Using Open-Ended Tools in Facilitating Language Learning

Learning Outcomes

At the end of the module, the students should be able to:

• plan for language lessons that can be best presented using open-ended tools or
productivity software applications;

• explore for available open-ended tools for language teaching and learning;
• search for language tools for open-ended tools for the
following skills:

• listening

• speaking

• .reading

• writing; and

• demonstrate how these open-ended tools or productivity software applications can

be maximized for language teaching and learning.
 Productivity Software Applications for

Language Teachin.g and L arning

learnin Outcomes

At the end of the lesson, the sfudertts.should be able to:

• identify uses of productivity s ftware applications in the teaching-learning of

languag·e; .

• share experiences in using productivity software applications as a language

learner.

• explore samples of documents, presen ations, and

spreadsheets that were used in delivering learning plarrs

for languages. ·

• report new open-ended tools or productivity software

applications that are beneficial for language learning.

It is assumed that your teachers and you have been using ·producti vity
software applications and/ or media tools to enhance the teaching and the
learning process of your courses or subjects ·in the basic education and in
the teacher education program before enrolling in TTL 2. The common
productivity tools that they or you may ··have used are word processing
software, spreadsh eets; and presentations .
At this time, you will be asked to recall and share your memorable lessons
with the intended learning outcomes that were . ful ly attained because of the
appropriate lCT integration done by your teacher or by you. Share your
experiences by completing the Table below.

. . 0

Top1cs and L. . H productivity software a plications or

e
t a rn
. t'
t
mg
o p
0u comes/obJec 1ves w
med1a tools were used to attam the learnmg

ou comes

Module 3 .Using Open Ended Toolsin Facilitating Language Leamlng

'
73

Lesson 1·Productivity Software App!ica!Wns for Language

I
'•.0
Teaching and Learning
 Open-ended Tools and their Uses in Teaching and Learning Language

Skills

Open-ended tools or producti vity software appl ications are ICT tools, which help
the teachers and the learners make their learning together concrete, efficient,
encouraging, and meaningfu l. In any teaching-learning process , the use of these
tools play a vital role as it helps meet the demands of the learners in the 2151
Century classrooms. As described by Palmer (2015), teachers need to -demonstrate
2151 Century characterist ics to be able to meet the demands of the 21s• Century
learners. These charactenstics in the context of language teaching are briefly
presented for teachers to:

1. create a learner-centered classroom and make instmction personalized because l

earners have different personalitie s, goals, and n eeds;

2. fadlitate the students' productivity skills so they can produce, when assisted and
given the chance, movies that ar helpfui to enhance their language proficiency;

3. learn new technologies since technology keeps on developing and learning a tool
once is not an option for teachers;

4. go global to allow students to learn langu ages, culture, and acquire

communication skills virtually ;

5. be smart and allow the use of devices as aids to language acquisition;

6. do blogging. This will give teachers real experience to s.ee the value
of writing for real audience and establishing their digital presence;

7. go digital to help promote the "go paperless" advocacy and to help level up the
language learning experience of the students through digital discussions and alike;

8. collaborate with other educators and students to give opportunity for the sharing of
great ideas beyond a conversation and paper copy;

9. use web chats to share research and ideas and stay updated in the
field;

.l0. connect with like-minded individuals through using media tools li\-e

the social media; ).

J l. introduce Project-Based Learning to allow students to develop their driving

questions, conduct research , contact experts, and create their

projec.ts for sharing with'the use of existing devices present; . .

12. build positive digital footprint that aims to model appropriate use

of social media, produce and publish valuable content, and create

 shareable resources;

13. code as it is today's literacy which helps boost students' writing skills

as the feel ing of writing a page with HTML is amazing;

14. innovate to expand their teaching toolbox for the sake of their students by
engaging social m dia for discussions and announcements and

Technology for Teachng and Learmng 2

tor La119uage Educa!ion • EngLsh IFilipino

 using new formats like TED talks in presenting their lessons; and \

15. keep learning.

To be able to demonstrate the charac.teristics of an ICT-engaged classroom

and teacher cited above, it is appropraite to discuss how the various producti
vity software application s can be used in the language classrooms.

A. Using Word in Scaffolding Student Learning in a Language

Classroom

To appreciate the value of Word Applications in scaffolding student learning,

we have to explore how these are maximized by teachers. In education, sca
ffolding is used to refer to various forms of support given to assist, guide, or
facilitate the learning process (World Links, 2008).

Exampl es of scaffolding for learning that are usually prepared using

( word applications are Jeaming plans, assessment tools, templates and

forms, graphic organizers, and others.

