Prof. Ed.

204 / Technology for Teaching and Learning 1

Non-digital and Digital Skills and Tools in Delivering Technology-Enhanced

Lessons

Introduction

Teaching becomes rewarding when learners get the most from instruction as
manifested in their performance. An important element in engaging learners is when
the strategy used in delivering the lesson uses an instructional material. When properly
and appropriately used, it can spice up a classroom activity.
Nowadays, lessons can be made more relevant and engaging for learners as digital
tools are integrated. Let us explore the possibilities of learning about these tools and
how effectively integrate them in instruction.

Intended Learning Outcome

1. Integrated media and technology in various content areas.
2. Describe technology tools that are used in group activities.
3. Used technology tools to collaborate and share resources among communities of
practice.
4. Reflect on the use of technology and on its relevance and appropriateness.
Content
 Development and Use of Non-Digital or Conventional Materials
 Select and Use Tools for Teaching and Learning
 Using Mobile Phone and the QR Code
 Using Laptop and the Infographics
 Creating ePortfolio as a Technology Tool
 Digital Literacy Skills in the 21st Century

Lecture/Discussion
Development and Use of Non-Digital or Conventional Materials

The teachers need instructional materials to enhance teaching and learning.

Instructional materials are defined as print and non-print items that are rested to
impact information to students in the educational process (Effiong & Igiri, 2015).

Instructional materials have several roles in teaching and learning which include the
following:

1. They promote meaningful communication and effective learning

2. They ensure better retention, thus making learning more permanent
3. They help to overcome the limited classroom by making the inaccessible
accessible
4. They provide a common experience upon which late learning can be developed
5. They encourage participation especially if students are allowed to manipulated
materials used

Instructional materials are the supplementary material, which help the teacher to
make his/her presentation concrete, effective, interesting, meaningful and inspiring.

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It is important to understand how to developed instructional materials.

Instructional materials refer to any preexisting materials that are being incorporated, as
well as to those that will be specifically developed for the objectives (Haigler, 2014).

There are also several factors to consider in developing instructional materials:

1. Develop a story board and working outline based on the subject goals and
objectives.
2. Identify existing institutional resources including materials and teachers’
capability.
3. The teacher may research off the shelf materials that have been developed by
others to determine if their approach could be useful.
4. Explore the possibility of adapting concepts of other teachers without infringing
on anyone’s copy protected design.
5. Modify existing materials based on the objectives of the lesson.
6. If the instructional materials are effective, you can share them with other
teachers.
7. The teacher developer can also sell her/his materials available.

DIORAMA

Dioramas are small scenes created of layers of materials, all depicting a similar
concept or theme.

In developing diorama, you will:

1. Choose a concept or theme
2. Research the subject
3. Make a rough sketch of your ideal diorama
4. Make a list of the items you’ll need and gather your supplies
5. Select a container or box

NATURE TABLE

This is a table that contains objects and/or scenes related to the current season, or
upcoming festival or a symbol of an ecosystem.

WRITING BOARD

A writing board can display information written with chalk (chalkboard or blackboard) or
special pens (whiteboard).

Suggestions on Using the Writing Board:

1. Keep the board clean
2. Use chalk or pens that contrast with the background of the board so that
students can see the information clearly.
3. Make text and drawings large enough to be seen from the back of the room.
4. Prepare complex drawings in advance (if very complex, an overhead
transparency or 35 mm slide may be preferable).
5. Underline headings and important or unfamiliar words for emphasis.
6. Do no talk while facing the board.
7. Do not block the students’ views of the board; stand aside when writing or
drawing is completed.
8. Allow sufficient time for students to copy the information from the board.

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FLIP CHART

It is a large tablet or pad of paper, usually on a tripod or stand.

