place when materials or activities belong to the
upper level of the cone or that the nature of involvement is more active if it is in the bottom.
For all the descriptive categorization of learning experiences, other elements such as students'
motivation to be engaged and learn have to be factored in as well.
Dale (1969) asserts that:
the pattern of arrangement of the bands experience is not difficulty but degree
of abstraction the amount of immediate sensory participation that is involved. A still
photograph of a tree is not more difficult to understand than a dramatization of
Hamlet. It is simply in itself a less concrete teaching material than the dramatization...
In our teaching, then, we do not always begin with direct experience at the
base of the Cone. Rather, we begin with the kind of experience that is most appropriate
to the needs and abilities of particular learning situation. Then, of course, we vary this
experience with many other types of learning activities. (Dale, 1969 as cited in B.
Corpuz & P. Lucido, 2012).

The Bands in Dale's Cone of Experience

Direct purposeful experiences - These refer to foundation of experiencing learning. Using the
senses, meaningful knowledge and understanding are established. This is experiential learning
where one learns by doing.

Contrived experiences - It is in this category that representations such as models, miniatures,

or mock ups are used. There are things or events that may be beyond the learners grasp and so
contrived experiences can provide a substitute.

Dramatized experiences - These are commonly used as activities that allows students to
actively participate in a reconstructed experience through role-playing or dramatization.

Demonstrations - When one decides to show how things are done, a demonstration is the
most appropriate experience. It is an actual execution of a procedure or a process. A
demonstration of how to bake a cake or how to execute the dance step is an appropriate way
of making the learning experience meaningful.

Study trips - These are actual visits to certain locations to observe a situation or a case which
may not be available inside the classroom.
Exhibits - These are displays of models such as pictures, artifacts, posters, among others that
provide the message or information. These are basically viewed, however, there are currently
exhibits that allow the viewers to manipulate or interact with the display and as a result, the
exhibit becomes more engaging and fun.

Television and motion pictures – This technology equipment provide a two dimensional
reconstruction of a reality. These allow learners to experience the situation being
communicated through the mediated tools. They provide a feeling of realism as viewers try to
understand the message portrayed by actors in the films.

Still pictures, Recordings, Radio - Still are pictures or images. Together in this category are the
audio-recorded materials or information broadcast through the radio.

Visual symbols - These are more abstract representations of the concept or the information.
Examples of these are information presented through a graph or a chart. For example, a
process can be presented using a flow chart.

Verbal symbols - This category appears to be the most abstract because they may not exactly
look like the concept or object they represent but are symbols, words, codes or formulae.

In addition, Brunner's three-tiered model of learning points out that every area of
knowledge can be presented and learned in three distinct steps.
1. Enactive - a series of actions
2. Iconic - a series of illustrations or icons
3. Symbolic - a series of symbols

With young learners, it is highly recommended that a learner proceeds from the
ENACTIVE to ICONIC and lastly to the SYMBOLIC. A young learner would not be rushed to move
to immediate abstraction at the highest level without the benefit of a gradual unfolding.
However, when the learner is matured and capable to direct his own learning, it may move
fluidly across the cone of experience

Lesson 2: TPACK as a Framework for Technology-Driven Teaching and Learning

As you prepare to be a teacher, how do you assess your content knowledge of your
specialization? In terms of your teaching skills, what strategies or techniques do you know will
work if you use it when teaching? If you will consider using a technological tool when teaching,
what would it be?
Shulman's (2008) Pedagogical Content Knowledge (PCK) is a framework which involves
the teachers' competence in delivering the concepts being taught by simplifying complex ones
if needed or leading the students to study a concept more deeply and extensively. This is made
possible due to the teachers' understanding of the amount and the content structure of
knowledge.
Mishra and Koehler (2006) continued to build upon Schulman's PCK and incorporated
technology hence, TPACK.
What is TPACK?

TPACK is a framework that combines the teacher's three knowledge areas:

technological knowledge, content knowledge, and pedagogical knowledge. This framework
shows the interconnectedness of content knowledge with pedagogical
knowledge and the integration of technology in making teaching more engaging relevant and
effective. It looks at how these knowledge areas intercept together to increase student’s
motivation and make the content more accessibly engaging to students. This framework has
significantly influenced practices in or work teaching as a result of research.
The Technological, Pedagogical and Content Knowledge known as TPACK is a
theoretical model describing the capability of the 21st century teacher. To be relevant to the
learners of today, the teachers should be able to blend his knowledge and capability in the
content of the discipline.
CK is content knowledge. It is the 'what'- understanding of the content such as
language arts, math, science, history among others. This is composed of facts, concepts,
theories or principles in a given discipline. Pedagogical Knowledge (PK) is the 'How.' It is the
expert's knowledge in the science of teaching from educational and learning theories to
individual differences to strategies and techniques as well as assessment of learning. The
teachers need to possess the capability to handle learning through effective method and
appropriate strategies.
The intersection of the pedagogical and content areas of knowledge is the PCK. This
how much competencies the teachers have in making the students learn concepts and skills.
This includes the knowledge of how to use techniques that can meaningfully address different
learning styles while supporting content with deeper understanding. Schulman (2008)
considers this teaching at its best.
The incorporation of technology knowledge into PCK by Mishra and Koehler (2006) is
relevant to 21st century teaching. This is the TK or the technological knowledge. This is the
teachers' knowledge on how to select, use and integrate these tools in the teaching and
learning context. This is not only about the tools but also about the quality of content that
students can access through appropriate applications and sites.
When technology is used in a specific subject area to enrich and deepen student's
understating of content, this is the intersection called TCK or Technological-Content.
Knowledge. For example, to deepen students' understanding of a concept or area of study,
students can gather information and collect data and evidence using technology tools and
present this information using an application.
Furthermore, TPK which is Technology-Pedagogical Knowledge is knowing how
to select, use or develop technology to manage student learning. For example, who will use
collaborative tools that will allow students to work together and share information? How will
you use an application that will allow students to creatively share their well-researched project
in class or to others outside of the school? If they need to communicate with an expert in the
industry, what tools can they employ so that they may be able to interview the right expert
who can assist them in their capstone project? As a teacher, using the appropriate technology
to ensure effective instruction is TPK.
It allows student to learn content through digital tools. They can document and record
evidence and plot out a strategy using a collaborative tool where the group can discuss their
action plan while in or out of school. The drawn plan can be presented using a productivity tool
(i.e. PowerPoint presentation or a digital story) to pertinent persons for feedback. Once
approved and given support, the project can how proceed to the next level-implementation
stage. The intersection of all knowledge areas is known as the TPACK. So, TPACK is about what
teachers know, how they teach and how technology is used in the. delivery of the lesson to
make it more engaging and making learning more relevant in the 21st century.
In conclusion, TPACK will start with content and then pedagogy and layer in
technology. Sometimes, you might get excited about the technological tool and design a lesson
around it. Remember, it is NOT about the technology tool, but it is the right blend of the three
knowledge areas.

