ROLES OF

TECHNOLOGY FOR
TEACHING AND
LEARNING
-UTTO, MONERA K.
rvie
As future teachers in the 21st century,
it is high time that you prepare

w:
yourselves to integrate technology in
your classroom. This lesson includes
role of technology and explain how
technology is a tool and a catalyst for
change.
Three (3) Domains of Educational
Technology (Stosic 2015):

1.Technology as a tutor

2.Technology as a teaching tool

3.Technology as a learning tool

1.Technology as a tutor
• Technology can support the
teacher to teach another person
or technology.
• Teacher will simply switch on or
switch off radio programs,
television programs or play
DVDs, or CDs that contain
educational programs.
• There are on-line tutorial
educational programs, too
2. Technology as a teaching tools
• Technology is a teaching
tool, but can never replace a
teacher.
• Used to facilitate and lighten
the work of the teacher.
• Teacher also creates or
develops technology tools
that are needed in the
classroom.
3. Technology as a learning tool
• Teacher utilize technology as the
tool for teaching, likewise it is
effective tool for learning
• As a learning tool, it makes easy
and effective.
• It can produce learning outcomes
that call for technology-assisted
teaching
• It is very interesting that even the
elderly uses these tools for
learning for life.
A. For
Teachers
and
Teaching
 A. For Teachers and Teaching

4
Technology provides Technology opens new

1 enormous support to the

teacher as the facilitator
of learning
fields in educational
researchers

5
Technology has

2
Technology adds to
modernized the competence of teachers
teaching-learning and inculcates scientific
environment. outlook

Technology improves Technology supports

3 6
teaching-learning teacher professional
process and ways of development
teaching.
1.Technology provides enormous
support to the teacher as the
facilitator of learning

• It transforms a passive classroom to an

active and interactive one, with audio-
visual aids, charts and models, smart
classrooms, e-learning classrooms which
motivate and increase attention level of
learners.
• Many of these can be searched on the
web.
2.Technology has modernized the
teaching-learning environment.

• The teachers are assisted and

supplemented with appropriately
structured instructional materials
for daily activities.
• There are varied available
technology-driven resources which
can be utilized for remedial lesson
or activities.
3.Technology improves teaching-
learning process and ways of teaching.
• The act of teaching more efficient and
effective.
• Arrays of teaching methods and strategies that
can use technologies which are found
compatible with learning styles.
• The multiple intelligence theory of Howard
Gardner tells us that there is a genius in every
child.
• This implies that there must be varied ways of
teaching as there are many varied ways of
learning.
• All learning styles can find support from
technology, so that teaching will be more
4.Technology opens new fields in
educational researchers
• The areas of teaching testing and evaluation
are enhanced by technologies for teaching
and learning.
• Current educational researchers will no
longer find difficulty in interpreting tests,
assessment and other evaluation results.
• There are available programs that can
analyze and interpret results with speed and
accuracy.
• Technology has also provided access to big
data that can be processed for problem
solving and inquiry.
5.Technology adds to competence of
teachers and inculcates scientific
outlook
• Through the utilization of theories of
learning and intelligence, which are
explained in references uploaded in
the net.
• The teachers are encouraged to
imbibe skills to source this
information with speed and accuracy.
6.Technology supports teacher
professional development
• With the demand of continuing professional
development for teachers, the availability of
technology provides alternative way of
attending professional development online.

• For those who are involved as providers of

continuing professional development like
trainers, facilitators or organizers, they can
level up or enhance their delivery systems
with the support of technology tools.
B. For
Learners
and
Learning
 B. For Learners and Learning
Support learners to learn how to learn on their own

1 3 categorizes:
• declarative knowledge,
• structural knowledge, and
• procedural knowledge.
Technology enhances learners’

2 communication skills through social

interactions

Technology upgrades learners' higher-order-

3 thinking skills: critical thinking, problem solving

and creativity
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.

There are three categories of knowledge. According

to Egbert (2009):
 Declarative knowledge,
 Stuctural knowledge, and
 Procedural knowledge.
A.Declarative knowledge
• Information that answers the questions what,
who, when, and where.
• Learned through memorization of facts, drills
and practice.
• Learned by simply mnemonics or conceptual
maps.
• Fundamental knowledge necessary for
students to achieve more complex higher order
thinking such critical thinking and creativity,
inquiry and production.
B.Structural knowledge
• Facts or pieces of declarative knowledge put
together to attain some form of meaning.
• Example of declarative knowledge is “pencil”,
the idea that evolved from a pencil is an
understanding that: “it is something used to
write”, this is referred to as structural
knowledge.
• Can be presented by concept maps,
categorization or classification.
C.Procedural knowledge
• Knowledge of action or how to do
something.
• Based on facts but learned through the
procedural knowledge.
• Example, how to drive a car, how to use
a cellphone, or how to speak English.
• Indicated by a performance task or
graphical representation of a concept.
2.Technology enhances learners’
communication skills through social
interactions
• Commonly described as the transmittal of
information from one person to another as single
individual or groups of individuals.
According to Shirly (2003) and Egbert
(2009), there are three basic communication
patterns:

1
Point to point two-way
2
One-to-many outbound
3
Many-to-many
or one-to-one
Like Internet chat, Like a lecture, or Like group discussion,
phone buzz session, heads
television. There
conservation or together. This kind of
even face-to-face
is no social
interaction provides
conservation. interaction.
opportunities for social
interaction.
Social interaction occurs in two ways:
• Social interaction through communication occurs through
technology (directly between two persons via email, a cell
phone other communication technology)
• It can also occur around technology like students
discussing about a problem posed by a software program
or with support of technology like teachers and students
interacting about the worksheet printed from a website.
• In all the three modalities, communication occurs and
technology in involved.
Benefits derived from technology-supported
communication
A. Enables any teacher to guide the learners virtually and making learning
unlimited because communication and social interaction go beyond a
school day or a school environment.
B. Enhances students' freedom to express and exchange ideas freely
without the snooping eyes of the teacher face to face.
C. Enables learners to construct meaning from joint experiences between
the two or more participants in communication.
D. Help learners solve problems from multiple sources since there
are limitless sources of information that te teacher can direct or
refer to the learners
Benefits derived from technology-supported
communication
E. Teaches learners to communicate with politeness, taking
turns in sending information and giving appropriate
feedback.
F. Enhances collaboration by using communications
strategies with wider community and individuals in a
borderless leaming environment.
G. Develops critical thinking, problem solving and creativity
throughout the communication
3. Technology upgrades learners' higher-
order-thinking skills: critical thinking,
problem solving and creativity
• 21st century learning requires the
development of HOTS.

• Technology has a great role to play

in the development and
enhancement of these skills
Critical thinking
• Part of the cluster of HOTS.
• Ability to interpret, explain, analyze, evaluate, infer and self-
regulate in order to make good decisions.
• All of these competencies are covered by Bloom's Taxonomy
of Analysis, Synthesis and Evaluation..

“Teachers play a significant role in

supporting learners with
technology. How?”
Here are some ways that teachers can do
to develop critical thinking.
A. Ask the right questions
• Questions like what, who, when and where,
these do not develop critical thinking
• Critical thinking questions should ask for
clarity, accuracy, precision, relevance, depth,
breadth and logic.
B. Use critical thinking tasks with appropriate
level of challenge.

• Teachers should be mindful of the readiness of the

students.
• Students who have higher ability may find the task too
easy, getting bored early
• Students who have low ability may find the task difficult
• There is a need to have activities that are appropriate for
the learners
What are some simple ways that
teachers should do?
1. Vary the questions asked
2. Introduce new technologies
3. Modify the learner's grouping
4. Modify the critical thinking task
5. Encourage curiosity
Creativity
• NOT merely a set of technical skills, BUT it also
involves feelings, beliefs, knowledge and
motivation
• Ability to think flexible, fluently, originally and
elaborately (Guildford, 1986 & Torrance, 1974
Egbert, 2009).
• Flexibility-able to use many points of view
• Fluently -able to generate many ideas
• Originality- able to generate new ideas
• Elaborately- able to add details
Seven Creative Strategies (Osborn, 1963)
1.Substitute find something else to replace to do what it
does.
2.Combine-blend two things that do not usually go together.
3.Adapt-look for other ways this can be used.
4.Modify/Magnify/Minify – make a change, enlarge, and
decrease.
5.Put to another use- find other uses.
6.Eliminate reduce and remove.
7.Reverse-turn upside-down, inside out, front-side back.
What should teacher do to support student
creativity? Here are some suggestions:

1.Provide an enriched environment

2.Teach creative thinking strategies
3.Allow learners to show what they can
do
4.Use creativity with technology
Further, teachers can
do the following to
develop and enhance
critical thinking,
problem solving and
creativity. As future
teachers, try these
suggestions:
1. Encourage the students to find and use
information from variety of sources both on-line
and off-line.
2. Assist students to compare information from
different sources.
3. Allow student to reflect through different
delivery modes like writing, speaking, or drawing.
4. Use real experiences and material to draw
tentative decisions.
5. Involve students in creating and questioning
assessment.
There are several critical thinking tools and
technology software that can support critical
thinking skills.

1.Encourage digital production

projects
2.Popularizes e-learning
modalities
3.Enhances global awareness
and citizenship
THANK YOU
FOR
LISTENING!!!
 REFERENCE
BOOKS:

● Bilbao, P., Dequilla, M., Rosano D., and Boholano, H.,

(2019). Technology for Yeaching and learning 1,
LORIMAR PUBLISHINF, INC.
● Corpuz, B., and Lucida P., (2008), Educational
Technology 1, LORIMAR PUBLISHINF, INC.
● Tabbada, E., and Buenidia, M., (2018), Educational
Technology 2, LORIMAR PUBLISHINF, INC.