TTL 1 (TECHNOLOGY FOR TEACHING AND LEARNING) COURSEPACK

COURSE OVERVIEW

This is an introductory course is designed to help you explore the basic

knowledge, skills, and values in the use of technology for teaching and learning. It
includes ICT policies and safety issues, media and technology in various content areas,
learning theories and principles in the use and design of learning lessons, teaching-
learning experiences and assessment tasks that utilize appropriate traditional and
innovative technologies with social, ethical, and legal responsibility in the use of
technology tools and resources.

MODULE 1. Introduction to Technology and Learning

1. Meaning of Educational Technology

2. Understanding Technology in Teaching and Learning
3. Roles of Technology in Teaching for Learning

MODULE 2. ICT Policies and Safety Issues in teaching and Learning

1. ICT National or International Policies that are Applicable to teaching and

Learning
2. Safety Issues in ICT
3. Uses of ICT Policies in the Teaching and Learning Environment

MODULE 3. Theories and Principles in the Use and Design of Technology- Drive
Lessons

1. THE CONE OF EXPEREINCES

2. TPACK (Technology, Pedagogy, and Content Knowledge)
3. ASSURE Model

MODULE 4. ICT in Various Content Areas

1. 21st Century Skills and Digital Literacy

2. Instructional Design Models
3.1. Gagne’s Nine Events
3.2. Bloom’s Revised Taxonomy
3.3. ADDIE
3.4. Merill’s Principles of Instruction
3. Technology Enhanced Teaching Lesson Exemplars
4. ICT and Conventional Learning Materials to Enhance Teaching Learning
5. Distance Learning
6. Technology Tools in Collaborative Classroom Environment
7. Relevance and Appropriateness in the Use of Technology in Teaching and
Learning

MODULE 5. Innovative Technologies for Teaching- Learning and Assessment Task

1. ICT and Assessment in Learning

2. Tools in Evaluating Appropriate Assessment Tools
3. Technology- Enhanced Lesson Using the ASSURE as Technology Integration
Model
MODULE 6. Social, Ethical, and Legal Responsibilities in the Use of technology
Tools and Resource

1. Digital Citizenship
2. Social, Ethical, and Legal Responsibilities in the Use of Technology Tools and
Resources by Teachers
3. Intellectual Property Rights Applicable to Educational Setting
4. Digital Safety Rules
5. Cyberbullying
6. Netizens in Cyberspace, Active Citizenships, and Netiquette

MODULE 7. Educational Online Resources for Teaching and Learning

1. Educational Sites and Portals

2. Online Communities of Learning
3. Online Resources
4. Collaborative Projects
5. Technology Tools for Collaborative Work

LEARNING OUTCOMES

At the end of the course you are expected to:

1. explain the different the concept of technology in teaching and learning;

2. internalize the ICT policies and issues in teaching and learning through video
presentation;
3. compare the different theories and principles used in technology driven lesson;
4. integrate media and technology in various content areas;
5. formulate teaching- learning experiences and assessment tasks using
appropriate and innovative technologies;
6. demonstrate social, ethical, and legal responsibility in the use of technology
tools and resources; and
7. experience teaching and learning through joining different educational online
resources.

COURSE MODULES

In order to maximize your leaning in this course, this coursepack is organized in

the following:

MODULE 1. INTRODUCTION TO TECHNOLOGY AND LEARNING

MODULE 2. ICT POLICIES AND SAFETY ISSUES IN TEACHING AND
LEARNING
MODULE 3. THEORIES AND PRINCIPLES IN THE USE AND DESIGN OF
TECHNOLOGY- DRIVEN LESSONS
MODULE 4. ICT IN VARIOUS CONTENT AREAS
MODULE 5. INNOVATIVE TECHNOLOGIES FOR TEACHING-
LEARNING AND ASSESSMENT TASK
 MODULE 6. SOCIAL, ETHICAL, AND LEAGL RESPONSIBILITIES IN THE
USE OF TECHNOLOGY TOOLS AND RESOURCES
MODULE 7. EDUCATIONAL ONLINE RESOURCES FOR TEACHING
AND LEARNING

Each of the 7 modules described above consists of two to seven lessons. The lesson
are designed to be activity based. In effect, you are expected to be actively involved in the
construction of your own understandings and meanings pertinent to effective and quality
use of technology in teaching and learning.
MODULE OVERVIEW

In this Module:

1. Meaning of Educational Technology

2. Understanding Technology in Teaching and Learning
3. Roles of Technology in Teaching for Learning

In today’s education system technology becomes part of the teaching and learning.
Most of the educators are looking for different technology to be used in teaching different
students. The effective use of the technology in Education has improved the look of
education and it gives more educational chances. Using technology in teaching and
learning benefitted both the teachers and the students. Through the use of technology,
teachers have learned how to integrate technology in their teaching and learning, while
students become more engaging, and enhance their interest in learning.

It is very important that teachers must understand how educational technology

takes place in teaching learning process. Further, it is also necessary that in order to
determine appropriate technology to be used in teaching, one shall understand the
concept of the technology in teaching and l earning. It is also a big help for teachers to
determine the different roles of technology in teaching for learning.

This module discusses the meaning of Educational Technology, understanding

technology in teaching and learning, and roles of technology in teaching for learning.

At the end of this module, you are expected to:

1. relate educational technology to instructional technology, technology

integration, and educational media;
2. create graphic organizer of the different concepts in understanding
technology in teaching and learning and its importance; and
3. illustrate with concrete examples the roles of educational technology in
learning.
Objectives:

This lesson aims to relate educational technology to instructional technology,

technology integration, and educational media. At the end of the lesson you will be able
to:

1. define educational technology; and

2. explain the relationship between educational technology to
instructional technology, technology integration, and educational
media.

Introduction

In this fast changing world where technology becomes an important tool in

communication, media, and research. But, many people think that technology refers to
machines such as computers, TV, videos, and the like1. In education, technology is such
a broad term where it is not only refer to those machine mentioned, but this also refers to
how this technology will be used in teaching and learning process.

In this lesson, you will be able to learn the meaning of educational technology and
its relationship to instructional technology, technology integration, and educational
media.
In a graphic organizer below, write at least five words that come in
your mind when you hear the word EDUCATIONAL
Activity 1
TECHNOLOGY. Use the space provided below.

EDUCATIONAL
TECHNOLOGY

Write your definition here!

ACTIVITY 2 Lets play 4 Pics 1 Word. Find a partner and together guess the word
using the four pictures as your clue. Write your answer on the space
provided in each item.
Analysis

Describe the picture below. In five sentences give your thoughts about
what the picture tells about educational technology.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Abstraction
Understanding the meaning of educational technology does not
only start in defining what technology is all about. Educational technology
is more than just a hardware and a software. It is the study of ethical
practice of facilitating learning and improving performance by creating,
using, and managing appropriate technological processes and resources.

There are so many educators that give the meaning of educational technology.
One of the definitions tells as that it is the implementation of appropriate tools,
techniques, or processes that facilitate the application of senses, memory, and cognition
to enhance teaching practices and improve learning outcomes.
Educational technology is based on theoretical knowledge from different
disciplines plus experiential knowledge from educational practice.
Educational Technology is a complex, integrated process involving people,
procedures, ideas, devices, and organizations for analyzing problems and devising,
implementing, evaluating, and managing solutions to those problems.
With the definitions above, we can say that educational technology is a very broad
term. It does not only talk about computer, projectors, TV, and other electronic materials,
but it also talks about how are these tools be used in the teaching and learning process.
Further, educational technology also means facilitation of human learning through
systematic identification, development, organization, and utilization of full range of
learning resources and through the management of these processes [4].

