EDUCATION

TECHNOLOGIES
FOR INSTRUCTION
YOLIBETH L. LITIGIO
MASTER TEACHER II
DIVISION OF PAGADIAN CITY
ZAMBOANGA PENINSULA
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 Elenita Que, PhD
College of Education
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U.P. Diliman, Quezon City

 OUTLINE

❏ Educational Principles

❏ Guidelines when Using Technologies

❏ Criteria in Selecting Technological Tools

❏ Menu of Technologies
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 Educational Principles

➢ Independent Learning
➢ Invisibility of Technology

➢ Student Engagement
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Attention Span
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 Primary-Recency Effect
•We remember best that which is
presented first
•Second best that which comes last
and least that which comes just past
the middle
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 Primacy-‐Recency Effect

Retention in a 20-‐Minute Learning Episode

Degree of Retention Prime-‐time-‐1

Prime-‐time-‐2

Down-‐time
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0 5 10 15 20
Time in Minutes
 Primacy/Recency Effect

Retention in a 40-‐Minute Learning Episode

Prime-time-‐1 Prime-‐time-‐1

Degree of Retention
Prime-‐time-‐2 Prime-‐time-‐2

Down-‐time

Down-‐time
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0 5 10 15 20 25 30 35 40

Time in Minutes
 Primetime 1 Downtime Primetime 2
0:00 – 0:12 0:13 – 0:14 0:15 – 0:20
Establish the classroom Practice the new Synthesize the lesson
setting/ Welcome the information/skill
students Summarize Primetime
Give feedback 1 and Down-time
Introduce yourself as
the teacher Conduct game or Reflect on the lesson
activity connected to
Inform the students of Primetime 1 Give assignment or
the lesson objectives agreement
and expected outputs
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Present the lesson

 Each concept
must be
presented 6-‐9
minutes
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 Guidelines when using
Technology
Appropriateness Constructive
to Learner Alignment

Content
Privacy and digestibility
Security
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 Appropriateness to
Learners

Know who your students are

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 Constructive
Alignment
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 Content
Digestibility

Deliver bite-‐sized,
spaced learning
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 Privacy
And
Security
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Photo by Georgie Cobbs on Unsplash

 Use of technology must allow students
to work in groups on projects, sharing
information and discoveries
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 Asynchronous
or
Synchronous?
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 Low Tech or
High Tech?
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 Criteria
Can it be scaled to
accommodate any class size?
Functionality
Accessibility Is it user-‐friendly?
Technical Is there school-‐based
Mobile design technical support?
Does it allow users to
communicate through different
channels (audio, visual, text)?
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hCps://teaching.uwo.ca/pdf/elearning/Rubric-‐for-‐eLearning-‐Tool-‐Evaluation.pdf
 Criteria
❑ Does it meet accessibility
guidelines or standards?
Functionality
❑ Can it address the needs of
Accessibility diverse learners?
Technical ❑ Does it not require
equipment beyond what is
Mobile design
typically available to
teachers and instructors?
❑ Are all aspects of the tool
free of charge?
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hCps://teaching.uwo.ca/pdf/elearning/Rubric-‐for-‐eLearning-‐Tool-‐Evaluation.pdf
 Criteria
❑ Can it be embedded or fully
Functionality integrated into an LMS?
❑ Can it be effectively used with
Accessibility any standard, up-‐to-‐date OS?
Technical ❑ Can it be effectively used with
Mobile design any standard, up-‐to-‐date
browser?
❑ Does it not require users to
download additional software
or browser extensions?
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hCps://teaching.uwo.ca/pdf/elearning/Rubric-‐for-‐eLearning-‐Tool-‐Evaluation.pdf
 Criteria

