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K-12 Curriculum & ICT Integration Module

The document discusses the K to 12 curriculum framework and how it requires ICT integration in teaching. It outlines four salient features of the curriculum: strengthening early childhood education, making the curriculum relevant to learners, building proficiency in mother tongue education, and ensuring integrated and seamless learning. The document provides details on each feature and how technology can be used to implement them.

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Roselle Luzano Galuga

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0% found this document useful (0 votes)

140 views149 pages

K-12 Curriculum & ICT Integration Module

Uploaded by

Roselle Luzano Galuga

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as DOCX, PDF, TXT or read online on Scribd

Technology for Teaching and Learning 2

Learning Module No. 01

STUDENT
Name:
Student Number:
Program:
Section:
Home Address:
Email Address:
Contact Number:

PROFESSOR
Name:
Academic Department:
Consultation Schedule:
Email Address:
Contact Number:
1

EEDM 302a (Elem)/EngM 302d (English)/MEM 302b (Math)/

I. Course Code
SEM 302b (Science)
II. Course Title TECHNOLOGY FOR TEACHING AND LEARNING 2
III. Module Number 01
IV. Module Title 1. The K To 12 Curriculum Framework
2. ICT-Pedagogy Integration in Language
Learning Plans
3. Nature of Project-Based and Problem-
Based Approaches
4. Basic Parts of a Learning Plan
V. Overview of the Teachers play a very important role in the facilitation
Module of student learning by designing, implementing, and
evaluating the curriculum. Teachers make decisions
about how they will implement the curriculum of their
specific field of specialization. One of the tasks to
effectively execute the curriculum is the utilization of
educational technologies.
The course introduces the students to the different
concepts in terms of the integration of Information,
Communication, Technology in the teaching and learning
process. Engaging educational technology in the
educative process are founded on principles and
philosophies.
In this module, you will be able to acquire adequate
knowledge of interactive communication; demonstrate
interactive skills in English; understand the proper etiquette
of interactive communication; manifest right and correct
behavior in the conduct of interactive communication;
and realize the giftedness of man to advance the
level of
communication.
VI. Module Outcomes As for the outcome of the module, you will be tasked
to scrutinize and improve lesson plans with ICT
integration; design lesson plans using IDEA Lesson
Exemplar and Daily
Lesson Log template; and design an ICT-based activity.
VII. General Instructions You must allot the necessary time to complete the
lessons each week. If you choose not to complete the
lesson using the schedule provided, you must understand
that it is your full responsibility to complete them by the
last day of completion.
The module is designed to assess student
understanding of the assigned lessons found within the
associated content

Learning Module on Technology for Teaching ang Learning 2

of the midterm period of the course. The assessment part

of the module is composed of varied types of questions
and activities. Pay attention to the answer to the
assessment questions as you move through each lesson.
After each module you will be given a summative test.
Your responses to the assessment parts of the module
will be checked and recorded.
Because the assessment questions are available
within the whole completion period and because you can
reference the answers to the questions within the
content modules, we will not release the answers within
modules. However, your professors are happy to discuss
the assessments with you during their consultation time.
Good luck.
You may not work collaboratively. This is independent
work.

Learning Module on Technology for Teaching ang Learning 2

LESSON 1: The K To 12 Curriculum Framework

Lesson Objectives:
At the end of this lesson, you will be able to:
1. discuss the salient features of the k to 12 Curriculum requiring ICT-pedagogy integration skills;
2. analyze the learning competencies of every year level according to the field of
specialization of the pre-service;
3. review some units in the curriculum guide with focus on the development of 21st Century
skills; and
4. recognize the birth of the Most Essential Learning Competencies (MELCs) in the new normal
of educational system.

GETTING STARTED:
Directions: Twit your thoughts about “Reflecting on Technology-based Learning Experiences
using the RIE Chart. Compose your message inside the illustrated cellular phones below. (15 points)

RECALL: Recall how your teachers in your field of specialization used information and communication
technologies to help you understand some concepts in your lessons.
IDENTIFY: Identify the specific lesson and learning objectives of your teacher. Were you able to
understand the lesson and demonstrate the learning objectives with the teacher’s integration of
ICT? Why?
ENHANCE: If you are to enhance the ICT used by your teacher, how will you do it? Will you use
the same ICT or will you modify how it was integrated?

Recall Identify Enhance

Learning Module on Technology for Teaching ang Learning 2

Rubric for grading:

Discussion:
The implementation of the K & to 12 Curriculum of the Department of Education paved the
way for the enhancement of the Teacher Education Curriculum of the Commission on Higher
Education (CHED). The salient features of the K to 12 Curriculum have been thoroughly considered
to ensure that all the courses in the teacher education program will meet the demands of the 21"
century classrooms. One of the considerations is the need to implement the following salient
features of the curriculum through integrating technologies for teaching and learning. The use of
technologies is done
in the different levels of learning and in teaching the various fields of specialization.

Learning Module on Technology for Teaching ang Learning 2

Salient Features of the Curriculum Through Integrating Technologies for Teaching and Learning.
1. Strengthening Early Childhood Education (Universal Kindergarten)
With the Universal Kindergarten program of the Department, every Filipino child is expected
to have access to early childhood education. This access can be facilitated using technological
tools that are readily available to the school for teachers’ use.
The use of technology in Kindergarten by various schools is very evident in teaching the
kindergarten pupils the alphabet, numbers, shapes, and colors through games, songs, and dances
in their Mother Tongue.
2. Making the Curriculum Relevant to Learners (Contextualization and Enhancement)
Research shows that learners will value a curriculum that is relevant to their lives. Students
are often heard saying, “Do I need to know these to live a meaningful life?” “How will I use this lesson
in the actual workplace?” “What is the relevance of this to me?” and so on. The answer to the
question of relevance is vital to help the teachers think of some ways by which they will be able to
let their students realize that their daily lessons are of good use to their personal well-being and
to their professional preparation.
Sara Bernard (2010) stressed that students need to have a personal connection to the
lesson material that can be done through engaging them emotionally or through connecting the
information with that which they already know. This she calls “Give it Context, and Make it
Count.”
21st Century learners are expected to be demonstrating 21st century competencies such as
collaboration, digital literacy, critical thinking, and problem solving to be able to thrive in the
world (Rich, 2014). Contextualizing the curriculum of the students for meaningful learning poses
challenges in enhancing teachers’ pedagogical skills as well as technological skills.
3. Building Proficiency (Mother-Tongue Based Multilingual Education)
To be able to promote the child’s dominant language and to use it as a language
instruction, maximum use of technological tools is highly encouraged. Currently, a lot of
teachers are into developing learning materials to be able to implement the MTB-MLE program
properly especially that there is a dearth of printed and e-materials in the mother tongue of the
students. Mother Tongue is used in instruction and learning materials of other learning areas.
The learners retain their ethnic identity, culture, heritage and values. Children learn better and
are more active in class and learn a second language even faster when they are first taught in a
language they understand.
4. Ensuring Integrated and Seamless Learning (Spiral Progression)
Learning basic concepts that leads to a more complex and sophisticated version of the
general concepts entail TPACK: Technological knowledge, pedagogical knowledge, and content
knowledge. Rediscovering concepts previously presented as students go up in grade level will be
fully supported if all the areas of specialization will be aided by technologies for teaching and
learning. This will further strengthen retention and will enhance mastery of topics and skills as
they are revisited and consolidated time and again. This also allows learners to learn topics and
skills appropriate to their developmental and cognitive skills.
5. Gearing Up for the Future
The K to 12 Curriculum ensures college readiness by aligning the core and applied courses to
the College Readiness Standards (CRS) and the new General Education (GE) Curriculum. Hence,
the K to 12 Curriculum focused on developing appropriate Specialization Subjects for Academic,
Sports and

Learning Module on Technology for Teaching ang Learning 2

Design, and Technological Livelihood Tracks. All of these specialization subjects have to be
supported by educational technology for better learning.
6. Nurturing the Holistically Developed Filipino (College and Livelihood Readiness, 21st Century Skills)
To nurture holistically developed Filipino, every K to 12 graduates is expected to be ready to
go into different paths – higher education, employment, or entrepreneurship. Every graduate is
expected to be equipped with information, media and technology skills, learning and innovation
skills, effective communication skills, and life and career skills. This may happen with proper
implementation of the curriculum and with the facilitation by excellent teachers. For teachers to
maintain excellent performance, they need full support, one of which is technological support.

The Birth of the Most Essential Learning Competencies in the New Normal
As the COVID19 pandemic continues to impact various governments and economies
around the world, even schools are not spared from its crippling effects. The current global health
crisis poses a profound impact on the basic education system as approximately 87% of the
world’s student population, that is 1.5 billion learners, have been affected by school closures
(UNESCO, 2020). While interim distance and remote learning programs are being put in place in
many locations, the most marginalized, poverty-stricken, and vulnerable children are also the
most disadvantaged.
The Department of Education, through the Bureau of Curriculum Development-Curriculum
Standards Development Division, has developed the most essential learning competencies (MELCs) to
address the challenges brought about by the global pandemic. Its negative impact in the
educational system which include but not limited to the shortened school year, limited face to face
interaction of teachers and learners, and other instructional delivery-related concerns pose serious
problem most specifically to early childhood learners.
In determining the criteria for the selection of the most essential learning competencies,
the Department in consultation with stakeholders, during which the descriptor – ENDURANCE –
was considered the primary determining factor. A learning competency is considered enduring if it
remains with learners long after a test or unit of study is completed or if it is useful beyond a single
test or unit of study. Examples of such learning competencies include research skills, reading
comprehension, writing, map reading, and hypothesis testing, which are essential in many
professions and in everyday life (Reeves, 2002; Many & Horrell, 2014). The Department then
identified the MELCs through the application of these understandings.
Necessary in the above process is the decision whether a learning competency is to be
retained, merged, dropped, or rephrased. As a general rule, a learning competency is retained if
it satisfies the endurance criterion which greatly contributes to life-long learning and is a pre-requisite
skill to the next grade level. On the other hand, two or more learning competencies are merged
or clustered if they have the same objective or learning intention; and thus, can be combined
into one comprehensive learning competency. In addition, a significant number of learning
competencies is removed/dropped due to the following reasons:
 they are too specific (and the articulation is similar to that of a learning objective;
 they are deemed appropriate to be introduced in an earlier quarter or grade level
or moved to a later quarter or grade level;
 they are recurring; and

Learning Module on Technology for Teaching ang Learning 2

 they are subsumed in another learning competency.

Finally, a learning competency is rephrased to be more concise. The content and performance
standards are directly lifted from the curriculum guides. Its inclusion is to emphasize that the
identification of MELCs is anchored on the prescribed standards and not a departure from the
standards-based basic education curriculum.
All learning areas will still be taken up by the learners in all grade levels, albeit with
streamlined competencies. This is to ensure that the learning outcomes are still achieved even in
this pandemic. It is noted that, by principle, the time allocated per subject on a daily basis did not
change. This means that schools need to consider this aspect in employing various delivery
schemes.
To see the copy of the final list of MELCs from Kindergarten to Grade 12 across all learning
areas, visit [Link]

Application:
Visit
[Link] and read
the Topic Brief titled: Education Policy and Strategy for Scaling EdTech in Philippine Schools by Liezl
F. Dunuan. Afterwards, compose a 500-word review of the Topic Brief. Substantiate your review using
scholarly references. Your article review shall entail the following parts: Summary, Critique,
Conclusion, and References (must be in APA format). Write your review in a yellow or intermediate
pad paper. Your paper will be graded using the rubric below:
Components Highly Competent Satisfactory Unsatisfactory Your
Competent Score
Identification of 15-20 points 10-14 points 5-9 points 0-4 points
Premise and Includes accurate Includes accurate One of the More than one of the
Supporting Points identification of identification of following is following are missing or
(Argument) article premise, article premise, missing or insufficiently analytical:
20 points significant points importance to the insufficiently accurate identification of
in support of the course, significant analytical: article premise, importance
premise, and the points in support of accurate to the course, significant
significance of the premise, and/or identification of points in support of the
these to the field, but one or article premise, premise, and/or field; those
course and/or field more of them need importance to the included need
improvement course, significant improvement
points in support
of the premise,
and/or field
Application of 15- 20 points 10-14 points 5-9 points 0-4 points Includes
Analysis Includes several Includes some Includes few general opinionated
20 points analyses that analyses that analytical statements that are
relate the article to relate the article to statements that unrelated to the course
course content course content and relate the article content and real-life
and real-life real-life situations to course content and/or are substantiated.
situations and real-life
situations

Learning Module on Technology for Teaching ang Learning 2

Critical 15-20 points 10-14 points 5-9 points 0-4 points

Evaluation of Includes critical Includes critical Student’s opinion Student’s opinion of the
premise and thinking that thinking that clearly of the article is article is not clear; critical
supporting points clearly states the states the student’s stated, along with thinking is not evident
(argument) student’s informed opinion and some critical evaluation
30 points and substantiated evaluation of the of the article’s
opinion, thorough article’s premise premise and/or
evaluation of the and/or arguments argument, but
article’s premise, but overlooks some significant
and supporting some points points are
points overlooked
APA Formatting 9-10 points 6-8 points 3-5 points 0-2 points
10 points Documents Documents Reflects Uses little to no
sources using sources using incomplete correct APA
APA formatting APA formatting knowledge of formatting
accurately and with APA formatting.
consistently minor violations
Writing 9-10 points 6-8 points 3-5 points 0-2 points
Mechanics Writing Writing is mostly Writing lacks Writing lacks
10 points is clear and clear and concise. clarity or clarity and
concise. Sentence structure conciseness. conciseness.
Sentence structure and grammar are Minor problems Serious problems
and grammar are strong and mostly with sentence with sentence
excellent. Correct correct. Few minor structure and structure and
use of errors in some grammar.
punctuation. No spelling punctuation and/or errors. Several minor Numerous major and/or
errors. spelling. errors in punctuation and minor errors in spelling in
spelling. punctuation marks and
spelling.
Organization 9-10 points 6-8 points 3-5 points 0-2 points
10 points The organization The overall Arrangement is Arrangement is
results in clarity arrangement is less than clear, or haphazard and
and presents logical but can organization is difficult to follow;
logically arranged occasionally be clear but there paper strays
points difficult to follow are some substantially from
digressions topic
TOTAL

Summary of the Lesson:

To ensure that all the courses in the teacher education program will meet the demands of
the 21" century classrooms, the following salient features of the curriculum through integrating
technologies for teaching and learning are needed to implement such as Strengthening Early
Childhood Education (Universal Kindergarten); Making the Curriculum Relevant to Learners
(Contextualization and Enhancement); Building Proficiency (Mother-Tongue Based Multilingual

Learning Module on Technology for Teaching ang Learning 2

Education); Ensuring Integrated and Seamless Learning (Spiral Progression); Gearing Up for the Future;
and Nurturing the Holistically Developed Filipino (College and Livelihood Readiness, 21st Century Skills.
The Department of Education streamlined the curriculum not just to respond to the
challenges of the current pandemic but also to respond to the call of SDG 4 to develop resilient
education systems, most especially during emergencies. Thus, it can be used under certain
circumstances as a mechanism to ensure education continuity through the curriculum dimension.

Assessment:
Throughout this course, you will be tasked to use various technological resources and tolls
that can help you create your plans and materials, improve your instruction, and enhance your
future students’ learning.
Think about what you must do to be able to make the most out of this course. Answer the
following questions:
1. How can technology be used effectively in various fields of specialization to support and
assess student learning? (4 points)

2. How will I apply all the knowledge and skills that I learned I TTL 2 in teaching my field of
specialization? (4 points)

3. How will I develop learning plans for my classes to make sure that available technologies
for teaching and learning will be put into use for meaningful learning? (4 points)

4. How will I ensure that my goals in this course will be achieved? (3 points)

Learning Module on Technology for Teaching ang Learning 2

Enrichment Activity:
Brainstorm on how technologies can be integrated properly and how they will meet the
important learning outcomes and the 21st century skills. Answer the following questions:
1. How will technological tools for teaching and learning promote the salient features of the K to
12 Curriculum? (7 points)

2. What are the 21st Century Skills that are highly required to be developed by your field of
specialization? Rank them in terms of the identified standards of competencies of your
curriculum guide. (8 points)

Learning Module on Technology for Teaching ang Learning 2

Rubric for grading Assessment and Enrichment:

LESSON 2: ICT-Pedagogy Integration in Learning Plans

Lesson Objectives:
At the end of this lesson, you will be able to:
1. discuss essential points to consider when integrating any ICT in facilitating education;
2. present learning plans that integrate ICT in the learning procedures to be able to attain
the learning outcomes; and
3. plan for some activities that will help develop digital citizenship and relate this to the
development of the 21st Century Skills among learners.

Learning Module on Technology for Teaching ang Learning 2

Getting Started:
Directions: Ponder on your background, educational experiences, and prior knowledge and skills
on how information, communication, and technologies (ICTs) were successfully used by your teachers
in the lower level. Recall the ICT tolls that were used by your teachers in your English, Mathematics,
or Science class, and describe how these were used to help you understand the lesson. Write at
least five lessons vis-à-vis the ICT tools and a short description of how these were used. (15 points)
Your paper will be graded using the rubric below:

Learning Module on Technology for Teaching ang Learning 2

Lesson/Topic ICT Tool Description

Discussion:
Teaching has been a challenging profession since knowledge has been expanding and
essential skills have been increasing and changing. With these challenges, teachers need to
engage educational technologies to assist them in the teaching-learning process. Engaging
educational technologies in teaching are founded on principles and philosophies. Understanding
these will help you successfully integrate technologies to allow your students to demonstrate the
intended learning outcomes of your field of specialization.