Educational technology is also associated with other terms. These terms include
technology in education, instructional technology, technology integration, and educational media
[1]. Let us define how these terms are related to educational technology.
Technology in Education it refers to the use of technological hardware in education. It is
not only limited to how technology is used in the teaching and learning. This also refers
to the application technology to any those processes involved in operating the institutions
which house the educational enterprise.

Instructional Technology it refers to those aspects of educational technology that are

concerned with instruction as contrasted to design and operations of educational
institutions. Further, this also refers to the systematic way of designing, carrying out, and
evaluating the total process of learning and teaching in terms of specific objectives.

Technology Integration is the use of learning technology to introduce, reinforce,

supplement, and extend skills. Basically this is the use of technology to enhance and
support educational environment, teacher instruction, and student learning.

Educational Media is all means of communication that includes prints, graphics,

animations, audios, and audiovisuals. In education, this also refers to the channels of
transferring of information to learners and also those gadgets and machines that are
needed in transmitting information to learners.

APPLICATION
Make a graph showing the relationship of Educational Technology to
Technology in Education, Instructional Technology, Technology Integration,
and Educational Media. Use the Rubrics below as your guide in making your
graph.

GRAPHIC ORGANIZER RUBRIC

1 = Weak 2 = Moderately Weak 3 = Average 4 = Moderately Strong 5 = Strong

1. The graphic organizer has an appropriate title and labels.

2. The graphic organizer’s lines, boxes, and text are neat and legible.
3. The information in the graphic organizer is accurate.
4. The spelling, grammar, and punctuation of the text on the graphic organizer are accurate.
5. The graphic organizer presents the information in a manner that is easy to follow.
6. The relationships presented in the graphic organizer are correct and clear.
7. The form in which the graphic organizer portrays the information is appropriate to the
relationships being represented.
8. The graphic organizer demonstrates an understanding of the topic, its relationships & related
concepts.
9. The graphic organizer fulfills all the requirements of the assignment.
10. Overall, the graphic organizer represents the student’s full understanding on the topic.
Objectives:

This lesson aims to help you to understand the usefulness of technology in the
teaching and learning process. At the end of the lesson you will be able to:

1. select appropriate technology to be used in teaching and process; and

2. trace the history of educational technology.

Introduction

Understanding the how technology works in education and how are these will be
used in the teaching and learning process are very difficult especially in teaching and in
this digital age. That is why it is very important that as teachers in the future where
technology is continuously developing, it is very important that we have to keep updated
on what is going on.

In this lesson, you will be able to learn how to choose appropriate technology to
be used in the teaching and learning process and be able to trace back the history of
educational technology.

Activity 1
Analyze the picture below, write down all the technology you see in
the photo separate them which technology can be used in the
teaching learning process and which one is not.

TECHNOLOGY FOUND IN THE PICTURE

USEFUL IN THE TEACHING AND NOT USEFUL

LEARNING PROCESS
Activity 2
Arrange the following in chronological order. Which do you think
comes first? Write your answer in the box.

INQUIRY AND THE SOCRATIC METHOD LEARNING SEQUENCE AND OBJECT TEACHING

AFFORDABLE EDUCATION DISTANCE EDUCATION OBJECT TEACHING: QUINCY METHODS

METHOD OF APPERCEPTION VISUAL INSTRUCTION AUDIOVISUAL INSTRUCTION AND WWII

INSTRUCTIONAL TV AND PROGRAMMED INSTRUCTION THE CONDITINS OF LEARNING

IBM INTRODUCES PC SATELLITE TV SYSTEMS THE WORLD WIDE WEB

STUDENT RESPONSE SYSTEMS THE WIKI SITE ISTE ESTABLISHES NETS

LEARNING MANAGEMENT SYSTEM PARTICIPATORY JOURNALISM FLIP CAMERAS

KHAN ACADEMY EDMODO: SAFE SOCIAL NETWORKING IN SCHOOLS 21ST CENTURY TABLETS
Analysis

Analyze the following questions below and write your answer on the
space provided.

1. If you are to teach, what are the things that you need to consider in the use of
technology as your material?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_____________________________________________________

2. What specific technology in the picture above is/are the most useful in teaching
and learning process? Why?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
______________________________________________________

3. If the teacher lets you write and do lecture, do you think this can be classified as
technology? Why?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
______________________________________________________

4. Is chalkboard a technology? Why or why not?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
______________________________________________________

Abstraction
Technology plays an important role in the teaching and learning process.
Even before, if we can trace back the history of educational technology we
can say that it is already being used to help the teachers teach their learners.
But first let us define what technology is. Technology is defined as the
application of scientific knowledge to the practical aims of human life or, as
it is sometimes phrased, to the change and manipulation of the human
environment. Therefore, when we say technology we are not only referring
 to different devices like computers, cellphone, and the like. Even books,
chalkboards, and teaching strategies can be considered as technology, why?
Because these are application of scientific knowledge like research. Now let
us trace back when does technology is being used inside the classroom.

The diagram below shows the history of Educational Technology.

Learning
Inquiry and the Affordable Distance
Sequence and
Socratic Method Object Teaching Education Education

Audiovisual Method of Object Teaching:

Visual Instruction
Instruction Apperception Quincy Method

Instructional TV
The Condition of Satellite TV
and Programmed The First PC
Instruction Learning Systems

ISTE Establishes The First Wiki Student Response The World Wide
NETS Systems Web

Learning Participatory
Management Flip Cameras Khan Academy
Journalism
System

The 21st Century EDOMOD: Safe

Tablets Social Networking
in Schools

Since you already have an idea on the development of the educational technology,
this time you will be learning on how to select appropriate technology to be used for
teaching and learning process.

The following are the 7 steps for choosing the best technology tools for teaching
(Rhode, 2014).

Start with your Survey your Set your

"Tech
Objectives budget
Landscape"

Sample Set parameters

Select your tool
available tools for use

Scrutinize your
choice
 It is not enough that you only knew the steps on selecting the right technology tool
for teaching, here is the guide to select technology tools for classroom use (Hulon, 2013)
 Since you have the guide in selecting appropriate technology for teaching and
learning process. In the succeeding module you will be introduced to the different
technology that can be used in classroom teaching.

APPLICATION
1. Go to https://www.deped.gov.ph/k-to-12/about/k-to-12-basic-
education-curriculum/grade-1-to-10-subjects/
2. Select your subject and your competency.
3. In your chosen competency, list down at least three technology tools
which are appropriate to use in the subject.
4. Discuss the how these tools help in the teaching and learning process.
Objectives:

This lesson aims to determine the roles of technology for the teaching and learning.
At the end of the lesson you will be able to:

1. differentiate traditional points of view and constructivists point of view;

and
2. discuss the different roles of technology in teaching and learning in
constructivist perspective.
Introduction

In the previous lesson we have learned the importance of the use of technology in
the teaching and learning. The use of technology can be done two ways whether it can be
used in a traditional classroom or in a constructivist classroom. But how are these two
different from each other? You will be able to find out as you go along with this module.

