TECHNOLOGY World Wide Web (www)

 refers to a mix of process and product used  Also called the Web which is a graphical
in the application of knowledge. environment on computer networks that
 It includes tools from pencil and paper to allows you to access, view and maintain
the latest electronic gadgets and tools for documentations that can include text, data,
practical tasks. sound and videos.

Information and Communication Technology Web access

 use of digital technology, communication  Ability of the learner to access the Internet
tools and/or networks to access, manage, at any point during the lesson in order to
integrate, evaluate, create and take advantage of the array of available
communicate information in order to education resources.
function in a knowledge society
Webquest
Educational Technology
 Inquiry-oriented lesson format in which
 Refers to the use of technology in teaching most or all information that learners work
and learning. with comes from the web.
 Includes both the non-digital (flip charts,  teacher structured research experience for
pictures, models, realias, etc.) and digital the students that is primarily based on use
(electronic tools: hardware, software and of the World Wide Web and typically takes
connections, etc.). one or more instructional periods

Digital Literacy Productivity tools

 ability to use information and  any type of software associated with

communication, requiring both cognitive computers and related technologies that
and technical skills can be used as tools for personal.

Digital Learning Technology Tool

 learning that is accompanied by technology  instrument used for doing work. It can be
or by instructional practice that makes anything that help you accomplish your goal
effective use of technology with the use of technology.
 Skype- telecommunication application
These technology tools can be classified as:
software product that specializes in
providing video chat and voice calls 1. Data/Calculation tools
between computers, tablets, mobile devices
via Internet and to regular telephones 2. Design tools. These are used to make models
and designs. Creating and building.
Instructional Technology
3. Discussion tools. There are 4 different
 theory and practice of design, development, approaches that utilize discussion and interaction
utilization, management, and evaluation of in the Internet. These are threaded discussion
the processes and resources for learning forum, Blogging, Live chat and Video
Teleconferencing.
Software
4. Email tools, Emails are great communication
 Program control instructions and
tools for sending messages, photographs, videos
accompanying documentation.
and other files. It allows you to reach out to others
Multimedia around the world.

 sequential or simultaneous use of a variety Handheld devices

of media formats in a given presentation or
 These include Personal Digital Assistants,
self-study program
global positioning system, (GPS) and
Internet geographic information system (GIS) in the
classroom.
 Massive network of networks, a networking
infrastructure.
Blog a teacher. This is like the handyman, which is just
there to be reached. Like any other tool, it is being
 online journal where posted information used to facilitate and lighten the work of the
from both teachers and students are teacher.
arranged.
3. Technology as a learning tool While the teacher
Wiki utilizes technology as the tool for teaching, likewise
it is an effective tool for learning. As a learning tool,
 an editable website usually with limited
it makes learning easy and effective. It can produce
access, allows students to collaboratively
learning outcomes that call for technology-assisted
create and post written work or digital files,
teaching.
such as digital photos or videos.
Roles of ICT in Teaching and Learning
Flipped classroom
1. Enhancing teaching methods ICT tools and
 utilizes a reverse instructional delivery
resources, such as multimedia presentations,
 Teacher is required to use the web
online simulations, and educational software
resources as homework or out of class
activity as initial instruction of the lesson 2. Providing access to information ICT enables
which will be discussed during class time. students to access a vast array of information and
educational resources from anywhere, at any time.
Podcast
3. Supporting collaboration ICT tools, such as video
 a video or audio multi-media clip about a
conferencing, online discussion forums, and
single topic typically in the format of the
collaboration software, allow students to work
radio talk show.
together.
Google Apps
4. Personalizing learning ICT provides teachers
 cloud-based teaching tool which is stored in with the ability to tailor instruction to individual
the Google server and is available for student needs and learning styles, improving
students both at home and in school. student outcomes and engagement.
 Google calendar a tool used for 5. Improving assessment ICT enables teachers to
organizational purposes; Google sites that efficiently and accurately assess student learning,
provide options for developing blogs and providing feedback that can help students to
wikis: and Google docs is used for improve their performance.
sophisticated word processing and editing
of the document. ICT Competency Standards for Pre-Service Teacher

Vlog Domain 1: Understanding ICT in Policies

 video blog where each entry is posted as a 1.1 Demonstrate awareness of policies affecting
video instead of the text. ICT in education.

