MODULE 1-2: Subject Overview

Description of the subject

This course is designed for prospective teachers to develop and use digital and non-digital
teaching-learning resources using technology tools appropriate in various subject areas in the
elementary level. Further, the course will provide opportunities for students to use technology tools to
develop projectbased collaborative activities and share resources among communities or practice.

At the end of the course, you should be able to:

1. Use ICT to develop 21st century skills: effective communication skills –viewing, listening, speaking,
reading, and writing skills
2. Develop project/problem-based/inquiry-based collaborative plans and activities using technology
tools
3. Use open-ended tools to support the development of the project-based collaborative activities in
subject specific application
4. Use technology tools to collaborate and share resources among communities of practice

Many people think that technology refers only to machine such as computers, TV, video, and the
like. All these form part of technology. Technology is not just machines. It is a planned, systematic
method of working to achieve planned outcomes- a process not a product. Technology is the applied
side of scientific development. Technology also refers to any valid and reliable process or procedure
that is derived from basic research using the scientific method. Technology refers to all the ways people
use their inventions and discoveries to satisfy their needs and desires. This subject is consists of the
science and environment that engage learners, and reliable technique or method for engaging learning
such as cognitive learning strategies and critical thinking skills with the help of technology. It is a field
involved in applying a complex integrated process to analyze and solve problems in human learning. It
embraces curriculum and instructional design, learning environment, and theories of teaching learning.
It is the use of all human inventions for teachers to realize their mission to teach in order that students
learn.
Technology integration is part and parcel of instructional technology. Educational media are channels or
avenues or instruments of communication. Examples are books magazines newspapers radio
television and Internet these media also serve educational purposes.

MODULE 3: Technology: Boon or Bane?

Technology: Boon or Bane?

Technology is a blessing for men. with technology there is a lot that we can do which we could not
do then. With cell phones, webcam, you will be closer to someone miles and miles away. So far yet so
close. That is your feeling when you talk to a cell phone to a beloved who is far away from home. Just
think of the human lives saved because of speeding notifications via cell phones. Just think of how your
teaching and learning have become more novel, stimulating, exciting, fresh, and engaging with the use
of multimedia in the classroom. With your TV, you can watch events as they happen all over the globe.
However, when not used properly, technology becomes a detriment to learning and development. It can
destroy relationships. Think of the husband who is glued to TV unmindful of his wife seeking his
attention. This may eventually erode marital relationship. Think of the student who surfs the Internet for
 pornographic scenes. He will have trouble with his development. The abuse and misuse of the Internet
will have far reaching unfavorable effects on his moral life. The teacher who schedules class TV
viewing for the whole hour to free herself from a one-hour teaching and so can engage in “tsismis”,
likewise will not benefit from technology. Neither will her class truly benefit from the whole period of TV
viewing.

In education, technology is bane when:

• the learner is made to accept as gospel truth information they get from the Internet
• the learner surfs the Internet for pornography
• The learner has uncritical mind on images floating on televisions and computers that represent
modernity and progress
• the TV makes the learner a mere spectator not an active participant in the drama of life
• the learner gets glued to his computer for computer assisted instruction unmindful of the world
so fails to develop the ability to relate to others
• we make use of the Internet to do character assassination of people whom we hardly like
• because of our cell phone we spend most of our time in the classroom or in our workplace
texting
• we use overuse and abuse TV or film viewing as a strategy to kill time

Is technology a boon or bane to education? It depends on how you use technology. If we use it to help
our students and teachers become caring, relating, thinking, reflecting, analyzing and feeling beings
then it is a boon, a blessing. but if we abuse and misuse it and so contribute to our ruin and downfall in
those of other persons it becomes a bane or a curse.

MODULE 4: The Roles of Technology in Learning Lesson

The Roles of Technology in Learning

From the traditional point of view, technology serves as source and presenter of knowledge.
Technology like computers is seen as a productivity tool. The popularity of word processing, databases,
spreadsheets, graphic programs and desktop publishing in the 1980s points to this productive role of
technology in education. With the eruption of the Internet in the mid 90s, communications and
multimedia have dominated the role of technology in the classroom for the past few years. From the
constructivist point of view, technology serves as learning tools that learners learn with. It engages
learners in active, constructive, authentic, intentional, and cooperative learning.
From a constructivist perspective, the following are roles of technology in learning:

• Technology as tools to support knowledge construction:

- for representing learners’ ideas, understandings, and beliefs
- for producing organized, multimedia knowledge bases by learners

• Technology as information vehicles for exploring knowledge to support learning-

byconstructing:
- for accessing needed information
- for comparing perspectives, beliefs and world views

• Technology as context to support learning-by-doing:

 - for representing and simulating meaningful real-world problems, situations and contexts
- for representing beliefs, perspectives, arguments, and stories of others - for defining a safe,
controllable problem space for student thinking

• Technology as a social medium that support learning by conversing:

- for collaborating with others
- for discussing, arguing, and building consensus among members of a community - for
supporting discourse among knowledge-building communities

• Technology as intellectual partner to support learning-by-reflecting: - for helping learners

to articulate and represent what they know
- for reflecting on what they have learned and how they came to know it
- for supporting learners internal negotiations and meaning making
- for constructing personal representations of meaning - for supporting mindful thinking

Whether used from the traditional or constructivist point of view, when used effectively, research indicates
that technology not only increases students learning, understanding and achievement but also
augments motivation to learn, encourages collaborative learning and supports the development of
critical thinking and problem-solving skills.

MODULE 5: 21st Century Communication Skills

21st Century Communication Skills

A classroom that allows learners to not just listen, but to reflect and communicate with teachers, other
learners, and mentors provides a whole new scope to the standards and related learning possibilities.
Various avenues of communication provide learners different opportunities to learn while facilitating those
important communication skills. Students can see how texting, emailing, video conferencing, Socratic
Seminars, online discussions, and face to face conversation all provides different take when
communicating. They begin to see how communication connects with effective collaboration. It is true that
communication pushes critical thinking by allowing the visualization of a learner’s thinking and the thinking
of others. Learners are allowed to see how creativity can be used to make their own communication more
powerful.

The four C’s of 21st Century skills

1. Critical Thinking
In addition to working through problems, solving puzzles, and similar activities, critical thinking also
includes an element of skepticism. Critical thinking empowers students to discover the truth in assertions,
especially when it comes to separating fact from opinion. With critical thinking, students don’t just learn a
set of facts or figures. Instead, they learn how to discover the facts and figures for themselves. They ask
questions. They become engaged in the world around them. They help others think critically, too. That
might be the most important part of critical thinking. Once one student has it mastered, it quickly spreads to
their peers. Whether they learn how to think critically from spending time online or simply asking “Why?” in
everyday life, this skill prepares students for a life of independence and purposeful thought.

2. Creativity
Creativity is the practice of thinking outside the box. While creativity is often treated like a you-haveit-or-
you-don’t quality, students can learn how to be creative by solving problems, creating systems, or just
 trying something they haven’t tried before. That doesn’t mean every student will become an artist or a
writer. Instead, it means they’ll be able to look at a problem from multiple perspectives — including those
that others may not see. Creativity allows students to embrace their inner strengths from big-picture
planning to meticulous organization. As a student learns about their creativity, they also learn how to
express it in healthy and productive ways. More importantly, they also become motivated to share that
creativity with others. Just like with critical thinking, that makes creativity contagious. One student creates
an interesting or innovative solution to a problem. Then, when they share it, the next student can become
inspired to try something similar. That’s not to say every single creative endeavor will be a ringing success.
Students will fail at some point, and some of their ideas simply won’t work. But that’s okay. The point of
creativity is to encourage students to think differently than convention demands. They don’t have to do
things the way they’ve always been done. Instead, they can figure out a better way.

