LECTURE IN

TECHNOLOGY FOR TEACHING AND LEARNING 1

EDTC 21

By: Imee Concepcion P. Lindo

Teacher Certification Program
TCP

September 2022 – January 2023

 INTRODUCTION

The Master of Education in Educational Technology (EDTC) program is based on the assumption that
new media and the Internet can have a positive effect on teaching and learning. The EDTC program
provides the master’s degree candidate with both a theoretical and a practical grounding in educational
technology methods and techniques, emphasizing theories of teaching and learning that support these
methods. To demonstrate mastery of the program’s goals, all candidates complete the same series of
seven program assessments. Depending on the candidate’s career path, these assessments are
evaluated by rubrics developed according to standards of the International Society for Technology in
Education (ISTE) or the Association for Educational Communications and Technology (AECT).

Both the ISTE and AECT standards are informed by a knowledge base of books and articles from the
scholarly literature on educational technology. This theoretical grounding in scholarship fits the School of
Education’s view of its faculty and students as reflective practitioners who learn from the experience of
others in developing their own reflective practice. Appropriate readings from the ISTE and AECT
knowledge bases are assigned and interwoven throughout the various courses in the EDTC program.
Follow these links to see the standards:

Online classes take place on the Web. Most of the courses are asynchronous, which means that there
are no scheduled times when students must meet together online. A few of the courses, however, have
occasional synchronous meeting times when all of the students log on to UD’s videoconferencing
network. These weekly Web meetings happen in the evenings, typically on Tuesday, Thursday, or Friday.
Specific dates are listed each term in the schedule of courses.

This course is intended as a broad-based introduction to technology. This is a hands-on, project-based

course designed to help educators use technology creatively and effectively in support of curriculum in
the elementary and secondary school classrooms. Topics include an introduction to media literacy,
evaluation and integration of software into the curriculum, and the impact of technology on the
teaching/learning process. This course examines different methods to collect, organize, and analyze
information using technological tools. It examines substantive and evidentiary learning processes, ISTE
NETS, psychology of learning, pros and cons of using technology to assess, and the ethical and social
aspects of evaluation and what assessment means in any curriculum and how can technology aid in the
process.

This course is for individuals in an educational or business setting who have the desire to create and
implement successful learning communities with technology in a teaching/instructing atmosphere. This
course will take into account researching, creating, formulating, problem solving, grouping strategies,
managing, and evaluating and assessing all aspects of learning communities in the
educational/instructional setting.

This course is for individuals who have the desire to locate grants that are offered to educators, trainers,
and instructors. It covers searching for grants using the internet and traditional methods. The course also
covers writing techniques, terminology, tips, and suggestions for effective grant writing to simplify the
process and ensure success.
 CURRICULUM VITAE

Imee Concepcion P. Lindo

Address: 098 Gitna St. Labac Naic, Cavite
Contact#: 09260241685
Email: lindoimeeconcepcion@gmail.com

OBJECTIVES
To be hired in a position that is best in my capacity and ability that brings my knowledge to
productive line job.

SKILLS SUMMARY
 Good communication both written and oral.
 Capable for analyzing and solving problems.
 Computer Literacy. Proficient at MS Excel, MS word and MS power point.
 Capable of editing picture, files and presentation using different MS Windows Applications.

QUALIFICATION
 Dedicated and hardworking individual.
 Can easily adapt in any situation.

EDUCATIONAL ATTAINMENT Year Graduated

College 4th year under graduate

Cavite State University – Naic Campus Major in Marketing
Bucana Malaki, Naic Cavite 2017 - 2021
Bachelor of Science in Business Management
WORK EXPERIENCE

YOUNGTEK ELECTRONICS CORP. Machine Operator

Shinchu Taiwan District Science Park July 2013 – July 2017

JAE PHILIPPINES INC. Quality Control QC

Gen. Trias,Cavite February 1, 2012 – July 11, 2012

FIRST SUMIDEN CIRCUIT INC. Quality Control QC

Cabuyao, Laguna August 5, 2011 – January 5, 2012

OAKWAVE: WIRING HARNESS Production Operator

Rosario, Cavite October 5, 2009 – May 7, 2010

N.T. PHILIPPINES Quality Control QC

Rosario, Cavite August 10, 2008 – February 10, 2009

HOUSE TECHNOLOGY INDUSTRIES Quality Control QC

Rosario, Cavite February 21, 1008 – July 20, 2008

CHARACTER REFERENCE
Romualdo R. Luhot PASTOR
UCCP Labac
0997 546 4099

Daisy E. Apinado PRINCIPAL

The Valley Cathedral Academy
0997 843 4966

I hereby certify that the above information is true and correct to the best of my knowledge and
belief.
IMEE CONCEPCION P. LINDO
APPLICANT SIGNATURE

