Santa Monica Institute of MODULE 2 WEEK NO.
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DATE: 3-15-2021
Technology
x
Andrada Building, Cabili Avenue
Iligan City
Bachelor of Elementary Education (BEED)
EPP 2: EDUKASYONG PANTAHANAN AT ENTREPRENUERSHIP
Semester of A.Y. 2020-2021 Instructor: Dominic Ray Y.
Gequilan, LPT
Introduction
The learner demonstrates an understanding of the basic knowledge and skills
in entrepreneurship & ICT, Agriculture, Home Economics, and Industrial Arts
toward the improvement of personal life, family, and community.
Rationale
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The learner demonstrates basic knowledge, skills, and values in agriculture,
entrepreneurship and ICT, home economics, and industrial arts that can help
improve self and family life.
Intended Learning Outcomes
A. naipaliliwanag ang mga panuntunan sa paggamit ng computer, Internet, at email.
B. natatalakay ang mga panganib na dulot ng mga di-kanais-nais na mga software (virus at malware), mga
nilalaman, at mga pag-asal sa Internet.
C. nakapagpapadala ng sariling email
D. naipapaliwanag ang mga panuntunan sa pagmamahagi ng mga dokumento at media file
Activity
ESSAY
1. What is the difference between ICT and ICT in education?
2. What is the difference between “Literate” and “Literacy”? Does it
sound far from each other? Explain.
3. Are you a 21st Century teacher? Are you ready to engage in the 21 st
century learners? How are you going to engage learning for the 21 st
century learner? Explain.
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Discussion
INFORMATION AND COMMONUCATION TECHNLOGY (ICT)
The Safe, Responsible and Ethical use of ICT
In a world of fast past digital technology we as teachers are, now more than ever, required to
teach our students about the safe, ethical and responsible use of Information & Communication
Technologies (ICT) to our students.
Digital tools are effective in engaging and challenge learners. Meaningful use of these
technologies in the classroom can be extremely beneficial. It is important that students are
taught how to build their online profile safely and responsibly. As teachers we should model as
well as equip our students with the tools to ensure legal, safe and ethical behaviour when using
ICT, at school, home and the within the community.
The safe, responsible and ethical use of ICT is an important part of teachers’ work and students’
learning. It is explicitly identified in the Australian Professional Standards for Teaching (Focus
Area 4.5) and the ‘Applying Social and Ethical Practices and Protocols’ in the ICT General
Capability.
The Australian Professional Standards for Teaching states that as teachers we are required to
use ICT safely, responsibly and ethically. We need to be able to ‘demonstrate an understanding
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of the relevant issues and the strategies available to support the safe, responsible and ethical use
of ICT in learning and teaching.’
It is recognised that Applying Social and Ethical Protocols and Practices is one of five General
Capabilities concerning ICT across the curriculum. It involves students developing an
understanding of
Intellectual property
Digital information security,
including the responsibility to
protect the
Preventing cyber bullying
Ensuring online security
Respecting audiences and
being aware of the portrayal
of the self and others
Seeing themselves as creators
as well as users of ICT
Students are required to learn
about issues relating to cyber
safety, copyright laws, and
digital information security
and apply this knowledge to
every subject area.
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Cyber Safety
Teachers are responsible to ensure that their students are safe when using ICTs. This
includes teaching students:
how to avoid exposure to inappropriate material or activities
how to protect themselves when online
knowledge of who and how risks can be presented
The understanding that once uploaded, digital posts are permanent
to feel confident about alerting adults when feeling unsafe, threatened or bullied
and
Using signed Cyber safety Use Agreements, outlining policies of internet use)
Reporting criminal behaviour including cybercrime, abuse and neglect.
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Cyber safety is not limited to online use; it includes the usage of mobile phones, cameras and other
personal devices.
Cyber Smart–Provides activities, resources and practical advice to help children,
teachers, and parents safely enjoy the online world.
Bullying No Way – This website provides information and resources to help school
leaders and teachers create and sustain safe and supportive school communities.
Budd:E – Great website for fun interactive games highlighting the importance of online
safety. Can be used as a stand alone lesson, to allow students to learn without realising
it.
Ethical Responsibilities
It is important that students realise the ethical responsibilities associated with ICT use.
Students are required to understand copyright laws and the consequences of breeching
them. As teachers we are able to help students understand this by reinforcing the
concepts of plagiarism and referencing, EVERY time they undertake research on the
computer. Students need to be aware this applies to all works including, but not limited
to, information, pictures and videos.
Creative Commons – is an international organisation that provides free licences
and tools that copyright owners can use to allow others to share, reuse and
remix their materials legally. We need to ensure that our students are able to
reference their work properlyas well as only use images that can be found on the
Creative Commons search engine.
Responsible Use
Protecting personal digital information is essential. Children need to be taught to protect
their identity, this is not common knowledge and often not something a child would
think about. Discussions around disclosing personal information to ‘cyber friends’ and
faceless people on the internet need to take place regularly with your students as well as
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opening unknown emails and webpages. During lessons reinforce to your students the
importance of protecting their passwords, login details and logging off of computers.
