Trends, Network &

Critical Thinking
Quarter 2 - Module 3
Information Communication
Technology
 Jumpstart

For you to understand the lesson well, do the following

activities.

Activity 1. Let’s Recall

Directions: List all the information and communication technology (ICT) tools and
gadgets that you know.

1. 11.
2. 12.
3. 13.
4. 14.
5. 15.
6. 16.
7. 17.
8. 18.
9. 19.
10. 20.

Discover

The Technology-Enhanced Learning Environment

Conole et. al. (2008) investigated how university students’ learning patterns
are influenced by the availability of technology-enhanced learning environment.
Conole et. al. (2008) said that these require combining old and new methods,
higher- level skills, such as evaluation and synthesis, and are necessary to make
sense of their complex technological-enriched learning environment and proper use
of tools in a combination of ways to suit individual needs.
Their study showed that the generation of new millennium learners
displays complex learning styles that are shaped by the ubiquity, accessibility, and
ease of use of digital resources. Conole et.al. (2008) emphasized that compared to
prior generations of learners, they are digital natives.
Technology is truly beneficial to the education process. It is not just for the
furtherance or continuation of the education system but is useful for the
transformation of learners and all persons involved in the education system. Recent
technology tools have really managed to take learning to the next level. These tools
can assist learners in the collection and analysis of data. They help learners release
unlimited potentials that they may not have known that they possess. The process
has only begun, but as more persons interact with the technology and become
aware of its inescapable liberating and inspiring potential, they will be forced to
deregulate their current practice, eradicate their inhibitions and incorporate
technological tools and devices.
 Though we generally see progress as a good thing, there are definite
disadvantages of technology in the classroom. Here are 5 disadvantages of
technology in the classroom.
1. It can be distracting to students.
2. It can disconnect students from face-to-face relationships.
3. It can make it easier to cheat.
4. It could put some students at a disadvantage.
5. It could cause students to use unreliable resources for learning.
 Explore

Here are some enrichment activities for you to work on to

master and strengthen the basic concepts you have
learned from this lesson.

Activity 1: Read Me! Understand me!

Source: YouTube.Deutsche. Bank May 7, 2012

Digital Society Explained

New ways to more transparency, participation, and innovation

The increasing use of modern network technologies is changing people’s

daily social and economic lives. Today, anyone and everyone can engage
interactively in digital spaces. This animated video explains important phenomena,
which help to cultivate a collaborative digital society, in which more and more
people can participate.

Digital structural change- This is giving rise to new forms of participation

and new patterns of value creation platforms, accompanied by shifting power
towards citizens and consumers’ sovereignty.
Corporate social media. Social networking platforms are penetrating all
spheres of life. At the corporate level, control over communications is being
redistributed towards the internet community. For all those who wish to exercise
control over information flows, this is a problem.
Open innovation. The more external ideas that are incorporated, the
greater the potential combination to create something new. But open innovation
often involves risk because classic value creation patterns have to be broken up
and modernized with new strategies and most importantly, with new interaction
competencies.
 Open government. Political institutions and government agencies are
likewise opening up to increase interaction with the public. The public data made
available can give rise to new applications and new business models. When
interaction takes place and government resists external feedback, new collaborative
and participatory models will evolve between the government and the citizens. As a
result, democracy becomes more transparent and more active.
Open access. User-friendly internet technology has fundamentally
improved the dissemination of scientific information. Active open access policy can
spread knowledge more efficiently and economically enhancing the economy’s
innovation potentials.
Open and free culture. People are also reaping the rewards of the digital
age in a creative sphere. More know-hows are being offered in virtual forms. People
are being encouraged to participate and interaction with peers is actively sought.
By making various projects, construction plans and compositions to blueprints
accessible and adaptable, it is hoped that the positive effects will spill over into the
innovation process.
Digital structural change, corporate social media, open innovation, open
government, open access, and open and free culture-all of these open and
innovative phenomena will help cultivate a collaborative digital society in which
more and more people will participate.

Seven Media Trends in 2014

These predictions are based on ID Media’s perception of the marketplace and

how it will shift over the next year.
With the New Year comes a timeless tradition- a reflection on what defined
the year prior and a look ahead at the trends that the future will bring. ID Media’s
executives put their heads together and came up with seven predictions of trends
that will define media in 2014.