VOIP 1.2 Comply with ICT policies as they affect

teaching-learning environment.
 voice over internet protocol
 category of hardware and software that 1.3 Contextualize ICT policies to the learning
enables people to use the Internet as environment.
transmission medium for telephone calls by
Domain 2: Curriculum and Assessment
sending voice data in packets using IP rather
than traditional circuit transmission. 2.1 Demonstrate understanding of concepts,
principles and theories of ICT systems as they apply
"ROLES OF ICT IN TEACHING AND LEARNING”
for teaching-learning.
1. Technology as a tutor Together with the
2.2 Evaluate digital and non-digital learning
teacher, technology can support the teacher to
resources in response to student’s diverse needs.
teach another person or technology when
programmed by the teacher can be a tutor on its 2.3 Develop digital learning resources to enhance
own. teaching-learning.
2. Technology as a teaching tool Like a tutor, 2.4 Use ICT tools to develop 21st century skills:
technology is a teaching tool, but can never replace information media and technology skills, learning
skills, learning and innovation skills, career skills, ISTE National Educational Technology Standards
and effective communication skills. for Teachers (NETS*T)

Domain 3: Pedagogy Philippine ICT Competency Standards

3.1 Apply relevant technology tools for classroom  Standard 1: Technology Operations and
activities. Concepts
 Standard 2: Planning and Designing
3.2 Use ICT knowledge to solve complex problems Learning Environment and Experiences
and support students’ collaborative activities.  Standard 3: Teaching, Learning, and
Curriculum
3.3 Model collaborative knowledge construction in  Standard 4: Assessment and Evaluation
face to face and virtual environment.  Standard 5: Productivity and Professional
Practice
Domain 4: Technology Tools
 Standard 6: Social, Ethical, Legal, and
4.1 Demonstrate competence in the technical Human
operations of technology tools and systems as they
ISTE National Educational Technology Standards
apply to teaching and learning.
for Studemts (NETS*S)
4.2 Use technology tools to create new learning
opportunities to support community of learners.  Standard 1: Creativity and Innovation
 Standard 2: Communication and
4.3 Demonstrate proficiency in the use of Collaboration
technology tools to support teaching and learning.  Standard 3: Research and Information
Fluency
Domain 5: Organization and Administration  Standard 4: Critical Thinking, Problem-
5.1 Manage technology-assisted instruction in an Solving, and Decision Making
inclusive classroom environment.  Standard 5: Digital Citizenship

5.2 Exhibit leadership in shared decision-making E-Safety

using technology tools.
• helps safeguard children and young people in the
Domain 6: Teacher Professional Learning digital world

6.1 Explore existing and emerging technology to • emphasizes learning to understand new
acquire additional content and pedagogical technologies in a positive way.
knowledge
Network Management
6.2 Utilize technology tools in creating 1. Password Policy- Only authorized users will have
communities of practice. individual passwords.

6.3 Collaborative with peers, colleagues, and 2. Mobile devices- All mobile phones shall be kept
stakeholders to access information in support of away in a box away from the children or learners
professional learning. and access is only allowed at break time or at the
end of classes or when needed during the class
Domain 7: Teacher Disposition period.
7.1 Demonstrate social, ethical, and legal 3. Cameras- Take pictures only from parents or
responsibility in the use of technology tools and caregivers and not from any other family member
resources. or friend while the child attends class.

7.2 Show positive attitude towards the use of Uses of ICT Policies in the Teaching and Learning
technology tools. Environment

