TECHNOLOGY FOR TEACHING AND LEARNING 1 TECHNOLOGY
(REVIEWER)
INTRO TO ED TECH
EDUCATIONAL TECHNOLOGY
 Educational Technology is a complex, integrated
process involving people, procedures, ideas,
devices, and organization for analyzing problems
and devising, implementing, evaluating, and
managing solutions to those problems, involved in
all aspects of human learning. (Association for
Educational Communications and Technology,
1977)
 Educational Technology consists of the designs and
environments that engage learners., and reliable
technique or method for engaging learning such as
cognitive learning strategies and critical thinking
skills. (David H. Jonassen, et.al. 1999)
 Educational Technology is a theory about how
problems in human learning are identified and
solved. (David H. Jonassen, Kyle L. Peck, Brent G.
Wilson, 1999)
 As a theory, educational technology has an
“integrated set of principles that explain and predict
observed events.”
 Educational Technology is a field involved in
applying a complex, integrated process to analyze
and solve problems in human learning. (David H.
Jonassen, et.al. 1999)
 Educational Technology is a field which is
concerned with the practice of using educational
methods and resources for the ultimate goal of
facilitating the learning process. (Lucido and
Borado, 1997)
 Educational Technology is a profession like
teaching. It is made up of organized effort to
implement the theory, intellectual technique, and
practical application of educational technology.
(David H. Jonassen, et.al. 1999)
 Educational Technology is the study and ethical
practice of facilitating learning and improving
performance by creating, using, and managing
appropriate technological processes and resources
(AECT, 2004).
INSTRUCTIONAL TECHNOLOGY
 It is the theory and practice of design, development,
utilization, management, and evaluation of
processes and resources for learning.
 It is a discipline devoted to techniques, approaches,
or ways to make learning more efficient based on
theory.
 It is a subset of educational technology that deals
directly with teaching and learning applications.
(AECT, 2001)
 It is the application of technology to any of those
processes involved in operating the institutions
which house the educational enterprise.
 It includes application of technology to food,
health, finance, scheduling, grade reporting and
other processes which support education within
institutions. (AECT, 2001)
MODULE 1 LESSON 1: UNDERSTANDING THE
BASIC CONCEPTS OF ICT
EDUCATIONAL TECHNOLOGY
 Educational Technology is a broad field that covers
interrelated areas of academic disciplines. It is very
nature and characteristics make it difficult for one
to come up with a clear and acceptable definition.
 In 1977, the Association for Educational
Communication and Technology (AECT) created a
Task Force on Definition and Terminologies with
the primary function of providing structures and
directions on the applications of technology in
education.
 AECT in 2004 came up with their revised
definition of Educational Technology.
Their latest definition states that “educational technology
is the study and ethical practice of facilitating learning
and improving performance by creating, using and
managing appropriate technological processes and
resources” (AECT 2004).
Other Definitions:
1. Educational Technology is the implementation of
appropriate tools, techniques, or processes that
facilitate the application of senses, memory, and
cognition to enhance teaching practices and improve
learning outcomes (Aziz, 2010).
2. Educational Technology is based on theoretical
knowledge from different disciplines (communication,
psychology, sociology, philosophy, artificial
intelligence, computer science, etc.) plus experiential
knowledge from educational practices.
3. Educational Technology is a complex, integrate
process involving people, procedures, ideas, devices,
and organization, for analyzing problems, and
devising, implementing, evaluating and managing
solutions to those problems, involved in all aspects of
human learning (Educ. Tech. n.d.).
4. Educational Technology involves the systematic
integration of technologies and their
interrelationships, into a complex, integrated process
to analyze problems and create new solutions.
 5. Educational Technology is also a profession in the
context of educational practices. Professionals in this
field meet the academic criteria and subscribe to the
ethical standards of the profession. They develop
leadership skills in the design, implementation and
evaluation of educational technology programs.
These professionals are called “Educational
Technologists”.
TERMINOLOGIES USED IN EDUCATIONAL
TECHNOLOGY
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 the non-digital (flip
charts, pictures, models, realias, etc.) and digital
(electronic tools: hardware, software, and
connections, etc.).
4. Digital Literacy is the ability to find, evaluate,
utilize, share, and create 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.
5. Digital Learning is any type of learning that is
accompanied by technology or by instructional
practice that makes effective use of technology. It
encompasses the application of a wide spectrum of
practices which included blended or virtual
learning. It can come as online or off-line which
utilizes digital technology.