 Fueled by new technology, marketers will become even more obsessed

with data. We are living in a world in which wearable technology- for
instance, Google Glass, Nike+Fuel Band, Samsung Galaxy Gear
Smartwatch- has officially taken off, one in which knowing the consumer’s
current location can be just as important as knowing their age and gender.
Data is a necessity in marketing to the on-the-go consumer, and the advent
of wearable tech promises lots of it. Combine this with the advanced
targeting techniques typically put into practice, and marketers will be able to
reach consumers much more effectively. ID Media frequently adopts a beta
tester mentally with technologies in their infancy, expect teams coming to
the table eagers to leverage the fusion of new tech and data.
 Programmatic buying will become second nature. It is inevitable-
programmatic buying, for both digital and TV, will continue to gain
significant market share in 2014. According to a recent study, MAGNA
GLOBAL expects global programmatic buying to triple from $12 billion in
2013 to $33 billion by 2017. These increases will be seen most aggressively
in digital channels, specifically display and online video. Agencies are getting
smarter about recognizing good inventory that delivers viewable impressions
(not under the fold), and will soon be able to buy this inventory
programmatically.
 Banner ads are not going anywhere. Despite a handful of predictions of
the death (or sharp decline) of banner ads, traditional display ads will
remain
 strong in 2014. ID Media has found that even though consumers are
gobbling up mobile and online video, banner ads are still tracking strongly.
In many cases, ID Media has found that static banner ads outperform rich
media, providing CPCs that are still unmatched by video and other media.
Regardless of where digital media are shifting as an industry-largely to our
mobile devices-banner ads remain one of the best (and most cost- efficient)
ways to target web users due to their low CPM and prevalent inventory. Plus,
in 2014 many of ID Media’s clients will be able to drive down their
development cost for banners by using our offshore production capability,
Interactive Avenues, Mediabrands’ India-based facility.
 Media plans will be screen agnostic. Consumers certainly believe that size
does not matter- they are consuming media wherever they can, on their TVs,
smart phones, and tablets. According to MAGNA GLOBAL’s 2014 ad forecast,
digital media, which includes mobile and social media) was the fastest-
growing category in 2013, increasing 16% to $118 billion and reaching a
24% market share globally.
Brands are looking for cross-channel solutions that reach their audience no
matter the platform, and media planners are following suit, altering their
screen-by-screen playbook to design media plans that are truly screen
agnostic in an attempt to reach consumers where they consume media.
 Mobile will finally grow up. “For the past five years, it seems that
someone’s been saying it’s finally the year mobile advertising begins to drive
digital investment”, said Amy Armstrong, EVP, Managing Director. ”But
2014 may finally be the mobile’s year”.
Consumers have embraced mobile to a remarkable extent and marketers
have followed, targeting them with mobile specific strategies, including
couponing, location-based services, and geo-fencing. It is no surprise that
mobile advertising revenues almost doubled (+85%) in 2013 to reach $16
billion (14% of all global Internet advertising).
At the same time, brands have fully adopted mobile, updating websites and
m-commerce functionality to run flawlessly on the latest smart phones. ID
Media expects mobile budgets to increase drastically across-the-board.
 Native advertising will explode. Forbes did it. So did Yahoo! Buzzfeed, and
Mashable (to varying degrees of success). Even the New York Times is on
board. Publishers are closing the gap between editorial and advertising
By offering native ads that blend seamlessly with original content. And they
are working. According to a study conducted by the IPG Media Lab,
consumers look at native ads 52% more frequently than banner ads. As a
result of their integration with editorial, native ads registered a 9% higher lift
in brand affinity and an 18% higher leap for purchase intent response than
traditional display ads.
 Online video will continue to expand. The growth of digital media does not
stop at mobile-online video, too, is poised to inflate in 2014 and beyond.
Eighty-nine million people in the United States watch over 1.2 billion online
videos each day, and marketers are capitalizing on it. The channel continued
to grow healthily in 2013, according to MAGNA report, increasing 37% year-
over-year.
 With the advent of a nackable video-bookmarked by the release of Vine and
Instagram’s video offerings-marketers are faced with a new challenge:
attaching ad units to brief, bite-sized videos without annoying users.
However, it is a challenge that will yield huge opportunity when conquered,
as online video is expected to account for more than one-third of all online
advertisings pending within the next five years.
Source:http://www.ldmediawww.com/solutions/trends/7-media-trends-you-need-know 2014

