ED 83 MANUAL
(Technology for Teaching and Learning 1)
MODULE 1 TECHNOLOGY FOR TEACHING AND LEARNING 1
WHAT ARE COMPETENCY STANDARDS? Made up of 7 Domains
DOMAIN 1: Understanding ICT in Education
1.1 Demonstrate awareness of policies affecting ICT in Education
1.2 Comply with ICT policies as they affect teaching-learning
1.3 Contextualize ICT policies to the learning environment
DOMAIN 2: Curriculum and Assessment
2.1 Demonstrate understanding of concepts, principles and theories of ICT system as they apply to
teaching – learning
2.2 Evaluate digital and non-digital learning resource in response to student’s diverse needs
2.3 Develop digital learning resources to enhance teaching-learning
2.4 Use UCT tools to develop 21st Century skills: information media and technology skills, learning and
innovative skills, career skills and effective communication skills
DOMAIN 3: Pedagogy
3.1 Apply relevant technology tools for classroom activities
3.2 Use ICT knowledge to solve complex problems and support student collaborative activities
3.3 Model collaborative knowledge construction in face to face and virtual environments
DOMAIN 4: Technology Tools
4.1 Demonstrate competence in the technical operations of technology and systems as they apply to
teaching and learning
4.2 Use technology tools to create new learning opportunities to support community of learners
4.3 Demonstrated proficiency in the use of technology tools to support teaching and learning
DOMAIN 5: Organization and Administration
5.1 Manage technology-assisted instruction in an inclusive classroom environment
5.2 Exhibit leadership in shared decision-making using technology tools
DOMAIN 6: Teacher Professional Learning
6.1 Explore existing and emerging technology to acquire additional content and pedagogical knowledge
6.2 Utilize technology tools in creating communities of practice
6.3 Collaborate with peers, colleagues and stakeholders to access information in support of
professional learning
DOMAIN 7: Teacher Disposition
7.1 Demonstrated social, ethical, and legal responsibility in the use of technology tools and resources
7.2 Show positive attitude towards the use of technology tools
ISTE NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS FOR TEACHERS
(CHED website any of the following CMO 74, or CMO 75.)
STANDARD 1
TECHNOLOGY OPERATIONS AND CONCEPTS
This means that teachers demonstrate a sound understanding of
technology operations and concept.
STANDARD 2
PLANNING AND DESIGNING LEARNING ENVIRONMENT AND EXPERIENCES
This standard implies that teachers utilize the use of technology to plan
and design effective learning environments and experiences.
STANDARD 3
TEACHING, LEARNING AND CURRICULUM
Teachers should be mindful that in the implementation of curriculum plan,
they have to include strategies for applying technology to maximize
student learning.
STANDARD 4
ASSESSMENT AND EVALUATION
Teachers apply technology to facilitate a variety of effective assessment
and evaluation strategies to collect and analyze data, interpret results,
and communicate findings to improve instructional practice and maximize
student learning.
STANDARD 5
PRODUCTIVY AND PROFESSIONAL PRACTICE
Teachers use technology to engage in on-going professional development
and lifelong learning in support of student learning, increase productivity
and to build community of learners.
STANDARD 6
SOCIAL, ETHICAL, LEGAL AND HUMAN ISSUES
Teachers, understand the social, ethical, legal and human issues
surrounding the use of technology in support of student learning who come
from diverse background, affirm diversity, promote safe and healthy use of
technology resources and facilitate access to technology resources for all
students.
ISTE NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS FOR STUDENTS (NETS*S)
STANDARD 1 CREATIVITY AND INNOVATION
This standard will produce students, who demonstrate creative thinking,
construct knowledge, develop innovative products and processes using
technology from existing knowledge.
STANDARD 2 COMMUNICATION AND COLLABORATION
This standard requires students to use digital media and environments to
communicate and work collaboratively to support individual learning and
contribute to the learning of others. This includes the use of variety of
media and formats for global awareness with learners from other cultures.
