Edck 5 Week 1 4

Technology for Teaching Learning I
Chapter 1
Introduction to Technology for

Teaching and Learning
1|EDCK 5 Technology for Teaching Learning I

Chapter 1
Introduction to Technology for Teaching and Learning

Introduction
If there is one thing that changed the world so fast, it is TECHNOLOGY. While there
exists technology in the past as non-digital technology, the current digital technology has
been a factor that shrunk the world and made it flat. It has provided a new environment for
learning, new ways teachers teach and also the new ways of how learners learn. In the
beginning, it has created a divide between the digital natives and the digital immigrants.
However, as the years go by, such divide has become narrower and even blurred. This has led
to the new educational revolution in teaching and learning which has been triggered by
technology and resulted to better learning outcomes.
Specific Objectives
At the end of the lesson, the students should be able to:
1. Define basic concepts in understanding ICT in education.
2. Demonstrate the roles of ICT that is being used in teaching.
Duration
Chapter 1: Introduction to Technology for Teaching = 3 hours
and Learning I (2 hours discussion;
1 hour assessment)
Lesson Proper
ICT Competency Standards for Philippine Pre-Service Teacher Education
ICT Competency Standards (CHED-UNESCO) as provided in the 2017, Policy,

Standards and Guidelines (PSG) for Pre-Service Teacher Education
The program outcomes for teacher education degrees clearly state that every future
teacher: “Communication and Technology (ICT) resources in promoting quality teaching-
learning process.”
To ensure that the program outcomes related to ICT shall be achieved, competencies
were identified to be developed by every pre-service teacher (CHED-UNESCO, Bangkok,
2009.)
The ICT Competency Standards is made up of seven domains. Each domain has a set
of competencies. The competencies are expressed in desired learning outcomes. Becoming
proficient in the different competencies will enable you to handle learners of the 21 st century
in your future classroom.
Competency Standards for Pre-Service Teachers
Domain 1: Understanding ICT in education
1.1 Demonstrate awareness of policies affecting ICT in education
1.2 Comply with ICT policies as they affect teaching-learning
1.3 Contextualize ICT policies to the learning environment
Domain 2: Curriculum and Assessment
2.1 Demonstrate understanding of concepts, principles and theories of ICT systems as
they apply to teaching-learning
2.2 Evaluate digital and non-digital learning resources in response to student’s diverse
needs
2.3 Develop digital learning resources to enhance teaching-learning
2.4 Use ICT tools to develop 21st century skills: information media and technology
skills, learning and innovation skills, career skills and effective communication
skills
Domain 3: Pedagogy
3.1 Apply relevant technology tools for classroom activities
3.2 Use ICT knowledge to solve complex problems and support student collaborative
activities
3.3 Model collaborative knowledge construction in face to face and virtual
environments
Domain 4: Technology Tools
4.1 Demonstrate competence in the technical operations of technology tools and
systems as they apply to teaching and learning
4.2 Use technology
4.3 Demonstrate proficiency in the use of technology tools to support teaching and
learning
Domain 5: Organization and Administration
5.1 Manage technology-assisted instruction in an inclusive classroom environment
5.2 Exhibit leadership in shared decision-making using technology tools
Domain 6: Teacher Professional Learning
6.1 Explore existing and emerging technology to acquire additional content and
pedagogical knowledge
6.2 utilize technology tools in creating communities of practice
6.3 Collaborate with peers, colleagues and stakeholders to access information in
support of professional learning
Domain 7: Teacher Disposition
7.1 Demonstrate social, ethical and legal responsibility in the use of technology tools
and resources
7.2 Show positive attitude towards the use of technology tools
Likewise, the Department of Education issued DepEd Order 42, s. 2017 mandating
the use of Philippine Professional Standard for Teachers (PPST) to start with Beginning
Teachers who are fresh graduates from the teacher education program. The document
includes: Show skills in the positive use of ICT to facilitate teaching and learning resources
including ICT to address learning goals.
These competency standards to learning and master will assure the 21 st century
learners in your class of more enjoyable, creative, innovative ways in teaching and learning.
ISTE National Educational Standards for Teachers (NETS* T)

An international organization for educational technology called International Society
for Technology in Education (ISTE), established standards for both teachers and students.
These students were also referred to in the development of the Philippine ICT Competency
Standards which include the following:
Standard 1: Technology Operations and Concepts
- This means that teachers demonstrate a sound understanding of technology operations
and concepts.
Standard 2: Planning and Designing Learning Environment and Experiences
- This standard implies that teachers utilize the use of technology to plan and design
effective learning environments and experiences.
Standard 3: Teaching, Learning and Curriculum
- Teachers should be mindful that in the implementation of curriculum plan, they have
to include strategies for applying technology to maximize student learning.
Standard 4: Assessment and Evaluation
- Teachers apply technology to facilitate a variety of effective assessment and
evaluation strategies to collect and analyze data, interpret results, and communicate
findings to improve instructional practice and maximize student learning.
Standard 5: Productivity and Professional Practice
- Teachers use technology in on-going professional development and lifelong learning
in support of student learning, increase productivity and to build community of
learners.
Standard 6: Social, Ethical, Legal and Human Issues
- teachers understand the social, ethical, legal and human issues surrounding the use of
technology in support of student learning who come from diverse background, affirm
diversity, promote safe and healthy use of technology resources and facilitate access
to technology resources for all students.
Likewise, ISTE developed standards needs for students. These standards will be used as a
guide by teachers to plan technology-based activities in which students achieve success in
learning, communication and life skills.
ISTE National Educational Standards for Students (NETS* S)
From how technology teachers facilitate learners, outcomes of students learning

should indicate that the following standards have been complied with.
Standard 1: creativity and Innovation
- This standard will produce students who demonstrate creative thinking construct
knowledge, develop innovative products and processes using technology from
existing knowledge.
Standard 2: Communication and Collaboration
- This standard requires students to use digital media and environments to communicate
and work collaboratively to support individual learning and contribute to the learning
of others. This includes the use of variety of media and formats for global awareness
with learners from other cultures.
Standard 3: Research and Information Fluency
- Students are expected to apply digital tools to gather, evaluate and use information
and plan strategies for inquiry. This standard expects the students to locate, organize,
analyze, evaluate, synthesize and ethically use information from a variety of sources
and media.
Standard 4: Critical Thinking, Problem-Solving and Decision Making
- This standard expects the students to use critical thinking skills to plan and conduct
research, manage projects, solve problems, and make informed decisions using
appropriate digital tools.
Standard 5: Digital Citizenship
It is required by this standard that every technology students becomes a digital citizen who
demonstrates ethical and legal behavior, exemplified by the practice of safe, legal and
responsible use of information. Further, the student exhibits positive attitude towards the
support of technology for collaboration, learning and productivity as a digital citizen.
Standard 6: Technology Operations and Concepts
- Sound understanding of technology concepts, systems and operation is a standard that
students should comply with. They too, are expected to further transfer current
knowledge to learning of new technologies.
As pre-service teacher education students now, you will have to master the knowledge
and skills (Learning to Know) for the standards for students. However, since you will
become teachers in the future, you should harness the same knowledge and skills to
become (Learning to Become) future teachers.
Understanding the Basic Concepts in ICT
Here are some terms and concepts that you need to know and understand:
1. Technology refers to a mix of process and product used in the application of
knowledge. It includes tools from pencil and paper to the latest electronic gadgets and
tools for practical tasks.
2. Information and Communication Technology Literacy or ICT Literacy is the use of
digital technology, communication tools and/or networks to access, manage, integrate,
evaluate, create and communicate information in order to function in a knowledge
society (Guro 21, 2011).
3. Educational Technology refers to the use of technology in teaching and learning.
Educational technology includes both non-digital (flip charts, pictures, models,
realias, etc.) and digital (electronic tools: hardware, software and connections etc.)
4. Digital Literacy is the ability to find, evaluate, utilize, share and create contents using
information technologies and the Internet (Cornell University). According to
American Library Association (2018), digital literacy is the ability to use information
and communication, requiring both cognitive and technical skills
(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 of off-line which utilizes digital technology.

