Welcome to the Technology for

Teaching and Learning Module. This module

was designed to provide you with fun and
meaningful opportunities for guided and
independent learning at your own pace and
time. You will be enabled to process the
contents of the learning resource while being
an active learner.
The following are some reminders in using
this module:

1. Use the module with care. Use a

separate sheet of paper in answering the
exercises.
2. Don’t forget to answer the activities
included in the module.
3. Read the instruction carefully before
doing each task.
4. Observe honesty and integrity in
doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Submit your output on time at this email mekatiecat22@gmail.com for the record
If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult
your instructor via messenger, text messaging or call. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and gain deep
understanding on the technology for teaching and learning. You can do it!
 MODULE 1
TITLE TEACHING AND LEARNING WITH TECHNOLOGY: AN INTRODUCTION
If there is one thing that changed the world so fast, it is TECHNOLOGY. While technology
in the past exists as non-digital technology, the current digital technology has been a factor that
shrunk the world and made it flat. It has provided a new environment for learning; new ways
teachers teach and the new ways of how learners learn. In the beginning, it has created a
divide between the digital natives and the digital immigrants. However, as the years go by, such
divide has become narrower and even blurred. This has led to the new educational revolution in
teaching and learning which has been triggered by technology and resulted to better learning
outcomes in the 21st century.
Lesson Outcomes
1. Identified the competency standards of ICT necessary in teaching for pre-
service teacher education
2. Used the concepts and terms in communicating with peers for further
understanding.
3. Appreciated the value of technology in supporting student learning.

Lesson 1: ICT Competency Standards for Philippine Pre-Service Teacher Education

Concept Focus
ICT Competency Standards (CHED-UNESCO) as provided in the 2017, Policy, Standards and
Guidelines (PSG) for Pre-Service Teacher Education
The program outcomes for teacher education degrees clearly state that every future
teacher: “demonstrate proficiency in the development and utilization of Information,
Communication and Technology (ICT) resources in promoting quality teaching-learning process”
To ensure that the program outcomes related to ICT shall be achieved, competencies
were identified to be developed by every pre-service teacher (CHED-UNESCO, Bangkok, 2009.)
The ICT Competency Standards is made up of seven domains. Each domain has a set of
competencies. The competencies are expressed in desired learning outcomes. Becoming
proficient in the different competencies will enable you to handle learners of the 21 st century in
your future classroom.
These domains and corresponding competencies are found in the Table below.
Table 1: ICT Competency Standards for Pre-Service Teachers
Domain 1: Understanding ICT in Education
1.1 Demonstrate awareness of policies affecting ICT in education
1.2 Comply with ICT policies as they affect teaching-learning
Domain 2: Curriculum and Assessment
2.1 Demonstrate understanding of concepts, principles, and theories of ICT systems as they apply
to teaching-learning
2.2 Evaluate digital and non-digital learning resources in response to student’s diverse needs
2.3 Develop digital learning resources to enhance teaching
2.4 Use ICT tools to develop 21st century skills: information media and technology skills, learning
and innovation skills, career skills and effective communication skills
Domain 3: Pedagogy
3.1 Apply relevant technology tools for classroom activities
3.2 Use ICT knowledge to solve complex problems and support student collaborative activities
3.3 Model collaborative knowledge construction in face to face and virtual environments
Domain 4: Technology Tools
4.1 Demonstrate competence in the technical operations of technology tools and systems as they
apply to teaching and learning
4.2 Use technology tools to create new learning opportunities to support community of learners
4.3 Demonstrate proficiency in the use of technology tools to support teaching and learning
Domain 5: Organization and Administration
5.1 Manage technology-assisted instruction in an inclusive classroom
5.2 Exhibit leadership in shared decision-making using technology tools
Domain 6: Teacher Professional Learning
6.1 Explore existing and emerging technology to acquire additional content and pedagogical
knowledge
6.2 Utilize technology tools in creating communities of practice
6.3 Collaborate with peers, colleagues and stakeholders to access information in support of
professional learning
Domain 7: Teacher Disposition
7.1 Demonstrate social, ethical, and legal responsibility in the use of technology tools and
resources
7.2 Show positive attitude towards the use of technology

SELF CHECK
Identify the Competency Domain that covers the course learning outcomes

Course Learning Outcomes Competency Domain

1. Explain ICT policies and safety issues as they impact
on the teaching-learning process
2. Integrate media and technology in various content
areas
3. Apply learning theories and principles in the design
and development of lessons through appropriate
media and technologies for teaching learning
4. Formulate teaching-learning experiences and
assessment tasks using appropriate and innovative
technologies
5. Demonstrate social, ethical, and legal responsibility
in the use of technology tools and resources

Let’s Explore More on the Web

With your group, search from the CHED website any of the following: CMO 74, or CMO

LESSON 2: Understanding the Basic Concepts in ICT

Let us explore various resources to have a clear understanding of this lesson. Let us
unpack some concepts and terms related to technology for teaching and learning. You can
further find more explanation in this book as you go along with your lessons or in other references
in the library or in the web.
Here are some terms and concepts that you need to know and understand:
1. Technology 9.Software 17. Technology Tool
a. Data/Calculation tools
b. Design tools
c. Discussion tools
d. Email tools
e. Email tools
2. Information and 10. Multimedia
Communication Technology 18. Blog
Literacy or ICT
3. Educational Technology 11. Internet 19. Wiki
4. Digital Literacy 12. World Wide Web (www) 20. Flipped classroom
5. Digital learning 13. Web access 21. Podcast
6. On-line digital tools and 14. Webquest 22. Google Apps
apps
7. Off-line digital tools and 15. Productivity tools 23. Vlog
apps
8. Instructional technology 16. Facebook 24.
VOIP (voice over internet
protocol)

Exchange
With an ICT gadget, find a friend in FB, Twitter or Instagram who is also a college student.
Preference should be given a pre-service teacher from the Philippines or abroad. Choose at
least 3 important concepts that you can discuss with him/her about ICT. Record your thoughts in
the discussion and also your friend’s thoughts. Are they similar or different? If they differ, why?