Partitions Between the Workplace

and Other Spheres of Life are Falling Down
William Rothwell

Technology has both the advantage and disadvantage of knocking down

communication barriers. E-mails are sent internationally with ease; cellular phones
hooked to satellites make everyone reachable, even to the depth of one hundred feet
below the ocean or on the surface of the moon, at all times, and wireless technology
enables people to communicate anywhere and anytime.
This trend will continue. With the advent of even more advanced technology-
-such as broadcast-quality video conferencing from the desktop-- human experts
will be instantly available on demand.
Workplace learning will become divorced from place alone and will be just
as likely to occur in an automobile, on the sofa at home, or in an airplane as
behind a desk, on a production line, or in front of a computer screen. In many
places, this has already happened as definitions about what constitutes the
workplace have shifted to include “anywhere and anytime”. As a result of this
trend, workplace learners will feel free to seek out useful information to guide their
performance whenever they need it. By implication, learning will be just as likely to
occur during recreation as during purposeful work activity. It must increasingly be
available on demand.

Benefits of Technology in the Classroom

When technology is integrated into lessons, students are expected to

become more interested in the subjects they are studying. Technology provides
different opportunities to make learning more fun and enjoyable in terms of
teaching the same things in new ways. For instance, delivering teaching through
gamification, taking students on virtual field trips and using other online learning
resources. What is more, technology can encourage a more active participation in
the learning process which can be hard to achieve through a traditional lecture
environment. Essay Rubri

Improves knowledge retention

Students who are engaged and interested in things they are studying are
expected to have a better knowledge retention. As mentioned before, technology can
help to encourage active participation in the classroom which is also a very
important factor for increased knowledge retention. Different forms of technology
can be used to experiment with and decide what works best for students in terms
of retaining their knowledge.

Encourages individual learning

 No one learns in the same way because of different learning styles and
different abilities. Technology provides great opportunities for making learning
more effective for everyone with different needs. For example, students can learn at
their own speed, review difficult concepts or skip ahead if they need to. What is
more, technology can provide more opportunities for struggling or disabled
students. Access to the Internet gives students access to a broad range of resources
to conduct research in different ways, which in turn can increase the engagement.

Encourages collaboration
Students can practice collaboration skills by getting involved in different
online activities. For instance, working on different projects by collaborating with
others on forums or by sharing documents on their virtual learning environments.
Technology can encourage collaboration with students in the same classroom,
same school and even with other classrooms around the world.

Students can learn useful life skills through technology

By using technology in the classroom, both teachers and students can
develop skills essential for the 21st century. Students can gain the skills they will
need to be successful in the future. Modern learning is about collaborating with
others, solving complex problems, critical thinking, developing different forms of
communication and leadership skills, and improving motivation and productivity.
What is more, technology can help develop many practical skills, including creating
presentations, learning to differentiate reliable from unreliable sources on the
Internet, maintaining proper online etiquette, and writing emails. These are very
important skills that can be developed in the classroom.
 Though we generally see progress as a good thing, there are definite
disadvantages of technology in the classroom.

5 Disadvantages of Technology in the Classroom

1. It can be distracting to students. Smart phones have a bad reputation in
classrooms and there have been strong cases for banning them in schools.
2. Less face time. Despite modern connectivity, it seems that people are more
disconnected than ever. Instead of communicating directly, many are choosing
to filter all communications through their mobile devices.
3. It can make it easier to cheat. Leads to tech disparity. Technology has a
unique ability to collaborate live in a task or project and to share information
with peers faster than ever before.
4. It could put some students at a disadvantage.
5. It could cause students to use unreliable resources for learning.

Does Educational Technology Help Students Learn?

