Technology For Teaching and Learning 1 Module 1

LESSON 1
INTRODUCTION TO TECHNOLOGY FOR

TEACHING AND LEARNING
TOPICS
1. ICT Competency Standards for Philippine Pre-service Teacher Education
2. Understanding the Basic Concepts in ICT
3. Roles of ICT in Teaching and Learning
LEARNING OUTCOMES
At the end of the lesson, students should be able to:
1. Identify the competency standards of ICT for teaching and learing in
pre-service teacher education;
2. Unpack the basic concepts of ICT to provide common understanding
for teachers and learners; and
3. Value the use of ICT in the teaching and learning processes.
compositions that we have influenced the worlble.
1. of poetry.
Introduction
If there is one thing that changed the world so fast, it is TECHNOLOGY. While
there exists technology in the past as non-digital technology, the current digital
technology has been a factor that shrunk the world and made it flat. It has provided a new
environment for learning, new ways teachers teach and also the new ways of how
learners learn. In the beginning, it has created a divide between the digital natives and the
digital immigrants. However as the years go by, such divide has become narrower and
even blurred. This has led to the new educational revolution in teaching and learning
which has been triggered by technology and resulted to better 1earning outcomes in the
21st century.
TOPIC 1: ICT Competency Standards for Philippine Pre-Service

Teacher Education
“One of the most important aspects of technology in education is its ability to level the
field of opportunity for students.” – John King, U.S. Secretary of Education
Technology can be a powerful tool for transforming learning. It can help affirm and
advance relationships between educators and students, reinvent our approaches to learning and
collaboration, shrink long-standing equity and accessibility gaps, and adapt learning experiences
to meet the needs of all learners. Moreover, technology has provided a new environment for
learning, new ways teachers teach and also the new ways of how learners learn.
However, to realize fully the benefits of technology in our education system and provide
learning experiences, educators need to use technology effectively in their practice. Furthermore,
education stakeholders should commit to working together to use technology to improve
Philippine education. These stakeholders include leaders, teachers, faculty and other educators,
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researchers, policymakers, funders, technology developers, community members and
organizations, and learners and their families. (https://tech.ed.gov/netp/introduction/)
ICT Competency Standards (CHED-UNESCO) as provided in the 2017 Policy, Standards

and Guidelines (PSG) for Pre-Service Teacher Education
The program outcomes for teacher education degrees clearly state that every future
teacher: “demonstrate proficiency in the development and utilization of Information,
Communication and Technology (ICT) resources in promoting quality teaching-learning
process.”
To ensure that the program outcomes related to ICT shall be achieved, competencies
were identified to be developed by every pre-service teacher (CHED – UNESCO, Bangkok,
2009).
The ICT Competency Standards is made up of seven domains. Each domain has a set of
competencies. The competencies are expressed in desired learning outcomes. Becoming
proficient in the different competencies will enable you to handle learners of the 21 st century in
your future classroom.
These domains and corresponding competencies are found in the Table below:
Table 1: ICT Competency Standards for Pre-Service Teachers
Domain 1: Understanding ICT in Education

1.1 Demonstrate awareness of policies affecting ICT in education
1.2 Comply with ICT policies as they affect teaching-learning
1.3 Contextualize ICT policies to the learning environment
Domain 2: Curriculum and Assessment
2.1 Demonstrate understanding of concepts, principles and theories of ICT systems
as they apply to teaching-learning
2.2 Evaluate digital and non-digital learning resources in response to student’s
diverse needs
2.3 Develop digital learning resources to enhance teaching-learning
2.4 Use ICT tools to develop 21 st century skills: information media and technology
skills, learning and innovation skills, career skills and effective communication
skills
Domain 3: Pedagogy
3.1 Apply relevant technology tools for classroom activities
3.2 Use ICT knowledge to solve complex problems and support student collaborative
activities
3.3 Model collaborative knowledge construction in face to face and virtual
environments
Domain 4: Technology Tools
4.1 Demonstrate competence in the technical operations of technology tools and
systems as they apply to teaching and learning
4.2 Use technology tools to create new learning opportunities to support community
of learners
4.3 Demonstrate profiency in the use of technology tools to support community of
learners
Domain 5: Organization and Administration
5.1 Manage technology-assisted instruction in an inclusive classroom environment
5.2 Exhibit leadership in shared decision-making using technology tools
Domain 6: Teacher Professional Learning
6.1 Explore existing and emerging technology to acquire additional content and
pedagogical knowledge
6.2 Utilize technology tools in creating communities of practice
6.3 Collaborate with peers, colleagues and stakeholders to access information in
support of professional learning
Domain 7: Teacher Disposition
7.1 Demonstrate social, ethical, and legal responsibility in the use of technology
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tools and resources
7.2 Show positive attitude towards the use of technology tools
Likewise, the Department of Education issued Department of Education Order 42, s.

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

An international organization for educational technology called International Society for
Technology in Education (ISTE), established standards for both teachers and students. These
standards were also referred to in the development of the Philippine ICT Competency standards
which include the following:
Standard 1: Technology Operations and Concepts

This means that teachers demonstrate a sound understanding of technology
operations and concepts.
Standard 2: Planning and Designing Learning Environment and Experiences

This standard implies that teachers utilize the use of technology to plan and design
effective learning environments and experiences.
Standard 3: Teaching, Learning and Curriculum

Teachers should be mindful that in the implementation of curriculum plan, they
have to include strategies for applying technology to maximize student learning.
Standard 4: Assessment and Evaluation

Teachers apply technology to facilitate a variety of effective assessment and
evaluation strategies to collect and analyze data, interpret results, and
communicate findings to improve instructional practice and maximize student
learning.
Standard 5: Productivity and Professional Practice

Teachers use technology to engage in on-going professional development and
lifelong learning in support of student learning, increase productivity and to build
community of learners.
Standard 6: Social, Ethical, Legal and Human Issues

Teachers understand the social, ethical, legal and human issues surrounding the
use of technology in support of student learning who come from diverse
background, affirm diversity, promote safe and healthy use of technology
resources and facilitate access to technology resources for all students.
Likewise, ISTE also developed standards needed for students. These standards will be
used as a guide by teachers to plan technology-based activities in which students achieve success
in learning, communication and life skills.
ISTE National Educational Technology Standards For Students (NETS* S)

From how technology teachers facilitate learners, outcomes of student learning should
indicate that the following standards have been complied with.
Standard 1: Creativity and Innovation

This standard will produce students who demonstrate creative thinking, construct
knowledge, develop innovative products and processes using technology from
existing knowledge.
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Standard 2: Communication and Collaboration
This standard requires students to use digital media and environments to
communicate and work collaboratively to support individual learning and
contribute to the learning of others. This includes the use of variety of media and
formats for global awareness with learners from other cultures.
Standard 3: Research and Information Fluency

Students are expected to apply digital tools to gather, evaluate and use information
and plan strategies for inquiry. This standard expects the student to locate,
organize, analyze, evaluate, synthesize and ethically use information from a
variety of sources and media.
Standard 4: Critical Thinking, Problem-Solving and Decision Making

This standard expects the students to use critical thinking skills to plan and
conduct research, manage projects, solve problems and make informed decisions
using appropriate digital tools.
Standard 5: Digital Citizenship

It is required by this standard that every technology student becomes a digital
citizen who demonstrates ethical and legal behavior, exemplified by the practice
of safe, legal and responsible use of information. Further, the student exhibits
positive attitude towards the support of technology for collaboration, learning and
productivity as a digital citizen.
Standard 6: Technology Operations and Concepts

Sound understanding of technology concepts, systems and operation is a standard
that students should comply with. They too, are expected to further transfer
current knowledge to learning of new technologies.
As pre-service teacher education students now, you will have to master the knowledge
and skills (Learning to Know) for the standards for students. However since you will become
teachers in the future, you should harness the same knowledge and skills to become (Learning to
Become) future teachers.
A. ISTE STANDARD for TEACHERS B. ISTE STANDARD for STUDENTS

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

With the use of Table 1, identify the domain to which each given course learning outcome
belong.
Course Learning Outcomes Competency Domain