Suggestions on Using Flipchart:

1. Use wide-tipped pens or markers; markers with narrow tips produce printing that
is difficult to read.
2. Print in block letters that are large enough to be read easily from the back of the
room.
3. Use different colored pens to provide contrast; this makes the pages visually
attractive and easier to read.
4. Use headings, boxes, cartoons and borders to improve the appearance of the
page.
5. Use bullets ( ) to delineate items on the page.
6. Leave plenty of “white space” and avoid putting too much information on one
page.
7. When pages are prepared in advance, use every other page. If every page is
used, colors will show through and make text difficult to read.
8. Have masking tape available to put the lower portion of the page and tape it.
When ready to reveal the information, remove the tape and let the page drop.
9. Face student, not the flipchart, not the flipchart while talking.

ZIGZAG BOARD

It is a multi-board series of three or four rectangular boards. They are joined along the
sides by hinges so that they can be easily folded up and carried. Each board can be of a
different type, for example, a whiteboard, a chalkboard, a flannel board and so on. The
size of the boards for the zigzag multi-board depends on what you want to use them
for.

WALL DISPLAY

Displaying items on a classroom wall is a well-known, tried and tested educational

method.

Wall display is a collection of many different types of items and materials put up on a
wall to make an interesting and informative display.

ROPE AND POLE DISPLAY BOARD

This board consists of two parallel, horizontal poles tied loosely together with rope.
Visual aids such as posters can be pinned to the rope.

This kind of display board is invaluable where there are few solid wall for displaying
information.

Guidelines when designing conventional instructional materials:

1. Unity – use only one idea for each visual aid and include a headline.
2. Simplicity – make ideas and relationships simple and easy to recall. Avoid
cluttering a visual with too many words, numbers, or graphics. The audience
should be able to grasp the concept in 10 to 15 seconds.
3. Legibility – make letters big and readable for all in the audience.
4. Consistency – use the same type style and art style.
5. Clarity – avoid type that is too small to read; avoid all caps.

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6. Quality – make it near and professional and remember to proofread.

There is no substitute for hands-on experience in creating instructional materials. The

following are suggested steps in developing instructional materials:

1. Find existing materials that may be adopted or amended to meet your needs
2. Use tools to create new instructional materials that help plan and carry out the
developments process
3. Implement preproduction activities before materials are created
4. Schedule the crafting of the story board
5. When developing content, provide contextualizing elements (collaboration, role
play, case studies)

SELECT AND USE TOOLS FOR TEACHING AND LEARNING

The current systems employ technologies by integrating ICT tools and

applications in education and in instruction.

A great part of learning is working on information and using it to create

something that can be useful and edifying for humanity. Since the intention of
education is to make learners become useful and productive citizens, the use of ICT
tools can provide a lot of possibilities on how learners can do something with what
they know.

Teachers can therefore employ ICT tools in their ways of engaging learners by
communicating, disseminating, and managing information. This direction of
integrating ICT tools will reveal the usefulness of employing ICT Tools in a wider
range of the teaching and learning process.

Allows
Effective
Collaborative

Allows Effective
Creativity Accessibility
Why ICT to Resources
Integration in
Education?

Easy
Allows Easy
Processing
sharing of
of
Resources
Information

Looking at the figure above, ICT integration in education allows ease of

processing of information, effective accessibility to resources, easy sharing of resources,
expression of creativity and effective collaboration. All these are easily done using the
gadget you have in your pocket or backpacks.

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A. Using Mobile Phone and the QR Code

Since ICT integration allows ease of processing of information, here’s an example of
how we can read information at a quicker and in an interesting manner.
Have you seen a symbol like this one below? This is now popularly used in different
products, reading materials, and even in museums. This is a QR code.

What is a QR Code
Are you familiar with QR Code?

Familiarize yourself with a QR Code. It is a code that was created by a Japanese

corporation Denso-Wave in 1994. Effectively and efficiently connecting the physical
world with the electronic world, QR stands for ‘Quick Response.’ It allows the readers to
decode the information at a high rate of speed. This is popular in Japan and it is also
used by companies as they attach their QR codes in the products. It usually gives as
URL linking you to a website or immediately provides the salient information about the
product.