Activity 1: Creatin g Learning Plans Using Word Application s

With the ubiquity of word-processing software applications and th e ability of

students to quickly use them, it is not difficult to encode and packa ge
learning plans. This activity will help you plan, organize, share, implement,
and enhance your learning plans in teaching y6ur language courses. ·

Step 1: Testing Your Knowled.ge of Word Processing Software

Applications

Begin this activity by citing the existing word processing software

application s famil iar to the students.

You may wish to visit the following websites to explore th e types

·word processing.. softw.a.re applications: Types of Word Processing
Applications By Louise Balle (2017)

htt;ps://itstillworks.com/pm:pose.:.word-processor-1155.html

10 Free MS Word Alternatives You Can Use Today

Investintech t2020) .

https://www.investintech.com/resources /articles/tenwordaltem.atives/

Step 2: Viewing the Essential Parts of Learning Plans

Althou gh there are varied formats and contents of learning plans across all
schools in the world, a learning plan bas essential parts that are non
negotiable which must be considered by any teacher. Learning plan s can be
good for a semester Hke a syllabus in the tertiary education. It can be a unit

Module 3. Using Open Ended ToolsIn Faetlilallng Language leaming I75

lesson 1·Productivity Software Applications for l nguage Teaching and leaming

 plan, a daily lesson plan , or an individualized plan. To better appreciate the
way word proces ing software features are u sed to prepare learning plans. it
will help if some examples of these will be viewed, explored and analyzed.

1. Intel Teach Unit Plan

The 1ntel Teach Program has this template for its Unit Plan (lntel

Corporation, 2007)

Unit Author

First and Last Name School District School Name School City, State

IUnit Summary

Approximate Time Needed

Unit Foundation

Targeted Content Standards and Benchmarks '

. .. \

St·ctent Objectives/Learning.(;)utco'mes ' " .. ' ).

Curriculum-Fr.aming Questions ". ..

EssentialQuestions

Unit Questions Content Questions .

Ass $i'neiit Plan . f '·

' ..

...

76 I
Tedvlology for Teachlrg and Learrvng 2

' iof Laaguage Educ:aiiOII· Engt.sh I F11i!*10

Assessment Tl

Before project Students work on After project work

work begins projects and complete 1s comp1et ed

0

k
tas s

Instructional Procedures

*..- .-·-·
Accommodations for DifferentiatedInstruction

Resource Student Nonnative English

Speak

Gifted Student

Materials and Resources Required For Unit

"t;; chnology Han owa re

Printed Materials

Supplies

Internet Resources

Other Resources

Module 3 ° Using Open Ended Tools InFaollating language leaming I77

lesson 1 ° Productivity SoftwareApplication& for anguage Teach1ng and

leaming
2. Department ofEducation (DepEd)

The Department of Education of the Philippines requires teachers develop and submit
their -lesson plan. With the h elp of Word Applicati< the teachers are assisted to
develop it with ease and with tbe provisi n edit and update it.
3. Mast1si11g Banghay Aralin sa Filipino

Apart from teach g English, Mother Tongue, and other Forei Languages, Filipino is
being taught as an academic subject and is bei u sed also as a language .of
instruction. Here is an example of a Less Plan Template in Filipino.

78 I
Technology ror Teaching and le:ming 2

\ for Language Education • English / fipino

 Pagt
a
Layuning Pagtataya
tayan
Pampagk Ta.kdang
g Gawai
a
n . at -

tut P- ng mga .Pag.tatasa

o ampagka Aralln

tut . ·Mag-aaFal

J
 Mga Sanggunian :

4. Syllabus

Teaching language courses in the university requires learning plan s such as

syllabus. Below is a sample of a syllabus template that requires encoding
and formatting using word application.

Module 3 - Using Open Ended Tools In Faaltalilg Lar.guage learning I 79

Lesson 1• Produdivily Software AP!Jiicatioi!S for Language Teaching and

Learning
 At the end of the Program, Bachelor of Secondary Education Major in
English, the $tudents should be able to:

1. Institutional Outcome (based on the VMO of the Institution)

2. Typology Outcome (University,College,or Institute)

3. CHED Mandated Learning Out.c.omes.

4. BSEQ..English Policies and Standards Program

Learning Outcomes

At the end of the course/s ubject, the students should be able to:

J
Alignment of Course Learning Outcomes with the Graduat e Attributes

Graduate Attributes Course Learning Outcomes

so 1
Technology for Teaching and earning 2

fO< language Educat•on • EngiiSil / Filipino

 PLO PLO PLO
PL08
5 6 7

I.

ourse Learning Plan

Assessment
opic Learning Time Learning Activiti es
Outcomes Topic Allotment Activities Resources
and
·.
Tools Learning
.. Prelims
.
·'

'

·"%',
( . Midterms
\

Finals
'inal Course R equirement/s

As eyidence of attaining the learning outcomes stated, student-learners are

equired to submit the following requirements during the ind i cated

dates of the

;:.nn.

