POINTERS TO REVIEW

CHAPTER 1:

TEACHERS OF THE EARLY GENERATIONS VS TEACHERS OF THE 21 ST CENTURY

TEACHERS OF YESTERYEAS TEACHERS OF THE 21ST CENTURY

Disseminate information through lectures
Requires students to memorize contents from
textbooks
Make use of textbooks and workbooks as their
reference
Give assessments through written examinations
Focus on their resposibility and relationships
with the students as recipients of knowledge
Followers of policies prescribed by the school
Use lecture as teaching method
Deliver the same lessons every year
Too focused on t=self-achievement
Target to finish the lessons within the period
Autocratic in which teachers are in control of
everything in all events of the classroom
Allow students to solve real-world problems
Allow students to construct their own
understanding of the subject matter
Make use of manipulative materials; makes use
of multitude of prints and electronic sources
Give performance-based assessments
(Performance Tasks)
Woden their responsibility and their
relationship with colleagues, community, and
other stakeholders in acquiring clear and
obtainable standards for the knowledge, skills,
and values that students are expected to acquire
Participate in the decision-making in schools
Use a variety of teaching methods appropriate
in the students learning
Spend time in researching to update his/her
knowledge of the subject matter
Mentor new teachers
Target the learners to be ready in the challengs
in today’s learning
Democratic in which teachers allow students to
take resposibility in their learning

Foster leaner autonomy where students also

learn to take responsibility in their learning
Holder of knowledge/Gatekeeper of information Facilitator of learning
Technology illiterate Technology or digital literate

TEACHERS OF THE 21ST CENTURY

CHANNEL- teachers serve as channels in connecting thecurriculum, software, hardware and dynamics of
teaching in their instruction.

VENTURE PLAYER-

CMMUNICATOR- this does not only refer to having a good language in communicating knowledge to the
students, but being a teacher who can communicate with their students anytime and anywhere wit hthe
use of the tools and technologies.
LEARNER- they themselves should be lifelong learners for them to be able to extend knowledge and skill
totheir students. Learning the technologies of today will give the teachers a big leap in the advances of
today and tomorrow’s teaching and learning.

COLLABORATOR- this are not only inside the classroom, but also in space. Teachers therefore, must pull
up their collaborative tools to be able to continue to share and contribute their knowledge to the
learners.

EXEMPLAR- They are likewise models not only in what they teach but according to what they practice,
even with the use of technologies in education.

LEADER- teachers are leaders in their own way by leading their students to the proper and appropriate
use of learning materials including technologies.

FUTURIST- teachers are futurist not only on what they want their students to achieve in at the end of
the lesson, but on how they deliver the lesson with the use of the merging tools and other web
technologies what will help the learners understand the lesson better.

CHAPTER 2

ISTE Standards for Administrators, Standards for Teachers, Standards for Students

STANDARDS FOR ADMINISTRATORS

 Visionary leadership- they isnpire and engage stakeholders in the development,

communication, and implementation of educational transformation.
 Digital age learning culture- ensures the effective use of digital tools and technological
resources in meeting the diverse needs of learners and help them to be innocative, creative and
efficient in learning.
 Excellence in professional practice- keeping themselves informed with the changes and updates
in technology that are beneficial in teaching and learning.
 Systematic Improvement- extending leadership in the improvement of department,
organization, and school.
 Digital citizenship- ensure, promote, and model ethical use of information and communication
by the legalities of technology.

STANDARDS FOR TEACHERS

 Facilitate and inspire student learning and creativity- inspires the students to be creative and
innovative thinkers, develop students inventive skills, and enhance them in knowledge
construction.
 Design and develop digital age learning experiences and assessments- developing technology-
enriched learning experiences, activities, and assessments for authentic and improved learning.
 Model digital age work and learning- demonstrate and echibit their knowledge and profficiency
in the use of technologies.
  Promote and model digital citizenship and responsibility- promoting appropriate and
responsible use of technologies which are parallel with the legal and ethical use of technological
informations, tools, and systems.
 Engage in professional groth and leadership- enhances and improve their knowledge and skills
in seminars, trainings, and workshop participations.

STANDARDS FOR STUDENTS

 Creativity and innovation- generating new ideas out the existing knowledge.
 Communication and collaboration- students uses such variety of technological tools and digital
media to effectively communicate.
 Research and information fluency- utilize digital and technological tools to search and select for
data and information, organize, process, analyze, syntheisze, and evaluate information.
 Critical thinking, problem solving, and decision-making- use of digital and technological tools in
practicing creative and critical thinking skills in indentifying problems, plan, investigate, collect,
process, and analyze information.
 Digital citizenship- practicing ethical, leagal, and responsible use of information,
communication, and technology in learning.
 Technology operations and concepts- exhibiting awareness and knowledge in effective
selection anf usage of technology to allow them learn, improve, and innovate.