The EDTC Program

Introduction to Technology for Teaching and Learning

“One of the most important aspects of technology in education is it’s the ability to level the field of
opportunity for student.” John King

Technology can be a powerful tool for transforming learning. It can help affirm and advance
relationships between educators and students, reinvent our approaches to learning and collaboration,
shrink long-standing equity and accessibility gaps, and adapt learning experiences to meet the needs of
all learners.

Our schools, community colleges, and universities should be incubators of exploration and invention.
Educators should be collaborators in learning, seeking new knowledge and constantly acquiring new
skills alongside their students. Education leaders should set a vision for creating learning experiences
that provide the right tools and supports for all learners to thrive.

However, to realize fully the benefits of technology in our education system and provide authentic
learning experiences, educators need to use technology effectively in their practice. Furthermore,
education stakeholders should commit to working together to use technology to improve American
education. These stakeholders include leaders; teachers, faculty, and other educators; researchers;
policymakers; funders; technology developers; community members and organizations; and learners
and their families.

Understanding the basic concept of ICT

ICT is the use of digital technology , communication tools, and networks to access, manage, integrate,
evaluate, create and communicate information to function in knowledge society. Educational
technology refers to the use of technology in teaching and learning. It includes both digital and non
digital tools.

The Importance of ICT in Education

Today we do not need to go any further than our own home or even room, to see some form of ICT in
our lives. Whether it be a computer, plasma TV, or mobile phone, we all have them in some part of our
lives. In today’s society, people as consumers of ICT, all strive for the one dream – the dream of a
connected life.

This makes ICT a lifestyle choice for much of the population. In addition, this lifestyle choice is changing
the way we communicate, increasing the rate of consumerism, and changing how we interact and
gather information (Sherringham, Dec 2008/Jan 2009).

ICT has invaded and transformed many aspects of our lives to the extent that we live in an environment
that is dominated by technology which itself is consumer-driven (Semenov, 2005). No matter how we
perceive its presence, there is no denying that it is an important part of our lives and that it is here to
stay.

Key issues to remember in relation to the importance of ICT in Education are that:

1. E-learning or Online Learning: The presence of ICT in education allows for new ways of learning
for students and teachers. E-learning or online learning is becoming increasingly popular and
with various unprecedented events taking place in our lives, this does not only open
opportunities for schools to ensure that students have access to curriculum materials whilst in
the classroom but also allows them to ensure students outside the classroom such as at home
or even in hospitals can learn.
2. ICT brings inclusion: The benefits of ICT in education is of such that students in the classroom
can all learn from the curriculum material. Students with special needs are no longer at a
disadvantage as they have access to essential material and special ICT tools can be used by
students to make use of ICT for their own educational needs. Despite this, it opens up new
issues related to the 'digital divide' and providing access to ICT tools and resources for those
who are less fortunate.
3. ICT promotes higher-order thinking skills: One of the key skills for the 21st century which
includes evaluating, planning, monitoring, and reflecting to name a few. The effective use of ICT
in education demands skills such as explaining and justifying the use of ICT in producing
solutions to problems. Students need to discuss, test, and conjecture the various strategies that
they will use.
4. ICT enhances subject learning: It is well known these days that the use of ICT in education adds a
lot of value to key learning areas like literacy and numeracy. 
5. ICT use develops ICT literacy and ICT Capability: Both are 21st-century skills that are best
developed whilst ICT remains transparent in the background of subject learning. The best way to
develop ICT capability is to provide them with meaningful activities, embedded in purposeful
subject-related contexts.
6. ICT use encourages collaboration: You just have to put a laptop, iPad or computer in the
classroom to understand how this works. ICT naturally brings children together where they can
talk and discuss what they are doing for their work and this in turn, opens up avenues for
communication thus leading to language development.
7. ICT use motivates learning: Society's demands for new technology has not left out children and
their needs. Children are fascinated with technology and it encourages and motivates them to
learn in the classroom. 
8. ICT in education improves engagement and knowledge retention: When ICT is integrated into
lessons, students become more engaged in their work. This is because technology provides
different opportunities to make it more fun and enjoyable in terms of teaching the same things
in different ways. As a consequence of this increased engagement, it is said that they will be able
to retain knowledge more effectively and efficiently.
9. ICT use allows for effective Differentiation Instruction with technology: We all learn differently
at different rates and styles and technology provide opportunities for this to occur.
10. ICT integration is a key part of the national curriculum: The integration of digital technologies or
ICT is a significant part of the Australian Curriculum for example, and this is a trend that many
global governments are taking up as they begin to see the significance of ICT in education.
11.