1. Explain ICT policies and safety issues as they impact on
the teaching-learning process
2. Integrate media and technology in various content areas
3. Apply learning theories and principles in the design and
development of lessons through appropriate media and
technologies for teaching learning
4. Formulate teaching-learning experiences and assessment
tasks using appropriate and innovative technologies
5. Demonstrate social, ethical, and legal responsibility in
the use of technology tools and resources
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Activity 2: Let’s Take a Survey!
1. Form a group of at most five members.
2. Use the survey instrument on the Use of ICT in the Classroom found below.
3. Ask permission from the school head or principal that you will conduct survey.
4. With your group, conduct a survey of at least 20 elementary teachers for those who will
teach from K to Grade 6 or 20 high school teachers for those who will be teaching from
Grades 7 to Grade 12.
The Survey on the Use of ICT in Teaching and Learning for Teachers
Dear Teachers, please mark check (/) your answer to the following questions Yes No
found below.
1. Do you use technology in your teaching?
2. Are you aware of policies that guide you in the use of ICT?
3. Do you use non-digital learning resources in your teaching?
4. Do you develop digital resources for your learners?
5. Do you use technology tools for classroom activities?
6. Are you expert in the use of technology tools for teaching?
7. Do you have facilities to use the technology tools in your classes?
8. Are you aware of the ethical and legal responsibilities in the use of ICT
tools?
9. Are your students learning better with the use of technology tools?
10. Do you enjoy using ICT tools in your teaching?
5. Consolidate your data.
1. How many answered Yes and No for each item? What percent is Yes? No?
2. Which of the 10 item/s has more YES than NO answers? Rank the items with more
YES and rank the items with more NO.
3. What meaning can you derive from your results?
6. Bring to class and share your report for this task.
TOPIC 2: Understanding the Basic Concepts in ICT
“I think we need to be careful not to get too specific (i.e. technology = computers) while
at the same time not getting so abroad that our definition of technology includes everything from
pencil and paper to lasers and computers. I’d like to see us define technology in a manner that
looks at electronic tools we use to enhance teaching and learning.” – Sally, grade teacher from
Joy Egbert (2009).
Let us explore various resources to have a clear understanding of this lesson. Let us
unpack some concepts and terms related to technology for teaching and learning. Here are some
terms and concepts that you need to know and understand.
1. Technology – a mix process and product used in the application of knowledge. It also
includes tools from pencil and paper to the latest electronic gadgets and tools for practical
tasks.
2. Information and Communication Technology Literacy or ICT Literacy – the use of
digital technology, communication tools and/or networks to access, manage, integrate,
evaluate, create and communicate information in order to function in a knowledge society
(Guro 21, 2011).
3. Educational Technology – the use of technology in teaching and learning. This includes
both the non-digital (flip charts, pictures, models, realias, etc.) and digital (electronic
tools: hardware, software and connections, etc.).
4. Digital Literacy – the ability to find, evaluate, utilize, share and create contents using
information technologies and the Internet (Cornell University). According to the
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American Library Association (2018), this term refers to the ability to use information
and communication, requiring both cognitive and technical skills (https://edweek.org
downloaded 06-03-18).
5. Digital Learning – any type of learning that is accompanied by technology or by
instructional practice that makes effective use of technology. This encompasses the
application of a wide spectrum of practices which included blended or virtual learning. It
can come as online or offline which utilizes digital technology.
6. Online Digital Tools and Apps – these tools use an Internet connection to access the
information needed. A common example for this is a Skype, a telecommunication
application software product that specializes in providing video chat and voice chat and
voice calls between computers, tablets, mobile devices via Internet and to regular
telephones.
7. Offline Digital Tools and Apps – these tools can still be used even if there is no Internet
access. Among these are Canary Learning, Pocket, Evertone, ibooks, KA LITE (Gupta,
Priyaka, 2017) downloaded in edtech review (July 03, 2017).
8. Instructional Technology – the theory and practice of design, development, utilization,
management, and evaluation of the processes and resources for learning (Association for
Educational Communications and Technology, Seels, B.B. & Richey, P.C. 1994).
9. Software – program control instructions and accompanying documentation; stored on
disks or tapes when not being used in the computer. By extension, this term refers to any
audiovisual materials (Smaldino, 2005).
10. Multimedia – a sequential or simultaneous use of a variety of media formats in a given
presentation or self-study program (Smaldino, 2005).
11. Internet – a massive network of networks, a networking infrastructure. It connects
millions of computers together globally, forming a network in which any computer can
communicate with any other computer as long as they are connected to the Internet. This
term is generally defined as a global network connecting millions of computers
(https://www.webopedia.com).
12. World Wide Web (www) – also known as the Web which is a graphical environment on
computer networks that allows you to access, view and maintain documentations that can
include text, data, sound and videos (Smaldino, 2005). It is a way of accessing
information over the medium of the Internet. It is an information sharing model that is
built on top of the Internet.
13. Web access – the ability of the learner to access the Internet at any point during the
lesson in order to take advantage of the array of available education resources.
14. Webquest – an inquiry-oriented lesson format in which most or all information that
learners work with comes from the web. These can be created using various programs
including simple word processing documents that include links to websites.
15. Productivity tools – any type of software associated with computers and related
technologies that can be used as tools for personal, professional or classroom
productivity. Examples: Microsoft Office, Apple works – word processing, grade and
record keeping, web page production, presentation) (KFIT-UNESCO 2016)
16. Technology Tool – an instrument used for doing work. It can be anything that help you
accomplish your goal with the use of technology. These technology tools can be
classified as:
(a) Data/Calculation tools. Examples: spreadsheets, Excels, sketchpads, probability
constructor
(b) Design tools – are used to make models and designs, creating and building. Included
here are Family Tree Maker, GollyGee, and Crazy Machines among others.
(c) Discussion tools – There are 4 different approaches that utilize discussion and
interaction in the Internet. These are threaded discussion forum, Blogging, Live chat
and Video Teleconferencing, Netiquette and Safety on the Net.
(d) Email tools – Emails are great communication tools for sending messages,
photographs, videos and other files. It allows you to reach out to others around the
world. Examples: google mail, Ymail, Yahoo mail and many more.
(e) Handheld devices – these include Personal Digital Assistants, Global Positioning
System (GPS), and Geographic Information System (GIS) in the classroom, Portable
electronic keyboards, Digital Cameras, Mobile phones, Palm, Handheld computers.
17. Webquest – a teacher structured learning experience for the students that is primarily
based on the use of the World Wide Web and typically takes one or more instructional
periods (Bender & Waller, 2011).
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18. Blog – an online journal where posted information from both teachers and students are
arranged. There are three kinds of blogs: blogs used for communication, blogs used for
instruction, and blogs used for both (Ferriter & Garry, 2010).
19. Wiki – an editable website usually with limited access, allows students to collaboratively
create and post written work or digital files, such as digital photos or videos. Wikipedia is
one of the most widely recognized of all the wikis (Watters, 2011).
20. Flipped classroom – utilizes a reverse instructional delivery, where the teacher is
required to use the web resources as homework or out of class activity as initial
instruction of the lesson which will be discussed during classtime.
21. Podcast – a video or audio multi-media clip about a single topic typically in the format of
the radio talk show. The two basic functions of podcast are to retrieve information and to
disseminate information (Eash, 2006).
22. Google Apps – a cloud-based teaching tool which is stored in the Google server and is
available for students both at home and in school. It includes the gmail, a free-mail for
all; Google calendar – a tool used for organizational purposes; Google sites that provide
options for developing blogs and wikis; and Google docs that is used for sophisticated
word processing and editing of the document.
23. Vlog – a video blog where is entry is posted as a video instead of the text.
24. Facebook – a popular social networking site used by students and adults worldwide to
present information on themselves and to the world.
25. VOIP (voice over internet protocol) – a category of hardware and software that enables
people to use the Internet as transmission medium for telephone calls by sending voice
data in packets using IP rather than traditional circuit transmission.
Activity 1: Let’s Play Together!

Each team shall develop a game-show using the five assigned words to be given by their
instructor. Create the game for the whole class. The purpose of this is to become more familiar
with the words and to have a deeper understanding of them. Write the procedure and submit to
your instructor for review. Try the game in your class when you are ready.
TOPIC 3: Roles of Technology for Teaching and Learning
“Technology will never replace great teachers, but in the hands of great teachers, it’s
transformational.” – George Couros
As teaching and learning go together, let us explore what would be the roles of
technology for teachers and teaching and for learners and learning. According to Stosic (2015),
educational technology has three domains:
1. Technology as a tutor
Together with the teacher, technology can support the teacher to teach another
person or technology when programmed by the teacher which can be a tutor on its own.
The teacher will simply switch on or off radio programs, television programs or play
DVDs, or CDs that contain educational programs. There are on-line tutorial educational
programs, too.
2. Technology as a teaching tool

Like a tutor, technology is a teaching tool, but can never replace a teacher. This is
like a handyman, which is just there to be reached. Like any other tool, it is being used to
facilitate and lighten the work of the teacher. It will be good if the teacher can also create
or develop technology tools that are needed in the classroom.
3. Technology as a learning tool

While the teacher utilizes technology as tool for teaching, likewise it is an
effective tool for learning. As a learning tool, it makes learning easy and effective. It can
produce learning outcomes that call for technology-assisted teaching. Even the teachers
who are teaching can utilize similar tools for learning. As a learning tool, it is very
interesting that even the elderly use these tools for learning for life.
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A. For Teachers and Teaching
There are numerous roles that technology plays in the job of teachers. As a tool,
technology has opened wider avenues in management of resources and management of
learning. Likewise, it has modernized the teaching-learning environment in schools. Here are
some examples of the myriad roles that technology can do for teachers and teaching.
1. Technology provides enormous support to the teacher as the facilitator of learning.

It transforms a passive classroom to an active and interactive one, with audio-
visual aids, charts and models, smart classrooms, e-learning classrooms which motivate
and increase attention level of learners.
2. Technology has modernized the teaching-learning environment.

The teachers are assisted and supplemented with appropriately structured
instructional materials for daily activities. There are varied available technology-driven
resources which can be utilized for remedial lesson or activities. Likewise, there are also
a lot of technology-driven resources that can be used for enrichment purposes.
3. Technology improves teaching-learning process and ways of teaching.

This will make the act of teaching more efficient and effective. There are arrays
of teaching methods and strategies that can use technology which are found compatible
with learning syles. The multiple intelligence theory of Howard Gardner tells us that
there is a genius in every child. This implies that there must be varied ways of teaching as
there are many varied ways of learning. All the learning styles can find support from
technology, so that teaching will be more effective and efficient.
4. Technology opens new fields in educational researches.