TECHNOLOGY INTEGRATION PLANNING (TIP)

-is a model created for teachers a s guide that ensures the efficiency of integration of technology
in education. It shows teachers how to establish in which technology can effectually enrich learning.

TIP, THREE PHASES WITH SUB STEPS

PHASE 1 ANALYSIS OF LEARNING AND TEACHING NEEDS

Step 1: Determine relative advantage

Step 2: Assess Tech-PACK

PHASE 2 PLANNING FOR INTEGRATION

Step 3: Decide on objectives

Step 4: Design integration strategies

Step 5: Prepare instructional environment

PHASE 3 POST-INSTRUCTION ANALYSIS AND REVISIONS

Step 6: Analyze results

Step 7: Make revisions

TPACK (Techonological Pedagogical Content Knowledge)

-it is a framework that integrates technology in education to help encapsulate the complec
interactions among content.

Based to Mishra & Koehler (2016), the framewrok emphasizes connections, interactions, affordances,
and constraints between and among content, pedagogy, and technology.

CONTENT KNOWLEDGE

 Teachers knowledge about the subject matter

 Includes concepts, theories, ideas, organizational frameworks, evidences and proofs, established
practices and approaches
 No comprehensive knowledge in content may cause erroneous information to learners, may
develop misconceptions about subject matter

PEDAGOGICAL KNOWLEDGE

 Teachers deep knowledge about process and practices or methods of teaching and learning
 Includes lesson planning, classroom management skills, understanding how students learn, and
students assessements

PEDAGOGICAL CONTENT KNOWLEDGE

 Covers conditions that promotoe learning: teaching, learning, curriculum, assessment, reporting
and pedagogy.
 Having transformation of the subject matter for teaching that happens when teacher interprets
the subject matter

TECHNOLOGY KNOWLEDGE

 Is fluid due to its fast updates and upgrades that happen from time to time.
 Understanding technology which is beyond the definiton of computer literacy is a must in TK.

TECHNOLOGICAL CONTENT KNOWLEDGE

 An understanding of the way in which technology and content affect and restrict one another
 Explains that teaching is more than the subject matter they teach; they must also have profound
knowledge on how subject matter can be taught with the use of particular technologies.
 Figuring out which specific techonologies are appropriate in delivering the subject matter.
 Allows to determine the suitable pairing of appropriate technology to the content or vice versa

TECHNOLOGICAL PEDAGOCIAL KNOWLEDGE

 An understanding of how teaching and learning can change when particular technologies are
used in particular methods.
 It focues on having an understanding of the affordances of technology and how they can
innfluence differently the context and intentions of teaching.

TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE

  It shows iteractions among the main components of knowledge-content, pedagogy, and
knowledge.
 Is the basis of effective teaching with technology
 Main components are interfaced with one another to have a stronger content, effective
pedagogy and efficient technology that may remedy difficulties in learning and teaching.

Stages of Technology Integration in Teaching and Learning

BEGINNING STAGE

Teachers still make use of chalkboards, textbooks, workbooks, handouts, worksheets in their
instructions and activities despite the presence of the selected technologies and pther resources that
support students learning experience.

DEVELOPING STAGE

Teachers plan, manage, and facilitate student understanding of technologies and other
resources best suited to support specific learning experience.

PROFICIENT STAGE

Teachers demonstrate and model effective use of a variety of existing and emerging
technology-based resources to encourage students to engage in a range of learning experiences.

TRANSFORMATIVE STAGE

Teachers engage with students to explore and determine appropriate uses of existing and
emerging technology-based resources so that students may effective to plan, manage, and evaluate
their learning experience.

CHAPTER 3

DIGITAL TECHNOLOGY TOOLS THAT SUPPORT LEARNING

Understanding Digital Media

Media- plural of the medium. Has developed to mean “facilitating or linking communication”.
The purpose of medium is to help in conveying a message.

Multimedia- is a combination of two or more media. In computer, the media in multimedia

refer to graphics, audio(sound effect, music, voice-over and the like), text, video, animation. Multimedia
is a powerful avenue in communicating information and messages to other people.

Digital Media- is deifne as those technologies that enable users to make new forms of
communication, interaction, and entertainment in a digital format.

Digital Media Software- it refers to any computer-based presentations or application software

that uses multimedia elements.
 Interactive Digital Media- it allows users to interact with the program by input coming from the
user through a pointing device (mouse, stylus), keyboard, finger taps, movem,ents, then the digital
media performs an action in response.

