72 | Technology for Teaching and Leaming 2 ‘er Language Esvanon- Engle Fico DODUG 3 ~~ Using Open-Ended © Tools in Facilitating Language Learning S emu At the end of the module, the students should be able to: * plan for language lessons that can be best presented using open-ended tools or productivity software applications; * explore for available open-ended tools for language teaching and learning; * search for language tools for open-ended tools for the following skills: © listening * speaking * reading © “writing; and * demonstrate how these open-ended tools or productivity software applications can be maximized for language teaching and learning.ROE Rd LE/SS)O.N @ Productivity Software Applications for Language Teaching and Learning ST tssrsng oorones At the end of the lesson, the students should be able to: * identify uses of productivity software applications in the teaching-learning of language, ¢ share experiences in using productivity software applications as a language learner. * explore samples of documents, presentations, and spreadsheets that were used in delivering learning plans for languages. © report new open-ended tools or productivity software applications that are beneficial for language learning. rm It is assumed that your teachers and you have been using productivity software applications and/ or media tools to enhance the teaching and the learning process of your courses or subjects in the basic education and in the teacher education program before enrolling in TTL 2. The common productivity tools that they or you may have used are word processing software, spreadsheets; and presentations. At this time, you will be asked to recall and share your memorable lessons with the intended learning outcomes that were fully attained because of the appropriate ICT integration done by your teacher or by you. Share your experiences by completing the Table below. Perini mucus ucts PUR eRe ROE CR Ce CULT) Cred Oe ue cr) ime yeaSC ERC Rd Peony Open-ended Tools and their Uses in Teaching and Learning Language Skills Open-ended tools or productivity software applications are ICT tools, which help the teachers and the learners make their learning together concrete, efficient, encouraging, and meaningful. In any teaching-learning process, the use of these tools play a vital role as it helps meet the demands of the learners in the 21“ Century classrooms. As described by Palmer (2015), teachers need to-demonstrate 21* Century characteristics to be able to meet the demands of the 21 Century learners. These characteristics in the context of language teaching are briefly presented for teachers to: 1. create a learner-centered classroom and make instruction personalized because learners have different personalities, goals, and needs; 2. facilitate the students’ productivity skills so they can produce, when assisted and given the chance, movies that aré-helpful to enhance their language proficiency; 3. learn new technologies since technology keeps on developing and learning a tool once is not an option for teachers; 4. go global to allow students to learn languages, culture, and acquire communication skills virtually; 5. be smart and allow the use of devices as aids to language acquisition; 6. do blogging. This will give teachers real experience to see the value of writing for real audience and establishing their digital presence; 7. go digital to help promote the “go paperless” advocacy and to help level up the language learning experience of the students through digital discussions and alike; 8. collaborate with other educators and students to give opportunity for the sharing of great ideas beyond a conversation and paper copy; 9. use web chats to share research and ideas and stay updated in the field; 10. connect with like-minded individuals through using media tools like the social media; 11. introduce Project-Based Learning to allow students to develop their driving questions, conduct research, contact experts, and create their projects for sharing with’the use of existing devices present; 12. build positive digital footprint that aims to model appropriate use of social media, produce and publish valuable content, and create shareable resources; 13. code as it is today’s literacy which helps boost students’ writing skills as the feeling of writing a page with HTML is amazing: 14. innovate to expand their teaching toolbox for the sake of their students by engaging social media for discussions and announcements andusing new formats like TED talks in presenting their lessons; and + 15. keep learning. To be able to demonstrate the characteristics of an ICT-engaged classroom and teacher cited above, it is appropraite to discuss how the various productivity software applications can be used in the language classrooms. A. Using Word in Scaffolding Student Learning in a Language Classroom To appreciate the value of Word Applications in scaffolding student learning, we have to explore how these are maximized by teachers. In