The areas of teaching testing and evaluation are enhanced by technologies for
teaching and learning. Current educational researchers will no longer find difficulty in
interpreting tests, assessment and other evaluation results. There are available programs
that can analyze and interpret results with speed and accuracy. Reference retrieval is also
hastened because many of the research materials are in digital form. Technology has also
provided access to big data that can be processed for problem solving and inquiry.
5. Technology adds to the competence of teachers and inculcates scientific outlook.

Through the utilization of theories of learning and intelligence, which are
explained in references uploaded in the net, the teachers are encouraged to imbibe skills
to source these information with speed and accuracy.
6. Technology supports teacher professional development.

With the demand of continuing professional development for teachers, the
availability of technology provides alternative way of attending professional development
online. For those who are involved as providers of continuing professional development
like trainers, facilitators or organizers, they can level up or enhance their delivery systems
with the support of technology tools.
B. For Learners and Learning
1. Support learners to learn how to learn on their own.

All teachers fully understand that subject matter or content is a means to achieve
learning outcomes. There are three categories of knowledge according to Egbert (2009):
declarative knowledge, structural knowledged, and procedural knowledge:
a. Declarative knowledge – consists of the discrete pieces of information that answers

the questions what, who, when, and where. It is often learned through memorization
of facts, drills and practice. It can be learned by simple mnemonics or conceptual
maps. It is also the fundamental knowledge necessary for students to achieve more
complex higher order thinking such as critical thinking and creativity, inquiry and
production.
b. Structural knowledge – consists of facts or pieces of declarative knowledge put

together to attain some form of meaning. An example of declarative knowledge is
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“pencil”. The idea that evolved from a pencilis an understanding that: “it is
something used to write.” This is referred to as structural knowledge. It can be
presented by concept maps, categorization or classification.
c. Procedural knowledge – the knowledge in action or the knowledge of how to do

something. It is based on facts but learned through the process of procedural
knowledge. Examples include how to drive a car, how to use a cell phone, or how to
speak English. This knowledge is indicated by a performance task or graphical
representation of a concept.
The traditional sources of knowledge are printed books, modules and journals. Other
sources are primary sources such as information taken from research. However, knowledge or
content can be learned in many ways.
2. Technology enhances learners’ communication skills through social interactions.

This is commonly described as the transmittal of information from one person to
another as single individual or groups of individuals. According to Shirly (2003) in Egbert
(2009), there are three basic communication patterns:
a. Point to point two-way or one-to-one like Internet chat, phone conversation or
even face-to-face conversation.
b. One-to-many outbound like a lecture, or television. There is no social
interaction.
c. Many-to-many like group discussion, buzz session, heads together. This kind of
interaction provides opportunities for social interaction.
Social interaction occurs in two ways where the participants ask for clarification,
argue, challenge each other and work towards common understanding. Social interaction
through communication occurs through technology (directly between two persons via email, a
cell phone or other communication technology). It can also occur around technology like
students discussing about a problem posed by a software program or with support of
technology like teachers and students interacting about the worksheet printed from a website.
In all the three modalities, communication occurs and technology is involved.
For this particular role, what are the benefits derived from technology supported
communication?
a. Enables any teacher to guide the learners virtually and making learning
unlimited because communication and social interaction go beyond a school day
or a school environment.
b. Enhances students’ freedom to express and exchange ideas freely without the
snooping eyes of the teacher face to face.
c. Enables learners to construct meaning from joint experiences between the two or
more participants in communication
d. Helps learners solve problems from multiple sources since there is limitless
resources of information that the teacher can direct or refer the learners
e. Teaches learners to communicate with politeness, taking turns in sending
information and giving appropriate feedback
f. Enhances collaboration by using communication strategies with wider
community and individuals in a borderless learning environment
g. Develops critical thinking, problem solving and creativity throughout the
communication
There are several technology tools and software programs that you will learn in the
coming topics.
3. Technology upgrades learners’ higher-order thinking skills: critical thinking, problem

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

Most often teachers ask questions to find out if the students can simply
repeat the information from the lesson. Although these are necessary questions
like what, who, when and where, these do not develop critical thinking. Critical
thinking questions should ask for clarity, accuracy, precision, relevance, depth,
breadth and logic.
Clarity: Here are some examples: Can you give examples of…
Accuracy: What pieces of evidence support claim?
Precision: Exactly how much…
Breadth: What do you think will the other group say about the issue?
b. Use critical thinking tasks with appropriate level of challenge.

Teachers should be mindful of the readiness of the students. Students who
have higher ability may find the task too easy, thus getting bored early, while
those who have low ability may find the task too difficult. Thus, there is a need
to have activities that are appropriate for the learners. These can be determined
by interview, observations and other forms to determine the level of readiness.
What are some simple ways that teachers should do?

1. Vary the questions asked.
2. Introduce new technologies.
3. Modify the learners’ grouping.
4. Modify the critical thinking task.
5. Encourage curiousity.
By nature, learners are curious. They ask lots of questions all the time. Why is the
sky blue? Why do I have to learn geometry? How do people choose what will they become
in the future? Can robots solve the problems of climate change? How?
These questions will lead to critical thinking, but some of these questions cannot be
answered by the teacher. The unanswered questions are avoided or answered
unsatisfactorily. Sometimes, teachers shut down the question that curtails the first step in
critical thinking. The internet as a problem solving and research tool can help the answers to
the questions.
Creativity is characterized as involving the ability to think flexibly, fluently,

originally, and elaborately (Guildford, 1986 & Torrance, 1974 in Egbert, 2009). Flexibly
means able to use many points of view fluently means able to generate many ideas.
Originally implies being able to generate new ideas and elaborately means able to add
details. Creativity is not merely a set of technical skills, but is also involves feelings, beliefs,
knowledge and motivation.
Seven Creative Strategies (Osborn, 1963).These have been simplified into fewer
categories. To be creative, one can use any of these strategies.
1. Substitute – Find something else to replace to do what it does.
2. Combine – Blend two things that do not usually go together.
3. Adapt – Look for other ways this can be used.
4. Modify/Magnify/Minify – Make a change, enlarge, decrease.
5. Put to another use – Find other uses.
6. Eliminate – Reduce, remove.
7. Reverse – Turn upside-down, inside out, front-side back.
All together, the strategies will be labelled as SCAMPER.
What should teacher do to support student creativity? Here are some suggestions:
1. Provide an enriched environment.
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2. Teach creative thinking strategies.
3. Allow learners to show what they can do.
4. Use creativity with technology.
Further, teachers can do the following to develop and enhance critical thinking,
problem and creativity. As a future teacher, try these suggestions.
1. Encourage students to find and use information from variety of sources both on-
line and off-line.
2. Assist students to compare information from different sources.
3. Allow studens to reflect through different delivery modes like writing, speaking,
or drawing.
4. Use real experiences and material to draw tentative decisions.
5. Involve students in creating and questioning assessment.
To do these, the teacher should see to it that right questions are asked, student’s tasks
should be appropriate to the levels of challenge and curiousity is encouraged.
There are several critical thinking tools and technology software that can support
critical thinking skills. Some of these you will encounter in the succeeding lessons:
1. Encourages digital production projects
2. Popuralizes e-learning modalities
3. Enhances global awareness and citizenship
Activity 1: Share it!

In 3-5 sentences, share your personal experience on how technology has influenced your
life as a learner from elementary, high school and college.
How Technology Influenced My Life as a Learner
Activity 2: Tell Me Your Future!

In 3-5 sentences, how are you going to use technology when you are already a teacher?
How will I use Technology when I Become a Teacher
In 3-5
Activity 3: Let’s Sum them Up!

Make a group summary of Activity 1 and Activity 2
1. Form a group of 5 members.
2. Share your outputs in Activity 1 and Activity 2.
3. Share the results to the whole class by means of an electronic collage.
11
ASSESSMENT
MULTIPLE CHOICES. Choose the best answer from the options given.
1. The ICT competency standards for teachers include all the following EXCEPT one. Which
one?
A. digital and non-digital technology
B. enhance financial literacy skills
C. ethical issues on the use of ICT
D. use of technology tools
2. All teachers in the 21st century should be

A. digital citizens
B. digital natives
C. digital immigrant
D. digital police
3. The use of technology will enhance the 21t century skills along
I. development of tools
II. critical thinking and problem solving
III. designing learning environment and spaces
A. I only B. II only C. II and III only D. I, II, and III
4. A universal standard in the use of ICT in teaching and learning in the classroom requires all
teachers to ______ EXCEPT one.
A. use gadgets when teaching
B. understand the issues and safety policies
C. utilize the tools available in the environment
D. buy an expensive computer
5. One of the constraints in the application of ICT for the enhancement of standards among
teachers and students is ______.
A. training of technology teachers
B. connectivity of the school
C. availability of qualified teachers
D. lack of awareness about the use of technology
6. How best did you learn about the different concepts in ICT?
A. By memorizing the definition verbatim from the definition.
B. By understanding first the meaning and memorizing
C. By memorizing first, then understanding the meaning
D. A and B
7. When did educational technology become part of teacher's conversation in a learning action
cell (LAC) with their peers?
A. During the digital age with the use of computers
B. After World War 2, when there were many inventions
C. During the 21st Century when there was a digital superhighway
D. During the time instructional support materials were used
8. What is the fastest way to find the meaning of a word in the Webster?
A. Ask a friend in the library.
B. Text the teacher to ask.
C. Google the word in the internet.
D. Use another dictionary in the library.
9. Which of the following encompasses all these concepts?