6. On-line digital tools and apps use an Internet connection to access the information
needed. A common example is Skype. It is a telecommunication application software
product that specializes in providing video chat and calls between computers, tablets,
mobile devices via internet and to regular telephones.
7. Off-line digital tools and apps can still be used even if there is no internet access.
Among these are Canary Learning, Pocket, evertone, ibooks, KA LITE (Gupta,
Prinyaka, 2017) downloaded in edtech review (July 03, 2017)
8. Instructional technology is the theory and practice of design, development, utilization,
management, and evaluation of the processes and resources for learning (Association
for Educational Communications and Technology, Seels, B.B. & Richey, P.C. 1994).
9. Software refers to program control instructions and accompanying documentation;
stored on disks or tapes when not being used in the computer. By extension, the term
refers to any audiovisual materials (Smaldino, 2005).
10. Multimedia is a sequential or simultaneous use of a variety of media formats in a
given presentation or self-study program (Smaldino, 2005).
11. Internet is a massive network of networks, a networking infrastructure. It connects
millions of computers together globally, forming a network in which any computer
can communicate with any other computer as long as they are connected to the
Internet. It is generally defined as a global network connecting millions of computers
(https://www.webopedia.com).
12. World Wide Web (www) is also called the Web which is a graphical environment on
computer networks that allows you to access, view and maintain documentations that
can include text, data, sound and videos. (Smaldino, 2005). It is a way of accessing
information over the medium of the Internet. It is an information sharing model that is
built on top of the Internet.
13. Web access is the ability of the learner to access the Internet at any point during the
lesson in order to take advantage of the array of available education resources.
14. Webquest is an inquiry-oriented lesson format in which most or all information that
learmers work with comes from the web. These can be created using various
programs, including simple word processing documents that include links to websites.
15. Productivity tools refer to any type of software associated with computers and related
technologies that can be used as tools for personal. professional or classroom
productivity. Examples: Microsoft Office, Apple works word processing, grade and
record keeping, web page production, presentation) (KFIT-Unesco 2016)
16. Technology Tool is an instrument used for doing work. It can be anything that help
you accomplish your goal with the use of technology. These technology tools can be
classified as:
(a) Data/Calculation tools. Examples: spreadsheets, Excels, Sketchpads, probability
constructor
(b) Design tools. These are used to make models and designs, creating and building.
Included here are Family Tree Maker. GollyGee, and Crazy Machines among others.
(c) Discussion tools. There are 4 different approaches that utilize discussion and
interaction in the Internet. These a threaded discussion forum, Blogging, Live chat
and Video Teleconferencing, Netiquette and Safety on the Net.
(d) Email tools. Emails are great communication tools for sending messages,
photographs, videos and other files. It allows you to reach out to others around the
world. Examples are google mail, Ymail, Yahoo mail and many more.

(e) Handheld devices. Handheld devices have become popular among learners. These
include Personal Digital Assistants, global positioning system, (GPS) and geographic
information system (GIS) in the classroom, Portable electronic keyboards, Digital
Cameras, Mobile phones, Palm, Handheld computers,
17. Webquest is a teacher structured research experience for the students that is primarily
based on use of the World Wide Web and typically takes one or more instructional
periods (Bender & Waller, 2011).
18. Blog is an online journal where posted information from both teachers and students
are arranged. There are three kinds of blogs: blogs used for communication, blogs
used for instruction, and blogs used for both (Ferriter & Garry, 2010).
19. Wiki, an editable website usually with limited access, allows students to
collaboratively create and post written work or digital files, such as digital photos or
videos. Wikipedia is one of the most widely recognized of all the wikis (Watters,
2011).
20. Flipped classroom utilizes a reverse instructional delivery, where the teacher is
required to use the web resources as homework or out of class activity as initial
instruction of the lesson which will be discussed during classtime.
21. Podcast is a video or audio multi-media clip about a single topic typically in the
format of the radio talk show. The two basic functions of podcast are to retrieve
information and to disseminate information (Eash, 2006).
22. Google Apps is a cloud-based teaching tool which is stored in the Google server and
is available for students both at home and in school. It includes the gmail, a free-email
for all; Google calendar - a tool used for organizational purposes; Google sites that
provide options for developing blogs and wikis; and Google docs is used for
sophisticated word processing and editing of the document.
23. Vlog is a video blog where each entry is posted as a video instead of the text.
24. Facebook is a popular social networking site used by students and adults worldwide
to present information on themselves and to the world.
25. VOIP (voice over internet protocol) is a category of hardware and software that
enables people to use the Internet as transmission medium for telephone calls by
sending voice data in packets using IP rather than traditional circuit transmission.
Roles of Technology for Teaching and Learning
As teaching and learning go together, let us explore what would be the roles of technology
for teachers and teaching and for learners and learning. According to Stosic (2015),
educational technology has three domains:
1. Technology as a tutor. Together with the teacher, technology can support the teacher to
teach another person or technology when programmed by the teacher can be a tutor on its
own. The teacher will simply switch on or switch off radio programs, television programs or
play DVDs, or CDs that contain educational programs. There are on-line tutorial educational1
programs, too.
2. Technology as a teaching tool. Like a tutor, teçhnology is a teaching tool, but can never
replace a teacher. This is like the handyman, which is just there to be reached. Like any other
tool, it is being used to facilitate and lighten the work of the teacher. It will be good if the
teacher can also create or develop technology tools that are needed in the classroom.

3 Technology as a learning tool. While the teacher utilizes technology as the tool for
teaching, likewise it is an effective tool for learning. As a learning tool, it makes learning
easy and effective. It can produce learning outcomes that call for technology-assisted
teaching. Even the teachers who are teaching can utilize similar tools for learning. As a
learning tool, it is very interesting that even the elderly use these tools for learning for life.
A. For Teachers and Teaching
There are numerous roles that technology plays in the job of teachers. As a tool technology
has opened wider avenues in management of resources and management in of learning.
Likewise, it has modernized the teaching-learning environment in
schools. Here are some examples of the myriad of roles that technology can do for teachers
and teaching.
1. Technology provides enormous support to the teacher as the facilitator of learning. It
transforms a passive classroom to an active and interactive one, with audio-visual aids, charts
and models, smart classrooms, e-learning classrooms which motivate and increase attention
level of learners. Many of
these can be searched on the web.
2. Technology has modernized the teaching-learning environment. The teachers assisted
and supplemented with appropriately structured instructional materials for daily activities.
There are varied available technology-driven resources which can be utilized for remedial
lesson or activities. Likewise, there are also a lot of technology-driven resources that can be
used for enrichment purposes. You may search for the examples on the web.
3. Technology improves teaching-learning process and ways of teaching. This will make
the act of teaching more efficient and effective. There are arrays of teaching methods and
strategies that can use technology which are found compatible with learning styles. The
multiple intelligence theory of Howard Gardner tells us that there is a genius in every child.
This implies
that there must be varied ways of teaching as there are many varied ways of learning. All the
learning styles can find support from technology, so that teaching will be more effective and
efficient.
4. Technology opens new fields in educational researches. The area teaching testing and
evaluation are enhanced by technologies for teaching and learning. Current educational
researchers will no longer find difficulty in interpreting tests, assessment and other evaluation
results. There are available
programs that can analyze and interpret results with speed and accuracy. Reference retrieval
is also hastened because many of the research materials are in digital form. Technology has
also provided access to big data that can be processed for problem solving and inquiry.
5. Technology adds to the competence of teachers and inculcates scientific outlook.
Through the utilization of theories of learning and intelligence, which are explained in
references uploaded in the net, the teachers are encouraged to imbibe skills to source these
information with speed and accuracy.
6. Technology supports teacher professional development. With the demand of
continuing professional development for teachers, the availability of technology provides
alternative way of attending professional development online. For those who are involved as
providers of continuing professional development like trainers, facilitators or organizers, they
can level up or enhance their delivery systems with the support of technology tools.
B. For Learners and Learning