Integrating Technology in Instruction

Various educators and researchers provided the following concepts and principles about
integrating technology in instructions:
1. John Pisapia (1994)
Integrating technology with teaching means the use of learning technologies to
introduce, reinforce, supplement and extend skills. For example, if a teacher merely tells a
student to read a book without any preparation for follow up activities that put the book in
pedagogical context, the book is not integrated. In the same way, if the teacher uses the
computer is not integrated.
On the other hand, integrating technology into curricula can mean different things:
1) computer science courses, computer-assisted instruction, and/or computer-enhanced
or enriched instructions, 2) matching software with basic skill competencies, and 3)
keyboarding with word processing followed up with presentation tools.
2. International Society for Teaching in Education (ISTE)

Learning Module on Technology for Teaching ang Learning 2

Effective integration of technology is achieved when students are able to select

technology tools to help them obtain information in a timely manner, analyze and
synthesize the information, and present it professionally. The technology should become an
integral part of how the classroom functions—as accessible as all other classroom tools.
3. Margaret Lloyd (2005)
ICT integration encompasses an integral part of broader curriculum reforms which
include both infra-instructional as well as pedagogical considerations that are changing not
only how learning occurs but what is learned.
4. Qiyun Wang and Huay Lit Woo (2007)
Integrating Information and Communication (ICT) into teaching and learning is a
growing area that has attracted many educators’ efforts in recent years. Based on the scope
of content covered, ICT integration can happen in three different areas: curriculum, topic,
and lesson.
5. Bernard Bahati (2010)
The process of integrating ICT in teaching and learning has to be done at both
pedagogical and technological levels with much emphasis put on pedagogy. ICT
integration into teaching and learning has to be underpinned by sound pedagogical
principles.
6. UNESCO (2005)
CT integration is not merely mastering the hardware and software skills. Teachers need
to realize how to organize the classroom to structure the learning tasks so that ICT
resources become automatic and natural response to the requirements for learning
environments in the same way as teachers use markers and whiteboards in the classroom.

Information and Communication Technology (ICT)

Before you can successfully integrate ICTs in your language instructions, there is a need to
have a good grasp of what Information and Communication Technology (ICT) is all about.
Specifically, there is a need also to determine the ICTs that are available for language education.
The following are the definitions of ICTs from various sources:
1. Moursund (2005)
ICT includes all the full range of computer hardware, computer software, and
telecommunication facilities. Thus, it includes computer devices ranging from handheld
calculators to multimillion worth supercomputers. It includes the full range of display and
projector devices used to view computer outputs. It includes local area networks and wide
area networks that will allow computer systems in people to communicate with each other. It
includes digital cameras, computer games, CD’s, DVD’s, cell telephones, telecommunications
satellites, and fiber optics. It includes computerized machinery and computerized robots.
2. Tialo (2009)
ICT is a diverse set of technological tools and resources used to communicate,
create, disseminate, store, and manage information. These technologies include hardware
devices, software applications, internet connectivity, broadcasting technologies, and
telephony.
3. UNESCO (2020)
It (ICT) is a diverse set of technological tools and resources used to transmit, store, create,
share, or exchange information. These technological tools and resources include
computers,
Learning Module on Technology for Teaching ang Learning 2
15

the Internet (website, blogs, and emails), live broadcasting technologies (radio, television
and webcasting), recorded broadcasting technologies (podcasting, audio, and video
players and storage devices) and telephony (fixed or mobile, satellite, vision/video-
conferencing, etc.)
UNESCO defines it also as scientific, technological and engineering discipline and
management technique used. ICT also refers to handling information, its application and
association with social, economic, and cultural matters.
4. Ratheeswari (2018)
Information Communication Technologies (ICT) influence every aspect of human
life. They play salient roles in workplaces, in business, education and entertainment. Moreover,
many people recognize ICTs as catalysts for change that include change in working
conditions, handling and exchanging information, teaching methods, learning approaches,
scientific research and in accessing information communication technologies. In this digital
era, ICT is important in the classroom for giving students opportunities to learn and apply the
required 21st century skills. ICT improves teaching and learning and helps teachers
perform their role as creators of pedagogical environment. ICT helps a teacher to present
his/her teaching attractively and enables learners to learn at any level of an educational
program.

Conversational Framework of Laurillard (2002)

The teaching-learning process poses very complex tasks to allow learners to understand
their lessons and master the skills they are expected to demonstrate. Thus, it will be reassuring if teachers
will explore on engaging various media to support various learning activities in classrooms. This is
how the Conversational Framework (Laurilland, 2002) may support. The framework postulates a
way of presenting teaching and learning in terms of events. These are the five (5) key teaching
and learning events in the framework which are identified as: acquisition; discovery; dialogue;
practice; and creation.
Vis-à-vis, the five events are specific teaching strategies, learning actions or experiences, related
media form, examples of non-computer-based activity, and examples of computer-based
activity.

Teaching Teaching Learning Related Media Examples Example of

and Action Action or Form of Non- Computer-
Learning or Experience Computer- Based
Event Strategy Based Activity
Activity
Acquisition Show, Attending, Narrative: TV, video, fil, Lecture notes
Demonstrate, Apprehending, Linear lectures, online,
Describe, Listening presentational. books, streaming
Explain Usually same other print video or
‘text’ acquired publications lectures, DVD,
simultaneously multimedia
by many people including
digital video,
audio clips

Learning Module on Technology for Teaching ang Learning 2

and
animations
Discovery Create or Investigating, Interactive: Libraries, CD based,
set up or Exploring, Non-linear galleries, DVD or Web
find our or Browsing, presentational, museums resources
guide Searching searchable, including
through filterable etc. hypertext,
discovery but no enhanced
spaces and feedback hypermedia,
resources multimedia
resources.
Also,
information
gateways
Dialogue Set up, Discussing, Communicative: Seminar, Email,
Frame, Collaborating, Conversation tutorials, discussion,
Moderate, Reflecting, with other conferences forums, blogs
Lead, Arguing, students,
Facilitate Analyzing, lecturer or self
discussions Sharing
Practice Model Experimenting, Adaptive: Laboratory, Drill and
Practicing Feedback, filed trip, practice,
learner simulation, tutorial
control role play programs,
simulations,
virtual
environments
Creation Facilitating Articulating, Productive: Essay, Simple
Experimenting, Linear control object, existing tools,
Making, animation, as well as
Synthesizing model especially
created
programmable
software

Teaching and Learning Events and Associated Media Forms: (Czerniewicz & Brown (2005) adapted
from Laurillard (2002)
Laurillard’s Conversational Framework (LCF) is relevant in the field of language education
since this field requires appropriate and complex use of various technologies. The framework clearly
presents the way teaching events in language classrooms can be thoroughly related to their
language learning events. This is more effective in Blended Learning than in the Face-to-Face
context in the
developing terms of
learners’ skill in forming wh-questions.

Learning Module on Technology for Teaching ang Learning 2

Three Fundamental Elements of ICT Integration by Wang (2008)

Wang in 2008 posited that integration of ICT consists of three fundamental elements such as
pedagogy, social interaction, and technology.
Interaction
with content

Pedagogy

Interaction
with people

Social Technology
Interaction

The ICT Integration Framework of Wang can be fully maximized in developing learning plans
for language learning. Pedagogy often refers to the teaching strategies or techniques used to
deliver lessons and to allow learners to demonstrate competencies.
Social Interaction activities as one of the elements in the framework are crucial. Through
these, learners will acquire and develop knowledge and skills that are important for them to live
and work in various communities. To engage the learners in the teaching-learning process fully and
meaningfully, the social design of the ICT-based learning environment needs to deliver a secure
and comfortable space.
The third element of the framework is the technological component that generally uses
computers to support various learning activities. Through the use of computers, various teaching
modes may happen.
In the 21st century classrooms, the three components are needed in an ICT-based learning
environment. Due to the advent of technologies which are fundamental requirements in ICT-
pedagogy integration, the challenge among learning institutions is to provide support for the
integration to happen.
The successful integration of ICT into the learning environment will depend on the ability
of teachers to structure learning in new ways, to merge technology appropriately with a
pedagogy, develop socially active classrooms, and encourage cooperative interaction and
collaborative learning and group work. For many, this requires a different set of skills from those they
currently possess.
The table presented below entails the different ICT tools that a teacher may use in the
teaching and learning process.

Quizzes/testing Presentations Videos/ Lesson Series Brainstorming Creative Online

/games Cartoons / organizing creations collaboration
BookWidgets Buncee Animaker BookWidgets Answer BlendedPl Asana
Classkick Google Binumi GoConqr garden ay Edmodo
Classmarker Slides Biteable Gooru ChartGo Canva - Google Docs
Classtools Lesson Up ChatterPix Coggle [Link]

Learning Module on Technology for Teaching ang Learning 2

[Link] Mentimeter Clipchamp ReadWriteThink Huzzaz Piktochart Google

Educaplay Nearpod DoInk Lino it ScribbleM Slides
Flipgrid Peardeck EDpuzzle Schoolrijk Mindomo ap Google
Flubaroo Prezi Educreations Showbie - Note App Storybird Spreadsheets
Formative Prowise TesTeach Padlet Wordle MeisterTask
[Link] SlideShare GoNoodle Thiemo - Popplet Venngag Seesaw
Gimkit Sutori Masher Wikiwijsleermid Postermywall e Stoodle
Goosechase Wooclap PlayPosit delenpleinen Tagxedo [Link] Talky
Gynzy Powtoon Thinglink Vizualize
H5P Shadow Timeglider
JeopardyLabs Puppet Timetoast
Kahoot TedEd Trello
Learnclick Toondoo - XMind
Lightsail Voki
MasteryConnec
t Plickers
Poll ICT Tools for Teaching and Learning Process
Everywhere
Purpose
Games
Quizalize
Quizbean
Quizlet
Quizizz
Quizstud
Socrative
SurveyMonkey
Voxvote

Reading ICT-Integrated Lesson Plans Using IDEA Lesson Exemplar Format – the New Normal Way
Learning Plan in the New Normal
Before the pandemic, teachers in public and private elementary and secondary schools
had been using the 4As format in crafting their Daily Lesson Plan (DLL) or Daily Lesson Plan (DLP). This
format entails Activity, Analysis, Abstraction, and Application.
Now that we are in the new normal, a lot of things have changed in the educational
system brought about by the pandemic. One of the salient changes is the preparation of the
DLL/DLP of teachers. To better facilitate the teaching-learning process today, teachers are now
required to craft their DLL/DLP using the IDEA Lesson Exemplar format as prescribed by the
Department of Education.
This exemplar includes the following: Introduction – the I Phase, Development – the D
Phase, Engagement – the E Phase, and Assimilation – the A Phase. The IDEA instructional process
design is an abridged and refined format. All parts of the original DLL/DLP are subsumed in
PIVOT 4A lesson exemplars.

Sample Learning Plans in English, Science, and Mathematics subjects With ICT Integration Using IDEA
Lesson Exemplar Format

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The following samples of IDEA Lesson Exemplars were prepared by public school teachers and
were checked by Head Teachers. These were demonstrated during the 1st Classroom Observation.

IDEA LESSON EXEMPLAR IN ENGLISH

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IDEA LESSON EXEMPLAR IN SCIENCE

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IDEA LESSON EXEMPLAR IN MATHEMATICS

Learning Module on Technology for Teaching ang Learning 2

Learning Area:
Lesson/Topic ICT Tool Part of the How did the If you would be
/ICT- based Lesson exemplar teacher execute the one
Activity used. where ICT this part? designing this
Integration section, how
appeared. would you
integrate ICT on
this part?

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Rubric for grading:

Learning Module on Technology for Teaching ang Learning 2

Summary of the Lesson:

Laurillard’s Conversational Framework (LCF) is relevant in the field of language education since
this field requires appropriate and complex use of various technologies.
As proposed by Wang, In the 21st century classrooms, the three components are needed in an
ICT- based learning environment such as pedagogy, social interaction, and technology.
IDEA Lesson Exemplar includes the following: Introduction – the I Phase, Development – the D Phase,
Engagement – the E Phase, and Assimilation – the A Phase. The IDEA instructional process design is
an abridged and refined format. All parts of the original DLL/DLP are subsumed in PIVOT 4A
lesson exemplars.

Assessment:
A.
Designing an IDEA Lesson
Exemplar
Directions:
1. Secure a copy of the 1st Quarter self-learning module to be sent by your teacher to your
Fb Group Chat or your personal email address.
2. Choose a topic of your interest from the 1st Quarter of the self-learning module.
3. For 100 points, craft a semi-detailed IDEA Lesson Exemplar based on your chosen topic.
4. Integrate ICT in one to two parts of your lesson.
5. Craft your Lesson Exemplar using the prescribed template to be sent by your teacher.
6. Focus on your field of specialization. For BEED, choose one among the three major
learning areas.
7. Your Lesson Exemplar will be graded based on the rubric to be posted on your class FB
Chat or your personal email address.
B.
Designing an ICT-Based Activity
Directions:
1. For 100 points, choose one ICT Tool for commonly used by teachers to make quizzes, tests,
or games. You may go back to the list of ICT tools given above.
2. Sign up for an account and create a quiz, game, or test.
3. Screenshot/printscreen your account with accomplished quiz, game, or test ready for use.
4. Paste your screenshot or printscreen in your answer sheet.
5. Focus on your field of specialization. For BEED, choose one among the three major
learning areas.
6. Your output will be graded based on the rubric to be posted on your class FB Chat or
your personal email address.

Learning Module on Technology for Teaching ang Learning 2

Rubric for grading IDEA Lesson Exemplar

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Rubric for grading ICT-Based Activity

Enrichment Activity:
Learning from the Learning Plans
Directions: By the help of the following questions, share your own recommendations and
observations on how you may use and enhance the three learning plans. (15 points)
Guide Questions Lesson Exemplar in Lesson Exemplar in Lesson Exemplar in
English Science Mathematics
Are the learning
objectives aligned
with the targeted
basic education
curriculum
competencies? Why
do you say so?

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Is the plan of
technology integration
supportive of the
attainment of the
learning competencies
and learning
objectives? Explain
your answer.
What significant
principles in ICT
integration do you
think are highly
recommended in
developing a learning
plan?

Rubric for grading:

Learning Module on Technology for Teaching ang Learning 2

LESSON 3: A Nature of Project-Based and Problem-Based

Approaches Lesson Objectives:
At the end of this lesson, you will be able to:
1. discuss he salient features of inquiry-based learning and research-based learning and their
application o attainment of language learning competencies and language learning
outcomes;
2. analyze how technologies for teaching and learning languages can be maximized in inquiry-
based learning and research-based learning; and
3. state some performance standards from the Curriculum Guide that can employ inquiry-
based learning and research-based learning.
4. discuss the salient features of problem-based learning and project-based learning and
their application to the attainment of learning competencies and learning outcomes;
5. analyze how technologies for teaching and learning can be maximized in problem-based
learning and project-based learning; and
6. share some performance standards from the Curriculum Guide that can employ problem-
based learning and project-based learning.

Getting Started:
Directions: Do the following tasks. (15 points)
1. Study a picture from the internet and create a meme or a question about it.

2. Write 1-2 sentences about literature.

3. Between creating a meme or a question about the picture from the internet and writing
sentences about literature, which did you find easier to write about? Explain your answer.

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Rubric for grading

Discussion:
The activity above obviously shows that it is easier to write about something that is
relatable in our real-life situations because of our prior knowledge or experience.

Nature of Inquiry-Based Learning

Inquiry, in its simplest definition, is a process of asking questions. This has spurred the enumerable
developments that we continue to enjoy in our society today. It continues to usher the study of so
many fields that enable various scientist and experts to provide solutions to emerging issues
affecting the society in general. In the classroom, in particular, the process of inquiry is a basic
learning activity that every teacher is expected to facilitate. The development of the ability to ask
among learners is basic in the age of the Fourth Industrial Revolution. According to the Future of
Jobs Report during the World

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Economic Forum, the top three of the ten skills needed in this age are complex problem solving,
critical thinking and creativity (Gray, 2016) which all start from the process of asking.
Inquiry-Based learning (IBL) as an approach essentially involves tasks requiring learner’s
active participation in finding answers to curricular questions. The questions can run from very
specific simple questions to more complex questions in relation to the curriculum. Learners are
given opportunities to engage in self-regulated activities as they pursue their investigation. Using
this in the language classroom can facilitate the development of communication skills as it involves
activities such as writing questions, deliberating on ways of finding answers to curricular questions,
and presenting outputs as evidence of inquiry among others. This approach encourages students
to work together in accomplishing their task.
The process of inquiry starts from positing a question aligned to a content standard in the K
to 12 curriculum for English. Investigation proceeds using various sources of information and
presentation of outputs of the students using productivity tool. Depending on the required output,
the assessment tool that will be used should be given to the students before the inquiry
commences.

When to Use
Chisholm and Godley (2011) purport that inquiry-based instruction (IBI) offers an
especially appropriate approach to learning about language variation, identity, and power since IBI
can provide students with opportunities to learn about current issues in sociolinguistics through sharing
and debating on a personal experience with language from multiple perspectives.

Types of Inquiry
VIU (2020) presented four types of inquiry that can be used in facilitating classes. These are:
1. Structured Inquiry – This lets the students follow the lead of the teacher as the entire
class engages in one inquiry together.
2. Controlled Inquiry – The teacher chooses topics and identifies the resources that the
students will use to answer questions.
3. Guided Inquiry – The teacher chooses topics or questions, and students design the
product or solution.
4. Free Inquiry – Students are allowed to choose their own topics without any reference to
a prescribed outcome.

Role of the Teacher

The success of IBL largely depends on the careful planning of the teacher in relation to the
curriculum. The language teacher needs to look into the learning competencies that can be
satisfied by a simple inquiry or more complex inquiry. He/she controls and prepares the topic for
investigation and guides the learners by setting the questions to be explored. Learners are allowed
to design their own way of investigation and present their outputs using technology tools that are
afforded to them. When technology is coupled with IBL, a gateway to information is opened and
students can have access to information at anytime and anywhere. It is assumed that the
teacher is knowledgeable of the sources of information and whether the learners have access to
these sources.

