Technology for Teaching

and Learning in the

Elementary Grades
EED TTL 313

By:

Gina F. Galos
 EASTERN VISAYAS
STATE UNIVERSITY

VISION
A Leading State University in Technological and Professional Education.

MISSION
Develop a Strong Technologically and Professionally Competent Productive Human
Resource Imbued with Positive Values Needed to Propel Sustainable Development.

CORE VALUES
E – EXCELLENCE
V – VALUE-LADEN
S – SERVICE-DRIVEN
U – UNITY IN DIVERSITY
 MODULE 1

TECHNOLOGY IN TEACHING AND LEARNING

Module Overview

This module will inform you of the necessity of the technology in teaching and learning.
Further you will learn the benefits that will be derived from doing so. It will enumerate the
technology in teaching and learning in this new normal system of education.

Lesson 1.1 An Overview: Technology-based Teaching and Learning

Christian Louis Lange once said, "Technology is a useful servant but a dangerous
master." The effective use of technology in education has changed the face of education
and it has created more educational opportunities. Both teachers and students have
benefited from various educational technologies, teachers have learned how to integrate
technology in their classrooms and students are getting more interested in learning with
technology. The use of technology in education has removed educational boundaries,
both students and teachers have collaborated in real time using advanced educational
technologies. However, we need to make sure that technology is used by teachers only to
facilitate the learning process, not to replace the teachers. Extensive use of technology
acts as an impediment to the systemized to the teaching-learning process. Recent
advancements in educational technologies have yielded positive results in our education
sector. New educational technology supports both the teaching and learning processes.
Technology has digitized classrooms through digital learning tools like computers, iPad,
smartphones, smart digital whiteboards. It has expanded course offerings and has
increased student's engagement and motivation towards learning.

 "These tools are also continuing to grow and transform literacy instruction" and they also
helping students to "internalize lifelong skills needed for success in this global society"
(Saine, 2012: p. 45) Technology will not substitute great teachers but technology in the
hands of great teachers can be transformational (Roy, 2019). ...
... Nowadays, teachers are using technology to enrich and enhance the comprehension
of the course content (Hicks, Reid, & George, 2001). Implementing multiple types of
technology equipment provides ESL learners a sense of freedom, motivation, and
encouragement they need for the learning process (Roy, 2019). Technology equipment
such as videos provide the ability to present in both audio and visual (Canning-Wilson &
Wallace, 2000) is probably the reason why it is so popular as it can to increase the
learners' motivation in which they perceived the teaching and learning session as
interesting (Harmer, 2001). ...
.. Lecturers must be able to use technology and not be afraid of technology so that
learning can be done well (Bray, 2007). The active involvement between technology and
learning materials increases the learning process that can be interactive, and student
involvement becomes feedback that learning is received (Roy, 2019). In the 4.0 Industrial
Revolution, many people used the Internet, and the Internet is significantly massive. ..
Lesson 1.2 Computers as Information Communication Technology

In much of the globe, classroom technology has become as common place as the
chalkboard, book, and pencil it now replaces. This is increasingly true in many
classrooms in the wealthiest nations of the world.
“Educational technology” or “Information and Communications Technologies (ICTs)”
comprise not just computers or the Internet. They may include such diverse tools as
videoconferencing, digital television, electronic whiteboards, and gaming. Increasingly
ICTs not only include small, portable devices such as tablets, MP3 players, gaming
devices, and Smart- and cell phones, but have in fact become small portable devices—a
trend that will certainly continue. As we move to a discussion of whether, how and what
technologies can impact teaching and learning, two observations, both of which will frame
the remainder of this monograph, are worth noting. does not exist for all technologies. For
many newer types of technologies, such as Smart Phones and tablets, despite the
evident excitement and promise, there is little or no research proving their worth as
teaching and learning tools. Under Certain Conditions Technology Demonstrates Positive
Benefits: However, despite such seeming pessimism, there is an increasing body of
research that suggests three conditional, promising outcomes vis-à-vis technology’s
impact on student learning: 1. Technology can compensate for poor teacher quality: An
increasing body of research demonstrates that exposure to ICTs may increase the
cognitive abilities of students, allowing them to learn faster. This is particularly true in
contexts where teacher quality is poor (Carillo, Onofa & Ponce, 2010:2; Banerjee & Duflo,
2011) (See Figure 1). 2. Technology can benefit special populations: Research
increasingly and cumulatively suggests that under certain conditions, technology can
promote small to moderate gains in student learning (Tamim, et al., 2011), especially for
learners with special needs (Ofsted, 2009) and for preschool learners in terms of early
literacy3 (Penuel et al., 2009). 3. Technology is most successful when part of an overall
focus on the key components of teaching and learning: The dominant theme that
emerges from technology in education is that content, instruction, assessment and sound
policies, practices and support matter far more than the kind of laptop, the software suite
or whether or not teachers can make a spreadsheet (Means, Toyama, Murphy, Bakia, &
Jones, 2009; Tamim et al., 2011). As research and experience inform us, technology
“works” when it supports intended learning outcomes and when it is used to deepen
content knowledge, instruction, and assessment. Successful use of technology—helping
students learn in ways are measurably better or that would otherwise be impossible—still
depends, not on boxes, bandwidth, or wires, but on that most fundamental classroom
transaction—good instruction.

