Technology for Teaching and Learning
og projects sa bata
Day 1
I. Basic Concepts in ICT
1. Technology – it encompasses all other
concepts in ICT
 mix of process and products
art craft
paper and pencil to the latest electronic
gadgets
2. ICT Literacy – kabalo ka mo gamit aron
makacommunicate sa uban; walay apil ang liham
 use of digital technology to communicate
information
Information and Communications Technology
DICT – Department Information and
Communications Technology
 bag-o nga department – 2016
3. Educational Technology – use of technology
in teaching and learning.
Ex. Powerpoint
Instructional Materials
 tools used in instructional activities
 print, non-print or electronic materials
 also called “teaching aids”; since the
assist the teachers
1. Print materials – books, dictionaries,
encyclopedias, newspapers
2. Non-print materials – flipcharts,
microscope slides, models, and realia.
3. Electronic materials – electronic tools,
hardware, software
Ex. Slide presentations, videos, augmented
realities, virtual realities, online content, live
streams, etc.
Best Instructional Material – si TEACHER
4. Technology in Education – application of
technology to support education within institutions
5. Digital Learning – computer learning
 learning that is accompanied by
technology
On-line/Offline
A. On-line Digital Tools and Apps
 use of Internet to access information
 Collaborative Tools
a. Skype, Zoom, Google Meet – web or
teleconferencing online
b. Wiki – wikiki referring to “fast or quick”
Wikispace – editable website; collaboratively
create and post written works
Ang wikispace kay wikiwiki, ang pagbuhat
c. Blog – online journal; thread of
discussion
d. Padlet – post comments; like a sticky
notes
 Virtual Bulletin Board
e. Google group or Google Form –
collaborative document of ideas
pwede makaedit ang ubang tao
basta imong gicollaborative
B. Off-line Digital Tools and Apps
 used even if there is no INTERNET
Ex. Canary Learning, Pocket, Evernote,
ibooks, and KA LITE, Merriam
6. Internet – global network connecting millions
of computer
Information Superhighway – daghag
nagasulod og information
7. World Wide Web (www.) – allows you to
access the internet
8. Podcast – a video or audio multi-media; radio
talk show
retrieve information and to disseminate
information
learn something new; for every episode
you can learn something
9. Infographic – visual representation;
representing information or data.
CANVA
10. Digital Citizenship – all persons using the
internet have civic rights and responsibilities
It centers around safe, savvy, ethical use
Elements of Digital Citizenship
1. Digital access – equal digital rights and
electronic access
RA 10929 was signed in 2016
free internet access
2.Digital commerce – shop through different
websites; online transactions
Online Banking, Shopee, GCASH, Grab,
Food Panda
3. Digital communication – electronic exchange
of communication; emailing, texting, instant
messaging, and utilizing cellphones
4. Digital literacy – ability to find, evaluate,
utilize, share, and create contents
5. Digital etiquette – good manners; appropriate
behavior in digital world
Naa kay manners online
 Facilitation interaction among peers
 Some interaction with the teacher or
academic staff
 Some kind of non-formal recognition
option
 A study guide or syllabus.

6. Digital law – order, discipline, and ethical use. Synchronous Asynchronous

Plagiarism, copyright infringement, hacking of Live discussions recorded
information, identity theft
 Student learn at the  Students learn at
7. Digital rights and responsibilities – be same time. different times.
 Communications  Communication is not
cautious in our online activities happen in real time. live.
being responsible for what you post  Possibly more  Possibly more
engaging and convenient and
8. Digital health and wellness – illnesses; carpal effective. flexible.
tunnel syndrome, eyestrain, and childhood  Allows for instant  Allows students to
obesity feedback and work at their own
clarification pace
prolonged sitting in front of the computer Ex. Zoom, Google Meet, Ex. Google Classroom,
screen Skype, Messenger Google Form, Email, Blog
Video conferencing, live Email, screenshots, Flipgrid
9. Digital security – privacy setting and strong chat, live streamed videos videos, blog posts/comments