Teachers should remind students of this every time a student logs onto the computer.
Get Safe Online – An informative website aimed at older children and adults with
information about protecting yourself against identity theft, fraud and viruses online.
Gathering and Organizing Information Using ICT
Word Toolbox Bookmark – to save a web site addresses or link on an Internet browser.
Search engine – a web site used to search the Internet for any information Search term – the
keyword used by a search engine to give search results. Search EnginesThe web sites that
search the Internet for you and give you a list of search results. Google, Bing, and Yahoo!
Search are examples of search engines.
Features of a Search Engine -A true search engine is an automated software program that moves
around the Web collecting web pages to include in tis catalog or database It searches when a
user requests information from a search engine; not the entire Web Each search engine has its
own catalog or database of collected web pages, so you will get different results or hits by using
different search engines.
Doing a Search -Have an Internet connection to access a search engine Enter your search
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terms on the search field to find the most relevant search result. If you are looking for more
specific information, you can narrow your search results by using more specific search terms.
Once you have entered your search terms and selected the search or go button, the search
engine will provide you with a list of search results.
Evaluating a Web Site and Its Contents- Check out who the author of the content is If the
content is from an online publication, see if it looks like professional publication and the contact
details and “About” Information are provided Evaluate the accuracy of the content Consider
the objectivity of the content Look for the date of publication and check if the information is
up-to-date.
Bookmarking a Web Site- Bookmarking a web site means saving its link or web site address on
your Internet browser. To create a bookmark, click the star in the address bar. The star will turn
blue and a bookmark for the page you are on will be created in the Unsorted Bookmarks folder.
To bookmark all of your open tabs all once, right-click on any of the tabs and select Bookmark
All Tabs from the context menu.
How to Change the Name and Location of a Bookmark- To edit the details of your book, click
the star a second time to open the Edit This Bookmark window When you are finished editing,
click Save to close the box.
Where to Find Bookmarks- The easiest way to find a site that you have bookmarked is to start
typing its name in the address bar.
How to Organize Bookmarks- Click the settings button on the top right of your browser and
select Bookmarks. While you have the Bookmark Manager window open, you can create a
new folder by clicking Folders and then Add folder.
Implementing Collaborative Learning with ICT
Regardless of the paradigms of learning one subscribe to, there are some common
design elements that teachers have to consider. We can consider three key aspects
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of change:
(1) Classroom practices,
(2) student-teacher-computer interactions,
(3) Cultural change.
In terms of classroom practices, the overarching design aim of collaborative
learning is “to increase the probability that some type of (intended collaborative)
interaction occurs” (Dillenbourg, 1999, p. 5). This usually includes the design of
initial situation, such as a problem scenario which determines the main content to
be learned. Other design considerations include design of scaffolds, selection of
initial resources for the students to kick start the meaning making processes, and
determine ways of monitoring and regulating of interaction (Dillenbourg, 1999).
Furthermore, some rules that promote exploratory talks may be necessary.
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The following is a set of interaction rules recommended by Mercer (2004).
Seek contributions from all group members, ensuring that everyone has a
chance to speak.
Actively listen and stay involved
Be positive and open to new ideas
Question others about their ideas
Respect and value other people’s opinions and feelings
Explain your ideas concisely but clearly
Give clear reasons for your opinions, and expect them from others •
Challenge and discuss points if you disagree
In case of alternative proposals, decide together which is supported by the
best reasons
Keep to the subject
Be ready to compromise and reach agreement if possible (Mercer, 2004,
P.2)
Indicators for Collaborative Learning
For a researcher or educator, it will be useful to know how to recognise collaborative learning
when it happens. A teacher who implements collaborative learning strategies might also ask
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“how would I know if I have successfully fostered collaborative learning among my students?”
Some concrete indicators could be helpful in these situations. The following indicators signify
the roles of teachers in creating a collaborative learning environment.
Teachers’ indicators
i. Create multiple and appropriate opportunities to generate and promote
collaboration among students
ii. Design learning experiences that require positive interdependence among
students
iii. Develop students’ communication skills and interpersonal skills
iv. Provide conflict management strategies on resolving diverse or conflicting views
v. Use various assessment methods to assess both individuals and group learning
and performance
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vi. Provides feedback on individual learning and group learning and performance.
The teachers create a learning environment conducive for collaborative learning among the
students. Instead of adopting the passive role of a knowledge recipient, the students are now
required to take more active role in the learning processes. The following are indicators of
students who demonstrate successful collaborative learning.
Students’ indicators
Able to negotiate and set common goals
Contribute own ideas clearly and consider other points of view objectively
Ask questions to clarify and offer constructive feedback
Take on different roles and tasks within the group to achieve group goals
Work towards completing individual’s assigned tasks as well as help group
members achieve group goals
Reflect on group and individual learning processes
The manifestation of these students’ indicators signifies that positive learning has taken place.