Figure 1 shows a balanced and collaborative functions of the varied activities

manifesting teachers' competencies.

SAMR
Another important model in the integration of technology in instruction is SAMR.
SAMR is a model designed to help educators infuse technology into teaching and
learning. Developed by Dr. Ruben Puentedura, the model supports and enables teachers to
design, develop, and infuse digital learning experiences that utilize technology. (Nov 9, 2013)

Substitution. It is literally using technology as an alternate for the regular item that is
employed in augmenting or assisting instruction. Instead of using a map or a globe in
teaching geography, teachers can use Google map or Google earth instead. Showing a
location in a map can be substituted by the use of google map or google earth.
Augmentation. In this part of technology integration, there is a functional
improvement in the use of a technology tool. With the google map, you can use the
features available such as measuring the distance from one point to another. You can
provide a task by making students utilize this. For example, ask them to measure the
distance and get the estimate time of travel if they start from one point to go to the next
point. With this use of the google map, you tap on certain functions that the application
provides. Instruction with technology integrated is enhanced.
Modification. In this level, technology is used to redesign a lesson. When studying geography
for example, google applications have panoramio. Using this you can guide students to start
uploading their own pictures of places they may have visited online. A brief description of
these places can also be added. If internet connectivity is not available in the classroom, they
can do the task after class. With clear and proper instructions, students can be guided to work
on the assignment.

Redefinition. It represents the idea of creating something from the regular item. Technology
allows the creation of a new concept that has not been
previously conceptualized. Puentedura labels this as the transformation of learning. Students
are given the opportunity to create an output based on what they know and learned using a
technology tool or application. So with the ready pictures uploaded in panoramio, students can
probably write the script for a guided tour using his available materials (i.e. pictures) using
Google Earth and start arranging these to be shared through the world wide web. It would be
good if before the students start posting or publishing their work online, as a teacher, you can
review it just to be sure it is ready to be shared.

Lesson 3: The ASSURE Model

A well-planned lesson is half of the battle won; the other half is the delivery of the
lesson by the facilitator who has the pedagogical skills in implementing what has been planned.
This will ensure the achievement of learning outcomes. This will engage learners to perform
expected standards. That is why, it is important that before teaching, elements needed to be
incorporated when designing a plan must be plotted well.
 In designing a lesson with the integration of technology, it is crucial to observe a
framework that can act as a guide in its formulation (Heinrich & Smaldino, 2002). The ASSURE
model identifies six essential elements in the instructional process.a

The ASSURE Model

ASSURE model is a guide in crafting an instructional flow that can guide the teacher in
integrating appropriate technology and media into the instructional process. It also refers to a
systemic approach that the teacher can use when writing an instructional plan.
This model is composed of six essential steps in planning instruction. Theoretically, it is
a mental framework that a teacher considers.

The first step of the procedure is Analyze Learners.

With the learner as the center of the instructional process, the initial consideration is
to get a clear picture of the learners' learning styles, age level, interests or preferences,
background, special needs and cultural diversity.

The second step of the procedure is State Objectives.

This is the main instruction guide that will direct the flow to reach the target. Known as
the learning outcome expected of the lesson, this statement describes what the learner would
be able to perform as a result of the instruction.

The third step is Select Methods, Media and Materials.

Selecting the appropriate way of delivering the lesson and using the applicable media
or technology can effectively make learners acquire understanding of the lesson or gain the
competence desired. The teacher has to decide which strategy, materials or technology would
be best considering the learners and the desired learning outcomes.

The fourth step is Utilize Methods, Media and Materials.

Having selected the strategy, media and materials is halfway of the task done. Planning
how to implement these entails a lot of consideration. Bearing in mind the learning outcome of
the lesson, the teacher decides which part of the instructional flow will a particular material or
technology be employed and the manner on how it will be more effective to achieve the
learning outcome.

The fifth step is Require Learner Participation.

Student engagement is an important element. The learners must understand their role
in taking accountability of their own learning. Therefore, the teacher must design sections of
the lesson where the learners are guided to participate in and perform tasks with minimal or
no supervision at all.

The sixth and the last element is Evaluate Student Performance.

Assessing learners' performance can take place across phases of the lesson.
However, it is emphasized that the basic rule is that the evaluation should be congruent to the
learning outcome provided in the lesson. Some learning outcomes can be sufficiently evaluated
using a pen and paper test but there are other learning outcomes that can be assessed by using
rubric or having a aggregated write-up through the use of a portfolio assessment. The teacher
decides which is appropriate for the intention of the evaluative activity.
 In conclusion, the ASSURE process is really just a matter of common sense. However, it
is good to follow a regimented guide to improve your teaching technique. Any effective teacher
knows that the perfection of their technique does not come overnight, and there is always
room for improvement. By following the ASSURE process, you will be sure to improve your
teaching for many years to come.

Lesson 4: Models of Technology-Enhanced Instructional Lessons

The conventional way of teaching in this century may outmode the preference of
present learners. The teacher providing the information while taking the center stage
may not hold students' attention for a longer time. This still works, however, but with the
appropriate use of the right technology tool or application, a lesson becomes engaging.
The roles that learners play in this millennium are no longer limited to being a receiver
of information. They desire to be actively involved in the retrieval of information, repackaging
them and using them to create something unconceivable before.