passwords
virus protection and backups of our data
make it private and have a strong
passwords
II. Flexible Learning Environment
A. Online Distance Learning - INTERNET
 without a face-to-face contact via
telecommunications
 Learning Management System LMS
(software application)
software nga pwede ka makadeliver og
information
LMS Moodle, Google Classroom,
Schoology, Edmodo, Educause, and
MOOCs
MOOCs – Massive Open Online Courses
1. Massive – large number or participants
100k class
2. Open – anywhere in the world you can open
MOOCs
 Freedom of place, pace, and time
 Internet connection
 Open to everyone without entry
qualification no qualifications needed
 Some courses are free
3. Online – All aspects are ONLINE
4. Couse certificate of completion
 offers a full course online course
 Educational video
B. Blended Learning- Face-to-face & Online Learning
 lessons is delivered online while the other
part is handled in actual physical setting
1. Flipped Classroom – records and shares
lectures outside of the class
 watch/listen to lectures before coming to
class
 support from instructor and peers
Video
sa balay naminaw, sa classroom
nagactivity
2. Traditional Classroom – face-to-face
 prepares materials to be delivered
 listen to lectures
 homework assigned
homework activities
C. Modular - distance learning
 Self-Learning Modules (SLM)
 No access to computers or the internet
III. Presentation Softwares
 useful in organizing your lesson
Ex. Powerpoint
Things to Remember when creating
Audio-visual Presentations:
1. Rule of six – six lines with six words
2. key words or phrases
3. font size is large
Titles – 36-40; 32 for the rest
Sans serif – Arial
No to serif
4. dark text on light background  motivate them
5. animation should have a clear purpose Present:
6. graphics – often with audio and video Give the objectives
capture the interest of the learner Present Guide Questions
Motivate them
7. 3Cs: Correct, Current, Complete
tama ang punctuation updated 3. Present the Materials – present materials
8. Proper citation under the best possible conditions
list of preferences 4. Follow-up – a lesson objective
Difference between Plagiarism and Follow-up to find out if the objective was
Copyright Infringement attained or not.
Day 2
Plagiarism Copyright Infringement VI. Industrial Revolution and Evolution
- is a violation of the - is a violation of the right of S – stem engine 18th century
right of the author the copyright holder E – electricity and gasoline 19th century
Ex. you copied few Ex. copies the entire species C – computer and cellphone 20th century
sentences fails to book, she puts a citation A – artificial intelligence Today
provide a citation page by page copied
VII. Frameworks and Models in Technology
Integration
Both TPACK Framework
- copies line for line
 Technological, Pedagogical, and Content
sends the work to her
Knowledge (TPACK)
publisher and says she
wrote it.  By Mishra and Koehler (2006
 Types of knowledge in the teacher’s
capacity to integrate technology
IV. Development and use of Non-digital or 3 Types of knowledge:
Conventional materials a. Technological Knowledge – knowing what
technology is best use and how they should be
1. Diorama – small scenes created of layers utilized in teaching.
materials What and How to use Technology
scene, fictional situation b. Pedagogical Knowledge – principles and
2. Nature Table – contains objects and/or scenes strategies; strategies and techniques
related to an ecosystem Teaching Strategies, Techniques
corals gibutang sa table c. Content Knowledge – how well you know the
3. Writing Board – display information subject area or topic
(chalkboard or blackboard); whiteboard Subject, Topic, Curriculum
 commonly used visual aids
most traditional materials Overlaps:
4. Flip Chart – a large tablet or pad of paper; 1. Pedagogical Content Knowledge (PCK)
tripod or stand  Teaching Strategies/ Approaches/
Pocket Chart – ginabitay or ginapilit sa Techniques
wall  Teaching approaches and content
5. Zigzag – multi-board series of three or four OLD TEACHER – expert man gud sa
rectangular boards joined together subject
6. Wall display – collection of many different type 2. Technological Content Knowledge (TPK)
of item on a wall  interpreting your curriculum; a technology
7. Rope and Pole Display Board – two parallel lens; technology; curriculum area
horizontal poles together with rope NEW TEACHER – wala pa kabalo sa mga
 Invaluable where there are few solid walls teaching strategies
V. PPPF by Hayden Smith and Thomas 3. Technological Pedagogical, and Content
Nagel Knowledge (TPK)
1. Prepare Yourself – know your lesson objective  pedagogical; technology; teaching
2. Prepare Your Students – set class strategies; pedagogical approaches;
expectations software
 give them guide questions
 MISMATCHED – wala ninghaom sa iyang 1. Analyze Learners – learning styles, age level,