You can easily read QR codes through a QR code scanner. Here’s all you need
to do:
1. Have a mobile phone with a camera;
2. Using the mobile phone, download from Playstore or App Store the QR Code
Reader/Scanner application. Choose an appropriate QR codes reader for your
operating system whether IOS or Android. Once installed in your gadget, you can
use it to read the codes.
3. Focus your camera on the QR code. Click it and the message will be revealed to
you.
More interesting than reading QR codes is creating your own QR codes.
How will you make your own QR Code?

Step 1: Be online.
Step 2: Search for a QR Code generator and ensure that you read the information
about the application. This is important to ensure your safety in the internet. There are
tons of QR Code generator out there, but a few of the most popular include Kaywa,
GORQ.me, Visualead, and QR Stuff. There are many FREE applications online and
therefore you can take this chance to use them.
Step 3: Once you have identified your free online QR Code Generator, you can now
encode the text or the information that you want.

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Step 4: Run it and save it as a jpeg file. Now, you have successfully created your own
code which you can download.
Step 5: Test the QR code using your QR Code reader or scanner.
Take a look at the table on ten interesting ways to integrate QR Codes in your teaching.
Were you able to think of something similar?

Ten Interesting Ways to Integrate QR Codes in Your Teaching

Create Interactive and Engaging Scavenger Hunts

Content

You can enrich the content you teach in a
class by using QR Codes that link to other
readings and resources. You can link to a
pdf, a video production, a website, a
document, or n audio file among others.
Create an interactive classroom activity
such as the Scavenger’s Hunt by using
QR codes that provide directions or
instructions resulting in better learner
engagement.

Share Resources Enhance Classroom Library

Learners can use QR Codes to share
educational resources with each other
(e.g. lecture notes, web content, how-to-
do videos.
Create QR Codes of students’ brief write-
ups about why they enjoy their book and
put them right in or on the books in the
class library. Students can use these QR
Codes to find out more about the books.

Use in Classroom Activities Gather Students Feedback

The QR Code can be used in giving
instructions in class and pin them up
inside the classroom instead of providing
them with thick copies of printed
materials giving instruction on how to do
an activity.
You can create surveys, polls, and forms
using google form and share them with
students as QR Codes which can be easily
scanned and accessed.

Provide Help with Homework Research Project

A detailed instruction can be made into a Make students create QR Codes linking
QR Code which students scan at home other resources and web content to their
and use the information to help them research work.
comply with their assignments.

Communication with Parents or Provide Easy Access to Online

Partners Content

You can share information to parents on
school events or activities in school. You
can also put it in a webpage for parents
to get information or include it in
newsletters, permission slips, etc. You
can have them printed as magnets and
parents can get the information.
However, be sure to orient the parents
Create QR Codes with URLs for students
to gain easy access to online resources.
Sometimes when a long URL is given,
learners may copy broken URL version
hence, resources become inaccessible.

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on how to use QR Codes.

B. Using Laptop and the Infographics

There is an apparent deluge of information around and access to these is made
easier through the internet.

In the teaching and learning context, you may face with a challenging topic given a
short amount of time. How can you deliver that information simply and effectively while
making it engaging and informative as well?

An infographic is a visual presentation or an image such as a diagram, chart or picture

representing information or data. It is eye-catching and makes use of a clear layout,
attractive colors and hues, and caricatures that provide a cohesive presentation of the
information.

There are many ways for which infographic can be used.

1. To present survey data
Presenting statistical data such as from surveys can be overwhelming,
infographics can be highly useful. Data are much easier to decode. They can be
made easier and quicker to understand.

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2. To simplify a complex concept

Simplifying s complex idea is the core purpose of using infographics. This is a
very effective educational tool as a way of summarizing key points or providing
an overview of a lesson.

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3. To explain how something functions

Using infographics, you can show the
intricacy of how something complex
works. It can reveal the mechanics
behind how an object works.

4. To compare
Presenting information by highlighting similarities and differences through a
visual parallel in an infographic can turn out more effective than sometimes
expressing it in words. It easier to draw comparisons with the same information
neatly organized.