6. Online Digital Tools and Apps use an internet
connection to access the information access. A
common example is Skype. It is a
telecommunication application software product
that specializes in providing video chat and voice
call 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
computer networks 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.
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 learners work
with comes from the web. These can be created
using various programs, including simple word
processing documents that include links to
websites.
15. Productivity Tools refers to any type of software
associated with computers and related technologies
that can be used as tools for personal, professional,
or classroom productivity.
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 on the
Internet. These are 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. Blog is an online journal where posted information
from both teachers and students are arranged. There
are three kinds of blogs: blogs used for
communications, blogs used for instruction, and
blogs used for both (Ferriter & Garry, 2010).
18. 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 the one of the
most widely recognized of all the wikis (Watters,
2011).
19. 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 class time.
20. 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).
21. 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.
22. Vlog is a video blog where each entry is posted as a
video instead of the text.
23. Facebook is a popular social networking site used
by students and adults worldwide to present
information on themselves and to the world.
24. 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.
LESSON 2: ROLES OF TECHNOLOGY FOR
TEACHING AND LEARNING
The roles of technology for teaching and learning?
As a 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
2. TECHNOLOGY AS A TEACHING TOOL
3. TECHNOLOGY AS A LEARNING TOOL
For Teacher and Teaching
1. Technology provides enormous support to the
teacher as the facilitator of learning.
2. Technology has modernized the teaching-learning
environment.
3. Technology improves teaching-learning process
and ways of teaching.
4. Technology opens new fields in educational
researches.
5. Technology adds to competence of teachers and
inculcates scientific outlook.
6. Technology supports teacher professional
development.
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.
CATEGORIES OF KNOWLEDGE ACCORDING
TO EGBERT (2009)
a. Declarative Knowledge consists of the discrete pieces
of information that answers the questions what, who,
when, and where.
b. Structural Knowledge consists of facts or pieces of
declarative knowledge put together to attain some
form of meaning.
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.
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.
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 Precision: Exactly how much…..
session, heads together. This kind of interaction
provides opportunities for social interactions. Breadth: What do you think will the other group say
about the issue?

b. Use critical thinking tasks with appropriate level of

SOCIAL INTERACTION challenge. Teachers should be mindful of the
readiness of the students.
Social interaction occurs in two ways where the participants
ask for clarifications, argue, challenge each other and work SOME SIMPLE WAYS THAT TEACHERS SHOULD DO
towards common understanding. Social interaction through
communication occurs through technology (directly between 1. Vary the questions asked.
to persons via email, a cell phone, or other communication 2. Introduce new technologies.
technology). 3. Modify the learners’ grouping
4. Modify the critical thinking task
Benefits Derived from Technology-Supported 5. Encourage curiosity
Communication  Creativity is characterized as involving the ability to
think flexibly, fluently, originally, and elaborately
a. Enables any teacher to guide the learners virtually and
 Flexibly means able to use many points of view.
making learning unlimited because communication and
 Fluently means able to generate many ideas.
social interaction go beyond a school day or a school
 Originally implies being able to generate new ideas.
environment.
b. Enhances students’ freedom to express and exchange  Elaborately means able to add details.
ideas freely without the snooping eyes of the teacher SEVEN CREATIVE STRATEGIES
face to face.
c. Enables learners to construct meaning from joint 1. Substitute- Find something else to replace to do
experiences between the two or more participants in what it does.
communication. 2. Combine- Blend two things that not usually go
d. Help learners solve problems from multiple sources together.
since there is limitless sources of information that the 3. Adapt- Look for other ways this can be used.
teacher can direct or refer to the learners. 4. Modify/Magnify/Minify- Make a change, enlarge,
e. Teaches learners to communicate with politeness, taking decrease.
turns in sending information and giving appropriate 5. Put to another use- Find other uses.
feedback. 6. Eliminate- reduce, remove.
f. Enhances collaboration by using communication 7. Reverse- Turn upside- down, inside out, front-
strategies with wider community and individuals in a side back.
borderless learning environment.
SUGGESTIONS SHOULD TEACHER DO TO
g. Develops critical thinking; problem solving and
SUPPORT STUDENT CREATIVITY
creativity throughout the communication.
1. Provide an enriched environment
3 Technology upgrades learners’ higher-order-thinking
2. Teach creative thinking strategies
skills: critical thinking, problem solving, and creativity.