Functionality ❑ Can it be accessed, through

download or app regardless of
Accessibility mobile OS and device?
Technical ❑ Is there no difference in
functionality between mobile
Mobile design and desktop version?
❑ Can its core features
be accessed and utilized offline?
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hCps://teaching.uwo.ca/pdf/elearning/Rubric-‐for-‐eLearning-‐Tool-‐Evaluation.pdf
 Criteria
Privacy,data
protection ❑ Does it not require creation of
an external account or
and rights
additional login?
Social presence ❑ Can users maintain ownership
Teaching presence and copyright of their data?
❑ Can users archive, save, or
Cognitive import and export content in
Presence variety of formats?
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hCps://teaching.uwo.ca/pdf/elearning/Rubric-‐for-‐eLearning-‐Tool-‐Evaluation.pdf
 Criteria
Privacy,data
protection ❑ Does it have the capacity to
support a community of learning
and rights
through both asynchronous and
Social presence synchronous opportunities?
Teaching presence ❑ Can instructors control learner
anonymity?
Cognitive ❑ Is the tool widely known?
Presence familiar with most of the
students?
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hCps://teaching.uwo.ca/pdf/elearning/Rubric-‐for-‐eLearning-‐Tool-‐Evaluation.pdf
 Criteria
Privacy,data
❑ Does it have easy-‐to-‐ use features
protection that would promote teacher
and rights presence?
Social presence ❑ Can it easily be customized to suit
classroom context and targeted
Teaching presence learning outcomes?
Cognitive ❑ Can the instructor monitor
learners’ performance through
Presence
user-‐friendly dashboard?
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hCps://teaching.uwo.ca/pdf/elearning/Rubric-‐for-‐eLearning-‐Tool-‐Evaluation.pdf
 Criteria
Privacy,data ❑ Does the tool enhance
protection engagement in targeted
cognitive tasks previously
and rights overly complex through other
Social presence means?
Teaching presence ❑ Does the use of the tool
promote higher order thinking
Cognitive skills?
Presence ❑ Can the learners receive regular
formative feedback on learning?
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hCps://teaching.uwo.ca/pdf/elearning/Rubric-‐for-‐eLearning-‐Tool-‐Evaluation.pdf
 Low Tech or
High Tech?
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 Menu of Technologies
Low Technologies

➢Radio
➢TV
➢Mobile phones
➢Indigeneous Resources
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 Menu of Technologies

High Technologies
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 Learning
Edmodo Google Classroom
Manage-‐
ment
System
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 Screencastify
Screen
recording
Powerpoint
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 Google
Slides

Presentation
Powerpoint
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 Jamboard
Whiteboard/
Bulletin
Board Padlet
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 Live
Interaction

Google Meet Big Blue BuCon

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Studio Adobe Connect

 Video
Production

Powerpoint
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Open Broadcaster
Sobware (OBS)
Activity Time
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 “Technology will not replace
great teachers but technology
in the hands of great teachers
can be transformational.”
George Couros
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Thank you!
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 Yolibeth L. Litigio
Master Teacher II

Pagadian City Division

Zamboanga Peninsula
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 Credits.
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 References

• hCps://blog.edthena.com/2020/06/26/student-‐ centered--
‐independent-‐learning-‐important-‐distance-‐ teaching/
• hCps://www.albany.edu/faculty/rpy95/webtext/
invisble.htm
• Briggs, J. (2014). Constructive alignment in university teaching.
HERDSA Review of Higher Educa(on, 1, 5-‐22 www.herdsa.org.au
hCps://www.tru.ca/ shared/
assets/Construc(ve_Alignment36087.pdf
• hCps://flexforward.pressbooks.com/chapter/
construc(ve-‐alignment/
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• hCps://www.classdojo.com/remotelearning/
 References

• Bradbury, Neil. (2016) Attention span during lectures: 8 seconds, 10

seconds, or more? IL: The American Physiological Society
• Sousa, David. (2001) How the Brain Works CA: Corwin Press Inc.
• Malamed, C. (n.d.) Chunking information for Instructional
Design. theelearningcoach.com/ elearning_design/chunking-
‐informa(on
• Mayer, Richard; Moreno, Roxana. (1998) A split-‐ attention effect in
multimedia learning: Evidence for dual processing systems in
working memory CA: American Psychological Association Inc.
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