If there is one thing that changed the world so fast, it is TECHNOLOGY. While there exists technology
in the past as non-digital technology, the current digital technology has been a factor that shrunk the
world and made it flat. It has provided a new environment for learning; new ways teachers teach and
also new ways of how learners learn. Initially, it created a divide between digital natives and digital
immigrants. However, as the years go by, such a divide has become narrower and even blurred. This
has led to the new educational revolution in teaching and learning triggered by technology and
resulted in better learning outcomes in the 21st century.

ICT Competency Standards (CHED-UNESCO) as provided in the 2017, Policy, Standards and
Guidelines (PSG) for Pre-Service Teacher Education
One of the program outcomes for the Teacher Education degrees including those in the Teacher
Certificate Program (TCP) like you states that every future teacher should:

“demonstrate proficiency in the development and utilization of Information, Communication and

Technology (ICT) resources in promoting quality teaching-learning process”

To ensure that the program outcomes related to ICT shall be achieved, competencies were identifies to
be develop by every pre-service teacher.

The competency in ICT is made up of seven domains state below.

Abstraction

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

1. Technology refers to a mix of processes and products used in the application of knowledge. It
includes. tools from pencil and paper to the latest electronic gadgets and tools for practical tasks.

2. Information and Communication Technology Literacy or ICT Literacy is the use of digital technology,
communication tools and/or networks to access, manage, integrate, evaluate, create and communicate
information in order to function in a knowledge society (Guro 21, 2011).

3. Educational Technology refers to the use of technology in teaching and learning. Educational
technology includes both the non-digital (flip charts, pictures, models, realias, etc.) and digital
(electronic tools: hardware, software, and connections, etc.).

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

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

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

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

8. Instructional technology is the theory and practice of design, development, utilization, management,
and evaluation of the processes and resources for learning (Association for Educational Communications
and Technology, Seels, B.B. & Richey, P. C. 1994).

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

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

11. Internet is a massive network of networks, a networking infrastructure. ·It connects· millions of
computers together globally, forming a network in which any computer can communicate with any
other computer as long as they are connected to the Internet. It is generally defined as a global network
connecting millions of computers (https://www.webopedia.com).
12. World Wide Web (www) is also called_ the Web · which is a graphical environment on computer
networks that allows you to access, view, and maintain documentation that can include text, data,
sound, and videos. (Smaldino, 2005).' It is a way of accessing information over the medium of the
Internet. It is an information-sharing model that is built on top of the Internet.

13. Web access is the ability of the learner to access the Internet at any point during the lesson in order
to take advantage of the array of available educational resources.

14. Webquest is an inquiry-oriented lesson format in which most or all information that learners work
with comes from the web. These can be created using various· programs, including simple word
processing documents that include links to websites.

15. Productivity tools refer to any type of software associated with computers and related technologies
that can be used as tools for personal, professional, or classroom productivity. Examples: Microsoft
Office, Apple works - word processing, grade and record-keeping, web page production, presentation)
(KFIT-Unesco 2~ 16)

16. Technology Tool is an instrument used for doing work. It can be anything that helps you accomplish
your goal with the use of technology. These technology tools can be cl3:Ssified as:

(a) Data/Calculation . tools. Examples: spreadsheets, Excels, Sketchpads, probability constructor

(b) Design tools. These are used to make models and designs, creating and building. Included here are
Family Tree Maker, GollyGee, and Crazy Machines among others.

( c) Discussion tools. There are 4 different approaches that utilize discussion and interaction in the
Internet. These are threaded discussion forums, Blogging, Live chat, and Video Teleconferencing,
Netiquette, and Safety on the Net.

( d) Email tools. Emails are great communication tools for sending messages, photographs, videos and
other files. It allows you to reach out to others around the world. Examples are google mail, Ymail,
Yahoo mail, and many more.