3. Collaboration
Practicing collaboration and teamwork helps students understand how to address a problem, pitch
solutions, and decide the best course of action. It’s also helpful for them to learn that other people don’t
always have the same ideas that they do. In fact, as students practice collaboration more and more, they’ll
learn that they have almost none of the same ideas that others do. This can affect students in one of two
ways. First, it could discourage them since nobody seems to agree with them that often. Second, it could
embolden them because they realize they’re bringing something unique to every conversation. As a
teacher, it’s crucial that you encourage students to look at themselves through that second lens. That way,
students learn that they should speak up when they have an idea. They may not be on the money 100% of
the time — and some of their peers may have strong, opinionated reactions — but it’ll teach them to speak
up when they’re working with others.

4. Communication
Students need to learn how to communicate effectively. That includes minimizing tangents, speaking
directly to an idea, and checking other participants to make sure they’re engaged. Reading an audience —
even if it’s just two other people in a group discussion — lets students determine whether they should keep
expanding on an idea or wrap up their point. Their audience could even be their family at Thanksgiving dinner.
The point is that as students practice communication, they become better at efficiently conveying an idea
without losing their point “in the weeds,” so to speak. With communication locked down, students can
streamline their ideas and make a positive impression on those around them. Still, it’s important to note that
communication isn’t enough on its own to help students with 21st Century skills. To really succeed, students
need to use all four of these skills together

MODULE 6: Integration of 21st Century Communication Skills and Information and Communication
Technology Lesson

1) Integration of 21st Century Communication Skills and Information and

Communication Technology

ICT stands for Information and Communication Technologies. ICT is a part of our lives for the last
few decades affecting our society as well as individual life. Teacher use ICT for making teaching
learning process easy and interesting.
2) The Gradual Release of Responsibility (GRR) Pedagogical Framework

GRR is a structured pedagogical framework that, as the name suggests, gradually moves the responsibility
for learning from the teacher to the student. There are four distinct phases in GRR:

1. Focused lesson: the skill or process to be taught is explicitly modelled by the teacher, with students
passively observing.

2. Guided instruction: students attempt the skill or process modelled in the first stage, one step at a
time, with teacher support or guidance, rather than modelling.

The first two phases are generally the easy part of GRR for teachers, because they control the
classroom activity entirely, and students do not need to be highly engaged for success. It is enough that
students are motivated by the desire to avoid negative consequences (detention, parental contact and
so on) for them to succeed at learning activities at this stage, if the activity is within their capacity.
Strategies such as learning intentions and success criteria will not generally be helpful for students as
they are simply mimicking what their teacher is showing them.

3. Collaborative learning: students continue to improve their skills at their own pace, but work
collaboratively with their peers rather than the teacher.

In this phase, teachers start to let go of control of classroom activity, and set differentiated goals
and tasks for their students. Working collaboratively is a key element of this phase. This is not
something that students do well at naturally, so teaching students how to work together to achieve
common goals becomes an important role for the teacher. Phase three requires students to be more
engaged in their work, as they are under less direct teacher supervision. As students start to take
ownership of their own learning, learning intentions and success criteria also start to become important
elements of teaching at this phase. Flipping can be a useful technique in this phase to allow more
classroom time for collaboration and peer coaching.

4. Independent tasks: students apply their learning in new situations.

Phase four is the point in learning where teachers invite students to apply their knowledge and skills
in new situations that are authentic and involve real-world problem solving. It is in this phase that
students have the first real opportunity to choose an application for their new skills that are of personal
interest to themselves, with guidance or advice from their teacher. For success in this phase, students
need to show the full characteristics of engagement; that is, both high commitment and high attention to
the task at hand. Students must be intrinsically motivated, so it is important that the teacher does not
arbitrarily assign a task, but involves the students in identifying a task to work towards that is seen to be
authentic for the students. That is, learning intentions and success criteria must be co-constructed.
Problem-based learning, or project-based learning (PBL) can be a good a teaching technique that
meets these requirements.
In an initial attempt to integrate GRR with 21st century skills, Table 1 shows a mapping between specific
activities related to each 21st century skill and the GRR phase in which that activity should be observed.
MODULE 7: Understanding Technology Learners Lesson

Understanding Technology Learners

The concern for new learners is valid. On the other hand, it is to be admitted that our teachers
generally use the traditional education program applicable to learners of the past, acquainted with
linear, textual, and sequential learning. They fail to realize that the new generation of the 21st century
millennium is not the kind of learner that they were, but are information technology or digital learners.

It is observed that, the new learners spend much time talking with friends on their cell phones,
sending text messages, interacting through social media like the Facebook, playing video games and
surfing the world wide web.

Lest the concern for new learners is not well understood, it serves to know what scientist say, as follows:

• There are positive benefits derived from the use of information technology or digital resources in
these counterbalance positive negative effects of technology on children.
• Daily exposure to high technology-personal computers, video game gadgets, cellphones,
Internet search sites, stimulate the brain by strengthening and creating neural circuits.
• A current technological revolution is creating an intellectual revolution, faster and better than
ever before.

The 19th century psychologist Jean Piaget presented a chart from childhood to adulthood with the
first two years of susceptible minds, six years of acquiring communication skills, teenage years of
transition concrete thinking, and adult years of abstract thinking and reasoning. Given the digital age
today, Piaget’s traditional learning chart may have to be redefined. Even at a very early stage at
preparatory school, computer-aided instruction are offered as digital tools. Digital technology resources,
such as iPod music devices, video game gadgets, computer games, mobile phones, and Internet
contribute to their digital acculturation.
Truly, there are valid concerns which must be met, and among these is the feared
underdevelopment of knew learners along social face to face interaction skills. On the other hand, there
is the phenomenon of the young generation taking on multitasking as they perform tasks
simultaneously: watching video, chatting on line, downloading pictures and music, surfing the web, etc.
True to say, research shows that multitasking can be detrimental since this prevents concentration and
the completion of specific tasks. However, multi-tasking characterizes professional work in the new
world of information technology. There is the need therefore to balance the good and possibly
detrimental changes observed among new learners of this information technology age.

MODULE 8: Preferences of the Technology Education

Preferences of the Technology Generation

In the field of education, it is important that critical differences in perceptions between old and
young which create a generation gap need to be discussed. The Old generation has availed of slow
and singletrack pattern of activities. Life has been comfortably slower for oldies as they watch and
 follow television telenovelas like Walang Hanggan patronize the movies of their favorite local
performers, and prioritize social activities like community outings and dance clinics. On the other hand,
the new generation is exposed to quick flicking video games, mobile phone texting, socializing through
the social websites, and downloading text/music/photos/video with adeptness and task-switching
speed.

Texts versus Visuals

Our parents read book texts, enriched by illustrations and photos. In order to research, they go to
the school library, use the card catalog for needed books, & up to borrow books for home reading. The
technology or digital generation has greater affinity to visuals (photos and video) compared with texts.
In fact, they have been exposed since childhood to cable television and video images especially
cartoon characters, and then computer images, in such a manner that their visual fluency or abilities
have been sharpened and enhanced.

Linear versus Hyper media

The past 30-year old generation has obtained information in a linear, logical and sequential
manner. On the positive side, this has made them more logical, focused, and reflective thinkers. The
new generation, however, follows a personal random access to hyperlinked digital information, less
superior to elders in focus and reflection. Thus, they appear to be more easily bored and distracted
during class lectures.