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When designing an IBL, the teacher has to consider the following fields proposed by Avsec
and Kocijncic (2016):
1. Prior knowledge and capacity
2. Context – Learners require meaning from experience
3. Content and learning materials
4. Process
5. Strategy of reactions and behavior
6. Course outcomes

Role of Technology
The internet or the World Wide Web offers lots of platforms for mining information. It has
become the most sought out source of information because of the variety of tools that abound.
Language is no longer a barrier in one’s search for information. Depending on the unit of the
study in a language curriculum, there are many free educational websites that are available for
the language teachers and learners. Due to the vastness of sources of information from the WWW,
any language teacher who is using IBL has the responsibility to direct learners to websites that provide
the proper information. The technology tools that are made available for the learners, whether online
or offline, should support the object of inquiry which is aligned to the learning competencies in the
K to 12 Language Curriculum.
It should be noted that the use of technology in IBL is just one of the many other sources
of information in the process of inquiry. This does not exclude the other resources, human and non-
human, in gathering information. However, learners are undeniably familiar and probably more
adept in exploring the internet. Guiding them in locating online resources that are relevant in
developing their research and communication skills will let them learn the importance of using
educational resources in an explicit and implicit way.

Problem-Based Learning and Project-Based Learning

Nature of Problem-Based Learning
Problem-based learning is an approach that involves a process of inquiry and solving
open- ended questions that serve as the main problem that the learners will work on. The type of
questions posited is focused on a specific content standard and application to real life issues. It
also requires more than one answer or solution. Learners are engaged in a collaborative task as
they work towards the solution to the problem. This learning activity is done in small groups with
each member assigned a certain task to accomplish. In the process of engaging in PBL, they learn
several skills such as problem- solving communicating, research, among others which are essential
in the workplace. The end goal of PBL is to ensure that the target, the learning competencies, are
achieved in the process.
Ali (2019) described PBL as a process that is used to identify problems with a scenario to
increase knowledge and understanding. In her article, she proposed the following five principles of
PBL that may be considered by teachers in planning or using the approach:
1. It is a power of independent and self-directed learning.
2. Learning happens in a group and teacher is a facilitator.
3. All groups have to participate equally.
4. Students learn about motivation, teamwork, problem-solving and engagement with the task.

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5. Materials such as data, photographs, articles, can be used to solve the problem.
(p.73) Lo (2009, p. 208) proposed a six-stage process used in the adoption of the online
PBL:
1. Identifying the problem – current issues that do not have just one answer or one definite
solution;
2. Brainstorming – generate ideas; tackle the problem though self-directed questioning;
arouse students intrinsic motivation;
3. Collecting and analyzing the information – assigning group members to collect
information; positing what they found and what the learned; collaborative collection of
useful information;
4. Synthesizing information – solving the problem through synthesized relevant data;
knowledge building;
5. Co-building knowledge – presentation of the solution to the learning problem/issue; and
6. Refining the outcomes – giving of feedback and suggestions by the instructor to help students
improve; learning from other group’s presentation.

Benefits of Problem-Based Learning

Several studies have revealed positive impacts of PBL on learners as they engage in the process.
Among these are the following:
(Ghufron & Ermawati, 2018, p.666-in n EFL writing class)
1. Promotes self-confidence and motivation
2. Reduces student’s nervousness during the learning process
3. Increases student’s responsibility in learning
4. Makes students easily learn the material through sharing of ideas
5. Promotes problem-soling skills
6. Promotes self-directed learning
7. Promotes active learning
8. Makes students explore many learning resources
9. Makes students develop positive attitude towards
learning For Baresh, Ali, & Darmi, 2019—EFL students:
 Enhances fluency in communication
 Improves grammar
 Increases comprehension
 Enhances good pronunciations and intonations
 Enhances self-confidence
 Increases range of vocabulary
For English as a Foreign Language ( EFL ) students, PBL:
 Enhances fluency in communication
 Improves grammar
 Increases comprehension
 Enhances good pronunciations and intonations
 Enhances self-confidence
 Increases range of vocabulary
The study of Lin (2017) revealed statistically that the PBL participants showed more
improvement in their reading comprehension than the non-PBL participants. The study further

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looked into the PBL

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active English learning attitudes of the two groups and found that the PBL participants’
“motivation intensity, their desire to learn English, and communication inside and outside the
classroom were significantly higher than those of the participants of the non-PBL group” (p.
116). The research also found that the PBL participants’ active English learning attitudes are
significantly related to their reading comprehension.
The acceptability of PBL as an approach to teaching and learning does not only involve the
learners but also the teachers. In the study of Markuslic and Sabljic (2019), they sought to establish
the teachers’ attitudes on the problem-based teaching of literature. Their data revealed that PBL
is an “acceptable methodological system” because they saw “greater interest and activity of
students, development of student’s critical thinking and communication skills, encouraging
curiosity and exploratory thinking, developing love of reading, and developing the skills of
connecting teaching topics” (p.27).

Role of Technology
How is technology integrated in the PBL activity? As the learners embark on an open-
ended question collaboratively, there are a number of free online tools that they can use from
the commencement of the task to its completion especially that some of the group tasks will be
done outside the regular class hours. These online tools will be allow the learners to be actively
connected and engaged in the group task while monitoring their own contributions. The teacher
acting as facilitator may also have the opportunity to peep into the activities of each learner
thereby enabling him/her to give feedback at any stage of the PBL activity. Bower, Hedberg and
Kuswara (2010) stress that technology is simply the mediator for collaboration and representation
and that is the type of task and thinking processes in which students engage that determine the
quality of learning (p.181)
The WWW has opportunities for PBL that can be utilized by the learners to accomplish their
tasks. Web 2.0 technologies are characterized by collaboration, sharing and networking. These
may facilitate and enhance PBL activities (Tambouris et al, 2012) in its different stages. In the study
of Kung (2018), it was found that advanced language learners had positive perception about the
use of Web
2.0 technology in writing instruction.
Productivity tools such as those for writing, presentations, spreadsheets, calendars, organizers,
citations and others are also available to assist learners and teachers in accomplishing requires
tasks and outputs from a PBL activity. There are free tools that can be downloaded for mobile
phones, laptops, or desktops. Before using or recommending these tools to learners, it is important
that teachers take note or try out the tools first to be familiar with the most appropriate tool for the
PBL activity.
When using PBL, the learning competencies must be the primary consideration together
with the content and performance standards before the technology integration. As soon as these
are in place, the statement of learning outcomes in the learning plan must be stated in
behavioral and measurable terms. PBL is about developing higher order thinking skills;
therefore, the taxonomy of objectives should be utilized to ensure that you are targeting the
required outcomes. Consider using the revised Bloom’s taxonomy by Anderson and Krathwohi in
creating your learning outcomes.

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Nature of Project-Based Learning/Project-Based Approach

Project-based learning is an approach but has evolved as a teaching method that engages
learners in a series of planned tasks resulting to the generation of solutions to real-world problems.
It is a student-centered approach as it takes into account the real of experiences and interest of
students. This method is based on John Dewey’s principle of learning by doing and Vygotsky’s
constructivist theory of learning that advocates social construction of knowledge. PrBL/PBA is a
collaborative learning activity where learners work on an authentic task guided by an open-
ended question. Each member has an assigned role that will contribute to the solution of the
problem that was identified. This problem refers real issues in their community or the world at
large.
Past and more recent researches have proven PrBL to be beneficial in the development of various
skills such as:
1. Research methodology skills (Tiwari, Arya, & Bansal, 2017).
Using students feedback questionnaire given to 99 students, it was revealed that
students’ knowledge of the topic taken, searching review or the topic, communication
skills, data collection skills, and analytical and presentation skills were enhanced. The
teachers also perceived that PrBL could cause 100% enhancement of knowledge on the
various components of research methodology, update of the knowledge on a particular
topic, and increase in interaction with students.
2. Oral communicative competence (Bakar, Noordin & Rali, 2019)
The researchers investigated the effectiveness of using PrBL activities in the improvement
of oral communicative competencies of 44 Malaysian English language learners. the study
revealed a significant improvement in the learners over all oral communicative
competence after a 12 – week interventions lesson using PrBL as strategy. They also
concluded that PrBL as a teaching strategy is effective and is recommended as suitable
English language teaching strategy specially for learners with low proficiency in the English
language.
3. Development of life skills (Wurdinger and Qureshi, 2015).
The study employed mix-method to examine the development of life skills through
PrBL. Their findings revealed that after taking the PBL course, there was a significant
difference in the mean scores for the following life skills: responsibility, problem solving,
self-direction., communication, and creativity skills. It was concluded that PrBL indeed
promotes further development of life skills.

Application:
Focusing on your field of specialization, create five (3) problem-based projects with ICT
integration. (20 points each)
Submit your output to this link ([Link]
Your output will be graded using on the next page:

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Summary of the Lesson:

Inquiry-Based learning (IBL) as an approach essentially involves tasks requiring learner’s
active participation in finding answers to curricular questions. The questions can run from very
specific simple questions to more complex questions in relation to the curriculum.
Problem-based learning is an approach that involves a process of inquiry and solving open-
ended questions that serve as the main problem that the learners will work on. The type of
questions posited is focused on a specific content standard and application to real life issues.

Assessment:
Directions: Focusing on your field of specialization, provide one problem-based project and
one project-based project for each of the given most essential learning competencies. Integrate ICT
in your project.

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For English major:

Most Essential Learning Problem-Based Project Project-Based Project
Competency (20 points each) (15 points each)
(Write short description of your (Write short description of your
project.) project.)
Employ a variety of strategies
for effective interpersonal
communication (interview,
dialog, conversation)
Use the passive and active
voice meaningfully in varied
contexts
Navigate a website using
essential features, e.g. using
headings, links, etc

For Science major:

Identify parts of the

microscope and their
functions
Predict the effect of changes in
abiotic factors on the
ecosystem

Learning Module on Technology for Teaching ang Learning 2

For Mathematics major:

Most Essential Learning Problem-Based Project Project-Based Project
Competency (20 points each) (15 points each)
(Write short description of your (Write short description of your
project.) project.)
performs fundamental
operations on integers.
solves problems involving sets
with the use of Venn Diagram
describes principal roots and
tells whether they are rational
or irrational

For BEED:
Subject: Mother Tongue
Most Essential Learning Problem-Based Project Project-Based Project
Competency (20 points each) (15 points each)
(Write short description of your (Write short description of your
project.) project.)
Identifies Metaphor
personification, and hyperbole
in a sentence
Interpret the meaning of a
poem
Uses the combination of
affixes and root words as
clues to get meaning of
words

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Rubric for grading Problem-Based Project

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Rubric for grading Project-Based Output

Enrichment Activity:
Directions: Basing on the MELCs in your field of specialization (for BEED, chose one among
the three major learning areas), choose three (3) learning competencies from different quarters,
identify the content standards and construct key questions that can motivate students to engage
in PrBL activity. Use the table provided.
Quarter MELC Content Standard Open-Ended Question

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LESSON 4: Basic Parts of a Learning Plan

Lesson Objectives:
At the end of this lesson, you will be able to:
1. recognize the importance of lesson planning;
2. identify the different parts of a lesson plan using the 4As Approach;
3. scrutinize sample learning plans demonstrated in a public school; and
4. craft a learning plan with ICT integration.

Getting Started:
Directions: Think of words or phrases that will best describe the importance of lesson planning. Write
your words/phrases in the given word cloud below. (10 points)

Discussion:
A lesson plan is the instructor’s road map of what students need to learn and how it will be
done effectively during the class time. Before you plan your lesson, you will first need to identify the
learning objectives for the class meeting. Then, you can design appropriate learning activities
and develop strategies to obtain feedback on student learning.
A successful lesson plan addresses and integrates these three key components:
• Objectives for student learning
• Teaching/learning activities
• Strategies to check student understanding
Specifying concrete objectives for student learning will help you determine the kinds of
teaching and learning activities you will use in class, while those activities will define how you will
check whether the learning objectives have been accomplished (see Fig. 1).

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Steps for Preparing a Lesson Plan

Below are six steps to guide you when you create your first lesson plans. Each step is
accompanied by a set of questions meant to prompt reflection and aid you in designing your
teaching and learning activities.
(1)Outline learning objectives
The first step is to determine what you want students to learn and be able to do at the end
of class. To help you specify your objectives for student learning, answer the following questions:
• What is the topic of the lesson?
• What do I want students to learn?
• What do I want them to understand and be able to do at the end of class?
• What do I want them to take away from this particular lesson?
Once you outline the learning objectives for the class meeting, rank them in terms of their
importance. This step will prepare you for managing class time and accomplishing the more
important learning objectives in case you are pressed for time. Consider the following questions:
• What are the most important concepts, ideas, or skills I want students to be able to grasp
and apply?
• Why are they important?
• If I ran out of time, which ones could not be omitted?
• And conversely, which ones could I skip if pressed for time?
(2)Develop the introduction
Now that you have your learning objectives in order of their importance, design the specific
activities you will use to get students to understand and apply what they have learned. Because
you will have a diverse body of students with different academic and personal experiences, they
may already be familiar with the topic. That is why you might start with a question or activity to
gauge students’ knowledge of the subject or possibly, their preconceived notions about it.
For example, you can take a simple poll: “How many of you have heard of X? Raise your
hand if you have.” You can also gather background information from your students prior to class
by sending

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students an electronic survey or asking them to write comments on index cards. This additional
information can help shape your introduction, learning activities, etc. When you have an idea of
the students’ familiarity with the topic, you will also have a sense of what to focus on.
Develop a creative introduction to the topic to stimulate interest and encourage thinking.
You can use a variety of approaches to engage students (e.g., personal anecdote, historical
event, thought-provoking dilemma, real-world example, short video clip, practical application,
probing question, etc.). Consider the following questions when planning your
introduction:
• How will I check whether students know anything about the topic or have any preconceived
notions about it?
• What are some commonly held ideas (or possibly misconceptions) about this topic that students
might be familiar
with or might espouse?
• What will I do to introduce the topic?
(3)Plan the specific learning activities (the main body of the lesson)
Prepare several different ways of explaining the material (real-life examples, analogies,
visuals, etc.) to catch the attention of more students and appeal to different learning styles. As
you plan your examples and activities, estimate how much time you will spend on each. Build in
time for extended explanation or discussion, but also be prepared to move on quickly to different
applications or problems, and to identify strategies that check for understanding. These
questions would help you design the learning activities you will use:
• What will I do to explain the topic?
• What will I do to illustrate the topic in a different way?
• How can I engage students in the topic?
• What are some relevant real-life examples, analogies, or situations that can help students
understand the topic?
• What will students need to do to help them understand the topic better?
(4)Plan to check for understanding
Now that you have explained the topic and illustrated it with different examples, you need
to check for student understanding – how will you know that students are learning? Think about
specific questions you can ask students in order to check for understanding, write them down,
and then paraphrase them so that you are prepared to ask the questions in different ways. Try
to predict the answers your questions will generate. Decide on whether you want students to
respond orally or in writing. Here are some guiding questions you can ask yourself:
• What questions will I ask students to check for understanding?
• What will I have students do to demonstrate that they are following?
• Going back to my list of learning objectives, what activity can I have students do to check
whether each of those has been accomplished?
An important strategy that will also help you with time management is to anticipate
students’ questions. When planning your lesson, decide what kinds of questions will be productive for
discussion and what questions might sidetrack the class. Think about and decide on the balance
between covering content (accomplishing your learning objectives) and ensuring that students
understand.

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(5)Develop a conclusion and a preview

Go over the material covered in class by summarizing the main points of the lesson. You can
do this in a number of ways: you can state the main points yourself (“Today we talked about…”),
you can ask a student to help you summarize them, or you can even ask all students to write down
on a piece of paper what they think were the main points of the lesson.
You can review the students’ answers to gauge their understanding of the topic and then
explain anything unclear the following class. Conclude the lesson not only by summarizing the main
points, but also by previewing the next lesson.
How does the topic relate to the one that’s coming? This preview will spur students’ interest and
help them connect the different ideas within a larger context.
(6)Create a realistic timeline
GSIs know how easy it is to run out of time and not cover all of the many points they had
planned to cover. A list of ten learning objectives is not realistic, so narrow down your list to the two
or three key concepts, ideas, or skills you want students to learn. Instructors also agree that they often
need to adjust their lesson plan during class depending on what the students need. Your list of
prioritized learning objectives will help you make decisions on the spot and adjust your lesson
plan as needed. Having additional examples or alternative activities will also allow you to be
flexible. A realistic timeline will reflect your flexibility and readiness to adapt to the specific
classroom environment. Here are some strategies for creating a realistic timeline:
• Estimate how much time each of the activities will take, then plan some extra time for each
• When you prepare your lesson plan, next to each activity indicate how much time you expect it
will take
• Plan a few minutes at the end of class to answer any remaining questions and to sum up
key points
• Plan an extra activity or discussion question in case you have time left
• Be flexible – be ready to adjust your lesson plan to students’ needs and focus on what seems to
be more productive rather than sticking to your original plan

Reading Sample Lesson Plans Using the Daily Lesson Log (DLL) Template
The following Daily Lesson Logs are lesson plans made by teachers in a public school that
were also used in their demonstration teaching.

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DLL IN ENGLISH

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DLL IN SCIENCE
5Es Approach (Engage, Explore, Engage, Elaborate, Evaluate) has been used for designing a Daily
Lesson Log in Science

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DLL IN MATHEMATICS

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Application:
Go through the sample lesson exemplar of your field of specialization provided above.
Observe the different activities used by the teacher to deliver the lesson. Scrutinize how the
teacher integrated ICT in the lesson. Then, complete the table below. (15 points)
Focus on your field of specialization. For example, if your major is English, you will be working
on the Lesson Exemplar in English. If you are under BEED, choose one learning area to work on.
Learning Area:
Lesson/Topic ICT Tool /ICT- Part of the How did the If you are to
based Activity Lesson teacher execute improve the ICT
exemplar where
used. ICT Integration this part? integration in the
appeared. plan, how would
you develop it?