In this lesson, you will be able to differentiate the role of technology in traditional
point of view and constructivist point of view and also you will be able to discuss the
different roles of technology in teaching and learning in constructivist perspective.

Activity 1
Study the two situation below, 1. what are the technology used in the
two situation? 2. What are the roles of the technology in the
scenarios? 3. Which one is traditional and which is constructivist?
Write your answer on the space provided.

Teacher Mae discussed digestive Teacher Rey discussed different risks

system, she used TV program that may occur during the laboratory
like Discover Channel to explain works. He let his students to conduct
the whole topic to her class. an in- depth research on the causes if
Then, she asked questions about those risks and its possible solution to
the topic discussed by the avoid the risks. He instructed the
program and then gave a quiz to students to use books, journals, and
test the understanding of her internet and give a power point
students. presentation of their findings.

1. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. ________________________________________________________________________
________________________________________________________________________
 ________________________________________________________________________
________________________________________________________________________
3. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Activity 2 Determine if the following scenarios is a Traditional Teaching or a

Constructivist Way of Teaching. Write TT for Traditional Teaching
and CT for Constructivist Way of Teaching.

_________1. Teacher Mary inform her students to watch the video on proper way of
handwashing. Then she let her students to perform it after.
_________2. The students were informed to go to the library and look for a newspaper
and select a new article. After selecting the students evaluated the content based on the
criteria given to them. Then they submitted a reaction video to their professor.
_________3. Students of Mrs. Chong submitted a power point presentation on the
result of the data gathered.
_________4. Teacher Myla inform her students to read the story Biag ni Lam-ang. Then
she let her students to make a reflection paper based on what they understand in the
story.
_________5. Students are busy making a origami as their project in Mathematics.

Analysis

Based on your answer on the second activity, explain why it is TT or CT.

1. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
5. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Abstraction
Teaching and learning process can be both done either in traditional
way of teaching or in a constructivist way of teaching. These two methods
are still effective in delivering lesson to learners. In the traditional
perspective in teaching and learning teacher is delivering the lesson in a
traditional way like giving of lecture, showing a video, presenting through
a power point presentation.
 In the first activity in this module, you will see two boxes, each of box a represent
the traditional point view and constructivist point of view in teaching. In the first box,
what are characteristics do you think are present in the scenario? Correct, the
characteristics traditional point of view in teaching includes SOURCE OF
KNOWLEDGE, KNOLEDGE IS EMBEDDED IN THE TECHNOLOGY, AND
PRESENTER OF KNOWLEDGE.

The second box represent the constructivist point of view. What characteristics we
can get from the scenario? The characteristics include SERVES AS LEARNING TOOLS,
ENGAGES LEARNERS, COOPERATIVE LEARNING, ACTIVE, INTENTIONAL,
AUTHENTIC, CONSTRUCTIVE, AND TEACHER FACILITATES THINKING AND
KNOWLEDGE CONSTRUCTION.

In the constructivist perspective, the following are the roles of technology in

teaching and learning:

1. Technology as a tool to support knowledge construction.

2. Technology as information vehicles for exploring knowledge to support
learning-by- constructing.
3. Technology as context to support learning-by-doing.
4. Technology as context to support learning by conversing.
5. Technology as intellectual partner to support learning-by-reflecting.

Technology as a Tool to Support Knowledge Construction in this role, technology

serves as a tool to represent the beliefs, knowledge, and understanding of the learners.
This is further used to produce organized multimedia which is based on the beliefs,
knowledge, and understanding of the students.

Technology as Information Vehicle for Exploring Knowledge to Support Learning- by-

Constructing technology is used as medium to help the students access the needed
information. This is also used to compare different beliefs, perspectives, and world view.

Technology as Context to Support Learning- by- Doing technology becomes a cognitive

tool to represent and simulate meaningful and real world problem, situations, and
context. Further this is also used to represent the beliefs, perspectives, arguments, and
stories of others. And to define a safe and controllable problem space for student
thinking.

Technology as Social Medium to Support Learning by Conversing in this role,

technology is used to collaborate with others. Moreover, this also serves as a tool for
discussing, arguing, and building consensus among members of community. And lastly,
this also used to support discourse among knowledge-building communities.

Technology as Intellectual Partner to Support Learning by Reflecting, technology in

this role is used to help the learners express and represent what they know. This is also
used to assist the learners in reflecting on what they have learned and how they came to
know it. Further, this also used to support learner’s internal negotiations and meaning
making. And, use for constructing personal representations of meaning for supporting
mindful thinking.

With the two point of view in using technology in the teaching learning process, both can
be very useful in teaching if it used effectively. Researchers believed that technology
increases students’ learning, understanding and achievement but also enhances
motivation to learn, encourages collaborative learning and supports the development of
critical thinking and problem solving skills.

With the proper use of technology in the classroom, the students will be able to control
more of their own learning. This also changes the classroom setting from teacher-
dominated classroom environment to student- centered classroom. In addition, the use
of technology in the classroom will also allow the teachers to do different teaching
strategies and teaching styles since students are different in terms of their readiness,
interests, intelligences, and learning styles. And lastly, this will also help the students to
become lifelong learners.

APPLICATION
Based on the roles of technology in constructivists’ perspective,
identify under which role and process is illustrated by each of the following

___________________1. Water samples from ponds, steams and faucets were analyzed
locally, then transmitted to researchers who pooled and data and returned them all sites,
where students drew conclusions and compared them with those of other classes.
___________________2. Students were asked to give a graphic presentation of the cases
and effects of alcoholism.
__________________3. Students were asked to conduct an in depth research on the causes
and effects of global warming by extensive use of books, journals and the internet and to
give a PowerPoint presentation of their findings.
__________________4. Students were assigned to gather proposals from various sectors
on h ow to solve the present rice crisis and on how to prevent the same in the future and
make a video presentation on their interviews.
__________________5. Student groups were asked to read and analyze a comic strip and
present their own thinking also by way of comic strip.

Give at least three function of educational technology. Categorized them either as

technology as teacher (source of knowledge) or technology as partner in learning (one
that engages the student in thinking and in the construction of knowledge and meaning.)
us the table given below.

Technology as Teacher Technology as Partner in Learning

1. Video presentation on how to 1. Video presentation on
bake a cake. unsuccessful baked products and
ask the students to tell why it
became unsuccessful.
MODULE OVERVIEW

In this Module:

1. ICT National Policies for Teaching and Learning

2. Safety Issues in ICT
3. Application of ICT Policies in the Teaching and Learning Environment

ICT is a modern tool which provides immense effect in all fields of living.
Especially in the field of education, efficiency and effectiveness of teaching methods and
learning strategies were observed. However, it is sad that not all learners experience such
advancement in education, especially those living in far-flung areas. Moreover, ICT tools
may also provide negative impact to you and the learners, specifically in the physical and
social wellness. To lessen, if not eradicate, these matters, the national and international
government and agencies worked together in helping the users, like you, on how to
utilize ICT in education effectively and efficiently that will benefit the populace.

This module discusses the different policies and safety issues users, like you and
your learners, should observe in working with the ICT tools to maximize its use in the
teaching-learning process.

After the completion of this module, you are expected to:

1. discuss the policies of the national government in enhancing the utilization of
ICT in education;
2. exemplify how you and the learners’ safety be ensured in using ICT in the
teaching-learning process; and
3. organize classroom policies that will match the ICT policies to the
implementation of classroom instruction.