An analysis of the connection between digital devices and learning

The rise of new learning technologies has fueled fierce discussions over
whether such technologies hurt or help student learning.
Some observers have argued that educational technology impairs students’
learning. They point to research showing that technology distracts students, harms
social development, and causes attention issues. A number of studies have shown
that technology-infused learning can lead to negative student outcomes, and in one
recent analysis, middle school students who took online classes scored far lower
than their peers.
On the other side of the technology debate, advocates point to research on
how devices can tailor learning experiences, structure classroom time more
effectively, and facilitate more active learning. These proponents point to a
significant body of research, including recent studies on computer-based tutoring
that demonstrate that some educational software can be just as effective as a
human tutor.
But the debate over educational technology isn’t black and white. Context
makes a tremendous difference, and students can use technologies such as a tablet
or the Internet in so many different ways that it can be hard to say that technology
will — or will not — improve learning. Are students using devices to perform
research? Take notes? Play games? Engage in a virtual reality–based simulation? In
this sense, learning technologies are tools; they can be used effectively or
ineffectively.
The Reboot Foundation is devoted to improving critical thinking in schools,
and given the growing debate over technology, the foundation decided to ask: Are
classroom technology devices promoting richer forms of reasoning? Have
investments in computers and tablets paid off? What frequency or length of
exposure to technology is most effective in the classroom?
The Reboot Foundation explored these questions by analyzing two large
achievement data sets. The first data set is the Program for International Student
Assessment (PISA), which evaluates student achievement in over 90 countries. The
second data set is the 2017 National Assessment of Educational Progress (NAEP), a
national assessment known in the U.S. as “the Nation’s Report Card.”
We found:
 Internationally, there’s a weak link between technology and
outcomes. We found little evidence of a positive relationship between
student performance on PISA and their self-reported use of technology,
and some evidence of a negative impact. On average students who
reported low-to-moderate use of school technology tended to score higher
on PISA than non-users, but students who reported a high use of
technology tended to score lower than their peers who reported low or no
use of technology. For instance, students in France who reported using
the Internet at school for a few minutes to a half-hour daily scored 13
points higher on the PISA Math assessment than students who reported
 not spending any time on the Internet during class. However, students in
France who reported spending more than a half-hour on the Internet
every day in class consistently scored lower than their peers who
reported no time on the Internet. Students in France who reported using
the Internet every day for more than six hours in school scored 140
points lower on the PISA reading assessment than students who
reported no Internet time. We also found evidence of a negative
relationship between nations’ performances on PISA and their students’
reported use of technology after controlling for a variety of factors
including prior performance and wealth. These results were consistent
across the Math, Reading, and Science assessments.
Note that the U.S. and Canada were excluded from the PISA
analysis because they lacked sufficient data regarding student exposure
to computers and the Internet at school.
 In levels, assessments, and reported technologies. In some cases, we
found positive outcomes, and using computers to conduct research for
reading projects was positively associated with reading performance. But
for other computer-based activities, such as using computers to practice
spelling or grammar, there was little evidence of a positive relationship.
We also found evidence of a learning technology ceiling effect in some
areas, with low to moderate usage showing a positive relationship while
high usage showed a negative relationship. The results regarding tablet
use in fourth-grade classes were particularly worrisome, and the data
showed a clear negative relationship with testing outcomes. Fourth-
grade students who reported using tablets in “all or almost all” classes
scored 14 points lower on the reading exam than students who reported
“never” using classroom tablets. This difference in scores is the
equivalent of a full grade level, or a year’s worth of learning.

These findings have clear limitations. While our research controlled for
certain outside variables like wealth and prior performance, the results are
insufficient for causal conclusions. We do not have causal evidence, and so we
cannot say that technology actually caused changes in student learning. In
addition, future analysis would benefit from more fine-grained research that takes
into account the particular contexts of technology use more precisely. For more on
the limitations of our study, see the methodology section.
The current study also builds on prior work, and our team replicated an
analysis by the Organization for Economic Co-operation and Development (OECD).
In their report, they found that the presence of classroom technology was
associated with lower PISA scores, and our team uncovered similar results. Our
study raises questions about technology in schools. While there is a clear evidence
that technology can improve learning outcomes, our data suggest that technology
may not always be used in a way that prompts richer forms of learning.
Our findings also indicate that schools and teachers should be more careful
about when—and how—education technology is deployed in classrooms. As part of
this report, we also summarize best practices based on recent research. It seems,
for instance, that moderate use of technology is often the most effective for
younger
students, and experts recommend limiting the use of devices for young
children. Technology seems the least helpful for younger students learning to read,
and non-digital tools work better for younger students who are mastering the
basics of language. The research also suggests that digital tools that provide
immediate instructional feedback can show high impact, and technology can be
particularly beneficial for promoting richer thinking among older students. As a
society struggling to prepare our children for an uncertain future, we need more
deliberate implementation and careful research on the connection between
technology and learning.