1.

2.

3.

ssess m ent and Gr ading

System

:ourse Referen ces

Modu!e 3 • Using OpenEnded Tools in Fac1!

ilatng Language Leamng I81

Lesson 1- Pnoductivily Software Applications fer anguage Teaching and Leamng

 Step 3: Sharing the Features of Word Applications for Scaffoldi\}g Student Learning
·

By analyzing the special features of Word Applications used in the

samples of learnjng plans , answer the followillg discu ssion questions:

1. What are the advantages of developing learning plans using a word

processing software application?

2. Based on the example, what are the special features of word application software
that are beneficial in organizing the information required in any learning documents?

3. · What additional features of word applications. do you think are

beneficial in preparing the following in your language class:

a. pamphlets for learning a second language or a foreign language;

b. brochures for the different macro skills;
c. cbatis and graphs for language acquisition activities;
d. . worksheets for language drills; and -..

e. language assessment tools?

Activity 2: Preparing Process Guides and Graphic Organizers using

Word Processing Software Applications

As a result of the exploration of word processing application features in Activity

I of this module, you will be tasked ill this activity to explore some process guides
that you may implement to help your future students to do their assignments
and perform various tasks supported by productivity software application tools.

Step 1:· The Relevance of Providing Process Guides and

Graphic\ Organizers in Language Teaching

Ojscuss the relevance of using process guides and graphic organizers to allow
students to become more effi ient and productive in performing tbeiJ learning tasks.
Provide examples on bow to guide them thro:ugh the process of writing, reading,
listening, and speaking.

Step 2: Examples of Process Guides as Scaffold in Language Teaching and Learning

 Brainstorm and analyze some examples of process guides in language teaching
and learning. Follow the procedures below for the brainstorming activity.

I. In a small or large group, select a leader and a recorder (they

maybe the same person )

2. Present the question or idea to be brainstormed: What are some specific examples
of process guides that you need .to prepare as a reception scaffolq in teaching
reading?

82,
Technology for Teaching and Leaming 2

for Language1Education • EnglishI Filipino

3. Present the following sample steps of teaching reading and l t the students research
and develop a guide for each step. Let them use word application creatively in
introducing the guides. In the development of the process guides, they may u se
charts and graphs or graphic organjzers. Package the process guide using pamph
lets or brochures. he steps are:

a. teach the sounds of individual letters;

b. teach the sound blends;
c. teach whole words;
d. presen t meallings;
e. teach word parts;
f. put words in contexts; and

g. teach reading comprehension

4. To enhance your process guide, you may consider compleling the following graphic
organizers identified according to different purposes (Ware, nd, cited by World Links,
2008):

Purpose Graphic Organizer

To compare and contrast two or more Venn Diagram

concepts

To describe a concept Frayer model. Bubble Diagram. Concept

Map

To make decision T Chart

To show causes and effects Fishbone Map. Inductive Tower

To show sequence (as in a process) Flow Chart .

To identify basic components Story Map. 5Ws Chart

a. Venn Diagram
Active Voice Passive Voice

Module 3.Using Open Ended Tools in Fadl taong Language Leaml I 83

Lesson 1- Produc!Mty Scftware Applications for Language Teaching and Learning

· b. Frayer Model

Definition Characteristics

A 14-line verse form_ ,baving Shakespearean or Petrarchan

usuallY- *

one of several conventional rhyme (Italian)

schemes. The poem is usually written Iambic pentameter or

* hexameter can be part of a
sequence
in iambic pentameter. There is usually
*

a thought division the first .

between

octave (eight lines) and the secon * Rhyme scheme varies

d

octave (eight lines) * Heroic couplet in the last two

line

Examples l sonnet I l L

Non-examples

* "Shall I Compare Thee to a

* "The Raven" by Edgar Allan Poe

Summer's Day" by William

Shakespea re, Sonnet XVIII * "I like my body best when its with

your body" by e.e. cummings

* Astrophill and series..

Stella Philip Sydney by
* "Ode to a Grecian ·Urn" by
John Keats

* "Much Have I Traveled on··the

Realms of Gold..." by * Me It is Moments After I

John Keats - Have Dreamed" by E.E. Cummings
* "The Road not Taken" by Robert Frost

c. Bubble Diagram

I
84 Technology orTeaching and earning 2

for la gUage Educ:ation • Etlgfish I Filpino

'
d. T Chart

Acflon Research Formal Research

e. Fishbone Map
f. Inductive Tower

Module 3.Using Open Ended Tools in Facililatilg Language leaming I 85

Lesson 1• Productivity Software Applications for Language Teaching and leaming

g. Flow Chart

Conducting

Interviews

h. Story Map
as 1

' Technology for Teaching and Learning 2

follMguage Education • EngiiS!l/ r11ipino

i. SWs Cha rt

Even :Identifying Filipino as the

Philippines' National Language
Descriptions and
Narrations

What happened?