Explore

The learning place can also evolve especially when you consider the varied roles that learners
play. They can learn and perform the task in any physical or virtual location. There is also the
element of flexibility since learners can tackle assigned tasks at preferred times or manner of
doing them. However, certain agreed rules have to be established to provide the right amount
of guidance without curtailing their ingenuity.

Learners can be…

Contibutors – learners can upload materials such as a video or an audio, post a

message, submit an output in a dropbox or add documents and ebooks and add a
picture or contribute to a digital world using a ‘popup’.

Creators – Students can collate a digital portfolio or commonly known as an ePortfolio

or create a virtual poster or an interactive resource. They can produce a digital story,
edit the entries and share.

Communicators – using technology tools, students can chat with peers, post a reply in
a blog and contribute a comment to the let thread flow. Creating a wiki, editing and
adding to it gives the students the chance to communicate their thoughts. Using the
chat room or the web conferencing by Skype creates a new dynamic to what a learning
place is.

Collaborators – capstone projects can be outputs of collaboration. Students can

participate in posting ideas in a Forum where there can be an asynchronous discussion.
Using wikis to participate in group with the aim to accomplish a task or comment on
blogs are a few ways on performing the role of a collaborator in a new idea of a
learning place.
 There are many great ideas on how to integrate a technological tool or an application
in teaching the lesson. Identifying the possible role that students need to be can guide them to
choose the appropriate way of using the right tool. The bottom line is for you to integrate
technology because learners become engaged and they learn better hence, a well-integrated
phase of technology is critical.
One common tool is a mobile device. It is a computing gadget such as a smartphone or
a tablet computer that can be handled and carried along by the user. If this tool is available, a
creative teacher can strategize the meaningful use of mobile as a way of engaging the learner.
Tools must be used as fundamental components of a class as long as they are
appropriate and strategically integrated to facilitate learning for the integration of technology
in a lesson is an informed judgement of a qualified and innovative teacher.

Experience

Blogs
One interesting tool to explore is the blog. It is a webpage that you need to create and
where you can write and post your ideas. These are updated on a regular basis which can
inspire or educate those who read it. It is an online journal that allows you to share with the
world what you think or feel.
There are many kinds of blog and the type will depend on the purpose for which it was
created.
Quality of content is crucial in making your blog attractive to readers. Blogging provides
benefits and one of which is it allows you to improve your writing skills. Just in case you will
start creating your own blog, explore Word press. It is a blogging platform.

MODULE 6 INNOVATIVE TECHNOLOGIES FOR ASSESSMENT TASKS IN TEACHING AND

LEARNING

Assessment, learning, and teaching are closely connected and interwoven because
each provides information that can determine effective instruction. In the process of
conceptualizing a plan on how to teach, as the learning outcomes are put in place, the next
step to consider is how these are to be evaluated. This is an important part of instruction
because data gathered in this phase of instruction will inform the teacher whether the students
have learned or that the teacher must consider a better approach in teaching.
Although the conventional ways of assessment still work, the role that ICT plays in
the present teaching and learning context has changed the course of direction that a teacher
can pursue. The use of technology plays a vital role in assisting teachers in how to assess
student’s learning. It involves digital devices or online applications that can be used in
constructing, delivering and reporting learners’ performance.
This Unit, which is composed of two lessons, presents important concepts on
assessment in learning while integrating technology tools that can appropriately evaluate
students’ learning. Varied types of online assessment tools are discussed. The ePortfolio
assessment is also presented as an alternative way that can provide learners the chance to
reflect on how they learn. Online examination software and applications designed to assess
and gather data afford the teacher ample chance to give immediate assessment tool are also
included.
Lesson 1: ICT and Assessment of Learning
Assessment is very important in student learning. There are many approaches to
assessment in learning with an emphasis on the process of learning along with the product of
leaning. The ultimate measure of student’s competence is performance. Development in
information and Communication Technology (ICT) has thrown open numerous possibilities for
assessing student learning and providing immediate feedback.

Types of Assessment
1. Formative Assessment – provides feedback and information during the
instructional process, while learning is taking place, and while learning is occurring.
2. Summative Assessment – takes place after the learning has been completed and
provides information and feedback that sums up the teaching and learning
process.
3. Diagnostic Assessment – can help you identify your students’ current knowledge of
a subject, their skills sets and capabilities, and to clarify misconceptions before
teaching takes place. Knowing students’ strengths and weaknesses can help you
better plan what to teach and how to teach it.
4. Authentic Assessment – describes the multiple forms of assessment that reflect
student learning, achievement, motivation and attitudes on instructionally relevant
classroom activities.
The Role of ICT in Assessment in Learning

There are new technologies created to provide students with higher level thinking
skills, particularly the aspects of creative and critical thinking and the opportunity to teach and
assess those skills. The use of ICT in assessment is very helpful to teachers because students’
information and results of examination can be recorded and stored and can easily be retrieved
with the use of ICT, the teachers can right away give feedback to students on the results of
assessment. Feedback from the computer during the use of test material improves student
performance in later use of the same test material.

In educational assessment, the use of technology as an innovation and support for

teaching and learning (Sindhu, 2013), is essential to improve instruction and increase
performance. With an effective classroom assessment system in place, a valid demonstration
of student learning and progress connected to classroom instruction and experience can be
confirmed.

Tests play a vital role in traditional learning as well as e-learning and this helps the
teachers and the learners in measuring learning. There are many freeware where the teachers
can create quizzes and evaluate learning electronically. Online examination systems seek to
efficiently evaluate the test takers thoroughly through a fully automated system that not only
saves time but also gives fast results. It is done in most cases through a Web-Based Online
Examination Software. This online examination will also eliminate the need for monitoring
while the exam is being taken.
 One of the advantages of using a web-based exam software or an online
examination system is that it gives a high level of transparency as opposed to the traditional
method or remote method. It is almost impossible to compromise exam questions and
evaluations because they cannot also be influenced. Most online exams generate their result
instantly and it is often possible for the exam taker to get information on his results
immediately. Some of the major advantages of online examination are: (1) accessibility and
flexibility; (2) time management; (3) save cost and (4) statistical analysis.

Security and confidentiality should also be considered. Security needs to be given

top priority for any website that you will add information too. Some schools utilize software for
security and privacy of examinations.