Independent versus Social Learners

The traditional education system gives priority two independent learning, prior to participative work.
New learners, however, are already acquainted with digital tools that adopt to both personnel and
participative work. They take the opportunity for dozens of instantaneous ways to communicate with
others-mobile calls and text, emails, Facebook, YouTube, Twitter, Wikis, etc. Experts describe this
mode of digital learning as one that is based on experimentation, discovery and intuition.

Learning to do versus Learning to pass the test

Old teachers teach students in order to help them pass tests and complete the course requirement. On
the other hand, the new digital learners simply wish to acquire skills, knowledge and habits as windows of
opportunity affords them to learn. Our parents have completed a course and have engaged in a permanent
job for most of their lives. A different work situation awaits the digital generation with contractual,
multitasked, and multi-career opportunities in a digital world ahead of them.

Delayed rewards and Instant gratification

The traditional reward system in education consists in the grades, honor certificates/medals, and
diplomas. Including future jobs, the traditional schools reward system consists of unclear rewards for
performance. On the other hand, digital learners on their own experience more immediate gratification
through immediate scores from games, enjoyable conversations from webcam calls, excitement from
email chats, and inviting comments from their Facebook account.

Rote memory versus Fun learning

Teachers feel obliged to delivering content-based courses, the learning of which is measurable by
standard tests. Digital learners prefer fun learning which is relevant and instantaneously useful to them.
Learning is play to new learners and not surprisingly there is much fun in the digital world outside the
school. In sum, teachers need to connect with digital learners, and not to think of them as entering their
past 30 years old traditional world. While there are apparent setbacks or limitations to digital learning,
there are opportunities to tap through:
 • The new learners’ digital fluency with visual learning with the use of audiovisuals, media and
multimedia;
• you sing hyperlinked multimedia for projects that enhance work focus and reflection;
• problem-solving activities to suit the new generation style and preference for fun and relevant
learning

MODULE 10: The Cone of Experiences

The Cone of Experience

The cone of experience is a visual model, pictorial device that presents bands of experience or
range according to degree of abstraction and not degree of difficulty by Edgar Dale. The farther you go
from the bottom of the cone, the more abstract the experience becomes. What are these bands of
experience? It is best to look back on the cone itself. But let us expound on each of them starting with
the most direct.

Direct Purposeful Experiences

These are first-hand experiences which serve as the foundation of learning. In this level, more
senses are used in order to build up the knowledge. Also, in this level, the learner learned by doing
things by him/herself. Learning happens through actual hands-on experiences. This level explains and
proves one of the principles in the selection and use of teaching strategies, the more senses that are
involved in learning, the more and the better the learning will be. This level also proves that educational
technology is not limited to the modern gadgets and software that are commercially available
nowadays. This shows that even the simple opportunity that you give to each child could help them
learn.

Contrived Experiences
In this level, representative models and mock-ups of reality are being used in order to provide an
experience that as close as reality. This level is very practical and it makes learning experience more
accessible to the learner. In this stage, it provides more concrete experiences, even if not as concrete as
direct experiences, that allows visualization that fosters better understanding of the concept.

Dramatized Experiences
In this level, learners can participate in a reconstructed experiences that could give them better
understanding of the event or of a concept. Through dramatized experiences, learners become more
familiar with the concept as they emerge themselves to the “as-if” situation.

Demonstrations
It is a visualize explanation of important fact, idea, or process through the use of pictures, drawings,
film and other types of media in order to facilitate clear and effective learning. In this level, things are
shown based on how they are done.

Study Trips
 This level extends the learning experience through excursions and visits on the different places that
are not available inside the classroom. Through this level, the learning experience will not be limited to
the classroom setting but rather extended in a more complex environment.

Exhibits
The level of study trips is followed by exhibits. It is a somewhat a combination of some of the first
levels in the cone. Actually, exhibits are combination of several mock-ups and models. Most of the time,
exhibits are experiences that is “for your eyes” only but some exhibits includes sensory experiences
which could be related to direct purposeful experiences. In this level, meanings ideas are presented to
the learners in a more abstract manner. This experience allows student to see the meaning and
relevance of things based on the different pictures and representations presented.

Television and motion pictures

The next levels would be the level of television and motion pictures and still pictures, recordings,
and Radio. For television and motion pictures, it implies values and messages through television and
films. On the other hand, still pictures, recordings and radio are visual and audio devices that can be
used by a group of learner that could enhance and extend learning experience.

Still pictures, Recording, Radio

These are visual and auditory devices which may be used by an individual or a group. Still pictures
lack the sound and motion of a sound film. The radio broadcasts of an actual event may often be
likened to a televised broadcast minus its visual dimension.

Visual Symbols
These are no longer realistic reproduction of physical things for these are highly abstract
representations. Examples are charts, graphs, maps, and diagrams.

Verbal Symbols
They are not like the objects or ideas of which they stand. They usually do not contain visual clues
to their meaning. Written words fall under this category. It may be a word for a concrete object (book),
an idea (freedom of speech), a scientific principle (the principle of balance), a formula (𝑎2+𝑏2 =𝑐2).

What are the implications of the Cone of Experience in the teaching-learning process?
1. We do not use only one medium of communication in isolation. Rather we use many instructional
materials to help the learner conceptualize his or her experience.
2. We avoid teaching directly at the symbolic level of salt without adequate foundation of the concrete.
Learner's concepts will lack deep roots in direct experience. Dale cautions us when he said: “These
ruthless experiences will not have the generative power to produce additional concepts and will not
enable the learner to deal with the new situations that he faces” (Dale, 1969)
3. When teaching, we don't get stuck in the concrete. Let us strive to bring our students to the symbolic or
abstract level to develop their higher order thinking skills.

MODULE 11: Direct Purposeful Experiences

 Whatever skills are concepts we have did not come out of the blue. We spend hours doing the
activity by ourselves in order to acquire the skill. Direct purposeful experiences are our concrete and
first-hand experiences that make up the foundation of our learning. These are the rich experiences that
our senses bring from which we construct the ideas, the concept, is that generalizations that give
meaning and order to our lives. They are in sensory experiences.

Why are these direct experiences described to be purposeful?

Purposeful because the experiences are not purely mechanical. They are not a matter of going
through the motion. These are not mere sensory excitation. They are experiences that are internalized
in the sense that these experiences involve the asking of questions that have significance in the life of
the person undergoing the direct experience. They are also described as purposeful because these
experiences are undergone in relation to a purpose, i.e. learning. Why do we want our students to have
a direct experience in conducting an experiment in the laboratory? It is done in relation to a certain
learning objective. Direct, Purposeful Experiences and Beyond implies that these direct experiences be
the period or the dead end. We must be brought to a higher plane. The higher plane referred to here is
the level of generalization and abstraction.
That is why we speak of hands-on, minds-on, and hearts-on approach. Out of the direct
experience, thoughts or meanings following reflection must flow or run the risk of a lesson consisting of
activity after another activity enjoyed by the learners who cannot make connection with the activities
themselves.
The Grade VI pupil’s zoo experience of the elephant and giraffe as given in the activity phase of the
lesson enables him to understand clearly an visualize correctly an elephant and giraffe upon reading or
hearing the words “elephant” and “giraffe”.