Are you now ready? Let’s now proceed to the lessons!

Objectives:

This lesson aims to discuss the policies implemented by the national government
in upholding the use of ICT in the field of education with an expectation that the students
are able to:
 explain the national policies of ICT in the teaching-learning process; and
 relate the national ICT policies in the Philippine schools.

Introduction

The world has undergone drastic change where efficiency steps up to be great
indicator of competitiveness. Countries with better governance, transparency and
efficient bureaucracies will see greater investment flow, jobs and will eventually provide
a quality of life to the populace. Moreover, individuals are trained to be equipped with
the 21st century skills as they are required to be more efficient and advanced. ICT is the
best tool to cope with these changes.

In this lesson, you will be able to understand how the national government
implemented policies to uphold the utilization of ICT in education.

Activity 1

Activity: “Ganito kami sa school namin!”

Example: Ganito kami sa (write the name of your previous school), meron kaming (write one
technological advancement that the school has). List down the name of your school from
Elementary, Junior High School, Senior High School, and College.

Level Ganito Kami sa Meron kaming…

Elementary

Junior High School

Senior High School

College
Analysis

After completing your work above, answer the questions below as guide for
reflective thinking. Use the space after each question to discuss your answer.

1. Who do you think initiated for the school to obtain those ICT tools you have
mentioned? Why do you think so?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. What changes have you noticed from your experiences in the teaching-learning
process with and without the use of ICT tools?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3. How did those ICT technology tools contributed for the benefit of the teachers and
learners in the school you mentioned?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Abstraction
As ICT becomes everyday tools in the lives of the Southeast Asians,
the governments of Southeast Asian countries (SEAMEO Member
Countries) devout in bringing the ICT into schools. This will give
opportunities for learners to analyze information, solve problems,
communicate collaboratively, and will eventually make them competitive
in the 21st century market.

The SEAMEO in 2010 reported that the Philippines is categorized under the Group
2 countries based on the progress of ICT in education. Countries of this level are in the
infusing stage. This means that most of the country’s ICT plans and policies in education
are in the process of being integrated in the existing teaching, learning and administrative
practices and policies. However, struggles still prevail for some rural areas which are still
in the emerging stage, the lowest level in the scale. With this, Philippine schools, being in
the first level, need to move up to be able to cope up with Group 1 countries like Malaysia
and Brunei Darussalam, which have developed national ICT in education plans and
policies.

Being in the Group 2 countries, Philippines has recognized ICT as an empowering

tool that will help boost the country’s education system. So to foster the use of ICT in
education even more, the country developed the Strategic Roadmap by the Commission
for Information and Communications Technology (CICT) to lay down strategies and
programs that will strengthen the country’s ICT sector for the years 2006-2010.
Unfortunately, there were no records on its development, so this discussion assumed that
the plans were realized some time before.
 The discussion will focus on the strategies and programs which are related in the field
of education. In this part, the Roadmap first focused in ensuring the accessibility of the
ICT as support for learners’ education.
 The Community e-Center Program
The Community e-Center Program provides accessibility of ICT resources, such
telecommunications and Internet access, to the people living in the different localities of
the country. Internet in Schools (iSchools) project is one focus of this program that gives
public high schools connectivity, Internet training, tech support and monitoring and
evaluation.
 National Broadband Plan
Providing adequate bandwidth to the community is keep to the ICT development. In
this way, adequate use of ICT will be available in most, if not all, parts of the country.
Presented below is the provision of broadband connectivity in public high schools.

LOCATION TARGET
Key cities and 100% by 2010, jointly undertaken by the private
municipalities sector, LGU’s, DepEd, & CICT
1st, 2nd, 3rd, & 4th 80% by 2010, jointly undertaken by the private
class sector, LGU’s, DepEd, & CICT
municipalities
Remaining 60% by 2010, jointly undertaken by the private
municipalities sector, LGU’s, DepEd, & CICT

 Last Mile Initiative

The government believes their role, along with the private sector, in providing ICT
services to the people should ensure a free and fair competition in the marketplace. But
with some places are remote and disadvantaged, the government strived to provide
Community e-Centers in these unserved areas. But once the private sectors initiate for
expansion in these areas, the government is prepared to yield its access.
The Roadmap also highlighted the development of human capital in education for
sustaining human development through the use of ICT. Harnessing the human capital
vis-a-vis ICT enables life-long learning. And in the field of education, the focus of ICT in
the human capital is manifested through the ICT for Education (ICT4E) program of the
Department of Education. The discussion below focused on the ICT4E program of the
DepEd as part of the Strategic Roadmap of the CICT.

Based on the vision of the Department of Education (DepEd) as “21st Century

Education for all Filipino, Anytime, Anywhere”, the education system should be able to
integrate ICT in honing life-long and values-centered learners, productive and
responsible citizens. These goals served as driving factors for DepEd in the integration of
ICT for their five-year strategic plan.

With this, the DepEd strived to enhance the curriculum, develop the school
personnel, and strengthen school governance and management. To begin with, the
DepEd moved to enhancing the existing curriculum by implementing these significant
changes.
 Because of the scarcity of resources, they first focused on the enhancement of
the BEC by emphasizing ICT learning targets – basic operations and concepts;
social, ethical and human issues; ICT for producing; ICT for communicating;
ICT for researching; and ICT for problem-solving. Learners are expected to
 develop these skills throughout their formal years of schooling. ALS learners
and Technical-Vocational High School learners were included in this plan.
 The DepEd has designed materials to support customized teaching for digital
learning, and were made available in the DepEd website. However, access
teachers’ accessibility and comprehensive inventory of its use remains a
challenge. So to bridge this gap, a sector-wide Digital Content Development
and Usability Framework is drafted to intensify the use of Multimedia
Instructional Materials (MIM).
 With BESRA, the DepEd developed Assessment Framework which entails on
developing assessment standards, tests and other instruments, conducting
training programs, and formalizing assessment roles. Moreover, this plan is
viewed to help widen different assessment methods to efficiently facilitate
assessment planning, collections, analysis and reporting of data and findings.
Learners, in return, will be eased for paper-and-pen tests focusing on multi-
dimensional assessment tasks.

Aside from enhancing the curriculum, the competency standards for educations,
administrators, school officials and non-teaching personnel were enhanced and
developed. The competency standards serve as guides how one should perform and
work. In this strategic plan, all working in the education field should develop certain
threshold levels of ICT knowledge and skills. This can be done by focusing some areas in
education.
 The DepEd designed an Enterprise Architecture (EA) on its first year of
implementation with aims on defining different hardware and systems for
pedagogy and development as well as in governance and management.
o The DepEd EA gave attention to the administration and management
by achieving the maximum efficiency and effectiveness of the
department’s operations. One prescription emphasized the
minimalization of data reporting from school personnel to emphasize
their critical roles in developing teaching pedagogies of their respective
school.
o The DepEd EA gave assistance to teachers in transforming to a more
collaborative and learner-centered teaching methods to attain the 21st
century education for all learners. Schools were trained to develop
certain levels of threshold of ICT knowledge and skills.
 The role of the ICT Governance as the body who makes decisions on ICT in
DepEd was strengthened. Through adopting the ICT Governance Framework,
the DepEd can evaluate the ICT in relation to the department’s needs and
challenges, direct what ICT plans and policies to propose, and monitor the
performance of the plans and the conformance with the policies.