( e) Handheld devices. Handheld devices have become popular among learners. These include Personal
Digital Assistants, global positioning system, (GPS) and geographic information system (GIS) in the
classroom, Portable electronic keyboards, Digital Cameras, Mobile phones, Palm, Handheld computers,

17. Webquest is a teacher structured research experience for the students that is primarily based on the
use of the World Wide Web and typically takes one or more instructional periods (Bender & Waller,
2011

18. Blog is an online journal where posted information from both teachers and students are arranged.
There are three kinds of blogs: blogs used for communication, blogs used for instruction, and blogs used
for both (Ferriter & Garry, 2010).

19. Wiki, an editable website usually with limited access, allows students to collaboratively create and
post written work or digital files, such as digital photos or videos. Wikipedia is one of the most widely
recognized of all the wikis (Watters, 2011 ).
20. Flipped classroom utilizes a reverse instructional delivery, where the the teacher is required to use
the web resources as homework or out· of class activity as initial instruction of the lesson which will be
discussed during class time.

21. Podcast is a video or audio multi-media clip about a single topic typically · in the format of the radio
talk show. The two basic functions of podcast are to retrieve information and to disseminate
information (Eash, 2006).

22. Google Apps is a cloud-based teaching tool that is stored in the Google server and is · available for
students both at home and in school. It includes the gmail, a free-email for all; Google calendar - a tool
used for organizational purposes; Google sites that provide options for developing biogs and wikis; and
Google docs is used for sophisticated word processing and editing of the document.

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

24. Facebook is a popular social networking site used by students and adults worldwide to present
information on themselves and to. the world.

25. VoIP (voice over internet protocol) is a category of hardware and software that enables people to
use the Internet as the transmission medium for telephone calls by sending voice data in packets using
IP rather than traditional circuit transmission.
Write a paragraph about your personal experience on how technology has influence your life as a
learner from elementary, High school and collages.
As teaching and learning go together, let us explore what would be the roles of technology for teachers
and teaching and for learners and learning. According to Stosic (2015), educational technology has three
domains:

1. Technology as a tutor. Together with the teacher, technology can support the teacher to teach
another person, or technology when programmed by the teacher can be a tutor on its own. The teacher
will simply switch on or switch off radio programs, television programs or play DVDs, or CDs that contain
educational programs. There are online tutorial educational programs, too.
2. Technology as a teaching tool. As a tutor, technology is a teaching tool, but can never replace a
teacher. This is like the handyman, which is just there to be reached. Like any other tool, it is being used
to facilitate and lighten the work of the teacher. It will be good if the teacher can also create or develop
technology tools that are needed in the classroom.
3. Technology as a learning tool. While the teacher utilizes technology as the tool for teaching, likewise
it is an effective tool for learning. As a learning tool, it makes learning easy and effective. It can produce
learning outcomes that call for technology-assisted teaching. Even the teachers who are teaching can
utilize similar tools for learning. As a learning tool, it is very interesting that even the elderly use these
tools for learning for life.
 
A. For Teachers and Teaching
 
There are numerous roles that technology plays in the job of teachers. As a tool, technology has
opened wider avenues in the management of resources and management of learning. Likewise, it has
modernized the teaching-learning environment in schools. Here are some examples of the myriad of
roles that technology can do for teachers and teaching
1. Technology provides enormous support to the teacher as the facilitator of learning. It transforms a
passive classroom into an active and interactive one, with audio-visual aids, charts, and models, smart
classrooms, e-learning classrooms which motivate and increase the attention level of learners. Many of
these can be searched on the web.
2. Technology has modernized the teaching-learning environment. The teachers are assisted .and
supplemented with appropriately structured instructional materials for daily activities. There are varied
available technology-driven resources that can be utilized for remedial lessons or activities. Likewise,
there are also a lot of technology-driven resources that can be used for enrichment purposes. You may
search for examples on the web.
3. Technology improves the teaching-learning process and ways of teaching. This will make the act of
teaching more efficient and effective. There are arrays of teaching methods and strategies that can use
technology that is found compatible with learning styles. The multiple intelligence theory of Howard
Gardner tells us that there is a genius in every child. This implies that there must be varied ways of
teaching as there are many varied ways of learning. All the learning styles can find support from
technology, so that teaching will be more effective and efficient.
4. Technology opens new fields in educational research. The areas of teaching testing and evaluation are
enhanced by technologies for teaching and learning. Current educational researchers will no longer find
difficulty in interpreting tests, assessments, and other evaluation results. There are available programs
that can analyze and interpret results with speed and accuracy. Reference retrieval is also hastened
because many of the research materials are in digital form. Technology has also provided access to big
data that can be processed for problem solving and inquiry.
5. Technology adds to the competence of teachers and inculcates a scientific outlook. Through the
utilization of theories of learning and intelligence, which are explained in references uploaded in the net,
the teachers are encouraged to imbibe skills to source this information with speed and accuracy.
6. Technology supports teacher professional development. With the demand of continuing professional
development for teachers, the availability of technology provides an alternative way of attending
professional development online. Those who are involved as providers of continuing professional
development like trainers, facilitators, or organizers, can level up or enhance their delivery systems with
the support of technology tools.
 