MODULE 12: Teaching with Contrived Experiences

Contrived experiences are edited copies of reality and are used as substitutes for real things when
it is not practical or not possible to bring or do the real thing in the classroom. These contrived
experiences are designed to simulate to real life situations. A model is a reproduction of a real thing in
a small scale, or a large scale, or exact size- but made of synthetic materials. It is a substitute for a real
thing which may or may not be operational (Brown et al, 1969). A mock up is an arrangement of a real
device or associated devices, displayed in such a way that representation of reality is created. The
mock up may be simplified in order to emphasize certain features. It may be an economical
reproduction of a complicated or costly device, to be observed for learning purposes. Usually, it is a
prepared substitute for a real thing; sometimes it is a giant enlargement. A mock up is a special model
where the parts of a model are singled out, heightened and magnified in order to focus on that part of
process under study.
“Simulation is a representation of a manageable real event in which the learner is an active
participant engaged in learning a behavior are in applying previously acquired skills or knowledge”
(Orlich, et al, 1994). Another instructional material included in contrived experiences is game. Is there a
difference between a game and a simulation? Games are played to win while simulations need not
have a winner. Simulation seemed to be more easily applied to the study of issues rather than to
processes.

Why do we make use of contrived experiences?

We use models, mockups to:
1) overcome limitations of space and time
2) to edit reality for us to be able to focus on parts or a process of a system that we intend to study
3) to overcome difficulties of size
4) to understand inaccessible
5) help the learners understand obstructions

We use simulations and games to make our class is interactive and to develop the decision-making skills and
knowledge construction skills of our students. Orlich, et al (1994) enumerates 10 general purposes of
simulations and games in education:
1) to develop changes in attitudes
2) to change specific behaviors
3) to prepare participants for assuming new rules in the future
4) to help individuals understand their current roles
5) to increase the students’ ability to apply principles
6) to reduce complex problems our situations two manageable elements
7) to illustrate rules that may affect one's life but that one may never assume 8) to motivate
learners
9) to develop analytical processes
10) to sensitize individuals to another person’s life role

MODULE 13:
Teaching with Dramatized Experiences

Something dramatic is something that is stirring or affecting or moving. A dramatic entrance is

something that catches and holds our attention and has an emotional impact. If our teaching is
dramatic, our students get attracted, interested and affected. If they are affected by what we taught, we
will most likely leave an impact on them. So why can't we be dramatic all the time?
Dramatized experiences can range from the formal plays, pageants to less formal tableau,
pantomime, puppets and role playing.

Plays depict life, character, culture, or a combination of the three. They offer excellent opportunities to
portray vividly important ideas about life.

Pageants are usually community dramas that are based on local history. An example is a historical
pageant that traces the growth of a school.
Pantomimeis an “art of conveying a story through bodily movements.” The effects of pantomime to the
audience depends on the ements
mov of the actors .

Tableauis a picture
-like scene composed of people against a background.

Role-Playing is an unrehearsed, unprepared and spontaneous dramatization of a situation where

assigned participants are absorbed by their own roles.
Puppets - A puppet is an inanimate object or representational figure animated or manipulated by an
entertainer, who is called a puppeteer. Puppets can present ideas with extreme simplicity.

Types of Puppets

Shadow puppets – flat, black silhouette made from lightweight cardboard shown behind a screen.

Rod puppets – flat, cut-out figures tacked to a stick with one or more movable parts, and are operated
below the stage through wires or rods.

Glove-and-finger puppets – make use of gloves which small

costumed figures are attached.
 Marionettes – flexible, jointed puppets operated by strings or wires attached to a cross bar and
maneuvered from directly above the stage.

MODULE 14:
Demonstrations in Teaching

Demonstration in teaching is showing how a thing is done and emphasizing of the salient merits,
utility and efficiency of a concept, a method or a process or an attitude.

What guiding principle must we observe in using demonstration as a teaching-learning

experience?
1. Establish rapport. Greet your audience. Make them feel at least by your warmth and sincerity.
Stimulate their interest by making your demonstration and yourself interesting period sustain their
attention.
 2. Avoid the COIK fallacy (Clear Only If Known). What is this fallacy? It is the assumption that
what is clear to the expert demonstrator is also clearly known to the person for whom the message
is intended. to avoid the fallacy, it is best for the expert demonstrator to assume that his audience
knows nothing or a little about what he is intending to demonstrate for him to be very thorough, clear
and detailed on his demonstration even to a point of facing the risk of being repetitive.
3. Watch for key points. What are key points? They are the ones at which an error is likely to be
made, the places at which many people stumble and where the knacks and tricks of the trade are
especially important. The good demonstrator recognizes possible stumbling blocks to learners and
highlights them in some way. What are usually highlighted are the don'ts of a process or a strategy.

To ensure that the demonstration works, we ought to plan and prepare very well before we conduct the
demonstration. In planning and preparing for demonstration, Brown (1969) suggests methodical
procedures by the following questions:
1. What are our objectives?
2. How does your class stand with respect to these objectives? This is a determined entry knowledge
and skills of your students.
3. Is there a better way to achieve your ends? If there is a more effective way to attain your purpose,
then replace the demonstration method with a more effective one.
4. Do you have access to all the necessary materials and equipment to make the demonstration? Have
a checklist of necessary equipment and material. This may include written materials.
5. Are you familiar with the sequence and content of the proposed demonstration? Outline the steps
and rehearse your demonstration.
6. Are the time limits realistic?

You have planned and rehearsed your demonstration, your materials in equipment already, you have
prepared your students, then you can proceed with the demonstration itself. In demonstrating, here are
several points to observe:
1. Set the tone for good communication. Get and keep your audience’s interest.
2. Keep your demonstration simple.
3. Do not wander from the main ideas.
4. Check to see that your demonstration is being understood. What's your audience for signs of
bewilderment, boredom or disagreement.
5. Do not hurry your demonstration. Asking questions to check understanding can serve us a “brake”. 6.
Do not drag out the demonstration. Interesting sings are never dragged out. They create their own
Tempo.
7. Summarize as you go along and provide a concluding summary. Use the chalk board, the overhead
projector, charts, diagrams, PowerPoint and whatever other materials appropriate to synthesize your
demonstration.
8. Hand out written materials at the conclusion.

What questions can you ask to evaluate your classroom demonstration?

• Was your demonstration adequately and skillfully prepared? Did you select demonstrable skills
or ideas? Where the desired behavioral outcomes clear?
 • Did you follow the step-by-step plan? Did you make use of additional materials appropriate to
your purposes- chalk board, felt bored, pictures, charts, diagrams, models, overhead
transparencies, or slides?
• Was the demonstration itself correct? Was your explanation simple enough so that most of the
students understood it easily?
• Did you keep checking to see that all your students were concentrating on what you were
doing?
• Could every person see and hear? If a skill was demonstrated for imitation, was it presented
from the physical point of view of the learner?
• Did you help students do their own generalizing?
• Did you take enough time to demonstrate the key points?
• Did you review and summarize the key points?
• Did your students participate in what you were doing by asking thoughtful questions at the
appropriate time?
• Did your evaluation of student learning indicates that your demonstration achieved its purpose?

MODULE 15: Using and Evaluating Instructional Materials

Using and Evaluating Instructional Materials

For an effective use of instructional materials, the following are the guidelines that ought to be observed, first
of all, in their selection and second, in their use.