The plan also emphasized the vital role of the community in strengthening the
performance of the schools around them. DepEd’s coordination includes planning and
sustaining ICT investment to achieve collaboration from the stakeholders.
 Parents are of great help in developing the 21st century skills of their learners;
thus, adhering to the success of school-based management (SBM).
 Tertiary institution can act as partners of the programs of their research groups
about ICT plans and implementation which would likely benefit the learners.
 Private sectors always offer way to provide the school with resources,
including the limitations of ICT infrastructures.
 Community centers, such as Internet cafes and other eCenters, cater digital
divide that provides equity of access among the learners.
  Local government units are always involved in supplying what lacks from
every school and provide support in achieving a sustainable ICT-enabled
school.
To concretize the plan of the DepEd, the Strategic Roadmap of the CICT included
initiatives supporting the ICT4E program, which are listed below.
 The ICT in Education Masterplan which aimed to craft the National
Framework Plan for ICTs in Basic Education (2005) that will focus on faculty
development in ICT.
 The Open Content in Education Initiative (OCEI) which converted DepEd’s
instructional materials into interactive multimedia content, and promote the
development of web-related content in education.
 The PhEdNet which acted as a digital collection of learning contents and
application approved by the DepEd which can be accessed by the Filipino
learners and teachers.
 The eSkwela established Community eLearning Centers for out-of-school
youth that gave them ICT-enhanced alternative education opportunities.
 The eQuality Program is designed for tertiary education that the state
universities and colleges (SUCs) used to improve the quality of IT education in
the country.
 The Digital Media Arts Program used Open Source technologies to build
digital media skills to beneficiary agencies, including the SUCs.
 The ICT Skills Strategic Plan allowed inter-agency approach in designing
strategic, policy and program recommendations to address gaps of ICT skills.

Another important concern highlighted by the Strategic Roadmap is the

development of business to enhance competitiveness in the global ICT market. Education
plays a crucial role in this aspect by conducting Workforce Mobilization Program,
especially in the tertiary education and vocational levels. In this program, there three key
areas of interest which were attended to.
 The English competency is strengthened to keep a competitive advantage in
the global BPO market.
 The industry certification programs were done along with the industry
associations to identify the necessary competence of human resources needed
by the industries, and will then be taught by the educational institutions like
TESDA.
 The career advocacy programs aimed in educating the parents, teachers,
administrators and ICT jobseekers in successfully obtaining fulfillment in ICT
careers.

The list below presents some of the accomplishments of the government in
the improving the application of ICT in education, as reflected in the ICT4E Program of
the DepEd.

 Distribution of ICT tools in the schools for the learners to use

in the class

This photo shows the turnover of the computer sets by the

provincial government of Cavite to the public schools of
Indang, Cavite.
 This photo shows the “Smarter Schools in Digital Dumaguete
Initiative (SSIDDI)” by the grant-in-aid (GIA) project of the DOST
in partnership with the DepEd.

 Infrastructures build around the schools to improve the

Internet connection

This photo shows a Philippine telecommunication company orients

the children on how to use the Internet upon installing its
connection in a certain school.

This photo shows some of the community e-centers built to allow

access in the technological world, including the learners for their
education.

 Training for teachers and other school staff on enhancing their ICT
skills

This photo shows the discussion of ULEAD Central Learning

Community CEO Dacanay on the Use of Technology for Education
during the DepEd ICT Summit in Baguio City.

This photo shows workshop conducted by the UNESCO Bangkok

at the SEAMEO INNOTECH Center, Philippines on supporting
competency-based teacher-training reforms to facilitate ICT-
pedagogy integration.

 Partnership of the government to the public agencies and

non-governmental organizations

This photo shows the partnership between the DepEd and the
foreign agencies, World Vision and ProFuturo Foundation, in a
certain school at Malabon City to launch the nationwide Digital
Education project.

This photo shows the a computer set donated by the Marubeni

Scholarship Foundation together with the San Roque Power
Corporation at the Bobon Elementary School at San Nicolas,
Pangasinan.
  Building an online storage of instructional materials by the DepEd

This photo shows the DepEd Commons that stored all the
instructional materials needed by the teachers of the DepEd in
teaching their specialized field.

APPLICATION

Based on how far you have known about the ICT4E Program of the DepEd,
interview one learner from your neighborhood who studying in a public high school. Ask
the progress of their ICT implementation and infrastructures around their school. Then, make
an essay that critiques their implementation, and suggestion on how to realize some of the
plans and programs listed in the Strategic Roadmap. Write your essay on the blank scroll
below. You don’t need to write the name of the learner, just the school.
Objectives:

This lesson aims to explain the different safety issues you and the learners should
observe in using the ICT with an expectation that the students are able to:
 discuss the different safety issues in the ICT as given by the government and
other organizations;
 explain how safety can be ensured by the learners and teachers in using ICT in
the teaching-learning process; and
 propose ways on how safety issues in the ICT is observed for educational use.

Introduction

Maximizing the use of ICT accomplishing academic tasks may also lead to its
excessive use, which most users are not aware of. Learners may sometimes divert their
attention into an unhealthy social interaction. Teachers, like you, used to spend time in
finishing academic tasks for that make cause eye strain and other physical pain. These
situations may likely make ICT a disadvantage, rather than a benefit, to both you and
your learners.

In this lesson, you will be oriented with the different health and social issues and
legalities that ICT may cause, in order to help you avoid in dealing with such instances.

Activity 1

Activity: “Making Myself Safe”

Hi! It’s time to share your safety precautions in using ICT. Following the bullets,
list all the safety practices you observe whenever you use ICT in learning and studying.
You may write it in a form of sentence or phrase. You need not to fill all the bullets.

 _______________________________________________________________
 _______________________________________________________________
 _______________________________________________________________
 _______________________________________________________________
 _______________________________________________________________
 _______________________________________________________________
 _______________________________________________________________
 _______________________________________________________________
Analysis

After completing your work above, answer the questions below as

guide for reflective thinking. Use the space after each question to discuss
your answer.

1. Based on your safety precautions, are you focusing on one aspect only (e.g.
health)? What do you think are the other aspects that need to be looked into when
using the ICT tools?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

2. How does your safety precautions helped you in optimizing the benefits you
obtained from using ICT in learning?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

3. Are there instances when you failed to follow some of your safety precautions?
Why did that happen? What have you learned?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Abstraction

ICT tools may have provided people with convenience and benefits that
they can’t imagine working and studying without its existence, but these tools may
also cause harm and negative effects if it won’t be used appropriately. Below are
some of the safety issues that will help you prevent accidents as you use your ICT
tools for teaching and your learners from learning.

Trailing Cables: Mostly, computers are connected using lots of cables. If these cables are laid down
on the floor, people may trip over them.

Spilt Drinks or Food: Damage to the tool or electric shock to the user
may be obtained if liquids are spilled to a computer or any
electrical equipment.

Overloaded Power Sockets: Plugging too many power cables in a

socket may lead to overheating and fire.
 Heavy Falling Objects: Computers do have equipment which are
heavy like monitors, system unit, printers, etc. If they fall on
people, it may cause injury to the user.