STANDARD 3 RESEARCH AND INFORMATION FLUENCY
Students are expected to apply digital tools to gather, evaluate and use
information and plan strategies for inquiry. This standard expects the
student to locate, organize, analyze, evaluate, synthesize and ethically use
information from a variety of sources and media.
STANDARD 4 CRITICAL THINKING, PROBLEM-SOLVING AND DECISION MAKING
This standard expects the students to use critical thinking skills to plan and
conduct research, manage projects, solve problems and make informed
decisions using appropriate digital tools.
STANDARD 5 DIGITAL CITIZENSHIP
It is required by this standard that every technology student becomes a
digital citizen who demonstrates ethical and legal behavior, exemplified by
the practice of safe, legal and responsible use of information.
Further, the student exhibit positive attitude towards the support of
technology for collaboration, learning and productivity as a digital citizen.
STANDARD 6 TECHNOLOGY OPERATIONS AND CONCEPTS
Sound understanding of concepts, systems and operation is a standard that
students should comply with. They too, are expected to further transfer
current knowledge to learning of new technologies.
BASIC CONCEPTS OF ICT
TERMS AND CONCEPTS THAT YOU NEED TO KNOW AND UNDERSTAND
TERMS DEFINE/ UNDERSTANDING
1. Technology Refers to a mix of process and product used in the application of
knowledge. It includes tools from pencil and paper to the latest
electronic gadgets and tools for practical tasks.
2. ICT Information and Communication Technology is the use of digital
technology, communication tools and/or networks to access,
manage, integrate, evaluate, create and communicate information
in order to function in a knowledge society.
3. Educational Refers to the use of technology in teaching and learning, it
Technology includes both the non-digital and digital media.
4. Digital Literacy Ability to fine, evaluate, utilize, share and create contents using
information technologies and the Internet. It includes the ability
to use information and communication, requiring both cognitive
and technical skills.
5. Digital Learning Any type of learning that is accompanied by technology or by
instructional practice that makes effective use of technology. It
encompasses the application of a wide spectrum of practices
which included blended or virtual learning. It can come as online
or off-line which utilizes digital technology.
6. On-line Digital tools Use an Internet connection to access the information needed.
and apps Example Skype App: It is a telecommunication application
software products that specializes in providing video chat and
voice calls between computers, tablets, mobile devices via
Internet and to regular telephones.
7. Off-line Digital tools It gather information even if there is no internet access. Example
and apps Ebooks
8. Instructional Is the theory and practice of design, development, utilization,
Technology management, and evaluation of the processes and resources for
learning (Association for Educational Communications and
technology, Seels, B.B. & Richey, P.C. 1994)
9. Software Refers to program control instructions and accompanying
documentation; stored on disks or tapes when not being used in
the computer. By extension, the term refers to any audiovisual
materials (Smaldino, 2005)
10. Multimedia Is a sequential or simultaneous use of a variety of media formats
in a given presentation or self-study program. (Smaldino, 2005)
11. Internet Is a massive network of networks, a networking infrastructure. It
connects millions of computers together globally, forming a
network in which any computer can communicate with any other
computer as long as they are connected to the internet.
12. World Wide Web Is also called the WEB which is a graphical environment on
(www) computer networks that allows you to access, view and maintain
documentations that can include text, data, sound and videos. It is
a way of accessing information over the medium of internet. It is
an information sharing model that is built on top of the internet.
13. WEB Access Ability of the learner to access the internet at any point during
the lesson in order to take advantage of the array of available
education resources.
14. Webquest Is the inquiry-oriented lesson format in which most or all
information that learners work with comes from the web. These
can be created using various programs, including simple work
processing documents that includes links to websites.