1. Support learners to learn how to learn on their own. All teachers fully understand that
subject matter or content is a means to achieve the learning outcomes. There are three
categories of knowledge according to Egbert (2009): declarative knowledge, structural
knowledge, and procedural knowledge.
a. Declarative knowledge consists of the discrete pieces of information that answers
the questions what, who, when, and where. It is often learned through memorization of facts,
drills and practice. It can be learned by simple mnenomics or conceptual maps. Declarative
knowledge is the fundamental knowledge necessary for students to achieve more complex
higher order thinking such as critical thinking and creativity, inquiry and production.
b. Structural knowledge consists of facts or pieces of declarative
knowledge put together to attain some form of meaning. An example of declarative
knowledge is "pencil". The idea that evolved from a pencil is an understanding that: "it is
something used to write." This is referred to as structural knowledge. It can be presented by
concept maps, categorization or classification.
c. Procedural knowledge is knowledge in action or the knowledge of how to do
something. It is based on facts but learned through the process of procedural knowledge.
Examples include how to drive a car, how to use a cell phone, or how to speak English.
Procedural knowledge is indicated by a performance task or graphical representation of a
concept.
The traditional sources of knowledge are printed books, modules and journals. Other
sources are primary sources such as information taken from research. However, knowledge or
content can be learned in many ways.
But how can technology support the learning of declarative, structural or procedural
knowledge? To teach content, time is always an issue of teachers. Oftentimes, we hear
teachers say: "Too many things to teach, too little time to do." Technology may be the
answer, however the challenge is tor teachers to use technology to learn the technology first.
As a facilitator of learning, the teacher can guide the students to look for the resources and to
utilized them appropriately. There are varied programs that can be used by students off-line
or on-line for students. What should be necessary is that the students are engaged, the tasks
should focus on questions like how, why and which in addition to who, what, when and
where.
2. Technology enhances learners' communication skills through social interactions. This

is commonly described as the transmittal of information from one person to another as single
individual or groups of individuals.
According to Shirly (2003) in Egbert (2009), there are three basic communication patterns:
a. Point to point two-way or one-to-one like Internet chat, phone conversation or even face-
to-face conversation.
b. One-to-many outbound like a lecture, or television. There is no social interaction.
c. Many-to-many like group discussion, buzz session, heads together. This kind of interaction
provides opportunities for social interaction.
Social interaction occurs in two ways where the participants ask for clarification,
argue, challenge each other and work towards common understanding. Social interaction
through communication occurs through technology (directly between two persons via email,
a cell phone or other communication technology). It can also occur around technology like
students

discussing about a problem posed by a software program or with support of technology like
teachers and students interacting about the worksheet printed from a website. In all the three
modalities, communication occurs and technology is involved.
For this particular role, what are the benefits derived from technology supported
communication?
a. Enables any teacher to guide the learners virtually and making
learning unlimited because communication and social interaction go beyond a school day or a
school environment
b. Enhances students freedom to express and exchange ideas freely without the snooping eyes
of the teacher face to face
c. Enables learners to construct meaning from joint experiences between the two or more
participants in communication
d. Help learners solve problems from multiple sources since there is limitless sources of
information that the teacher can direct or refer to the learners
e. Teaches learners to communicate with politeness, taking turns in sending information and
giving appropriate feedback
f. Enhances collaboration by using communication strategies with wider community and
individuals in a borderless learning environment
g. Develops critical thinking, problem solving and creativity throughout the communication
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. lt refers to the
ability to interpret, explain, analyze, evaluate, infer and self- regulate in order to make good
decisions. With the use of technology, one will be able to evaluate the credibility of the
source, ask appropriate questions, become open-minded, defend a position on an issue and
draw conclusion with caution. All of these competencies are covered by Bloom's Taxonomy
of Analysis, Synthesis and Evaluation.
Teachers play a significant role in supporting learners with technology. How?
As a role model, teachers should display and practice critical thinking processes, so that the
learners can imitate them. Here are some ways that teachers can do to develop critical
thinking.
a. Ask the right questions.
Most often teachers ask questions to find out if the students can simply repeat the information
from the lesson. Although these are necessary questions like what, who, when and where,
these do not develop critical thinking. Critical thinking questions should ask for clarity,
accuracy, precision, relevance, depth, breadth and logic.
Clarity: Here are some examples: Can you give examples of .
Accuracy: What pieces of evidence support your claim?
Precision: Exactly how much ...
Breadth: What do you think will the other group say about the
issue?
10 | E D C K 5 T e c h n o l o g y f o r T e a c h i n g L e a r n i n g I
b. Use critical thinking tasks with appropriate level of challenge.
Teachers should be mindful of the readiness of the students. Students who have higher
ability may find the task too easy, thus getting bored early, while those who have low ability
may find the task too difficult. Thus, there is a need to have activities that are appropriate for
the learners. These can be determined by interview, observations and other forms to
determine the level of readiness.
What are some simple ways that teachers should do?
1. Vary the questions asked.
2. Introduce new technologies.
3. Modify the learners grouping.
4. Modify the critical thinking task.
5. Encourage curiosity.
By nature learners are curious. They ask lots of questions all the time. Why is the sky
blue? Why do I have to learn geometry? How do people choose what will they become in the
future? Can robots solve the problems of climate change? How?
These questions will lead to critical thinking, but some of these questions cannot be
answered by the teacher. The unanswered questions are avoided or answered unsatisfactorily.
Sometimes teachers shut down the question that curtails the first step in critical thinking. The
internet as a problem solving and research tool can help find answers to the questions.
Creativity is characterized as involving the ability to think flexibly,
fluently, originally, and elaborately (Guildford, 1986 & Torrance, 1974 in Egbert, 2009).
Flexibly means able to use many points of view while fluently means able to generate many
ideas. Originally implies being able to generate new ideas and elaborately means able to add
details. Creativity is not merely a set of technical skills, but it also involves feelings, beliefs,
knowledge and
motivation.
Seven Creative Strategies (Osborn, 1963). These have been simplified into fewer categories.
To be creative, one can use any of these strategies.
1. Substitute - Find something else to replace to do what it does.
2. Combine Blend two things that do not usually go together.
3. Adapt - Look for other ways this can be used.
4. Modify/Magnify/ Minify - Make a change, enlarge, decrease.
5. Put to another use - Find other uses.
5. Eliminate - Reduce, remove.
7. Reverse - Turn upside-down, inside out, front-side back.
All together, the strategies will be labelled as SCAMPER
What should teacher do to support student creativity? Here are somesuggestions:
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 variety of sources both on-line and
off-line.
2. Assist students to compare information from different sources.
3. Allow student 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 assessment.
To do these, the teacher should see to it that right questions are asked, student's tasks
should be appropriate to the levels of challenge and curiosity is encouraged.
There are several critical thinking tools and technology software that can 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
References:
Bilbao, B. EdD et al. Technology for Teaching Learning I. (2019). Lorimar Publishing Co.
Anderson, J. (2010). ICT Transforming Education A Regional Guide. UNESCO Bangkok
Asia and Pacific Regional Bureau for Education
Ballado, R. (2012). Basic concepts in Educational Technology 1. Manila, PH Rex, Bookstore
Lucido, P. & Corpuz, B. (2012). Educational Technology 2. Quezon City. PH:Lorimar
Publishing Co.
http://k12teacherstaffdevelopment.com/tlb/introduction-to-technology-for-teachers/
Activity Sheet
Name:_______________________________ Year & Section:________________________
Subject:______________________________ Score:________________________________
Activity 1 Complete the Table
Direction: Locate Annex C in CMO 74 or 75 s. 2017. Review the Competencies and read the
corresponding Performance Indicators under each of the 7 Domains. Identify also one
Performance Indicator that you consider least important and that you are excited to do. Place
your answer on the matrix below:
ICT Domain Performance Indicator Most Performance Indicator Least
Important for Us to Do Important for Us to Do
Domain 1
Domain 2
Domain 3
Domain 4
Domain 5
Domain 6
Domain 7
Activity 2 Essay
1. Write a paragraph about your personal experience on how technology has influenced
your life as a learner from elementary, high school and college.
How technology influenced my life as a learner-
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_____________________________________________________________________.
2. Write a paragraph on how you are going to use technology when you will become a
teacher.
How will I use technology when I become a teacher
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
____________________________________________________________________.
Assessment
Each question will be graded based on this five (5) point rubric.
LEVEL DESCRIPTION
Well written and very organized.