Aside from securing the physical safety of the users of ICT, you and your learners should
also remember the detrimental effects of ICT tools in the users’ health knowing that you often
spend your time in your computers and laptops. Some of these health-related effects are listed
below.
 Eye-Strain: Excessive use of computers may cause tiredness of the eyes, or eye strain.
Usually, users experiencing this looks at the monitoring from constant distance away.
With that, your eyes cannot focus and gets tired and painful.
 Back and Neck Ache: Bad sitting posture caused by working at a computer for a long time
may result to a back and neck pain.
 Repetitive Strain Injury (RSI) in Wrists and Hands: Movements done over and over again
results to repetitive strain injury. Typing and using a mouse for long periods may cause
RSI in the wrist.

To fully ensure the users with their right of using the ICT, an enabling legal policy is
institutionalized by the government. Part of these legalities is securing the personal and social
safety of you and your learners in using ICT.
 Data Privacy Act 2012 (Republic Act 10173)

This law is established by the National Privacy Commission to protect the basic
right to privacy of the citizens while ensuring a smooth flow of information to promote
innovation and growth, which all the citizens, and offices and agencies should abide. It
aims to give protection to all forms of information – private, personal or sensitive.
Because of the increasing importance of ICT in all fields of work, the protection of
personal data collected should be strengthened. A trustworthy legal environment that
ensures data privacy will likely result in higher trust and confidence for the Philippine
ICT environment.
 Cybercrime Prevention Act of 2012 (Republic Act 10175)
This law is signed by President Aquino on September 12, 2012 which sought to
protect and safeguard the value of computer, computer systems, networks, and database,
with the confidentiality and availability of information and stored from all forms of
misuse, abuse and illegality. A Cybercrime and Cyberfraud Prevention law helped
provide the legal basis for enforcing security measures and protecting the general public
interest.
 Freedom of Information Law (Executive Order No. 2, s. 2016)

This law is passed by President Duterte to allow the Filipino citizenship to

information that concerns the public. It is the right that gives access to official records,
documents and papers about the official acts, transactions or decision. This law also gives
clear guidelines on public access to government data, sharing of information among
government agencies, and the utilization of information obtain under such law by the
recipient government agency or private sector.

So are the above information work in the Educational System?

Observing the following safety issues in education helps your and your learners’
interaction with the ICT tools. This will likely increase the benefit you obtained from these tools.
So, here are some of the ways on how you can lessen, if not eradicate, the safety issues listed in
the previous section of this lesson.
In order to prevent accidents as you conduct classes or prepare your lessons, these are
good suggestions that you can follow.
  Trailing Cables: To lessen this instance in learning and teaching, these cables should be
placed inside a series of cable ducts or just tapes, or under the carpet.
 Spilt Drinks or Food: It is better if you and your learners should place the foods and drinks
away from computers.
 Overloaded Power Sockets: This often happens in the classroom when you and your learners
are something bulks of work to beat the deadline. Better use different sockets and make
sure that there is a fire extinguisher nearby if unexpected events may happen.
 Heavy Falling Objects: Digital projectors and speakers, for example, should be placed on
strong tables and shelves whenever used in the class as you are teaching the lesson.

For the health-related issues, you can also follow the suggestions as you accomplish your
academic tasks.
 Eye-Strain: To lessen this, looking away from time to time to be able to exercise the muscles
of the eye and taking regular break are helpful ways to avoid this problem.
 Back and Neck Ache: There are different ways to avoid this problem. Using adjustable and
ergonomic chair and taking regular breaks will help. Lastly, adjusting the keyboard and
monitor at the correct height of the user lessen your chance of experiencing back and neck
pain.
 Repetitive Strain Injury (RSI) in Wrists and Hands: To solve this problem, using a wrist-rest
is a good support while typing ang using a mouse. Taking regular breaks may also help.

The legal basis of people’s interaction in ICT is advantageous to those who observe the
proper usage of it. So, it is good if you use the laws mentioned above to your benefit.
 Data Privacy Act 2012 (Republic Act 10173): With this law, you are guided not to reveal
information from your learners, like their parents’ names, location and learner reference
number (LRN). Moreover, scores they obtained from your class should also be taken with
confidentiality.
 Cybercrime Prevention Act of 2012 (Republic Act 10175): In this law, you and the learners are
guided to treat everyone and every information online with respect and appropriately.
Interactions, such as exchange of ideas and online conversation, must ensure the security
of rights of those involved. You should maintain professionalism in all aspect, as much as
possible.
 Freedom of Information Law (Executive Order No. 2, s. 2016): This law informs you and your
learners to always keep yourselves informed. As the saying goes, “ignorance of the law
excuses no one”. Rules, policies and laws should be understood before interacting to a
certain situation, such as involving in cyberbullying and other unacceptable online
practices.
APPLICATION
Improve the list you have written in the Activity part by relating it to your academic
practices as you learn you lessons in the second column. In the third column, write how you
can observe that in your teaching preparation and instruction.

How to observe this is your How to observe this is your

Safety Issues
studies? future teaching practices?
Objectives:

This lesson aims to explain how ICT is integrated in the teaching-learning of some
Philippine school with an expectation that the students are able to:
 describe the implementation of ICT policies in teaching and learning processes;
and
 match the ICT policies that are incorporated to the design and implementation
of teaching-learning activities.

Introduction

As a teacher, you have to make sure that you hone learners’ 21st century skills; and
one of these is teaching them how to utilize the ICT tools for their economic and technical
advantage. You have to make sure that you utilize ICT in widening their understand of
your subject matter, and will help them use ICT in deepening their knowledge. Learning
some of the best ways on how ICT tools were utilized in previous classroom experiences
is one of the stepping stone in planning how you will make an efficient ICT-enhanced
classroom.
In this lesson, you will be oriented with some classroom experiences that
maximizes the ICT policies implemented by the DepEd and other national and
international agencies.

Activity 1

Activity: “Being an Evaluator of ICT Integration in Education”

Hi! It’s your time to rate how the DepEd implemented the integration of ICT in
education. Below is the different focus for improvement of ICT in education. From 1 to 5,
being is the lowest and 5 is the highest, evaluate the implementation of the following focus
of ICT in education. Write your rates on the blank beside each item.

a. Learners’ digital literacy __________

b. Availability of gadgets in the school __________
c. Accessibility of online resources __________
d. Ability of learning concepts at home using ICT-guided instructions __________
e. Training for teachers in the use of ICT in education __________
f. Allowing investments from private sectors __________
g. Reaching out to the far-flung areas for ICT enhancement of schools __________
h. Using other ICT media to substitute scarcity of resources __________
Analysis
After completing your work above, answer the questions below as guide for
reflective thinking. Use the space after each question to discuss your answer.