Current Trends in Assessment in Learning

Traditional assessment like objective tests such as multiple choice, matching type
true or false and other paper-and -pencil test received criticism by some experts in assessment.
The 21st century assessment includes: (1) utilizing multiple measures of assessment, (2)
increasing the use of technology, (3) focus on the growth and development of the learner, and
(4) differentiating the roles and responsibilities of the teachers, administrators and other
stakeholders. In the 21st century, educators and students can no longer afford this disconnect.
To help students become college and career-ready, we need to teach them how to apply what
they are learning in school to the practical and intellectual tasks in their everyday lives
(Wolpert-Gawron, 2010).

The concept of ‘classroom’ has been shifting in recent years with dedication to
purposefully designed learning spaces and seamless integrations of technologies (Williams,
2017). In the 21st century, we are facing a global economy where information travels at the
speed of light and knowledge of how to harness and sift through that information has become
vital to our personal and national well-being. As educators, we know that our students must
graduate ready to function in this expanded world.

Educational Technology is used to increase the efficiency of education in teaching,

learning and assessment. Computers and related technology are viewed as the future of
teaching and learning and also as a powerful technological machine to promote the
development of learning. Computers are able to create a more attractive and effective learning
environment (Keser and Ozcan, 2011).

Experience
Educational Technology has introduced new, exciting and innovative ways to
engage students in active learning while online. The Teachers can incorporate active learning
activities through technology in fully online lessons, homework modules and even in-class
online activities. Roblyer and Edwards (2000) as cited in (Keser and Ozcan, 2011) suggested
that there are important reasons for teachers to use technology in education: motivation,
distinctive instructional abilities, higher productivity of teachers, essential skills for information
age and support for new teaching techniques (cited in Samak, 2006).
 Online learning initiatives often fail to engage and teach learners because they are
passive in nature reading PDFs, flipping through slides, listening to long lectures. One way to
improve these experiences is to focus on incorporating active learning methodologies.
Active learning is any learning activity in which the student interacts or engages
with the material, as opposed to passively taking in the information. The parents can also help
the learners engage in rich learning experiences at home and during daily activities such as field
trip.
The teacher will give learning activities that are intentional, meaningful and useful.
Activities which involve student interaction with content can include listening to and/or
watching a live or recorded talk, engaging with a written or visual text, engaging with
multimedia, or a combination of these.

Lesson 2: Criteria in Choosing Appropriate Assessment Tools

Assessment methods are the strategies, techniques, tools and instruments
for collecting information to determine the extent to which students demonstrate desired
learning outcomes. Teachers need to select tools to assess student achievement in the target
outcome(s). The selection of tools involves a process to obtain detailed information and the
need to keep the process feasible and manageable. Student learning styles vary widely and
their strengths and challenges with respect to assessment vary as well. Teachers need to
consider that variation as they choose assessments for their courses. By varying the way
teachers assess student understanding, they are more likely to offer opportunities for every
student to demonstrate their knowledge. The first step in attaining competency in selecting
appropriate tests involves understanding the purpose or purposes for which an assessment is
given. According to Mehrens (2001) as cited in McDivitt and Gibson (n.d.), in its broadest sense,
the purpose of any assessment is to gather data to facilitate decision making. However, many
kinds of decisions and many different types of information may be gained from the use of tests
and may serve to facilitate decision making. The following may be considered in choosing
appropriate assessment tools: (1) goals of assessment (2) methods of assessment, either direct
or indirect; and (3) the interval in giving assessment.

Explore
One of the challenges for beginning teachers is to select and use appropriate
assessment techniques suited to the learners' needs. During teaching, teachers not only have
to communicate the information they planned but also continuously monitor students' learning
and motivation to determine whether modifications have to be made (Airasian, 2005).
Beginning teachers find this more difficult than experienced teachers because of the complex
cognitive skills required to improvise and be responsive to students' needs while
simultaneously keeping in mind the goals and plans of the lesson (Borko & Livingston, 1989).
The informal assessment strategies teachers most often use during instruction are observation
and questioning.

The teacher may either be utilizing direct or indirect method. Examples of direct
method are examinations, written assignments, oral presentations and performances,
internship supervisor's ratings of student skills, portfolios, score gains between entry and exit
tests, capstone projects, theses and dissertations, etc.
 Indirect methods can provide a useful supplement and check on the findings from
direct measures. The following are examples of this indirect method: Student satisfaction
surveys, surveys of students and alumni, exit interviews with graduating students, student
participation rates, reflective essays, data on placement and other measures of post-
graduation performance, etc.

The teacher may consider the following characteristics in selecting appropriate

assessment tools whether conventional or ICT-based assessment:
1. Measure the desired level of performance (level of satisfaction, productivity,
efficiency, student performance)
2. Cost effective in terms of effort, time and money
3. Useful that will produce results that provide information that can be used in making
decisions to improve student learning
4. Reasonably accurate and truthful
5. Dependable, consistent responses over time
6. Evidence of being on-going, not once and done
After the discussion of a certain lesson the teacher conducts formative assessment.
One of the key characteristics of formative assessment is the frequent use of evidence
gathered from various methods as feedback. Besides serving as an indicator of attainment
levels, students use this feedback to set goals for the next stage of learning. With this, teachers
may utilize ICT in assessment. It enables both teachers and students to provide valuable
feedback on each learner's progress. The rapid development of ICT has provided teachers with
digital platforms that support learning and teaching (Woo et al., n.d.). Online task assigned by
teachers will assess the collaborative problem-solving construct and the five strands
(Participation, Perspective Taking, Social Regulation, Task Regulation as well as students'
Learning and Knowledge Building skills) according Drigas and Karyotaki (2006). It is also
stressed in the same study that large-scale differential item functioning (DIF) analysis can
validate an online problem-solving ability test that minimizes the extraneous differential effects
of students' language background. Thus, online assessment can be incorporated by teachers.
ICTs provide the means for the explicit design and implementation of individualized or
collaborative problem-solving tasks through teachers' interactive scaffolding and immediate
feedback supply towards learners (Drigas & Karyotaki, 2006).

