Non- Digital and Digital

Skills and Tools in

Delivering Technology-
Enhanced Lessons
1. DIORAMA
It will make the classroom to be creative
and innovative. It is a fun way to build an
exciting scene in a small space.
Dioramas are small scenes created of
layers of materials, al depicting a similar
concept or theme.
1. DIORAMA
1. DIORAMA
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, and (5) select a container
or box.
2. 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. Children love to follow the
natural changes that, the world offers each
month and classroom decorations reflect
these.
2. Nature Table
3. Writing Board
A writing board can display information
written with chalk (chalk or blackboard)
or special pens (whiteboard). Although
there are usually more effective methods of
transmitting information, the writing board
is still the most commonly used visual aid.
3. Writing Board
3. Writing Board
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).
3. Writing Board
5. Underline headings and important or unfamiliar
words for emphasis.
6. Do not talk while facing the board.
7. Do not block the students' views of the board;
stand aside when or drawing is completed writing
8. Allow sufficient time for students to copy the
Board information.
4. Flip Chart
It is a large
tablet or pad of
paper, usually
on a tripod or
stand.
4. Flip Chart
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.
4. Flip Chart
5. Use bullets (*) to delineate items on the page.
6. Leave plenty of "white space" and avoid putting
too much information on one page. (Crowded and
poorly arranged information is distracting and
difficult to read).
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.
4. Flip Chart
8. Have masking tape available to put pages up
around the room during brainstorming and problem-
solving activities.
9. To hide a portion of the page, fold up the lower
portion of the page and tape it. When ready to
reveal the information, remove the tape and let the
page drop.
10. Face the student, not the flipchart while talking.
5. Zigzag Board
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. 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.
5. Zigzag Board
5. Wall Display
Displaying items on a classroom wall is a well-
known, tried and tested educational method. A 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. In a classroom,
the display can consist of the students' own work. In
development work it can be used to convey
information to the community.
5. Wall Display
7. 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 walls for displaying information. It has no
solid backing and can be made quickly for teaching,
training and when working with communities.
5. Wall Display
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 al in the
audience.
Guidelines when designing conventional instructional
materials:
4. Consistency - Use the same type style and art
style.
5. Clarity -Avoid type that is too small to read;
avoid al caps.
6. Quality - Make it neat and professional, and
remember to proofread.
 Select and Use ICT
Tools for Learning
Lesson Outcomes
Teaching and Learning
"Technology will never replace
great teachers, but technology
in the hands of
great teachers is
transformational . "
-George Couros
WHY ICT INTEGRATION
IN EDUCATION?
WHY ICT INTEGRATION IN EDUCATION?
1.Allows effective collaboration.
2.Allows Creativity.
3.Allows Easy Sharing of Resources
4.Easy processing of Information.
5.Effective accessibility to resources.
A. Using Mobile Phone and the QR Code
QR CODE: It is a code that was created
by a Japanese corporation Denso-Wave
in 1994. Effectively and efficiently
connecting the physical world, QR stands
for “QUICK RESPONSE”.
B. Using Laptop and Infographics
Infographic is a visual
representation or an
image such as diagram,
chart of picture
representing
information of data.
Ways for which infographics can be used.
1. To present survey data
2. To simplify a complex concept
3. To explain how something functions
4. To compare
5. To present interesting facts.
C. Ipad/ Tablet and the Online Bulletin Board
Creating ePortfolio as a
Teacher Tool
 Portfolios are one good means of keeping
things in order.
 A collection of student work that exhibits
students' effort, progress, achievements and
competencies gained during the course.
 It can look like an album or scrapbook or
even a filer where the documents and
evidences are kept.
 Portfolios are one good means of keeping
things in order.
 A collection of student work that exhibits
students' effort, progress, achievements and
competencies gained during the course.
 It can look like an album or scrapbook or
even a filer where the documents and
evidences are kept.
What is the importance of
Portfolio?
What is the importance of Portfolio?
It can evaluate students' academic progress.
Monitoring student’s progress.
Document student’s learning growth.
PERFORMANCE TASK (40%)
Direction: Create your own e-portfolio.
Sites: Canva/ Gsites/ Tumblr/ or others
Content:
I. I am Abby! Let me show you who I am.
II. Me and my dream
III. My road to becoming an Educator
IV. What makes me happy?
(www.wix.com)
(www.wordpress.org)
PRELIM PERFORMANCE TASK (40%)
Submission Schedule: October 2, 2023
Time: 12:00 noon
Send the link of the drive/website in our GC