Selection of Materials
The following guide questions expressed standards to consider in the selection of instructional
materials:
• Does the material give a true picture of the ideas they present? To avoid misconceptions, it is
always good to ask when the material was produced.
• Does the material contribute meaningful content to the topic under study? Does the material
help you achieve the instructional objective?
• Is the material aligned to the curriculum standards and competences?
• Is the material culture and grade sensitive?
• Does material have culture bias?
• Is the material appropriate for the age, intelligence, and experience of the learners?
• Is the physical condition of the material satisfactory? An example, is a photograph properly
mounted?
• Is there a teacher’s guide to provide a briefing for effective use? The chance that the
instructional material will be used to the maximum enter the optimum is increased with the
teacher’s guide.
• Can the material in question help to make students better thinkers and develop their critical
faculties? With exposure to mass media, it is highly important that we maintain and strengthen
our rational powers.
• Does the use of material make learners collaborate with one another?
 • Is the material worth the time, expense and effort involved? A field trip, for instance, requires
much time, effort, and money. Is it more effective than any other less expensive and less
demanding instructional material that can its place? Is there a better substitute?

The Proper Use of Materials

You may have selected your instructional material well. This is no guarantee that the instructional material will
be effectively utilized. It is one thing to select a good instructional material, it is another thing to use it
well. To ensure effective use of instructional material, Hayden Smith and Thomas Nagel, (1972) advise
us to abide by the acronym PPPF.

Prepare yourself. You know your lesson objective and what you expect from the class after the
session and why you have selected such particular instructional material. You have a plan on how you
will proceed, what questions to ask, how you will evaluate learning and how you will tie loose ends
before the bell rings.

Prepare your students. Set the reasonably high-class expectations and learning goals. It is sound
practice to give them guide questions for them to be able to answer during the discussion period
motivate them and keep them interested and engaged
.
Present the material under the best possible conditions. Many teachers are guilty of R.O.G Syndrome.
This means “running out of gas” which usually results from poor planning period using media and
materials, especially if they are mechanical in nature, often required to her cell in a carefully planned
performance. Wise are you if you try the materials ahead of your class use to avoid a fiasco.

Follow up. Remember that you use instructional material to achieve an objective, not to kill time not to
give yourself a break, neither to merely entertain the class period use instructional material for the
attainment of a lesson objective. Your use of the instructional material is not the angle in itself. It is a
means to an end, the statement of a learning objective. So, there is a need to follow up to find out if
objective was attained or not.

MODULE 16: The Power of Film, Video, and TV in the Classroom

The Power of Film, Video, and TV in the Classroom

The film, video, and TV are indeed powerful. They can:

• transmit a wide range of audio-visual materials, including still pictures, film, objects, specimens
and drama.
• bring models of excellence to the viewer. We can see in here the excellent scientist like John
Glenn, excellent speakers and master teachers lecture and demonstrate a teaching method for
professional development of teachers.
• bring the world of reality to the home into the classroom through a live broadcast or as mediated
through a film or video tape. Not all of us have the opportunity to see life underneath the sea.
 But with TV, we are able to see life at the bottom of the sea right there in our salad or bedroom
through Discovery Channel, for example.
• make us see and hear for ourselves world events as they happen. When the strong earthquake
shook Baguio, Agoo, Dagupan and Nueva Ecija, Philippines on July 16, 1990, the aftermath of
the earthquake was shown live in TV.
• be the most believable news source
• make some programs understandable and appealing to a wide variety of age and educational
levels. Literate and illiterate, young and old all benefit from the common experiences a TV
transmits.
• become a great equalizer of educational opportunity because programs can be presented over
national and regional networks
• provide us with sounds and sides not easily available even to the viewer of a real event through
long shots, close-ups, zoom shots, magnification and split screen made possible by the TV
camera
• can give opportunity to teachers to view themselves while they teach for purposes of
selfimprovement. Teachers can't view themselves while they teach but with video game and TV,
they can view themselves while they teach after.
• can be both instructive and enjoyable. With the sights and sounds and motion, TV is much more
enjoyable.

While the film, video and TV can do so much, they have their own limitations too.
• Television and film are one way communication device. Consequently, to encourage passitivity.
Today, however, we talk about and work on interactive classrooms for effective learning. We are
convinced that learning is an active process and so the learner must be actively engaged.
• The small screen size boats television at a disadvantage when compared with the possible size
of projected motion pictures, for example. With new technology, how is this remedied?
• Excessive TV viewing works against the development of the child's ability to be creative and
imaginative, skills that are needed in problem solving.
• There is much violence in TV. This is the irrefutable conclusion gamma viewing violence
increases violence.

Basic Procedures in the Use of TV as a Supplementary Enrichment

For the enrichment of the lesson with the use of tv, we have to do the following:

• Prepare the classroom. (if your school has a permanent viewing room, the classroom
preparatory work will be less for you.)
- Darken the room. Remember that complete darkness is not advisable for TV viewing. Your
students may need to take down notes while viewing.
- The students should not be seated too near nor too far from the TV. No student should be
farther from the set than the number of feet that the picture represents in inches. A 24-inch
set means no student farther than 24 feet from the set.
• Previewing Activities
- Set goals and expectations. Why are you viewing the TV? What is expected of your
students? State clearly.
- Link the TV lesson with the past lesson and/or with your students’ experiences for
integration and relevance.
- Set the rules while viewing. Will you allow them to take down notes? Or are you providing
them with notes afterwards?
- Put the film in context. Give a brief background, if necessary.
 - Point out the key points they need to focus on. It helps if you give them guide questions
which become the focus of both viewing discussions. omit this comma if you are using an
interactive video and the resource speaker himself or herself gives the questions for
interactive discussion in the process of viewing.
• Viewing
- Don't interrupt viewing by inserting cautions in announcements you forgot to give during the
previewing stage. It disrupts and dampens interest.
- Just make sure sights and sounds are clear. You were supposed to have checked on these
when you did your previewing.
• Post-viewing
- To make them feel at ease begin by asking the following questions:
1. what do you like best in the film?
2. What part of the film makes you wonder?
3. Does the film remind you of something or someone?
4. What questions are you asking about the film? Write them down. You have not to end the
class without answering them to make your students feel that everyone in everything
matter. Nothing or nobody is taken for granted.
• Go to the questions you raised at the previewing stage. Engage the students in the discussion
of answers. Check for understanding.
• Tackle questions raised by students at the initial stage of the post-viewing discussion. Involve
the
rest of the class period if questions cannot be answered, not even you can answer them,
motivate the class do further reading on the topic and share their answers the next meeting.
You will not be exempted from the assignment.
• Ask what the students learned. Find out how they can apply what they learned. Several
techniques can be used for this purpose. A simple yet effective technique is the completion of
an unfinished sentence. Example, from this film I learned _______. I can apply the lesson I
learned in/by ___________.
• Summarize what was learned. You may include whatever transpired in the class discussions in
the summary but don't forget to base your summary on your lesson objectives.

MODULE 18: Developing Basic Digital Skills

Developing Basic Digital Skills

The following are the six fluency skills to equip students for success in the millennial world:
1. Solution Fluency
This refers to the capacity and creativity in problem solving. It requires whole brain thinking
executed when students define a problem, design the appropriate solution, apply the solution, and assess
the process and result.
2. Information Fluency
This involves 3 subsets of skills namely,
a) An ability to access information, access may involve not only of the Internet but other sources like
the CD ROM software.
b) An ability to retrieve information, retrieved information may include not only texts, but images, sound
and video. The searches must be perceptive of trends in the digital info scope, in the accuracy of data ,
and in the methodology for data gathering. Retrieved information may include not only text that images,
sound and video.
c) An ability to reflect on, assess and re write for instructive information packages.
3. Collaboration Fluency
This refers to in teamwork with virtual or real partners in the online environment. There is virtual
interaction in social networking and online gaming domains. Distance has been abridged, such that
learning comes to an exciting potential for partnership in discovery learning. Individual and school to
school partnerships are now possible for multicultural learning.
4. Media Fluency
Media refers to channels of mass communication (radio, television, magazine, advertising,
graphic arts) are digital sources. There is a need for an analytical mind to evaluate the message in a
chosen media, as well as a creative ability to publish digital messages. There are paid for and free
domains, such as blog pages, in which personal reflection or Journal messages can be published without
cost. Sites on the educational sector especially of developed countries, published articles, researchers
and lesson plans are easily accessible by researchers and learners.
5. Creativity Fluency
Artistic proficiency adds meaning by way of design, art, and storytelling to package a message.
Find, color, patterns, layout or elements to creative fluency. Templates of for PowerPoint presentation
and blogs are available for free access in the Internet.