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5. To present interesting facts

When information or facts are
presented all in words, the use of
infographics can bring life. If done well,
infographics can transform the
information into visual image that can
attract and engage readers.

How will you make your own Infographics?

You need the following:

1. You need to be online.
2. Using the PC, laptop or mobile phone, search for Canva, Vismen or Venngage
among others.
3. Create or sign up an account if you still do not have one in order to design your
own infographics.
4. Procedure:

Step 1: Choose the most suitable template for your use from the library.
Step 2: You may use images from their file or upload your own pictures.
Step 3: Make a cohesive layout containing correct and essential information.
Step 4: You can choose a background and font style.
Step 5: You may change the color of boxes and the text to suit your style and
add stunning filters to add flair.
Step 6: Save image of the infographics.
Step 7: Share the infographics you have created.

Creating ePortfolio as a Technology Tool

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In 21st century instruction where independent learning is encouraged; the

documentation of a personal learning journey is a must. Such documentation can
help the teacher monitor the process and assess the product of learning. Doing
this requires proper organization through portfolio.

Portfolio may come in many forms. It can look like an album or scrapbook or
even a filter where the documents and evidences are kept. However, nowadays,
it is possible to have online portfolios by creating sites. This is also called the
ePortfolio or digital portfolio. This can be used as a digital archive that can
contain the same materials as a physical portfolio but can have more such as
multimedia productions, relevant online links or references, digital stories or
video blogs, powerpoint presentations, photographs and other ICT materials. The
ePortfolio can be private or can be published and shared publicly to stakeholders
like parents and friends.

Creating an Online Portfolio Using a Site

There are many sites that can be used in creating an ePortfolio. One of which is
the google site. If you have a google account, you can start using the available
applications.

Steps in constructing an ePortfolio

1. Enter your gmail account and look for Sites.
2. You scroll down and read further until you see the icon for Sites.
3. When you click it, it will lead you to another section. This will let you create a
site that you can use as an ePortfolio.
4. Consider a good label or a title for your ePortfolio and prepare the texts,
links, multimedia outputs, images or jpeg files that you want to upload in the
pages of the ePortfolio.

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Parts of an ePortfolio
Just like a book, the eportfolio has pages or sections. The organization can follow a
chronological order based on the activities that you go through or you can have a
thematic arrangement. Whatever you choose, it will be a display of your organizational
skills.

Home Page
The first section is the Home or your cover page. This is the first thing that your readers
will see. So you need to introduce yourself and the objectives of your ePortfolio.

Pages
The pages that you can add depend on how you would like to organize your ePortfolio.
What is important is that you need to construct your ePortfolio at the start of the class.
In that way, you can have a fresh start as you try to be conscious in documenting the
activities and learning that goes with each session.

Reflection
A major element in a portfolio whether it is online or not, is the writing of the reflection.
It is thinking-aloud, a way of documenting what they are thinking. How students are
processing the input and the application of what they have learned into an activity or a
project needs to be captured.

Sometimes it is difficult to write a reflection and a structure can be helpful. There are
many models that can be used as a guide in writing reflections. One is the Gibb’s
reflective cycle model (1988).

Action Plan
Description
If it arose again, what What happened?
would you do?

Conclusion Feelings
What were you thinking and
What else could you have done? feeling?
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What 1was good and
What sense can
you make of the bad about their
situation? experience?