B. For Learners and Learning
 
1. Support learners to learn how to learn on their own. All teachers fully understand that subject matter
or content is a means to achieve learning outcomes. There are three categories of knowledge according
to Egbert (2009): declarative knowledge, structural knowledge, and procedural knowledge.
 
a.      Declarative knowledge consists of the discrete pieces of information that answer the questions
what, who, when, and where. It is often learned through memorization of facts, drills, and practice.
It can be learned by simple mnemonics or conceptual maps. Declarative knowledge is the
fundamental knowledge necessary for students to achieve more complex higher-order thinking such
as critical thinking and creativity, inquiry, and production.
b.     Structural knowledge consists of facts or pieces of declarative knowledge put together to attain
some form of meaning. An example of declarative knowledge is "pencil". The idea that evolved from
a pencil is an understanding that: "it is something used to write." This is referred to as structural
knowledge. It can be presented by concept maps, categorization, or classification.
c.      Procedural knowledge is knowledge in action or the knowledge of how to do sométhing. It is based
on facts but learned through the process of procedural knowledge. Examples include how to drive a
car, how to use a cell phone, or how to speak English. Procedural knowledge is indicated by a
performance task or graphical representation of a concept.
 
The traditional sources of knowledge are printed books, modules and journals. Other sources are
primary sources such as information taken from research. However, knowledge or content can be
learned in many ways.
But how can technology support the learning of declarative, structural, or procedural knowledge? To
teach content, time is always an issue for teachers. Oftentimes, we hear teachers say: "Too many things
to teach, too little time to do." Technology may be the answer; however, the challenge is for teachers to
use technology to learn the technology first. As a facilitator of learning,
the teacher can guide the students to look for the resources and to utilize them appropriately. There are
varied programs that can be used by students offline or online for students. What should be necessary is
that the students are engaged, the tasks should focus on questions like how, why, and which in addition
to who, what, when, and where.
 
2. Technology enhances learners' communication skills through social interactions.
 This is commonly described as the transmittal of information from one person to another as a single
individual or group of individuals. According to Shirly (2003) in Egbert (2009), there are three basic
communication patterns:
a.      Point to point two-way or one-to-one like Internet chat, phone conversation, or even face-to-face
conversation.
b.     One-to-many outbound like a lecture, or television. There is no social interaction.
c.      Many-to-many like group discussion, buzz session, heads together. This kind of interaction provides
opportunities for social interaction.
 
Social interaction occurs in two ways where the participants ask for clarification, argue, challenge
each other and work towards a common understanding. Social interaction through communication
occurs through technology (directly between two persons via email, a cell phone, or other
communication technology). It can also occur around technology like students discussing a problem
posed by a software program or with the support of technology like teachers and students interacting
about the worksheet printed from a website. In all three modalities, communication occurs, and
technology is involved.
 
For this particular role, what are the benefits derived from technology-supported communication?
 
a.      Enables any teacher to guide the learners virtually and making learning unlimited because
communication and social interaction go beyond a school day or a school environment.
b.     Enhances students' freedom to express and exchange ideas freely without the snooping eyes of the
teacher face to face
c.      Enables learners to construct meaning from joint experiences between the two or more participants
in communication
d.     Help learners solve problems from multiple sources since there are limitless sources of information
that the teacher can direct or refer to the learners.
e.     Teaches learners to communicate with politeness, taking turns in sending information and giving
appropriate feedback
f.       Enhances collaboration by using communication strategies with the wider community and
individuals in a borderless learning environment
g.     Develops critical thinking, problem-solving, and creativity throughout the communication
 
There are several technology tools and software programs that you will learn in the coming
modules.
 