3. Allow learners to show what they can do
CRITICAL THINKING 4. Use creativity with technology

Critical Thinking is part of the cluster of higher order

thinking skills. It refers to the ability of interprets, explain,
SUGGESTIONS TEACHERS CAN DO TO DEVELOP
analyze, evaluate, infer, and self-regulate in order to make
AND ENHANCE CRITICAL THINKING, PROBLEM
good decisions. With the use of technology, one will be
SOLVING AND CREATIVITY.
able to evaluate the credibility of the source, ask
appropriate questions, become open- minded, defend a 1. Encourage the students to find and use information
position on an issue and draw conclusion with caution. from variety of sources both online and offline.
2. Assist students to compare information from
WAYS THAT TEACHER CAN DO TO DEVELOP
different sources.
CRITICAL THINKING:
3. Allow student to reflect through different delivery
a. Ask the right questions. Most often teachers ask modes like writing, speaking and drawing
questions to find out if the students can simply repeat 4. Use real experiences and material to draw tentative
the information from the lesson. decisions
5. Involve students in creating and questioning
Clarity: Here are some examples: assessments
Can you give examples of…..

Accuracy: What pieces of evidence There are several critical thinking tools and
support your claim? 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
MODULE 2
LESSON 1: ICT POLICIES AND ISSUES:
IMPLICATIONS TO TEACHING AND LEARNING
ICT POLICY DEFINITION
The Oxford English Dictionary has defined "policy“:
 A course of action, adopted and pursued by a
government, party, ruler, statesman.
 Any course of action adopted as expedient or
advantageous.
 Its operational definition - it is a plan of action to
guide decisions and achieve outcomes.
 ICT policies are needed to put a roadmap or course
of actions to be pursued and adopted by various
governments, organizations, entities involving ICT.
 It should include principles and guidelines in the
use of ICT which cover three main areas:
telecommunications (telephone), broadcasting
(radio and television), and Internet.
More recent technological innovations increased the
reach and speed of communications which can be
grouped into three categories:
1. Information Technology
2. Telecommunication Technology
3. Networking Technology
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.
Telecommunication Technologies - include telephones (with
fax) and the broadcasting of radio and television often
through satellites. Telephone system, radio and TV
broadcasting are needed in this category.
Networking technologies - the best known of networking
technologies is Internet, but has extended to cell 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.
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 in Education Initiative (OCEI) which converts
DepEd materials into interactive multi-media content,
develop applications used in schools, and conduct
students and teachers' competitions to promote the
development of education-related web content.
3. Established Community Learning Centers called
eSkwela for out-of-school youth (OSY) providing them
with ICT-enhanced alternative education opportunities.
4. 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 PC.
5. eQuality Program for tertiary education through
partnerships with a state universities and colleges
(SUCs) to improve quality of IT education and the use
of ICT in education in the country, particular outside
Metro Manila.
6. Digital Media Arts Program which builds digital media
skills for government using Open-Source technologies.
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.
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.
 Civil liberties, which refer to human rights and
freedom (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.
 Infringement to Civil Liberties or Human Rights.
1. ISSUE NO. 1: FREEDOM OF EXPRESSION
AND CERSORSHIP
o Under international human rights convention, all
people are guaranteed the rights for free
expression; form of communication.
o The UN Universal Declaration of Human Rights
provides that everyone has the right to freedom of
thought, conscience and religion.
2. ISSUE NO. 2: PRIVACY AND SECURITY
o Privacy policies are an issue
o Most commercial sites have a privacy
policy
o I agree button
TYPES OF PRIVACY
1. For most, privacy means "personal privacy" the
right of individuals not to have their home, private
life or personal life inferred with.
2. Privacy of communication refers to the protection
from interference with communication over the
phone or internet.
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.
ISSUE NO. 3: SURVEILLANCE AND DATA
RETENTION
o The use of electronic communications has
enhanced the development of indirect surveillance.
o Indirect surveillance - there is no direct contact
between the agent and the subject of surveillance,
but evidence of activities can be traced.
o 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 system.
ISSUE NO 4: E-POLLUTANTS FROM E-WASTE
o Large amount of e-waste is generated by ICT.
o The accumulated e-waste is due to rapid turnover
of equipment die to rapid improvement of software.
o Remedies include standardization and regulatory
measures to increase the life cycle of equipment
before they become obsolete.
o 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.