1. What is your basis of your rates? How would you describe your rates as a whole?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. What should the government do in order to improve your rates for each focus of
ICT in education?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3. What do you think will happen if you already have rated ‘5’ for all the focus of
ICT in education? Why do you think so?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Abstraction
The key to a successful implementation of ICT in education is careful
planning and teachers’ empowerment towards ICT use. With that, the
DepEd has an ICT4E Program that will cater these opportunities for
development. The plans and programs listed in the Strategic Roadmap
were slowly realized through adopting various strategies that implement
ICT in the teaching-learning process and the education in general. The
UNESCO’s International Institute for Educational Planning listed
considerations and application of how ICT is integrated in education, and
will be discussed based on how it can be manifested in the Philippine
schools.
 Digital culture and digital literacy: Digital literacy is a skill of searching for and
producing information through the use of media for the society. This resulted to a
digital culture that impacts the construction and distribution of information and
power around the world. With that, the Philippine schools utilize the ICT to foster
digital literacy among learners in order to prepare them for their future work.
o One laptop per child: Although less expensive laptops are advised to be used
to attain the 1:1 basis, developing countries, like the Philippines, still finds
it hard provide one laptop per child. Instead, the country just built a
computer laboratory to cater the needs of the learners for computer access
in the schools.
o Tablets: Tablets are small computers that the learners can use by themselves
anytime at any place. It allows learners to explore application that they can
use for learning. However, it is still far from reality for the Philippine public
schools. Only some prestigious private schools of the country require this
from their learners, like the De Salle schools.
o Interactive White Boards or Smart Boards: Interactive white boards allow you
and the learners to display, manipulate, drag, click or copy images. Hand-
 writing, changes of projected images and ideas, and interactive activities
are easily facilitated using these boards. However, only a few public schools
utilize this board for class discussion.
o E-readers: E-readers are electronic devices that contains numerous books
and other files in digital form, which allows easy use, access and sharing of
references. Although there are no e-readers freely given to the learners,
other storage devices, such as flash drives, are utilized by the learners in the
class.
o Flipped Classrooms: In this model, classroom is transformed by allowing you
to discuss and practice concepts at home for the learners to continue
enhancing the idea in the school. This interaction is facilitated by computer-
guided instructions and interactive learning activities. In the Philippine
setting, this is facilitated using social media sites in which you introduce
the lesson through giving your learners a series of online resources to
explore and be enhanced in the classroom afterwards. However, it is not
used as a medium of instruction since not all learners can access the
Internet.
 ICT and Teacher Professional Development: As mentioned in the first sentence of
this section, the success of integrating ICT in the learning assessments and in
facilitating instructions, resources and learners’ interaction depends on the ability
of the teacher, like you, to incorporate ICT along the process. Fortunately, the
DepEd has been conducting trainings, seminars and workshops about using ICT
in your field of specialization. Moreover, trainings for supervisors, educators and
decision makers are constantly done in order to help their schools foster an ICT-
enhanced environment.
 Ensuring Benefits of ICT investments: To ensure the investments in ICT benefit the
learners, infrastructure in ICT, stable and affordable Internet connectivity and
security measures must be provided to the schools. With your advancement in ICT
aspects, such as your ICT literacy skills, pedagogical settings and the uses of ICT
in your discipline, you can effectively implement the curriculum and reflect local
culture that supports learning for your learners. This is what the DepEd has been
doing especially in building Internet sites in the barrios and contextualizing the
content of the lessons.
 Resource Constrained Contexts: As a developing country, the Philippine public
schools find it difficult to require learners to bring their own laptop, smartphones
or tablets to be used in the teaching-learning process. With that, the department
has conducted several updates to improve the technical support for ICT
infrastructures. Monitoring the software of each computer, building additional
infrastructures to cater slow Internet speed, and solving electrical connections
were some of the problems that addressed by the DepEd to maximize the use of
ICT.

By improving these aspects of ICT in education, the increase of performance among

learners and teachers are likely manifested. A report of the Southeast Asian Ministers of
Education Organization (SEAMEO) in 2010 entitled Report: Status of ICT Integration in
Education in Southeast Asian Countries highlighted one best feature of technology-
enhanced lesson in the Philippines. This was a study conducted to determine the effect
of using Intel Classmate PC in teaching Mathematics at Alabang Elementary School
found a significant difference in the assessment of pupils and on the teachers’ self-
assessment. The exposure of pupils to this kind of technology allows development of
their comprehension of concepts, higher-order thinking skills, and ability to articulate
views. With these improvements, an increase of learners’ achievement, attention and
interest in class, and collaboration were manifested. Moreover, teacher’s efficiency and
effectiveness were observed after the conduct of the study.

Through the partnership of the Intel Teach Programme of the Intel Philippines and
the Department of Education, learning is enhanced using technological media apart from
the information presented in the textbooks and other printed materials. The report of
SEAMEO even highlighted a few examples of how a class PC tools and application
enhanced lessons today.
 Instead of copying and writing data from the references, lessons were focused
more on analyzing and thinking critically.
 Activities are enhanced using a fast Internet research and communication.
 Creativity is encouraged from the learners as they are asked to make
multimedia presentations, rather than written documents.
 Difficult lessons, like Math problems, can be presented using a game-like
software.
 Assessment tasks will be administered efficiently using computers.
 Monitoring, communicating and collaborating with the learners, grouped or
individually, makes classroom management easier and fast as you strive to
keep them focused and engaged.

Only if the learners can have the accessibility of the different PC tools and the fast
Internet connection, the effects of ICT in education would have been its maximum.
Hopefully, the transformation of education to an ICT-enhanced environment for learning
will soon be realized.

APPLICATION

Innovate the different considerations and applications of ICT in education as listed

by the UNESCO’s International Institute for Educational Planning to its application in your
specialization. Use concrete sample lessons and teaching methods that will involve those
applications in your specialization. List a minimum of 5 and a maximum of 8 applications
in the sheet below.

1. __________________________________________________________________
__________________________________________________________________
2. __________________________________________________________________
__________________________________________________________________
3. __________________________________________________________________
__________________________________________________________________
4. __________________________________________________________________
__________________________________________________________________
5. __________________________________________________________________
__________________________________________________________________
6. __________________________________________________________________
__________________________________________________________________
7. __________________________________________________________________
__________________________________________________________________
8. __________________________________________________________________
__________________________________________________________________
 THEORIES AND PRINCIPLES IN THE USE AND
DESIGN OF TECHNOLOGY- DRIVEN LESSONS
MODULE
3
MODULE OVERVIEW

In this Module:

1. Edgar Dale’s Cone of Experiences

2. TPACK Model of Technology Integration
3. SMAR Model of Technology Integration

Technology integration does not only refer to the use of technology in the
classroom. It also refers to how technology matches the task and provides students with
an opportunity to build a deeper understanding of content. Technology integration's
effectiveness is achieved when students can select technology tools to promptly obtain
information, analyze and synthesize the information, and present it professionally.

So, for you to get acquainted with how you will integrate technology in the
teaching and learning process, you must learn the theories and principles of technology
integration.

This module discusses three of the most common theories and principles of
technology integration. This includes Edgar Dale's Cone of Experiences, TPACK Model
of Technology Integration, and SMAR Model of Technology Integration.

At the end of this module, you are expected to:

1. analyze how are the different theories and principles of technology integration
will be used in the teaching and learning process;
2. create their own version of the model of technology integration models; and
3. follow properly the guidelines on how to make a lesson using each model of
technology integration.
 Edgar Dale’s Cone of Experiences

LESSON
1
Objectives:
This lesson aims to analyze Edgar Dale's Cone of Experiences. At the end
of the lesson you will be able to:

1. discuss the different each bond of Edgar Dale's Cone of Experiences; and
2. compare Dale's Cone of Experiences to Bruner's Three- Tiered Model of
Learning.