6. Digital Ethics
The digital citizen is guided by principles of leadership, global responsibility, environmental
awareness, global citizenship, and personal accountability. Sad to say, that digital world is not free from
those who exploit the digital space for personal selfish commercial and criminal activities.
By developing higher thinking skills, the schools today can inculcate the digital fluencies, while
overcoming limitations inherent in digital technology, resulting in superficial and mediocre learning skills
of new learners. In the instructional process, there is also an instructional shift from lecture-to-tasks to
digital tasks-to-learning. This is exemplified by an activity, such as roleplaying (task) followed by
processing of the activity (learning). In this approach, skills are developed and the learning outcome is
achieved by students themselves. The structured problem-solving process known as 4Ds also
exemplifies the instructional shift in digital learning:
• Define the problem
• Design the solution
• Do the work
• Debrief on the outcome
Understandably, the teacher will have to move away from center stage of the classroom, and allow
students the limelight of the teaching learning process. This is the same as the shift from teacher center
do student centered learning, which is the new teaching paradigm most appropriate for learning in a
digital age.

MODULE 19: Computers as ICT

Computers as Information and Communication Technology

Through computer technology, educators saw the amplification of learning along Computer
literacy. Much like reading, the modern student can now interact to his computer messages, even respond
to questions or to computer comments. Again, like writing, the learner can form messages using computer
language or program.
 Communication Media THE PC Audiovisual Media

(Internet) (Multimedia)
E-mail (text and video) Text, sound, graphics
Chat rooms chart, photos
Blog Sites Powerpoint presentation
News Services CD, DVD, VCD player
Music/movie/television room (Internet)
Educational websites
Software, coursewares
School registration/records

Instructional media consist of audiovisual aids that served to enhance and enrich the teaching learning
process. Examples are the blackboard, photo, film and video.
Close to the turn of the 21st century, however, such a distinction merge owing to the advent of the
microprocessor, also known as the personal computer. This is due to the fact that the PC user at home,
office and school has before him or her a tool for both audiovisual creations in media communication.
Let us examine the programs normally installed in an ordinary modern PC:
• Microsoft Office- program for composing text, graphics, photos into letters, articles, reports, etc.
• Powerpoint- for preparing lecture presentations
• Excel- for spreadsheets and similar graphic sheets

MODULE 20: The Computer as the Teacher’s Tool

The Computer as the Teacher’s Tool

Given its present day speed, flexibility and sophistication, the computer can provide access to
information, foster creative social knowledge building, and enhance the communication of the achieved
project package. Without the computer, today's learners may still be assuming that teaches tasks of
low level information gathering, building and new knowledge packaging. But this is not so, since the
modern computer can help teacher and students to focus on higher level cognitive tasks.

The teacher can employ the computer as a/an:

• Informative tool. The computer can provide vast amounts of information in various forms, such
as text, graphics, sound, and video. Even multimedia encyclopedias are today available on the
Internet. The Internet itself provides an enormous database from which user can access global
information resources that includes the latest news and features, as well as educational
information directly useful to learners. The internet in education can be sourced for kinds of
educational resources on the Internet. Along the constructivists point of view, it is not enough for
learners to download relevant information using the computer as an information tool. Students
can use gathered information for composition or presentation projects as may be assigned by
the teacher. Given the fact that the Internet can serve as a channel for global communication,
the computer can very well be the key tool for video teleconferencing sessions.
 • Constructive tool. The computer itself can be used for manipulating information, visualizing
ones understanding, and building new knowledge. The Microsoft Word computer program itself
is a desktop publishing software that allows users to organize and present their ideas in
attractive formats.

• Co-constructive tools. Learners can use co-constructed tools to work cooperatively and
construct a shared understanding of new knowledge. One way of co-construction is the use of
electronic whiteboard where learners may post notices to a shared document or whiteboard.
Learners may also Co edit the same documents with their homes.

• Situating tool. By means of virtual reality extension systems, the computer can create 3D
images on display to give the user the feeling that are situated in a virtual environment. A flight
simulation program is an example of a situating tool which places the user in a simulated flying
environment.

MODULE 21: The Internet and Education

The Internet and Education

How is everything coordinated through the Internet? This is done through a standardized protocol or set of
rules for exchanging data called Transmission Control Protocol/Internet Protocol. To gain access to the
Internet, the computer must be equipped with what is called a server which has a special software that
uses the Internet Protocol. Originally developed in still subsidized by the United States government, the
Internet connects not only commercial, industrial, scientific establishments but all other sectors including
education in its libraries, campuses, and computer centers.

Getting around the Net

The vast sea of information now in the Internet, including news and trivia, is an overwhelming
challenge to those who wish to navigate it. Every day, the net user population and the available
information continued to grow, and new ways are continuously being developed to tour the Internet.
The most attractive way to move around the Internet is called browsing. Using a program called
browser, the user can use amounts to point and click on screen icons to surf the Internet, particularly
the World Wide Web, an internet’s subset of text, images, and sounds are linked together to allow users
to access data or information needed.
The future of the Internet seems limitless. Already its complexity has spawned and continue to
spawn net sites including new demand for services to business, industries, signs, government, and
even homes. Many experts predict that the Internet is this team to become the centerpiece of all online
communications on the planet and in some future time in the solar system using interplanetary satellite
communication stations.

A view of educational uses of the Internet

Today, even elementary school graders in progressive countries like the United states or corresponding
via email with pen pals in all 50 states. They ask probing questions like, “What is your state's most serious
problem,” or “How much does a pizza cost in your state?” this educational activity product by their schools
are paying dividends from increasing the people's interest in geography to a greater understanding of how
people live in large cities and other places in the United states or the world.
Educational software materials have also developed both in sophistication and appeal. There is
now a wider choice from rote arithmetic or grammar lessons to discovery and innovation projects. But
the real possibility today is connecting with the world outside homes, classrooms, and Internet cafes.
Today schools are gearing up to take advantage of Internet access, or they can plug into the Library of
Congress, make virtual visits to famous museums in the world right to celebrities, and even send
questions to heads of states.
 MODULE 22: Maximizing the Use of Overhead Project and the Chalkboard

Maximizing the Use of the Overhead Projector and the Chalkboard

The Chalkboard
Except in extremely deprived classrooms, every classroom has a chalkboard. In fact, a school may have no
computer, radio, TV, etc but it will always have a chalkboard. So why not make optimum use of what we
have? The following practices of dedicated professional teachers may help us in the effective use of the
chalkboard:
1. Write clearly and legibly on the board. Take note that there are children in the last rows.
2. It helps if you have a hard copy of your chalkboard diagram or outline. That helps you to visualize the
diagram or outline you like to appear on the chalkboard. That clean diagram and organized outline
must watch what you do on the chalk board.
3. Don't crowd your notes on the board by overcrowding your board work, your students may fail to see
the key ideas. They may not see the trees because of the forest.
4. Make use of the colored chalk to highlight key points. Color will also make your board work more
appealing.
5. Do not turn your back to your class while you write on the chalkboard. Right side view as you talk.
Don't lose your eye contact with your class.
6. For the sake of order and clarity, start to right from the left side of the board going right.
7. If you teach the Grades and you think the lines on the chalkboard are needed for writing exercise,
then provide the lines for your board.
8. Look at your board work from all corners of the room the test if pupils from all sides of the room can
read your board work.