Introduction Through computer technology:

Educators saw the amplification of learning along computer literacy.

Much like reading, the modern student can now interact with computer messages; even
respond to questions or to computer commands.
Like writing, the learner can form messages using computer language or program.
Soon computer-assisted instructed (CAI) was introduced using the principle of
individualized learning through a positive climate that includes realism and appeal with
drill exercises that uses color, music, and animation.
But the evolving pace of innovation in today’s Information Age is so dynamic that within
the first decade of the 21st century, computer technology in education has matured to
transform into an educative information and communication technology (ICT) in
education.
The Rise of Personal Computer (PC)? With a computer in the classroom, teachers can:
1. Demonstrate a new lesson, present new material,
2. Illustrate how to use new programs,
3. Show new websites.

Educational Instructional media communication media

 consist of audio-visual  comprise the media of aids communication Examples are the
 using the print, film, radio blackboard, photo, film television or satellite and video.
means of communication

The programs (capabilities)normally installed in an ordinary modern PC are:

 Microsoft Office – program for composing text, graphics, photos into letters, articles,
report, etc.
 Power point – for preparing lecture presentations.
 Excel – for spreadsheets and similar graphic sheets.
Internet Explorer – access to the internet. Yahoo or Google – websites; e-mail, chat
rooms, blog sites, news service (print/video) educational software etc.
. Adobe Reader – graphs/photo composition and editing.
 MSN – mail/chat messaging.

● Windows media player – CD, VCD player. Cyber Power – DVD player Windows media
player – editing film/video.

Activity of the Students:

Activity 1 On the enumerated programs installed in a computer, pick your TOP 5
programs which do you prefer most. Reason out you’re ranking. Post your answer on
http://tonnieme.blogspot.com/

What is ICT?
 ICT is an acronym that stands for Information Communications Technology. Lets
focus on the three words behind ICT: - INFORMATION - COMMUNICATIONS –
TECHNOLOGY
 ICT covers any product that will store, retrieve, manipulate, transmit or receive
information electronically in a digital form.
 ―diverse set of technological tools and resources used to communicate, and to create,
disseminate, store, and manage information.
 include computers, the Internet, broadcasting technologies (radio and television), and
telephony.

How can ICTs help expand access to education?

1. ICTs make possible asynchronous learning, or learning characterized by a time lag
between the delivery of instruction and its reception by learners.
 Online course materials, for example, may be accessed 24 hours a day, 7 days a week.
 2. Teachers and learners no longer must rely solely on printed books and other
materials in physical media housed in libraries (and available in limited quantities) for their
educational needs.
3. ICTs also facilitate access to resource persons—mentors, experts, researchers,
professionals, business leaders, and peers—all over the world.

How does the use of ICTs help prepare individuals for the workplace?

 Technological literacy, or the ability to use ICTs effectively and efficiently, is thus seen
as representing a competitive edge in an increasingly globalizing job market.