A. Technology B. Internet C. Computers D. Gadgets
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10. What does digital literacy imply?
I. Financial and economic literacy
II. Media and digital literacy
III. Basic literacy
A. I only B. II only C. I and II only D. I, II, and III
11. Which statement about technology in teaching and learning is FALSE?

A. Technology has modernized teaching and learning.
B. Use of technology promotes higher order thinking
C. Millennial teachers are not ready to use of technology in teaching
D. To teach in the 21 century, technology use is indispensable.
12. How did technology open new fields of educational research?

I. Enabled researchers to process data faster and more accurate
II. Created research tools with rigor to collect data
III. Provided different ways of collecting information for evaluation
A. I only B. II only C. II and III D. I, II, and III
13. What value does the use of technology give teachers?

I. Provides support for teachers as facilitators of learning
II. Transforms passive classroom to interactive classrooms
III. Enhances learners' communication skills
14. How can learners benefit most in the use of technology?

I. Enhances global awareness and citizenship
II. Enables the students to participate in the on-line gaming
III. Increases addiction in internet games
15. In which area of learning has technology given the most influence?
A. Distance Learning
B. Face-to-face Learning
C. On the Job Learning
D. Blended Learning
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LESSON 2
ICT POLICIES AND SAFETY ISSUES: IMPLICATIONS TO
TEACHING AND LEARNING
TOPICS
1. Policies and Issues on the Internet and Implications to Teaching and
Learning
2. Safety Issues Including Digital Safety Rules
LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. Discuss some ICT policies and explain their implications to teaching

and learning;
2. Explain some issues that relate to ICT policies; and
3. Identify safety concerns on internet including digital safety rules.
Introduction
Globalization is a reality and ICT has become a fundamental part of the process. A
networked society is one in which the entire planet is organized around telecommunicated
networks of computers. The powerful use of network has broken boundaries, provided
opportunities for inclusion and collaboration. However, there will also be a struggle for those who
do not have access or those who are excluded, marginalized and powerless. Thus, a need to
establish policies in the use of ICT is imperative.
As the Department of Information, Communication and Technology (DICT) says: “The future
has arrived. Now we have to ensure that we have a place in it.”
TOPIC 1: Policies and Issues on the Internet and Implications to

Teaching and Learning
New technologies have become central to the lives of every individual in this planet. Whether
you are talking on the phone, sending an electronic mail, going to the bank, using the library, watching
news on television, going to the doctor, catching a flight, or seeing a movie, you are using ICT.
Almost everything that we do in the modern world is influenced by the new technologies.
Would your life as a teacher be also influenced by the new technologies?
Should we leave our lives to be controlled by technology or should we control the utilization
of technology in our lives? How?
One way of enhancing and regulating the use of ICT is to formulate and implement policies to
guide appropriate decisions.
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Definition of ICT Policy
The Oxford English Dictionary has defined “policy” as a course of action, adopted and
pursued by a government, party, ruler, statesman. It is any course of action adopted as expedient
or advantageous. Its operational definition of policy is a plan of action to guide decisions and
achieve outcomes.
Thus, ICT Policies are needed to put a roadmap or course of actions to be pursued and
adopted by various governments, organizations, entities involving ICT. These include principles
and guidelines in the use of ICT which cover three main areas: telecommunications (telephone),
broadcasting (radio and television) and Internet.
The New ICT Technologies
More recent technological innovations increased the reach and speed of communications
which can be grouped into three categories:
1. Information Technology – includes the use of computers, which has become

indispensable in modern societies to process data and save time and effort. What are
needed will be computer hardware and peripherals, software and for the user,
computer literacy.
2. Telecommunication technologies – include telephones (with fax) and the

broadcasting of radio and television often through satellites. Telephone system, radio
and TV broadcasting are needed in this category.
3. Networking technologies – the best known of networking technologies is Internet,

but has extended to mobile phone technology, Voice Over Internet Protocol (VOIP)
satellite communications and other forms of communications are still in their infancy.
In addition to Internet, this category also includes mobile telephone, cable, DSL,
satellite and other broadband connectivity.
The DICT Roadmap

In our country, the Department of Information and Communication Technology (DICT)
has formulated a roadmap to guide all agencies in the utilization, regulation and enhancement of
ICT. Each project has corresponding policy statements and guidelines.
The ICT for Education (ICT4E) is a program under the DICT that supports all the efforts
of the education section in incorporating the use of ICT as well as in determining and gaining
access to the infrastructure (hardware, software, telecommunications facilities and others) which
are necessary to use and deploy learning technologies at all levels of education. Among the policy
recommended programs that have applications to education teaching-learning are:
1. ICT in Education Masterplan for all levels, including a National Roadmap for Faculty
Development in ICT in Education. A National Framework Plan for ICTs in Basic
Education was developed.
2. Content and application development through the Open Content in Education
Initiative (OCED which converts DepEd materials into interactive multi-media
content, develop applications used in schools, and conduct students and teachers
competitions to promote the development of education-related web content.
3. PheDNET, is a "walled" garden that hosts educational learning and teaching
materials and applications for use by Filipino students, their parents and teachers. All
public high schools will be part of this network with only DepEd-approved multi-
media applications, materials and mirrored internet sites accessible from school's
PCs.
4. Established Community eLearning Centers called eSkwela for out-of-school youth
(OSY) providing them with ICT-enhanced alternative education opportunities.
5. eQuality Program for tertiary education through partnerships with state universities
and colleges (SUCs) to improve quality of IT education and the use of ICT in
education in the country, particularly outside of Metro Manila.
15
6. Digital Media Arts Program which builds digital media skills for government using
Open Source technologies. Particular beneficiary agencies include the Philippine
Information Agency and the other government media organizations, the Cultural
Center of the Philippines, National Commission for Culture and Arts and other
government art agencies, State Universities and Colleges and local government units.
7. ICT Skills strategic plan which develops an inter-agency approach to identifying
strategic and policy and program recommendations to address ICT skills demand-
supply type.
All the seven programs were guided by the roadmap that embeds policy statements that
relate to education specifically in the enhancement of human development for teaching and
learning.
Some Issues on ICT and Internet Policy and Regulations
Global Issues
Access and Civil Liberties are two sets of issues in ICT Policy which are crucial to the
modern society. The other concern is civil liberties which refer to human rights and freedom.
These include freedom of expression, the right to privacy, the right to communicate and
intellectual property rights.
Access to the Use of Internet and ICT. Access means the possibility for everyone to use
the internet and other media. In richer countries, basic access to internet is almost available to all
with faster broadband connections. There are still countries where access to internet is still a
challenge.
Infringement to Civil Liberties or Human Rights. What are specific internet issues on
internet policy that have relationship to civil liberties or human rights? Let's study the examples
that follow.
Issue No. 1: Freedom of Expression and Censorship
Under international human rights conventions, all people are guaranteed the rights for
free expression. However, with the shift from communicating through letter, newspapers and
public meetings to electronic communications and on-line networking, a need to look into how
these new means modifies the understanding of freedom of expression and censorship.
The UN Universal Declaration of Human Rights provides that everyone has the right to
freedom of thought, conscience and religion, likewise the right to freedom of opinion and
expression. However there are practices that violate these provisions in the use of internet.
Some examples are the following:
1. Individual rights are given up in order to have access to electronic networks.

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

information. Blocking 1s preventing access to whole areas of internet based upon the
"blacklist" of certain Internet address, location or email addresses while filtering is
sifting the packets of data or messages as they move across computer networks and
eliminating those considered “undesirable” materials. The selection of sites that are
blocked or filtered has been considered as an issue.
Warning!!!
"When you are surfing the web, you may think you are anonymous, but there are various
ways that information about you or your activities can be collected without your consent."
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3. Defamation actions may be used to silence critics. This action deters the freedom of
expression.
Issue No. 2: Privacy and Security
Privacy policies are an issue. Most commercial sites have a privacy policy. When
someone uses a site and clicks “I agree” button, it is as if you have turned over private
information to any authority that may access it.
There are several types of privacy as shown by the following examples:
1. For most, privacy means "personal privacy" the right of individuals not to have their
home, private life or personal life interfered with.
2. Privacy of communication refers to the protection from interference with communication

over the phone or internet. Respect for privacy of communications is an essential
prerequisite for the maintenance of human relationship via technological communications
media.
3. Information privacy is related to the use of computers and communications system which
are able to hold and process information about large numbers of people at a high speed. It
is important to ensure that information will only be used for purposes for which it was
gathered and will not be disclosed to others without consent of the individuals.
Issue No. 3: Surveillance and Data Retention
The use of electronic communications has enhanced the development of indirect

