QUEZONIAN EDUCATIONAL COLLEGE, INC.

College Department

Course Code: PEC-PCK4 Course Description: Technology for Teaching and Learning 1

Course Learning Outcomes:

1. Explain ICT policies and safety issues as they impact on the teaching-learning process.
2. Identify learning theories and principles applied in the design and development of lessons through
appropriate media and technology for teaching and learning.
3. Integrate media and technology in various content areas.
4. Formulate teaching-learning experiences and assessment tasks using appropriate and innovative
technologies
5. Demonstrate social, ethical and legal responsibility in the of technology tools and resources.

Unit 3: Non-digital and Digital Skills and Tools in Delivering Technology-Enhanced Lessons

Lesson 1: Non-Digital and Digital Skills and Tools in Delivering Technology-Enhanced Lessons
Teaching becomes rewarding when learners get the most from instructions as manifested in their
performance. An important element in engaging learners is when the strategy used in delivering the
lessons 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 classrooms. 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. 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 into educational process (Effiong and Igiri,2015). Examples of
instructional materials are drawings, kits, textbooks, posters, magazines, flipchart, newspapers, diorama,
pictures, recording videos and 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 and Igiri, 2015). Instructional materials are the supplementary materials, which help the
teacher to make his/her presentation concrete, effective, interesting, meaningful and aspiring. Instructional
materials are a great help in stimulating and facilitating the learning of the learners.
According to Wright (1976:1) as cited in Cakir (2006) many media and many styles of visual presentation
are useful to the language learner. All audio-visual materials have positive contributions to language
learning as long as they are used at the right time, in the right place. In the teaching and learning
process, learners use their eyes as well as their ears; but their eyes are basic in learning.

CONVENTIONAL OR NON-DIGITAL TOOLS

Unit 3: Non-digital and Digital Skills and Tools in Delivering Technology-Enhanced Lessons 1
 DIORAMA
    It will make the classroom to be creative and
innovative. It is a fun way to build an exciting
scene 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.

https://www.firstpalette.com/images/craft-mainpic-
large/petdiorama-main3.jpg

1. 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.

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2_large.jpg?v=1533587733 R I
T I
N
G 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 used visual aid.

3. FLIP CHART ZIGZAG BOARD

4. https://cf.shopee.ph/file/
    It is a large tablet or pad of paper, usually a9e4305b7a87ec451554a070576eed83
on a tripod or a stand. It is a multi-board series of three or four rectangular
boards. They are joined together along the sides by

Unit 3: Non-digital and Digital Skills and Tools in Delivering Technology-Enhanced Lessons 2
 https://upload.wikimedia.org/wikipedia/
commons/0/03/Flipchart1-Asio.JPG
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.

https://old.moorecoinc.com/app/uploads/2016/05/
display_panel_trifold_03_w-shadow_03.jpg

5. ROPE and POLE display board 6. WALL DISPLAY

     This board consist of two parallel,      Displaying items on a classroom wall is a well-
horizontal poles tied loosely together with known, tried and tested educational method. A wall
rope. Visual display is a collection of many different types of items
aids such as and materials put up on a wall to make an interesting
posters can be and informative display. In a classroom, the display can
pinned to the consist of the students' own work. In development work
rope. This kind it can be used to convey information to the community.
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 https://
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training and content/uploads/ 2018/06/297eeb61cff86ed7b29f6b7c4248d401.jpg
when working 2018/06/297eeb61cff86ed7b2
with 9f6b7c4248d401.jpg
community.

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 simply and easy to recall.
3. Legibility - Make letters big and readable for all in the audience.
4. Consistency - Use the same type style and art style.

Unit 3: Non-digital and Digital Skills and Tools in Delivering Technology-Enhanced Lessons 3
5. Clarity - Avoid type that is too small to read; avoid all caps.
6. Quality – Make it neat and professional and remember to proofread.

Summing Up

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 recordings, handouts, charts
teaching aids of 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. The following are
suggested steps in developing instructional materials: (1) find existing materials that may be adopted or
amended to meet your needs; (2) use tools to 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).

Unit 3: Non-digital and Digital Skills and Tools in Delivering Technology-Enhanced Lessons 4
Activities
Task 1
A. Discuss the importance of the following in the teaching-learning process:

Non-Digital Tools Importance to Teaching and Learning Process

Flip Chart

Wall display

Chalk board

Diorama

Nature Table

B. Browse the net for additional non-digital instructional materials. (Provide at least 5)
1. ________________ 4. ________________
2. ________________ 5. ________________
3. ________________

C. Choose the best answer from the options given:

1. Teacher A was assigned in a mountain school, and she wanted to present instructional
materials to her class. What should be presented first if she wanted to do it in logical
presentation?
a. Real objects c. Pictures and illustrations
b. Diorama d. Flipcharts

2. The following are guidelines in designing instructional materials EXCEPT:

a. consistency b. legibility c. expenseness(cost) d. quality

3. Which of the following activity is bets to do if a teacher wanted to know how well students
understood the lesson about “Beauty and the Beast”?
a. Exhibit b. Fieldtrip c. Game d. Role-play

4. Which is a series of three or four rectangular board which are joined together along the sides
by hinges so that they can be easily folded up and carried?
a. Zigzag board c. Flip chart
b. Bulletin board d. Writing Board

Unit 3: Non-digital and Digital Skills and Tools in Delivering Technology-Enhanced Lessons 5
 5. Teacher B is a newly-hired teacher. She wants to discuss the lesson about tree planting. What
is the BEST instructional material that she should use?
a. Flip chart c. Diorama
b. Nature table d. Writing board

Task 2
1. Develop instructional materials based on your own field of specialization and topic discussion.

Rubric in Creating Instructional Materials

Needs
Very Good Good
Improvement Rating
(3) (2) (1)
1. The instructional materials explicitly
identify the learning objectives.
2. The instructional materials support
teachers in helping students identify,
examine, and consider learning
objectives.
3. The instructional materials support
teachers in helping students articulate
their initial ideas about the lesson.
4. The instructional materials ask
students to demonstrate their
understandings about the lesson.
5. The instructional materials provide
students to ask questions.
TOTAL
Other Comments:

Reference Book:
Bilbao, P., Dequila, M. A. C., Rosano, D. A., & Boholano, H. (2019). Technology for Teaching and
Learning 1 (2019th ed.). LORIMAR PUBLISHING, INC.

Unit 3: Non-digital and Digital Skills and Tools in Delivering Technology-Enhanced Lessons 6
 QUEZONIAN EDUCATIONAL COLLEGE, INC.
Atimonan, Quezon

PEC-PCK4 – TECHNOLOGY FOR TEACHING AND LEARNING 1

Name: ________________________ Course/Year: ________

Instructor: _____________________ Date Submitted: ______

Unit 1. Lesson 1

Unit 1. Lesson 2

Unit 1. Lesson 3

Unit 3: Non-digital and Digital Skills and Tools in Delivering Technology-Enhanced Lessons 7