 
3. Technology upgrades learners higher-order-thinking skills: critical thinking, problem-solving, and
creativity
 
Twenty-first-century learning requires the development of higher-order- thinking skills.
 
Technology has a great role to play in the development and enhancement of these skills. Let's
discuss this in the lesson.
  
Critical thinking is part of the cluster of higher-order thinking skills. It refers to the ability to
interpret, explain, analyze, evaluate, infer and self-regulate in order to make good decisions. With the
use of technology, one will be able to evaluate the credibility of the source, ask appropriate questions,
become open-minded, defend a position on an issue and draw conclusions with caution. All of these
competencies are covered by Bloom's Taxonomy of Analysis, Synthesis, and Evaluation.
 
Teachers play a significant role in supporting learners with technology. How?
 
As role models, teachers should display and practice critical thinking processes, so that the
learners can imitate them. Here are some ways that teachers can do to develop critical thinking.
 
a.     Ask the right questions.
 
Most often teachers ask questions to find out if the students can simply repeat the information from
the lesson. Although these are necessary questions like what, who, when, and where, these do not
develop critical thinking. Critical thinking questions should ask for clarity, accuracy, precision, relevance,
depth, breadth, and logic.
 
Clarity: Here are some examples: Can you give examples of ..
Accuracy: What pieces of evidence support your claim?
Precision: Exactly how much...
Breadth: What do you think will the other group say about the issue?
 
b. Use critical thinking tasks with an appropriate level of challenge.
 
Teachers should be mindful of the readiness of the students. Students who have higher ability
may find the task too easy, thus getting bored early, while those who have low ability may find the task
too difficult. Thus, there is a need to have activities that are appropriate for the learners. These can be
determined by interviews, observations, and other forms to determine the level of readiness.
 
What are some simple ways that teachers should do?
1.     Vary the questions asked.
2.     Introduce new technologies
3.     Modify the learner’s grouping.
4.     Modify the critical thinking task.
5.     Encourage curiosity.
 
By nature learners are curious. They ask lots of questions all the time. Why is the sky blue? Why do I
have to learn geometry? How do people choose what will they become in the future? Can robots solve
the problems of climate change? How?
These questions will lead to critical thinking, but some of these questions cannot be answered by
the teacher. The unanswered questions are avoided or answered unsatisfactorily. Sometimes teachers
shut down the question that curtails the first step in critical thinking. The internet as a problem-solving
and research tool can help find answers to the questions.
 
Creativity is characterized as involving the ability to think flexibly, fluently, originally, and elaborately
(Guildford, 1986 & Torrance, 1974 in Egbert, 2009). Flexible means are able to use many points of view
while fluently means being able to generate many ideas. Originally implies being able to generate new
ideas and elaborately means being able to add details. Creativity is not merely a set of technical skills,
but it also involves feelings, beliefs, knowledge, and motivation.
 
Seven Creative Strategies (Osborn, 1963). These have been simplified into fewer categories. To be
creative, one can use any of these strategies.
1. Substitute Find something else to replace to do what it does.
2. Combine - Blend two things that do not usually go together.
3. Adapt - Look for other ways this can be used.
4. Modify/Magnify/ Minify - Make a change, enlarge, decrease.
5. Put to another use Find other uses.
6. Eliminate Reduce, remove.
7. Reverse - Turn upside-down, inside out, front-side back.
 
Altogether, the strategies will be labeled as SCAMPER.
 
What should teachers do to support student creativity? Here are some suggestions:
1. Provide an enriched environment.
2. Teach creative thinking strategies.
3. Allow learners to show what they can do.
4. Use creativity with technology.
 
Further, teachers can do the following to develop and enhance critical thinking, problem solving,
and creativity. As a future teacher, try these suggestions.
1. Encourage students to find and use information from a variety of sources both online and offline.
2. Assist students-to compare information from different sources. Allow students to reflect through
different delivery modes like writing, speaking, or drawing.
4. Use real experiences and material to draw tentative decisions.
5. Involve students in creating and questioning assessments.
 
To do these, the teacher should see to it that the right questions are asked, students’ tasks
should be appropriate to the levels of challenge, and curiosity is encouraged.
 
There are several critical thinking tools and technology software that support critical thinking
skills. Some of these you will encounter in the succeeding modules:
1. Encourages digital production projects
2. Popularizes e-learning modalities
3. Enhances global awareness and citizenship
Write a paragraph on how you are going to use technology when you will become a teacher. List the
different apps/technology that you are familiar with and you will use when you become a teacher.
Technology has spawned numerous security risks such as phishing, social engineering and pretexting.
Knowing about these risks is already half the battle when trying to avoid them.