Digital Media Applications- this are highly effective educational tools when appropriate
integrated into teaching during instruction.

Reasons why digital media applications are important in education:

1. It appeals to a variety of learning styles.

2. It ensures success for all students learning.
3. It assists teachers in meeting diverse learning styles.
4. It enhances learning process.
5. It engages and motivates learners.
6. It gives learners the chance to explore on the subject matter and other topics related to it.
7. It provides learners the enjoyment to create their own interactive digital media presentations.
8. It increases self-esteem and confidence among students.
9. It develops critical and creative thinking skills and technological skills of the students that are
required of them in the 21st century.

Strategies to help teachers in managing their students in the digital classroom:

1. Effective Computer Schedulling- avoid giving huge projects, break it instead into well-defined
tasks to enable students to use their computer wisely.
2. Use Project Management Techniques- inform your students of the date of submission of the
projects so the amount of time they need top devote in the project will be clearly defined.
3. Storyboarding- require your students to create a visual plan prior to working with computers.
4. Effective Research Strategies- have gathering of information and other searching work be done
in advance or as homework to practice quality work time.
5. Utilize Student Experts- allow assistance from classmates who are expert on software.
6. Ensure StudentParticipation- assign roles of students in each project. Evaluate the participation
of each student.
7. Maximize One-to-One Computing- use other digital technologies like computers.
8. Help Students- entertain students who have queries and those who have experties.
9. Handle Technical Questions- allow student to throw their questionsto their group members first
before they can ask you.
10. Visible Classroom Rules- post technology guidelines and policies to a visible to inform them
likewise of these guidelines and policies prior to the start of project.

DIGITAL TOLLS THAT SUPPORT LEARNING

Technology as Tutor

Tutor is defined as to teach or guide usually individually is asunject or for a particular purpose.

Technology as tutor is a teaching machine that teaches new content to students that digital
technologies can be accessed anytime.
 Technology-based tutorial is a complete lesson on a specific topic offered in technology,
including presentation, practice exercises.

ITS (Intelligent Tutoring Systems) that provides the students with deetailed, personalized
support in learning. ITS is a type of educational software tracks student responses, makes inferences
about strengthd and weaknesses and tailors feedbacks and subsequent instruction to improve
performance.

Technology as Mindtools

Mindtools are technology applicationsthat allow learners to simulate, organize, manipulate,

visualize or reflect on data, information and objects. Also, mindtools are lmowledge building tools that
allow learners to think critically about the matter they are studying.

MINDTOOLS PURPOSE EXAMPLE

Database A type of software that  Access
organizes data for easy and  Spreadsheet
quick retrieval of information
Collaborative Database A special type of database that  Wikipedia
supports a sharedprocess of
knowledge building
Visualization Tool Allows the learners to picture or  ReadWriteThink
represent how various  Spreadsheet
phenomena operate within  Inspiration’s InspireData
different domains
Concept Map A graphical tool to organize and  Bubble.us
represent knowledge  WiseMapping
 Inspiration and
Kidspiration application
 Word processor
Simulation Provides a simplified version of  Oregon Trail
phenomena, enviroments, or  Sim City
processes that allow students to  Microworld
interact with, or manipulate and  Interactive Physics
observe the effects of those
manipulations
Hypertext A nonsequential or nonlinear  HTML
mthod of organizing and  Web development
displaying text software
Hypermedia A hypertext with media  HTML
elements like images, sounds,  Web development
videos, animations and others software
Digital Storytelling It enables learners to reflect,  Presentation software
represent, narrate and like MS Powerpoint
communicate their views, facts  GarageBand
and informations
Other Technology thatSupports Teaching and Learning in the 21dt Century

HARDWARE AND SOFTWARE TOOLS

Electronic Interactive Whiteboards Encourages students to interact with the
materials projected on the whiteboard

With the use of the software supplied with the

Digital Still and Video Cameras
whiteboard, teachers can keep notes and
annotations in a form of electronic file which can
be distributed to students when requested.
This are helpful in creating printed and video
recorded documents that are being required of
the students. These tools are no longer too
expensive since cameras are akready available on
the mobile phones.

Students can create video podcasts (known as

vodcast) with the help of free software like
Garage Band or PhotoStory 3.
Web Camera Is a small video camera that can capture the
events at a particular location. This can be
accessed using the internet.
WebQuests These are tachers designed format in which most
or all the information that learners work with
comes from the internet.

These are teachers deisigned lessons that make

use of internet to solve problems presented by
the teachers for student inquiry
Video Podcast Used for the online delivery of on-demand video
content.
Virtual Field Trip A structured online learning experience that
virtually brings the students from one place to
another through internet.

Time Plan