PRODUCING LEARNING

RESOURCES USING
TECHNOLOGY TOOLS
 OBJECTIVES
At the end of the module, the students should be able to:
Identify various instructional materials (IMs) and technology tools in
language teaching and learning;
Explain the characteristics of good/appropriate IMs and technology
tools in learning language;
Prepare IMs that will enhance language learning utilizing
selected technology tools in delivering the learning plan;and
Create appropriate IMs using technology tools in learning
language.
 Instructional Materials (IMs) are very important because they
contribute a lot to student learning and teaching. It is never new to claim
that IMs help to improve students' knowledge and skills and teachers'
management of the class requirements. Using instructional materials in
language classes makes language learning fascinating and authentic. It
enables both the teacher and the student to enthusiastically participate
in the language learning activities; hence, giving the students the
opportunity to acquire the knowledge and the skills of language aimed at
in their lessons.
 COMPUTER-BASED INSTRUCTIONAL TOOLS AND
MATERIALS IN LANGUAGE TEACHING
The numerous technology tools being used in language teaching are fully
supportive of the different types of instructional materials commonly used
in language teaching. Below are some computer-based instructional tools,
strategies and materials in language teaching.
A. COMPUTER-ASSISTED LANGUAGE LEARNING (CALL)
- it is a fundamental part of English teaching methodology and it is a
highly acknowledged means in attaining learning objectives. Computers
provide many opportunities of exchanging ideas and information at both
national and international level.

Eslit (2017) also described CALL as one of the many tools and techniques
that can help improve the students' language competencies. He claims that
this new technology in language education has increased learner autonomy,
creativity, productivity and team work. It has been used with interactive
teaching approach to tutor language learners through language drills or
skills practice.
 B. LANGUAGE INSTRUCTIONAL MATERIALS SUPPORTED BY
TECHNOLOGY TOOLS
Ajoke (2017) cited the different types of instructional materials in teaching
English as a second language. These types are also useful in teaching other
languages.
1. Instructional Charts
One of the common types of instructional materials in language teaching and
learning is a chart. Charts can help language learners read with understanding
data and concepts that are not presented in text forms.
a. Microsoft Word
b. Microsoft Excel
c. Microsoft PowerPoint
d. 1Os, Andriod, and Windows Phone and iPad Chart Maker Apps
2. Posters

Many of the schools in the Philippines have been requiring their students
to participate in poster-making activities to further develop their creativity
and to help them express their ideas through a pictorial device.
These maker applications available:

a. Spark Post
b. Canva's Poster Maker
c. Block Posters
d. Posterini
e. PosterMyWall
 3. Flashcards

Flashcards are indispensable instructional materials in language teaching. These

are commonly used in reading and in teaching lessons in phonology and
morphology. The following websites, organized by Softonic (2020), may help you
prepare your flashcards for your language classes:

a. Anki
b. Vocabla: English Dictionary
c. Learn Spanish with EduKoala
d. Study Blue
 4. Slide
Among the various types of materials that are available for
projection, slides and film strips are the foremost visual aids. These slide
projectors have been used for projecting pictures from a transparent slide on a
wall or screen. These presentation software applications have very good features
that can make the presentation of lessons near to seeing real objects and
subjects. Some of these are:
a. Microsoft PowerPoint
b. PowToon
c. Google Drive Presentation
d. Slide Rocket
e. Prezi
5. Work Sheets and Forms

A worksheet is not only completed on printed materials but these can also be
accomplished through the web. By the use of some word processing software like
Microsoft Word, a teacher can also develop electronic forms.

a. Google Forms e. QuickTapSurvey

b. Monkey Survey Form f. Type Formg. Cognito Form
c. Paper Forms g. Cognito Form
d. Survey Planet h. Ninja Forms
 6. Newsletters
A newsletter is a very useful material in language teaching and
learning. Preparing a newsletter will develop and build the vocabulary and writing
skills of students through drafting, revising, editing, and publishing. newspapers.
Moreover, the following skills can also be developed:

Receptiveness of language, reading, listening and understanding

Writing, spelling, grammar, drafting, revising and editing
Imagination, confidence in using oral language and creative skills
Use of dictionaries and thesauruses to extend and develop vocabulary and spelling
The following are also important factors to consider when preparing a newsletter:

Accuracy: Ensure the facts are right. Always use the five Ws and H.
Audience: Who will read the paper? Is your story of interest to them?
Research: Always check facts that you have collected ,use reference materials if
needed.
Images: Don't leave the images to the last minute, always think how the image can
grab the reader's attention.
Writing: What is the WOW factor of the story?
 7. Pamphlet