education, scaffolding is used to refer to various forms of support given to assist, guide, or facilitate the learning process (World Links, 2008). Examples of scaffolding for learning that are usually prepared using word applications are learning plans, assessment tools, templates and forms, graphic organizers, and others. Activity 1: Creating Learning Plans Using Word Applications With the ubiquity of word-processing software applications and the ability of students to quickly use them, it is not difficult to encode and package learning plans. This activity will help you plan, organize, share, implement, and enhance your learning plans in teaching your language courses. Step 1: Testing Your Knowledge of Word Processing Software Applications Begin this activity by citing the existing word processing software applications familiar to the students. You may wish to visit the following websites to explore the types word processing software applications: Types of Word Processing Applications By Louise Balle (2017) https://itstillworks.com/purpose-word-processor-1155.html 10 Free MS Word Alternatives You Can Use Today Investintech (2020) . https://Awww.investintech.com/resources/articles/tenwordalternatives/ Step 2: Viewing the Essential Parts of Learning Plans Although there are varied formats and contents of learning plans across all schools in the world, a learning plan has essential parts that are non- negotiable which must be considered by any teacher. Learning plans can be good for a semester like a syllabus in the tertiary education. It can be a unitSO emu) plan, a daily lesson plan, or an individualized plan. To better appreciate the way word processing software features are used to prepare learning plans, it will help if some examples of these will be viewed, explored and analyzed. 1. Intel Teach Unit Plan The Intel Teach Program has this template for its Unit Plan (Intel Corporation, 2007) First and Last Name Schoo! District School Name School City, State Unit Title Unit Summary ‘Subject Area Grade Level _ Approximate Time Needed De Ll Targeted Content Standards and Benchmarks ‘Student Objectives/Learning Outcomes Curriculum-Framing Questions _ Essential Questions Unit Questions Content Questions [Assessment PlanSO emu) Assessment Timeline Eerie Breet Cerra d anne ae Pee ee poles arc) [Assessment Summary I Unit Details Prerequisite Skills Instructional Procedures Accommodations for Differentiated Instruction Resource Student Nonnative English Speak Gifted Student Materials and Resources Required For Uni Technology Hardware Technology Software Printed Materials Supplies Internet Resources Other ResourcesSCE mR Department of Education (DepEd) The Department of Education of the Philippines requires teachers develop and submit their lesson plan. With the help of Word Applicatic the teachers are assisted to develop it with ease and with the provision edit and update it. Detailed Lesson Plan Title: aac BCs eyes ee eel eke ond Peri ari foes es ert’ eer ning ely Eres ecg ETS Generalization ENT reg LEU eas 3. Masusing Banghay Aralin sa Filipino part from teaching English, Mother Tongue, and other Forei Languages, Filipino is being taught as an academic subject and is bei used also as a language of instruction. Here is an example of a Less Plan Template in FilipinoSC ERLE Rd Pana h ues eure ke UCL) CPU Ge aes UC) Cereus pagiae Pamamaraan tayang f Gawain | Gawain Takdang Pampagka- | Nlalaman | ee | ngmga Pagtatasa | Aralin fate Guro | Mag-aaral Layuning Pampagka- tuto Pagtataya poocat APOE u re aicad 4. Syllabus Teaching language courses in the university requires learning plans such as syllabus. Below is a sample of a syllabus template that requires encoding and formatting using word application. Name of Course: Course Number: Semester and Year Offered: Pole cds feredSC ERLE Rd enc ys Co-requisites (if any) (ets tt | | At the end of the Program, Bachelor of Secondary _| Education Major in English, the students should be able to: 1. Institutional Outcome (based on the VMO of the Cr nC) Institution) one 2. Typology Outcome (University, College, or Institute) 3. CHED Mandated Learning Outcomes 4. BSED-English Policies and Standards Program Learning Outcomes At the end of the course/subject, the students should | be able to: Course Learning Ou! Tu Alignment of Course Learning Outcomes with the Graduate Attributes ere Ce eared Cor eR Ren ccd [eae Hie ee ee aedee) Oey ourse Learning Plan Sug Ey EU Mad Creat Pure airy eT Pes Pd peat] ber Broa Prelims ‘inal Course Requirement/s As evidence of ‘attainifig the learning outcomes stated, student-learers are equired to submit the following requirements during the indicated dates of the 2m Course Learning Outcome Required Output sessment and Grading “ourse ReferencesAEC ad Step 3: Sharing the Features of Word Applications for Scaffolding Student Learning By analyzing the special features of Word Applications used in the samples of learning plans, answer the following discussion questions: 1. What are the advantages of developing learning plans using a word processing software application? 