Who was there?

'

Why did it happen?

When did it happen?

Where did it happen?

I
.

tep 4: Presentation of the Process Guides and or Graphic Organizer

After developing your process guides and or graphic organizer packaged

in a brochure, present these to your classmates. Your brochure will be

evaluated using the brochure rubric (Rubistar, 2007) below.

Category 4 3 2 1 X2
Graphics Graphics Graphics go Graphics Graphics do
go well with well with the go well with not.go with
the text and text , but the text, but accompanying
there is a are so many there are text or appear

of text and the text. the chosen.

graphics. seems
heavyn.

I
Module 3 ·Using Open Ended Toots In Facilitating Language Leaming 87

Lesson 1• Productivity SoftwareApp11cations ror Language Teaching and Leaming

 Attractive- The ·' The The The
ness & Or- brochure has has
brochure has well-
brochure formatting
brochure's
ganization exceptionally formatting organized organization ·
attractive and well- information. of material
formatting organized confusing to
and well- information. the reader.
organized .

Content- All facts in 99-90% of 89-80% of Fewer than

the brochure 80% of the
Accuracy the facts in the facts in
are accurate. facts in the
the brochure
the brochure brochure are
are
are accurate.
Sources Careful and Careful and Careful
accurate.and Sources are
accurate re- accurate accurate not
cords are records records
documented
kept to
are kept to are kept to accurately or
document
document are not kept
the source of <;focument
the source on many facts
95-100% of
the source ana graphics.
of 84-75% of
the facts and
the facts
Spelling & graphics
No in
spelling No more No more Several
Proofread- errors remain than than 3 spelling errors
ing after one 1spelling spelling in the
person other error brochure.
errors
than the remains
remain after
typist reads after one
one person
and corrects person other
other than
the brochure. than the typ-
the
ist reads and

A. Using Presentations in Teaching Language Skills

Language teachers can use computers to create visually and audibly appealing
presentations that utilize a variety of media tools. By using presentation sftware
applications, students can also develop their project outputs and reports to be able
to share in the class or in the World Wide Web. Both teachers and students can
learn variety of skills in the process of plmming , developing, presenting, and
evaluating their presentation s.

In language, teaching and learning, presentation software applications have a lot of

uses. It can be used as a presentation tool in an innovative skill integration task,
and the other as a novel writing tool. In both cases, students can u se language
actively for speaking, listening, reading, and writing (Schcolnik & Kol, 1999). While
it is true that presentation ·software is commonly used in business and other
disciplines for presentation , this is also a very powerful tool in the language
classroom .
 I

88 Technology for Teaching and L taming 2

f<Jf language Education • EnglishI F1ipino

'
 Presen,tf}tions, allow language learners to experience a world of real
mguage. environment and opportunity in language courses, i .e.
Filipino ,

:ngljsh, Mother Tongue and Foreign Languages. For instance, presentation

oftware applications allow language learners to:

1. . presen t their language reports with ·.audio, visual

images and animations;

2. develop and present their group projects using real-world visua l

presentations;

3. present charts, tables, graphics, charts, and others that are usefu l to
facilitate students understanding of any language concepts;

4. show data stored in graphic organizers that cannot be fully presented

by a printed material ; '

5. develop digital stories or story books;

6. show resu lts of any survey, questionna ire and other form s of language
assessment activities;

7. articulate and crystallize their ideas using the special features of

presentation software apps;

8. experien ce language learning process through th e integration of

contents in the presentations;

9. enjoy developing their projects; thus, are highly involved;

I 0. comm it to the quality of their work, both content and form, because
they don 't on ly presen t what their classm ttes hear but what they also see;

11. present information in condensed form and focusing on salient points

because of the limited area in slide presentations; hen ce, avoid ing
digression and drifting;

12. innovatively communicate their ideas and express themselves in ways they
feel comfortable.

Specifically, the integration of presentation software $ippli cations to

language teaching and Learning is very beneficial in developing the student
s' four language skill s. hi' their study Schcolnik and Kol (1999) were able to
present how presentation software activates the four macro skills:

L. Reading - In our courses, students first read some of academ ic articles on

a topic of thei r choice, knowing that they will have to present th eir
conclusions in class. Th ey analyze the articles critically, compare and
contrast th e ·ideas presented, synthesize and evaluate. Finally, they select
highlights for inclusion in their presentations. This proce ss is
comparable to the process students gci; through when readi ng to write a
paper. In both cases, reading to transmit information requires clariflcation of
ideas and presentation of those ideas in such a way that others will
understand.