surveillance. In the indirect surveillance, there is no direct contact between the agent and the
subject of surveillance but evidence of activities can be traced. The new and powerful form of
indirect surveillance is dataveillance. Dataveillance is the use of personal information to monitor
a person’s activities while data retention is the storage and use of information from
communication systems.
There is very little that can be done to prevent surveillance. What can be done is to change the
methods of working to make surveillance difficult. This is called “ounter surveillance” or
“information security” if it refers to computers and electronic communication.
Issue No. 4: E-pollutants from E-waste
Large amount of e-waste is generated by ICT. These are in particular, terminal equipment
used for computing (PCs, laptops), broadcasting (television and radiosets), telephony (fixed and
mobile phones), and peripherals (fax machines, printers and scanners).
The accumulated e-waste is due to rapid turnover of equipment due to rapid improvement
of software. While material waste can be destroyed by crushing, toxic material brought about by
the different equipment requires utmost management. The quantities of e-waste are increasing in
both developed and developing countries. A very dismal state is that there is a significant amount
of electronic waste that has been shipped from industrial countries to developing countries, using
less environmentally- responsible procedure.
Remedies include standardization and regulatory measures to increase the life cycle of
equipment before they become obsolete. Efficient extraction of toxic components and requiring
the recycling by both consumers and equipment vendors are selling must be required. If not
controlled then, e-waste will tremendously affect climate change, damage human lives, and
overload the capacity of the earth in carrying solid waste.
Implications to Teaching and Learning
How do the policy guidelines, projects and issues relate to the teaching and learning?
There are great implications of this lesson to both the teachers who are teaching and the learners
who are learning. A few of these are as follows:
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For the Teachers and Teaching
1. Guide the teachers on what they should teach that relate to ICT, and how to teach it.
Since ICT development comes so rapid and fast, teachers might be overwhelmed by its
rapid speed. Temperance in its use is a caution that should be looked at.
2. Technology should never replace any human teacher. The tools are support instructional
materials for the teachers which are available for use. The teacher should learn how to
appropriately use them. The human touch of the teacher is still a vital component in
teaching. Teachers should always be reminded that there are always limitations in the use
of the different gadget and tools.
3. There are rules and regulations that govern the use of technology. Caution should be
observed to protect individual privacy. As teachers, you must be aware that the use of
technology may jeopardize your privacy and security.
4. All the issues and many more shall be part of the teaching content as each teacher will be
encouraged to use technology in teaching.
For the Learners and Learning
The learners of the 21st century are even more advanced than some of the teachers.
However, learners still need guidance on how to use, regulate technology use. As there are
positive and negative effects of technology use learners should know the difference. Learners
should not only know the benefits of technology use, but they should also know how they can be
protected from the hazards that technology brings to their lives.
Learners should take advantage of the potential of learning support they Can derive such
as the development of higher order thinking skills, the development of learning communities
through collaboration, the enhancement of skills to manage the vast resources as 2 century
learners and many more.
Both the teachers and learners should be mindful of the e-waste that are being thrown
away to the land and to the atmosphere. Thus, safety in the use of technology shall be presented
in the next lesson.
Task/Activity: Let’s Investigate
Assume yourself as an investigator who would Ike to inform your learners and co-
teachers about the current issues on technology use.
With your groupmates, search the web and find out articles or cases about:
A. Freedom of Expression and Censorship
B. Privacy and Security
C. Surveillance and Data Retention
D. e-pollutants from e-waste
Choose only one or two articles or cases that you will work on. Use the template below to
answer. Submit you output to your teacher but be ready to share the same with the whole class.
18
Title of the Issue: (Choose from A, B, C, D) Ex. Privacy and Security
Title of the Article: _______________________________________________________
Source: _________________________________________________________________
Author:
________________________________________________________________________
Summary Narrative:
What lesson have you learned?
What suggestions can you offer?
Submitted by: Names and Section of the Students (Not to exceed 5 members)
TOPIC 2: Safety Issues on the Use of ICT including e-Safety

Rules
Using technology is not a risk by itself, but how it is used will be vulnerable to risks.
When improperly used, it will pose danger to the users in school and at home. What are the safety
issues that are needed to be addressed by safety policy and guidelines? As future teachers, do you
need to know all of these?
Some Risks in the Use of ICT and e-Networking
Technology is a phenomenon that seems to be uncontrollable. Despite the so many

benefits for teaching and learning, there are also negative effects or influence on the learners.
Hence as future teachers you have to be aware of how to safeguard learners in the school
communities where they spend most of their waking hours and also in their homes or facilities
that provide opportunities to use digital technologies like Internet Cafes. Safeguard and protection
should be the primordial role of parents, teachers and schools. There are so many risks that we
have to be aware of in the use of digital technologies. These may include the following:
1. Exposure to inappropriate content, including on-line pornography, extremism (exposure to

violence associated with racist language);
2. Lifestyle websites like self-harms and suicide sites, and hate sites;
3. Cyber-bullying in all forms, receiving sexually explicit images or messages;
4. Privacy issues including disclosure of personal information;
5. Health and wellbeing (amount of time spent on-line, internet gaming and many more,
6. Prolonged exposure to on-line technologies, particularly at an early age;
7. Addiction to gambling and gaming;
8. Theft and fraud from activities such as phishing;
9. Viruses, Trojans, spyware and other malware; and
10. Social pressure to maintain online networks via texting and social networking sites.
Minor Misuse of ICT
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In school, some minor misuse made by learners include the following:
 Copying information into assignment and failing to acknowledge the source (plagiarism
and copyright infringement)
 Downloading materials not relevant to their studies
 Misconduct associated with subject logins, such as using someone else's password
 Leaving a mobile phone turned on during class period
 Unauthorized taking of pictures or images with mobile phone camera, still or moving
e-Safety
With all of the above concerns and many more, how do we confront all of these so as to
protect our future generation?
e-safety takes care not only of internet technologies but also of electronic
communications via mobile phones, games consoles and wireless technology. It highlights the
need to educate children and young people about the benefits, risks and responsibilities of using
information technology. Here are some issues of o-safety:
 e-safety helps safeguard children and young people in the digital world;
 e-Safety emphasizes learning to understand and new technologies in a positive Way,
 e-safety educates children about the risks as well as the benefits so we can confident
online; and
 e-safety supports young learners and adults to develop safer online behaviors, both in and
out of school.
Network Management
1. Safety in the Use of Network in Schools
1.1. Make clear that no one should log on as another user.
1.2. Require all users to always log off when they have finished working
1.3. Maintain equipment to ensure health and safety.
1.4. Provide students with access to content and resources through guided e-
learning.
1.5. Set up a clear disaster recovery system in place for critical data that include
secure, remote back up of critical data.
1.6. Secure wireless network to appropriate standards suitable for educational
use.
1.7. Install all computer equipment professionally and meet health and safety
standards
1.8. Review the school ICT system regularly with regard to health and safety and
security.
2. Password Policy
2.1. Only authorized users will have individual passwords. Users are permitted to
disclose their passwords unless they got permission from the owner or from
the management. The equipment that keeps the personal information shall
be locked when unattended to prevent unauthorized not access.
2.2. Computers should be set to a time out if they become unused for a certain
period of time.
3. Personal mobile phones and mobile devices

3.1. All mobile phones shall be kept away in a box away from the children or
learners and access is only allowed at break-time or at the end of classes or
when needed during the class period.
4. Cameras
4.1. Taking pictures only from parents or caregivers and not from any other
family member or friend while the child attends class.
4.2. Any picture taken of children shall be on cameras solely for the purpose.
Setting Up an Educational Technology Room
Schools that plan to dedicate a room where the students can access technologies for
learning should include the following basic safety rules:
20
1. Provide tiltable tables. These tables can be tilted and adjusted to the height of the
users.
2. Provide anti-glare screen filters.
3. Provide adjustable chairs.
4. Provide foot support.
5. Make sure lighting is suitable.
6. Make sure work stations are not cramped
7. Plan work at a computer so that there are frequent breaks.
More specifically safety rules that can reduce risk of accidents in the working stations
should include:
1. No trailing wires across or around the room which people can trip on.
2. Electrical sockets should not be overloaded.
3. Electrical equipment should be safety-tested at least once a year
4 There should be adequate space around desk for people to move.
5. Bags and obstacles should be stored out of the way.
6. Food and drinks should not be placed near machines.
7. Heating and ventilation should be suitable for the working environment
8. Fire extinguishers should be available.
9. Fire exits should be clearly marked and free from clutter.
There are more issues, policies and rules. What have been presented in the lesson may be
the minimum that you should learn. As you explore some more and engage in the different
aspects of Technology for Teaching and Learning, you will find more details.
Task/Activity: Let’s Survey Online!
Survey of the e-Safety Rules in Schools

Steps:
1. Visit a school where they have e-Safety Rules. Interview the following persons (if any):
1 ICT Manager
1 Student
1 Teacher
2. Ask the following questions for each:
2.1. Do you have an ICT facility in the school? What compose this facility?
2.2. Who are allowed to use the facility?
2.3. What are policy, guidelines and rules in the use of the facility?
2.4. What are the e-safety rules that need to be followed by any user?
3. Record all the information. Separate the answers of the ICT Manager, Students and Teachers.
4. What are common in their answers? What are different?
5. Submit your report through MS Word document.
21
ASSESSMENT
MULTIPLE CHOICES. Choose the best answer from the options given.
1. What is the importance of an ICT Policy for teaching and learning?

A. It provides a road map in education where ICT is utilized.
B. It censors all the activities of schools so that it will be uniform in ICT use
C. It is a requirement of the DICT in the Philippines.
D. It serves as a basis for closing internet cafes near the school.
2. Which of the following does NOT belong to the cluster of technologies?

A. Telecommunication technology
B. Information technology
C. Networking technology
D. Industrial Technology
3. The DICT Policy statements include the creation of all the following programs, EXCEPT
A. eQuality Program
B. eSkwela
C. ICT Pedagogy
D. iSchool WebBoard
4. Which of the following issues on ICT is directly linked to climate change?