Excellent grammar mechanics.
5 - Outstanding Clear and concise statements.
Excellent effort and presentation with detail.
Demonstrates a thorough understanding of the topic.
Writes fairly clear.

Good grammar mechanics.
4 - Good
Good presentation and organization.
Sufficient effort and detail.
Minimal effort.
Minimal grammar mechanics.
3 - Fair
Fair presentation.
Few supporting details
Somewhat unclear.
Shows little effort.
2 - Poor Poor grammar mechanics.
Confusing and choppy, incomplete sentences.
No organization of thoughts.
Very poor grammar mechanics.

Very unclear.
1 - Very Poor
Does not address topic.
Limited attempt.
Assignment (if any)
Direction: Make a Survey. (Interview atleast five teachers of Elementary)
Name: _______________________(optional)
The Survey on the Use of ICT in the Teaching and Learning for Teachers
Dear Teacher, please mark check your answer to the following YES NO
questions found below.
1. Do you use technology in teaching?
2. Are you aware of policies that guide you in the use of ICT?
3. Do you use non-digital learning resources in your teaching?
4. Do you develop digital resources for your learners?
5. Do you use technology tools for classroom activities?
6. Are you expert in the use of technology tools for teaching?
7. Do you have facilities to use the technology tools in your class?
8. Are you aware of the ethical and legal responsibilities in the use of
ICT tools?
9. Are your students learning better with the use of technology tools?
10. Do you enjoy using ICT in your teaching?
Consolidate your data.

1. How many answered Yes or No for each item? What percent is Yes? No?
2. Which of the item/s has more YES than NO answers? Rank the items with more YES
and rant the items with more NO.
3. What meaning can you derive from your results?
Feedback Form

Name of Student: ___________________________________________________
Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty : ___________________________________________________
Schedule : ___________________________________________________
Learning Module : Number: _________ Title : ______________________
How do you feel about the topic or concept presented?
□ I completely get it. □ I’m struggling.
□ I’ve almost got it. □ I’m lost.
In what particular portion of this learning packet, you feel that you are struggling or lost?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Did you raise your concern to your instructor? □ Yes □ No
If Yes, what did he/she do to help you?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
If No, state your reason?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
To further improve this learning packet, what part do you think should be enhanced?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
How do you want it to be enhanced?
___________________________________________________________________________
___________________________________________________________________________
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NOTE: This is an essential part of course module. This must be submitted to the subject
teacher (within the 1st week of the class).
Chapter 2
ICT Policies and Safety Issues and

Teaching and Learning
Chapter 2
ICT Policies and Safety Issues and Teaching and Learning

Introduction
Globalization is a reality and ICT has become a fundamental part of the process. A
networked society is one in which the entire planet is organized around telecommunicated
networks of computers. The powerful use of network has broken boundaries, provided
opportunities for inclusion and collaboration. However, there will also be a struggle for those
who do not have access or those who are excluded, marginalized and powerless. Thus a need
to establish policies in the use of ICT is imperative.
Specific Objectives
1. Enumerate the national ICT policies affecting classroom practices
2. Describe the implementation policies in teaching-learning
1. Identify ICT policies that are incorporated to the design and implementation of
teaching-learning activities
Duration
Chapter 2: ICT Policies and Safety Issues and = 3 hours
Teaching and Learning (2 hours discussion;
1 hour assessment)
Lesson Proper
Policies and Issues on Internet and Implications to Teaching and Learning
One way of enhancing and regulating the use of ICT is to formulate and implement
policies to guide appropriate decisions.
Definition of ICT Policy
The Oxford English Dictionary has defined “policy” as a course of action, adopted
and pursued by a government, party, ruler, statesman. It is any course of action adopted as
expedient or advantageous. Its operational definition of policy is a plan of action to guide
decisions and achieve outcomes.
Thus, ICT Policies are needed to put a roadmap or course of actions to be pursued and
adopted by various governments, organizations, entities involving ICT. These include
principles and guidelines in the use of ICT which cover three main areas: telecommunications
(telephone), broadcasting (radio and television) and Internet.
The New ICT Technologies
More recent technological innovations increased the reach and speed of
communications which can be grouped into three categories:
1. Information Technology – includes the use of computers, which has become
indispensable in modern societies to process data and save time and effort. What are
needed will be computer hardware and peripherals, software and for the user,
computer literacy.
2. Telecommunication Technologies – include telephones 9wth fax) and the
broadcasting of radio and television often through satellites. Telephone system, radio
and TV broadcasting are needed in this category.
3. Networking Technologies – the best known of networking technologies is internet,
but has extended to mobile phone technology, Voice Over Internet Protocol (VOIP)
satellite communications and other forms of communications are still in their infancy.
In addition to Internet, this category also includes mobile telephone, cable, DSL,
satellite and other broadband connectivity.
The DICT Roadmap
In our country, the Department of Information and Communication Technology
(DICT) has formulated a roadmap to guide all agencies in the utilization, regulation and
enhancement of ICT. Each project has corresponding policy statements and guidelines.
The ICT for Education (ICT4E) is a program under the DICT that supports all the
efforts of the education sector in incorporating the use of ICT as well as in determining and
gaining access to the infrastructure (hardware, software, telecommunications facilities and
others) which are necessary to use and deploy learning technologies at all levels of education.
Among the policy recommended programs that have applications to education teaching-
learning are:
1. ICT in Education Masterplan for all levels, including a National Roadmap for Faculty
Development in ICT in Education. A National Framework Plan for ICTs in Basic
Education was developed.
2. Content and application development through the Open Content is Education
Initiative (OCEI) which converts DepEd materials into interactive multi-media
content, develop applications used in schools, and conduct students and teacher
competitions to promote the development of education-related web content.
3. PheDNET, is a “walled” garden that hosts educational learning and teaching materials
and applications for use by Filipino students, their parents and teachers. All public
high schools will be part of this network with only DepEd-approved multi-media
applications, materials and mirrored internet sites accessible from school’s PCs.
4. Established Community eLearning Centers called Eskwela for out-of-school youth
(OSY) providing them with ICT-enhanced alternative education opportunities.
5. Equality Program for tertiary education through partnerships with state universities
and colleges (SUCs) to improve quality of IT education and the use of ICT in
education in the country, particularly outside of Metro Manila.
6. Digital Media Arts Program which builds digital media skills for government using
Open Source technologies. Particular beneficiary agencies include the Philippine
Information Agency and the other government media organizations, the Cultural
Center of the Philippines, National Commission for Culture and Arts and other
government art agencies, State Universities and Colleges and local government units.
7. ICT skills strategic plan which develops an inter-agency approach to identifying
strategic and policy and program recommendations to address ICT skills demand-
supply type.
All the seven programs were guided by the roadmap that embeds policy statements that
relate to education specifically in the enhancement of human development for teaching
and learning.
Some Issues on ICT and Internet Policy and Regulations
Global Issues
Access and Civil Liberties are two sets of issues in ICT Policy which are crucial to the
modern society. The other concern is civil liberties which refer to human rights and freedom.
These include freedom of expression, the right to privacy, the right to
communicate and intellectual property rights.
Access to the Use of Internet and ICT. Access means the possibility for everyone to
use the internet and other media. In richer countries, basic access to internet is almost
available to all with faster broadband connections. There are still countries
where access to internet is still a challenge.
Infringement to Civil Liberties or Human Rights. What are specific internet issues on
internet policy that have relationship to civil liberties or human rights? Let's study the
examples that follow.
Issue No. 1: Freedom of Expression and Censorship
Under international human rights conventions, all people are guaranteed the rights for
free expression. However, with the shift from communicating through letter, newspapers and
public meetings to electronic communications and on-line networking, a need to look into
how these new means modifies the understanding of freedom of expression and censorship.
The UN Universal Declaration of Human Rights provides that everyone has the right
to freedom of thought, conscience and religion, likewise the right to freedom of opinion and
expression. However, there are practices that violate these provisions in
the use of internet.
Some examples are the following:
1. Individual rights are given up in order to have access to electronic networks.
Microsoft Network's (MSN's contracts provide protection of individuals like "upload,
or otherwise make available files that contain images, photographs or other materials
protected by intellectual property laws, including but not limiting to copyright or
trademark laws, unless you own or control the rights thereto or have received all
necessary consents to do the same." However Microsoft reserves the rights, in its sole
discretion, to terminate access to any or all MSN sites or services.
2. Censorship restricts the transmission of information by blocking it or filtering the
information. Blocking is preventing access to whole areas of internet based upon the
"blacklist" of certain Internet address, location or email addresses while filtering is
sifting the packets of data or message as they move across computer networks and
eliminating those considered "undesirable" materials. The selection of sites that are
blocked or filtered has been considered as an issue.
Warning!!!!
3. you are surfing the web, you may think you are anonymous, but there are various ways
When
that information about you or your activities can be collected without your consent."
4.
3.Defamation actions may be used to silence critics. This action deters the freedom of
expression.
Issue No. 2: Privacy and Security
Privacy policies are an issue. Most commercial sites have a privacy policy. When
someone uses a site and clicks "I agree" button, it is as if you have turned over private
information to any authority that may access it.
There are several types of privacy as shown by the following examples:

1. For most, privacy means "personal privacy" the right of individuals not to have their home,
private life or personal life interfered with.
2. Privacy of communication refers to the protection from interference with communication
over the phone or internet. Respect for privacy of communications is an essential prerequisite
for the maintenance of human relationship via technological communications media.
3. Information privacy is related to the use of computers and
communications system which are able to hold and process information about large numbers
of people at a high speed. It is important to ensure that information will only be used for
purposes for which it was gathered and will not be disclosed to others without consent of the
individuals.
Issue No. 3: Surveillance and Data Retention
The use of electronic communications has enhanced the development of indirect
surveillance. In the indirect surveillance, there is no direct contact between the agent and the
subject of surveillance but evidence of activities can be traced. The new and powerful form of
indirect surveillance is dataveillance. Dataveillance is the use of personal information to
monitor a person's activities while data retention is the storage and use of information from
communication systems.
There is very little that can be done to prevent surveillance. What can be done is to
change the methods of working to make surveillance difficult. This is called "counter
surveillance" or "information security" if it refers to computers and electronic
communication.
Issue No. 4: E-pollutants from E-waste
Large amount of e-waste is generated by ICT. These are in particular, terminal
equipments used for computing (PCs, laptops), broadcasting (television and radiosets),
telephony (fixed and mobile phones), and peripherals (fax machines,
printers and scanners).
The accumulated e-waste is due to rapid turnover of equipment due to rapid
improvement of software. While material waste can be destroyed by crushing, toxic material
brought about by the different equipment requires utmost management. The quantities of e-
waste are increasing in both developed and developing countries. A very dismal state is that
there is a significant amount of electronic waste that has been shipped from industrial
countries to developing countries, using less environmentally- responsible procedure.
Remedies include standardization and regulatory measures to increase the life cycle of
equipment before they become obsolete. Efficient extraction of toxic components and
requiring the recycling by both consumers and equipment vendors
are selling must be required.
If not controlled then, e-waste will tremendously affect climate change, damage
human lives, and overload the capacity of the earth in carrying solid waste.
Implications to Teaching and Learning
How do the policy guidelines, projects and issues relate to the teaching and learning?
There are great implications of this lesson to both the teachers who are teaching and the
learners who are learning. A few of these are as follows:
For the Teachers and Teaching
1. Guide the teachers on what they should teach that relate to ICT, and how to teach it. Since
ICT development comes so rapid and fast, teachers might be overwhelmed by its rapid speed.
Temperance in its use is a caution that should be looked at.
2. Technology should never replace any human teacher. The tools are support instructional
materials for the teachers which are available for use. The teacher should learn how to
appropriately use them. The human touch of the teacher is still a vital component in teaching.
Teachers should always be
reminded that there are always limitations in the use of the different gadget and tools.
3. There are rules and regulations that govern the use of technology. Caution. should be
observed to protect individual privacy. As teachers, you must be aware that the use of
technology may jeopardize your privacy and security.
4. All the issues and many more shall be part of the teaching content as each teacher will be
encouraged to use technology in teaching.
For the Learners and Learning
The learners of the 21st Century are even more advanced than some of the teachers.
However, learners still need guidance on how to use, regulate technology use. As there are
positive and negative effects of technology use, learners should know the difference. Learners
should not only know the benefits of technology use, but they should also know how they can
be protected from the hazards that technology brings to their lives.
Learners should take advantage of the potential of learning support they can derive
such as the development of higher order thinking skills, the development of learning
communities through collaboration, the enhancement of skills to manage the vast resources as
21st century learners and many more.
Both the teachers and learners should be mindful of the e-waste that are being thrown
away to the land and to the atmosphere. Thus, safety in the use of technology shall be
presented in the next lesson.
Safety Issues on the use of ICT including e-Safety Rules
Some Risks in the Use of ICT and e-Networking

Technology is a phenomenon that seems to be uncontrollable. Despite the so many
benefits for teaching and learning, there are also negative effects or influence on the learners.
Hence as future teachers you have to be aware of how to safeguard learners in the school
communities where they spend most of their waking hours and also in their homes or
facilities that provide opportunities to use digital technologies like Internet Cafes. Safeguard
and protection should be the primordial role of parents, teachers and schools. There are so
many risks that we have to be aware of in the use of digital technologies. These may include
the following:
1. Exposure to inappropriate content, including on-line pornography, extremism
(exposure to violence associated with racist language);
2. Lifestyle websites like self-harms and suicide sites, and hate sites;
3. Cyber-bullying in all forms, receiving sexually explicit images or messages
4. Privacy issues including disclosure of personal information
5. Health and well-being (amount of time spent on-line, internet gaming and many more;
6. Prolonged exposure to on-line technologies, particularly at an early age;
7. Addiction to gambling and gaming;
8. Theft and fraud from activities such as phishing;
9. Viruses, Trojans, spyware and other malware; and
10. Social pressure to maintain online networks via texting and social networking sites.
Minor Misuse of ICT

In school, some minor misuse made by learners include the following:
 Copying information into assignment and failing to acknowledge the source
(plagiarism and copyright infringement)
 Downloading materials not relevant to their studies
 Misconduct associated with subject logins, such as using someone else's password
 Leaving a mobile phone turned on during class period
 Unauthorized taking of pictures or images with mobile phone camera, still or moving
e-Safety
With all of the above concerns and many more, how do we confront all of these so as
to protect our future generation?
e-safety takes care not only of internet technologies but also of electronic
communications via mobile phones, games consoles and wireless technology. It highlights
the need to educate children and young people about the benefits, risks and
responsibilities of using information technology. Here are some issues of e-safety:
 e-safety helps safeguard children and young people in the digital world;
 e-safety emphasizes learning to understand and new technologies in a positive way;
 e-safety educates children about the risks as well as the benefits so we can feel
confident online; and
 e-safety supports young learners and adults to develop safer online behaviors, both in
and out of school.
Network Management