Introduction

In the systematic approach to teaching, one of the elements that teachers need to
consider is selecting learning experiences. This learning experience is being defined as
any interaction, course, program, or other experience in which learning occurs, whether
it occurs in traditional settings or non- traditional settings or whether it includes
traditional educational interactions or non-traditional interactions.

In this lesson, you will be able to learn Edgar Dale's Cone of Experiences and how
these experiences are used in the classroom.

Activity 1
I want you to read the text written on the picture below. Give your
stand about the text. Do you agree or not? Write your answer on the
space provided.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Analysis
Study the diagram below. Analyze how the different learning experiences are
arranged. Write your discussion on the space provided.

_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________

Abstraction
Cone of experience is a visual model, a pictorial device that
presents bands of experience arranged according to the degree of
abstraction and not degree of difficulty. The farther you go from the
bottom of the cone, the more abstract the experience becomes (Corpuz &
Lucido, 2015).

In addition, the Cone of Experiences stands for the experiences that are fluid,
extensive, and continually interact (Dale, 1969). This means that the learning experiences
can overlap or sometimes may be combined. For example, the use of Video in the class is
considered one experience, but this also uses audio and visual experiences.

So, what are the bands of experiences in Dale's Cone of Experiences? Let us discuss
each experience, and we will start from the bottom to the top of the cone.

Now, I want you to analyze this experience "It was only when I went to Manila
Zoo that I learned that a giraffe is that tall and an elephant is that big." How did the
narrator learn the concept based on her experience? The narrator learned the concept
because of the experience she had when he went to the zoo. This means that she was able
to see the giraffe at her eye and conclude how tall the giraffe was. This experience is called
DIRECT PURPOSEFUL EXPERIENCES. This is the firsthand experience that serves as
the foundation of learning. We are able to build learning through our senses, the sense of
sight, hear, touch, smell, and taste. Basically, this learning experience can also be termed
as learning by doing. So, if you want your students to be able to learn how to bake a cake;
they shall perform how to bake a cake.

Try to analyze this statement, "if you could not bring Mohammad to the mountain,
bring the mountain to Mohammad." So how can this statement be true in teaching and
learning? That's where the Contrived Experience comes in. This type of experience in
which the teacher will use representations of reality so that students may be able to
perceive and understand the reality. Some of the contrived experiences are models,
mocks up, models, specimens, objects, simulations, and games.

The next band is the Dramatization. In this type of experience, students can
participate in a reconstructed experience, even though the original event is far removed
from us in time. Some experiences under this band are stage play, role-playing, tableau,
puppet shows, and pageants.

A demonstration is another band of experience in which teachers and/or students

explain information, facts, ideas or processes through demonstration. This can be
achieved by using photographs, drawings, films, displays, or guided motions.

Learning does come from the four corners of the classroom, and sometimes it is
beneficial if we allow students to go out because there is some information that we can
get outside the walls of the classroom. This is the reason why field trips are part of the
band of experiences. Field trips or study trips are excursions, educational trips, and visits
conducted to observe an unavailable event within the classroom.

Exhibits are displayed to be seen by spectators. This is part of the band of

experiences as this may consist of working models arranged meaningfully or
photographs with models, charts, and posters. What learning will students get when
teachers use exhibits as a learning experience?

TV and motion pictures are widely used learning experiences in the teaching-
learning process. This can reconstruct the past's reality so effectively that we are made to
feel we are there. The unique value of the messages communicated by the film and TV
lies in their feeling of realism, their emphasis on persons and personality, their organized
presentation, and their ability to select, dramatize, highlight, and clarify.

Still pictures, recordings, and radio are visual and auditory learning experiences
used in solo or a group. Still picture has no sound and motion, but it can give realism as
it shows reality. While recordings and radio lack visual and motion, students can best
learn when they hear it.

Visual symbols are learning experiences that do not represent realistic

reproduction of material things for these are highly abstract representations. Visual
symbols include charts, graphs, maps, and diagrams.

Verbal symbols placed at the top of the Cone of Experiences. This learning
experience does not contain visual clues to their meaning. Written words fall under this
category. It may be a word for a concrete object like books, an idea like speeches, a
scientific principle, and a formula.
Implications of Cone of Experiences in the Teaching- Learning Process

1. Use different instructional materials to help the learner conceptualize his/ her
experiences.
2. Do not start teaching with a symbolic level without an adequate foundation of the
concrete.
3. When teaching, don't get stuck in the concrete. Make sure that you also allow the
students to the abstract level for them to develop their higher-order thinking skills.

APPLICATION If you teach a lesson the meaning of, ½, and ¼, how will you proceed if
you follow the pattern in Dale's Cone of Experience beginning with the
concrete moving toward the abstract? Write your answer on the space
provided.

CONGRATULATIONS!!!
YOU HAVE SUCCESSFULLY COMPLETED THIS LESSON!
CONTINUE YOUR GOOD WORK AND BE THE BEST THAT
YOU CAN BE!

YOU CAN DO IT!

JUST DON’T LOSE YOUR HOPES AND ENTHUSIAMS TO
LEARN!
 TPACK (Technology, Pedagogy, and
Content Knowledge)
LESSON
2
Objectives:
This lesson aims to discuss the concepts of TPACK and its implications to
teaching and learning. At the end of the lesson you will be able to:

1. discuss the elements of TPACK; and

2. analyze the relationship between each element of the TPACK.

Introduction

In the beginning of the new era where technology becomes a necessary part of
peoples' lives, specifically for students' lives beyond school, and even in the classroom, it
can develop their understanding of complex concepts or promote collaboration among
peers. This benefit of technology recommends that the implementation of technology in
the classroom is indeed essential.

In this lesson, you will learn the relationship between each element of the TPACK
and how this principle can be used in the teaching-learning process.

Activity
Read and analyze the scenario below. After, answer the question
next to the text.

In a science class, teacher Ana showed a short video clip to introduce her lesson
about the process of photosynthesis. After the video presentation, she proceeded to
engage the class in an open discussion about what they have learned from the
material. To her surprise, the whole class is passive and did not show interest to
express their reactions or their thoughts and even to raise questions about what they
have seen in the video. The class claimed that the concept of the photosynthesis as
shown in the video is too complex for them to understand.

Teacher Ana went home quite unhappy with the result of using technology to
deliver her lesson. She believes that she tried her best to use technology in teaching,
and even went to the extent of asking help from her co-teacher to download the
material and have it ready for class presentation.

1. What are the possible problems in the scenario?

2. Classify the problem and cite other interrelated issues and concerns in the use of
technology, teaching strategy, and teacher's technology skills as you observed in the
scenario?

3. Suggest several solutions to the problems and to the other issues and concerns you
have identified in the scenario.

Analysis

Watch the video on YouTube

https://www.youtube.com/watch?v=0wGpSaTzW58
and answer the following questions.

1. Describe the relationship of pedagogical knowledge with content knowledge, as

illustrated in the video.

2. Describe the relationship of technological knowledge with content knowledge as

shown in the video.

3. Describe the relationship of technological knowledge with pedagogical knowledge as

discussed in the video.

ABSTRACTION
The TPACK is a technology integration framework that
determines three types of knowledge instructors need to associate
for successful educational technology. This combination of
knowledge includes Technological Knowledge, Pedagogical
Knowledge, and Content Knowledge. TPACK is sometimes
compared in SAMR Model, but it is different in terms of its scope
(Rodgers, 2018).