15.Productivity Tools Refers to any type of software associated with computers and
related technologies that can be used as tools for personal,
professional or classroom productivity. Example Microsoft Office,
Apple works – word processing, grade and record keeping, web
page production, presentation (KFIT-Unesco 2016)
16.Technology Tool Is an instrument used for doing work. It can be anything that help
you accomplish your goad with the use of technology.
Classified as:
a. Data/Calculation tools: Excels, Sketchpad
b. Design tool: Family tree Maker
c. Discussion tools: Blogging, Live Chat and Video Conference
d. Email tools: Google Mail, Yahoo Mail
e. Handheld devices: Digital Camera, Portable Electronics
17.Blog Is an online journal where posted information from both teachers
and students are arranged. 3 kinds of BLOG
a. Blogs used for communication
b. Blogs used for Instruction
c. Blogs both used for communication and Construction
18.WIKI An editable website usually with limited access, allows students
to collaboratively create and post written work or digital files,
such as digital photos or videos.
19.Flipped Classroom Utilizes a reverse instructional delivery, where the teacher is
required to use the web resources as homework or out of class
activity as initial instruction of the lesson which will be discussed
during class time.
20.Podcast Is a video or audio multi-media clip about a single topic typically I
the format of the radio talk show.
21.Google Apps Is a cloud-based teaching tool which is stored in a Google Server
and is available for students both at home and in school. Includes
gmail, Google Calendar or tool, Google sites.
22.VLOG Is a Video blog where each entry is posted as a video instead of a
text.
23.Facebook Popular social networking site used to present information on
themselves and to the world.
24.VOIP (Voice over Internet Protocol) Is a category of hardware and
software that enables people to use the internet as transmission
medium for telephone calls by sending voice data in packets
using IP rather that traditional circuit transmission
ROLES OF TECHNOLOGY FOR TEACHING AND LEARNING
Educational Technology has three domains
1. Technology as a tutor – Together with the teacher, technology can support the teacher
to teach another person or technology when programmed by the teacher can be a tutor
on its own. The Teacher will simply switch on or switch off the radio pragmas,
television programs of play DVD’s, or CDs containing educational program.
2. Technology as a teaching tool – Like a tutor, technology is a teaching tool, but can
never replace a teacher. Like any other tool, it is used to facilitated and lighten the work
of the teacher. It will be good if the teacher can also create or developed technology
tools that are needed in the classroom.
3. Technology as a learning tool – While the teacher utilizes technology as the tool for
teaching, likewise it is an effective tool for learning.
As a learning tool, it makes learning easy and effective. It can produce learning
outcomes that call for technology-assisted teaching. Even the teachers who are teaching
can utilize similar tools for learning.
As a learning tool, it is very interesting that even the elderly use these tools for
learning for life.
A. For Teachers and Teaching
1. Technology provides enormous support to the teacher as the facilitator of learning- It
transforms a passive classroom to an active and interactive one, with audio visual aids,
charts and models, smart classrooms, e-learning classrooms which motivate and
increase attention level of learners.
2. Technology has a modernized the teaching-learning environment-
The teachers are assisted and supplemented with appropriately structured instructional
materials for daily activities. There are varied technology-driven resources which can be
utilized for remedial lesson or activities.
3. Technology improves teaching-learning process and ways of teaching-
This will make the act of teaching more efficient and effective. There are arrays of
teaching methods and strategies that can use technology which are found compatible
with learning styles. The Multiple intelligence theory of Howard Gardner tells us that
there is a genius in every child. This implies that there must be varied ways of teaching
as there are many varied ways of learning.
All learning styles can find support from technology, so that teaching will be more
effective and efficient.
4. Technology opens new fields in educational researches-
The areas of teaching testing and evaluation are enhanced by technologies for teaching
and learning. Current educational researchers will no longer find difficulty in
interpreting tests, assessment and other evaluation results with speed and accuracy.
Reference retrieval is also hastened because many of the research materials are in digital
forms. Technology has also provided access to big data that can be processed for
problem solving and inquiry.
