Module Non-digital and Digital Skills and Tools in

3 Delivering Technology-Enhanced Lessons

OVERVIEW
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 presents both non-digital and digital tools. Explore the possibilities of learning about these tools
and how to effectively integrate them in instruction.

LEARNING OUTCOMES
At the end of the lesson, the students must have:
1. Integrate media and technology in various content areas;
2. Described technology tools that are used in group activities;
3. Reflected on the use of technology on its relevance and appropriateness;
4. Selected conventional materials designed to enhanced teaching-learning;
5. Introduced sample technology-enhanced lessons to support learning.

INDICATIVE CONTENT
• Non-digital or Conventional technology tools for teaching and learning
• Digital tools or non-conventional instructional support for teaching and learning.
• Selection and Use of Tools and Apps in Teaching and Learning
• Creating e-Portfolio as a Technology Tool
• Collaborative Environment in the Digital World
• Digital Literacy Skills in the 21st Century

LESSON 1: DEVELOPMENT AND USE OF NON-DIGITAL OR CONVENTIONAL MATERIALS

The 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, as cited in Bilbao, et.al, 2019). Examples of instructional materials are drawings, kits, textbooks, posters,
magazines, flip chart, newspapers, diorama, pictures, recording videos and the like.
Instructional materials have several roles in teaching and learning which include the following: (1) they promote
meaningful communication 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., 2005; Effiong & Igiri, 2015, as cited in Bilbao, et.al,
2019).
Instructional materials are the supplementary materials, which help the teacher to make his/her presentation
concrete, effective, interesting, meaningful and inspiring In any teaching and learning process, instructional materials
play a vital role as they provide 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, as cited in Bilbao, et.al, 2019 ). There are also several 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 teachers' 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 materials available.

1
 Instructional materials are a great help in stimulating and facilitating the learning of the learners. According to
Wright (1976-1) as cited in Bilbao, et.al (2019) 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 eves 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. Dioramas are 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, and (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 special
pens (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 that 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).
5. Underline headings and important or unfamiliar words for emphasis.
6. Do not talk while facing the board.
7. Do not block the students' views of the board; stand aside when writing or drawing is completed.
8. Allow sufficient time for students to copy the information from the board.
4. Flip chart. It is a large tablet or pad of paper, usually on a tripod or stand. Suggestions on Using Flipchart:
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 visually attractive and easier to read.
4. Use headings, boxes, cartoons and borders to improve the appearance of the page.
5. Use bullets (-) to delineate items on the page.
6. 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).
7. 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.
8. Have masking tape available to put pages up around the room during brainstorming and problem - solving
activities.
9. 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.
10. 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 consists of two parallel, horizontal poles 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
words, 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.

It is necessary to be receptive or open to the possibilities of the use of instructional materials. Instructional
materials are of many kinds: textbooks, audio and video cassette, handouts, charts, teaching aids of various aids of
2
various kinds which can all be used for different purposes by the teacher. Classroom instructional materials do not mean
only the materials available in the market.
There is no substitute for hands-on experience in creating instructional materials wing are suggested steps in
developing instructional materials: (1) find existing materials that may be adopted or amended to meet your needs; (2)
Use tools create new instructional materials that help plan and carry out the development process, (3) implement
preproduction activities before materials are created; (4) schedule the crafting of the story board; and (5) when
developing content, provide contextualizing elements (collaboration, role play, case studies).
Instructional materials comprise a wide variety of items, handouts, slides, moving pictures, posters, models, objects,
and many others. All of these materials are meant to enhance the teaching and learning process.

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 great teachers is managing
information. This direction transformational." of integrating ICT tools will reveal the usefulness of employing ICT Tools
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.
The ICT tools, gadgets or equipment interface with your ways of living. You use them to communicate, you
think using them, or you create something with them. Others know where your present location is or who your friends
are. Technology works like a passage that allows the world to see you or permits you to get to see others as well.

How do you describe yourself teaching a

lesson inside the classroom? What will you do to
engage student learning? Will you use
technology? Why or why not?
If you will employ digital tools and
gadgets such as mobile phone, iPad or tablet, or
the usual multimedia projector in teaching, how
will you use them? In what ways will you use
blogs or wiki space in your lesson? Can Facebook
be useful in instruction?

Figure 3.1 ICT in Education

Looking at the figure above, 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.
Let me walk you through the selection and use of a digital tool and how you can integrate it in your
lesson.

A. Using Mobile Phone and the QR Code

Since ICT integration allows ease of processing of information, here's an example of how we can read
information at a quicker speed and in an interesting manner.
Have you seen a symbol like this one below? This is now popularly used in different products, reading
materials, and even in museums. This is a QR code.

What is a QR Code
Are you familiar with a QR Code?

3
 Familiarize yourself with a QR Code. 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, OR 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 the 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 Playstore 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.
More interesting than reading QR codes is creating your own QR codes.
Step 1: Be online.
Step 2: Search for a QR Code generator and ensure that you read the information
about the application. This 0212 is important to ensure your safety in the
internet. There are tons of QR code generators out there, but a few of the
most popular include Kaywa, GOQR.me, 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 your QR Code reader or scanner.