A. Freedom of Expression
B. e-waste
C. Surveillance
D. Privacy
5. As a teacher, how will you appropriately use technology for teaching and learning so that
your learners will benefit most?
A. Assign them to search in the web all the topics you are teaching.
B. Maximize the use the technology tools as your support in teaching.
C. Ask each student to buy a gadget that they can use.
D. Make your lessons an open source all the time.
6. A friend would like to ask for your email password, because your email address was used for
an urgent matter. As a rule in privacy, what action will you take?
I. Voluntarily give my password to my friend.
II. Deny the request of my friend even if it is urgent.
III. Open my email by myself and print the email that is addressed to my friend.
A. I only B. II only C. III only D. I, II, and III
7. Which of these is a minor infraction (violation) in the use of digital facility?

A. Unauthorized taking of pictures or images with mobile phone camera
B. Logging off when finished working
C. Making sure that lighting is adequate
D. Using anti-glare screen filters
8. Which is a risk in the use of ICT, thus a need to establish policies and rules for e-safety?
I. Prolonged exposure to online technologies, particularly at an early age
II. Cyberbullying in all forms
III. Lifestyle websites like self-harms and suicide sites, and hate sites
22
A. I only B. II only C. III only D. I, II, and III
9. Which is NOT TRUE about e-safety in the use of digital technology?

A. Restricts the use of digital technology
B. Facilitates better understanding how to use online facilities
C. Protects young leaners and adults from the digital risks
D. Helps users to understand the new technology
10. When working inside a computer laboratory, all of the choices EXCEPT one, is allowed.
Which one is allowed?
A. Foods and drinks should be handy on the computer table.
B. One external electrical outlet should have 5 computers connected
C. Fire extinguishers should be made available.
D. Computer desks should be near each other to allow sharing of information.
23
LESSON 3
NON-DIGITAL AND DIGITAL SKILLS AND TOOLS IN
DELIVERING TECHNOLOGY-ENHANCED LESSONS
TOPICS
1. Development and Use of Non-Digital or Conventional Materials
2. Selection and Use of ICT Tools and Apps in Teaching and
Learning
3. Creating e-Portfolio as a Technology Tool
4. Coolaborative Environment in the Digital World
5. Digital Literacy Skills in the 21st Century
LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. Integrate media and technology in various content areas;

2. Describe technology tools that are used in grouped activities;
3. Use technology tools to collaborate and share resources among
communities of practice; and
4. Reflect on the use of technology and on its relevance and
appropriateness.
Introduction
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.
TOPIC 1: Development and Use of Non-digital or Conventional

Materials
24
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). 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 (6) they encourage participation especially if students are allowed to manipulate
materials used (Brown et al., 2005; Effiong & Igiri, 2015).
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). 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.
Instructional materials are a great help in stimulating and facilitating the learning to 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 well as their ears; but their eyes are basic in learning.
1. Diorama
It will make the classroom to be creative and innovative. It is a fun way to build an
exciting scene in a small space. 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.
pinterest.com thesprucecrafts.com
25
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.
pinterest.com howwemontessori.com
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.
26
xldisplays.co.uk
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.
istockphoto.com scientificpublishing.com
5. Zigzag board
27
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.
schoolsigns-uk.co.uk panelwarehouse.com
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.
teachstarter.com teachingcave.com
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 recal1. 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.
28
amazon.in amazon.com
Task 1: It’s Your Time to Shine!
Develop two (2) instructional materials based on your own field of specialization and topic
discussion. Below is the rubric for rating your output. (Note: Each instructional material worth 15
points.)
Subject: _______________________
Topic: _______________________
Grade Level: _______________________
Rubric in Creating Instructional Materials
Needs Good Very Good Rating

Improvement
(1) (2) (3)
1. The instructional materials

explicitly identify the
learning objectives.
support teachers in helping
students identify, examine,
and consider learning
objectives.
support teachers in helping
students articulate their initial
ideas about the lesson.
ask students to demonstrate
their understandings about the
lesson.
29
Task 2: Speak for Yourselves!

provide students to ask
questions.
TOTAL
Other comments:
Your instructor will group your section into two (2) groups randomly, then you are going to
have a virtual debate on this topic:
“Non-digital instructional materials are still relevant in 21century teaching and learning. Agree or
Disagree?”
The following table will be the rubric for your debate.
Classroom Debate Rubric

1 2 3 4 Rating
Organization The The The Most parts
and Clarity presentation presentation presentation are unclear.
is complete is complete is
and clear. and unclear. incomplete
and unclear.
Use of Most Many Some Few or no
Arguments relevant reasons relevant relevant
reasons given are reasons reasons
given in fair and given. given.
support. relevant.
Use of All counter-
Most Some Counter-
Rebuttal arguments counter- counter arguments
were arguments arguments were not
accurate, were were weak accurate
relevant and
accurate and and and/or
strong. relevant, but irrelevant. relevant.
several were
weak.
Understanding The team The team The team The team
of the Topic members members members members
clearly seemed to seemed to did not
understood understand understand understand
the topic in the main the main the topic.
depth and points of the points of the
presented the topic and topic, but
information presented didn't
clearly. those with present with
ease. ease.
TOTAL
Other comments:
The virtual debate should be recorded and should be passed to the Google Classroom.
30
TOPIC 2: Selection and Use of ICT Tools and Apps in Teaching
and Learning
“Technology will never replace great teachers, but great teachers is transformational.” –
George Couros
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, and
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 replace tools in
their ways of engaging learners by communicating, disseminating,
and managing information. This direction of integrating ICT tools
will reveal the usefulness of employing ICT Tools in a wider range of
the teaching and learning process.
It is not necessarily the presence of advanced technology or

the use of ICT tools that can ensure the success in engaging leaners,
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.
Look inside your bags or your pockets and find out the kind of gadgets you carry.
The class can draw answers to the following questions:

1. What do the information gathered tell about the group?
2. How would gadgets affect teaching or learning of content?
These 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?
31
Figure 1. ICT in Education
Looking at the figure above, 1CT 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?
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, QR stands for Quick Response.' it allows the readers to decode the
information at a high rate of speed. This is popular in Japan and it is also used by companies as
they attach their QR code in their products. It usually gives a URL linking you to a website or
immediately provides 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 10S 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.
How will you make your own QR Code?
32
HOW TO MAKEA QR CODE
Step 1: Be online.
Step 2: Search for QR Code .generator and ensure that information & about the application. This
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, Visualized, 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.
Task 1: Decode Me, I’ll Tell You Who I am!
Using your QR Code Reader or Scanner, find out the given text encoded in the QR code.
Dyadic Work: Perform the

instruction and share what you
have read.
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
Create Interactive and Engaging Content Scavenger Hunts

You can enrich the content you teach in Create an interactive classroom
a class by using QR Codes that link to other activity such as the Scavenger's Hunt by using
readings and resources. You can link to a pdf, a QR Codes that provide directions or QR Codes
video production, a website, a document, or an that provide directions or instructions resulting
audio file among others. in better learner engagement.
33
Share Resources Enhance Classroom Library
Learners can use QR Codes to share Create QR Codes of students' brief
educational resources with each other (e.g. write-ups about why they enjoy their book and
lecture notes, web content, how-to-do videos. put them right in or on the books in the class
library. Students can use these QR Codes to
find out more about the books.
Use in Classroom Activities Gather Students Feedback

The QR Code can be used in giving You can create surveys, polls, and
instructions in class and pin them up inside the forms using google form and share them with
classroom instead of providing them with thick students as QR Codes which can be easily
copies of printed materials giving instruction scanned and accessed.
on how to do an activity.
Provide Help With Homework Research Project

A detailed instruction can be made into Make students create QR Codes
a QR Code which students scan at home and linking other resources and web content to their
use the information to help them comply with research work.
their assignments.
Communicate with Parents or Partners Provide Easy Access to Online Content

You can share information to parents Create QR Codes with URLs for
on school events or activities in school. You students to gain easy access to online
can also put it in a webpage for parents to get resources. Sometimes when a long URL is
information or include it in newsletters, given, learners may copy a broken URL
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.
Task 2: Decode Me, You’ll Find Out What I am!
Let’s test whether your QR Code reader works. Scan the following QR Codes and
provide appropriate responses in the space provided.
1.
2.
34
3.
4.
5.
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.
As a group, study the infographic and agree on a definition of the tool.
35
(Source: Customer Magnetism Internet marketing Agency
https://www.customermagnetism.com/what-is-an-infographic/)
An infographic is a visual representation or an image such as a diagram, chart or picture

representing information or data. It is eye- catching and makes use of a clear layout, attractive
colors and hues, and caricatures that provide a cohesive presentation of the information.
If it is used to market products in the increasing visual world, then infographics can also
be employed in marketing information and ideas in the teaching and learning process.
One tool that can be used in creating infographics is Canva (http://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.
36
On your own
Look at this sample infographic.
What information is it giving?

________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
What part of the 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. An example is given below.
37
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.
38
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:/dribble.com/shots/1075558-how-your-iPhone-is-made
by Jing Zhang
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.
Assess the given the infographic of a superhero Batman from the time it was conceived in
1939 to 2013.
(Source: Image: Bob Al-Greene, Mashable Design by @emillendo)
Would you say that it is effective? Why or why not?