5. Technology adds to the competence of teachers and inculcates Scientific outlook
Through the utilization of theories of learning and intelligence, which are explained in
references uploaded in the net, the teachers are encouraged to imbibe skills to source
these information with speed and accuracy,
6. Technology supports teacher professional development
With the demand of continuing professional development for teachers, the availability
of technology provides alternative way of attending professional development online.
For those who are involved as providers of continuing professional development like
trainers, facilitators or organizers, they can level up or enhance their delivery systems
with the support of technology tools.
B. For Learners and Learning
1. Support Learners to Learn how to learn on their own(Egbert 2009)
A. DECLARATIVE KNOWLEDGE – Consists of the discrete pieces of information that answers
the questions what, who, when, and where. It is often learned through memorization of facts,
drill and practice. It can be learned by simple mnemonics or conceptual maps. Is the fundamental
knowledge necessary for students to achieve more complex higher order thinking such as critical
thinking and creativity, inquiry and production.
B. STRUCTURAL KNOWLEDGE- Consists of facts or pieces of declarative knowledge put
together to attain some form of meaning. An example is “pencil”. The idea that evolved from the
pencil is an understanding that: “It is something used to write”. This is referred to as structural
knowledge. It can be presented by concept maps, categorization or classification.
C. PROCEDURAL KNOWLEDGE- Is knowledge in action or the knowledge of how to do
something. It is based on facts but learned through the process of procedural knowledge. Example
include how to drive a car, how to use a cellphone. Procedural knowledge is indicated by a
performance task or graphical representation of a concept.
2. Technology enhances learners’ communication skills through social interaction (Shirly
2003) in (Egbert 2009). Three Basic Communication patterns.
A. Point to point, two-way or one-to-one: Like internet chat, phone conversation or face-to-face
conversation
B. One-to-many outbound: Like a lecture or television. There is no social interaction
C. Many-to-many: Like group discussion, buzz session, head together. It provides opportunities
for social interaction.
Social interaction occurs in two way where the participants ask for clarification, argue, challenge
each other and work towards common understanding. It can also include technology (directly
between two persons via email, a cell phone or other communication technology like teachers
and students interacting about the worksheet printed from a websites.
3. Technology upgrades learners’ higher-order-thinking skills: critical thinking, problem
solving and creativity
a. Critical thinking - is part of the cluster of higher order thinking skills. Refers to the ability to
interpret, explain, analyze, evaluate, infer and self regulate in order to make good decisions.
With the use of technology, one will be able to evaluate the credibility of the source, ask
appropriated questions, become open-minded, defend a position on an issue and draw conclusion
with caution. (Bloom/s Taxonomy of Analysis, Synthesis and Evaluation.
Ways to develop Critical Thinking
1. Ask the Right Questions. Ex. Can you give examples of…. What do you think will the other group say about the
issue?
2. Use Critical Thinking tasks with appropriate level of challenge. Ex. Teachers must provide activities based on
the need of the learners and determine the level of readiness.
Example is to vary the questions asked.
b. Creativity- Characterized as involving the ability to think flexibly, fluently, originally, and
elaborately (Guildford, 1986 & Torracance, 1974 in Egbert, 2009)
Seven Creative Strategies (Osborn, 1963)
1. Substitute – Find something else to replace to do what it does
2. Combine- Blend two things that do not usually go together
3. Adapt- Look for other ways this can be used
4. Modify/Magnify/Minify- Make a change, enlarge, decrease
5. Put to another use- Fine other Uses
6. Eliminate- Reduce, remove
7. Reverse- Turn Upside-down, inside out, front-side back
MODULE 2 ICT POLICIES AND ISSUES IMPLICATIONS TO TEACHING AND LEARNING
Introduction
Globalization is a reality and ICT has become a fundamental part of the process. A
networked society is one in which the entire planet is organized around telecommunicated
networks of computers. The powerful use of network has broken boundaries, provided
opportunities for inclusion and collaboration. However, there will also be a struggle for those who
do not have access or those who are excluded, marginalized and powerless. Thus a need to
establish policies in the use of ICT in imperative.