Creating and Utilizing Rubric

A rubric is a set of criteria used to determine scoring for an assignment, performance,

or product. This can be used to score many kinds of written assignments or exams, papers,
projects, speeches or ePortfolios. They are not useful, however, as a grading mechanism for
multiple choice or short answer tests. There are many samples of rubrics online, but the
teacher may consider the learners, objective of the lesson, contextualization and localization.
The main purpose of rubrics is to assess student performances. For some performances, the
teacher may observe the student in the process of doing something, like making their projects,
online drill, tutorial, and many more.
Types Of Rubrics:
1. Analytic rubrics describe work on each criterion separately. It utilizes separate,
holistic ratings of specific characteristics, products, or behaviors.
2. Holistic rubrics describe the work by applying all the criteria at the same time
and enabling an overall judgment about the quality of the work. It utilizes holistic
rating for a product or behavior.

Technology can be used for assessing student learning in various purposes. By using
technology in managing assessment information data can be presented in different ways
to meet the needs of the students, teachers and administrators. An electronic examination
which is also called computer-based assessment (CBA), computer-based testing (CBT) or e-
exam is a test conducted using a personal computer (PC) or an equivalent electronics device, in
which the delivery, responses and assessment are effected electronically, e-exams were
developed more than four decades ago for professional certification in the IT industry and
progressively evolving as a preferred alternative to Paper-Pencil-Test (PPT) in schools,
universities, recruiting firms as well as private and public organizations (Bulama Bukar, Bello &
Baba Ibi, M, 2016). Computer-Based-Testing is more efficient than Paper-based tests because it
is an individualized testing and has faster score reporting within few minutes after last
submission. The students can immediately view the scores on screen and more convenient for
teachers and students.

Computerized delivery of objective tests has more advantages compared to paper-

pencil-test which include the following:
1. The creation of an item bank of questions invites the possibility of each student being
presented with a paper made up of different questions, but of an equivalent standard.
2. Automatic computerized marking facilitates immediate feedback for the students.
3. Students can be invited to sit tests as frequently as they find useful.
4. Computerized recording of results facilitates the analysis of groups' responses to
questions.
The teacher may consider balance assessments (blend of traditional and ICT based
assessment). Although computerized testing facilities can provide a rapid means of assessing
and providing feedback to large numbers of students, it is essential to consider their use as part
of the overall unit strategy, especially as multiple choice/limited response, type questions can
lead to an emphasis on "shallow" learning. Electronic assessment tools are unlikely to reduce
significantly the burden of assessment, but they can be used to promote deeper and more
effective learning, by testing a range of skills, knowledge and understanding. Using computers
in assessment does not have to mean more multiple-choice testing to the exclusion of other
assessment techniques. A wide range of innovative assessment methods lend themselves to
computer-based implementation.

Exchange
It is important to note that teachers should use variety of assessment methods in the
classroom. Assessing students is how the teachers can evaluate students over the material they
are learning in the classroom, and therefore has to be done fairly to accommodate each and
every student's interests and needs. This is why it is important for teachers to use a variety of
different assessments in their classroom.
 Paper-and-pencil testing is the most common assessment procedure utilized teacher to
gather formal evidence about pupil learning. Paper-and-pencil instruments refer to a general
group of assessment tools in which students read questions and respond in writing. This
includes tests, such as knowledge and ability tests, and inventories, such as personality and
interest inventories. The process of achievement testing is a chain with many links, including
identifying what to teach, providing good instruction, selecting appropriate test question
formats, and reviewing for the test. Some examples are multiple choice tests, true or false,
matching type, analogy, simple recall, and the like.

Electronic Portfolio
An electronic portfolio which is also known as an ePortfolio, digital portfolio, or online
portfolio [Link] - cite_note- 1) is a collection of
electronic evidence assembled and managed by a user, usually on the Web (Zimmerman,
2012). ePortfolio includes input text, electronic files, images, multimedia, blog entries, and
hyperlinks. ePortfolios are both demonstrations of the user's abilities and platforms for self-
expression.

Types of ePortfolios
1. Ideal portfolio - It contains all the work of students. It is not given to provide students
a grade.

2. Showcase/Professional ePortfolios - These ePortfolios are primarily a way to

demonstrate (showcase) the highlights of a student's academic career.

3. Documentation portfolio - It involves a collection of work overtime showing growth

and improvement reflecting students' learning of identified outcomes.

4. Learning ePortfolios - These portfolios are typically created by a student as part of a

learning activity to demonstrate learning and the learning process. These portfolios are
often shared with other students to elicit peer feedback. Learning portfolios support
the idea of formative feedback as an essential part of the learning process.

5. Evaluation/Assessment ePortfolios - The teacher may utilize this for both formative
and summative assessments feedback.
MODULE 7
Social, Ethical and Legal Responsibilities in the Use of
Technology Tools and Resources

Technology has become an integral part of our lives. It has created a great impact that
whether we like it or not, we have become prone to safety issues. Our privacy can be intruded;
our social relationships can be affected. But it is not just enough that we keep ourselves safe,
we should also possess the skills on how we can act responsibly so as not to pose harm to
others. Thus, this Module will walk you through this issue.
Lesson 1: Digital Citizenship vs. Global Citizenship

Digital Citizenship vs. Global Citizenship

Since we are considered citizens of the community we live in, then as users of the
internet we can also call ourselves as citizens of the digital world where we live, learn, and
work in an interconnected manner. Digital citizenship is an idea that all persons using the
internet have civic rights and responsibilities. It centers around safe, savvy and ethical use of
technology.

How do you describe a good citizen?

How do you describe a good digital citizen?
Is there much difference between the two?

Summing up, a global citizen sees the world as a community in which all people live
and prosper together. He/she understands that his/her actions contribute to the values of the
entire planet, and he/ she is concerned on how he/she participates in and contributes to the
entire world. A digital citizen, on the other hand, adheres to guidelines that govern the ethical
and responsible use of technology and acts responsibly in all relationships and interactions in
the digital world.