FOR TEACHERS AND LEARNING
 Guide the teachers on what they should teach that
relate to ICT, and how to teach it.
 Technology should never replace a human teacher.
The tools are support instructional materials for the
teachers which are available for use.
 There are rules and regulations that govern the use
of technology. Caution should be observed to
protect individual privacy.
 All issues and many more shall be part of the
teaching content as each teacher will be encouraged
to use technology in teaching.
FOR LEARNERS AND LEARNING
 The learners of the 21st century are even more
advanced than some of the teachers.
 Learners still need guidance on how to use and
regulate technology use.
 Learners should not only know the benefits of
technology use, but they should also know how
they can be protected from the hazards.
 Learners should take advantage of the potential of
learning support they can derive such as the
development of HOTS and collaboration.
 Both teachers and learners should be mindful of the
e-waste that being thrown away to the land and to
the atmosphere.
LESSON 2:
SAFETY ISSUES ON THE USE OF ICT INCLUDING
E-SAFETY RULES
Some Risks in the Use of ICT and E-Networking
1. Exposure to inappropriate content, including online
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 online 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 maintin online networks via texting
and social networking sites
MINOR MISUSE OF ICT
  Copying information into assignment and failing to
acknowledge the source ( plagiarism and copying
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
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 positive ways;
 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 critical data
1.6 Secure wireless network to appropriate standards
suitable for educational use
1.7 Install all computer equipment professionally and
meet heath 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 breaktime 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 workstations are not cramped
7. Plan work at a computer so that there are frequent
breaks
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 obstacle should not be placed near machines
6. Food and drinks should not be places 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 drom clutter
MODULE 3: LESSON 1
NONDIGITAL AND DIGITAL SKILLS AND TOOLS
IN DELIVERING TECHNOLOGY-ENHANCED
LESSONS
INSTRUCTIONAL 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 impart information to
students in the educational process
 Instructional materials are essential since they help
the teacher and learners avoid overemphasis on
recitation and rote learning that can easily dominate
a lesson.
 Resource materials allow learners to have practical
experiences which help them to develop skills and
concepts and to work in a variety of ways.
 The lack of resources in classrooms can cause
extreme distress to the students and teachers
ROLES OF INSTRUCTIONAL MATERIALS IN
TEACHING AND LEARNING
1. Promote meaningful communication and effective
learning
2. Ensure better retention, thus making learning more
permanent
3. Help to overcome the limited classroom by making
the inaccessible accessible
4. Provide a common experience upon which late
learning can be developed
5. Encourage participants especially if students are
allowed to manipulate materials used
NON DIGITAL INSTRUCTIONAL MATERIALS
1. DIORAMA
o It will make the classroom to be creative and
innovative
o Fun way to build an exciting scene in a small
space
o Created layers of materials, all depicting a
similar concept of theme
o Usually display a historical time, a nature scene,
or a fictional situation
2. NATURE TABLE
o Contains objects and/or scenes related to the
current season, or upcoming festival or a symbol
of an ecosystem
o Children love to follow the natural changes that
the world offers each month and classroom
decorations reflect these
3. WRITING BOARD
o It can display information written with chalk
(chalkboard or blackboard) or special pens
(whiteboard)
o It is still the most commonly used visual aid
4. FLIP CHART
o It is a large tablet or pad of paper, usually on a
tripod or stand
o Stationery item that consists of large paper sheets,
typically fixed to a frame, to provide visual
presentations and communication
5. ZIGZAG BOARD
o It is a multi-board series of three or four rectangular
boards. They are joined together along the sides by
hinges so that they can be easily folded up and
carried
o Each board can be a different type, for example, a
whiteboard, a chalkboard, a flannel board, and so on
o The size of the boards for the zigzag multi-board
depends on what you want to use them for
6. WALL DISPLAY
o It is a collection of many different types of items and
materials put up on a wall to make an interesting and
informative display
o In a classroom, the display can consist of the
students’ own work
7. ROPE AND POLE DISPLAY BOARD
o Consists of two parallel, horizontal poles tied loosely
together with rope
o It is invaluable
o It has no solid backing and can be made quickly for
teaching, training and when working with
communities
LESSON 2: SELECT AND USE ICT TOOLS FOR
TEACHING AND LEARNING
ICT- INFORMATION AND COMMUNICATION
TECHNOLOGY
 Various tools and devices or gadgets used in
communication, disseminating, creating, storing and
managing information
WHY ICT INTEGRATION IN EDUCATION?