What are the key elements that the designer clearly employed to show a visual starting
point?
39
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/)
Experience
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 Camva, 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 from their file or upload your own pictures.
Step 3: Make cohesive layout containing correct and essential information.
Step 4: You can choose a background and font styles.
Step 5: You may change the color of boxes and the text to suit your style and add
stunning filters to add flair
Step 6: Save the image of the infographics.
Step 7: Share the infographic you have created
Task 3: Let’s Create an Infographic!
Choose a lesson from a textbook. Identify a concept or segment of the lesson that you can
choose as a content material. Use the information by creating and designing an infographic that
captures the essential information using the steps you learned earlier. You may use Canva or any
other tools in the web. Be ready to share your output to the class.
Use the space provided for your plan and designs your infographic.
1. Lesson Title:
2. Concept being focused:
3. Identify bits of important information/facts /ideas for the content material.
4. Design an infographic that captures the essential information.0
Expand your understanding of using infographics.

Recall the ways of integrating an infographic in a lesson as discussed previously Discuss
how else will you be able to integrate infographics in your lesson, In which part of the lesson is it
best integrated?
40
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.
d. You can now share your Padlet or online bulletin board to your friends. Click
Share and allow others to have access to it or you can share through the social
media account where others can view it
Step 4: If you want to join someone's bulletin board, click JOIN A PADLET.
a. Enter in the dialog box the URL of the padlet you want to join.
b. Start posting on your friend's/classmate's padlet by clicking the + sign.
Task 4: Connect and Explore!
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/graphic-organizers/
9. Making a Podcast https://www.buzzsprout.com/how-to-make-a-podcast
10. Cartoon http://www.toondoo.com
TOPIC 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 or Student work that exhibits students’ effort, progress, achievements and
competencies gained during the course. Portfolios may come in many forms. It can look like an
album or scrapbook or even a filer where the documents and evidences are kept. However,
nowadays, it is possible to have online portfolios by creating sites. This is also called the
ePortfolio or digital portfolio. This can be used as a digital archive that can contain the same
materials as a physical portfolio but can have more such as multimedia productions, relevant
online links or references, digital stories or video blogs, PowerPoint presentations, photographs
41
and other 1CT materials. The ePortfolio can be private or can be published and shared publicly to
stakeholders like parents and friends.
1. Student ePortfolios can evaluate students’ academic progress. They can inform the
teacher to adapt and use instructional strategies when pieces of evidence indicate that
they are either learning or not. In other words the construction of the ePortfolios should
start from the beginning and should be an ongoing process. They should not be reviewed
only at the end of the term but navigated around and provided feedback to let the
students know how they are doing.
2. Monitoring students’ progress can be highlighted in a portfolio. It may not only contain
finished products but also several versions on how the students improved their work
based on the feedback provided by mentors. Moreover, portfolios can actually determine
whether the students have transferred what they have learned in new projects or other
domains.
3. Portfolios document students' learning growth. They actually encourage the students'
sense of accountability for their own learning process. This may lead them to see that
the learning process is theirs and not anybody else's. This can make learners reflect from
where they have begun to how far they have developed. When they make decisions on
what or what not to include, they get engaged in the process of creating their own voice
in their portfolio.
Creating an Online Portfolio Using a Site
There are many sites that can be used n 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.
Here is a sample of the google site used by a student in creating her ePortfolio.
42
Steps in constructing an ePortfolio
1. Enter your Gmail account and look for Sites. If it is

the first time that you have done this, you need to read
the directions.
2. You scroll down and read further until you see the
icon for Sites.
3. When you click it, it will lead you to another section.

This will let you create a Site that you can use as an
ePortfolio.
4. Consider a good label or a title for your ePortfolio and

prepare the texts, links, multimedia outputs, images or
Jpeg files that you want to upload in the pages of the
ePortfolio.
Parts of an ePortfolio
Just like a book, the ePortfolio has pages or sections. The organization can follow a
chronological order based on the activities that you go through or you can have a thematic
arrangement. Whatever you choose, it will be a display of your organizational skills.
Home Page
The first section is the Home or your cover page. This is the first thing that your
readers will see. So you need to introduce yourself and the objectives of your ePortfolio.
Usually, there are templates available and each provides sections. You can add personal
touches such as images or a change of color themes.
Pages
The pages that you can add depend on how you would
like to organize your ePortfolio. What is important is that you
need to construct your ePortfolio at the start of the class. In that
way, you can have a fresh start as you try to be conscious in
documenting the activities and learning that goes with each
session.
When adding pages, click the icon and decide whether it will be parallel to your
Home Page or it will be under it. Just remember that when you have a template, there a
particular ways that the pages have been arranged. So, 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 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).
43
Figure: Gibb's Reflective Cycle Model (1988)
Gibb's reflective cycle has six stages.
Description. This initial phase in writing a reflection is very simple since you must 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 learning and an activity or perhaps lesson can trigger
certain feelings. So at this point, you can consider and think about how you feel at
that time when you were doing the activity having the experience. You need to
discuss your emotions honestly about the experience but not to forget that this is
part of an academic discourse.
Evaluation. When evaluating, discuss how well you think the activity 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 a possible part where you can perhaps
incorporate related readings of other authors’ 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 g0od about it, then you can plan out how you can
further enhance a good work.
44
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 learning and
start taking accountability or it. After all, you owe it to yourself and no matter what the teacher
does inside the classroom, as a learner you can make the decision whether you Want to learn or
not. With an ePortfolio, you try to capture your personal journey of learning.
(Adapted from: Gibbs, G. (1988) Learning by doing: a guide to teaching and learning methods.
OxJou: Furtner 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.
45
Category Inadequate (1) Apprentice (2) Competent (3) Exemplary (4) Score
Selection of Most work Few work Most work All work samples are
Work Samples samples are not samples are samples are related clearly and directly
related to the related to the to the objectives of related to the
objectives of objectives of the the ePortfolio. objectives of the
the ePortfolio. ePortfolio ePortfolio.
Use of No use of The use of audio/ The use of audio/ The use of audio/
Multimedia audio/ video, or visual/ visual/ photographs visual/ graphics/
graphics. The photographs is is included and photographs is
visual/ graphics included but used appropriate. integrated seamlessly
photos and randomly and into work samples
audio or video without purpose.
are distracting
from the
content of the
randomly and
portfolio.
Reflection Reflections are A few reflections Most of the All reflections clearly
missing, and describe why reflections describe describe why work
those that are work samples in why work samples samples in the
there do not the portfolio in the portfolio portfolio demonstrate
describe why demonstrate demonstrate achievement and
the work achievement. achievement and growth. Reflections
samples Most do not growth. Some also include student's
demonstrate include student's reflections also ability to critique their
achievement. ability to critique include student's own work and provide
their own work ability to critique suggestions for
and provide their own work and enhancement.
suggestions for provide suggestions
enhancement. for enhancement.
Creativity and Layout is The layout lacks The layout serves The layout serves its
Purpose simple. purpose and style. its purpose and purpose and shows
Pages/links are shows some creativity. The layout
missing. creativity. and design is reflective
of organized thinking.
Ease of Few links The site is The site has most The site has all
Navigating work. Little missing required required pages or required pages or tabs,
effort reflected pages or tabs, and tabs, and shows is well-organized,
in quality and is poorly logical organization labeled and is easy to
organization. organized. and labeling. navigate.
Text Elements The ePortfolio The ePortfolio is The ePortfolio is The ePortfolio is easy
is difficult to often difficult to generally easy to to read. Fonts and type
read due to read read due to read. Fonts and size vary appropriately
due to inappropriate use type size for for headings,
inappropriate of fonts, type size headings, subheadings and text
use of fonts, for headings, subheadings and allowing for ease of
type size for subheadings and text. scanning.
headings, text and font Color of Color of background,
subheadings styles. background, fonts, fonts, and links
and text and Color of and links generally enhance the readability
font styles. background, fonts, enhance the and aesthetic quality
Color of and links allow readability of the throughout.
background, for readability of text in most of the
fonts, and links the text in most of ePortfolio.
enhance ability the ePortfolio.
of the text, are
distracting and
used in-
consistently
throughout the
ePortfolio.
Writing There are more There are 4 or There are few There are no errors in
Conventions than6 errors in more errors in errors in grammar, grammar and
grammar grammar, mechanics mechanics.
mechanics mechanics requiring minor
requiring major requiring editing editing and
editing and and revision. revision.
revision.
TOTAL:
46
Task 1: Let’s Create an ePortfolio!
1. Create a Home Page and at least two other pages. Decide what the other two pages of
your class site will be for and label each one.
2. Be sure to introduce each page and upload materials as well.
3. Share your ePortfolio with others. To allow them to enter your site, click Share or
Sharing and Permission. This is your role now as your site administrator. You may
decide later to click Publish or open your site and your ePortfolio for the, whole
world to see. When you finaly Publish, the moment you check google, you can be
seen through your ePortfolio. In other words, you can be googled.
So just a precaution, when you are still building your ePortfolio, you may limit access to
it. Consider fine-tuning the whole material by editing and checking uploaded materials. These
may need proper citations of resources, too.
Task 2: Let’s Do Self-Assessment!
Using the rubric, assess your own ePortfolio.
What score did you give yourself? _______ Do you think you can still enhance your
work? _________
How will you improve you work? What plans do you have to enhance what you have
created so far?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
TOPIC 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
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 become consumers of do rather than they can
be more self-directed in choosing what they want to learn, how they want to learn and when they
want to learn.
View the short video clip, The 21st Century Learner, if you have Internet connection.
Connect to:https://www.youtube.com/watch?v=cdxa98cy-Rw
Pay close attention to the message and write down key concepts or terms used to describe
the 2ist century learner. Scribble all the words that can be recalled in the space provided.
47
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 1deas from team members
can be managed by a wikispace that efhcientiy 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
thręad 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 materials and support on how to design the whole blog or upload
materials and support students in developing critical communication.
b. Guidance on what and how to post will be needed. Teach the students that the
blogging is for educational purposes and is different from a personal blog.
Proper or formal language variety should be used. A writing prompt would
help to guide your students’ posts.
c. With easy access to information, a major obligation is to teach the students to

use multiple sources and to cite them appropriately.
d. Writing about your ideas is a personal act but it is important that you are taught
to make blogs personal without revealing too much of personal information
such as contact information and too personal pictures. When writing blogs, you
write your reflections but safeguarding yourself is also an important
consideration.
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.
48
Task 1: Millennials, where are you?
Gather data from millennials by asking 20 respondents on how they want to learn. Gather
the needed information. Craft a simple questionnaire and gather information in a manner that
suits your preference. The following are options that you can pursue:
1. Conduct a survey using pen and paper.