When we mix these two together, it's the perfect recipe for the Global Digital Citizen. A
global digital citizen is a responsible, ethical citizen leveraging technology to foster community
on a global scale through connection and compassion. The Global Digital Citizen understands
that we can govern technology for the benefit of both ourselves and others. It is a citizen that
views the world as an interconnected community. Additionally, the digital citizen realizes that
we simultaneously share technological and human experiences regardless of culture, status, or
political/ religious beliefs (Watanabe-Crockett, 2017)

Five Tenets of Global Digital Citizenship

We define the best assets of the Global Digital Citizen using 5 tenets: Personal
Responsibility, Global Citizenship, Altruistic Service, Environmental Stewardship, and Digital
Citizenship (Ribble, 2017). These five tenets are the essence of what it means to be a great
Global Digital Citizen.

Personal responsibility
Personal responsibility includes demonstrating how we manage ourselves in matters
such as personal finance, ethical and moral boundaries, personal health and wellness, and
relationships of every kind, both online and offline. For the student, this kind of responsibility
means taking ownership of his/her learning a sense of accountability for lifelong learning in our
students prepares them for the workplace. Developing workplace. These are places where they
must often think and act independently and take initiatives on their own. Encouraging this in
the classroom as early as possible can help students develop high-level critical thinking and
problem-solving abilities assist them in every aspect of their lives.
Global citizenship
The Global Digital Citizen understands that technology has dissolved boundaries
between all the world's people. We now communicate, collaborate, and celebrate across all
levels of society. We are now all global citizens. Our students must realize, among other things,
that we aren't isolated from each other anymore. A deep understanding of this new global
interconnectedness can encourage them to be aware of the issues, traditions, values, and
cultures of other citizens. This leads to cultivating understanding, acceptance, compassion, and
humility.

Digital citizenship
Digital citizenship covers appropriate and exemplary behavior in our online
environments. It's about working towards making our transparent digital world safe for
ourselves and others. Just like personal responsibility, this involves moving accountability for
appropriate behavior to our students. We teach them how to govern their behavior, act in just
and moral ways, and lead by good example in all online associations. In doing so, they foster
independence within themselves and hopefully light the way for others to do the same.

Altruistic service
Altruism is defined as "having a selfless concern for the well-being of others”. The
Global Digital Citizens acknowledge that they share this world with many different people.
These ideals apply to the people we know, but also to those we don't know. These include
embracing the opportunity to exercise charity and goodwill for the benefit of others. The
practice of altruistic service provides opportunities for our students to create meaningful
connections to the real world. It gives them the chance to reach out to others and do things
that can make a person's experiences better or easier in everyday life. This produces a sense of
community and well-being for all.

Environmental stewardship
This practice is all about common-sense values and an appreciation the beauty and
majesty that surround us every day. This facet of Global Digital Citizenship encourages
exploring how we can practice the conscientious use of Earth's resources. Environmental
stewardship encourages every student to take a positive stand on personal, local, regional,
national, and international actions regarding the preservation of what is essentially our
"environmental community," This facet of Global Digital Citizenship reinforces the idea that we
have one world that we all live on. It's vital that we respect it and take steps to ensure its
beauty and longevity for all future generations (Watanabe-Crockett, 2017).

Why Do We Need to be Global Digital Citizens?

Here's an idea from Watanabe-Crockett (2017).

Personally, we face the daily possibility of online fraud, identity theft, and online bullying. We
place our entire lives and their contents in the digital stratosphere willingly, and often without
considering the consequences. The dangers of this are real. What is needed is people who will
advocate and demonstrate the kind of self-governance that will keep us safe from harm both
online and offline.
Globally, even as technologically intertwined as we are, there is also a level of disconnection in
our lives. We are more connected than ever and yet often less tuned into others than ever.
Global Digital Citizens see the need that all diversity has to be recognized, honored, and
cherished for present and future generations. They also see the need for harmony and
connection in a world
transforming as rapidly as ours.

Digitally, our Internet is unchecked and growing wild, which is a good thing. Online information
is expanding at a staggering rate. Online perils do exist, and the Global Digital Citizen sets an
example to others on how to navigate them safely and securely. A good helping of common
sense goes a long way in this regard.

Altruistically we have more means to help others. Thanks to technology. Crowdfunding and
crowdsourcing help us give back to local and global communities. Social media can become a
support network for those of us who are in physical, mental, and emotional need. The Global
Digital Citizen can lead the way.

Environmentally we continue to face growing threats such as climate change, resource

depletion, industrial pollution, digital pollution, and more. Global Digital Citizens seek to
combat the biggest challenges to our environmental health. They foster solutions that work to
the benefit of the entire planet.

Expand Exploration
Elements of Digital Citizenship
Digital citizenship is now a component of digital citizenship, and is in fact one of the
facets of Global Digital Citizenship. Under digital citizenship, there are nine elements: digital
access, digital commerce, digital communication, digital literacy, digital etiquette, digital law,
digital rights and responsibilities, digital health and wellness, and digital securities.

Digital access
Equal digital rights and electronic access is the starting point of digital citizenship.
Digital access is supposed to be available to all in the same manner that education is made sure
by the Philippine government to be available to all citizens. Currently, on this matter, the
Republic Act 10929 was signed on July 25, 2016, requiring all public places in the country to
have free internet access. Public places in this act covers national and local government offices,
public basic education institutions, state universities and colleges and TESDA technology
institutions, public parks and barangay reading centers, public airports and seaports, and public
transport terminals. Despite this law, however, many are still deprived of internet access and
therefore deprived of some resources. To become productive citizens, we need to provide and
expand access to technology, and we need to be committed that no one is denied digital
access.

Digital commerce
Technology users need to understand that a large share of market is being done
electronically. Nowadays people shop through different websites and even do online
transactions for banking. Many other online transactions are occurring including the illegal
downloading, pornography, and others thus a safe and secure online shopping and other
commercial transactions have to be done. With this, an e-commerce act or RA 8972 was signed
in July 2000. This Act aims to facilitate domestic and international dealings, transactions,
arrangements, agreements, contracts and exchanges and storage of information through the
utilization of electronic, optical and similar medium, mode, instrumentality and technology to
recognize the authenticity and reliability of electronic documents related to such activities and
to promote the universal use of electronic transaction in the government and general public.