A pamphlet is a small, unbound booklet focused on a single subject for

educational purposes. jargon. Pamphlets can be folded in a variety of ways, such
as in half, in thirds, or in fourths (Lucid Press, 2020). The sample technology tools
that you can use to develop your pamphlets are:

a. Microsoft Publisher
b. Adobe Spark
c. Lucid Press
8. Brochures

A brochure is used to advertise a company and its products or

services (Lucid Press, 2020). Some applications that you may use to
develop your brochures are:

a. Microsoft Publisher
b. Canva
c. Venngage
d. Visme
e. flipsnack
 9. Cartoons
A cartoon is a simple picture of an amusing situation; sometimes it is a satirical
comment on a serious or topical issue. A strip cartoon is a sequence of framed
drawings, which tell a story. There are cartoon making software that can be paid
online but the following are free cartoon making software that you may use or let
your students use:

a. Animaker
b. Pencil 2D
c. Synfig
d. Inkskape
e. Pixton
 10. Journals
Journals are records of personal insights and experiences of students. These can
serve also as instructional materials to be used by teachers to be able to manage
the reflections and sharing of insight in the class. The following are some
examples of free technological applications that can be used to help students
write their journals digitally:

a. Perspective App by Blinky

b. Journey Journal App
c. Momento Journal App
d. Penzu Journal App
e. Diaro Journal App
 11. Bulletins Boards
Digitally, a teacher can develop online bulletin boards where he or she may post
some language activities or information that are helpful for the students'
acquisition of the language competencies. There are applications (Ferlazzo, 2011)
that can be used for this purpose and these are:

a. Wallwisher (now called Padlet)

b. Corkboard Me
c. Popplet
d. Spaaze
e. Group Zap
f. RealtimeBoard
Characteristics of Effective and Efficient Instructional Tools

Simply using technology is not enough to learn a language. An effective

ICT-based instructional material is a well-planned and a well-designed one.
This means that the preparation of the IMs must be planned very well and it
must be ensured that they are developed to meet the learning objectives of the
language class.
The following are the characteristics of an instructional tool that is effective in
the classrooms.

1. Enhances instructional effectiveness

The instructional material must be able to facilitate the increase of students'

achievement in language classes. Through the instructional materials, all students
including those with special learning needs and students at risks will be benefited
and will be helped to demonstrate the intended learning outcomes of their
language courses.
2. Promotes active learning

Instructional materials are expected to help promote active

learning. Through the use of interactive technologicál tools, learning
interest is stimulated and students' focus is redirected. By this,
students and teachers will be highly engaged in the learning process.
The International Society for Technology in Education (ISTE) cited
by Barron (2002) gave the following descriptions of a learning
environment that uses interactive technologies:
Traditional Learning Environment New Learning Environment

Teacher-centered instruction Student-centered learning

Single-sense stimulation Multisensory stimulation

Single-path progression Multipath progression

Single media Multimedia

Isolated work Collaborative work

Information delivery Information exchange

Passive learning Active, exploratory, inquiry-based learning

Factual, knowledge-based learning Critical thinking and informed decision-making

Reactive response Proactive/planned action

Isolated, artificial context Authentic, real-world content

3. Develops critical thinking

Technological tools and instructional materials must be designed

and implemented in such a way that they help develop critical
thinking skills among the learners. According to Barron et al. (2002),
the structure and use of technology can promote higher-level thinking
skills. They further stated that some technological tools are designed
to encourage problem-solving skills.
4. Accommodates differentiated instruction

Students have diverse backgrounds and have diverse intelligences

and learning styles. They learn in different ways. They express
their thoughts and ideas also differently. Consequently, instructional
materials and tools must be of help to the teacher to facilitate his or
her classes considering the different profiles of the students. There
must also be an opportunity for individualized and independent
learning with collaborative and cooperative learning.
5. Motivating

The use of instructional materials is a big help for the teacher to

facilitate the teaching-learning process. The use of these materials
is expected to motivate the students to pay attention and actively
participate. With the ubiquity and variety of educational tools
available to language teachers, selecting the most appropriate and
best format is very critical to stimulate learner motivation.
6. Multisensory