Take a look at the table on ten interesting ways to integrate QR Codes in your teaching. Were you able to think
of something similar?

Ten Interesting Ways to Integrate QR Codes in Your Teaching

Creates Interactive and Engaging Content Scavenger Hunts
You can enrich the content you teach in a class by Create an interactive classroom activity such as the
using QR Codes that link to other readings and Scanvenger’s QR Codes that provide directions or
resources. You can link to a pdf, a video production, a instructions resulting in better learner engagement.
website, a document, or an audio file among others.
Share resources Enhance classroom library
Learners can use QR Codes to share educational Create QR Codes of students’ brief write-ups about
resources with each other (e.g. lecture notes, web why they enjoy their book and put them right in or on
content, how –to-do videos) 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 instructions in You can create surveys, polls, and forms using google
class and pin them up inside the classroom instead of form and share them with students as QR Codes which
providing them with thick copies of printed materials can be easily scanned and accessed.
giving instruction on how to do an activity.
Provide Help with Homework Research Project
A detailed instruction can be made into a QR Code Make students create QR Codes linking other
which students scan at home and use the information resources and web content to their research work.
to help them comply with their assignment.
Communicate with Parents or Partners Provide Easy Access to Online Content
You can share information to parents on school events Create QR Codes with URLs for students to gain easy
or activities in school. You can also put it in a webpage access to online resources. Sometimes when a long
for parents to get information or include it in URL is given, learners may copy a broken URL
newsletters, permission slips, etc. you can have them version hence, resources become inaccessible.
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,

4
Study the infographic and agree on a definition of the tool.

An infographic is a visual rer or picture representation or an image such as a diagram, chart clear layout, attractive
colors a 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 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 cava (http://www.canva.com). 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. As a gentle reminder, please take
time to read the instructions and navigate around the features to get optimal use of it. Look at this sample infographic.

What information is it giving?

What part of design do you like?
If you will change it, describe how your design will look.

There are many ways for which infographics can be used.

Using infographics:
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 understand if they
are presented in an infographics.
2. To simplify a complex concept . Simplifying a complex idea is the core purpose of using an infographics. This
is a very effective educational tool as a way of summarizing key points or providing an overview of a 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.

Below is an example of an infographic created by Jing Zhang (2018) that shows how the phone works while
incorporating a surreal element that appeals to the imagination of the reader. Each component of the phone is
accurately revealed.

https://dribbble.com/shots/1075558-How-your-iPhone-is-made
by Jing Zhang

5
 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 the 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 becomes understandable and more appealing to the eye.

You may view the video blog of Sara McGuire on The Top 9 Types of Infographic Templates and When to Use
Them (https://venngage.com/blog/9-types-of infographic-template/).

How will you make your own 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 among others.
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
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
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 https://padlet.com/
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. 65
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 others66 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.
Using your gadget, connect to the web and explore on the following educational application tools.
1. Quiz Maker - https://testmoz.com/
2. Poll Maker - http://www.proprofs.com
3. Storytelling Online - http://www.storylineonline.net/
4. Rubrics Library - http://school.discoveryeducation.com/schrockguide/assess.html
5. Online Journal - http://penzu.com/
6. Mind Map Tool - https://www.edrawsoft.com/freemind.php
7. Interactive Poster - http://www.glogster.com/
8. Graphic Organizers - http://www.educationoasis.com/printables/graphicorganizers/
9. Making a Podcast - ttps://www.buzzsprout.com/how-to-make-a-podcast 10. Cartoon - http://www.toondoo.com

6
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.
Open your bag. How organized is it? Is everything kept in the right location? Can you easily locate what you
are looking for? Does it have pockets to keep your things? A cluttered bag reflects a disorganized owner.
Learning is likened to it. If ideas are organized in a good location, learning is surely easier and meaningful.
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 to in or references, digital stories
or video blogs, PowerPoint presentations, photographs a private or can be published and shared publicly to stakeholders
like parents and friends.
1. Student Portfolios 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 words the
construction of the ePortfolio 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 further Sites. If it is the first 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 or enter
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.
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 ePorfolio.
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 needs to be captured. With the pencil and-paper test, the chance to get a piece of their

7
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 Gibbs reflective cycle
model (1988).
Figure : Gibb’s Reflective Cycle Model
https://blogs.glowscotland.org.uk/glowblogs/uodsseportfolio/2015/10/25/gibbs-
reflective-cycle/

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. You can write a little about the
background on what you are reflecting about by including
relevant and to-the-point details.
Feelings. Learners are involved in looming and an activity or
Figure: Gibb’s Reflective Cycle Model
https://blogs.glowscotland.org.uk/glowblogs/uodsseportfolio/201
perhaps a lesson can trigger certain feelings. So at this point, you
5/10/25/gibbs-reflective-cycle/ can think about how you feel at that time when you were doing
the activity or the experience but not to forget that this is part of
an academic discourse.
Evaluation. When evaluating, discuss how well you think the activity went. Recall how you reacted to the task or
situation and how others reacted. Was the experience a pleasant one or otherwise? This is also 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,
PowerPoint 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 earning and start taking
accountability of it. After all, you owe it to yourself Id 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 ePorfolio, you try to capture your personal journey
of learning.
(Adapted from: Gibbs, G. (1988) Learning by doing: a guide to teaching and "learing 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.