Module3.Using Open Ended Tools inFacilitating Language L amlng 89

I
Lesson 1• Produclivily Sollware Applications ror Language Teaching and L
arnlng
2. Writing - When ·composing slides, students have to condense the
information they have gathered io present only th e main points. In this
type of 'minimalistic ' writing, key concepts and words have to be retained ,
while the 'chaff' is discarded. This information reduction process is in itself
a difficult but very profitable language task. While writi ng a minimal list of
points on the screen, students can organize

a suitable sequence for the points and divide the points into slides. At the
same time, students need to take into considera tion slide layout. A slide
cannot be too cluttered, the size of the font has to be large enough , and
the location of the elements on the screen bas to be balanced. All these
force ·students to re-read, re-evaluate and re-wr ite what they have written
again and again.

3. Speaking - The material that students have read, organjzed and

summarized has to be presented orally to convey a clear message to
an audience of peers. Just as they would in a pure ly oral presentation,

-
.students have to 'rehearse' the pronunciation of diffiQul.t words, time
themselves , and make sure that they have all the English lexicon needed
for their speech. The added va lue of computer presentations is that
the repeated revisions of their slides (to be seen by all of their peers) give
students extensive exposure to the content of their 'talk', hcl pi ng them
remember what they want to say and givin g them more self-confidence.
Many students have had no experience speaking in front of an
audience in their native language. The computer mode seems to min im ize
their tension and feeling of insecuri ty when having to speak in English.

4. Listening -The class listens to the oral presentati on . Listening to a

non native speaker is not easy, and visua l elements facilitate
comprehension. We give the listeners a task requiling them to wri te down
three new fa ts that they learned about the subject and one question to ask
the speaker at the end of the presentation. When listening for a purpose,
the listening is focused and thus perhaps made easier.

Other studies confirm that th e use of presentation software faci Ii

tates the acquisition of the four macro skills. Brooks and Gavin (2015)
stressed that most teachers recogni ze the spoken component of
presenting, as .students are required to speak when giving their
presentations. Moreover, they are required to research and plan out their
presntations for a properly structured academic presentation. In doing so,
students are requiled to use their reading and writing skills. Students also
have the opportun ity to practi ce U1eir writing skill s when they are asked
to give presentations that include some type of visual component. When
they are preparing for these presentations students will have to write out
the appropriate information on their poster or in their PowerPoint
slides.. Finally, students ha ve the opportuillty to
Technology lor Teaching and learning 2

for Language Education • EngishI Fdipino

 pra ctice their listening skiUs when they act as the audience members for
the other groups' presentations . If these students are given a simp! task to
do during the presentation, or are expected to use the kn owledge
disseminated through the presentation for a specific purpose, this will allow
them to u se this opportunity to practice their listening skills. The
communicati ve nature of presentations also allows audience members to
improve their listening sk i lls more than listening to a tape or a lecture
would because they are able to con:finn their understanding by asking
questions and interacting with the presenters.

ln preparing language presentations, there are various factors that must be

considered to ensure that the language competencies are al'so devel oped
and demonstrated. The following are some guidelines that Brooks and Gavi
n (2015) shared in designing presentations:

Basi.c Instru ctional Design in Preparing Presentation s

1. Setting Up the Presentation Class. - It is not enough to simp.ly tell students

to go and do a presentation. Students have to be tau ght the skills involved
in giving a presentation. This can include su ch things as when to use
eye contact, how to organize a presentation, how to connect with an audi
ence, how to use body language and manage time, and bow to construct an
effective PowerPoint presentation. Since oral presentations involve multiple
communication and language skills, it is important to focus on the specific
presentation skills that are needed to present in front of others. These
included things like voice project ion, eye contact and the use of gestures.

2. Orga nization of the Presentation - Proper organization of information is on e

of the most important competencies that must be developed among
student s. Hence, before beginning to work on developing presentation , it is
important to understand the genre of oral presentation . There is a neeg to
learn how to separate the presentation into meaningfu l se-ctions and
present each section separately to reduce the cognitive work that is
required in the presentation.

3. Presentation Skills - Its developing oral presentation is very important to

consider in developing oral presentation s to spend time to con sider

the macro an.d micro skills that are needed . These micro level skills

include the genre specific language items, such as the vocabu lary and

grammar that students need to be successful in oral presentati on. These

items are important to the students for two reasons. First of all, they allow.
students to be successful when they are presentin g in the class. Secondly,
the language and grammar that students learn in the course of giving a
presentation will be useful for them in other situations that involve spoken
English (Thornbury, 2005).