Digital communication
It is another element of Digital Citizenship that we seem to be embracing
wholeheartedly. Digital communication is the electronic exchange of communication which
includes emailing, texting, instant messaging, utilizing cell phones, etc. As digital
communication continues to grow, it is important that we do not forget how to communicate
face to face. We have to utilize digital channels of communication to enhance our ability to
communicate, but do not allow it to replace our ability to communicate.

Digital literacy
As digital citizens, it is our responsibility to develop and continually enhance our
technological knowledge. We should support and encourage the acquisition of technological
knowledge by others. We should model the positive and proactive use of technology for good
causes, personal and professional growth and education.

Digital Etiquette
This refers to the electronic standards of conduct or procedure. This is often seen as
one of the most pressing problems when dealing with Digital Citizenship. Imagine a teenager
who spreads hate speech about a classmate online. Or one who browses Facebook while
attending Mass. Browsing social media sites have become so addictive that young people tend
to lose distinction between what is appropriate and what is not. It begins with rules. It is not
enough however to create rules and policies, everyone must be taught to become responsible
digital citizens.

Digital Law
Digital law refers to the electronic responsibility for actions and deeds. The digital
world is so huge that there should be order, discipline, and ethical use. Plagiarism, copyright
infringement, hacking of information, identity theft are crimes that are commonly violated by
online users. As digital citizens, we must be aware of these illegal behaviors so that we can
avoid them and report those who illegally engage in them.

Digital Rights and Responsibilities

"For every right, there is a corresponding duty and for every privilege, there
corresponding responsibility." The privileges of digital access come along with responsibility.
Just as the Philippine constitution protects us with rights of being Filipino citizens such as the
right to privacy, we also have the responsibility to be cautious in our online activities such as
posting our photos and videos online.

Digital Health and Wellness

Our physical and psychological well-being in a digital technology world should be a
priority. Many illnesses have become associated with technology use such as prolonged sitting
in front of the computer screen. Technology has also posed a inherent danger of addiction and
threat from online predators. Thus, children and carpal tunnel syndrome, eyestrain and
childhood obesity as an effect of children's adults alike must learn how to protect themselves
as digital citizens through education and training.

Digital Security
How to keep oneself secure in any community is a major concern. If we our homes safe
with gates and locks, we also need to protect the information that we provide online with
privacy setting and strong passwords. We also need to have virus protection and backups of
our data. As responsible digital citizens, we must know how to keep our data, our money, and
our identity from all hazards in the digital world.
Digital citizenship is very similar to our citizenship in our immediate community. There
are social, ethical and legal issues involved in our day-to-day dealings with people and the
surroundings. It is not just about recognizing and dealing with online hazards. It is about
building safe places and communities, understanding how to manage personal information,
and about being savvy - our online presence to grow and shape our world in a safe, creative
way, inspiring
using others to do the same (Blackboard, 2018). As a global digital citizen, we need to
be conscientious and compassionate; we should strive to establish a sense of global community
in all our online and offline relationships, duties and endeavors (Global Digital Citizen
Foundation).

Lesson 2: Netizenship and Netiquette in Online Communities

The Philippines, being considered as social media capital of the world, has a need to
stress social media education and etiquette among online users. The interview conducted with
parents and teachers of high school students in the above example underscored the need to
use social media responsibly. All agreed for the inclusion of social media etiquette in the
education curriculum either as a separate subject or integrated in good manners and right
conduct. Social media can attain many things in terms of social good (Brutas, 2015). How can
social media be used to affect positive change?

Explore

In the previous lesson, we have understood our roles and responsibilities as global
digital citizens. Our membership in the virtual community requires that we behave
appropriately and act responsibly.
While working online we all create a digital tattoo, and we leave digital footprints. We
have to remember that our digital world is permanent, and with each post, we leave a digital
footprint. By doing self-reflecting before we self-reveal, we can consider how what we share
online can impact ourselves and others
Scrutinizing the term again, a netizen, according to the Merriam-Webster Dictionary
(26 April 2018) is an active participant in the online community of the internet. The medical
dictionary refers to it as an internet citizen who uses networked resources, which connotes
civic responsibility and participation. Thus, netizenship means citizenship on the internet or in
the virtual world.
 As responsible netizens, we are all expected to support a healthy interaction on the
internet. A netiquette, or the rules of socially accepted behavior online have to be observed in
writing an email, in texting, and other communications on the web.

Below are some netiquette guidelines:

1. Protect your reputation. Whether in real or in virtual world, you are the same
person. Do only what is appropriate and share information that does not harm you
as a person.

2. Respect others. Respect begets respect. Treat everyone with respect even if you
have not seen him/her in person. Be judicious about what you say on your own
and other's pages.

3. Express yourself clearly and use emoticons. Communication online is difficult

because emotions are not evident during communication. Miscommunication
usually takes place because your facial expression and your body language cannot
be seen, and the tone of your voice cannot be heard. Thus, emoticons are readily
available to show your emotions.

4. Remember intellectual property. Ideas online are products of intelligence of

others. If you need to cite them, acknowledge the authors. You definitely do not
want to steal the properties of others.

5. Check spelling, grammar and punctuation. Since your face cannot be seen online,
you will be judged according to your posts. Good writing means good manners. We
do not want to waste other people's time reading our post which is
incomprehensible.

6. Pause before you post. Take note that whatever you post becomes permanent
therefore think twice or thrice before you click send.

7. Do not share your personal information. Sharing your personal information online
is like going around the streets wearing a shirt printed with your name, birthday,
address, name of parents, etc. You definitely do not want to reveal all this to many
people. Besides, providing all these publicly will make you prone to identity theft.

8. Think about who or what you are representing. As a son/daughter, you represent
your family. As a student, you represent your school. You do not want your family
or school to be put to shame by what you do.