Digital Age Literacy Global awareness - Functional literacy- Understanding of Ability to

decipher how nations, meaning and corporations, and express ideas in a communities all
over range of media; this the world are includes the use of interrelated Scientific literacy-
Understanding of Cultural literacy- both the theoretical Appreciation of and applied
aspects the diversity of science and cultures mathematics Information literacy- Ability to
Technological find, evaluate and literacy- Competence in the make appropriate use of
information use of information, and communication including via the technologies use of
ICTs

Adaptability Creativity Ability to adapt Risk-taking Ability to use and manage in Curiosity
Inventive Ability to take imagination to a complex, Desire to know Thinking risks create
new interdependent things world

Effective Communication Teaming -Ability to work in a team Collaboration and

Interpersonal skills - Ability to interact smoothly and work effectively with others
interpersonal skills Personal and social Responsibility- Be accountable for the way they
use ICTs and to learn to use ICTs responsibility for the public good Interactive
communication Competence in conveying, transmitting, accessing and understanding
information High Productivity -Ability to prioritize, plan, and manage programs and
projects to achieve the desired results. Ability to apply what they learn in the classroom to
real-life contexts to create relevant, high-quality products

How can the use of ICTs help improve the quality of education?

1. Motivating to learn- ICTs such as videos, television and multimedia computer software
that combine text, sound, and colorful, moving images can be used to provide challenging
and authentic content that will engage the student in the learning process.
2. Facilitating the acquisition of basic skills. - Educational television programs such as
Sesame Street use repetition and reinforcement to teach the alphabet, numbers, colors,
shapes, and other basic concepts.
3. Enhancing teacher training- ICTs have also been used to improve access to and the
quality of teacher training.

How can ICTs help transform the learning environment into one that is learner-centered?

1.. Active learning. -ICT enhanced learning mobilizes tools for examination, calculation,
and analysis of information, thus providing a platform for student inquiry, analysis, and
construction of new information
2. Collaborative learning. -ICT-supported learning encourages interaction and
cooperation among students, teachers, and experts regardless of where they are.
3. Creative Learning. - ICT-supported learning promotes the manipulation of existing
information and the creation of real-world products rather than the regurgitation of
received information.
4. Integrative learning. - ICT-enhanced learning promotes a thematic, integrative
approach to teaching and learning. - This approach eliminates the artificial separation
between the different disciplines and between theory and practice that characterizes the
traditional classroom approach.
5. Evaluative learning. - ICT-enhanced learning is student- directed and diagnostic. -
Unlike static, text- or print-based educational technologies, ICT-enhanced learning
recognizes that there are many different learning pathways and many different
articulations of knowledge. - ICTs allow learners to explore and discover rather than
merely listen and remember.

The Uses of ICTs in Education Each of the different ICTs—print, audio/videocassettes,

radio and TV broadcasts, computers, or the Internet—may be used for presentation and
demonstration, the most basic of the five levels.

How have radio and TV broadcasting been used in education?

 There are three general approaches to the use of radio and TV broadcasting in
education:
1) direct class teaching, where broadcast programming substitutes for teachers on a
temporary basis.
2) school broadcasting, where broadcast programming provides complementary teaching
and learning resources not otherwise available; and
3) general educational programming over community, national and international stations
which provide general and informal educational opportunities.

How have computers and the Internet been used for teaching and learning?

3 General Approaches to the instructional use of computers and the Internet

1) Learning about computers and the Internet, in which technological literacy is the end
goal.
2) Learning with computers and the Internet, in which the technology facilitates learning
across the curriculum; and
3) Learning through computers and the Internet, integrating technological skills
development with curriculum applications.

Lesson Summary:

Technology for teaching and learning used to support both teaching and learning,
technology infuses classrooms with digital learning tools, such as computers and
handheld devices; expands course offerings, experiences, and learning materials;
supports learning 24 hours a day, 7 days a week; builds 21 st century skills; increases
student engagement.
Technology can enhance relationships between teachers and students. When teachers
effectively integrate technology into subject areas, teachers grow into roles of adviser,
content expert, and coach. Technology helps make teaching and learning more
meaningful and fun.