2. Personally/ Virtually interview your resource persons.
3. Let them answer the following:
How do you want to learn?
 By reading the textbook
 By surfing the internet
 By taking down notes
 By listening to the teacher
 Others (please specify): __________________
4. Present data gathered using MS Word by showing the visual representation or the picture
and be able to explain it in class. You may use the online word cloud generator (e.g.
tagxedo, wordle, etc) or you may draw it manually if you do not have the access to an
internet. Below are examples of tagxedo.
5. Using a collaborative tool, discuss and plan out your team's answers to the following
questions:
1. What have you realized after getting information about how the millennials
learn better?
2. As a pre-service teacher, what actions will you take as you prepare yourself
to handle these types of learners?
3. How will you handle your lessons in order that you will make 1earners
become more engaged and effectively take accountability of their own
learning?
49
TOPIC 5: Digital Literacy Skills in the 21st Century
The 21st century has redefined digital literacy. It has broadened its perspective to include
other aspects of the 2ist context. These literacies include (1) Cyber Literacy or Digital Literacy,
(2) Media Literacy, (3) Arts and Creativity Literacy, (4) Financial Literacy, (5) Multicultural
Literacy or Global Understanding.
This topic 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 periorm 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.
Take the Digital Literacy Skills Self-lnventory and find out how confident you are when
working online by puting a tick mark [√]in the corresponding column.
50
Digital Literacy Skills – Finding, Using, Creating Not Somewhat Very
Information and Understanding Digital Practices Confident Confident Confident
Selecting the right tool when you need to locate, use or
present information
Presenting your digital identity online
Identifying and communicating with an expert online
Using online tools and sites to search or share information
online
Recognizing owner of ideas and information found online
through citations
Distinguishing the search engines to get information
Knowing the information that can be searched in the web
Using the right key words to search for related online
materials
Using social networking sites as a source of information
Scanning or skimming a page of a site or a blog among
others to get the relevant information quickly
Signing up in pertinent sites having experts and authorities in
the discipline to be updated with information they can
provide
Using materials in a variety online media (i.e. videos,
podcast, sites, among others)
Assessing the credibility of an online resource
Citing correct reference to other person’s work found online
Using bookmarking to organize and legally share files
Posting comments to online forum, blogs or Vblogs, or web
pages while observing netiquette
Writing and posting online views or ideas suited to the target
readership or audiences
Collaborating with others online in creating and sharing
documents or presentations
Using multimedia to capture the information or message (i.e.
recording and editing a digital story, video or a podcast
Communicating with others through online modality (e.g.
skype, forums, blogs, social networking sites, etc.)
What have you realized after taking the Digital Literacy Skills Self-Inventory?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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.
51
The Digital Literacies
Media Literacy – one’s ability to critically read information or content and utilize
multimedia in creatively producing communications.
Information Literacy – locating inIormation from the web and interpreting while
evaluating its validity in order that it can be shared.
ICT Literacy – knowing how to select and use digital devices, applications or services to
accomplish tasks requiring the use of the internet.
Communications and Collaboration – one’s capabilities in being able to participate in the

digital networks in the teaching and learning context.
Identity Management – being able to understand how to ensure safety and security in
managing online 1dentity and foster a positive digital reputation.
Learning Skills – 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 – 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 21st Century Skills
The four C’s of the 21st century skills refer to critical thinking, creativity,
communication, and collaboration. To perform well in this century, you need to develop and
enhance these skills, namely creativity, critical thinking, communication and collaboration. All 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 perspective –
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 the guidance, you can teach them to tap on the capabilities of each
member of the team and collaboratively achive 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,
52
collaboration teaches students that groups can create something bigger and better that 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 vitually acceptable. As a result, one is projecting a reputable digital
identity which is his or her character.
Digital Literacy Skills vs. Digital Literacy
Digital Literacy Skills are required in the wired world. These skills vary from texts to
images to multimedia. Future teachers who will be handling students considered as tech savvy
should equip themselves with the 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 need to become digitally literate.
These are:
1. Coding – a universal language. Basic understanding of HTML, CSS and the like will
create a shared understanding of what can be done with the web pages.
2. Collaboration – the use of Google Docs among others allows student to begin
experimenting with 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 video recording using the computer screen, and usually includes an
audion. 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 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
skills. The use of tools and skills needed to process information are very much needed.
8. Use of social media – social media serves different purposes depending on the user, the
technology and the need. For example, students should realize that Twitter can be useful
for staying current on the latest news in the field.
Digital literacy has been defined in many ways that is understandable by both digital
natives and digital immigrants. Teachers and students should not only be proficient in how to use
(digital skills) but they need to see the information and media technology to find, evaluate, create
and communicate information requiring both cognitive and technical skills.
Here are examples of how Digital Skills or Proficiency support Digital Literacy.
Digital Skills Digital Literacy

1. Sending en email or text 1. Evaluate the appropriate digital channel for
online communication with peers, teachers
and parents.
2. Using Microsoft Office/ Google 1. Identify the benefits and drawbacks of each
digital tool.
53
2. Evaluate critically which tool is most effective
for the project at hand
3. Tweeting, Posting to Facebook, Uploading a 1. Navigate the social media safely to protect
Video to YouTube, or posting a photo to oneself.
Instagram 2. Identify hate propaganda and fake news.
4. Researching from the worldwide web. 1. Evaluate the information online.
a. Is the site legitimate?
b. Is the author an expert?
c. Is the information current or dated?
d. Is the idea neutral or biased?
Task 1: Think-Pair-Share
Based on the result of your Digital Literacy Skills Self-Inventory, in which of the
following area(s) do you find yourself least confident?
a. Understanding digital practices
b. Locating information
c. Using information
d. Creating information
What action do you plan to take? Discuss it with your partner (classmate) and share your
Action Plan.
54

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LESSON 1

INTRODUCTION TO TECHNOLOGY FOR

TOPIC 1: ICT Competency Standards for Philippine Pre-Service

ICT Competency Standards (CHED-UNESCO) as provided in the 2017 Policy, Standards

Table 1: ICT Competency Standards for Pre-Service Teachers

Domain 1: Understanding ICT in Education

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

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

Standard 1: Technology Operations and Concepts

Standard 2: Planning and Designing Learning Environment and Experiences

Standard 3: Teaching, Learning and Curriculum

Standard 4: Assessment and Evaluation

Standard 5: Productivity and Professional Practice

Standard 6: Social, Ethical, Legal and Human Issues

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

Standard 1: Creativity and Innovation

Standard 3: Research and Information Fluency

Standard 4: Critical Thinking, Problem-Solving and Decision Making

Standard 5: Digital Citizenship

Standard 6: Technology Operations and Concepts

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

Activity 1: Which is which?

Course Learning Outcomes Competency Domain

5. Consolidate your data.

6. Bring to class and share your report for this task.

TOPIC 2: Understanding the Basic Concepts in ICT

Activity 1: Let’s Play Together!

TOPIC 3: Roles of Technology for Teaching and Learning

2. Technology as a teaching tool

3. Technology as a learning tool

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

2. Technology has modernized the teaching-learning environment.

3. Technology improves teaching-learning process and ways of teaching.

4. Technology opens new fields in educational researches.

5. Technology adds to the competence of teachers and inculcates scientific outlook.

6. Technology supports teacher professional development.

B. For Learners and Learning

1. Support learners to learn how to learn on their own.

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

b. Structural knowledge – consists of facts or pieces of declarative knowledge put

c. Procedural knowledge – the knowledge in action or the knowledge of how to do

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

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

Teachers play a significant role in supporting learners with technology. How?

a. Ask the right questions.

b. Use critical thinking tasks with appropriate level of challenge.

What are some simple ways that teachers should do?

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

Activity 1: Share it!

How Technology Influenced My Life as a Learner

Activity 2: Tell Me Your Future!

How will I use Technology when I Become a Teacher

Activity 3: Let’s Sum them Up!

2. All teachers in the 21st century should be

9. Which of the following encompasses all these concepts?

11. Which statement about technology in teaching and learning is FALSE?

12. How did technology open new fields of educational research?

13. What value does the use of technology give teachers?

14. How can learners benefit most in the use of technology?

1. Discuss some ICT policies and explain their implications to teaching

TOPIC 1: Policies and Issues on the Internet and Implications to

Would your life as a teacher be also influenced by the new technologies?

The New ICT Technologies