Here is a list of the most common technology security risks you need to avoid.

1. Phishing
Phishing is the use of fraudulent emails or phone calls to get sensitive information, such as bank account
numbers, credit card information or passwords. Here is how it works:

12. If you’ve ever gotten an email that says your account has been locked or that irregular activity
was detected in your account, you may have been the target of a phishing attempt. These
messages typically include a link to what appears to be a legitimate website where you’re
asked to give account information or download malware (see more on that below).

13. A phishing email or phone call may ask you to call a number to discuss a problem with your
account. You might then be asked to reveal account details over the phone.
Phishing is a type of social engineering, which is an attack that uses misrepresentation to get sensitive
information.
2. Pretexting
Pretexting involves the creation of a fake identity or scenario to fool a person into disclosing
information.

For example, a fraudster may email or call your company claiming to be a supplier, survey firm,
municipal inspector or insurance company to get sensitive data. A pretext attacker could also pose as a
computer technician responding to a call for service to access your network.

Fraudsters may ask for little bits of information that don’t raise red flags, but over time, bit by bit,
they’re trying to build a profile that could let them steal your identity.

3. Malware
Malicious software (or “malware”) is any software that has a harmful intent. It may steal or corrupt your
business information, cause systems to fail or secretly record your computer activity. Malware typically
infects a computer following a phishing attack or an employee accidentally downloading infected files.

Ransomware is software that blocks access to computers or files until a ransom is paid. In May 2017, a
massive ransomware attack affected more than 100,000 organizations in at least 150 countries, costing
billions of dollars.
A computer virus is another example of malware. This is a program designed to replicate through the
Internet, damaging programs, deleting files or tying up system resources.
4. Online pop-ups
Malware can infect computers through a “pop-up” that appears while you’re browsing the Internet.
A pop-up is a window that opens when you visit a website.
Most pop-ups are legitimate, but in some cases clicking on them can initiate a download of ransomware
or a virus.
Pop-ups, for example, may claim your computer is infected with a virus. It will tell you that you need to
download software to clean your system. That software will in fact be malware or a virus.
A twist on this ruse: A pop-up claiming to be from your Internet service provider says your computer has
a virus and invites you to call a service number to deal with the problem. You may then be asked to
provide identifying information or your credit card number.
5. Outsourced IT services
While many cloud service providers have good Internet security, not all of them do. You can be at risk if
the provider has poor security, leaving your data vulnerable to an attack.

Depending on your agreement with the provider, their liability may be limited to your monthly fee and
may not cover business interruption losses. If the provider suffers an attack, you may also be liable for
compromises of customer data.

Businesses face similar risks if they contract outside technicians to service their IT needs. You could be
vulnerable if IT personnel have poor training or don’t follow best practices.

6. Wifiand remote work

A poorly secured wifi system can leave your business vulnerable to a hacker within range of your
network. A hacker could gain sensitive information, damage your systems or install ransomware.

If you access your business network remotely through an unsecure server, others could see your traffic
and access your system. In a public area, you can be at risk if you go online through a “spoofed” Internet
server—one set up to appear to be a legitimate wifi connection. Accessing the Internet via such a
machine gives an attacker access to your system and possibly your business network.

Also be alert when working outside the office. Information can be compromised if you’re working on a
train or plane or in a café, allowing a stranger to read what’s on your screen.

7. Passwords
Badly chosen employee passwords can increase your company’s exposure to security risks. Many
problems occur when employees choose passwords that are easily guessed by unauthorized people.

8. Old equipment
Disposing of old devices improperly can hand someone else all your business information. If information is very
sensitive, deleting data or formatting the hard drive isn’t enough. You may want to go as far as physically
destroying the computer or hiring an expert to do so.
Instructional materials are the content or information conveyed within a course. These include the
lectures, readings, textbooks, multimedia components, and other resources in a course. These materials
can be used in both face-to-face and online classrooms; however, some must be modified or redesigned
to be effective for the online environment. The best instructional materials are aligned with all other
elements in the course, including the learning objectives, assessments, and activities.

