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 learning outcomes in the 21 century.

Lesson 1:

ICT Competency Standards for Philippine Pre-Service Teacher Education

Lesson Outcomes

1. Identified the competency standards of ICT necessary in teaching for pre service teacher education

2. Familiarized with the ISTE National Educational Technology Standards for teachers

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
"demonstrates 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 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 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 proficiency in the use of technology tools to support teaching and learning

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 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 Teacher (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 learning resources including ICT to address learning goals.

These competency standards to learn and master will assure the 21" century learners in your class of a
more enjoyable, creative, innovative ways in teaching and learning.

Let's Explore More on the Web

With your group, search from the CHED website any of the following: CMO 74, or CMO 75.

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.

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 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.

A. ISTE STANDARD for TEACHERS

1. Technology Operations and concepts

2. Planning and Designing Learning Environment and Experiences

3. Teaching, Learning and Curriculum

4. Assessment and Evaluation

5. Productivity and Professional Practice

6. Social, Ethical, Legal and Human Issues

B. ISTE STANDARD for STUDENTS

1. Creativity and Innovation

2. Communication and Collaboration

3. Research and Information Fluency

4. Critical Thinking, Problem-Solving & Decision Making

5. Digital Citizenship

6. Technology Operations and Concepts

Lesson 2: Understanding the Basic Concepts in ICT

Explore

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. You can further find more
explanation in this book as you go along with your lessons or in other references in the library or in the
web.

Here are some terms and concepts that you need to know and understand.

1. Technology refers to a mix of process and product used in the application of knowledge. It 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 is 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 refers to the use of technology in teaching and learning. Educational
technology includes both the non-digital (flip charts. pictures, models, realias, etc.) and digital
(electronic tools: hardware, software and connections, etc.).

4. Digital Literacy is the ability to find, evaluate, utilize, share and create contents using information
technologies and the Internet (Cornell University). According to American Library Association (2018),
digital literacy is the ability to use information and communication, requiring both cognitive and
technical skills (hptts:// edweek.org. downloaded 06 03-18).

5. Digital learning is any type of learning that is accompanied by technology or by instructional practice
that makes effective use of technology. It encompasses the application of a wide spectrum of practices
which included blended or virtual learning. It can come as online or off-line which utilizes digital
technology.

6. On-line digital tools and apps use an Internet connection to access the information needed. A
common example is Skype. It is a telecommunication application software product that specializes in
providing video chat and voice calls between computers, tablets, mobile devices via Internet and to
regular telephones.

7. Off-line digital tools and apps can still be used even if there is no internet access. Among these are
Canary Learning, Pocket, Evertone, ibooks, KA LITE (Gupta, Prinyaka, 2017), downloaded in edtech
review (July 03, 2017).

8. Instructional technology is 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 refers to program control instructions and accompanying documentation; stored on disks or
tapes when not being used in the computer. By extension, the term refers to any audiovisual materials
(Smaldino, 2005).

10. Multimedia is a sequential or simultaneous use of a variety of media formats in a given presentation
or self-study program (Smaldino, 2005).

11. Internet is 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. It is generally defined as a global network
connecting millions of computers (https://www.webopedia.com).

12. World Wide Web (www) is also called 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 is 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 is 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 refer to 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 is 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. These 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 are
google mail, Ymail, Yahoo mail and many more.
 (e) Handheld devices. Handheld devices have become popular among learners. 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 is a teacher structured research experience for the students that is primarily based on use
of the World Wide Web and typically takes one or more instructional periods (Bender & Waller, 2011).

18. Blog is 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 class time.

21. Podcast is 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 is 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-email for all; Google calendar a tool
used for organizational purposes; Google sites that provide options for developing blogs and wikis; and
Google docs is used for sophisticated word processing and editing of the document.

23. Vlog is a video blog where each entry is posted as a video instead of the text.

24. Facebook is 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) is 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.

Lesson 3: Roles of Technology for Teaching and Learning

Lesson Outcomes

1. Identified roles of technology in teaching and learning

2. Appreciated the value of technology in supporting student learning

Excite

Are students of today interested to use technology in order to learn? Do teachers have the skills to use
technology to enhance their teaching? With the 4th Industrial Revolution, nobody can deny the
influence of technology in our lives. As future teachers of the 21 century, it is high time that you prepare
yourselves to integrate technology in your classrooms. Using technology is a tool and a catalyst for
change. What then are the roles of technology for teaching and learning?

Explore

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 can be a tutor on its own. The teacher
will simply switch on or switch 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 the 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 the 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.
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 of 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. Many of
these can be searched on the web.

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. You may
search for the examples on the web.

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 styles. 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 the learning outcomes. There are three categories of knowledge
according to Egbert (2009) declarative knowledge, structural knowledge, 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 mnenomics or conceptual maps. Declarative
knowledge is 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 "pencil". The idea that
evolved from a pencil is 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 is 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. Procedural 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.

But how can technology support the learning of declarative, structural or procedural knowledge? To
teach content, time is always an issue of teachers. Oftentimes, we hear teachers say: "Too many things
to teach, too little time to do." Technology may be the answer, however the challenge is for teachers to
use technology to learn the technology first. As a facilitator of learning, the teacher can guide the
students to look for the resources and to utilized them appropriately. There are varied programs that
can be used by students off-line or on-line for students. What should be necessary is that the students
are engaged, the tasks should focus on questions like how, why and which in addition to who, what,
when and where.
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. Help learners solve problems from multiple sources since there is limitless sources
of information that the teacher can direct or refer to the learners

e. Teaches learners to communicate with politeness, taking turns 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 learn in the coming modules.
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. Let's discuss
this in the lesson.

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 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 your 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 curiosity.

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 find 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
while 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 it 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/ Minity 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.

2. Teach creative thinking strategies.

3. Allow learners to show what they can do.

4. Use creativity with technology.