Several pedagogical benefits that are related to these indicators have been reported. They include
improvement of communication skills, team process skills, critical thinking skills, and possible
contribution to self-directed learning skills. Collaborative group work can also foster better
social integration among students and enhance retention (see Summers et al., 2005).
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Exercise
Instruction: Reflect on his teaching pedagogies in EPP
[Link]
paggamit-ng-computer-internet-at-emailq1m2w2-arali/143558417452379/
Reflection
THEORETICAL FOUNDATIONS OF COLLABORATIVE LEARNING
Collaborative learning is supported by Vygotsky’s (1978) SOCIO-CULTURAL THEORY
OF LEARNING. Vygotsky discovered that the children’s thinking abilities are developed through
internalization of interpersonal interactions. For example, when a boy interacts with more capable
people like his parents or older siblings, he has the opportunity to hear or read how the more capable
people conceptualize and solve problems. When he internalizes the patterns of thinking of the more
capable people, he acquires a new way of thinking. The implication of Vygotsky’s finding is that it is
important to structure opportunities for children to interact with others.
Interacting with more capable people creates for the learner a ZONE OF PROXIMAL
DEVELOPMENT (ZPD), which is defined by Vygotsky (1978) as “the distance between the actual
developmental level as determined by independent problem solving and the level of potential
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development as determined through problem solving under adult guidance or in collaboration with
more capable peers” (p. 86). Interactions in ZPD provide the learner opportunities to appropriate ways
of seeing and problem solving that are mediated through language. Empirical studies on the effects of
interactions have provided some supports to Vygotsky’s theory.
For example, Hasan (2002) observes DIFFERENCES IN THE PATTERNS OF
INTERACTION from Australian working and middle class. The interaction patterns between mothers
and children of the working class did not seem to offer much encouragement for the children to think
deeper. On the other hand, middle class children were encouraged to ask more questions and the
parents offer more information to their children. As the patterns of interaction can be internalized by
the children as a pattern of thinking, children from the working class may be disadvantaged.
In similar vein, Wells (2007) argues that the patterns of talk in classrooms tend to fall into two
modes: MONOLOGIC OR DIALOGIC MODE. The dialogic mode encourages meaning
construction while the monologic mode demands listening ears. Both modes of communication serve
important cultural functions. The monologic mode transmits knowledge for cultural preservation while
the dialogic mode provides opportunities to cultivate the dispositions necessary for cultural renewal
through the improvement of received knowledge. Unfortunately, classroom research has indicated that
monologic mode is still prevalent; it is desirable that more collaborative learning be structured into
classroom learning. It serves to prepare the students better for the new economy that demands highly
creative and flexible individuals.
Resources and Additional Resources
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Assessment
TEST 1- MULTIPLE CHOICE
Instruction: Choose the letter for the correct answer.
1. Which leading computer software business created programes like Spread
Sheet, Word and Power point?
a) Google
b) Apple
c) Microsoft
d) DELL
2. What does "www" stand for?
a) Wicked Wizard Web
b) Wiked Will West
c) Were World Was
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d) World Wide Web
3. What is the other name for Spreadsheet?
a) Edxel
b) Word
c) Powerpoint
d) Spreadsheet
4. What is the short cut to copy?
a) CTRL C
b) CTRL R
c) CTRL K
5. The physical, tangible parts of a computer system is the...
a) Tower Casing
b) Monitor
c) Keyboard
d) Hardware
6. What is hardware
a) Hardware is an electronic device you can touch
b) Hardware is an electronic device you can not touch
c) Hardware is any device you can touch
d) Hardware is any device you can NOT touch
7. The instructions that tell the computer what to do:
a) Hardware
b) Input
c) Software
d) Output
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8. What benefits one can get from ICT in education?
a) This leads to added abilities for self-regulated learning
b) May not help more disorganized learners who needs more structure and
routine available in a physical classroom setting. Better for those who are able
to or at least keen to self-regulate their learning.
c) Difficult to replicate settings such as lab activities that require hands-on,
experiential learning
d) Academic staff should spend more time in preparation of teaching materials.
9. What is ICT?
a) Information Communication technology
b) Integrating communication technology
c) Information Connecting Technology
d) Information communication technique
10. What is the disadvantage of ict?
a) Encourage the individual study
b) Provide educational activities in large geographical area
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c) It is more expensive than traditional education
d) Provide instruction according to student needs
TEST II- ESSAY (10 POINTS EACH)
1. How do ICT changes the culture in modality of instruction? Does it change the
teaching-learning and its pedagogies?
2. According to Vygotsky in his Scaffolding approach, how would you assist and
help the learner’s prior who has knowledge in ICT?
3. If a learner/s has no prior knowledge in ICT, how would you deliver your mode
of instruction using ICT that is relevant to your lessons?
4. Is ICT necessary for your modality in teaching? How would it affect the
teaching-learning process? Does it change the output of learning?