DepEd Order 42, s. 2017  Digital Literacy is a skill of searching for and
producing information through the use of
“show skills in the selection, development and use media for the society.
of the variety of teaching learning resources  One Laptop Per Child Tablets Less
including ICT to address learning goals.” expensive laptops are advised to be used to
attain the 1:1 basis.
  Tablets are small computers that the  Digital Media Arts Program which builds
learners can use by themselves at any time digital media skills for government using
and place. Open Source technologies.
 Interactive Whiteboards or Smart Boards  ICT skills strategic plan which developed an
Allows you and the learner to display, inter-agency approach to identifying
manipulate, drag, click, or copy images. strategic and policy and program
 E-readers Electronic devices that contains recommendations to address ICT skills
numerous books and other files in digital demand-supply type
form.
 Flipped Classrooms Classroom is The Act of 1998 (R.A. 8484)
transformed by allowing you to discuss and  was passed to generate the
practice concepts at home. participation of companies and to
ICT NATIONAL OR INTERNATIONAL POLICIES THAT engage the private sector.
ARE APPLICABLE TO TEACHING AND LEARNING  law enacted to regulate the issuance
and use of access devices and prohibit
ICT Policies are needed to put a roadmap of the fraudulent acts committed in relation to
actions to be pursued and adopted by various such devices.
governments, organizations, and entities involving
ICT. LEARNING THEORIES AND PRINCIPLE IN DALE’S
CONE OF EXPERIENCE
International Policymakers
Dale’s Cone of Experience is a model that
join forces to successfully implement ICT in incorporates several theories related to
educational practice to address the individual instructional design and learning processes.
needs of students.
Different components of the cone:
 Department of Information and
Communication Technology (DICT) has  Direct Purposeful Experiences. These are
formulated a roadmap to guide all agencies first hand experiences which serve as the
in the utilization, regulations and
foundation of learning. In this level, more
enhancement of ICT.
senses are used in order to build up the
 Department of Education (ICT4E) is a
program under the DICT that supports all knowledge.
the efforts of the education sector in  Contrived Experiences. In this level,
incorporating the use of ICT as well as representative models and mock-ups of
determining and gaining access to the reality are being used in order to provide an
infrastructure (hardware, software, experience that as close as reality.
telecommunications facilities and others.
 Dramatized experiences. In this level,
 Open Content in Education Initiative (OCEI)
which converts DepEd materials into learners can participate in a reconstructed
interactive multi-media content, develop experiences that could give them better
applications used in schools, and conduct understanding of the event or of a concept.
students and teachers competitions to  Demonstrations. It is a visualize explanation
promote development of education-related of important fact, idea, or process through
web content
the use of pictures, drawings, film and other
 PheDNET, is a “walled” garden that hosts
types of media in order to facilitate clear
educational learning and teaching materials
and applications use by Filipino students, and effective learning.
their parents and teachers.  Study Trips. This level extends the learning
 Established Community eLearning Center experience through excursions and visits on
called eSkwela for out-of-school youth the different places that are not available
(OSY) providing them with ICT-enhanced inside the classroom.
alternative education opportunities.
 Exhibits. It is a somewhat a combination of
 eQuality Program for tertiary education
some of the first levels in the cone. Actually,
through partnerships with states
universities and colleges (SUCs) to improve exhibits are combination of several mock
quality of IT education and the use of ICT in ups and models.
education in the country, particularly
outside of Metro Manila.
  Television and motion pictures and still  Technology knowledge (TK): Technology
pictures, recordings, and Radio. implies knowledge refers to the knowledge about
values and messages through television and various technologies, ranging from low-tech
films. On the other hand, still pictures, technologies.
recordings and radio are visual and auditory  Content knowledge (CK): Content
devices that can be used by a learner/group knowledge is the “knowledge about actual
of learner that could enhance and extend subject matter that is to be learned or
learning experience taught”
 Visual symbolic and Verbal symbolic. These  Pedagogical knowledge (PK): Pedagogical
two levels are the most complex and abstract knowledge refers to the methods and
among all the components of the Cone of processes of teaching and includes
Experience. In the visual symbolic level, charts,
knowledge in classroom management,
maps, graphs, and diagrams are used for
abstract representations. On the other hand, assessment, lesson plan development, and
the verbal symbolic level does not involve student learning.
visual representation or clues to their  Pedagogical content knowledge (PCK):
meanings. Pedagogical content knowledge refers to
the content knowledge that deals with the
teaching process
 Technological content knowledge (TCK):
Technological content knowledge refers to
the knowledge of how technology can
create new representations for specific
content.
 Technological pedagogical knowledge
(TPK): Technological pedagogical
knowledge refers to the knowledge of how
various technologies can be used in
teaching
 Technological pedagogical content
knowledge (TPACK): Technological
pedagogical content knowledge refers to
the knowledge required by teachers for
integrating technology into their teaching in
any content area.

ASSURE MODEL

ASSURE is an instructional design model that has

the goal of producing more effective teaching and
learning.

A – Analyze Learners

 There should be a focus on those learner

characteristics which are associated with
the learning outcomes desired.
 TPACK is a technology integration framework S – State Standards and Objectives
that identifies three types of knowledge
instructors need to combine for successful  the teacher must state standards and
edtech integration—technological, pedagogical, objectives for the learning module. This
and content knowledge (a.k.a. TPACK)
statement consists of a specification of
 what the learners will be able to do as a  Pictures are visual aids used to teach or
result of the instruction. present a more realistic view of the topics
 Atlases, globes, and maps are used in
S – Select Strategies, Technology, Media, and teaching mostly geography-related lessons
Materials  FLASHCARDS- This material has pictures,
symbols, math operations, sentences, and
 Given what your learning objectives are, it’s phrases that help in the development of
necessary to pick instructional strategies, quick retrieval of information
technology, and media that will bring about  Worksheet refers to a printed paper or a
the results that you want. set of printed paper with activities, drills,
and questions
U – Utilize Technology, Media, and Materials  Boards are usually used by the teachers to
write and draw examples from the lesson
 concerns making a plan as to how you will that the students must write
utilize the technology, media, and materials  Bulletin boards are boards with designs and
that you have selected. artistic materials. They are used in giving
up-to-date information, announcements,
R – Require Learner Participation posting of public information, display of
students ' works and lessons, and more.
 It requires that you make plans to how you  DICTIONARIES, ENCYCLOPAEDIAS, AND
are going to actively engage your students THESAURUS. These are comprehensive
in the material that you are teaching. reference books used by teachers and
students to find the meaning of any word
E – Evaluate and Revise and or idea.
 Manipulatives are various objects that help
 This includes an evaluation of your teaching the students to manipulate and play. These
strategies and the technology, media, and objects are usually helpful in math and
materials that you used. logic.
 SCIENCE LAB APPARATUS AND MATERIALS
ICT Conventional Materials to Enhance Teaching used to demonstrate science activities and
perform experiments.
CONVENTIONAL ORTRADITIONAL LEARNING  Models are three dimensional
representation or replicas of the actual/real
 Refers to a learning method wherein things being taught.
teachers and students interact face-to-face  Dioramas are realistic scenic displays
and is limited to the corners of the usually used in exhibits. Dioramas include
classroom. three-dimensional characters.