Impacts of technology on education includes easy access to information; easy

retention of information, more storage of information, better presentation of information,
teaching became more interactive, easy sharing of knowledge and more interest in
learning

Finding creative ways to use technology in the classroom can both make your life easier
as a teacher and boost student excitement levels and engagement with lessons. From
helping with communication among teachers and students (as well as peer-to-peer), to
organizing curriculum calendars, to enhancing presentations and lessons with media and
visuals, there is no limit to the ways to use technology in the classroom to create an
enriched learning environment. If you’re looking for ideas of exactly how to use
technology in the classroom to enhance learning, some examples include:

 Gamified learning
 Digital field trips
 Integrate social media
 Gather student feedback
 Creating digital content
 Using a shared, online classroom calendar
 Review and critique webpages
 Incorporate video and multimedia into lessons and presentations
 Online activities for students who finish work early

1. Gamified Learning

To this day, I give all credit for my skill in typing to time spent playing typing games in the
computer lab of my elementary school. Not only were the games incredible, and
incredibly engaging programs for teaching students typing skills, they made using a
computer fun and exciting for me and set the foundation for all other computer knowledge
I’ve gained since. Learning can and should be fun and using technology for gamified
learning in your classroom can be advantageous to achieving that goal. And while
learning software can be a great teaching tool, gamified learning can also be as simple as
creating a virtual scavenger hunt by coming up with a list of questions for students to
search and find the correct answers for and adding students to pairs or groups to
encourage collaboration and teamwork!

2. Digital Field Trips

An increasingly popular, useful, and cost-effective tool for teachers searching for new
ways to use technology in the classroom is taking digital field trips. Google Street view
and other similar apps allow you to virtually explore parks, forests, and even national and
international landmarks from the comfort of your classroom. Virtually experience the view
from the Statue of Liberty or hike through the Grand Canyon to get students excited to
learn about a location or subject and extend learning beyond the page!

3. Integrate social media

Because students already spend so much of their time on social media, integrating its use
into your classroom is among the most innovative ways to use technology in the
classroom by connecting students to curriculum, classroom resources, and one another.
Create a Facebook group specifically for your class where you post discussion topics or
develop unique classroom Twitter hashtags students can use to discuss lessons or ask
questions!

4. Gather Student Feedback

The true test of any classroom structure and/or curriculum is how well it helps students
learn and getting feedback from students is vital to assessing this, determining what is
and isn’t working, and addressing problems and confusion as they arise. Use online
surveys and polls to perform daily or weekly check-ins with students to get their opinions
on lessons and address lingering questions or concerns. Expand on the usage of Twitter
hashtags by having students tweet their feedback and questions with a classroom
hashtag.

5. Creating Digital Content

Creating digital content related to the things they are learning is a great way for students
to display their individual creative talents as well as showcase learning. As with any other
project, the process of creating content is most effective when students can express
themselves in ways that highlight and accommodate their personal strengths and
learning/communication styles. Provide options for students to express themselves
through blogs, videos, podcasts, eBooks, flyers and other digital art, or any other means
they feel most comfortable. Respecting each student’s individuality and needs for creative
expression helps them flourish as learners.

6. Using a Classroom Calendar

Develop a shared online calendar for your classroom through Google Calendar or a
similar program for posting important updates. Post assignment due dates and classroom
events (such as field trips and guest speakers) in one easily accessible location for both
teachers and students. Go a step further and share the calendar with parents to keep
them connected and engaged with their child’s learning.

7. Review and Critique Webpages

While we know you can find almost anything on the internet, we also know that much of
what you may find is not reliable information from reliable sources. I remember being told
frequently by teachers and professors “Wikipedia is not a reliable source” when doing
research papers but can’t recall a single instructor who explained why. Empower your
students with the digital literacy to analyze and discern reliable web pages and sources
from unreliable ones by reviewing them together, developing and communicating
standards for what makes a good source.

8. Video/Multimedia Lessons and Presentations

Bring presentations to life for students by incorporating visual effects, photos, videos, and
music into them. Developing slideshows and digital presentations, playing music or a
video for background and context while presenting, or by inviting virtual guest speakers to
engage with your class via programs designed for conference calls (such as: Skype,
Google Hangouts, and Facetime) are all fun and creative ways to boost engagement with
lessons while teaching the benefits of technology and multimedia use.

9. Online Activities for Students Who Finish Work Early

Integrating technology into classrooms allows for more (and more effective)
communication between students and teachers, as well as students and peers and
parents and teachers, all of which are vital to students’ academic success. Using
technology in your classrooms also creates space for students to have a voice in their
learning. Students are empowered to take responsibility of their learning through giving
feedback on lessons, participating in projects and learning activities that respect their
individuality and having opportunities and support to learn and understand how to use
technology creatively, effectively, and safely.