Learning Module on Technology for Teaching ang Learning 2

Rubric for grading:

Summary of the Lesson:

A lesson plan is the instructor’s road map of what students need to learn and how it will be
done effectively during the class time. As proposed by Wang, In the 21st century classrooms, the
three components are needed in an ICT-based learning environment such as pedagogy, social
interaction, and technology.
One approach for lesson planning is the 4As Approach. Based on Kolb’s Experiential Learning
Theory it aims to approach the child holistically. It also acknowledges the past schemes of the
student and integrating it to a new one so most likely this format will bring out what has been in
stored and what is missing will be filled in eventually towards a deeper knowledge of the lesson.
Science teachers have been using 5Es Approach (Engage, Explore, Engage, Elaborate,
Evaluate) in lesson planning.

Learning Module on Technology for Teaching ang Learning 2

Assessment:

Designing a Daily Lesson

Log
Directions:
1. Choose a topic of your interest from any quarter of the Learner’s Material.
2. For 100 points, craft a semi-detailed Daily Lesson Log using the template shown in the
given sample DLLs.
3. Integrate ICT in one to two parts of your lesson.
4. The prescribed template will be sent to your FB Group Chat or personal email address.
5. Focus on your field of specialization. For BEED, choose one among the three major
learning areas.
6. Your Daily Lesson Log will be graded based on the rubric given below.
Rubric for grading Daily Lesson Log

Learning Module on Technology for Teaching ang Learning 2

Enrichment Activity:
Learning from the Learning Plans
Directions: By the help of the following questions, share your own recommendations and
observations on how you may use and enhance the three learning plans. (15 points)
Guide Questions Daily Lesson Log in Daily Lesson Log in Daily Lesson Log in
English Science Mathematics
Are the learning
objectives aligned
with the targeted
basic education
curriculum
competencies? Why
do you say so?

Learning Module on Technology for Teaching ang Learning 2

Rubric for grading:

Learning Module on Technology for Teaching ang Learning 2

References/Attributions:
 Espique & Ayao-Ao (2020) Technology for Teaching and Learning 2 for
Language Education/Filipino
 Espique & De Vera Silve (2021) Technology for Teaching and Learning 2 for Mathematics
and Science Education
 Kennedy, S. (2019). Educational Technology and Curriculum. United Kingdom.

Acknowledgment:
This is to acknowledge Mrs. Johanna Paula Norma P. Dangan , Science Teacher, and Ms.
Ma. Rosalie Gonzales, Mathematics Teacher, of Lecheria Integrated School for generously
providing sample IDEA Lesson Exemplars and Daily Lesson Logs which are of great importance for the
completion of this module.

Learning Module on Technology for Teaching ang Learning 2

Technology for Teaching and Learning 2

Learning Module No. 02

Learning Module on Technology for Teaching and Learning

2
STUDENT
Name:
Student Number:
Program:
Section:
Home Address:
Email Address:
Contact Number:

PROFESSOR
Name:
Academic Department:
Consultation Schedule:
Email Address:
Contact Number:

Learning Module on Technology for Teaching and Learning

2
LEARNING MODULE INFORMATION
EEDM 302a (Elem)/EngM 302d (English)/MEM 302b (Math)/ SEM
I. Course Code
302b (Science)
II. Course Title TECHNOLOGY FOR TEACHING AND LEARNING 2
III. Module Number 02
IV. Module Title Technology Tools and Instructional Materials
V. Overview of the Module This module will provide you with different ICT tools that are
useful in facilitating teaching and learning according to your
fields of specialization. It includes the characteristics of these
tools and the
role by which a teacher and a student plays as it is utilized
inside the classroom.
VI. Module Outcomes For the outcome of this module, you are expected to
demonstrate understanding of the different ICT tools in teaching
your field of specialization. Furthermore, this will be manifested
in the way it is applied to the sample student outputs and
instructional materials
that you will make for this module.
VII. General Instructions 1. Read the module diligently. Each lesson contains ideas that
would surely help you in teaching and learning.
2. Do note that each lesson is discussed in general but should
be taken specifically in the context of teaching and learning
your field of specialization. For Elementary Education
students, remember to take it in the context of teaching the
basics about language, math, and science in the elementary
grades. Use this to your advantage in learning more not only
about your major but also the others.
3. Answers to the assessment, application and enrichment
activity parts of this module will be graded and are thus
required to be submitted unless indicated in the instructions
otherwise.
4. Each of the getting started part is worth 20 points although this
is optional. Please be guided by the rubric presented on the
next page.
5. If you happen to see error/s, or feel like there is, please do
not hesitate to contact your professor and ask questions. Let
us make it a habit to communicate and choose to settle
things in the right way.
6. Further instructions will be given once the module is accessed.
7. This time is hard, but as much as you would have done your
best in a physical classroom, do so as well as you accomplish
this module. Feel free to message your professor if you have
questions.

Learning Module on Technology for Teaching and Learning 2

8. Please read the instructions carefully.
9. Last note, enjoy studying!

Rubric for Getting Started Essays: (as stated in the general instructions, this rubric is for grading your
answers in the getting started part).

Learning Module on Technology for Teaching and Learning 2

Lesson 1. “Open-ended Tools in Facilitating Learning”

This lesson will provide you with open-ended tools/productivity software applications and its uses
in facilitating Language (for English majors), Mathematics (for Mathematics majors), and Science
(for Science majors) Learning. For Elementary Education students, the tools that you will learn will also
help in facilitating teaching and learning of these subjects in the elementary grades.

Lesson Objectives:
At the end of this lesson, you should be able to:
1. Recall and share experiences in using open-ended tools/productivity software applications
when you were still a student.
2. Identify uses, advantages and disadvantages of open-ended tools/productivity software
applications in the teaching-learning of your field of specialization.
3. Report on new and emerging productivity tools that are beneficial for learning in your field
of specialization.

Getting Started:

Let us do some reminiscing!

Do you remember how windows look like when you were a kid? Like how bulky computers were 15 years ago and how installing Microsoft Office
would take hours to complete. Before, access to these tools were limited especially for teaching. But now, in the advent of a more advanced
technology, we can now utilize it more and come up with something better than the materials from of old. For you personally, how did
technology changed the world of teaching and learning? Write a 200-word essay for this.

Discussion:
For many years now, teaching and learning has always been aided by tools to make it
more meaningful and effective. Whether it may be the conventional or technology-integrated
ones, the need for such is totally inevitable.
In today’s classroom, the use of ICT tools particularly those called as open-ended tools or
productivity software applications, are now in demand especially these days of the pandemic.
But what are these open-ended tools and how do we use these effectively as we teach specific
fields of specialization?

Learning Module on Technology for Teaching and Learning 2

Open-ended tools or productivity software applications as implied earlier are ICT tools,
which help the teachers and learners make their learning together as concrete, efficient,
encouraging and meaningful as possible. These tools help meet the demands of the learners in
the 21st century classrooms. In the previous module, you learned about the 21st century skills
that students ought to develop, and teachers ought to cater to. As a reminder, below is a list of
what teachers should do to respond to the demands of the 21st century 1.
1. Create a learner-centered classroom and make instruction personalized because learners
have different personalities, goals, and needs;
2. Facilitate learner’s productivity skills by helping students produce creative blogs, digital
stories and movies that are helpful to enhance their language/mathematics/science
proficiency.
3. Learn new technologies since technology keeps on developing. Learning a tool once is not
an option for a teacher.
4. Be smart and allow the use of devices as aids to language/mathematics/science concept
and skill acquisition
5. Do blogging to give students real experience to see the value of writing for real audience
and establishing their digital presence.
6. Go digital to promote the advocacy and to help level up the
language/mathematics/science learning experience of the students through digital
discussions.
7. Collaborate with other educators and students. This will allow the sharing of great ideas
beyond a conversation and paper copy.
8. Use web chats to share research and ideas and stay updated in the field.
9. Connect with like-minded individuals by using media tools like the social media.
[Link] Project Based Learning to allow students to develop their own driving questions,
conduct research, contact experts, and create their projects for sharing with the use of
devices present.
[Link] positive digital footprint that aims to model appropriate use of social media, produce
and publish valuable content and create shareable resources.
12. Code as it is today’s literacy. This will boost students’ writing skills as the feeling of writing a page
with HTML is amazing.
[Link] expand your teaching toolbox for the sake of your students, engage social media
for discussions and announcements and use new formats like TED talks in presenting your
lessons.
14. Keep learning.

1
Do remember that as you go along reading this module, consider it in the light of teaching your specialization. In that case, every
time you read “teachers”, “learners”, “skills”, “teaching”, or “learning”, take note of it specifically as either in the context of teaching
Language (for English majors), teaching Mathematics (for Mathematics majors), teaching Science (for Science majors), and teaching
Elementary grades subjects (for Elementary Education students).
Learning Module on Technology for Teaching and Learning 2
5

What then are some of the open-ended tools/productivity software applications that we can use?
And how do we use these tools properly and effectively?

The most common of which are word applications,

Do you know that there are a lot of
presentation software applications, and spreadsheets. software applications besides Microsoft that
Nothing that you do not know about, right? But these also provide the same features of word,
tools are really the basics that one ought to know how presentation and spreadsheet
to use correctly and properly. applications? Read more to know more.

Since we are all very familiar with what Microsoft v¨●

offers
us, let’s begin by listing down online Microsoft Office Alternatives taken from Investintech (2020) that
almost has the same features.

Microsoft Office Alternatives  This comes as part of the Description

Microsoft Office Online suite.
 Although free, some features of the full-fledged version of
1. the paid MS Word, Presentation, and Spreadsheet cannot be
accessed.
 It only allows you to open, create, and edit a document
although you may see and access updates from co-authors
to your docs from anywhere in real time with Internet
connection.
 One alluring feature of Office Online is its cross-platform
compatibility.
 Allows you to create, collaborate, and share documents,
spreadsheets, presentations, drawings, and even forms.
 It needs a free google account.
2.  It automatically save files online and store it there.
 You can have the documents published as a web page,
downloaded, or emailed as an attachment.
 You can invite collaborators to work on the document with
you or only allow others to view it without the ability to edit.
 There’s
 It offers aaround
feature20
that
freeenables access of documents
online applications for Word offline.
Processing, Slide presentations, and spreadsheets.
 Accounts in Zoho can be linked to your Google and Yahoo
accounts. It is also free.
3.
 The writer’s interface is comfortably familiar.
 One weakness is that there’s always a risk of losing data due
to lost internet connection, accidentally closing the browser,
or having a browser crash although it saves the document as
one finishes typing.

Learning Module on Technology for Teaching and Learning 2

 It is equipped with features like two-way desktop sync, large

file transfer, encryption, file recovery, two-step
authentication, in- app chat, and more.
 You can import and work with MS Word documents
 It can plug into Echosign for digital signatures, publish the
document to a blog or make it public for all to see.
 Is an open source that actually includes six programs: Writer
(word processor), Calc (spreadsheets), Impress
(presentations),
4. Draw (graphics) and Base (database manipulation), and Math
(mathematical equations).
 Can open PDF files without the addition of a plug-in that
Word cannot.
 It is maintained by a large community meaning help and bug
fixes are freely available and quickly created.
 This
 A freeis the leading free
document alternative
processing to Microsoft
suite which isWord/Office.
also a good
Microsoft Word alternative
 Can open and save to a long list of file formats
 You can get the application in languages other than English:
French, German, Spanish, Portuguese, Polish, and Russian
5.  Has a similar look and feels as that of MS Office with one
exception – it has a tabbed viewing window so you can open
more than one document at a time.
 It has a WPS cloud which is the company’s cloud document
storage service that offers up to 1GB of free storage
 It is not only scalable for teams but can also be as
collaborative and seamless as its Microsoft counterpart.

 A free suite that also offers a full featured Microsoft Word

alternative.
 Offers essential editing features and basic templates for creating
6. and editing documents.
 Tables, charts, shapes, and graphics are available along with
standard formatting options
 The entire suite is available for Windows, Linux, and Android.

Since you are already aware of the different software/applications that you can use for Word
Processing, Slide presentations, and spreadsheets, let us describe its basic features and dive further
into how these are applied in teaching and learning. A. Using Word in Scaffolding Students Learning

Learning Module on Technology for Teaching and Learning 2

Recall that scaffolding is used to refer to various forms of support given to assist, guide,
or facilitate the learning process (Word Links, 2018). Examples of scaffolding for learning that are
usually prepared using word applications are learning plans, assessment tools, templates and
forms, graphic organizers, and others.
As reflected on the productivity tools mentioned in the previous page, Word Applications
basically allows users to do write-ups and create documents. It has advanced features which
allow such users to format and edit files and documents in the best possible way (BYJU, 2021). A
user can also add tables, pictures, charts, and many more.

Word applications are the primary platform used by teachers in creating a lesson plan (which is also one of the most important instrument
in teaching). But just because a template of the lesson plan (or daily lesson log) is given to you doesn’t mean you do not need to know how it is
made up using Word. This skill is vital especially at times when you have to edit and improve the learning plan on your own. So make sure you
know the knicks and knacks of using this software.

Besides knowing how to insert tables and text in a lesson plan, one should also learn how
to make use of/create process guides and/or graphic organizers. These tools are what a teacher
may implement to aid students in doing their assignments and various tasks. It is also helpful in
organizing, clarifying, or simplifying complex information (whether it may be in learning English,
Mathematics, Science, and other subject matters). Below are graphic organizers that one ought
to learn how to create using word application. Besides, isn’t it better to be creating perfect
shaped organizers?

a. Venn Diagram b. Frayer Model

Active Passive
Voice Voice

c. Bubble Diagram d. T Chart

Learning Module on Technology for Teaching and Learning 2

e. Fishbone Map f. Inductive Tower

g. Flow Chart h. Story Map

i. 5Ws Chart

Learning Module on Technology for Teaching and Learning 2

B. Using Presentations in Teaching Language, Mathematical, and Scientific Skills

In general, it’s undeniable that presentations, especially at present, are very much utilized
in teaching and learning. A slide presentation is a powerful tool that provides the audience with the
most important parts of a lesson. It also allows both students and teachers to develop project
outputs and reports and be able to share this not only in the classroom, but also in the digital
platform. Both teachers and students can learn a variety of skills in the process of planning,
developing, presenting, and evaluating their presentation.
In language teaching In mathematics or science In teaching in the
and learning, presentation teaching and learning, Elementary grades,
software applications can presentation software presentation software
be used as: applications are used: applications are used:
 a presentation tool  when topics in sciences are  to give pupils idea of how
for an innovative too abstract (too small to a certain object not
skill integration task be seen like atoms or cells) readily available looks like
 a novel writing tool  to present concepts and  to engage pupils in a
 a tool that opens ideas through more interactive and
opportunity for interactive animations creative way
students to use  to provide lessons (eg. In  to easily present illustrations
language actively for Alegbra class) that are still and other activities to
speaking, listening, accessible even outside pupils
reading, and writing the classroom
(Schcolnik & Kol, 1999)

Besides the slide presentation applications accessible in the suites listed in the previous page,
there are other presentation software that have very good features which can make the
presentation of lessons near to seeing real objects and subjects. Some of these are:
 PowToon – this is a web-based tool that offers a wide array of media options, graphics,
cartoons, and animated images to create animated presentations that flow smoothly
and logically.
 Slide Rocket – this software is very similar to other presentation software like PowerPoint
and Prezi. Its notable features are its templates which can be used to make presentations
more visually appealing.
 Prezi – this software takes hold in some disciplines and circles. Presentations can be an
excellent starting point for tech-savvy instructors intending to reinvigorate their
classroom instruction or present material in an engaging format.

Using presentations enable language, mathematics, or science learners both in secondary and
elementary level to experience a world of real language, mathematics, and science environment
and opportunity in each of its different courses. Thus, it is encouraged to really make use of this tool
to aide us in teaching and learning. Presentations allow learners to:

Learning Module on Technology for Teaching and Learning 2

 present language, mathematics, and science reports with audio, visual images, and animations
 develop and present group projects using real-world visual presentations
 present charts, tables, graphics, and others that are useful in facilitating students’ understanding
of language, mathematics, and science concepts
 show data stored in graphic organizers that cannot be fully presented by a printed material
 develop digital stories or story books (for language learning), or digital
mathematics/science investigatory reports (for math and science)
 show results of any survey, questionnaire, and other forms of language, mathematics, or
science assessment activities
 articulate and crystalize their ideas using the special features of presentation software apps
 experience language, mathematics, or science learning processes through integration of
contents in the presentations
 enjoy developing projects, thus are highly involved
 commit to the quality of their work, both content and form, because they don’t only present
what their classmates hear but what they also see
 present information in condensed form and focusing on salient points because of the
limited area in slide presentations; hence, avoid digression and drifting and
 communicate their ideas in an innovative manner and express themselves in ways they
feel comfortable with.