 1. Safety in the Use of Network in Schools

 1.1. Make clear that no one should log on as another user.
 1.2. Require all users to always log off when they have finished working.
 1.3. Maintain equipment to ensure health and safety.
 1.4. Provide students with access to content and resources through guided e-learning
 1.5. Set up a clear disaster recovery system in place for critical data that include
secure, remote back up of critical data.
 1.6. Secure wireless network to appropriate standards suitable for educational use
 1.7. Install all computer equipment professionally and meet health and safety
standards.
 1.8. Review the school ICT system regularly with regard to health and safety and
security.
 2. Password Policy
 2.1 Only authorized users will have individual passwords. Users are not permitted to
disclose their passwords unless they got permission from the owner or from the
management. The equipment that keeps the personal information shall be locked
when unattended to prevent unauthorized access.
 Computers should be set to a time out if they become unused for a certain period of
time.
 3. Personal mobile phones and mobile devices
 3.1 All mobile phones shall be kept away in a box away from the children or learners
and access is only allowed at break time or at the end of classes or when needed
during the class period.
 4. Cameras
 4.1. Taking pictures only from parents or caregivers and not from any other family
member or friend while the child attends class.
 4.2. Any picture taken of children shall be on cameras solely for the purpose.
Setting Up an Educational Technology Room
 Schools that plan to dedicate a room where the students can access technologies for
learning should include the following basic safety rules:
 1. Provide tiltable tables. These tables can be tilted and adjusted to the height of the
users.
 2. Provide anti-glare screen filters.
 3. Provide adjustable chairs.
 4. Provide foot support.
 5. Make sure lighting is suitable.
 6. Make sure work stations are not cramped.
 7. Plan work at a computer so that there are frequent breaks.

More specifically safety rules that can reduce risk of accidents in the working stations should
include

 1. No trailing wires across or around the room which people can trip on.
 2. Electrical sockets should not be overloaded.
 3. Electrical equipment should be safety-tested at least once a year.
 4. There should be adequate space around desk for people to move.
 5. Bags and obstacles should be stored out of the way.
 6. Food and drinks should not be placed near machines.
 7. Heating and ventilation should be suitable for the working environment.
 8. Fire extinguishers should be available.
 9. Fire exits should be clearly marked and free from clutter.
References:
Anderson, J. (2010). ICT Transforming Education A Regional Guide. UNESCO Bangkok Asia and Pacific Regional Bureau for Education
Lucido, P. & Corpuz, B. (2012). Educational Technology 2. Quezon City. PH:Lorimar Publishing Co.
Documents:
 The Philippines ICT Roadmap
 DepEd Five-Year Information and Communication Technology for Education Strategic Plan (DepEd ICT4E Strategic Executive
Summary)
 RA 10844, Sec. 3 (An act Creating the Department of ICT, Defining its Power and Function, Appropriating Funds and Other
Purposes)
 SEAMEO INNOTECH (2010) Report Status of ICT Integration in Education in Southeast Asian Countries
Activity Sheet
Subject:______________________________ Score:________________________________
Activity 1 Case Study
Direction: Assume yourself as an investigator who would like to inform your learners and
co-teachers about the current issues on technology use.
Search the web and find out articles or cases about:
a. Freedom of Expression and Censorship
b. Privacy and Security
c. Surveillance and Data Retention
d. E-pollutants from e-waste
Choose only ONE Article that you will work on. Use the template below to answer.
Title of the Issue: (Choose from A, B, C, D) Ex. Privacy and Security

Title of the Article: _____________________________________________________
Source: ______________________________________________________________
Author: ______________________________________________________________
Summary Narrative:
What lesson have you learned:
What suggestions can you offer?
Activity 2 Identification
Direction: Choose the letter of the correct answer.
1. A friend would like to ask for your email password, because your email address was
used for an urgent matter. As a rule in privacy, what will you take?
I. Voluntarily give my password to my friend.
II. Deny the request of my friend even if it is urgent.
III. Open my email by myself and print the email that addressed to my friend.
a. I only b. II only c. III only d. I, II, and III
2. Which is risk in the use of ICT, thus a need to establish policies and rules for e-
safety?
I. Prolonged exposure to online technologies, particularly at an early age
II. Cyberbullying in all forms
III. Lifestyle websites like self-harms and suicide sites and hate sites
a. I only b. II only c. III only d. I, II, and III
3. Which of these is minor infraction in the use of digital facility?

a. Using anti-glare screen filters
b. Logging off when finished working
c. Making sure that lighting is adequate
d. Unauthorized taking of pictures or images with mobile phone camera
4. Which is NOT TRUE about e-safety in the use of digital technology?

a. Restricts the use of digital technology
b. Helps users to understand the new technology
c. Protects young learners and adults from the digital risks
d. Facilitates better understanding how to use online facilities
5. When working inside a computer laboratory, all of the choices EXCEPT one, is
allowed. Which one is allowed?
a. Fire extinguishers should be made available.
b. Foods and drinks should be handy on the computer table.
c. One external electrical outlet should have five computers connected.
d. Computer desks should be near each other to allow sharing of information.
Assessment
LEVEL DESCRIPTION


4 - Good
Minimal effort.
3 - Fair
Fair presentation.
Somewhat unclear.

Very unclear.
1 - Very Poor
Limited attempt.
Assignment (if any)
(No assignment for this chapter)
Feedback Form

Name of Student: ___________________________________________________
Program : ___________________________________________________
Faculty : ___________________________________________________
Schedule : ___________________________________________________
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Chapter 3
Theories and Principles in the Use

and Design of Technology
Driven Learning Lessons
Chapter 3
Theories and Principles in the Use and Design of

Technology Driven Learning Lessons
Introduction
How teachers integrate technology in the teaching and learning process depends very
much on their beliefs on how people learn. Specifically, they need to know who their learners
are and how to approach instruction. As educators, their role is to provide learning
experiences that will help achieve the defined outcomes. In this module, you will be
acquainted with different theories and learning principles such as Dale’s Cone of Experience,
the TPACK Framework, SAMR and ASSURE.
Specific Objectives
1. Identify learning principles and theories that are applied in technology driven
teaching-learning models.
1. Know the differences of those three earning theories and principles
Duration
Chapter 3: Theories and Principles in the Use and = 6 hours
Design of Technology Driven Learning (4 hours discussion;
Lessons 2 hours assessment)
Lesson Proper
Edgar Dale’s Cone of Experience
The Cone of Experience

“The cone is visual analogy and like all analogies, it does not bear an exact and
detailed relationship to the complex elements it represents.” – Edgar Dale
In preparing to become a teacher, there are elements that should be taken into
consideration. One way of putting it is the 8M’s of teaching and each element contributes to
ensuring effective instruction.
The Eight M’s of Teaching
1. Milieu – the learning environment
2. Matter – the content of learning
3. Method – teaching and learning activities
4. Material – the resources of learning
5. Media – communication system
6. Motivation – arousing and sustaining interest in learning
7. Mastery – internalization of learning
8. Measurement – evidence that learning took place
With the reference to the 8 M’s of instruction, one element is media. Another is material.
These two M’s (media, material) are actually the elements of the Cone of Experience. Edgar
Dale’s Cone of experience relates well with the various instructional media which form part
of the system’s approach to instruction.
Dale’s Cone of Experience