As the Department of Information, Communication and Technology (DICT) says: “The
future has arrived. Now we have to ensure that we have a place in it.
POLICIES AND ISSUES ON INTERNET AND IMPLICATINS TO TEACHING AND LEARNING
Definition of ICT Policy – (Oxford English Dictionary)
“Policy” as a course of action, adopted and pursued by a government, party, ruler, statesman. It
is any course of action adopted as expedient or advantageous. It operational definition of policy
is a plan of action to guide decision and achieve outcomes.
Thus, ICT Policies are needed to put a roudmap or course of actions to be pursued and adopted
by various governments, organizations, entities involving ICT.
These include principles and guideline in the use of ICT which cover three main areas:
telecommunications, broadcasting, and internet.
THE NEW ICT TECHNOLOGIES
3 Categories
1. Information Includes the use of Computers, which has become indispensable to
Technology modern societies to process data and save time and effort.
What are needed will be computer hardware and peripherals,
software and for the user, computer literacy.
2. Telecommunication Includes telephones (with fax) and the broadcasting of radio and
Technologies television often through satellites. Telephone system, radio and TV
broadcasting are needed in this category.
3. Networking The best known of networking technologies is internet, but has
Technologies extended to mobile phone technology, voice over internet protocol
(VOIP) satellite communications and other forms of communications
are still in their infancy. In addition to Internet, this category also
includes mobile telephone, cable, DSL, Satellite and other
broadband connection
THE DICT ROADMAP
(Among the policy recommended programs that have applications to education
teaching-learning)
1.ICT in Education Masterplan for all levels, including a National Roadmap for Faculty Development
in ICT in Education
2.Content and application development through the Open Content in Education Initiative(OCEI)
which converts DepEd Materials into interactive multimedia content, develop applications used in
schools, and conduct students and teachers competitions to promote the development of education-
related web content
3. PheDNET, is “walled” garden that hosts educational learning and teaching materials and
applications for use by Filipino students, their parents and teachers. All public high schools will be
part of this network with only DepEd-approved multi-media applications, materials and mirrored
internet sites accessible from school’s PCs.
4. Established Community e Learning Centers called eSkwela for out-of-school youth (OSY) providing
them with ICT enhanced alternative education opportunities.
5.eQuality Program for tertiary education through partnerships with state universities and colleges
(SUCs) to improve quality of IT education and the use of ICT in Education in the country, particularly
outside of Metro Manila.
6.Digital Media Arts Program which builds digital media skills for government using Open Source
technologies. Particular beneficiary agencies include the Philippine Information Agency and the
other government media organizations, the Cultural Center of the Philippines, National Commission
for Culture and Art and other government agencies, State Universities and Colleges and Local
government Units.
7.ICT skills strategic plan which develops an inter-agency approach to identifying strategic and policy
and program recommendations to address ICT skills demand-supply type.
Issues on ICT and Internet Policy and Regulations
ISSUE 1 Freedom of Expression and Censorship
Under international human rights conventions, all people are guaranteed the
rights for free expression. However, with the sift from communicating
through letter, newspapers and public meetings to electronic
communications and on-line networking, a need to look into how these ne
means modifies the understanding of freedom of expression and censorship.
1. Individual rights are given up in order to have access to electronic
networks. Microsoft Network’s (MSN’s contracts provide protection of
individual like “Upload, or otherwise make available files that contain images,
photographs or other materials protected by intellectual property laws,
including but not limiting to copyright or trademark laws, unless you own or
control the rights thereto or have received all necessary consents to do the
same”.
2. Censorship restricts the transmission of information by blocking it or
filtering the information. Blocking is preventing access the whole areas of
internet based upon the “blacklist” or of certain internet address, location or
email addresses while filtering is sifting the packets of data or messages as
they move across computer networks and eliminating those considered
“undesirable” materials. The selection of sites that are blocked or filtered has
been considered as an issue.