One of the biggest challenges among teachers is to prepare

for instructional materials that are multisensory. With he advent
of technological tools developed by very good programmers,
multimedia are available that allow teachers to just learn how to use
them the maxium in the teaching of their lessons.
 UNIVERSAL DESIGN FOR LEARNING (UDL)
The concept of UDL is a very important concept in preparing
instructional tools in language teaching. The concept stemmed originally
from the UD principles, as well as from research in neuroscience on
how the brain learns (Rose & Meyer 2002). According to Dalton et al.
(2019), universal design for learning applies the concepts of accessibility
and inclusion beyond physical environments, to design teaching and
learning opportunities in ways that are varied, accessible and engaging
for all students, including those with differing needs and/or disabilities.
 Professional practitioners and academicians were able to share their
thoughts about UDL principles. These principles are very important for
us to appreciate how we can integrate the concept in our ICT-pedagogy
integration.

A. National Disability Authority (2020)

The National Disability Authority cited the following 7 Principles of Universal Design
which were developed by Ronald Mace and group in North Carolina State University.
 Principle 1: Equitable Use

The design is useful and marketable to people with diverse abilities.

Guidelines:
a. Provide the same means of use of all users: identical whenever possible; equivalent
when not.
b. Avoid segregating or stigmatizing any users
c. Give provision for privacy, security and safety should be equally available to all users.
d. Make the design appealing to all users.
Principles 2: Flexibility in Use

The design accommodates a wide range of individual preferences and abilities.

Guidelines:
a. Provide a choice in methods of use.
b. Accommodate right-or left-handed access and use.
c. Facilitate the user's accuracy and precision.
d. Provide adaptability to the user's pace.
Principle 3: Simple and Intuitive Use

Use of the design is easy to understand, regardless of the user's

experience, knowledge, language skills, or current concentration level.

Guidelines:
a. Eliminate unnecessary complexity.
b. Be consistent with user expectations and intuition.
c. Accommodate a wide range of literacy and language skills.
d. Arrange information consistent with its importance.
e. Provide effective prompting and feedback during and after task completion.
Principles 4: Perceptible Information

The design communicates necessary information to the user effectively, regardless of

the ambient conditions or the user's sensory abilities.
Guidelines:
a. Use different modes (pictorial, verbal, tactile) for redundant presentation of essential
information.
b. Provide adequate contrast between essential information and its surroundings.
c. Maximize "legibility" of essential information.
d. Differentiate elements in ways that can be described (i.e., make it easy to give
instructions or directions).
e. Provide compatibility with a variety of techniques or devices used by people with
sensory limitations.
Principle 5: Tolerance for Error
The design minimizes hazards and the adverse consequences of accidental or
unintended actions

Guidelines:
a. Arrange elements to minimize hazards and errors: most used elements, most accessible;
hazardous elements eliminated, isolated, or shielded.
b. Provide warnings of hazards and errors.
c. Provide fail safe features.
d. Discourage unconscious action in tasks that require vigilance.
Principle 6: Low Physical Effort

The design can be used efficiently and comfortably and with a minimum of fatigue.

Guidelines:
a. Allow user to maintain a neutral body position.
b. Use reasonable operating forces.
c. Minimize repetitive actions.
d. Minimize sustained physical effort.
Principles 7: Size and Space for Approach and Use
Appropriate size and space are provided for approach, reach, manipulation, and use,
regardless of user's body size, posture, or mobility.

Guidelines:
a. Provide a clear line of sight to important elements for any
seated or standing user.
b. Make reach to all components comfortable for any seated or
standing user.
c. Accommodate variations in hand and grip size.
d. Provide adequate space for the use of assistive devices or
personal assistance.
B. Center for Academic and Faculty Development (2020)
The Center of Academic and Faculty Development of Durham College cited the
following 3 UDL Principles. These principles are deem important to educators as we
are often challenged to design and deliver curriculum for an increasingly diverse
student population. Each student learns differently and can benefit from having a
variety of learning formats to choose from, flexible assessments, and tools to help
with organization of new information and skills.

Principle 1:
Provide multiple means of representation
Present information and content in different ways
 Principle 2:
Provide Multiple Means of Action and Expression
Differentiate the ways that students can express what they know
Stimulate interest and motivation for learning

The above cited concepts and principles of Universal Design Learning are very helpful
to rationalize why it is very important for every teacher not to just pick any instructional
tool for the sake of having one and for the teacher to integrate technologies without
understanding some learning principles. In language teaching, a teacher must be
vigilant, innovative, and creative in choosing and/ or in developing instructional materials
to ensure that the above cited UDL principles will be put to practice.
Language learning is very crucial among students because language is the main tool in
our day-to-day living.
THANK YOU