My Friend’s Thought about the

My Thought about the
Concepts Identified Concept (Ask you friend to get
Concept
an answer)

Example: Borderless classroom

because of technology

Concept A

Concept B

Concept C
 LESSON 3: Roles of Technology for Teaching and Learning
Are students of today interested to use of technology in order to learn? Do teachers
have the skills to use technology to enhance their teaching?
CONCEPT FOCUS
A. For Teachers and Teaching
There are numerous roles that technology plays in the job of teachers.
1. Technology provides enormous support to the teacher as the facilitator of learning. It
transforms a passive classroom to an active and interactive on, with audio-visual aids,
charts and models, smart classrooms, e-learning classrooms which motivate and
increase attention level of learners. Many of these can be searched on the web.
2. Technology has modernized the teaching-learning environment. The teachers are
assisted and supplemented with appropriately structured instructional materials for
daily activities. There are varied available technology-driven resources which can be
utilized for remedial lesson or activities. Likewise, there are also a lot of technology-
driven resources that can be used for enrichment purposes. You may search for the
examples on the web.
3. Technology improves teaching-learning process and ways of teaching. This will make
the act of teaching more efficient and effective. There are arrays of teaching
methods and strategies that can use technology which are found compatible with
learning styles. The multiple intelligence theory of Howard Gardner tells us that there is
a genius in every child. This implies that there must be varied ways of teaching as
there are many varied ways of learning. All the learning styles can find support from
technology, so that teaching will be more effective and efficient.
4. Technology opens new fields in educational researches. The areas of teaching
testing and evaluation are enhanced by technologies for teaching and learning.
Current educational researchers will no longer find difficulty in interpreting tests,
assessment and other evaluation result with speed and accuracy. Reference retrieval
is also hastened because many of the research materials are in digital form.
Technology has also provided access to big data that can be processed for problem
solving and inquiry.
5. Technology adds to the competence of teachers and inculcates scientific outlook.
Through the utilization of theories of learning and intelligence, which are explained in
references uploaded in the net, the teachers are encouraged to imbibe skills to
source this information with speed and accuracy.
6. Technology supports teacher professional development. With the demand of
continuing professional development for teachers, the availability of technology
provided alternative way of attending professional development online. For those
who are involves as providers of continuing professional development like trainers,
facilitators, or organizers, they can level up or enhance their delivery system with the
support of technology tools.

B. For Learners and Learning

1. Support learners to learn how to learn on their own. All teachers fully understand that
subject matter or content is a means to achieve the learning outcomes. There are three
categories of knowledge according to Egbert (2009): declarative knowledge, structural
knowledge, and procedural knowledge.
a. Declarative Knowledge consists of discrete pieces of information that answers the
questions what, who, when, and where. It is often learned through memorization
of facts, drills, and practice. It can be learned by simple mnemonics or
conceptual maps. Declarative knowledge is fundamental knowledge necessary
 for students to achieve, more complex higher order thinking such as critical
thinking and creativity, inquiry and production.
b. Structural Knowledge consists of facts or pieces of declarative knowledge put
together to attain some form of meaning. An example of declarative knowledge
is “pencil”. The idea that evolved from a pencil is an understanding that: “it is
something used to write”. This is referred to as structural knowledge. It can be
presented by concept maps, categorization or classification.
c. Procedural Knowledge is knowledge in action or the knowledge of how to do
something. It is based on facts but learned through the process of procedural
knowledge. Examples include how to drive a car, how to use a cell phone, or
how to speak English. Procedural Knowledge is indicated by a performance task
or graphical representation of a concept.
2. Technology enhances learners’ communication skills through social interactions. This is
commonly described as the transmittal of information from one person to another as
single individual or groups of individuals. According to Shirly (2003) in Egbert (2009), there
are three basic communication patterns:
a. Point to point two-way or one-way like Internet chat, phone conversation or even
face-to-face conversation.
b. One-to-many outbound like a lecture, or television. There is no social interaction.
c. Many-to-many like group discussion buzz session, heads together. This kind of
interaction provides opportunities for social interaction.
For this particular role, what are the benefits derived from the technology-
supported communication?
a. Enables any teacher to guide the learners virtually and making learning unlimited
because communication and social interaction go beyond a school day or a
school environment.
b. Enhances students’ freedom to express and exchange ideas freely without the
snooping eyes of the teacher face to face.
c. Enables learners to construct meaning from joint experiences between the two or
more participants in communication.
d. Help learners solve problems from multiple sources since there is limitless sources
of information that the teacher can direct or refer to the learners.
e. Teaches learners to communicate with politeness, taking turns in sending
information and giving appropriate feedback.
f. Enhances collaboration by using communication strategies with wider
community and individuals in a borderless learning environment.
g. Develops critical thinking, problem solving and creativity throughout the
communication.
There are several technology tools and software programs that you will learn in the
coming modules.
3. Technology upgrades learners’ higher-order-thinking skills: critical thinking, problem
solving and creativity. Twenty-first century learning requires the development of higher-
order-thinking skills.

SELF-CHECK
Write a paragraph on how you are going to use technology when you will become a
teacher?

How will I use Technology When I become a Teacher?