Module 3 .Using Open Ended Tools in Facilitating Language Learning I91

Lesson 1• Productivity Software Applications lor Language Teaching and

Learning
 4. Th e Use of Visual A..ids - Vjsua l aids are an important part of oral
presentations because tbey provide support for both the speakers and listeners
during the presentation. Visual aids can be used to give more details about the
topic, help the audience members to understand what is being said, and act as a
concrete reminder of the message for both the audience and the presenter. Tbe
type·of visual aid used can vary depending on the topic of the presentation. Visual
aids help cater to different learning styles and some of the students who are not
savvy at paper written presentations are motivated at using presentation software
applications. In language learning, it helps students who are comparativeiy ·
weaker at acquiring a language tQ be motivated to pa11icipate in the presentati on
and become valuable members of their groups, which helped to facilitate a more
positive group dynamics.

5. Performin g Self-Reflections - The final stage of each oral presentation invol

ves students writing a self-reflection of their presentation. Through this activity,
writing skills are further enhanced togetl1ec with the ability

' of the students to do self-reflection . -

B. Using Spreadsheets in Language Lea rnin g

Spreadsh eets are very helpful in introducing some lessons in language courses.
Through spreadsheets, one can teach with tables and charts, make a table and a
graph, compute students' grades. Spreadsheet programs are not only beneficia l to
business and mathematics courses but are also beneficial to language courses.
Apart from being built .around a grid of cells that hold numerical data, it also
contain text, dates, and oth er content th at can be presented in language courses
for discussions.

The following are essential ideas that teachers may consider when

employing spreadsheets in the language classrooms:

1. Reinforce learning scientific and mathematica l lan guages that are

also relevant in language learning.

2. Add well-designed charts and tables to reports to

enhance

students' non-verbal reading skills. · ·

3. Allow students to create their own charts, graphs, tables , and the
 like, to develop and enhance their language and spatial skills.

4. Giv students completed chart and see if they can reconstruct underlying workshee
t. This goes a long way toward helping them to understand the relati onships
between the data and the chart.

5. Require that language reports and research papers contain some type of chart to
help support their findings. Encourage them to look for samples form the World
Wide Web.

6. Let students explore_ websites that have table presentation for

language teaching anci let them discuss how these were used to

Tedlnology for Teach1ng and earning 2

ror Language Educafion- Eng cshIFiflplno

 facilitate the acquisition of language competencies.

7. Let the students look for charts in language learning materiats like
textbooks, workbooks and others and discuss why these were used.

8. Teach the language and principles of financial literacy and management as

it is also ·important to learn these concepts in the context of purposive
communication and life skills.

9. Explain numerical concepts by showing the relationships between numbers

and their concrete representation in charts and graph s. As language
teachers, this is needed to understand language researches with
quantitative designs.

10. Demonstrate how spreadsheets are useful in prepari•ng assessment

and evaluation tools for students' perform ance.

Experience

With the advent of web-based word processing software and with the
exposure of a lot of student s in exploring new innovative media tools,
explore the following online Microsoft Word Alternatives (Investintech,
2020).

1. Drop Box: Paper

Dropbox Paper is a free online word processor offered by the online

cloud storage provider. To start using it, you will need a Dropbox account.
Once logged in, you get full access to the online suite. The minimalist
interface is very intuitive and its simplicity allows you to focus on your
content. You can also do many th ings that go beyond creating a textual
document. You can add rich media, such as audio, video and images.
Dropbox Paper also allows you to access apps that let you embed Trella
cards, Youtube videos or SlideShare decks. Other pllaborative features
include document link-sharing, creating and assigning checklist items to
mem_bers or embedding one of your Dropbox documents. Dropbox Paper,
overall, does an excellent job at creating dynamic documents you can
share and access online.
2. Office Online

For Microsoft Word and Office aficionados, the best possible free online
alternative for their document editing needs is Word online, which comes
as part of the Office Online suite. Although free MS Word web app is not a
full-fledged version of its paid counterpart, it allows you to open, create and
edit Word documents online. Also, it offers some additional benefits of
online software tools. For example,

ModUe 3.Using Open Ended ToolsinFaciiJtating Languagt eaming 93

Lesson 1.ProdudMty Soaware Applications for language Teaching and

I
Learning
 enables you to access and see updates from co-authors literally from anywhere in
real time with only an lntcrnet conn ection and the latest 2016 version. You can
share and collaborate on documents. An equally alluring feature of Office Online
is its cross-platform compatibility. So, if you're a Chromebook or Linux OS user, MS
Word web app is the most elegant way to get access to Microsoft's document
editing features - for free!