2. Based on the example, what are the special features of word application software that are beneficial in organizing the information required in any learning documents? 3. What additional features of word applications do you think are beneficial in preparing the following in your language class: a. pamphlets for learning a second language or a foreign language; brochures for the different macro skills; charts and graphs for language acquisition activities; worksheets for language drills; and language assessment tools? poaes Activity 2: Preparing Process Guides and Graphic Organizers using Word Processing Software Applications As a result of the exploration of word processing application features in Activity 1 of this module, you will be tasked in this activity to explore some process guides that you may implement to help your future students to do their assignments and perform various tasks supported by productivity software application tools. Step 1: The Relevance of Providing Process Guides and Graphic Organizers in Language Teaching Discuss the relevance of using process guides and graphic organizers to allow students to become more efficient and productive in performing their learning tasks. Provide examples on how to guide them through the process of writing, reading, listening, and speaking. Step 2: Examples of Process Guides as Scaffold in Language Teaching and Learning Brainstorm and analyze some examples of process guides in language teaching and learning. Follow the procedures below for the brainstorming activity. 1. Ina small or large group, select a leader and a recorder (they maybe the same person) 2. Present the question or idea to be brainstormed: What are some specific examples of process guides that you need to prepare as a reception scaffold in teaching reading?3. Present the following sample steps of teaching reading and I¢t the students research and develop a guide for each step. Let them use word application creatively in introducing the guides. In the development of the process guides, they may use charts and graphs or graphic organizers. Package the process guide using pamphlets or brochures. The steps are: a. teach the sounds of individual letters; peeasgs teach the sound blends; teach whole words; present meanings; teach word parts; put words in contexts; and g. teach reading comprehension 4. To enhance your process guide, you may consider completing the following graphic organizers identified according to different purposes (Ware, nd, cited by World Links, 2008): Cry rr meee ud To compare and contrast two or more concepts Venn Diagram To describe a concept To make decision Frayer model, Bubble Diagram, Concept Map T Chart To show causes and effects Fishbone Map, Inductive Tower To show sequence (as in a process) Flow Chart To identify basic components Story Map, 5Ws Chart a. Venn Diagram Active Voice Passive VoiceFrayer Model Definition A 14-line verse form usually having one of several conventional schemes. The poem is usually written in iambic pentameter. There is usually a thought division between the first octave (eight lines) and the second octave (eight lines) rhyme Characteristics Shakespearean Petrarchan (Italian) lambic pentameter or hexameter Can be part of a sequence Rhyme scheme varies or * Heroic couplet in the last two line sonnet Non-examples Examples * “Shall | Compare Thee to a Summer's Day’ by William Shakespeare, Sonnet XVIII Astrophill and Stella series by Philip Sydney “Much Have | Traveled on the Realms of Gold...” by John Keats Me It is Moments After | Have Dreamed” by E.E. Cummings “The Raven” by Edgar Allan Poe “| like my body best when its with your body” by e.e. cummings “Ode to a Grecian Urn” by John Keats “The Road not Taken” by Robert Frost c Bubble DiagramROE Rd d. T Chart 4 Action Research Formal Research e. Fishbone Map f. Inductive TowerRR Re Flow Chart Conducting Interviews h. Story Map Title of the Short Ela Author How my Brother Leon Brought Home A Wife Serr) PTE ale Plot ere Reenter oar eel Coola)i, 5Ws Chart yee Uru Bal Taek Ur Gace Cure eur tT Descriptions and Narrations What happened? Who was there? Why did it happen? When did it happen? Where did it happen? Step 4: Presentation of the Process Guides and or Graphic Organizer After developing your process guides and or graphic organizer packaged in a brochure, present these to your classmates. Your brochure will be evaluated using the brochure rubric (Rubistar, 2007) below. Cee Graphics |Graphics |Graphicsgo |Graphics —_| Graphics do go well with | well with the | go well with | not-go with the the text and | text, but there | the text, but | accompanying thereisa |aresomany |thereare | text or appear good mix that distract too few and to be randomly oftextand _| the text the brochure | chosen. graphics. seems “text- heavy’Attractive- | The ~] The brochure | The brochure | The brochure's ness & Or- | brochure has | has attractive | has well- formatting and ganization | exceptionally | formatting | organized _| organization attractive and well- information. | of material are formatting organized confusing to and well- information. the reader. ‘organized information. Content - All facts in the | 99-90% of 89-80% of Fewer than Accuracy | brochure are | the facts in the facts in 80% of the accurate. the brochure | the brochure | facts in the are accurate. | are accurate. | brochure are accurate. Sources Careful and Careful and | Careful and | Sources accurate re- | accurate accurate are not cords are kept | records records documented todocument |arekeptto |arekeptto | accurately or the source of |document |document | are not kept 95-100% of the source the source | on many facts the facts and | of 94-85% of | of 84-75% of | and graphics. graphics in | the facts and | the facts and the brochure. | graphics in | graphics in the brochure. | the brochure. Spelling & | No spelling | No more than | No more ‘Several Proofread- | errors remain | 1 spelling than 3 spelling ing after one error remains | spelling errors in the person other | after one errors remain | brochure. than the typist | person other | after one reads and than the typ- | person other corrects the ist reads and | than the brochure. corrects the | typist reads brochure. and corrects the brochure. A. Using Presentations in Teaching Language Skills Language teachers can use computers to create visually and audibly appealing presentations that utilize a variety of media tools. By using presentation software applications, students can also develop their project outputs and reports to be able to share in the class or in the World Wide Web. Both teachers and students can learn variety of skills in the process of planning, developing, presenting, and evaluating their presentations. In language teaching and learning, presentation software applications have a lot of uses. It can be used as a presentation tool in an innovative skill integration task, and the other as a novel writing tool. In both cases, students can use language actively for speaking, listening, reading, and writing (Schcolnik & Kol, 1999), While it is true that presentation-software is commonly used in business and other disciplines for presentation, this is also a very powerful tool in the language classroom.Presentations, allow language learners to experience a world of real guage environment and opportunity in language courses, i.e. Filipino, , nglish, Mother Tongue and Foreign Languages. For instance, presentation oftware applications allow language learners to: 1. present their language reports with audio, visual images and animations; 2. develop and present their group projects using real-world visual presentations; 3. present charts, tables, graphics, charts, and others that are useful to facilitate students understanding of any language concepts; 4. show data stored in graphic organizers that cannot be fully presented by a printed material; , 5. develop digital stories or story books; 6. show results of any survey, questionnaire and other forms of language assessment activities; 7. articulate and crystallize their ideas using the special features of presentation software apps; 8. experience language learning process through the integration of contents in the presentations; 9. enjoy developing their projects; thus, are highly involved; 10. 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: 11. present information in condensed form and focusing on salient points because. of the limited area in slide presentations; hence, avoiding digression and drifting: 12. innovatively communicate their ideas and express themselves in ways they feel comfortable. Specifically, the integration of presentation software applications to language teaching and learning is very beneficial in developing the students’ four language skills. In their study Schcolnik and Kol (1999) were able to present how presentation software activates the four macro skills: 1. Reading - In our courses, students first read some of academic articles on a topic of their choice, knowing that they will have to present their conclusions in class. They analyze the articles critically, compare and contrast the “ideas presented, synthesize ‘and evaluate. Finally, they select highlights for inclusion in their presentations. This process is comparable to the process students go’ through when reading to write a. paper. In both cases, reading to transmit information requires clarification of ideas and presentation of those ideas in such a way that others will understand.M aa Writing - When composing slides, students have to condense the information they have gathered to present only the main points. In this type of ‘minimalistic’ writing, key concepts and words have to be retained, while the ‘chaff’ is discarded. This information reduction process is in itself a difficult but very profitable language task. While writing a minimal list of points on the screen, students can organize a