At this point, it’s more likely that you know more about how presentation software applications
work. Having the experience of using it in reports and other teaching engagements, you know the
basics of creating one and the technicalities of preparing the actual slides. However, as much as
learning the basics is important, knowing how to design presentations is of equal importance. This
speaks of not the tool itself, but the proper of use of it in the “actual presentation” which are often
disregarded in learning about presentation tools. Below are the guidelines by Brook and Gavin
(2015) in designing presentations:

1. Setting up the presentation class.

Students have to be taught the skills involved in giving a
presentation. This includes:
 eye contact
 voice projection
 use of gestures
 proper use of language

Learning Module on Technology for Teaching and Learning 2

2. Organization of the presentation

Before beginning to work on developing presentation, one must first
understand the genre of oral presentation. One has to:
 learn how to separate the presentation into meaningful sections
 present each section separately
 arrange the sequence of thoughts in a logical manner
 make the contents precise and on point

3. Presentation Skills
In developing oral presentations, it is very important to consider
to spend time in the delivery of their outputs. Since English is the
medium of instruction for English, Mathematics, and Science teaching,
one must be able to demonstrate skill in the proper use of vocabulary
and grammar. A big emphasis is laid on how well a message is
communicated through the way we speak and present.

4. The Use of Visual Aids

These are used to give more details about the topic, help
audience understand what is being said, and serve as a concrete
reminder of the message both for the audience and the presenter. It
also helps cater the different learning styles. Other visual aids are
important besides just presenting your audience a slide presentation.

5. Performing Self-Reflections
This is the final stage of an oral presentation. Through this
activity, writing skills are further enhanced together with the ability of
the students to do self-reflection. Furthermore, it also helps the presenter
assess whether he/she presented well enough for the audience to learn.

“Slide presentations and the like are but tools in teaching and learning. No matter how beautifully it is created, it would only come alive and
effective through the presenter itself. Without good oral presentation skill, the tool that you so prepared would only be laid to waste.
Remember, software applications are “tools” and not a substitute for the one “teaching” using that tool. So improve well your presentation skills
and you’ll see, teaching and learning would be more engaging and effective.”

C. Using Spreadsheets in Language, Mathematics, and Science Learning

Spreadsheets are helpful in introducing some lessons in Language, Mathematics, Science in the
secondary and elementary level. One can insert tables, charts, graphs, and among others. It is also

Learning Module on Technology for Teaching and Learning 2

useful for data analysis which is very much needed in mathematics. But all these are but
secondary uses of spreadsheets. When you enter the actual field of teaching, spreadsheets are
primarily used for computing grades. You’d encounter templates for an ECR (electronic class
record) that are actually used in schools. One can even create their own. Thus, knowledge of
how spreadsheets work is also vital in the teaching and learning process. Below is a sample ECR
used in Senior High School.

This one in the left is the

data sheet. It
contains data about
the school, the
students, the subject
you teach, your name,
the principal’s name,
and the basic
information of your
students like their
sex, address,
guardian, and contact
number. This is then
linked to another
sheet where the
grades are recorded
which is presented
below.
Learning Module on Technology for Teaching and Learning 2
13

All in all, these basic open-ended tools/productivity software applications are the primary
help that a teacher gets and can utilize in preparing for his/her instruction. Let us continue to
maximize the use of these tools especially now that we’re living in the 21st century era; more like
in the digital age.

Application:
For the learning plan you created from the previous module, begin planning on a handout
and slide presentation that will aide you in teaching your chosen topic. This part is optional and
thus no output is required to be submitted.

Note: It is expected that you chose topics according to your field of specialization. English
majors should pick a topic from the K to 12 Curriculum Guide for English Secondary Level. Same
goes with Math and Science Majors. For Elementary Education students, pick any topic/subject
from K to 12 Grades 1 to 6 Curriculum Guide.

Summary of the Lesson:

Open-ended tools or productivity software applications are ICT tools, which help the
teachers and learners make their learning together as concrete, efficient, encouraging and
meaningful as possible. These tools help meet the demands of the learners in the 21st century
classrooms. The three primary productivity tools used in teaching are Word Applications,
Presentation Software Applications, and Spreadsheets.
The most well-known company that provide and offers these three features is the Microsoft.
But besides Microsoft, there are other sites that can serve as an alternative such as Office Online,
Google Docs, Zoho, Open Office, WPS and Softmaker Free Office.
Word Applications are basically used for creating write ups and documents. Users can also
insert images, graphic organizers, charts, graphs, and among others that can be a scaffold in
teaching and learning. Presentation software, on the other hand, is (obviously) used for
presentations commonly known as slide presentations. Like word, one can insert images, and chats
but space is limited per slide such that one should minimize what is included in the slide. The impact
of using this comes with how it is presented by the presenter and not solely on the slide itself.
Lastly, Spreadsheets are used also for creating graphs, charts, and useful for data analysis. But its
primary use in teaching nowadays is for computing grades. Despite having common features,
these three has its own unique feature and is used in different forms as scaffolds.

Assessment:
1. From what you have planned in the application part, using any of the software
applications presented in this lesson, create a sample handout and slide presentation that will aid
you in teaching your chosen topic. Please be guided by the rubric and checklist that can be
accessed through this link
[Link]
Learning Module on Technology for Teaching and Learning 2
14

2. Write down at least 5 features of Word and 5 features of Presentation Applications that
you used in creating your handout and slide presentation. Describe how such feature was used in
your output. Fill in the table below. An example is given for your guidance. This is worth 50 points
(5 points per feature).

Features Used How it was used

In the last part of the handout, I listed down the

important terms to remember for the whole
Ex. Sort Feature
lesson. I arranged the terms alphabetically and
used the “sort” feature to make sorting easier.

Enrichment Activity:
Search from the world wide web some new or emerging productivity tools (at least three)
that were not presented in the lesson. You may inquire about these as well from some colleagues
or other teachers who are knowledgeable of some of these. Prepare the results of your inquiry by
following the table below:

Language/Mathematical/Scientific Skills
Productivity Tools Features/Description
that can be developed by its usage2

Note: This is worth 33 points (1 point for the productivity tool, 5 points for the features/description,
and 5 points for the skills that can be developed). Please be guided by the scoring rubric on the
next page for the scoring on the features and skills that can be developed.

2
For Elementary Education students, give examples that would develop the three skills mentioned (one for the Language skill, one
for the Mathematical skill, and one for the Scientific skill.

Learning Module on Technology for Teaching and Learning 2

Description
Points Features/Description Skills that can be developed
Has listed at least 5 features of the
Has identified at least 3 skills (per specific
productivity tools and was able to
field of specialization) and discussed briefly
5 describe it comprehensively giving light
and comprehensively how the tools were
to what the tool can offer in relation
helpful in developing such skill.
to
teaching and learning.
Has listed only 4 features of the
Has identified at least 3 skills (per specific
productivity tools and was able to
field of specialization) and discussed briefly
4 describe it comprehensively giving light
how the tools were helpful in developing
to what the tool can offer in relation
such skill.
to
teaching and learning.
Has listed only 3 features of the Has identified 2 skills (per specific field
productivity tools but provided of specialization) and discussed briefly
3
minimal information of what the tool how the tools were helpful in developing
can offer such
in relation to teaching and learning. skill.
Has listed only 2 features of the
Has identified 2 skills (per specific field of
productivity tools and did not give
specialization) but was not able to
2 much information of what the tool can
discuss briefly and comprehensively how
offer in relation to teaching and
the tools were helpful in developing such
learning.
skill.
Has listed at least 1 feature of the
Has identified a skill (per specific field of
productivity tools but did not give any
specialization) but was not able to discuss
1 information at all of what the tool can
briefly and comprehensively how the tool
offer in relation to teaching and
was helpful in developing such skill.
learning.
No answer. Otherwise provided
No answer. Otherwise provided information
0 information irrelevant of what was
irrelevant of what was being asked.
being asked.

Suggested Links:
For more alternative productivity software applications and tools, you may check the following
links:
 [Link]
 [Link]
 [Link]
 [Link]
 [Link]
Learning Module on Technology for Teaching and Learning 2
16

Lesson 2: “Student Sample Projects using Open-Ended Tools”

In this lesson, you will be presented with more tools that you can use in teaching your field
of specialization. These tools will help you come up with a well-designed presentation, document
and student sample project. Furthermore, your role as a digital author will also be discussed along
with some reminders on how to maximize the use of the digital platform in teaching and learning.

Lesson Objectives:
At the end of the lesson, the students should be able to:
1. Identify and explore other existing web-based publishing tools and digital tools that are
useful in teaching specific fields of specialization
2. Create a student sample project as digital authors
3. Evaluate and further improve previously made teaching tools

Getting Started:

IT’S STORY TIME!

I read this certain story from an article entitled “What is a digital mindset and why is it important” written by Swati Kamath.
I find this very much relevant to the idea of an individual being a digital savvy. I revised it though to match with what is commonly
used social media here in the Philippines. Here goes the story.

A 50-year old man calls his 24-year old son, “I have received an important image on Facebook (originally Whatsapp)
which I want on my email,” he said. The son replied, “Well, that’s simple. You either:
[Link] your email on your phone and attach the image from your gallery, or
[Link] your photos to the drive (cloud) so you can access it anywhere with your email ID, or
[Link] Facebook on your computer, download the image and attach to your email.”
Leaving his father confused, the young man had his father forward him the image on Facebook and shared it with his
father via email.

After reading the story some of you may have probably thought either of these two things:
1. It’s so simple, how did the father not know what to do? Or
2. What on earth was the son talking about?
But most likely, you being so exposed now with how the “technology world” works, you
probably understood the options that the son gave to her father on ways to put the image he
received to an email. But the question still remains, with whom do you identify yourself more? The
father or the son? Why did you say so?

Discussion:
I would assume that most of you have identified yourselves as the son. Not only you
though, but also me and probably your soon to be students. They may even be more advanced
than you are at present. Like you, students nowadays are considered digital natives; a digital
savvy – someone who has the ability to use technologies on specific purposes and they are very
much exposed to

Learning Module on Technology for Teaching and Learning 2

different online applications. As such, we are expected to familiarize ourselves with the use of these
online tools to maximize learning and teaching.
The internet has been a place where anyone can write and share anything to the world. In
the field of education, it has been not only a source of but also a tool to facilitate learning. A
simple video post of how to solve equations, how to use the microscope, or how to be good at
speaking in English, or how to get the attention of elementary pupils are only few samples of how
learning takes place digitally. With this, it is important to be guided by certain principles to help
you (as the teacher) and the students on how to be good digital authors. But before that, let us
explore some online tools and websites that you can use in teaching. 3

A. Language Learning Via B. Mathematics Learning Via C. Science Learning Via Virtual
Web Publishing Digital Tools Laboratory or Simulation Apps
Language skills can be Mathematics skills can be Scientific skills can be fully
fully developed by allowing fully developed when we allow developed when we allow
students to communicate students to use digital tools as students to use virtual
through the internet. This additional resources for math laboratory or simulation apps
may take place when the learning. Also, aside from primary as additional resources for
students are required to post sources, students can use science learning. Due to lack
a story or other products on digital applications to come up of laboratory equipment or
a bulletin board or web page. with a math investigatory resources in Philippine
Below are websites that are projects that promote their schools, using virtual
designed to highlight skills in solving problems. Below laboratory or simulations for
students’ research, narratives, are some digital tools and sites laboratory activities would
stories, literary works, and other that you can use for your prove very important as
academic writings. mathematics lessons. alternative for hands-on
activities. Also, aside from
a. The Diary Project a. GeoGebra primary sources, students can
([Link] - This is a dynamic use digital applications to
- this website encourages mathematical software made come up with a science
students to contribute their for every level of education. It investigatory projects that
narrations or daily diaries combines geometry, algebra, promote their scientific skills
with different themes spreadsheets, graphs, statistics to solve real-world problems.
required by the website. and analysis, calculus in on The list on the next page
Some of the themes or user- friendly package. This is provides you with examples of
topics can be on school the no. 1 provider of dynamic virtual laboratory or
activities, relationships, math software all over the simulation apps that you can
family, managing stress and world. use for your science lessons.
others.

3
For Elementary Education students, you should take note of all these tools in general as language, mathematics, and sciences are
the basics that are being taught in the elementary level.

Learning Module on Technology for Teaching and Learning 2

b. CyberKids b. Geometry Pad a. Virtual Labs

([Link] - This offers a fun way to learn - this is an initiative of
- the mission of this site is geometry and practice important Ministry of Human
to provide a voice for constructions. Students can Resource Development,
young people on the easily present their geometric Government of India
internet. It accomplishes constructions, take under the aegis of
this by publishing original measurements, use the compass National Mission on
creative work by kids ages and experiment with a lot of Education through
7 to 12. different geometric shapes. Information and
Communication
c. Global Show-N-Tell c. Photomath Technology. It provides to
([Link] - This app will help you the students the result of
- Wabisabi Learning (n.d.) understand math problems with an experiments. It also
was able to present some content to improve your math skills. provides additional inputs to
lists of online publishing tools By scanning your math problem, students such audio and
for avid student writers this app will help you instantly with video streaming of an
who are looking for an solving it. actual lab experiment.
online publishing tool to After scanning, the app gives you
publish their works. a step-by-step explanation. It b. oPhysics: Interactive
explains the calculation steps with Physics Simulations
d. Atavist animations. - This website is a
([Link] collection of interactive
- This is a beautiful tool d. Khan Academy physics simulations. All
and was founded in 2011. - This uses instructional math content was created by
It is highly visual. It’s a video, practice exercises, and has Tom Walsh.
drag-and- drop editor for a personalized learning dashboard
creating beautiful online so you can study at your own c. PhET Interactive
publications. pace in and out of the classroom. Simulations
Besides math, they also offer - These interactive
e. Calameo science, computer programming, simulations cover areas in
([Link] art, history, economics, and more. Physics, Chemistry, Math,
- this tool is used in All content is free because they Earth Science, and
creating magazines. It lets want to provide a free world-class Biology. They tackle core
you add multimedia and education for anyone anywhere. challenges in software
personal branding to development, assistive
anything you create. It’s e. Shapes 3D technology, and science
perfect for smaller writings - Is an AR app to teach education. Thus, they are
projects like brochure or geometry. able to cater to students
flyer design. With one click You can create prisms, pyramids, with disabilities.
publishing, you can share it solids of revolution, and platonic
instantly. Websites, social solids. This tool wants to improve the
media, and more all teacher’s capabilities and provide
integrate with Calameo.
Learning Module on Technology for Teaching and Learning 2
19

f. Tikatok possibilities to show things you d. Virtual Biology Lab:

([Link] cannot show with physical tools An Inquiry-based
- This is a creative or within the classroom. Learning Environment
publishing studio for young - it is a free, online
children. They can use it to f. CK 12 educational resource
publish digital and printed - This is a free math app that is provided for educational
books of all kinds. It is available on almost any device. It purposes. VBL simulates
media literacy-oriented and offers adaptive practice, natural environments
aligned with common core. workbooks, quizzes, tests, and with the way life
Kids can upload their several simulations. responds to changing
photos and drawings for conditions.
their creations. It also g. Cuethink Typically, students will
contains a digital library. - an innovative application for design experiments and
However, it requires students from grades 2-12. It tries conduct them using the
subscription. to engage students who are models in this site but
already doing well and also collect and analyze
g. Storybird supports those who have math their data in other
([Link] difficulties. They want students to software.
- An online publishing tool see challenges as opportunities
that brings your words and with a growing mindset. e. HTML5 Simulations
global artists work - These are interactive
together in amazing h. Fluidmath ways to teach the sciences
storybooks. It is free for - Students and teachers can to students. They can
educators. Students can create, solve, graph, and animate change the data input to
create story books, long math and physics problems in see the changes in the
chapter books, and poetry their own handwriting in a very expected output. This site
books. It also has a easy way. Teachers can create presents simulations in areas
fundraising program for dynamic instructional materials for like Physics, Biology,
students to get into. the classrooms while students can Chemistry , Earth Systems,
understand concepts easily. Astronomy, and
h. Lulu Mathematics.
([Link] i. Desmos
e/ebooks) - A great tool for teaching about f. Lab Options for
- One of the first graphs. Offers a free graphing Distance Delivery
players that offered calculator and is even accessible - This site provides a
serious publishing for visually impaired students. It compilation of digital
features. also offers more than 100 digital technology, simulations,
Everything you need to activities such as small math and 3D model
know about doing online games. applications.
publishing is right here.
They offer tutorials,
resources, guides, and
more to learn with. One
can create all
Learning Module on Technology for Teaching and Learning 2
20

sorts of projects like books, j. Bookwidgets

ebooks, photobooks and - offers a wide range of different
calendars. widgets or exercises you can
create by yourself for your
i. Flipsnack students. You can choose the
([Link] content you put in.
- this is a flipbook creator.
It renders shareable k. Mathalicious
interactive creations that - In this, students learn math by
can also include using real life subjects such as sports,
multimedia. It lets students food, economics, games, etc.
upload 3 publications of 15
pages each on their free l. Virtual Nerd
plan. - On this website, you can find
all kinds of videos explaining all
kinds of math problems. In these
j. Penzu ([Link] videos, they explain step by step
- With Penzu classroom, how to solve these problems. This
you can create class is a virtual teacher.
journals that can be graded
and managed. Students m. CanFigureIt Geometry
can also submit diary - This platform covers a lot of
entries by email. They can different types of geometric
even receive comments proofs. It allows students to learn
from their teacher right for themselves how to prove
inside the journal. Create something rather than simply
and send assignment to copying it from the teacher.
students with due date,
grading scheme, and more. Other digital tools include:
n. PhET Interactive Simulations
o. Wolfram Alpha

Of course, the use of the digital platform comes with responsibilities. As a facilitator, it is
your responsibility to ensure that your students (even you) will observe several guidelines in
publishing products/outputs. This was discussed to you previously in Technology for Teaching
and Learning 1. However, let’s recall the following:

A. Copyright Laws
Copyright Law protects works of authorship. Hence, it is very important for teachers and
students to learn more about copyright laws and copyright acts to ensure that there will be no

Learning Module on Technology for Teaching and Learning 2

copyright infringements that will happen in the process of Be careful in making

authoring or publishing materials offline or online. use of anything that
According to FindLaw (2020), the Copyright Act states that do not originally come
works of authorship include the following types of works: from you. #ctto.
 Literary works Remember to always
 Musical works give credit to the
 Dramatic Works owner! On the other
 Pantomimes and choreographic works hand, know very well
 Pictorial, graphic, and sculptural works that you have the right
 Motion pictures and other audiovisual works for ownership of
 Sound recordings anything that you
 Architectural works publish that directly
FindLaw (2020) further states that Copyright Law is important for comes from you.
multimedia developers and publishers for two reasons: #protectyourright.
a. Original multimedia works are protected by copyright. The
Copyright Act’s exclusive rights provision gives developers and publishers the right to control
unauthorized exploitation of their works.
b. Multimedia works are created by combining “content” – music, text, graphics, illustrations,
photographs, software – that is protected under copyright law. Developers and publishers
must avoid infringing copyrights owned by others.