3. Google Docs

Google Docs allows you to cr ate, collaborate and share documents ,

·spreadsheets, presentations, drawings and even forms. Google Docs is packed
with features, which can be further extended with vario us add-ons. While it will
automatically save the file online and store it there, you can also have the
documents publ ished as a web page, down loaded or emailed as an attachmen t
in Word, ODT, PDF, pl ain text or RTF fonnats. You can invit collaborators to work on
the document with you or only allow others to vi w it without the abil ity to edit. If
you are apprehensive of having to depend on the Internet connection for
document processing, doo't worry. You can enable Google Docs offline access and
keep editing your documents even when you are disconnected from Internet. All it
takes is a free Google account.

4. Etherpad

Etherpad is an online document editor primarily intended for collaborative

editing in, as the site claims, "really real time". It's an open source, highly
custornizable tool for online document collaboration with friends, fellow students
and classmates. or colleagues at work. One of its advantages, especially
appealing to users who are reluctant to use services which requiJe email
registration, is that there is no sign up with Etherpad. All you need to do is start a
new pad and share the link to it with your collaborators. You can also invite them
by email if you prefer. After that, you can start working on the planned writing
project togeth er, in real-time, even if you are miles apart.

5. Zoho

Zoho offers around 20 free onJine application s including Writer for word
processing. You can link your Zoho account to your Google and Yahoo accounts, as
well. The Writer 's interface should not cause anyone problems as it is comfortably
familiar. When worki ng online there's always the risk of losing data due to a lost
network connection, accidentally closing your . browser or having your browser
crash. Lucki ly Zoho automatically saves your documents for Y<:>U. as you

Technology for Teaching and learning 2

fC< Language Ed\Jcaton • English I Fil'jlmo

 finish typing. Zoho Writer is well-equipped with features that all9w you
to work easily online: two-way desktop sync, large file transfer,
encryption , file recovery, two-step authentication , in-app chat, and
more. You can import and work with MS Word documents, allowing you
to insert images, and edit content as needed. Zoho Writer offers all the
standard text formatting and document creation features and can
export to DOCX, ODF; PDF, Latex, RTF, TXT and even HTML. It can plug
into Echosign for digital signatures, publish th e document to a blog or
make it public for all to see. Zoho Docs is completely free to usc.

6. OpenOffice

The OpenOffice package includes six programs that use the sam e en
gine making them inherently the same and extremely easy to learn
and use. The 6 applications included in the OpenOffice suite are:
Writer (word processor) , Calc (spreadsheets), Impress (presentations) ,
Draw (graphics) and Base (database manipulation) and Math
(mathematical equations). Writer can even natively do some things
that Word cannot, like open PDF files without the addition of a plug-in
or comm ercial add-on. As the software is open source, it is
maintained by a large community meaning help and bug fixes are
freely available and quickly created. This is perhaps the leading free
desktop alternative to Microsoft Word/Office. You can install this suite
on Windows XP to Windows 10, macOS (OS X) and Linux.

7. AbiWord

AbiWord is a free word processing application very similar to

Microsoft Word. It is available for Linux distribution s only. The software
is fully compatible with not only Microsoft Word, but also
OpenOffice.org, Word Perfect, Rich Text Format and more. It has
advanced.. document layout capabilities and can do mail merge as
well , which allows you to automatically fill in specific form fields in
documents with information from databases and comma separated or
tabbed text files. lt is a highly useful feature if you need to work with
many fonnats at the office. Additionally, the software can be enhanced
and expanded with freely available plug-ins that will give you even
more features and functions.

8. Jarte
Jarte is based on Microsoft Word.Pad Engine, but is still free. There is a
paid version of the seftware that adds on some extra functionali ty, but
the fre version is more than adequate and fully compatibl e with Word
and Word.Pad documents. Features include an ergonomic tabbed
interface, small resource requirements, portability,

Module 3 - Using Open En<led Toots .n Facilitating Language Leamlng

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Lesson 1·Productivity Software Applications for language Teaching and

learning
 support for touchscreens, and quick loading time. It also has built-in spell
checking and can export to HTML and PDF files. Jart allows you to insert
images, tables, hyperlinks and everything else that you have come to
expect from Word.