“WARNING!!!!
When you are surfing the web, you may think you are anonymous, but there are
various ways that information about you or your activities can be collected
without your consent.”
3. Defamation actions may be used to silence critics. This action deters the
freedom of expression
ISSUE 2 Privacy and Security
Privacy policies are an issue. Most commercial sites have a privacy policy.
When someone uses a site and clicks “I agree” button, it is as if you have
turned over private information to any authority that may access it.
Examples:
1. For most, privacy means “personal privacy” the right of individuals not to
have their home, private life or personal life interfered with.
2. Privacy of communication refers to the protection form interference with
communication over the phone or internet. Respect for privacy with
communications an essential prerequisite for the maintenance of human
relationship via technological communications media.
3. Information privacy is related to the use of computers and communications
system which are able to hold and process information about large numbers
of people at a high speed. It is important to ensure that information will only
be used to purposes for which it was gathered and will not be disclosed to
others without consent of the individuals.
ISSUE 3 Surveillance and Data Retention
The use of electronic communication has enhanced the development of
indirect surveillance. In the indirect surveillance, there is no direct contact
between the agent and the subject of surveillance but evidence of activities
can be traced.
Dataveillance is the use of personal information to monitor a person’s
activities
Data retention is the storage and use of information from
communication system
There is very little that can be done to prevent surveillance. What can be
done is to change the methods of working to make surveillance difficult. This
is called “counter Surveillance” or “information security” if it refers to
computers and electronic communication.
ISSUE 4 E-Pollutants for E-Waste
Large amount of e-waste is generated by ICT. These are particular, terminal
equipments used for:
computing (PCs, Laptops),
broadcasting (television, and radiosets),
telephony (fixed and mobile phones), and
peripherals (fax machines, printers and scanners)
The accumulated e-waste is due to rapid turnover of equipment due to
improvement of software. While material waste can be destroyed by
crushing, toxic material brought about by the different equipment requires
utmost management.
The quantities of e-waste are increasing in both developed and developing
countries. A very dismal stat is that there is a significant amount of electronic
waste that has been shipped from industrial countries to developing
countries, using less environmentally responsible procedure.
LESSON 2: SAFETY ISSUES ON THE USE OF ICT INCLUDING E-SAFETY RULES
RISKS IN THE USE OF ICT AND E-NETWORKING
Technology is a phenomenon that seems to be uncontrollable. Despite the so many
benefits for teaching and learning, there are also negative effects or influence on the
learners.
Awareness in the Use of digital technologies:
1. Exposure to inappropriate content, including online pornography, extremism (exposure to
violence associated with racist language);
2. Lifestyle websites like self-harms and suicide sites, and hate sites;
3. Cyber-bullying in all forms, receiving sexually explicit images or messages;
4. Privacy issues including disclosure of personal information;
5. Health and well being (amount of time spent on-line, internet gaming and many more;
6. Prolonged exposure to on-line technologies, particularly at any early age;
7. Addiction to gambling and gaming;
8. Theft and fraud from activities such as phishing;
9. Viruses, Trojans, Spyware and other Malware; and
10. Social pressure to maintain online networks via texting and social networking sites.
Minor Misuse of ICT
Copying information into assignment and failing to acknowledge the source (plagiarism
and copyright infringement)
Downloading materials not relevant to their studies
Misconduct associated with subject logins, such as using someone else’s password
Leaving a mobile phone turned on during class period
Unauthorized taking of pictures or images with mobile phone camera, still or moving
E-Safety
Issues of e-safety
Helps safeguard children and young people in the digital world;
Emphasizes learning to understand and new technologies in a positive way;
Educates children about the risks as well as the benefits so we can feel confident online;
and
Supports young learners and adults to develop safer online behaviors, both in and out of
school.