Gauge

Directions: Carefully read each item. Write only the letter of the best answer for
each test item. Use a separate sheet of paper for your answers.
1. Technology has revolutionized the limit of obtaining information, social
interaction, and access to digital content. Which best defines educational
technology?
A. It is any tool that makes work easier, better, and faster.
B. It is a mental capacity to solve and counterattack all problems/situations.
C. It is a manner of accomplishing a task, especially using technical processes,
methods, or knowledge.
D. It is the individual’s capacity for thinking conceptually, imaginatively, and
systematically to attain success in the future.
2. Which of the following is an advantage of technology to 21st century learners?
A. Learners can use technology to make virtual friends around the world who
can help with assignments.
B. Learners can freely air their sentiments or complaints and get sympathy and
help through social media.
C. Learners can just get answers for their assignment from internet and
websites without thinking too much.
D. Learners can use technology to create an engaging and customized
environment to meet the current educational needs.
3. Technology was created due to the man’s necessity, but there are also its flaws.
Which of the following is a disadvantage of technology to learners?
A. Learners use it to find solutions to their problems.
B. Learners use it to make friends with other people.
C. Learners use it to divert their attention from their personal problems.
D. Learners use it without limit that distracts their attention from their studies.

4. When technology is integrated into lessons, students are expected to be more

interested in the subjects they are studying. Which of the following is hard to
achieve through a traditional lecture environment?
A. Technology encourages collaboration.
B. Technology improves knowledge retention.
C. Technology encourages individual learning.
 D. Technology encourages more active participation
5. Which advantage of technology is being referred to in the given situation below?
Student can learn at their own speed, review difficult concepts or skip
ahead if they need to. What is more, technology can provide more opportunities
for struggling or disabled students. Access to internet gives students access to
a broad range of resources to conduct research in different ways, which can
increase the engagement.
A. Technology encourages collaboration.
B. Technology improves knowledge retention.
C. Technology encourages individual learning.
D. Technology makes learning more enjoyable.
6. Which advantage of technology is being referred to when students are working
on different projects by cooperating with others on forums or by sharing
documents on their virtual learning environments?
A. Technology encourages collaboration.
B. Technology improves knowledge retention
C. Technology encourages individual learning.
D. Technology makes learning more enjoyable.
7. Technology provides different opportunities to make learning more fun and
enjoyable in terms of teaching same things in new ways. All are ways to make
learning more fun and enjoyable EXCEPT one.
A. Gamification
B. Virtual Field Trips
C. Using online resources
D. Whole class lecture method
8. Which is NOT true about technology-enhanced learning environment?
A. It improves active participation in the classroom which is also very important
for increased knowledge retention
B. It provides great opportunities for making learning more effective for
everyone with different needs.
C. It encourages collaboration with students in the same classroom, same
school and even classrooms around the world
D. It enhances the students’ intuitive ability to solve problems without any help
from technology.
9. Though we generally see progress as a good thing, there are definite
disadvantages of technology in the classroom. Which is the number one
concern of the educators?
A. Technology can be distracting to students.
B. Technology could put students at a disadvantage.
C. Technology can make it easier for students to cheat.
D. It could cause students to use unreliable resources for learning.
10. Digital society gives more transparency, participation, and innovation. What
benefit does it bring to digital structural change?
A. New form of participation gives rise to new ways of doing things
B. More access to scientific information enhances knowledge quickly.
C. There are more social networks for communications and information flow.
D. Effects on daily social and economic lives of people through engaging more
interactively.
11. What does the prediction that “programmatic buying will become second nature”
mean?
A. Global programmatic buying will become a trend by 2017
B. Global programmatic buying will become part of our life by 2017
C. Global programmatic buying will become a basic necessity by 2017
D. Global programmatic buying to triple from $12 billion in 2013 to $33 billion
by 2017.
12. There are predictions that are based on ID Media’s perception of the marketplace
and how it will shift over the next year. Which of the following is not included?
A. Mobile will finally grow up.
B. Native advertising will decline.
C. Banner ads are not going anywhere.
D. Media plans will be screen agnostic.
13. There are challenges of technology in the classroom, how does technology lead
to technological disparity?
A. People are more disconnected than ever.
B. Buying electronics for classroom is downright expensive.
C. Technology has the ability to collaborate live on task with peers.
D. New technology in the classroom means needing IT professionals.
14. Why is it that despite modern connectivity, it seems that people are more
disconnected?
A. People want to have their conversation recorded.
B. The elderlies do not want to show their wrinkled faces to others.
C. The younger generation want to show their filtered faces to others.
D. People prefer to use their mobile devices to communicate with others.
15. Observers say that technology in the classroom impairs students learning? In
what way/s does it impair learning?
A. Computer-based tutoring cannot be as effective as a human tutor.
B. Technology-infused learning may lead to negative student outcomes.
C. Technology can tailor learning experiences, structure classroom time.
D. Technology distracts students, harms social development and causes
attention issues.

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