Each of us has a significant contribution to the kind of community we have in the

virtual world. As the Association of American Medical Colleges (2015 in [Link])
says it, "We are responsible for the public face' that the connected world sees". Consequently,
our individual digital reputation is shaped by our posts on social media.
Lesson 3: Property Rights on the Development and Use of Digital Materials
[Link] reported that, a survey of over 63,700 US undergraduate and 9,250
graduate students over the course of three years (2002-2005) conducted by Donald McCabe,
Rutgers University-revealed the following:
1. 36% of undergraduates admit to "paraphrasing/copying few sentences from
Internet source without footnoting it"
2. 24% of graduate student’s self-report doing the same
3. 38% admit to "paraphrasing/copying few sentences from written source without
footnoting it"
4. 25% of graduate student’s self-report doing the same
5. 14% of students admit to "fabricating/falsifying a bibliography"
6. 7% of graduate student’s self-report doing the same
7. 7% self-report copying materials "almost word for word from a written source
without citation"
8. 4% of graduate student’s self-report doing the same
9. 7% self-report "turning in work done by another"
10. 3% of graduate student’s self-report doing the same
11. 3% report "obtaining paper from term paper mill"
12. 2% of graduate students report doing so

The Josephson Institute Center for Youth Ethics surveyed 43,000 high school students
in public and private schools and found that:

1. One out of three high school students admitted that they used the Internet to
plagiarize an assignment

What do the survey data imply?

Intellectual Property Right

Intellectual property protection is important in fostering innovation. Without
protection of ideas, individuals will not be able to enjoy the full benefit of their innovation
without the fear that a competitor will steal the idea and/or take the credit inventions, and
they would not be compensated for their creations. This encourages for it.
Intellectual property, according to World Intellectual Property Organization (WIPO),
refers to creations of the mind such as inventions; literary and artistic works; designs; and
symbols, names and images used in commerce. An intellectual property right is a right held by
a person or by a company to have exclusive rights over these. Internationally, these intellectual
properties are protected by the World Intellectual Property Organization to which the
Philippines is one of the 191 member states. In our country, we have the Intellectual Property
Office of the Philippines (IPOPHIL) which administers and implements state policies in relation
to intellectual property.
This office was created through Republic Act 8293. This act defines intellectual
property to include copyright and related rights; trademarks and service marks: geographic
indications; industrial designs; patents; layout designs (topographies) of integrated circuits; and
protection of undisclosed information. In the education setting, copyright and related rights are
the ones applicable.
Copyright
Copyright refers to the legal right given to the owner of the original work or intellectual
property. These "works" are original intellectual creations in the literary and artistic domain
protected from the moment of their creation which include the following:
1. books, pamphlets, articles and other writings;
2. periodicals and newspapers;
3. lectures, sermons, addresses, dissertations prepared for oral delivery, whether
or not reduced in writing or other material forms;
4. letters;
5. dramatic or dramatico-musical compositions; choreographic works or
entertainment in dumb shows;
6. musical compositions, with or without words;
7. works of drawing, painting, architecture, sculpture, engraving, lithography or other
works of art; models or designs for works of art;
8. original ornamental designs or models for articles of manufacture, whether or not
registrable as an industrial design, and other works of applied art;
9. illustrations, maps, plans, sketches, charts and three-dimensional works relative to
geography, topography, architecture or science;
10. drawings or plastic works of a scientific or technical character;
11. photographic works including works produced by a process analogous to
photography: lantern slides;
12. audiovisual works and cinematographic works and works produced by a process
analogous to cinematography or any process for making audio- visual recordings;
13. pictorial illustrations and advertisements;
14. computer programs; and
15. other literary, scholarly, scientific and artistic works.

The internet is a very rich source of these materials, and we should be careful in using
them. These works are protected by the sole fact of their creation, irrespective of their form or
mode of creation as well as of their content, quality and purpose. Now that copy and paste are
very accessible commands in our computer toolbars, we should try not to violate the copyright
laws otherwise we could be accused of copyright infringement. Copyright infringement is the
use of works without permission where the copyright holder has the exclusive right to
reproduce, distribute, display or perform the protected work, or to make derivative works.
Proper citations should be used when including them in our output.

Below are the guidelines on online use of copyrighted materials by Smaldino, Lowther and
Russel (2012):

1. Contrary to popular opinion, all material on the internet is copyrighted unless stated
otherwise. It is copyrighted even if it does not display the copyright symbol.

2. An email is an original work, fixed in a tangible medium of expression, that is covered

by copyright. Hence it is recommended that you should not forward any email without
permission, in consideration of both copyright and Privacy Act.
 3. Downloading an article from a newspaper's website, making copies, and distributing
them to your students prior to a class discussion on the topic is permissible following
the current photocopying guidelines which permits making multiple copies for
classroom use. The exception would be individually bylined, copyrighted articles, or
articles from a source specifically designed for the educational market where such
articles cannot be copied legally for class distribution (adapted from Becker, 2003).

4. You cannot post students' essays, poems, or other works on the school website unless
you have permission of the students and their parents or guardians.

5. Educators should treat copyrighted materials from the internet the same way they do
print formats. The best guideline is to always obtain permission. When in doubt, ask!

Expand Exploration

Copyright Infringement vs. Plagiarism

Another violation on intellectual property is plagiarism. Although plagiarism and

copyright infringement are related ideas, these two are different. Plagiarism, according to
[Link], is an act of fraud; it involves both stealing someone else's work and lying about
it afterward. [Link] further elaborates the following as plagiarism:
1. turning in someone else's work as your own
2. copying words or ideas from someone else without giving credit
3. failing to put a quotation in quotation marks
4. giving incorrect information about the source of a quotation
5. changing words but copying the sentence structure of a source without a giving
credit
6. copying so many words or ideas from a source that it makes up the majority of
your work, whether you give credit or not (see our section on "fair use" rules)

For images, videos and music, the following are counted as plagiarism:
1. Copying media (especially images) from other websites to paste them into your own
papers or websites.
2. Making a video using footage from others' videos or using copyrighted music as part of
the soundtrack.
3. Performing another person's copyrighted music (i.e., playing a cover).
4. Composing a piece of music that borrows heavily from another composition.

In other words, plagiarism refers to copying the work of another and claiming it one's
ideas or without proper attribution while copyright infringement is copying one's work without
obtaining permission. In this sense, copyright infringement is a violation of the right of the
copyright holder while plagiarism is a violation of the 195 right of the author. We have to note
that not all authors are copyright holders; there are cases when the publisher owns the
copyright. In addition, copyright infringement is a legal violation while plagiarism is an ethical
violation.