Gibb’s reflective cycle has six stages

1. Description – this initial phase in writing a reflection is very simple since you
just need to describe the activity or the experience to the reader. You can write
a little about the background on what you are reflecting about by including
relevant and to-the point details.
2. Feelings – Learners are involved in learning and activity or perhaps a lesson can
trigger certain feelings. So at this point, you can consider and think about how
you feel at that time when you were doing the activity or having the experience.
You need to discuss your emotions honestly about the experience but not to
forget that this is part of an academic discourse.
3. Evaluation – When evaluating, discuss how well you think the activity went.
Recall how you reacted to the task or situation and how others reacted. Was the
experience a pleasant want or otherwise? This is also a possible part where you
can perhaps incorporate related readings of other author’s principles or theories.
4. Analysis – This part of the write up includes your analysis of what worked well
and what have facilitated it or what may have hindered it. You can also discuss
related literature that may have brought about your experience.
5. Conclusion – Now, you can write what you have learned from the experience or
what you could have done. If your experience is a good one, you can probably
discuss how it can be ensured or how you will further enhance a positive
outcome. On the other hand, if the experience is frustrating eliciting other
negative feelings, perhaps you can discuss how those can be avoided in
happening as this leads to the next step – Action Plan.
6. Action Plan – At the end of your reflection, you write what action you need to
take so that you will improve next time such as consult an experienced teacher
for some advice or read a book that will provide answers to your queries. You
can make a plan on how you can address what went wrong so that you can take
the right step to succeed in achieving the task. If you did well and feel good
about it, then you can plan out how you can further enhance a good work.

Administrating the ePortfolio

Before publishing your eportfolio fo the world to see your work, you can control who
can see your work. The icon for sharing the site can be managed by entering the email
address of the person with whom you want to share it.

Technology Collaborative Tools in the Digital World

The learners of this generation are a new kind of breed and it is important that teachers
understand how to deal with them. They seem to thrive in collaborative learning. They

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like to connect to the social networking sites. Creating and producing something are
what they prefer to do rather than become consumers of information inside the
classroom.

One way to engage students is to give them a challenge and a chance to work
together. An example is when you give them an issue to discuss which that can
continue talking about even if they are outside of the class. Students may continue the
discussion and share information or come up with an agreement by texting, chatting or
using the online document. Once they have agreed, they can move to the next step of
presenting their agreements or resolution to the class.

There are a lot of available tools and applications that can be used to work
collaboratively with others. Some of these are messenger, skype, wikis, blogs, google
form, web conferencing among others. You need to explore each application to be
familiar with the features.

Digital Literacy Skills in the 21st Century

The 21st Century has redefined digital literacy. It has broadened its perspective to
include other aspects of the 21st context.

What is digital literacy?

Digital literacies are the individual’s capabilities to be able to effectively and responsibly
function and perform in a digital society. The term “ digital literacy” was coined by
Paul Gilster in 1997 and it came from the discussion of the concepts on
a. Visual literacy when images and non-verbal symbols try to capture the
knowledge;
b. Technological literacy requiring one to be able to use technology in addressing a
need;
c. Computer literacy which in the 1980s started to become a household item
manipulated to achieve one’s target; and
d. Information literacy which refers to the finding, evaluating, using and sharing of
information.

In the teaching and learning context, digital literacy is an important competence. Study
the varied digital literacies below.

Media Literacy – is one’s ability to critically read information or content and utilize
multimedia in creatively producing communications.

Information Literacy – is locating information form the web and interpreting while
evaluating its validity in order that it can be shared.

ICT Literacy – is knowing how to select and use digital devices, applications or
services to accomplish tasks requiring the use of the internet.

Communications and Collaboration – are one’s capabilities in being able to

participate in the digital networks in the teaching and learning context.

Identity Management – is being able to understand how to ensure safety and

security in managing online identity and foster a positive digital reputation.

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Learning Skills – are ways of knowing how to study and learn in a technology-
enriched environment; this is knowing how to utilize technology in addressing the need
to learn efficiently.

Digital Scholarship – is being able to link and participate in professional and research
practices.

One important component of digital literacy is having an in-depth understanding of

concepts requiring core skills. These core skills are known as the C’s of the 21st Century
Skills.

The Four Cs of the 21st Century Skills

The four Cs of the 21st Century Skills refer to critical thinking, creativity, communication
and collaboration. To perform well in our country, you need to develop and enhance
these skills.