subject/major interests or preferences, background, special
4. Technological, Pedagogical, and Content needs, and cultural diversity.
Knowledge (TPACK) 2. State Objectives – learning outcomes
 technology pedagogy and content 3. Select Methods, Media, and Materials –
strategy materials or technology
SAMR Model – learning activities
4. Utilize Methods, Media, and Materials –
 developed by Dr. Ruben Puentedura
particular material or technology
“learning activities”
5. Require Learner Participation – engagement;
S – substitution
The model has four participation
A – augmentation stages and is split into 6. Evaluate and Revise – congruent to the
M – modification two with a threshold learning outcome
R – redefinition dividing the two halves:
Edgar Dale Cone of Experience
a. Enhancement – REPLACEMENT  degree of abstraction
 gireplace ang technology/ tool Substitution &  The farther you go from the bottom of the
Augmentation
 different tools but same task cone, the more abstract the experiences
THE SAME TASK becomes.
b. Transformation – CHANGES IN TASK  Lower levels of the Cone involve the
 Different tools students as lower levels.
Modification &
CHANGE OF TASK  Upper levels – passive, need more
Redefinition
instructional support
 Lower levels – active learner
1. Substitution – direct substitute, without –Verbal Symbols
functional change. –Visual Symbols
Ex. Writing an essay using a pen vs. –Recordings, Radio & Still Picture
writing an essay using computers. –Motion Pictures
– Microsoft –Educational Television
–Exhibits
2. Augmentation – direct substitute, with –Study Trips
functional change –Demonstrations
Ex. Instead of writing essay to your paper, –Dramatized Experiences
you may use google docs./google forms –Contrived Experiences
–Direct Purposeful
pwede naman Experiences
makaconnect
3. Modification – redesign the task
Ex. instead of writing an essay, publish it Three Significant Modes of Learning
in WORD PRESS teacher ang audience
(Jerome Bruner)
world wide makakita
4. Redefinition – previously not possible or  Enactive (direct experience) – series of
inconvenient actions
creation of new task siya ang nagluto (ACTOR)
Ex. instead of writing an essay, create and  Iconic (pictorial experience) – series of
publish a digital story illustrations
observe lang ang bata sa teacher
ASSURE Model – lesson plans (OBSERVER)
 by Heinrich and Molenda in 1999  Symbolic (highly abstract experience) –
elements nga framework nga nagaguide series of symbols
sa lesson plan nakakita og cooking books, symbols iyang
A – analyze learners gibasa (READER)
S – state objectives 1. Direct and Purposeful Experiences – SENSES
S – select Methods, Media, and Materials  Direct, first-hand experiences
U – utilize Methods, Media, and Materials  Direct participation
R – require Learner Participation  prepare their meals, make PowerPoint
E – evaluate and Revise presentation, delivering a speech,
performing experiments, or making their
furniture.
2. Contrived Experiences 4. Demonstrations
 edited copies; stimulate real-life situations  visualized explanation
 show how certain things are done
Ex. observer lang ang learner
Examples:
5. Study Trips
a. Model – replica/realia  educational trips; unavailable within the
 substitute of real thing; small scale, or classroom
large scale or exact size. Field Trips
Ex. Globe
6. Exhibits
b. Mockup – special model; parts of the model  bring outside world into the classroom;
Manipulative (Attached or Detached) observation
Ex. Parts of the Body exhibits inside the classroom
viewing but not touching
c. Specimen – individual animal, plant, piece of a
mineral; scientific study or display 7. Educational Television
inside the science lab  immediate interaction with the events from
around the world
d. Object – museum; exhibits auditory & visual
inside the museum/exhibits Ex. Cineskwela
e. Simulation – a representation of a real 8. Motion Pictures
manageable event  slow down a fast process
substitute of a real event  seeing and hearing
Ex. CPR process; School votation/election Ex. Animation & Cartoons
f. Games – forms of physical exercise; make 9. Still Pictures, Recordings, and Radio
more classes more interactive.  one-dimensional aids
make more classes more interactive  eye (seeing); ear (hearing)
Ex. charades, simoun says
10. Visual Symbols
3. Dramatized Experiences  see; cartoons, strip drawings, diagrams.
 reconstructed experiences Visual/Sight
 The pupil who takes part in dramatization
closer to direct experiences 11. Verbal Symbols
Words, phrases, sounds
Examples: Ex. libro, novel
a. Plays – rehearsed stage performances; portray
vividly essential ideas about life.
b. Pageants – local history
gidramatized ang local history
c. Pantomime – bodily gestures; audience relies
on the actors’ movements.
No sound, with movements
d. Tableau – a picture-like scene; do not move or
speak.
No sound, no movement Personal Study/Self-study Only!