suitable sequence for the points and divide the points into slides. At the same time, students need to take into consideration slide layout. A slide cannot be too cluttered, the size of the font has to be large enough, and the location of the elements on the screen has to be balanced. All these force students to re-read, re-evaluate and re-write what they have written again and again. Speaking - The material that students have read, organized and summarized has to be presented orally to convey a clear message to an audience of peers. Just as they would in a purely oral presentation, students have to ‘rehearse’ the pronunciation of difficult words, time themselves, and make sure that they have all the English lexicon needed for their speech, The added value of computer presentations is that the repeated revisions of their slides (to be seen by all of their peers) give students extensive exposure to the content of their ‘talk’, helping them remember what they want to say and giving them more self-confidence. Many students have had no experience speaking in front of an audience in their native language. The computer mode seems to minimize their tension and feeling of insecurity when having to speak in English. Listening -The class listens to the oral presentation. Listening to a non- native speaker is not easy, and visual elements facilitate comprehension. We give the listeners a task requiring them to write down three new facts that they learned about the subject and one question to ask the speaker at the end of the presentation. When listening for a purpose, the listening is focused and thus perhaps made easier. Other studies confirm that the use of presentation software facilitates the acquisition of the four macro skills. Brooks and Gavin (2015) stressed that most teachers recognize the spoken component of presenting, as students are required to speak when giving their presentations. Moreover, they are required to research and plan out their presentations for a properly structured academic presentation. In doing so, students are required to use their reading and writing skills. Students also have the opportunity to practice their writing skills when they are asked to give presentations that include some type of visual component. When they are preparing for these presentations students will have to write out the appropriate information on their poster or in their PowerPoint slides. Finally, students have the opportunity topractice their listening skills when they act as the audience members for the other groups’ presentations. If these students are given a simple task to do during the presentation, or are expected to use the knowledge disseminated through the presentation for a specific purpose, this will allow them to use this opportunity to practice their listening skills. The communicative nature of presentations also allows audience members to improve their listening skills more than listening to a tape or a lecture would because they are able to confirm their understanding by asking questions and interacting with the presenters. In preparing language presentations, there are various factors that must be considered to ensure that the language competencies are also developed and demonstrated. The following are some guidelines that Brooks and Gavin (2015) shared in designing presentations: Basic Instructional Design in Preparing Presentations Setting Up the Presentation Class - It is not enough to simply tell students to go and do a presentation. Students have to be taught the skills involved in giving a presentation. This can include such things as when to use eye contact, how to organize a presentation, how to connect with an audience, how to use body language and manage time, and how to construct an effective PowerPoint presentation. Since oral presentations involve multiple communication and language skills, it is important to focus on the specific presentation skills that are needed to present in front of others. These included things like voice projection, eye contact and the use of gestures. Organization of the Presentation — Proper organization of information is one of the most important competencies that must be developed among students. Hence, before beginning to work on developing presentation, it is important to understand the genre of oral presentation. There is a need to learn how to separate the presentation into meaningful sections and present each section separately to reduce the cognitive work that is required in the presentation. Presentation Skills - Its developing oral presentation is very important to consider in developing oral presentations to spend time to consider the macro and micro skills that are needed. These micro level skills include the genre specific language items, such as. the vocabulary and grammar that students need to be successful in oral presentation. These items are important to the students for two reasons. First of all, they allow, students to be successful when they are presenting in