Chalkboard Techniques
• Sharpen your chalk to get good line quality.
• Stand with your elbow high. Move along as you write.
• Used bots as aiming points. This keeps writing level.
• Make all writing or printing between two and four inches high for legibility.
• When using color chalk, you soft chalk so that it can be erased easily.

The Overhead Projector

There are other kinds of projectors like opaque projector and slide projector. The overhead projector seems
more available in schools. It has a lot of advantages. Brown (1969) cites the following:
1. The projector itself is simple to operate.
2. The overhead projector is used in the front of the room by the instructor, who has complete control of
the sequence, timing, and manipulation of this material.
3. Facing his/her class and observing students reactions, the instructor can guide his or her audience,
control its attention and regulate the flow of information in the presentation.
4. The projected image behind the instructor can be as large as necessary for all in the audience to
see. It is clear Anne bright, even in fairly well-lighted rooms.
5. Since the transparency, as it is placed on the projector, is seen by the instructor exactly a student
see it on the screen, he/she may point, write, or otherwise make indications of fun it to facilitate
communication.
6. The stage (projection surface) of the projector is 10 by 10 inches, thus allowing the teacher to write
information with ease or to show prepared transparencies. his or her work appears immediately on
the screen.
7. It is especially easy for teachers and students to create their own materials for use in the overhead
projector.
8. There is an increasing number of high-quality commercial transparencies.

Overhead Projection Techniques

 Among the outstanding attributes of overhead projection are the many techniques that can be used to
present information and control the sequence of a presentation. As you plan your own transparencies,
keep in mind these features of overhead projection:
• You can show pictures and diagrams, using a pointer on the transparency to direct attention to a
detail. The silhouette of your pointer will show in motion on the screen.
• You can use a felt pen or wax-based pencil to add details or to make points on the transparency
during projection. The marks of water-based pens and pencils can be removed with a soft cloth
so that the transparency can be reused.
• You can control the rate of presenting information by covering a transparency within a sheet of
paper or Cardboard and then exposing data as you are ready to discuss each point. This is
known as the progressive disclosure technique.
• You can superimpose additional transparency sheets as overlays on a base transparency so as
to separate processes and complex ideas into elements and present them in step-by-step order.
• You can show 3 dimensional objects from the stage of the projector in silhouette if the object is
opaque, or in color if an object is made of transparent color plastic.
• You can move overlays back and forth across the base in order to rearrange elements of
diagrams or problems.
• For special purposes you can simulate motion on parts of a transparency by using the effects of
polarized light. To do this, set up Polaroid glass spinner over the projector lens and attach a
special plastic element to parts of the transparency for which motion is desired.
• You can simultaneously project on an adjacent screen are there visual materials, usually slides
are motion pictures, which illustrates or applied the generalizations shown on a transparency.
• In primary grades, simple objects like keys, leaves, and cut out paper shapes can be placed
directly on the projector they stimulate children's imagination and encourage discussion.
• In English composition lessons, student themes or writing exercises can be reproduced on film
by means of the heat or photocopy process. The teacher and students can analyze the writing
for style and grammar as each example is projected.
• In arithmetic, blank sheets of acetate and grease pencils can be given to selected students.
Have
them prepare solutions to homework problems so the class may evaluate and discuss their
results.
• in physical education and team training, please and game procedures may be analyzed through
the use of plastic or opaque moving objects in a transparency which shows the court or field
design.
• In art classes, a teacher can sketch on clear plastic with a felt pen. The entire class sees the
results. Similarly, transparent watercolors, colored plastic shapes, finger paint, inks, or grease
pencil may be used.
• In science, iron filings dusted on a clear plastic sheet over a permanent magnet can be
projected clearly to illustrate lines of force. Leaves, with chlorophyll removed can be projected to
show veins in the general leaf pattern.

Other reminders on the effective use of the OHP are:

• Stand off to one side of the overhead projector while you face the students.
• Don't talk to the screen. Face the students when you talk, not the screen.
• Place the overhead projector to your right, if you are right handed, and to your left, if you're left
handed.
• How the top of the screen tilted forward towards the overhead projector to prevent the Keystone
effect.
• Avoid the mistake of including too much detail on each image. Simple layout makes an effective
slide. If an audience needs to be given details, provide handouts to be studied later.
• Avoid large tables of figures. Come up with graphic presentation.
• Don't read the text on your slide. Your audience can read.
• Your presentation must be readable from afar. Simple use of color can add affective emphasis.
MODULE 23: Project-based Learning and Multimedia

Project-based Learning and Multimedia

The project-based multimedia learning is most of all anchored on the core curriculum. This means that
project-based multimedia learning addresses the basic knowledge and skills all students are expected to
acquire as laid down in the content and performance standards and competencies of the K to 12 basic
education curriculum. Project-based multimedia learning is a teaching method in which students acquire
new knowledge and skills in the course of designing, planning, and producing multimedia product. The
name project-based multimedia learning implies the use of multimedia and the learning activity includes a
project.

Dimensions of Project-Based Multimedia Learning

Core curriculum. As the foundation of any unit of this type is a clear set of learning goal John from
whatever curriculum or set of standards is in use. We use the term cord to emphasize that projectbased
multimedia learning should address the basic knowledge and skills all students are expected to acquire and
should not simply be an enrichment or extra-credit activity for a special view. Often, these projects lend
themselves well to multidisciplinary or cross curricular approaches.

Real-world connection. The project seeks to connect students’ work in school with the wider
world in which students live. It is critical that the students not only the teacher perceive what is real
about the project. The content chosen, the types of activities and the types of projects must be real in
life.

Extended time frame. A good project is not a one-shot lesson. It extends over a significant
period of time. The actual length of a project may vary with the age of the students and the nature of the
project. One project may take days or weeks. Others may take a month or two. It is important that
students are given enough time to enable them come up with a substantial final product from which
they can derive pride and a clear sense of accomplishment.

Student decision making. In project-based multimedia learning, students have a safe. But it is
clear to them that the teacher is in charge and so the students understand that there are decisions
which only the teacher can make. However, the students are given considerable leeway in determining
what substantive content would be included in their projects as well as the process for producing them.

Collaboration. Project based multimedia learning demands collaboration. Collaboration is

working together jointly to accomplish a common intellectual purpose in a manner superior to what
might have been accomplished working alone. Students may work in pairs or in teams of as many as
five or six. Whole class collaborations are also possible. The goal is for each student involved to make
a separate contribution to the final work and for the whole class to accomplish greater things.
Assessment. There are three assessment concerns in project-based multimedia learning, 1)
activities for developing expectations; 2) activities for improving the media products; and 3) activities for
compiling and disseminating evidence of learning. Students must be clarified on what is expected of
them and on how they will be assessed. In project-based multimedia learning, they are expected to
show evidence that they gained content information, became better team members, could solve
problems and could make choices.

Multimedia. In multimedia projects, students do not learn simply by using multimedia produced
by others. They learn by creating it themselves. As students design and research their projects, instead
of gathering only written notes, they also gather and create pictures, video clips, recordings, and other
media objects that will later serve as the raw material for their final product.