8
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 provide 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 source 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.
e. 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 21 st CENTURY

The 21 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.
Do you feel confident when you search for information in the internet? Do you easily locate relevant resources?
Do you think you are capable of optimizing the use of the online tools such as Facebook or google when studying or
doing school work? How do you manage your digital identity?
The skills you need to be able to perform well in the situations are known as 'digital literacy.” In the 21st
century, you need to be equipped with these skills to be abreast with the demands in the workplace.

9
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 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 Cs of the 21st 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. All of 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 from multiple perspectives-including 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 actually be a better way of figuring out how to solve the problem those that others
may not see.
3. Communication makes students express their ideas in the clearest and organized manner. Through varied modes
- face-to-face, technologically mediated or a blended medium, they need to know how to efficiently and clearly
convey ideas.
4. Collaboration happens when students know how to work well with others to accomplish a given task or solve a
problem at hand. This is a 21st essential. When students are made to work with others in a pair or in a team, they
are given the chance to practice how to relate with others. They may be working with classmates they do not really
prefer to work with but with guidance, you can teach them to tap on the capabilities of each member of the team
and collaboratively achieve the goal. Eventually when they leave school, they will definitely see the need to know
how to collaborate with others in order for them to accomplish a job, and you have prepared them for it. In other
words, collaboration teaches students that groups can create something bigger and better than you can on your
own.
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.

10
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 S 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 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 screencasting is a 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. Evaluate the appropriate digital channel for online communication with
1. Sending an email or text
peers, teachers and parents.
1. Identify the benefits and drawbacks of each digital tool.
2. Using Microsoft office/ Google
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 oneself,
Uploading a Video to YouTube, or
2. Identify hate propaganda and fake news.
posting a photo to Instagram
1. Evaluate the information online.
a. Is the site legitimate?
4. Researching from the worldwide web b. Is the author an expert?
c. Is the information current or dated?
d. Is the idea neutral or biased?

11
 Module Flexible Learning Environment
4
OVERVIEW
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.
This module describes how flexible learning environment made use of the technology tools to enhance
collaboration. It is also all about learning through online communications and identifying education sites and portals
suitable to the subject area.

LEARNING OUTCOMES
At the end of the lesson, the students must have:
1. Described a flexible learning environment and the different platforms used for
flexible learning.
2. Recognized how innovative teachers use online resources and educational sites and
portals for online distance learning
3. Reflected on the use of technology on its relevance and appropriateness.

INDICATIVE CONTENT
• Online Distance Education and Communities of Learning
• Types of Blended Learning
• Online Communities of Learning/Social Networking
• Benefits and Dangers in Using Social Networking Sites
• Safeguarding oneself in the use of Social Networking Sites
• Online resources, Educational Sites and Portals

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. It is clear that 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 actually hold a lesson post questions 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.

12
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. It is an LMS platform that is accessible google
account. You can create classes and perform your roles and functions as a facilitator of learning. In 2008, Edmodo was
created by Nic Borg, Jeff O'Hara, and Crystal Hutter.
Martina (2015) compared Edmodo and google classroom in 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 and Bill
Kindler. You can actually 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. As long as 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 through the use of
information technology. The link herein provides succinct video explaining about MOOCs. (Please view URL:
https://library.educause edu/topics/teaching-and-learning massive-open-online-course-mooc.)

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 has to 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 (vblog). A topic of great importance is discussed by 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 actual physical
setting of a classroom.
99
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 work 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.

13
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 courses 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 or 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 has to 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 multimedia101
formats. Teachers
and teachers 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 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.

14
 Facebook apparently is the biggest social networking site founded 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, 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 blogging. Its main goal is to
simplify social media and blogging. Users can post whatever they like such as photos, videos,
quotes, music, links. This 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 with 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 for music.

15
 Flickr (pronounced "flicker") is an image and video hosting 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 Birch in January 2005 at their
home in San Francisco.

With the fast development and vast coverage of innovations 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 it 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
1. 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
2. reputation. As you use the internet, you leave a digital footprint which can be traced back to you.
5. Do not 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
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 report this by clicking the report button o to friends or trusted adults
about the case.
10. Bullying takes place even in social networking website. Cyberbullying messages, updates, and other functions to
harass, intimidate, humiliate. taunt or pick on the individual. When you can do the following actions:
16
 a. ignore the behavior by not responding at all;
b. block the person; c. click the report button of abuse; or
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 product 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 are 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.

Source:https://www.educatorstechnology.com/2017/02/the-ultimate-edtech-chart-for-teachers.html

The administrator of this site allows users to download, print and share the materials just as long as 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 at the moment 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 to use a 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.

17
18