Learning Outcomes:

At the end of the lesson, you will be able to:

 To identify the role of computers in education.

 To determine how computer technology transform into an educative information
and communication technology (ICT) in education.
 To apply the computer-based technology in teaching pedagogy.

Learning Tasks/Activities

Now that you know the use of technology in education, you are going to make a
Reflection Paper about the benefits from using technology in the classroom.

Instruction on how to submit student output

You may encode or write your answers. Submit it in my Facebook messenger on or

before our agreed schedule of submission.
 ACTIVITY SHEET #1

Name: _________________________________ Date: ______________________

Course, Year & Section: __________________ Instructor: ______________________

“MY REFLECTION ABOUT THE BENEFITS FROM USING TECHNOLOGY IN THE

CLASSROOM”

Prepared by:
 GINA F. GALOS
Faculty

RUBRICS: Reflection Paper

Performance Standard
Areas to Unacceptabl Acceptable (2) Satisfactory (3) Expected (4) Beyond
Assess e (1) Expectation (5)
Understanding Response is A few principles Most of principles In depth Throughout
of the question rather off the are used to are used to knowledge and Reflection, the
or issue and track analyze analyze current understanding of analysis of
the key assessment assessment the assessment practice is
concepts experiences/issues experiences/issue experiences/issue grounded to
involved. covered; lacks s s and the key theories and
depth of concepts of effective practices
understanding of assessment of the
the question involved. assessment.
Depth of Arguments Evidence/ Evidence Evidence/ Evidence/
analysis and/or presented reflections are /reflection are reflection are reflection are
critique in are more of organized but not organized to organized and organized and
response to the report rather effective in reveal strengths connections to accounts
track than a showing strengths and weaknesses research and opposing views to
reflection and weaknesses of of own effective practices reveal insightful
experiences/issues assessment are made. strengths and
experiences/issue weakness of
s practices
Structure and Introduction No thesis Thesis Thesis statement Through-
organization of Too brief; statement: no assessment is offers argument provoking
response ● does not background or impressively but lacks focus; introductions;
appropriatenes present the content stated, worded; little context and topic moves from
s of overall position as aims and purpose context and background are general idea to
structure of an of the essay is background are provided All topic specific
response ● argument. unclear Topic provided Topic sentences contain arguments;
clarity and Body Topic sentence are broad sentence offers an clear arguments sufficient context
coherence of sentences and vague; argument but but some of the and background
organization lack clear paragraphs do not lacks focus; some paragraphs are provided; aims
ideas and offer distinct points; of the paragraphs contain more and purpose are
are not most of the are poorly information from clearly stated
supported; supporting details developed, hence research rather Each topic
Conclusion are detect weakness the than own idea. sentence contains
Illogical, reasoning is faulty; essay; Each Stated as a logical a clear argument;
ambiguous, Too general and is argument does extrapolation from transitions of each
and applied beyond the not build from the the analysis argument build
unsupported scope of the previous from the
assessment task paragraph. preceding
Phrased as a paragraph;
mere repetition of majority is owning
the arguments in thought; focus of
introduction the essay is
developed and
maintained in all
paragraphs.
Compelling final
statement and
 draws a call for
action or proposes
a change in
practice
Presentation of Contains Contains a few Well written for the Well written for the Sentences vary in
response many spelling most past without most part, without length and
according to spelling punctuations and spelling, spelling; structure;
appropriate punctuations grammar errors; punctuations, or punctuations or academic tone;
academic and and many grammar error but grammar error; adheres to the
linguistic grammar jargons/slangs and with jargons and appropriate words word limit; words
conventions ● errors; inappropriate use inappropriate word are used; within are use intelligent
clarity and sentence of words; use of choices; within the the word limit are precise;
appropriatenes structures contractions; does word limit effective use of
s of sentence do not vary; not meet the word transition signals
structure, too long and limit
vocabulary too short;
use, spelling, does not
punctuation, meet the
and word word limit
length for a
personal
reflection

References and Additional Resources

https://www.researchgate.net
https://www.edc.org
https://www.victoriouskids.seducares.org
http://aims.fao.org
https://www.slideshare.net

GOD BLESS!!!