9. WPS Office 2016 Free

WPS Office 2016 Free is a free document processing suite whose WPS Writer
app will serve you well as a Microsoft Word alternative . WPS Office 2016
Free can open and save to a long list of popular file fo ats native to those
application s .like docx, doc, and more. You can get the application in
languages other than English: French, German, Spanish, Portuguese, Polish
and Russian. The suite has the same familiar look and feel of MS Office with
one exception--it has a tabbed viewing window, so you can open more than
one document at a time. And also worth mentioning i s WPS Cloud. the
company's

cloud document storage service that offers up to IGB of free storage

that you can use. This is perfect if you're trying to find a free Word
alternative that's not only scalable for teams, but can also be as
collaborative and seamless as its Microsoft counterpart.

10. SoftMaker FreeOffice

Soft.Maker FreeOffice is another great free su ite that offers a full

featured Microsoft Word altern ative. The su ite 's TextMaker application
allows you to focus on creating documents ju st as you would in MS Word.
This suite offers up essentia l editing features and even a handful of basic
templates for creating and editing documents. Tables, charts, shapes and
graphics are available along with standard text formatting options. This
application provides you with everything you need. The entire suite is
available for Windows, Linux, and Android, so you can keep your document
processing tasks going even while away from your desktop.

Activity 1
Developing Your Learning Plan

In this step, you will be mapping the content of you r learning plan u sing
the template provided below. The template parts were considered as
these are essential in developing a learning plan and are based on the
principle s of ICT-pedagogy integration principles. Remember that this is
the starting point of your major requirement in th.i course and you will be
modify ing it as the succeeding activities in the succeeding modules are
discussed and developed.
I
96 Technology for Teaching and Learning 2

\ • for Languagt Education· English IFilipino

In developing the learning plan surnma1y and learning outcOI'J9eS, be
reminded of the need to integrate any of the learning approaches (i.e,
project-based learning, inqu iry-based learning and research-based
learning whichever is applicable) to have the opportu ity to be able
evaluate the extent of demonstration of the performance standards of
your unit. Moreover, you must bear in mind th at you also need to
integrate ICT in your pedagogical procedures to make sure that your .
learning plan delivery will be enhanced by the appropriateness of your
technology integration. This will serve as an evidence of your
understanding and appreciation of the lessons of this course.

Step 1:The Learning Area of the Learning Plan

Identify the learning area in language education that your plan will cover.
Is it English , Filipino, Mother Tongue, or other Foreign Language Course?
What year level and what grading period?
Step 2: The Specific Coverage of the Learn ing Plan

Identify the topics wh ich ·your teaching will cover. Qjve a brief description
of th e main concepts that must be learned by your students during this
lesson. -:

Moeule 3 - Using Open Ended Tools tn Faolitating Language Learmng I97

less011 1- Producuvity Software Apphcati011s for language Teaching and

Learmng
Step 3: K to 12 Standards and Competencies

Identify the Basic Education Competencies , with the conte!lt and perform ance
standards, that are targeted by your learn ing plan. This will en sure that . the
students meet important curriculum standard s and goals. Focus on few targeted
competencies to ensure that these will be fully demonstrated by your students at
the end of the implem entation of the learning plan. Search for the Curriculum
Guide from the Official Website of the Department of Education (DepEd).
Step 4: Tbe Learning Plan Summary

Briefly describe the topics, key actlvt ttes, student products , and

poss ible roles that students assume in a project scenario.

Technology ror Teaching and learning 2

for Lquage Educatioo • Eng sll / Filipino

Step 5: The LearningObjectives or Learning Outcomes of fhe

Learn ing Pla n

Based on the standards and competencies identified by DepEd for the

Learning Plan Topic, ljst the general objectives th at ·focus on ycror learning
concepts.
Activity 2

1Jp-to-date and Emerging Productivity Tools for Language Teaching

In an increasingly digital learning environment, the rapid change of

technology requirements in delivering the language curriculum is a fact of
life and is inevitable. Hence, in this activity, you will be tasked to report
some of the latest and also the emerging hardware and software
applicatiotlS that can be maxinu:.:ed by any language teacher.

Step 1: Rev .iew a ll the open-ended tools or productivity tools presented

and d iscu ssed by you r TTL 2 teachers in th e previou s modttl es.

Step 2: Search from the World Wide Web some new or emergin g
productivity tools that were not presented by your TTL 2 teacher. Moreover,
you may inquire about these from some colleagues or other teachers who
are knowledgeable of some of these. Note what you have researched.

Module 3.·Using Open Ended Tools in Facmtatinglanguage learning I 99

Lesson 1• Productivity Software Applications lor Language Teaching and

Learning
Step 3: Prepare the results ofyour inquiry by following the table below.
.
·.

"·
at
d .
I
Language Skills th

. 't Pro uctlVI y

..

-..

.
 '·'

100
Technology for Teaching and Learning 2·
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for Language E ucatlon • EnglishI Filpino