B. Anti-Bullying Act of 2013

You may wonder, why did we cite the Anti-Bullying Act of 2013. We all know that this law
directs all elementary and secondary schools to adopt policies to address the existence of bullying
in that one should be protected from it or prohibited on doing it.
One of the most common problems encountered today by internet users is bullying online
which we call “cyberbullying”. It is then very important for teachers to be very judicious and alert
in advising students as they publish their requirements online or as they communicate or
collaborate through the World Wide Web.

C. Republic Act 101751

This is known as the Cybercrime Prevention Act of 2012 declaring a policy that states that
the State recognizes the vital role of information and communications industries in the nation’s
overall social and economic development. The State also recognizes the importance of providing
an environment conducive to the development, acceleration, and rational application and
exploitation of ICT to attain free, easy, and intelligible access to exchange and/or delivery of
information; and the need to protect and safeguard the integrity of computer, computer and
communications systems, networks, databases, and the confidentiality, integrity and availability of
information and data stored therein, from all forms of misuse, abuse, and illegal access by making
punishable under the law such conduct/s. In this light, the State shall adopt sufficient powers to
effectively prevent such offenses by

Learning Module on Technology for Teaching and Learning 2

facilitating detection, investigation, and prosecution at both the domestic and international levels
and by providing arrangements for fast and reliable international cooperation.

In conclusion, it is not enough to just have knowledge of the tools and websites that were
presented in this lesson. We must also consider the responsibility that comes out of using such
tools. Furthermore, as we go along learning more about these tools, we must also learn how to
maximize its use to make teaching and learning more effective and meaningful. Since we are
now living in the digital age and given that almost all things are done online right now because
of the pandemic, we, teachers, ought to be well-oriented of these tools that would surely aid in
teaching and learning besides the basic slide presentation and handouts. Even as the pandemic
comes to an end, we ought to be pedagogically-content-technologically ready, equipped and
prepared.

Application:
Explore the different sites and tools that were presented in this lesson. Of all the
websites/tools, which do you think can be best incorporated in teaching and learning your chosen
topic in your learning plan? Choose your top three from the list (per field of specialization) (for
Elementary Ed students, choose the site depending on what subject you chose to work on with in
lesson 1)and explain why. Complete the table below.
TOP 3 SITES/TOOLS REASON

This is worth 15 points (5 points per justification). Please be guided by the rubric below:
Points Description
Explanation is clear and concise. Gave appropriate justification by
5 providing strong and convincing evidence that backs up the
stand/claim.
Explanation is clear and concise. Was able to provide for an
4
evidence that backs up the stand/claim.
Explanation is somewhat clear and concise. Was able to provide for
3
an evidence that backs up the stand/claim.
Explanation is understandable but does not provide support for the
2
stand/claim.
Explanation is understandable but the justification is very weak close
1
to not giving any enough reason for the claim.
No answer. Otherwise, reason was not relevant at all and did not
0
make any sense.

Learning Module on Technology for Teaching and Learning 2

Summary of the Lesson:

Students at present are called digital savvy. They have the ability to use technology tools
for specific purposes and they are exposed to a great number of applications. Our role as
teachers is to keep up with them and to maximize the use of such tools to promote effective and
meaningful learning. We, teachers, should also be familiar with the different digital tools and
websites that we can use in teaching specific fields of specialization. Below is a list of tools and
websites per major.

For Language Learning: For Mathematics Learning: For Science Learning:

 The Diary Project  GeoGebra  Virtual Labs
 CyberKids  Geometry Pad  oPhysics: Interactive
 Global Show-N-Tell  Photomath Physics Simulations
 Atavist  Khan Academy  PhET Interactive
 Calameo  Shapes 3D Simulations
 Tikatok  CK 12  Virtual Biology Lab:
 Storybird  Cuethink An Inquiry-based
 Lulu  Fluidmath Learning Environment
 Flipsnack  Desmos  HTML5 Simulations
 Penzu  Bookwidgets  Lab Options for
 Mathalicious Distance Delivery
 Virtual Nerd
 CanFigureIt Geometry
Also note that digital authoring comes with certain responsibilities that of which are provided
by law through the Copyright Act, Anti-Bullying Act of 2013 and Republic Act 101751.

Assessment:
General Instruction: For this assessment, you are to group yourselves each containing a
maximum of 5 members per group. Choose one topic from the topics that your group members
have worked on with in lesson 1.
1. Using the digital tools and websites that you have learned so far, create a blog. See the link
provided for further instructions, guidelines and criteria to consider in creating your blog.
[Link]

2. Create a table of the open-ended tools/digital tools/websites that you used in creating
your vlog and indicate how and why these tools/websites were useful. For example:
Open-Ended tools/Digital Tools/Websites Used How and Why the tool was useful in creating the blog
I have chosen the topic about Graphing in 3
dimension. The app was very helpful and useful in
the sense that I was able to easily illustrate my
Geogebra
example of the graph and was ablet to insert a
recorded video of it for my blog making it
authentic and
interesting for the audience to read.

Learning Module on Technology for Teaching and Learning 2

Enrichment Activity:
As it is with common resources, learning resources can also be categorized as either
Human learning resources or Non-human learning resources. Human Learning Resources refer to
resources that human beings possess within them that can be used in facilitating learning.
Examples include knowledge, intelligence, creativity, motivation, energy, confidence, sight,
hearing, taste, smell, initiative, awareness, enthusiasm, speech, empathy, language,
communication and physical abilities. Non-human Learning Resources, on the other hand, refer to
learning resources outside human beings that are tangible or objects that exists externally of
people. It can be seen, experienced and used by people. Examples of these are computers,
calculators, laboratory equipment, books, and other instructional materials.
In light of this and of what you have learned so far in this module, create a comparative
table for human and non-human learning resources. Provide examples for each and how it is
used in the teaching and learning of your field of specialization. Make use of the table below:
Human Learning Resources Non-Human Learning Resources
Examples

How it is used in teaching your

field of Specialization

This is worth 20 points (5 points for each input). Consider the scoring rubric below.
Description
Points Examples How it used in teaching
Has provided a clear and appropriate scenario on
Has provided at least 5
5 how the resource was used in teaching and is written
appropriate examples.
concisely.
Has provided only 4 Has provided a clear scenario on how the
4
appropriate resource was used in teaching and is written
examples. concisely.
Has provided only 3 Has provided a somewhat clear scenario on how the
3
appropriate resource was used in teaching and is well-written.
examples.
Has provided only 2 Has provided an understandable scenario on how the
2
appropriate resource was used in teaching but was written poorly.
examples.
Has provided only 1
appropriate examples or Has provided a scenario on how the resource was
1
has provided inappropriate used in teaching but was written incomprehensively.
example/s.
No answer. Otherwise provided information irrelevant
0 No answer.
of what was being asked.
Learning Module on Technology for Teaching and Learning 2
25

Suggested Links:
Below is a link containing different websites that you can visit and are very helpful in preparing
your instruction.
 [Link]
[Link]#:~:text=1%20Teachers%20Network.%20Teachers%20Network%20provides%20less
on%20plans%2C,6%20EdHelper.%20...%207%20Thinkfinity%20More%20items...%20

Lesson 3: “Designing Instructional Materials”

This lesson will give you more ideas on how to design your instructional materials to
further improve what you have already created in the previous lessons. In this you will also learn
about the principles of universal design for learning guidelines, additional ideas on making
instructional materials powered by technology tools, as well as the characteristics of good and
appropriate IMs and technology tools.

Lesson Objectives:
At the end of this lesson, the students should be able to:
1. Identify various instructional materials (IMs) and technology tools in teaching language,
mathematics, and science learning both in elementary and secondary level
2. Explain the characteristics of good and appropriate IMs and technology tools in teaching
language, mathematics, and science learning by evaluating the already made materials
3. Create appropriate IMs using technology tools in learning language, mathematics, and
science.

Getting Started:

In the previous lesson, you were able to create a blog for a certain topic from your
field of specialization. With what you have made, do you think your blog met the desired
outcomes and expectations? Why? Furthermore, how do blogs support
language/mathematics/science learning both in secondary and elementary level?

Discussion:
We have been discussing about the different tools that we can use in teaching and
learning that are powered by technology. It’s true that technology has significantly helped us in
this endeavor in that it enhanced the process of learning. Let us list down some other ICT-based
instructional materials that enhance learning.

Learning Module on Technology for Teaching and Learning 2

Language, Mathematics and Science Instructional Materials Supported by Technology Tools

1. Instructional Charts
One of the most common types of IMs whether it may be in language, mathematics, or
science teaching and learning in both levels is a chart. It can be seen on printed materials and
yet their presentation can be enhance in 3D or 4D form with the aid of technology. Charts help
language, mathematics, and science learners present and understand data in a more
comprehensive form which also develops their critical thinking skills. The tools that can help you develop
charts are Microsoft Word, Excel, PowerPoint, and iOs, Android, Windows Phone and iPad Chart Maker
Apps.
2. Posters
We are all very much aware of the use of posters in which Samples of free poster
here in our country, students are highly encouraged to participate
maker applications are:
in poster-making activities. These activities help develop their
Spark Post, Canva’s Poster
creativity and help them express their ideas through a pictorial
device. With the advent of tutorial videos in YouTube, students Maker, Block Posters,
can develop more creative and digitalized posters. Not only our Posterini, PosterMyWall.
students though but also us, teachers, that we can also use in
teaching.
3. Work Sheets and Forms
Worksheets and forms are not only completed on printed materials but can also be
accomplished through the web. Examples of electronic forms include Google Forms, Monkey
Survey Form, Paper Forms, Survey Planet, QuickTapSurvey, Type Form, Cognito Form, Ninja Forms.
4. Newsletters
A newsletter is a useful tool for language, mathematics and science learning. Preparing a
newsletter will develop and build the vocabulary and writing skills of students through drafting, revising,
editing, and publishing. Also, it develops the concept formation (in mathematics and science),
confidence in using technical writing skills, and use of credible references.
In creating a newsletter, it is important to remember the following:
 Accuracy (facts are right; make use of the five Ws and H question)
 Audience
 Research (always check facts)
 Images
 Writing (what is the WOW factor of the story)
5. Pamphlets
A pamphlet is a small, unbound booklet focused Samples of tools to develop
on a single subject for educational purposes. This is
Pamphlets are Microsoft Publisher,
non- periodical and is written for the layman, simply, and
Adobe Spark, & Lucid Press
without excessive jargon.
6. Brochures
This is a tool used to advertise a company and its products. But you can also use this as a
form of an output required from the students in a certain subject to enhance their creativity
and
Learning Module on Technology for Teaching and Learning 2
27

interpersonal skills. Some applications that can be used are Microsoft Publisher, Canva, Venngage,
Visme, Flipsnack.
7. Cartoons
A cartoon is a simple picture of an amusing situation; Example of Apps are:
sometimes it is a satirical comment on a serious or topical issue. A strip  Animaker
of cartoon is a sequence of framed drawings which tell a story.  Pencil 2D
Both types are to be found in newspapers, magazines and  Synfig
leaflets. Cartoon pictures enable people to discuss sensitive issues  Inkskape
and so are useful for teaching and training. It can also be used to
 Pixton
teach sequencing and ordering to students. There are cartoon
making software that are free that you may use or let your
students use.
8. Journals
Journals are records of personal insights and
 Perspective App by Blinky
experiences of students. This can serve also as instructional  Journey Journal App
materials to be used by teachers to be able to manage the  Momento Journal App
reflections and insight interactions in the class. In the previous  Penzu Journal App
module, there are websites where a student can write their  Diaro Journal App
journals and publish it. On the right are additional applications
that can be used to help students to help students write their
journals digitally.
9. Bulletin Boards
A teacher can also develop digital bulletin boards where he/she may post some
language/mathematics/science/elementary grades activities or information that are helpful for
the students’ acquisition of the competencies. Below are applications that can be used for this
purpose.
 Wallwisher (now called Padlet)  Spaaze
 Corkboard Me  Group Zap
 Popplet  Realtime Board

All these are materials that one can use either in language, mathematics, or science teaching and
learning. In addition though, below are some materials that are specifically made for each field.

For Language Learning: For Mathematics Learning: For Science Learning

Flashcards Math Drill Apps Science Apps
- These are indispensable - Drill activities in Math - These are applications that
IMs in language teaching. provide speed and will enhance the learning
Although it is also used in accuracy practice to of students in the different
Math, it is commonly used students. These are used field in the sciences.
in reading and in teaching to develop the Science NetLinks (AAAS,
lessons in phonology and computational skills of 2020) made a compilation
morphology. The following students when properly of related apps for both
websites organized by given especially in basic iPad and
education. The
Learning Module on Technology for Teaching and Learning 2
29

Softonic (2020) may help following apps are Android phones.

you prepare your compiled by Getting Examples of these
flashcards for your Smarth (2017) for Math applications are:
language class. Drills.  GoSkyWatch
 Anki  Chalkboard Math Planetarium App
 Vocabla:  Sushi Monster  Human Body App
English  DragonBox Algebra  Periodic Table of
Dictionary 5+ the Elements App
 Learn Spanish with  Reflex  Earth Primer App
EduKoala  Operation Math  Agent Higgs App
 Study Blue

Knowledge of what materials and how to use such materials in our instruction is not enough.
We, teachers, ought to prepare ICT-based IMs that are well-planned and designed to make it
effective. It is also highly recommended for us to maximize the use of teacher-made websites,
OER (open educational resources) and software or mobile applications to encourage autonomous
learning of students at the same time utilize these tools in flipping the classroom along with task-
based activities. We must be knowledgeable and skilled in determining when and how technology
can enhance students’ learning.

The following are the expected characteristics of instructional materials/tools that are effective
in the classroom:
1. Enhances Instructional Effectiveness
2. Promotes Active Learning
3. Develops Critical Thinking
4. Accommodates Differentiated Instruction
5. Motivating
6. Multisensory

The concept of UDL or Universal Design for Learning is a very important concept in preparing
instructional tools in teaching language, mathematics, and sciences both in the elementary and
secondary levels. This concept stemmed originally from the UD principles, as well as from research
in neuroscience on how the brain learns (Rose & Meyer, 2002). According to Dalton et. al. (2019),
universal design for learning applies the concept of accessibility and inclusion beyond physical
environments to design teaching and learning opportunities in ways that are varied, accessible,
and engaging for all students including those with differing needs and/or disabilities. These
principles are very important for us to appreciate how we can integrate the concept in out ICT-
pedagogy integration.
The National Disability Authority cited the following 7 Principles of Universal Design which
were developed by Ronald Mace and group in the North Carolina State University. These principles
are very important as we design materials and other things relevant to our teaching and learning.
Learning Module on Technology for Teaching and Learning 2
30

Principle 1: Equitable Use Principle 2: Flexibility in use Principle 3: Simple and Intuitive

a. Provide the same a. Provide a choice a. Eliminate

means of use of all in methods of use unnecessary
users; identical b. Accommodate right or complexity
whenever possible; left-handed access and b. Be consistent with user
equivalent when use. expectations and
not. c. Facilitate the user’s intuition
b. Avoid segregating or accuracy and precision. c. Accommodate a wide
stigmatizing any users. d. Provide adaptability to range of literacy and
c. Provisions for privacy, the user’s pace. language skills
security, and safety d. Arrange information
should be equally consistent with its
available to all importance
users. e. Provide effective
d. Make the design prompting and feedback
appealing to all during and after task
users. completion.

Principle 4: Perceptible Information Principle 5: Tolerance for Error

a. Use different modes (pictorial, verbal, tactile) a. Arrange elements to minimize

for redundant presentation of essential hazards and errors: most used
information. elements, most accessible,
b. Provide adequate contrast between hazardous elements eliminated,
essential information and its surroundings. isolated or shielded.
c. Maximize “legibility” of essential information. b. Provide warnings of hazards
d. Differentiate elements in ways that can be and errors.
described (i.e., make it easy to give c. Provide fail safe features.
instructions). d. Discourage unconscious action
e. Provide compatibility with variety of in tasks that require vigilance.
techniques or devices used by people with
sensory limitations.

Principle 6: Low Physical Effort Principle 7: Size and Space for Approach and Use

a. Allow user to maintain a neutral a. Provide a clear line of sight to

body position. important elements for any seated or
b. Use reasonable operating forces. standing user.
c. Minimize repetitive actions. b. Make reach to all components comfortable
d. Minimize sustained physical effort. for any seated or standing user.
c. Accommodate variations in hand and grip size.
d. Provide adequate space for the use of
assistive devices or personal assistance.
Learning Module on Technology for Teaching and Learning 2
31

The cited concepts and principles of Universal Design for Learning are very helpful to
rationalize why it is very important for every teacher to not just pick any instructional tool for the
sake of having one and for the teacher to integrate technologies without understanding some
learning principles. Teachers must be vigilant, innovative, and creative in choosing and/or in
developing instructional materials to ensure that the above cited UDL principles will be put to
practice. This is a very important endeavor to put language, mathematics, and science learning
both in the secondary and elementary level become a lifelong learning experience for students.
(Espique & Ayao-ao, 2021).