Why Is It Important?
Instructional materials provide the core information that students will experience, learn, and apply
during a course. They hold the power to either engage or demotivate students. This is especially true for
online courses, which rely on a thoughtful and complete collection of instructional materials that
students will access, explore, absorb, and reference as they proceed in a course.
Therefore, such materials must be carefully planned, selected, organized, refined, and used in a course
for the maximum effect. The planning and selection of instructional materials should take into
consideration both the breadth and depth of content so that student learning is optimized.

How to Put Into Practice

Instructors and/or instructional designers should cast a wide net and aim for a variety of materials to
include in their course. At the same time, they should be deliberate with these choices so that the
course has the appropriate combination of instructional materials. Below are just a few categories of
instructional content to include in an online course.
Note: Select the plus sign or headings to reveal additional content.
 Lectures
 Digital Media
 Open Educational Resources (OERs)
 Syllabi
 Accessibility & Universal Design
 Copyright
Where to Find Resources?
 Download a syllabus checklist and template using Quality Matters standards.
Note: These resources link to UW-Madison Google App documents and will require a UW-
Madison NetID login. Please read our instructions for logging into UW-Madison Google Apps.

 Review UW-Madison’s complete guide to creating and selecting accessible course materials.

 Open Educational Resources (OERs)

o Start with this introduction to Open Educational Resources.

o Search among the multitude of Open Educational Resources.

o Review in-depth strategies on how to integrate Open Educational Resources.

  Copyright Resources:

o Review UW-Madison Library copyright and fair use resources.

o Think through fair use decisions with this useful tool.

o Comply with copyright and fair use guidelines (Blended Toolkit).

HOW TO USE TECHNOLOGY IN THE CLASSROOM
Technology provides instant accessibility to information, which is why its presence in the classroom is so
vital. Smart phones, computers, and tablets are already an omnipresent element of everyday life for
students and teachers alike. It’s only natural that the use of technological devices in the classroom are
explored to create meaningful learning experiences for students of all ages.

Utilizing different types of technology in the classroom, including a virtual classroom, creates learners
who are actively engaged with learning objectives. The implementation of technology also creates
pathways for differentiated instruction to meet the unique needs of students as individual learners
within a broader classroom climate.

WHAT DOES TECHNOLOGY INTEGRATION MEAN IN EDUCATION?

Integration of technology in education simply refers to the use of technology to enhance the student
learning experience. Utilizing different types of technology in the classroom, including a virtual
classroom, creates learners who are actively engaged with learning objectives. The implementation of
technology also creates pathways for differentiated instruction to meet the unique needs of students as
individual learners within a broader classroom climate.

HOW TO INTEGRATE TECHNOLOGY IN THE CLASSROOM

There is a common misconception that the integration of technology in the classroom can be a financial
burden for school districts, but students do not necessarily need their own tablets or laptops to succeed
with technology. The use of technology during whole-class instruction can foster student engagement
for auditory and visual learners. Integrating simple technologies Power Points, games, internet
homework assignments, or online grading systems can be difference makers in students' growth in the
classroom.

Power Points and Games

Powerpoint presentations can be used to introduce a classroom concept while providing the
opportunity for engagement. Along with the use of graphics and bulleted information, links to videos
that accompany the ideas presented in the Powerpoint can be embedded within the slides.

Educational apps in the classroom like Kahoot can be used to review information after a lesson or unit.
Teachers can create and share Kahoots with one another while students can create anonymous user
names to participate in the game. This allows for whole-class participation from students who may
usually be reluctant to participate in class. Kahoot is accessible to play on phones or computers and
teachers can determine if they want students to work independently or be assigned to teams.

Internet Homework Assignments

Posting homework assignments online (via learning platforms like Blackboard, Bright space, and
Moodle) is one way many teachers can begin to integrate technology in the classroom. Assignments are
easily accessible, which can increase student engagement and help students become more organized.
Online grading Systems
Communication is a key element in education that helps teachers, administrators, parents, and students
recognize a student’s strengths and areas for improvement. Online grading systems such
as PowerSchool open and facilitate lines of communication where teachers can post grades, analyze
student attendance patterns, and manage transcript data.

Classroom Tablets
For classrooms that are fortunate enough to have tablets for students, technology can allow teachers to
implement differentiation throughout instruction. Students can work at their own pace during
assignments and teachers have the opportunity for one-on-one instruction.

Listserv
Software such as Listserv allows parents to manage and organize their emails. Parents can receive
updates from teachers about important announcements, newsletters, and discussions that keep
frequent lines of communication open.
L