the class. Secondly, the language and grammar that students learn in the course of giving a presentation will be useful for them in other situations that involve spoken English (Thornbury, 2005).4. The Use of Visual Aids - Visual aids are an important part of oral presentations because they provide support for both the speakers and listeners during the presentation. Visual aids can be used to give more details about the topic, help the audience members to understand what is being said, and act as a concrete reminder of the message for both the audience and the presenter. The type of visual aid used can vary depending on the topic of the presentation. Visual aids help cater to different learning styles and some of the students who are not savvy at paper written presentations are motivated at using presentation software applications. In language learning, it helps students who are comparatively weaker at acquiring a language tq be motivated to participate in the presentation and become valuable members of their groups, which helped to facilitate a more positive group dynamics. 5. Performing Self-Reflections - The final stage of each oral presentation involves students writing a self-reflection of their presentation. Through this activity, writing skills are further enhanced together with the ability of the students to do self-reflection. Using Spreadsheets in Language Learning Spreadsheets are very helpful in introducing some lessons in language courses. Through spreadsheets, one can teach with tables and charts, make a table and a graph, compute students’ grades. Spreadsheet programs are not only beneficial to business and mathematics courses but are also beneficial to language courses. Apart from being built. around a grid of cells that hold numerical data, it also contain text, dates, and other content that can be presented in language courses for discussions. The following are essential ideas that teachers may consider when employing spreadsheets in the language classrooms: 1. Reinforce learning scientific and mathematical languages that are also relevant in language learning. 2. Add well-designed charts and tables to reports to enhance students’ non-verbal reading skills. 3. Allow students to create their own charts, graphs, tables, and the like, to develop and enhance their language and spatial skills. 4. Give students completed chart and see if they can reconstruct underlying worksheet. This goes a long way toward helping them to understand the relationships between the data and the chart. 5. Require that language reports and research papers contain some type of chart to help support their findings. Encourage them to look for samples form the World Wide Web. 6. Let students explore websites that have table presentation for language teaching and let them discuss how these were used tofacilitate the acquisition of language competencies. 7. Let the students look for charts in language learning materials like textbooks, workbooks and others and discuss why these were used. 8. Teach the language and principles of financial literacy and management as it is also important to learn these concepts in the context of purposive communication and life skills. 9. Explain numerical concepts by showing the relationships between numbers and their concrete representation in charts and graphs. As language teachers, this is needed to understand language researches with quantitative designs. 10. Demonstrate how spreadsheets are useful in preparing assessment and evaluation tools for students’ performance. (& Cams With the advent of web-based word processing software and with the exposure of a lot of students in exploring new innovative media tools, explore the following online Microsoft Word Alternatives (Investintech, 2020). 1. Drop Box Paper Dropbox Paper is a free online word processor offered by the online cloud storage provider. To start using it, you will need a Dropbox account. Once logged in, you get full access to the online suite. The minimalist interface is very intuitive and its simplicity allows you to focus on your content. You can also do many things that go beyond creating a textual document. You can add rich media, such as audio, video and images. Dropbox Paper also allows you to access apps that let you embed Trello cards, Youtube videos or SlideShare decks. Other collaborative features include document link-sharing, creating and assigning checklist items to members or embedding one of your Dropbox documents. Dropbox Paper, overall, does an excellent job at creating dynamic documents you can share and access online. 2. Office Online For Microsoft Word and Office aficionados, the best possible free online alternative for their document editing needs is Word online, which comes as part of the Office Online suite. Although free MS Word web app is not a full-fledged version of its paid counterpart, it allows you to open, create and edit Word documents online. Also, it offers some additional benefits of online software tools. For example,3. 