Application:
Of the handout, slide presentation, and blog that you created in the previous lessons.
Answer the following questions. Consider the rubric provided in page 2. Each number is worth 20
points for a total of 40 points.
1. Do you think it has the characteristics of a good and appropriate IM? Justify.
2. What principle of UDL was applied to your output? Briefly explain.

Summary of the Lesson:

Instructional materials are what aides a teacher in facilitating learning. It can be both in
the form of tangible and an intangible object. At present, most of the IMs being used are
powered by technology to make it more engaging and accessible. IMS that are supported by
technology tools that are the same across all fields of specialization include instructional charts,
posters, slides, worksheets, newsletters, pamphlets, brochures, cartoons, journals, and bulletin
boards. There are also instructional materials that can be used for specific fields of specialization.
For language learning, flashcards are helpful tools whereas for mathematics and science, there
are math drill apps and science apps that can be utilized to enhance learning of these subjects.
Such instructional materials are expected to have certain characteristics for it to be
considered effective in the classroom. It should (1) enhance instructional effectiveness, (2)
promote active learning, (3) develop critical thinking, (4) accommodate differentiated instruction,
(5) be motivating, and (6) be multisensory. Besides these characteristics, one must also consider
the 7 Principles of Universal Design for Learning which includes the following principles: equitable
use, flexibility in use, simple and intuitive use, perceptible information, tolerance for error, low
physical effort, and size and space for approach and use.

Assessment:
On the topic that your group worked on with in the previous lesson, create now a sample
worksheet using Google forms. See the link below for the guidelines in creating your worksheet.

[Link]

Learning Module on Technology for Teaching and Learning 2

Enrichment Activity:
Ponder upon this quote by Bill Gates and write a 300-word reflection about it. Please be
guided by the criteria for scoring provided below the quotation.

“Technology is just a tool. In terms of getting kids working together and motivating
them, the teacher is the most important.”

Scoring Criteria:
Uses logical and critical thinking
Independent in reflecting on the quotation.
10 points
Critical Thinking Derives insights from what has
been discussed in the module.
The writer shows how what they
Personal Experiences have learned will affect them 10 points
personally.
Integrates personal experiences
Integration of Ideas and insights very well and comes 10 points
up with deep relevant insights.
Total 30 points

References/Attributions:
 Espique & Ayao-Ao (2020) Technology for Teaching and Learning 2 for Language
Education/Filipino
 Espique & De Vera Silve (2021) Technology for Teaching and Learning 2 for Mathematics
and Science Education

Learning Module on Technology for Teaching and Learning 2

Technology for Teaching and Learning 2

Learning Module No. 03

Learning Module on Technology for Teaching and Learning

2
STUDENT
Name:
Student Number:
Program:
Section:
Home Address:
Email Address:
Contact Number:
Course/Subject Code:

PROFESSOR
Name:
Academic Department:
Consultation Schedule:
Email Address:
Contact Number:

Learning Module on Technology for Teaching and Learning

Learning Module on Technology for Teaching and Learning 2

VII. General Instructions You must allot the necessary time to complete the lessons
each week. If you choose not to complete the lesson using the
schedule provided, you must understand that it is your full
responsibility to complete them by the last day of completion.
Time is of the essence. The module is designed to assess
learner understanding of the assigned lessons found within the
associated content of the midterm and final period of the
course. The assessment part of the module is composed of
varied types of questions. Pay attention to the answer to the
assessment questions as you move through each lesson. Your
responses to the assessment parts of the module will be checked
and recorded.
Because the assessment questions are available within the
whole completion period and because you can reference the
answers to the questions within the content modules, we will
not release the answers within modules. However, your
professors are happy to discuss the assessments with you during
their consultation time, should you have any questions.
Good luck.
You may not work collaboratively. This is an independent
work. However, you may reach out to your subject professor
for further assistance.
Additional Note/Instruction: Refer to the rubric on page 25 as
your guide in answering the getting started, application,
assessment, and enrichment activity parts.

Learning Module on Technology for Teaching and Learning 2

Lesson 1: Digital and Non-digital Resources

This lesson introduces digital and non-digital resources explore the possibilities of learning
these tools and how to integrate them seamlessly. They need teaching
materials to strengthen teaching. Teaching resources are
defined as digital and non-digital resources, which affect
learner information during the education process (Effiong and
Igiri, 2015).

Lesson Objectives:
At the end of this lesson, you should be able to:
 create a diagram showing similarities and differences
of digital and non-digital resources;
 explain the characteristics of appropriate ICT resources; and
 evaluate the relevance and appropriateness of ICT resources.

Getting Started:
In the space below, list at least ten (10) instructional materials or activities you remember
that your previous teachers or professors used in their classes.

After you finish the lesson, go back to your list and classify it if it is non-digital or digital resource.

Discussion:
When learners make full use of the displayed guidance, teaching becomes meaningful. An
important factor in attracting learners is when to use teaching materials for the strategies used
in teaching. If used properly, it can increase the interest of classroom activities.
These instructional materials can be presented in a variety of resources. One of the resources is
non- digital resources. Classrooms will always need blackboards or writing boards that can have
various shapes and formats. Black/whiteboards, flip charts, diorama, puppets, glass containers,
and alike will always find their meaning in any classroom.
Non-digital resources have a variety of functions in teaching, including:
1. Promoting meaningful communication and effective learning;
2. Ensuring better retention, which makes learning more durable;
3. By making inaccessible places, overcome limited classroom problems;

Learning Module on Technology for Teaching and Learning 2

4. Provide common experiences that can develop future learning;

5. Encourage participation, especially when learners are allowed to manipulate the materials
used (Brown et al., 2005; Effiong and Igiri, 2015).

Non-digital resources are supplementary materials that can help teachers make their
presentation specific, effective, interesting, meaningful and aspiring. Non-digital resources are
very helpful to stimulate and promote learners' learning.
According to Wright (1976) cited by Cakir (2006), many media and multiple visual
presentation methods are useful for learners. As long as it is used at the right time and place, all
audiovisual materials will make a positive contribution to learning. In the teaching process, learners
will use their own eyes and ears; but their eyes are essential for learning.

Here are some examples of non-digital resources;

1. DIORAMA
This will make the classroom creative and innovative. This is a fun way to create exciting
scenes in small spaces. The diorama is a small scene made up of layers of materials, all
representing similar concepts or themes. They usually show fictional situations.
2. BULLETIN BOARD
This table contains objects and / or scenes related to the current season, upcoming festivals
or ecosystem symbols. Children like to follow the changes of nature. The bulletin is provided every
month same with the decoration of the classroom. It also reflects out of these.
3. WRITING BOARD
A writing board can display information written with chalk (greenboard or blackboard) or
a special pen (whiteboard). Although there are generally more efficient methods of transmitting
information, the writing board is still the most widely used visual aid.
4. FLIP CHART
It is a large card board or pad of paper, usually on a tripod or stand.
5. WALL DISPLAY/MURAL
The display of items on classroom walls is a well-known and proven educational method.
Wall displays are a collection of many different types of items and materials and drawings placed
on the wall for interesting and informative displays. In the classroom, the display can be composed of
learners' own work. In development work, it can be used to convey educational information to
the learners
6. ROPE and POST display board
This board consists of two horizontal or vertical posts parallel and loose strings tied together
to display information. This is useful because the poster can be attached to the string. This type of
display board is invaluable without a solid wall to display information. Without strong backing, it
can happen quickly for teaching, training, and community meetings.
But now, with the integration of digital tools, courses can become more relevant and attractive
to learners. Digital resources generally consist of separate digital media, including text, video,
images, and sound. These are building blocks and are often used to make composite learning
objects, like the ones shown above. You may want to use each item to create your own learning
resources. The term "digital learning resources" used here refers to the materials contained in the
curriculum environment
Learning Module on Technology for Teaching and Learning 2
4

that support learners in achieving the described learning goals. These materials consist of resources
in a variety of digital formats, including:
1. GRAPHICS IMAGES or PHOTOS
These resources are multimedia artworks that uses digital or high-definition cameras
2. AUDIO and VIDEO
This resource needs the recordings of sounds, filmed situations, interactive multimedia works
3. SIMULATIONS
This resource aids teacher's explanation and allows learners to test out their ideas and
experiment through multimedia and software applications.
4. ANIMATIONS
This can demonstrate processes which are difficult to describe or show in two dimensions. It
uses software applications to create projects/ideas.
5. PREPARED or PROGRAMMED LEARNING MODULES.
Software manuals or electronic textbook that can be download or upload by the use of
computers and gadgets. And many.
The proper use of digital learning resources can add considerable value to the quality of
your teaching and the learner experience. There are many resources available, some of which
can be accessed for free. This exercise invites you to explore the options for these resources and
reflect on their potential value in your topic.

Guidelines when designing regular teaching materials;

1. Unity – For each visual effect that includes a title, please use only one idea.
2. Simplicity – make ideas and relationships simple and easy to remember.
3. Readability – make the letters large, clear and easy to read, suitable for everyone in the
audience.
4. Consistency – Use the same font and artistic style.
5. Clarity – Avoid reading fonts that are too small; avoid using all capital letters.

CHARACTERISTICS OF ICT RESOURCES IN TEACHING

Information and Communication Technologies (ICTs) can be useful in teaching and
learning. Because there are interrelated topics to be covered in education instructions, the use of
the technology will be having many advantages. Various technical tools and resources used to
transmit, store, create, share, or exchange information. These technical tools and resources include
computers, the Internet (websites, blogs, and email), live streaming technologies (radio, TV, and
webcasts), recorded streaming technologies (podcasts, audio and video players, and storage
devices). and phones. (landline or mobile, satellite, videoconference, and alike).
When teachers are digitally literate and well-trained in the use of ICT, these methods can
bring higher-level thinking skills, provide learners with creative and personalized choices to
express their understanding, and enable learners to respond to technological changes, be better
prepared in the society and workplace.
There are a lot of instructional materials that can be prepared to enhance the teaching-
learning process, and ICT applications can provide additional sources for learners to learn on their
own.

Learning Module on Technology for Teaching and Learning 2

Application:
I. Directions: Give a specific scenario where we can utilize the following non-digital resources
and digital resources on a certain discussion/activity inside and outside the classroom or virtual.
Choose your respective major (General Education – Elementary, English, Mathematics,
Science) as the content. (5 points each)
Non-Digital Resources Scenario/Activity

1. DIORAMA

2. BULLETIN BOARD

3. WRITING BOARD

4. FLIP CHART

5. WALL DISPLAY/MURAL

6. ROPE and POST display board

Digital Resources Scenario/Activity

1. GRAPHICS IMAGES or PHOTOS

2. AUDIO and VIDEO

Learning Module on Technology for Teaching and Learning 2

3. SIMULATIONS

4. ANIMATIONS

5. PREPARED or PROGRAMMED
LEARNING MODULES.

Summary of the Lesson:

Digital and non-digital resources explore the possibilities of learning these tools and how
to integrate them seamlessly. Non-digital resources are supplementary materials that can help
teachers make their presentation specific, effective, interesting, meaningful and aspiring. While,
digital resources generally consist of separate digital media, including text, video, images, and
sound. ICT stands for “Information and Communication Technologies”.

Assessment:
NOTE: There will be one (1) Assessment for the whole Module 3, please refer to the
instruction written in Assessment part of Lesson 4 on page 23.

Enrichment Activity:
Venn Diagram (30 points)
Directions: Make a Venn Diagram about what you have understand about the significance
and differences digital and non-digital resources.

Learning Module on Technology for Teaching and Learning 2

Digital Resources Non-Digital Resources

Supporting Details:

Lesson 2: Becoming Information Users (SSCC)

This lesson will teach us how to become information users to

ensure interaction with digital content. As digital learning content
becomes more and more common, one of the challenges our
teachers face is how to ensure that learners engage in the
content they consume. Unlike traditional textbooks, digital content
tends to easily gets your attention.

Learning Module on Technology for Teaching and Learning 2

Lesson Objectives:
At the end of this lesson, you should be able to:
 explain the characteristics of becoming information users (SSCC);
 describe how SSCC was applied in preparing a learning plan; and
 explain the importance of being a tech-savvy teacher.

Getting Started:
TIME TO REFLECT!
According to [Link], 80.7% of the total population of the Philippines is social
media users. Due to the current technology and situation, social media platforms have become
the most common medium of communication and source of information. However, it makes
misinformation and fake news more prevalent.
As a future teacher, what possible tips can you share with your students so that they would
not become a victim of misinformation especially when researching and sharing online?

Discussion:

BECOMING INFORMATION USERS – SSCC (SEARCH, SORT, CREATE, COMMUNICATE)

Technology is currently the fastest growing field, and there is no sign that it will stop
anytime soon. Technical proficiency is not an impossible task, but mastering the basics requires time
and effort. No matter what reason you want to be a tech-savvy, self-assessment is always a good
starting point.

SSCC is an acronym used to design learning opportunities to help learners become information users.
SEARCH
- Learners can access specific information and give a
broad overview of the topic.
SORT
- Learners know how to classify information in order to
make connections and determine what is relevant or
irrelevant information for their purpose.
CREATE
- Learners use the information to create clear products to
organize and demonstrate their learning
COMMUNICATE
- Learners share and help others understand the
connection and their conclusion drawn during the entire
process of
using the information. Learners can reflect on the knowledge they have learned through the
SSCC process.
Learning Module on Technology for Teaching and Learning 2
9

Components of SSCC
These has many components and different types of technologies (tools) that can help
teachers create courses for learners that include SSCC learning and teaching models, such as
the Internet or can be as specific as an Excel spreadsheet developed by the following people:
 Internet Research
 Books, Encyclopedias, Library Research
 Articles, Stories, Reports, Artwork, Writing, Music, Videos
 Lectures, Presentations
 Publication/Sharing of Learner Works
 Graphic Organizer – can be created using MSWord application or can be used such as
Inspiration (software) make them intricate and complex.
The Importance of Educational Practice
As our society continues to rely more and more on information, as educators, we must
ensure that our learners become eager to seek information and discover throughout their lives as a
good user. For this, they must be able to search for information, classify related information from
irrelevant information, use the information found to create products and communicate the
connections found in the information (SSCC).
During the search and sort process, learners should remember the "halo effect". This effect
can help learners verify the validity of information and judge the source of the information. Use the
SSCC guidelines to develop critical thinking and problem-solving skills have the opportunity to
apply what they have learned through create and communicate to use higher thinking skills. When
teachers use this model in lesson plans, make sure that learners become users of information once it
is implemented. Teachers and students can communicate and help with each other.

Implementation Strategies and Ideas

Teachers who implement SSCC strategies are providing opportunities for his/her learners
to become information users in all aspects of life. By teaching learners to acquire knowledge is
essential to their school life and daily life.

SSCC is a good strategy used in the following situations:

 Creating a database course
 Implementing a research project
 Comparing two documents to complete Wien Figure
 Creating artwork, poems or music to share content information
 Sharing stories and submit projects to class
 Publishing work online
 Creating wikis
 Completing WebQuests
 Creating class blog
 Creating class videos
 Creating manuals, bumpers, posters, etc. in disseminating information

Learning Module on Technology for Teaching and Learning 2

Application:
Write your own reflections on the following: (10 pts each)
1. Are you a “tech-savvy”? Explain why.

2. What are the characteristics being a “tech-savvy”? Justify your answer.

3. Why is it important that a future teacher is “tech-savvy”?

4. In your current situation, are you using computer, smart phone, or gadgets on doing your
learning materials? If not, what are your alternative tools on doing those learning materials?

Learning Module on Technology for Teaching and Learning 2

Summary of the Lesson:

Teaching tools used in the classroom must enhances instructional effectiveness, promotes
active learning, develops critical thinking, accommodates differentiated instruction, motivating and
multisensory
SSCC is an acronym used to design learning opportunities to help learners become
information users which stands for search, sort, create, and communicate. These has many
components and different types of technologies that can help teachers create courses for
learners that include SSCC learning and teaching models such as internet research, books,
encyclopedias, library research, articles, stories, reports, artwork, lectures, publication and graphic
organizers.

Assessment:
NOTE: There will be one (1) Assessment for the whole Module 3, please refer to the
instruction written in Assessment part of Lesson 4 on page 23.

Enrichment Activity:
I. Directions: On the learning plan that you have prepared in module 1, recall the necessary
preparations you did to accomplish it. Afterwards, based on what you understood about SSCC
(Search, Sort, Create, Communicate), complete the table below. (5pts each)
Topic/Lesson:

SEARCH
Preparation of
Discussion

Learning Module on Technology for Teaching and Learning 2

SORT
Things to consider in
discussing

CREATE
Tools, materials, plan
that you need to
create

COMMUNICATE
To whom will you
communicate with?

Lesson 3: ICT Tools for Collaboration and Sharing Resources

A lot of literature points out that one of the most important skills developed among learners
is collaboration. This skill must be developed as it is taught to learners in schools because it is
very important in the workplace. Collaboration is also important to help them (as future teachers)
achieve the results of the course. One of the most commonly used and cited is the 21st century
classroom. The framework is designed to help professionals integrate the skills, knowledge and
experience learners need to succeed in work and life. In the context of basic knowledge teaching,
learners must also learn the basic skills for success in today's world, such as critical thinking,
problem solving, communication and collaboration skills (Battelle for Kids, 2019).

Learning Module on Technology for Teaching and Learning 2

It is essential to develop collaborative skills among learners to make them inclusive and
productive in the classroom and society. If learners are assigned tasks to promote cooperation
with their peers, they will learn to value the contributions and ideas of their peers. In addition, they will
learn to adapt to the work and learning styles of their peers, which will ultimately help them
prepare for the workplace, which will require the collaboration of workers and stakeholders with
different personalities, skills and knowledge.