CONVENTIONAL VS. NON-CONVENTIONAL II. Nonconventional or digital tools

LEARNING
 Computers and laptops are used in
education as a tool for storing data,
 Conventional or non-digital tools are those
accessing and processing information using
materials used in regular and “conventional
engines an applications
or traditional” classrooms.
 Slideshow presentations using projectors
 Non-conventional or digital tools are those
are used in education to project slideshow
learning materials that are not commonly
presentations, videos, clips, and more.
used in a traditional classroom. These
materials are also identified as modern  E-books are an electronic copy of published
teaching tools. books.
 Radios and televisions are used in
I. Conventional or non-digital tools education as a venue to air educational
programs and lesson when the places are
 Textbooks are a collection of contents and not reachable
information in a particular subject and level  CDs, DVDs, and Audiotapes are digital
that are printed and published. storage of video or audio lessons. They
 Charts and flipcharts are educational visual contain music, speeches, drama, stories,
aids that are usually mounted on the wall or poetry, prerecorded lessons, and others.
in its stand.
  MOBILE PHONES AND TABLETS. These DIGITAL LITERACY SKILLS VS. DIGITAL LITERACY
devices can be used to access the internet,
almost all applications, even ebooks and  Lynch (2017) identified eight digital literacy
can be used as a calculator, map, converter, skills needed to become digitally literate.
etc. These are:
 Smart boards or interactive boards are  coding - universal language basic
used by some school in the world. They are understanding of html, css and the like will
large screen that is mounted on the wall. create a shared understanding of what can
be done with the web pages.
21ST LITERACY SKILLS  collaboration -the use of google docs
among others allows student to begin
THE DIGITAL LITERACIES - individual' s capabilities experimenting with effective online
to be able to effectively and responsibly function collaboration
and perform in a digital society.  cloud software- this is essential part of
 MEDIA LITERACY- The ability to critically document management. the cloud is used
read information or content and utilize to store everything from photos to research
multimedia in creatively producing projects, to term papers and even music.
communications.  word processing software- google,
 INFORMATION LITERACY- Locating microsoft online drop box are available for
information from the web and interpreting storage and management solutions.
while evaluating its validity in order that it  screen casting- is a video recording using
can be shared. the computer screen, and usually includes
 ICT LITERACY- Knowing how to select and an audio. on the other hand, when you take
use digital devices, applications or services a picture on the screen of your computer, it
to accomplish tasks requiring the use of the is called a printscreen.
internet.  personal archiving- students should be
 COMMUNICATION AND COLLABORATION - taught the concepts of metadata, tagging,
One's capabilities in being able to keywords and categories to
participate in the digital networks in the make them aware how are they
teaching and learning context. represented online.
 IDENTITY MANAGEMENT- Being able to  information evaluation- critical thinking to
understand how to ensure safety and weed out fake news is a crucial 21st century
security in managing online identity and skill. the use of tools and skills needed to
foster a positive digital reputation. process information are very much needed.
 LEARNING SKILLS- Ways of knowing how to  use of social media- it serves different
study and learn in a technology- enriched purposes depending on the user.
environment.
 DIGITAL SCHOLARSHIP- Being able to link
and participate in professional and research
practices.

The four c's of the 21st century skills

 CRITICAL THINKING- Learning how to solve

problems. The ability to differentiate facts
from opinion.
 CREATIVITY- Requires students to think out
of the box and to take pride in what is
uniquely theirs.
 COMMUNICATION- Make students express
their ideas in the clearest and organized
manner.
 COLLABORATION- Happens when students
know how to work well with others to
accomplish a given task or solve a problem
at hand.