4 5. enables you to access and see updates from co-authors literally from anywhere in real time with only an [nternet connection and the latest 2016 version. You can share and collaborate on documents. An equally alluring feature of Office Online is its cross-platform compatibility. So, if you’re a Chromebook or Linux OS user, MS Word web app is the most elegant way to get access to Microsott’s document editing features - for free! Google Docs Google Docs allows you to crzate, collaborate and share documents, spreadsheets, presentations, drawings and even forms. Google Docs is packed with features, which can be further extended with various add-ons. While it will automatically save the file online and store it there, you can also have the documents published as a web page, downloaded or emailed as an attachment in Word, ODT, PDF, plain text or RTF formats. You can invite collaborators to work on the document with you or only allow others to view it without the ability to edit. If you are apprehensive of having to depend on the Internet connection for document processing, don’t worry. You can enable Google Docs offline access and keep editing your documents even when you are disconnected from Internet. All it takes is a free Google account. Etherpad Etherpad is an online document editor primarily intended for collaborative editing in, as the site claims, “really real tim It’s an open source, highly customizable tool for online document collaboration with friends, fellow students and classmates, or colleagues at work. One of its advantages, especially appealing to users who are reluctant to use services which require email registration, is that there is no sign up with Etherpad. All you need to do is start a new pad and share the link to it with your collaborators. You can also invite them by email if you prefer. After that, you can start working on the planned writing project together, in real-time, even if you are miles apart. Zoho + Zoho offers around 20 free online applications including Writer for word processing. You can link your Zoho account to your Google and Yahoo accounts, as well. The Writer’s interface should not cause anyone problems as it is comfortably familiar. When working online there’s always the risk of losing data due to a lost network connection, accidentally closing your browser or having your browser crash. Luckily Zoho automatically saves your documents for you, as you= finish typing. Zoho Writer is well-equipped with features that allow you to work easily online: 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, allowing you to insert images, and edit content as needed. Zoho Writer offers all the standard text formatting and document creation features and can export to DOCX, ODF, PDF, Latex, RTF, TXT and even HTML. It can plug into Echosign for digital signatures, publish the document to a blog or make it public for all to see. Zoho Docs is completely free to use. OpenOffice The OpenOffice package includes six programs that use the same engine making them inherently the same and extremely easy to learn and use. The 6 applications included in the OpenOffice suite are: Writer (word processor), Calc (spreadsheets), Impress (presentations), Draw (graphics) and Base (database manipulation) and Math (mathematical equations). Writer can even natively do some things that Word cannot, like open PDF files without the addition of a plug-in or commercial add-on. As the software is open source, it is maintained by a large community meaning help and bug fixes are freely available and quickly created. This is perhaps the leading free desktop alternative to Microsoft Word/Office. You can install this suite on Windows XP to Windows 10, macOS (OS X) and Linux. AbiWord AbiWord is a free word processing application very similar to Microsoft Word. It is available for Linux distributions only. The software is fully compatible with not only Microsoft Word, but also OpenOffice.org, Word Perfect, Rich Text Format and more. It has advanced document layout capabilities and can do mail merge as well, which allows you to automatically fill in specific form fields in documents with information from databases and comma separated or tabbed text files. It is a highly useful feature if you need to work with many formats at the office. Additionally, the software can be enhanced and expanded with freely available plug-ins that will give you even more features and functions. Jarte Jarte is based on Microsoft WordPad Engine, but is still free. There is a paid version of the software that adds on some extra functionality, but the free version is more than adequate and fully compatible with Word and WordPad documents. Features include an ergonomic tabbed interface, small resource requirements, portability,AEC ad support for touchscreens, and quick loading time. It also has built-in spell checking and can export to HTML and PDF files. Jarte allows you to insert images, tables, hyperlinks and everything else that you have come to