Lesson Objectives:
At the end of this lesson, you should be able to:
 identify the relevance of collaboration in real-life situations;
 participate in the exploration of ICT tools for collaboration; and
 use innovative technological tools for collaboration in the development of learning plans.

Getting Started:

What do you think is the most important application installed in your phone or desktop (if
applicable)? Why? And how does it help you during these trying times?

Discussion:
There are a lot of collaboration tools that were proven to be very useful in the field of
education. These collaboration tools have been cited as supportive tools that facilitate the
meeting of different minds even if they are geographically dispersed. This section presents various
collaboration tools which were shared by the following researches.

Online Collaboration tools to facilitate a professional learning community

The following platforms were shared by Julie Moore (2018) that supported the Critical
Friends Groups (CFG) works. CFG is a professional learning community that is founded on
learning from authentic works in the community. Moore (2018) shared that the following platforms
were used for the CFG works to attain the community’s expressed goals.

1. Text-based Chat (e.g., Messenger)

The use of text-based chat in a community has been seen as an
advantage both for teachers and learners when they are able to collaborate
their ideas and thoughts which are abstract and difficult. Through this,
learners can communicate with other learners around the world to solve certain
problems. One of the good features of text-based chat is its text chat tool
that allows other people or the members of the learning community to see
when another member is typing.

Learning Module on Technology for Teaching and Learning 2

2. Skype
This application allows for a more free-flowing conversation and requires less
preparation for the facilitators. CFG initially used the audio-conferencing
capabilities of Skype but they found the ability to hear each other a nice
change from the work associated with typing in text chat.

3. Wimba Live Classroom

This is similar to other synchronous online classroom
tools such as GoToMeeting. In Wimba, you can share audio, push
PowerPoint slides, push websites and share your desktop. There is a video
component to Wimba, but it only allows for one video stream at a time and
follows whoever is speaking. There is also a text chat feature. There are easy
ways to indicate yes/no and raise your hand in Wimba, so it was easy that
you had a comment or question. Turn talking was easier as names appeared
alphabetically in the user window. The quick polling feature to indicate that
we were ready for the next protocol step. The PowerPoint feature can be
used as a meeting organizer and
was used along with the text chat for “permanence” of some questions and comments.

4. Google+ Hangouts
Google+ Hangouts allows for video of all of the participants the ability to
share documents via links in the chat window or sharing directly through Google
Docs. with video, it is very easy to tell when someone had a question or comment.
This allows the discussion to flow freer and allowed the facilitator to play less of a
“traffic cop” role. Video also aided turn-taking. Google+ Hangouts gives participants
the ability to easily share agendas and collaborate on documents via GoogleDocs.

5. [Link]

The latest technology tried by CFG is [Link]. [Link] allows for high
definition, multi-point video and audio. It also has a chat feature and screen
sharing capabilities. It offers the ability to share a screen and collaboratively
annotate it.

6. Kahoot!
KAHOOT! is a web-based platform that allows users to easily create and
play interactive, multiple-choice-style games. Through the use of KAHOOT!
games, the learners and teachers were able to play their way into substantive
and learner- centered discussions.

RESEARCH COLLABORATION TOOLS

One of the significant activities that can be done together by mathematics or science
teachers and learners is to do research. As they do research together, the opportunity to share
resources and
Learning Module on Technology for Teaching and Learning 2
15

inputs can be aided by technological tools. In a research that was conducted by Staley and
McCallum (2010), they were able to share some online tools that have emerged to be useful in
the conduct of collaborative activities with medical practitioners.
1. Epernicus ([Link]
Epernicus is a professional networking and expertise locator for current and former
research scientists. User accounts are free but require registration upon which answers questions
about his or her research area and institution. Detailed information within Epernicus profiles creates
automatic network connections formed by shared expertise, methods, or institutional relationships.
Epernicus also provides private networking platforms available to individual institutions through
their Epernicus Solutions services.
2. RefWorks-COS Research Support Suite ([Link] and ([Link]
This subscription-based product is actually a suite of tools designed to provide support
throughout the entire research process. Available from ProQuest, the suite is made up of some
very familiar products from the former Community of Science, including COS Expertise and COS
Funding Opportunities, as well as a few new additions currently available on the CSA Illumina
Platform.
3. Research Crossroads ([Link]
This is designed to provide transparent access to publicly funded research. Research
Crossroads aggregate funding, publication, clinical trial, and grant data from government and
private research agencies. Profiles are based on publicly available data, but researchers may also
login to update their own information – with about 12,000 profiles being updated this way to date.
Researchers can use the service to maintain a public profile and search for other researcher or
organizational profiles, as well as search for funding awards, opportunities, and clinical trials.
4. SciVee ([Link]
SciVee is a multimedia community that provides social networking, collaboration and
communication applications for publishers, societies and researchers-across K-12 to professional levels.
The core of SciVee’s services is a platform on which community members share videos describing
their work or publicizing aricles, posters, or presentations.
5. Connotea ([Link] CiteULike ([Link] and
2Collab ([Link]
Several of the top social bookmarking tools designed to handle reference management are
produced by major publishing groups, including Connotea, a product of the Nature Publishing
Group, CiteULike from Springer, and 2Collab form Elsevier. Overall, these tools also share a few
common design features, including:
a. One-click browser button that allows users to instantly add citations to hosted
bookmark libraries;
b. Tagging with keywords to assist in organizing and searching across other user libraries;
c. User profiles that include bibliographies of published material, areas of expertise,
and ongoing research activities; and
d. Group functions that allow users who have common interests to share or discover
references, as well as set privacy settings for collaboration.

Learning Module on Technology for Teaching and Learning 2

Recommendations for effectively employing online collaboration tools (OCTs) in teaching

It is not enough that you use online collaborative tools as supplementary strategy in
teaching mathematics and science. It is but apposite for teachers to be guided by some principles
in selecting and in employing these tools in teaching. Herschock and LaVaque-Manty (2012) shared
the following recommendations for effectively implementing collaboration tools in teaching which
were contributed by their respondents in their research.
 Carefully select specific instructional strategies
a. Start-up cost
b. IT support
c. Tool overload
d. Accessibility
 Protect learners and their privacy
 Resist the myth of “The Tech-Savvy Learner”
 Develop guidelines for equitable and inclusive participation
 Actively foster and sustain desired learner engagement

When considering an OCT, asking yourself the following can be helpful:

 How large is my class and how many learners can cater/will use this tool?
 To what extent should I incentivize participation?
 Who will keep up with this tool, and how carefully?
 Whom should I credit?
 How will I optimally sequence activities to promote engagement?
 What are the criteria of successful performance?
 Are there opportunities to integrate learner-generated OCT content into face-to-face
sessions?

Application:
Exploring other Collaboration Tools
I. Directions: Browse the following sites and note the key features of each. After which note some
teaching and learning activities where these tools can be fully utilized. (5 points each boxes)

Collaboration Key Features Teaching and Learning

Tools Activities where the tool can
be utilized

BeeCanvas

Learning Module on Technology for Teaching and Learning 2

Summary of the Lesson:

It is not enough that you use online collaborative tools as supplementary strategy in
teaching mathematics and science. It is but apposite for teachers to be guided by some principles
in selecting and in employing these tools in teaching. We must consider these recommendations
for effectively employing online collaboration tools (OCTs) in teaching like, carefully select
specific instructional strategies, protect learners and their privacy, resist the myth of “The Tech-
Savvy Learner, develop guidelines for equitable and inclusive participation, and actively foster
and sustain desired learner engagement.

Assessment:
NOTE: There will be one (1) Assessment for the whole Module 3, please refer to the
instruction written in Assessment part of Lesson 4 on page 23.

Enrichment Activity:
Recall your knowledge, ideas and experiences on employing ICT Collaboration tools and
accomplish the following Schema Map: (10 points each)

Collaboration Tools for Teaching

Schema
(prior knowledge)

New Learning

Misconceptions

Learning Module on Technology for Teaching and Learning 2

LESSON 4: Engaging in a Community of Learning (COL)

“A community of learners can be defined as a group of people who share values and
beliefs and actively participate in mutual learning: teachers
from learners, learners from teachers and learners
from learners. By doing so, they created a
learning- centric environment in which learners and
educators can actively and intentionally
accumulate knowledge together. The learning
community connects, cooperates and provides
support. Peers are interdependent. In a sense, they
have a common responsibility to learn and share
resources and opinions, while maintaining an
environment of unity and mutual respect”.

– “What is Community of Learners”

(2nd Paragraph)
IGI Global (2020)
Lesson Objectives:
At the end of this lesson, you should be able to:
 engage in a community of learning for teachers and learners;
 design a collaborative activity using appropriate technology tools; and
 showcase learning plans integrating all the necessary and appropriate ICT tools for
teaching and learning.

Getting Started:

TIME TO REFLECT!
Do you think that the culture of “copying” is a form of collaboration among students? Why or
why not? Are there any instances that “copying” can be considered righteous?

Discussion:
Functions and Features of Communities of Learning (COLs)
No man is an island. This maybe is a cliché, but it will always remain to be true and useful for
the attainment of any work goals. With the demands of the 21st Century classrooms and
workplaces, the need to have a community to help you achieve your teaching and learning goals
is of prime importance. After all, “it takes a village of educate a child” is undoubtedly true.
This need is directed to the development of Communities of Learning or COLs. A Community
of Learning is a group of education and training providers working together to help learners achieve
their full potential. Each Community of Learning sets shared goals or achievement challenges based
on the

Learning Module on Technology for Teaching and Learning 2

particular needs of its children and youths. The Community of Learning works with learners,
their parents, and communities to achieve those challenges. By collaborating and sharing
expertise, learners’ learning pathways are supported and their transition through the education
system improves as proven by research. This approach also provides more opportunities for
parents, families and communities to be involved with their children and young people’s
learning.
IGI Global (2020) cited the following descriptions and concepts of COLs taken from
various sources:
1. The collection of participants in a course who work
cooperatively and collaboratively in solving tasks that lead to
consensus and collective understanding of ideas.
2. A community of learners “can be defined as a
group of people who share values and beliefs and who
actively engage in learning from one another-learners from
teachers, teachers from learners, and learners from learners.
They thus create a learning-centered environment in which
learners and educators are actively and intentionally
constructing knowledge
together. Learning communities are connected, cooperative, and supportive. Peers are
interdependent in that they have joint responsibility for learning and share resources and points of
view, while sustaining a mutually respectful and cohesive environment”
3. Defined as a group of people who share values and beliefs and who are actively
engaged in learning from one another.
4. A group of people who: 1) share a joint enterprise that is
understood and continually negotiated by its members, 2) have
a mutual engagement that binds members together into a
social entity, and 3) have created a shared repertoire of
communal responses (ways of thinking, being, and doing)
that members have developed over time.
5. Group of teachers who are actively engaged in collectively
constructing meaning. In our research, the broad community
of learners was the group of teachers taking the practicum
course together.
6. An instructional model based on all members of a group actively contributing to
the structure and direction of shared endeavors.

Learning Module on Technology for Teaching and Learning 2

7. A group of learners on the edge of new learning and

under continuous reflection, the new community learning
comes in various shapes and sizes; it is not one size fits all
mentality
8. This term is an overarching understanding of the
group of learners, also including the instructional facilitator,
who come together with the intention to learn information
while also supporting the larger group’s instructional
understandings and efforts. This term reflects a philosophical
understanding, that learning is not a singular activity but, instead,
is a socially supported effort.
9. A place the
prior knowledge, where learner that
knowledge learners made to feel
they are acquiring, thatskills that they are learning to
and the
acquire future knowledge are all tied together.

Application:
As a future teacher how are you going to promote community of learning in your classroom
or in school? Cite two (2) scenarios. (10 points each scenario)

Summary of the Lesson:

A community of learners can be defined as a group of people who share values and beliefs
and actively participate in mutual learning: teachers from learners, learners from teachers and
learners from learners. By doing so, they created a learning-centric environment in which
learners and educators can actively and intentionally accumulate knowledge together.

Assessment:
Make a short video discussion/tutorial about the lesson that is aligned with your learning/lesson
plan in Module 1. The content of the video must be direct to the topic that you are going to discuss.
Duration: Minimum of 3 minutes and maximum of 10 minutes.
As for your guide, here is the link: [Link]
Criteria of Grading:
Content – 50%

Learning Module on Technology for Teaching and Learning 2

Delivery – 20%
Neatness – 20%
Originality – 10%
100%
Send your videos to your course/subject professor via e-mail. (E-mail of your professor is
provided in the second page). The submission date is same as the submission of the modules.

Enrichment Activity:
Make a word cloud for COMMUNITY inside the box and explain why you have listed those
words. You may use some computer/mobile applications in making word cloud. (10 points – word
cloud, 10 points - explanation)
This is an example of a word cloud:

Explanation:

Learning Module on Technology for Teaching and Learning 2

Generalized Rubric:
Score Ideas Organization Language
(10/5)
The essay /word As a whole, it It
cloud/diagram/schema • has an appropriate title; • displays phrasing
map, tables and boxes • provides pertinent that is concise,
demonstrate exceptional background information to original, and highly
10 competence. The central the reader; specific;
ideas are original, • focuses its topic with • includes varied
distinctive, substantially a provocative or and effective
or developed and supported original statement; sentence structure;
with details and • develops all paragraphs • demonstrates an
illustrations. An informed and words fully and understanding of
5 awareness of the issues coherently by presenting basic terminology. In
surrounding the topic is ideas descriptively and regard to syntax and
demonstrated with an clearly; mechanics, the essay
insightful, well-articulated, • renders support for the is free of errors in
and original analytical statement in an usage, punctuation,
argument. appropriate sequence of and sentence
paragraphs; structure.
• concludes effectively,
provocatively, and creatively.
The essay /word As a whole, it It
cloud/diagram/schema • has an appropriate title; • includes varied
map, tables and boxes • provides pertinent and effective
demonstrate competence. It background information sentence structure;
addresses a complex topic to the reader; • uses basic
and articulates a clear and • presents a plausible terminology
sophisticated argument with thesis; adequately.
adequate detail and insight. • develops all paragraphs In regard to syntax
Some issues surrounding fully; and mechanics, the
8 the topic are appropriately • renders support for essay is not
addressed, and the the thesis statement in free of errors in usage,
presentation of evidence an appropriate punctuation, and
or and analysis is well sequence of sentence
organized. paragraphs; structure, but such
• has paragraphs errors
4 featuring specific do not impede
points that are readability.
logically ordered;
Learning Module on Technology for Teaching and Learning 2
24

• has paragraphs that

are connected with
helpful—though not
always smooth—
transitions;
• ends with an effective
conclusion.

The essay /word As a whole, it It

cloud/diagram/schema • has an adequate title; • is characterized by
map, tables and boxes • provides some pertinent predictable sentence
suggest competence. background patterns (simple;
The central ideas are information; compound);
apparent, if not • offers a general • consists of
always clear. The and tries to develop it; pedestrian diction or
ideas need • presents paragraphs words that often
development (more that support the topic; are not sufficiently
details, illustrations, • has paragraphs specific;
6 and supporting with fairly developed • uses basic
evidence for claims). ideas, but which often terminology
Few issues surrounding fail to address adequately but not
or the topic is considered, ambiguities that insightfully.
and their treatment offers might confuse the In regard to syntax and
slight insight or detailed reader (unwarranted mechanics, the essay
3 analysis. The generalizations; vague may
presentation of cause and effect contain noticeable
evidence and analysis relationships; weak errors in
are loosely organized. textual relevance); usage,
• links ideas with punctuation,
transitions, although the sentence
transitions may be structure (comma
awkward or splices,
insufficient; fused sentences,
• ends with an adequate sentence
conclusion, although it fragments, subject-
is often a mere verb
summary of the essay. agreement errors,
misplaced
modifiers, and
word confusion)
that
interfere
with
readability
Learning Module on Technology for Teaching and Learning 2
25

The essay /word As a whole, it It

cloud/diagram/schema • lacks an adequate title; • presents
map, tables and boxes • fails to provide numerous sentence-
suggest important background level errors,
incompetence. There is information; suggesting poor
no central idea that is • includes a topic that linguistic
apparent. The ideas is too general/or one competence;
need considerably that is not supported • uses terminology
4 more development and because the essay incorrectly;
support. The major slips into mere • is characterized by
issues surrounding summary of a unvarying and
or the topic is not referenced text; simple sentence
considered, and the • has little or no specific patterns (e.g.,
content is marked by textual evidence; brief s-v-o sentences);
2 a minimal degree of • has several • exhibits limited,
analytical depth or underdeveloped confusing
insight. The writing is paragraphs; or inappropriate
poorly organized. • tends to lack coherence diction.
and transitional In regard to syntax and
markers; mechanics, the essay
• lacks careful displays frequent errors
proofreading; in
• lacks a well- usage,
developed conclusion or punctuation,
may omit the sentence structure
conclusion entirely (comma
splices, fused
sentences,
sentence
fragments,
agreement errors,
misplaced
modifiers, word
confusion); there are
enough errors to hinder
significantly the
reader's
comprehension.
2

The essay /word cloud/diagram/schema map, tables and boxes demonstrates

or incompetence by featuring all of the shortcomings but to a greater degree, or it does
not
meet the assignment task.

1
Learning Module on Technology for Teaching and Learning 2
26

Suggested Links:
For more information about community of learning, you may visit the link below:
 [Link]
community-of-learners/4744

For a sample video discussion, please visit the link [Link]

References/Attributions:
 Espigue et al, (2021) Technology for Teaching and Learning 2, pages 119-165, ISBN 978-621-451-
003-0, Lorimar Publishing (2021)
 [Link]
 Gonçalves, L (2021). Communities of Practice: Everything You Need To Know, Retrieved on
April 19, 2021 from [Link]

Images:
 [Link]

Rubric:
 [Link]
communicationlab/Resources/downloads/Basic_Grading_Rubric.pdf

Learning Module on Technology for Teaching and Learning 2

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