Why use project-based multimedia learning?

 Because it is value added to your teaching. It is a powerful motivator. it actively engages students in the
learning task. Students are likewise engaged in the production of multimedia presentation.

What can be some limitations of the use of project-based multimedia learning strategy?
One limitation that we see is the need for an extended period of time. You need time to Orient
the students and what are expected of them, guidelines, goals and objectives of the project, and more
so for your students together and organize their data, work on their presentations and the like. This
strategy requires technical skills on your part and on the part of your students. Another limitation can be
the tendency to lose track of the goals and objectives of your lesson because the technology has gotten
the limelight. you may get so occupied learning the multimedia presentation that your lesson objectives
get derailed and your project and of as mere technology lesson. So, you have to be sure that the
technology aspect of your lesson does not eclipse the academic content which is the core of your
lesson and therefore is most important.

MODULE 24: Using the Project-based Learning Multimedia as a Teaching-Learning Strategy

Using the Project -based Learning Multimedia as a Teaching -Learning Strategy

• A project-based learning method is a comprehensive approach to instruction.

• Project-based multimedia learning is a method of teaching in which students acquire new
knowledge and skills in the course of designing, planning, and producing a multimedia product.

The effective use of multimedia learning project

requires:
• Clarifying goals and objectives
• Determining how much time is needed
• Extent of students’ involvement in decision making
• Setting up forms of collaboration
• Identifying and determining what resources are
needed
 Another important thing is to determine the resources available from:

Library Materials Community Resources both material and human

Internet News Media

To trim down time devoted to a multi-media project, Simkins et al (2002) suggest the following:

• Use technology students already know.

• Use time outside of class wherever possible.
• Assign skills, practice, as homework.
• Use “special” classes as extra time.
• Let students compose text and

Various Phases of the Project

Before the Project Starts

1. Create project description and milestone.
• Describe your project in forty (40) words or less.
 • Include instructional goals and objectives.
• Include the project components students will be responsible for and their due date.

2. Work with the real - world connection.

• If you have people outside the classroom involved as clients or assessors (evaluators) work with
them to make an appropriate schedule and include their ideas for activities.

3. Prepare Resources.
• Seek the assistance of your librarian or school media specialist.

5. Prepare software and peripherals such as microphones

• Ask the help of technical people.

6. Organize Computer Files

• Finding files eats most of your time if you are not organized.
• Naming files and folders after their file type and section title helps to keep things organized and
makes it easier to merge elements later on.

7. Prepare the Classroom.

• Organize books, printer papers and any other resources so students can access them
independently.
• Make room on the bulletin boards for hanging printouts of student work, schedules, and
organizational charts.

Introducing The Project (One or Two Days)

Help the students develop a “big picture” to understand the work ahead. Make sure what they will be
making, who their audience will be and what you expect them to learn and demonstrate in terms of the K to
12 Standards and Competencies.

1. Review project documents. You can ask students to work with the project documents you
have produced. Encourage your students to ask questions about the project to clarify what you have
written.
2. Perform Pre-Assessments. Your students can write pre-assessment questions based on your
learning goals to further clarify expectations.

3. Perform Relevant Activities. You can show students anything you can find that is similar to
what they will be producing such as a Web site or your own mini project you did to learn the technology.
You can also brainstorm for topics, organizational ideas and design ideas.

4. Group Students. Form small student groups from three to five students per group. Here are
some grouping strategies:
• By topic interest
• By student talent and expertise - This works for a balance of talents and skills in the groups.
• By student choice
• Randomly - This is fine to enable them to develop the skills to work with others.

5. Organize Materials. Give each group a folder that stays in the classroom. All their group work such as
storyboards, group journals, and research notes goes in that folder.

Learning The Technology (One to Three Days)

• Give a chance for the students to work with whatever software and technology they will be using. If
some students are already familiar with the tools and processes, ask them to help you train the
others. If students are new to multimedia, then begin with lessons that involve using the different
media types. Remember, you and your students are co-learners and you both learn as you go.

Preliminary Research and Planning (Three Days to Three Weeks, depending on Project Size)
 • At this stage, students should immerse themselves in the content or subject matter they need to
understand to create their presentations.
• Students can tag and collect information they think might be valuable for their presentations:
compelling photographs, quotes, sounds and other media they encounter in their research.

Concept Design and Story boarding

• Process of organizing a presentation that is useful to the audience. Storyboard: is a paper-and-
pencil sketch of the entire presentation, screen by screen, or in the case of video, shot by shot.

Here are a few design tips to keep in mind throughout story boarding and production:
• Use scanned, handmade artwork to make a project look personal and to manage scary
technology resources. Students’ artwork is unmatched as a way to assure a project has heart.
Keep clip art or stamps to a minimum - they make a presentation look canned.
• Keep navigation - the way users of your presentation will get from one screen to the next -
consistent throughout the whole presentation.
• Organize information similarity throughout so users can find what they are looking for.
• Care for collaboration. Check in with groups to make sure they are collaborating successfully and
that conflict is not derailing their productivity.
• Organize manageable steps. Break down the project's steps into manageable daily components
considering that the project requires comparatively more time to succeed.
• Check and assess often. This is to ensure that mistakes are seen early enough and therefore can
be corrected before the final product is produced.

Assessing, Testing, and Finalizing Presentations (One to Three Weeks)

Two kinds of testing:

1. Functional Testing - means trying all the buttons, taking all possible paths through the
presentation, checking for errors, missing images and the like.
2. User testing Assessment - means showing the presentation to members of the target
audience and finding out if they can successfully navigate it and understand it.
• Assessment means critical evaluation of your presentation.

Concluding Activities
• Way of presenting the project to the audiences. You will present to your target audience and
celebrate your accomplishment.

MODULE 25: Assessment in a Constructivist, Technology-

Supported Learning Lesson Objectives:

Assessment in a Constructivist, Technology-Supported Learning

In a constructivist classroom, learning transcends memorization of facts. It is putting these isolated facts
together, form concepts and make meaning out of them. What is the assessment practice that will be
congruent with the constructivist’s thinking?

Authentic assessment is most appropriate for the constructivist classroom.

• Authentic assessment measures collective abilities, written and oral expression skills, analytical
skills, manipulative skills, (like computer skills) integration, creativity and ability to work
collaboratively.
• It is from the word "authentic," that is why authentic assessment includes performance or
product assessment.
 • The performance and product are proof of the acquisition of skills. These performance and
product are assessed.

We need to observe and evaluate and to do it more objectively, with the aid of a scoring rubric.
• You and your students may develop a rubric. It can be a collaborative effort both of you –
teacher and students – in line with the practice of self-assessment, which is highly favored and
encouraged.
• In fact, with scoring rubric, standards are clearly set at the beginning for you and your students
and with that rubric your students can assess their own performance or products.

Assessment in a technology-supported environment necessarily includes display of skillful and creative

use of technologies, old and recent, because that is what is naturally expected of us in the real world, a
technology-dominated world.

These presentations need performance-based assessment or product assessment. It is a direct

assessment. It measures their computer skills directly in an authentic or real-life setting.

• A technology-supported classroom maximizes the use of old and new technology.

• To assess their manipulative skill, we conduct direst assessment with the help of a scoring
rubric.
• From the eyes of a constructivist, learning is an active, constructive, intentional, authentic and
cooperative process, so should the ways in which we assess learners and criteria that we use to
evaluate them.
• Assess learning as it is occurring. This is process or performance assessment.

Rubric for Understanding and Improving Meaningful Learning Environments