expect from Word. 9. WPS Office 2016 Free WPS Office 2016 Free is a free document processing suite whose WPS Writer app will serve you well as a Microsoft Word alternative. WPS Office 2016 Free can open and save to a long list of popular file formats native to those applications like docx, doc, and more. You can get the application in languages other than English: French, German, Spanish, Portuguese, Polish and Russian. The suite has the same familiar look and feel of MS Office with one exception--it has a tabbed viewing window, so you can open more than one document at a time. And also worth mentioning is WPS Cloud, the company’s cloud document storage service that offers up to 1GB of free storage that you can use. This is perfect if you’re trying to find a free Word alternative that’s not only scalable for teams, but can also be as collaborative and seamless as its Microsoft counterpart. 10. SoftMaker FreeOffice SoftMaker FreeOffice is another great free suite that offers a full featured Microsoft Word alternative. The suite’s TextMaker application allows you to focus on creating documents just as you would in MS Word. This suite offers up essential editing features and even a handful of basic templates for creating and editing documents. Tables, charts, shapes and graphics are available along with standard text formatting options. This application provides you with everything you need. The entire suite is available for Windows, Linux, and Android, so you can keep your document processing tasks going even while away from your desktop. Activity 1 Developing Your Learning Plan In this step, you will be mapping the content of your learning plan using the template provided below. The template parts were considered as these are essential in developing a learning plan and are based on the principles of ICT-pedagogy integration principles. Remember that this is the starting point of your major requirement in this course and you will be modifying it as the succeeding activities in the succeeding modules are discussed and developed.In developing the learning plan summary and learning outcome: be reminded of the need to integrate any of the learning approaches (i.e, project-based learning, inquiry-based learning and research-based learning whichever is applicable) to have the opportunity to be able evaluate the extent of demonstration of the performance standards of your unit. Moreover, you must bear in mind that you also need to integrate ICT in your pedagogical procedures to make sure that your learning plan delivery will be enhanced by the appropriateness of your technology integration. This will serve as an evidence of your understanding and appreciation of the lessons of this course. Step 1: The Learning Area of the Learning Plan : Identify the learning area in language education that your plan will cover, Is it English, Filipino, Mother Tongue, or other Foreign Language Course? What year level and what grading period? Step 2: The Specific Coverage of the Learning Plan Identify the topics which your teaching will cover. description of the main concepts that must be learned by during this lesson. ~ Give a brief your studentsStep 3: K to 12 Standards and Competencies Identify the Basic Education Competencies, with the content and performance standards, that are targeted by your learning plan. This will ensure that. the students meet important curriculum standards and goals. Focus on few targeted competencies to ensure that these will be fully demonstrated by your students at the end of the implementation of the learning plan. Search for the Curriculum Guide from the Official Website of the Department of Education (DepEd). Step 4: The Learning Plan Summary Briefly describe the topics, key activities, student products, and possible roles that students assume in a project scenario.Step 5: The Learning Objectives or Learning Outcomes of the Learning Plan Based on the standards and competencies identified by DepEd for the Learning Plan Topic, list the general objectives that focus on your learning concepts, Up-to-date and Emerging Productivity Tools for Language Teaching In an increasingly digital learning environment, the rapid change of technology requirements in delivering the language curriculum is a fact of life and is inevitable. Hence, in this activity, you will be tasked to report some of the latest and also the emerging hardware and software applications that can be maximized by any language teacher. Step 1: Review all the open-ended tools or productivity tools presented and discussed by your TTL 2 teachers in the previous modules. Step 2: Search from the World Wide Web some new or emerging productivity tools that were not presented by your TTL 2 teacher. Moreover, you may inquire about these from some colleagues or other teachers who are knowledgeable of some of these. Note what you have researched.SCRE TEACREa Step 3: Prepare the results of your inquiry by following the table below. Preeti entero ek ete CE aS aro Usage 1 2 3 4 5