The cone of experience is a visual model that shows a continuum of learning; a
pictorial device that presents bands of experience. It does not strictly define the bands to be
mutually exclusive but allows the fluid movement across the levels. In fact, the sensory aids
may overlap and even blend into one another. For example, viewing a play is far different
from being a part of it. It is far different listening to somebody explaining the architectural
design from actually executing the plan.
The version of Dale’s Cone of Experience with percentages as to which band will be
hone higher order thinking skills and engage learners more may be confusing because it may
not necessarily mean that learning better takes place when materials or activities belong to the
upper level of the cone or that the nature of involvement is more active if it is in the bottom.
For all the descriptive categorization of learning experiences, other elements such as
students’ motivation to be engaged and learn have to factored in as well.
Dale (1969) asserts that:
The pattern of arrangement of the bands experience is not difficulty but degree of
abstraction – the amount of immediate sensory participation that is involved. A still
photograph of a tree is not more difficult to understand than a dramatization of Hamlet. It is
simply in itself a less concrete teaching material than the dramatization…
In our teaching, then, we do not always begin with direct experience at the base of the
Cone. Rather, we begin with the kind of experience that is most appropriate to the needs and
abilities of particular learning situation. Then, of course, we vary this experience with many
other types of learning activities. (Dale. 1969 as cited in B. Corpuz & P. Lucido, 2012)
The Bands in Dale’s Cone of Experience
 Direct purposeful experiences – these refer to foundation of experiencing learning.
Using the senses, meaningful knowledge and understanding are established. This is
experiential learning where one learns by doing.
 Contrived experiences – it is in this category that representations such as models,
miniatures, or mock ups are used. There are things or events that may be beyond the
learner grasp and so contrived experiences can provide a substitute.
 Dramatized experiences – these are commonly used as activities that allows students
to actively participate in a reconstructed experience through role-playing or
dramatization.
 Demonstrations – when one decides to show how things are done, a demonstration is
the most appropriate experience. It is an actual execution of a procedure or a process.
A demonstration of how to bake a cake or how to execute the dance step is an
appropriate way of making the learning experience meaningful.
 Study trips – these are actual visits to certain locations to observe a situation or a
case which may not be available inside the classroom.
 Exhibits – these are displays of models such as pictures, artifacts, posters, among
others that provide the message or information. These are basically viewed, however,
there are currently exhibits that allow the viewers to manipulate or interact with the
display and as a result, the exhibit becomes more engaging and fun.
 Television and motion pictures – this technology equipment provide a two-
dimensional reconstruction of a reality. These allow learners to experience the
situation being communicated through the mediated tools. They provide a feeling of
realism as viewers try to understand the message portrayed by actors in the films.
 Still pictures, recordings, radio – still are pictures or images. Together in this
category are the audio-recorded materials or information broadcast through the radio.
 Visual symbols - these are more abstract representations of the concept or the
information. Examples of these are information presented using a flow chart. For
example, a process can be presented using a flow chart.
 Verbal symbols – this category appears to be the most abstract because they may not
exactly look like the concept or object they represent but are symbols, words, codes or
formula.
In addition, Brunner’s three-tiered model of learning points out that every area of
knowledge can be presented and learned in three distinct steps.
1. Enactive – a series of actions
2. Iconic – a series of illustrations or icons
3. Symbolic – a series of symbols
With young learners, it is highly recommended that a learner proceed from the
ENACTIVE to ICONIC and lastly to the SYMBOLIC. A young learner would not be rushed
to move to immediate abstraction at the highest level without the benefit of a gradual
unfolding. However, when the learner is matured and capable to direct his own learning, it
may move fluidly across the cone of experience.
TPACK as a Framework for Technology-Driven Teaching and Learning

What is TPACK?
TPACK is a framework that combines the teacher’s three knowledge areas:
technological knowledge, content knowledge, and pedagogical knowledge. This
framework shows the interconnectedness of content knowledge and the integration of
technology in making teaching more engaging relevant and effective. It looks at how these
knowledge areas intercept or work together to increase student’s motivation and make the
content more accessibly engaging to students. This framework has significantly influenced
practices in teaching as a result of research.
The Technological, Pedagogical and Content Knowledge known as TPACK is a
theoretical model describing the capability of the 21st century teacher. To be relevant to the
learners of today, the teachers should be able to blend his knowledge and capability in the
content of the discipline.
CK is content knowledge. It is the “what” – understanding of the content such as
language arts, math, science, history among others. this is composed of facts, concepts,
theories or principles in a given discipline. Pedagogical knowledge (PK) is the “how”. It is
the expert’s knowledge in the science of teaching from educational and learning theories to
individual differences to strategies and techniques as well as assessment of learning. The
teachers need to possess the capability to handle learning through effective method and
appropriate strategies.
The intersection of the pedagogical and content areas of knowledge is the PCK. This
how much competencies the teachers have in making the students learn concepts and skills.
this includes the knowledge of how to use techniques that can meaningfully address different
learning styles while supporting content with deeper understanding. Schulman (2008)
considers this teaching at its best.
The incorporation of technology knowledge into PCK by Mishra and Koehler (2006)
is relevant to 21st century teaching. This is the TK or the technological knowledge. This is the
teachers’ knowledge on how to select, use and integrate but also about the quality of content
that students can access through appropriate applications and sites.
When technology is used in a specific subject area to enrich and deepen student’s
understanding of content, this is the intersection called TCK or Technological-Content
Knowledge. For example, to deepen student’s understanding of a concept or area of study,
students gather information and collect data and evidence using technology tools and present
these information using an application.
Furthermore, TPK which is Technology-Pedagogical Knowledge is knowing how to
select, use or develop technology to manage student learning. For example, who will use
collaborative tools that will allow students to work together and share information? How will
you use an application that will allow students to creatively share their well-researched
project in class or to others outside of the school? If they need to communicate with an expert
in the industry, what tools can they employ so that they may be able to interview the right
expert who can assist them in their capstone project? As a teacher, using the appropriate
technology to ensure effective instruction is TPK.
It allows student to learn content through digital tools. They can document and record
evidence and plot out a strategy using a collaborative tool where the group can discuss their
action plan while in or out of school. The drawn plan can be presented using a productivity
tool (i.e. power point presentation or a digital story) to pertinent persons for feedback. Once
approved and given support, the project can now proceed to the next level implementation
stage.
The intersection of all knowledge areas is known as the TPACK. So, TPACK is about
what the teachers know, how they teach and how technology is used in the delivery of the
lesson to make it more engaging and making learning more relevant in the 21st century.
In conclusion, TPACK will start with content and then pedagogy and layer in
technology. Sometimes, you might get excited about the technological tool and design a
lesson around it. Remember, it is NOT about the technology tool but it is the right blend of
the three knowledge areas.
The figure shows a balanced and collaborative functions of the varied activities
manifesting teacher’s competencies.
TPACK Model
SAMR Model
SAMR is model designed to help educators infuse technology into teaching and
learning. Developed by Dr. Ruben Puentedura, the model supports and enables teachers to
design, develop, and infuse digital learning experiences that utilize technology. (Nov 9, 2013)
S stands for Substitution. It is literally using technology as an alternate for the regular
item that is employed in augmenting or assisting instruction. Instead of using a map or a
globe in teaching geography, teachers can use Google map or Google earth instead.
Showing a location in a map can be substituted by the use of google map or google
earth.
A is Augmentation. In this part, technology integration, there is a functional

improvement in the use of technology tool. With the google map, you can use the
features available such as measuring the distance, from one point to another. You can
provide a task by making students utilize this. For example, ask them to measure the
distance and get the estimate time of travel if they start from one point to go to the next
point. With this use of the google map, you tap on certain functions that the application
provides instruction with technology integrated is enhanced.
M means Modification. In this level, technology is used to redesign a lesson.

When studying geography for example, google applications have panoramio.
Using this you can guide students to start uploading their own pictures of places
they may have visited online. A brief description of these places can also be
added. If internet connectivity is not available in the classroom, they can do the
task after class. With clear and proper instructions, students can be guided to
work on the assignment.
R means Redefinition. It represents the idea of creating something from the regular
item. Technology allows the creation of a new concept that has not been previously
conceptualized. Puentedura labels this as the transformation of learning. Students are
given the opportunity to create an output based on what they know and learned using a
technology tool or application. So with the ready pictures an uploaded in panoramio,
students can probably write the script for a guided tour using his available materials
(i.e. pictures) using Google Earth and start arranging these to be shared through the
world wide web. It would be good if before the students start posting or publishing
their work online, as a teacher, you can review it just to be sure if it is ready to be
shared.
SAMR Model
This figure provides explanation of integrating technology.
This may help……….