1. Critical Thinking – is learning how to solve problems. It teaches students not

to accept immediately claims without seeking the truth. It is the ability to
differentiate facts from opinions and not only just learn a set of facts or figures
but also discover these for the sake of knowing what ought to be.
2. Creativity – requires students to think out of the box and to take pride in what
is uniquely theirs. It means that they will be able to look at a problem from
multiple perspective including proposing multiple possibilities and alternatives to
address a problem and they need to take calculated risks.
Creativity encourages students to think beyond the expectations of conventions.
However, creativity may not ensure success all the time but it may lead to
another direction that can actually be a better way of figuring out how to solve
the problem those that others may not see.

3. Communication – makes students express their ideas in the clearest and

organized manner. Through varied modes – face-to-face, technologically
mediated or a blended medium, they need to know how to efficiently and clearly
convey ideas.

4. Collaboration – happens when students know how to work well with others to
accomplish a given task or solve a problem at hand. When students are made to
work with others in a pair or in a group, they are given the chance to practice
how to relate with others. They may be working with classmates they do not
really prefer to work with but with your guidance, you can teach them to tap on
the capabilities of each member of the group and collaboratively achieve the
goal.

In addition to the 4C’s, there are Citizenship and Character.

Citizenship is known as netizenship in the virtual world. This is making the person
consider how one behaves accordingly by observing the norms and rules that are in

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accordance with what are sociably and virtually acceptable. As a result, one is
projecting a reputable digital literacy which is his or her character.

Digital Literacy Skills vs. Digital Literacy

Digital Literacy Skills required in the wired world. These skills vary from texts to images
to multimedia. Future teachers who will be handling students considered as tech savvy
should equip themselves with competencies and influences needed to handle the fast
emerging tools and applications that should be able to handle even artificial
intelligences.

Lynch (2017), identified eight digital literacy skills needed to become digitally literate.
These are:

1. Coding – coding is a universal language. Basic understanding of HTML, HTTPS

and the like will create a shared understanding of what can be done with the
web pages.
2. Collaboration – the use of Google Docs among others allows student to begin
experimenting with effective online collaboration.
3. Cloud software – this is essential part of document management. The cloud is
used to store everything from photos to research projects, to term papers and
even music.
4. Word Processing Software – Google Drive, Microsoft Online Drop Box are
available for storage and management solutions.
5. Screencasting – a screencast is a video recording using the computer screen
and usually includes an audio. On the other hand, when you, take a picture on
the screen of your computer, it is called a Printscreen. Both can be used in
explaining topics as well as providing a visual support to clarify what you are
thinking. While the printscreen is a picture, the screencasting is a video screen
capture which is a great way to share ideas and is easy to use for novice video
creator.
6. Personal Archiving – students should be taught the cocnepts of meta-data,
tagging, keywords and categories to make them aware how are they represented
online.
7. Information Evaluation – Critical thinking to weed out fake news is a crucial
21st century skill. The use of tools and skills needed to process information are
very much needed.
8. Use of social media – social media serves different purposes depending on the
user, the technology and the need.

Teacher and students should not only be proficient in how to use (digital skills) but they
need to see the information and media technology to find, evaluate, create and
communicate information requiring both cognitive and technical skills.

Here are examples of how Digital Skills or Proficiency support Digital Literacy.

Digital Skills Digital Literacy

Sending an email or text
Using Microsoft office/google
Evaluate the appropriate digital channel
for online communications with peers,
teachers and parents.
Identify the benefits and drawbacks of
each digital tool.

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Evaluate critically which tool is more

effective for the project at hand
Tweeting, posting to Facebook, Uploading Navigate the social media safely to
a video to YouTube, or posting a photo to protect oneself.
Instagram Identify hate propaganda and fake news.
Researching from the worldwide web Evaluate the information online.
a. Is the site legitimate?
b. Is the author an expert?
c. Is the information current or
dated?
d. Is the idea neutral or biased?

Reference
Bilbao, Purita P.., et al. (2019). Technology for Teaching and Learning 21., Lorimar
Publishing, Inc., Quezon City, Metro Manilas

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