 ICT Competency Standards (CHED-UNESCO) as
provided in the 2017, Policy, Standards and
Guidelines (PSG) for Pre-service Teacher Education
The program outcomes for teacher education
degrees clearly state that every future
teacher: "demonstrate proficiency in the
development and utilization of Information,
Communication and Technology (ICT)
resources in promoting quality teaching-
learning process."
7 DOMAINS OF The ICT Competency Standards
Domain 1: Understanding ICT in Education
1.1 Demonstrate awareness of policies affecting
ICT in education
1.2 Comply with ICT policies as they affect
teaching-learning
1.3 Contextualize ICT policies to the learning
environment
7 DOMAINS OF The ICT Competency Standards
Domain 2: Curriculum and Assessment
2.1 Demonstrate understanding of concepts,
principles and theories of ICT systems as
they apply to teaching-learning.
2.2 Evaluate digital and non-digital learning
resources in response to student's
diverse needs
7 DOMAINS OF The ICT Competency Standards
Domain 2: Curriculum and Assessment
2.3 Develop digital learning resources to
enhance teaching-learning
2.4 Use ICT tools to develop 21" century
skills: information media and technology
skills, learning and innovation skills,
career skills and effective communication
skills
7 DOMAINS OF The ICT Competency Standards
Domain 3: Pedagogy
3.1 Apply relevant technology tools for classroom
activities
3.2 Use ICT knowledge to solve complex
problems and support student collaborative
activities
3.3 Model collaborative knowledge construction
in face to face and virtual Environments
7 DOMAINS OF The ICT Competency Standards
Domain 4: Technology Tools
4.1 Demonstrate competence in the
technical operations of technology tools
and systems as they apply to teaching and
learning
4.2 Use technology tools to create new
learning opportunities to support community
of learners
7 DOMAINS OF The ICT Competency Standards
Domain 4: Technology Tools
4.3 Demonstrate proficiency in the use of
technology tools to support teaching and
learning
7 DOMAINS OF The ICT Competency Standards
Domain 5: Organization and Administration
5.1 Manage technology-assisted
instruction in an inclusive classroom
environment
5.2 Exhibit leadership in shared decision-
making using technology tools
7 DOMAINS OF The ICT Competency Standards
Domain 6: Teacher Professional Learning
6.1 Explore existing and emerging technology to acquire
additional content and pedagogical knowledge
6.2 Utilize technology tools in creating communities of
practice
6.3 Collaborate with peers, colleagues and
stakeholders to access information in support of
professional learning
7 DOMAINS OF The ICT Competency Standards
Domain 7: Teacher Disposition
7.1 Demonstrate social, ethical, and legal
responsibility in the use of technology
tools and resources
7.2 Show positive attitude towards the use
of technology tools
Department of Education issued Department of
Education Order 42, S. 2017
It is mandating the use of the Philippine Professional
Standard for Teachers (PPST) to start with the
Beginning Teachers who are the fresh graduates from
the teacher education program. The document includes:
Show skills in the positive use of ICT to facilitate
teaching and learning and Show skills in the
selection, development and use of the variety of
teaching learning resources including ICT to address
learning goals.
ISTE National Educational Technology
Standards for Teachers (NETS* T)
An international organization for educational
technology called International Society for
Technology in Education (ISTE),
established standards for both teachers and
students.
These standards were also referred to in the
development of the Philippine ICT Competency
standards which include the following:

Standard 1: Technology Operations and

Concepts
This means that teachers demonstrate a sound
understanding of technology operations and
concepts.
These standards were also referred to in the
development of the Philippine ICT Competency
standards which include the following:
Standard 2: Planning and Designing
Learning Environment and Experiences
This standard implies that teachers utilize the
use of technology to plan and design
effective learning environments and
experiences.
These standards were also referred to in the
development of the Philippine ICT Competency
standards which include the following:
Standard 3:
Teaching, Learning and Curriculum
Teachers should be mindful that in the
implementation of curriculum plan, they
have to include strategies for applying
technology to maximize student learning.
These standards were also referred to in the
development of the Philippine ICT Competency
standards which include the following:
Standard 4: Assessment and Evaluation
Teachers apply technology to facilitate a variety of
effective assessment and evaluation strategies to
collect and analyze data, interpret results, and
communicate findings to improve instructional
practice and maximize student learning.
These standards were also referred to in the
development of the Philippine ICT Competency
standards which include the following:

Standard 5: Productivity and Professional Practice

Teachers use technology to engage in on-going
professional development and lifelong learning in
support of student learning, increase productivity
and to build community of learners.
These standards were also referred to in the
development of the Philippine ICT Competency
standards which include the following:
Standard 6: Social, Ethical, Legal and Human Issues
Teachers understand the social, ethical, legal and human
issues surrounding the use of technology in support of
student learning who come from diverse background,
affirm diversity, promote safe and healthy use of
technology resources and facilitate access to technology
resources for all students.
These standards were also referred to in the
development of the Philippine ICT Competency
standards which include the following:

Standard 6: Social, Ethical, Legal and Human Issues

Teachers understand the social, ethical, legal and human
issues surrounding the use of technology in support of
student learning who come from diverse background,
affirm diversity, promote safe and healthy use of
technology resources and facilitate access to technology
resources for all students.
ISTE National Educational Technology
Standards for Students (NETS* S)
Standard 1: Creativity and Innovation
This standard will produce students who
demonstrate creative thinking, construct
knowledge, develop innovative products and
processes using technology from existing
knowledge.
ISTE National Educational Technology
Standards for Students (NETS* S)
Standard 2: Communication and Collaboration
This standard requires students to use digital media and
environments to communicate and work collaboratively
to support individual learning and contribute to the
learning of others. This includes the use of variety of
media and formats for global awareness with learners
from other cultures.
ISTE National Educational Technology
Standards for Students (NETS* S)
Standard 3: Research and Information Fluency
Students are expected to apply digital tools to
gather, evaluate and use information and plan
strategies for inquiry. This standard expects the
student to locate, organize, analyze, evaluate,
synthesize and ethically use information from a
variety of sources and media.
ISTE National Educational Technology
Standards for Students (NETS* S)
Standard 4: Critical Thinking, Problem-Solving
and Decision Making
This standard expects the students to use critical
thinking skills to plan and conduct research,
manage projects, solve problems and make
informed decisions using appropriate digital tools.
ISTE National Educational Technology
Standards for Students (NETS* S)
Standard 5: Digital Citizenship
It is required by this standard that every technology
student becomes digital citizen who demonstrates ethical
and legal behavior, exemplified by the practice of safe,
legal and responsible use of information. Further, the
student exhibits positive attitude towards the support of
technology for collaboration, learning and productivity as
a digital citizen.
ISTE National Educational Technology
Standards for Students (NETS* S)
Standard 6: Technology Operations and Concepts
Sound understanding of technology concepts,
systems and operation is a standard that students
should comply with, they too, are expected to
further transfer current knowledge to learning of
new technologies.
 REFLECTIONS
A major element in a portfolio whether it
is the writing of the reflection. It is
thinking-aloud, a way of documenting
what they are thinking.
Gibb's reflective cycle has six stages.
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.
Gibb's reflective cycle has six stages.
Feelings. Learners are involved in learning
and an 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.
Gibb's reflective cycle has six stages.
Evaluation. When evaluating, discuss how
well you think the activity went. Recall how
you reacted to the task or situation and how
others reacted.
Gibb's reflective cycle has six stages.
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.
Gibb's reflective cycle has six stages.
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.
Gibb's reflective cycle has six stages.
Action Plan. At the end of your reflection,
you write what action you need to take so
that you will improve the next time such as
consult an expert for some advice or read a
book that will provide answers to your
queries.
TOPIC: DEPEd MAPEH TEACHERS lack the capacity
to develop foundational skills in music.
Description.
The basic foundation of music should be implied to the
students such as reading notes, rudiments of music,
familiarize to the music of the Philippines and Western
Era, and incorporating performances related to music. In
contrast, there are numbers of teachers in DEPEd who are
not MAPEH graduates that’s why they lack in foundational
skills in music.
TOPIC: DEPEd MAPEH TEACHERS lack the capacity
to develop foundational skills in music.
Feelings.
As a music educator, I tend to always think the possible
ways to integrate music literacy to the students with a very
engaging activity. But in line with the problems being
discussed in the description, less experience and literacy
could be transferred to students once the educators were
the one who has empty knowledge to integrate.
TOPIC: DEPEd MAPEH TEACHERS lack the capacity
to develop foundational skills in music.
Analysis.
POSITIVE: Department of Education and Commission on
Higher Education organized seminars and training
workshop for the teachers who has no experience in
teaching MAPEH as well as other Private Organizations
in the Philippines. INSET is one of their requirements
before starting the school year in Deped.
TOPIC: DEPEd MAPEH TEACHERS lack the capacity
to develop foundational skills in music.
Analysis.
NEGATIVE: In proportion to the percentage of teachers
and the offered seminar and workshops is not enough to
cater the needed experiences of the NON-Mapeh Teacher
or the inexperienced MAPEH teachers which lead to lack
the capacity to develop foundational skills in music.
TOPIC: DEPEd MAPEH TEACHERS lack the capacity
to develop foundational skills in music.
Conclusion
Imposing music literacy to the future music educators and
as well as helping DEPED teachers to learn basic
foundational skills in music through trainings, seminars,
workshops, and free consultation for them to be
intellectual in music terminologies and skills. Encouraging
them to enroll in advanced learning will enhance their
capabilities in integrating music literacy.
TOPIC: DEPEd MAPEH TEACHERS lack the capacity
to develop foundational skills in music.
Conclusion
Imposing music literacy to the future music educators and
as well as helping DEPED teachers to learn basic
foundational skills in music through trainings, seminars,
workshops, and free consultation for them to be
intellectual in music terminologies and skills. Encouraging
them to enroll in advanced learning will enhance their
capabilities in integrating music literacy.
TOPIC: DEPEd MAPEH TEACHERS lack the capacity
to develop foundational skills in music.
Action Plan
Proposed a summer training program for MAPEH
teachers integrating foundational skills in music
such as reading notes, singing notes, improving
music vocabulary, music listening, music writing,
and music making .
LONG QUIZ
By three
REFLECTION
TOPIC:

DESCRIPTION FEELINGS EVALUATION ANALYSIS CONCLUSION ACTION PLAN

REFLECTION
Presentation: 10 minutes
October 2, 2023-October 6, 2023