You may use
applications that you
know. If you have no
idea, you may start
exploring some tools
and application found in
the image of Apps in
Education Poster and
think how you can
integrate them in a
lesson. All you need to
do is to explore them
and be familiar with
their features.
Bloom’s Digital Taxonomy

Benjamin Bloom is a known educationist who provided the cognitive taxonomy
which has greatly been used in education. His students, Andersan and Krathwohl made some
revisions. This is the Revised Bloom’s Taxonomy.
HIGHER ORDER THINKING SKILLS HIGHER ORDER THINKING SKILLS
Evaluation Creating
Synthesis Evaluating
Analysis Analysing
Application Applying
Comprehension Understanding
Knowledge Remembering
LOWER ORDER THINKING SKILLS LOWER ORDER THINKING SKILLS
original revised
This is an infographic that shows the relation of SAMR and Bloom’s Revised Taxonomy.
Some more applications that can be explored are found in this infographic.
ASSURE Model is a guide in crafting an instructional flow that can

guide the teacher in integrating appropriate technology and media into the
The ASSURE Model
instructional process. It also refers to a systematic approach that the teacher can use
when writing an instructional plan.
This model is composed of six essential steps in planning instruction. Theoretically, it

is a mental framework that a teacher considers.
FIRST STEP: ANALYZE With the learner as the center of the center of the
LEARNERS instructional process, the initial consideration is to get a
clear picture of the learner’s learning styles, age level,
interests or preferences, background, special needs and
cultural diversity.
SECOND STEP: STATE This is the main instruction guide that will direct the flow
OBJECTIVES to reach the target. Known as the learning outcome
expected of the lesson, this statement describes what the
learner would be able to perform as a result of the
instruction.
THIRD STEP: SELECT Selecting the appropriate way of delivering the lesson and
METHODS, MEDIA AND using the applicable media or technology can effectively
MATERIALS make learners acquire understanding of the lesson or gain
the competence desired. The teacher has to decide which
strategy, materials or technology would be best
considering the learners and the desired learning
outcomes.
FOURTH STEP: UTILIZE Having selected the strategy, media and materials is
METHODS, MEDIA AND halfway of the task done. Planning how to implement
MATERIALS these entails a lot of consideration. Bearing in mind the
learning outcome of the lesson, the teacher decides which
part of the instructional flow will a particular material or
technology be employed and the manner on how it will be
more effective to achieve the learning outcomes.
FIFTH STEP: REQUIRE Student engagement is an important element. The learners
LEARNER have to be made to understand their role in taking
PARTICIPATION accountability of their own learning. Therefore, the teacher
has to design sections of the lesson where the learners are
guided to participate in and perform tasks with minimal or
no supervision at all.
SIXTH STEP: Assessing learners’ performance can take place across
EVALUATING STUDENT phases of the lesson. However, it is emphasized that the
PERFORMANCE basic rule is that the evaluation should be congruent to the
learning outcome provided in the lesson. Some learning
outcomes can be sufficiently evaluated using a pen and
paper test but there are other learning outcomes that can be
assessed by using rubric or having a aggregated write-up
through the use of a portfolio assessment. The teacher
decides which is appropriate for the intention of the
evaluative activity.
References:
Lucido, P. & Corpuz, B. (2012). Educational Technology 2. Quezon City. PH:Lorimar Publishing Co.
https://www.youtube.com/watch?v=p.esxgRetvk
https://www.youtube.com/watch?v=fagVSQIZELY
Heinrich, R. (2003). Instructional media and Technologies for learning. (7th Edition). Upper suddle, New York:Meril Prentice Hall
Newby, T.J. (2011). Educational technology for teaching and learning. (4th ed.) Boston: Pearson education. Inc.
Roblyer. M.D. (2003). Integrating Educational technology into teaching (3rd ed.) Upper Suddle, New York: Merill Prentice Hall
Samldino, S. et al. (2005). Instructional Technology and Media for lerning, 8th ed. New Jersey: Pearson prentice Hall pp. 53-65
Activity Sheet
Subject:______________________________ Score:________________________________
Activity 1 Essay
Direction: Talk with peers to answer the following questions:
1. If you teach a lesson on the concept of fractions to a grader, how will you proceed if
you follow the pattern in Dale’s Cone of Experience beginning with the concrete
moving toward the abstract?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________.
2. Try to explain why reading teachers discourage us from reading only comics or
illustrated comic version of novels?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________.
3. How would you account for children who can label and identify the objects even if
they have not actually seen them in reality?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________.
4. Now, that there is a great deal of ICT tools and applications used in enriching the
lesson, how would you explain its potential use in instruction and where will you
categorize it on the Cone?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________.
Activity 2 Making on Task

Direction: Using SAMR, think of how you can integrate a technology tool for each phase to
show the transition from using it to enhance instruction leading to a transformative use of
technology. Design a task that can have a positive effect on student’s learning outcomes.
SAMR Task or Learning Activities
Redefinition
Modification
Augmentation
Substitution
Activity 3 Complete the Table
Direction: Think of a lesson and hypothetical group of learners. Design the lesson good for
an hour by writing a brief outline of a plan. Explain how the ASSURE Model has helped in
the process of designing it. Discuss the rationale of the decision on the selection of the
materials, technology tools, learning and assessment activities.
Elements in an What is it? Explain the reason for the
Instructional Design decision in relation to the
ASSURE Model.
Lesson Topic:
Subject Area:
Level of Learners:
Duration:
Learning Outcomes:
Material/s or
Technology/s:
Learning Activities:
Assessment Activities:
Assessment
LEVEL DESCRIPTION


4 - Good
Minimal effort.
3 - Fair
Fair presentation.
Somewhat unclear.

Very unclear.
1 - Very Poor
Limited attempt.
Assignment (if any)
Direction: Look for a research article related to TPACK from a published journal article.
Study it and identify the following:
Research Methodology Results and Insights Gained
Objective/s Discussion
Feedback Form

Name of Student: ___________________________________________________
Program : ___________________________________________________
Faculty : ___________________________________________________
Schedule : ___________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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Technology for Teaching Learning I

Introduction to Technology for

1|EDCK 5 Technology for Teaching Learning I

Introduction to Technology for Teaching and Learning

ICT Competency Standards for Philippine Pre-Service Teacher Education

ICT Competency Standards (CHED-UNESCO) as provided in the 2017, Policy,

ISTE National Educational Standards for Teachers (NETS* T)

ISTE National Educational Standards for Students (NETS* S)

From how technology teachers facilitate learners, outcomes of students learning

Understanding the Basic Concepts in ICT

5|EDCK 5 Technology for Teaching Learning I

6|EDCK 5 Technology for Teaching Learning I

Roles of Technology for Teaching and Learning

7|EDCK 5 Technology for Teaching Learning I

8|EDCK 5 Technology for Teaching Learning I

2. Technology enhances learners' communication skills through social interactions. This

9|EDCK 5 Technology for Teaching Learning I

3. Technology upgrades learners higher-order-thinking skills: critical thinking, problem

Well written and very organized.

Writes fairly clear.

Very poor grammar mechanics.

Direction: Make a Survey. (Interview atleast five teachers of Elementary)

Consolidate your data.

ICT Policies and Safety Issues and

ICT Policies and Safety Issues and Teaching and Learning

Policies and Issues on Internet and Implications to Teaching and Learning

There are several types of privacy as shown by the following examples:

Safety Issues on the use of ICT including e-Safety Rules

Some Risks in the Use of ICT and e-Networking

Minor Misuse of ICT

 1. Safety in the Use of Network in Schools

Title of the Issue: (Choose from A, B, C, D) Ex. Privacy and Security

What lesson have you learned:

What suggestions can you offer?

3. Which of these is minor infraction in the use of digital facility?

4. Which is NOT TRUE about e-safety in the use of digital technology?

Well written and very organized.

Writes fairly clear.

Very poor grammar mechanics.

(No assignment for this chapter)

Theories and Principles in the Use

Theories and Principles in the Use and Design of

Edgar Dale’s Cone of Experience

The Cone of Experience

Dale’s Cone of Experience

TPACK as a Framework for Technology-Driven Teaching and Learning

A is Augmentation. In this part, technology integration, there is a functional

M means Modification. In this level, technology is used to redesign a lesson.

This may help……….

Bloom’s Digital Taxonomy

ASSURE Model is a guide in crafting an instructional flow that can

This model is composed of six essential steps in planning instruction. Theoretically, it

Activity 2 Making on Task

Well written and very organized.

Writes fairly clear.

Very poor grammar mechanics.

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