 Allows Effective Collaboration
 Easy processing of Information
 Allows Creativity
 Allows Easy Showing of Resources
 Effective Accessibility of Resources
USING MOBILE PHONE AND QR CODE
QR CODE
 Created by a Japanese corporation Denso-Wave in 1994
 Stands for Quick Response
 Allows the readers to decode the information at a high
rate of speed
 Usually gives a URL linking you to a website or
provides the salient information about the product
THINGS YOU NEED TO DO TO READ QR CODES
1. Have a phone with a Camera
 2. Download from Playstore or App Store the QR Code
Reader/Scanner application. 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.
HOW TO MAKE QR CODE
1. Be Online.
2. Search for a QR Code generator and ensure that you
read the information about the application.
3. Once you have identified your free online QR Code
Generator, you can now encode the text or the
information that you want
4. Run it and save it as a jpeg file.
INTERESTING WAYS TO INTEGRATE QR CODE IN
YOUR TEACHING
 Create Interactive and Engaging Contest
 You can enrich the content you teach in a class by
using QR Codes.
5. Scavenger Hunts
 Create an interactive classroom activity such as the
Scavenger’s Hunt using QR Code.
6. Share Resources
 Learners can use QR Codes to share educational
resources with each other.
7. Enhances Classroom Library
 Students can use these QR Codes to find out more
about the books.
8. Use in Classroom Activities
 The QR Code can be used in giving instructions in
class.
9. Gather Students Feedback
 Create surveys, polls, and forms using google form
and share them using QR Code.
10. Provide Help with Homework
 A detailed instruction can be made into a QR Code
11. Research Project
 Make students create QR Codes linking other
resources and web content to their research work.
12. Communicate with Parents or Partners
 You can share information to parents on school
events or activities in school.
13. Provide Easy Access to Online Content
 Create QR Codes with URLs for students to gain
easy access to online resources
ST
DIGITAL LITERACY SKILLS IN THE 21 CENTURY
DIGITAL LITERACY- 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:
Media Literacy - is one's ability to critically read
information or content and utilize multimedia in creatively
producing communication.
Information Literacy - is locating information from 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.
Communication 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.
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 research practices.
THE 4C’S OF THE 21ST CENTURY SKILLS
1. CRITICAL THINKING
 learning how to solve problems. It teaches the
students not to accept immediately claims
without seeking the truth
2. CREATIVITY
 requires students to think outside of the box and
take pride in what is uniquely theirs.
 it encourages to think beyond the expectations of
conventions.
3. COMMUNICATION
 Makes students express their ideas in the clearest
and organized manners. Through varied modes-
face to face, technologically mediated or a blended
medium, they need to know 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 team, they are given the chance to
practice how to relate with others.
CITIZENSHIP
 It is known as netizenship in the virtual world. This is
making a person consider how one behaves
accordingly by observing the norms and rules that are
in accordance with what are sociably and virtually
acceptable
CHARACTER
 his is the reputable digital identity that a person is
projecting.
DIGITAL LITERACY SKILLS NEEDED TO BECOME
DIGITALLY LITERATE
 1. Coding - coding is a universal language. Basic
understanding of HTML, CSS 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 students 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, 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 Printscreen.
6. Personal Archiving - students should be taught the
concepts of metadata, 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. For example, students should realize that
Twitter can be useful for staying current on the latest
news field.
THEORIES AND PRINCIPLES IN THE USE AND
DESIGN OF TECHNOLOGY-DRIVEN LESSONS
THE 8M’S OF TEACHING
 Milieu- the learning environment
 Matter- the content of learning
 Method- teaching and learning activities
 Media- communication system
 Measurement- evidence that learning took place
 Mastery-internalization of learning
 Motivation- arousing and sustaining interest in
learning
THE CONE OF EXPERIENCE
 The Cone of Experience is a visual model that
shows a continuum of learning; pictorial device
that presents bands of experience.
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
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 mockups are used. There are things or
events that may be beyond the learners 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 –
 These 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 through a graph or a 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 formulae.
BRUNER’S THREE-TIERED MODEL

 ENACTIVE-a series of actions

 ICONIC- a series of illustrations or icons
 SYMBOLIC- a series of symbols