e. Role-Playing – unrehearsed, unprepared, and Detailed Examples of Visual Symbols

spontaneous dramatized Diagrams
The focus is on attitudinal change.  line drawing that shows arrangement and
f. Puppets – unanimated object; manipulated by relations.
an entertainer, who is called puppeteer. A. Affinity Diagram – arrange ideas into a
controlled by someone specific
ventriloquist – gamit ug medyas, gamay
kaayo ang boka sa baba sa puppeteer.
B. Tree Diagram – hierarchy of task; begins with
an element, then branches out to two or more.
C. Fishbone Diagram – cause-and-effect
diagram or Ishikawa diagram
D. Venn Diagram – uses circles; relationship
between two specific ideas.
Charts
 a diagrammatic representation of
individual connections within an
organization
A. Time Chart – time diagram displaying data in
ordinal series.
B. Tree or Stream Chart – shows creation,
growth and change starting with a simple course
spreading out over several branches.
C. Flowchart – showing process from the
beginning to end.
D. Organizational Chart – shows the
relationships within the positions or jobs.
E. Pareto Chart – is a type of bar chart; left to
right in decreasing order of magnitude or
importance.
F. Gantt Chart – time chart
Graphs
 visual image or picture
A. Circle Graph – a circle into sectors that each
represent parts of a whole.
B. Line Graph – show information that changes
over time.
C. Bar Graph – used to compare the magnitude
of identical things at different relations.
D. Pictorial Graph – using pictograms; icons or
picture, in relative sizes to highlight some data
patterns.
Maps
 representation of the surface of the earth
or some part of it.
A. Physical Map – single projection data like
altitude, temperature, rainfall, precipitation,
vegetable, and soil.
B. Relief Map – three-dimensional
representations; physical data of the earth or part
of the earth.
C. Commercial or economic map – industrial
map; show land areas in relation to the economy.
D. Political Map – country, provinces, cities, and
towns, roads and highways.
Four General Purposes of Bulletin Board
Displays
1. Decorative – visual stimulation and appeal to
the aesthetics.
2. Motivational – encourage students to perform
better and have a greater confidence.
3. Informational – strategy to disseminate
information.
4. Instructional – invite students to respond and
participate through interactive displays.
Criteria for Evaluating Bulletin Boards
1. Effective Communication – conveys the
message quickly and clearly.
2. Attractiveness – colors and arrangement
catch and hold interest.
3. Balance – objects are arranged so stability is
perceived.
4. Unity – repeated shapes or colors or use or
boarders holds display together.
5. Interactivity – style and approach entice
learners to be involved.
6. Legibility – letters and illustrations can be
seen from a good distance.
7. Correctness – free from grammars errors,
misspelled words, ambiguity.
8. Durability – well constructed, items are
securely attached.
Criteria for Selecting Resources
1. Appropriateness – grade/level appropriate
content matches what is needed by the
teacher.
2. Clarity – clearly addresses the instructional
goals in mind.
3. Completeness – has all the information
needed
4. Motivation – engaging and rewarding;
encourage active participation
5. Organization – logically sequenced
Technology Integration Matrix
  to define and evaluate technology
integration.
 provides direction and guide

5 Levels of Technology Integration

(1) Entry Level – Entrance si Teacher
 teacher begins to use technology to
deliver curriculum content to the students.
gipasulod niya ang technology tools to
deliver curriculum contents sa estudyante.
(2) Adoption Level – Order
Directs
 Conventional and Procedural use of tools
the teacher order the student to use
technology tools
(3) Adaption – Aha! Moment
Teachers facilitate exploration
independent use technology tools.
Student choice and explosion.
ginadiscover palang sa student
(4) Infusion – I choose si Students
 choice of tools
naa nay freedom si Student na mamili
(5) Transformation – transform innovation
 innovative
ginapasagdan n ani teacher si student na
maginvent gamit ang technology tool.