LESSON 1

I. REVIEW OF TECHNOLOGY FOR TEACHING AND LEARNING 1 (PART I)

A. Teaching and Learning with Technology: An Introduction

The ICT Competency Standards is made up of seven domains. Each domain has a set of competencies.
The competencies are expressed in desired learning outcomes. Becoming proficient in the different
competencies will enable you to handle leaners of the 21st century in your future classroom.

These domains and corresponding competencies are found below:

ICT Competency Standards for Pre-service Teachers

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 systems as they apply to teaching-
learning
2.2 Evaluate digital and non-digital learning resources in response to student's diverse needs
2.3 Develop digital learning resources to enhance teaching-learning
2.4 Use ICT tools to develop 21* century skills: information media and technology skills, learning and
innovation 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 tools 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 Demonstrate 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 Demonstrate social, ethical, and legal responsibility in the use of technology tools and resources
7.2 Show positive attitude towards the use of technology tools

Let us explore various resources to have a clear understanding of this lesson. Let us unpack some
concepts and terms related to technology for teaching and learning. You can further find more explanation in
this book as you go along with your lessons or in other references in the library or in the web.
Here are some terms and concepts that you need to know and understand.

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. Information and Communication Technology Literacy or ICT Literacy 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 (Guro 21, 2011).

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3. Educational Technology refers to the use of technology in teaching and learning. Educational technology
includes both the non-digital (flip charts, pictures, models, realias, etc.) and digital (electronic tools: hardware,
software and connections, etc.).

4. Digital Literacy is the ability to find, evaluate, utilize, share and create contents using information
technologies and the Internet (Cornell University). According to American Library Association (2018), digital
literacy is the ability to use information and communication, requiring both cognitive and technical skills
(hptts:// edweek.org. downloaded 06- 03-18).

5. Digital learning is 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 and apps use an Internet connection to access the information needed. A common
example is Skype. It is a telecommunication application software product 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 and apps can still be used even if there is no internet access. Among these are Canary
Learning, Pocket, Evertone, ibooks, KA LITE (Gupta, Prinyaka, 2017) downloaded in edtech review (July 03,
2017).

8. Instructional technology is the theory and practice of design, development, utilization, 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 material (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. 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. It is generally defined as a global network connecting millions of
computers (https://www.webopedia.com).

12. World Wide Web (www) is also called the Web which is a graphical environment on computer networks
that allows you to access, view and maintain documentations that can include text, data, sound and videos.
(Smaldino, 2005). It is a way of accessing information over the medium of the Internet. It is an information
sharing model that is built on top of the Internet.

13. Web access is the 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 an 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 word processing
documents that include links to websites.

15. Productivity tools refer to any type of software associated with computers and related technologies that can
be used as tools for personal, professional or classroom productivity. Examples: 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
goal with the use of technology. These technology tools can be classified as:
(a) Data/Calculation tools. Examples: spreadsheets, Excels, Sketchpads, probability constructor
(b) Design tools. These are used to make models and designs, creating and building. Included here
are Family Tree Maker, GollyGee, and Crazy Machines among others.

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 (c) Discussion tools. There are 4 different approaches that utilize discussion and interaction in the Internet.
These are threaded discussion forum, Blogging, Live chat and Video Teleconferencing, Netiquette and
Safety on the Net.
(d) Email tools. Emails are great communication tools for sending messages, photographs, videos and other
files. It allows you to reach out to others around the world. Examples are googlemail, Ymail, Yahoo
mail and many more.
(e) Handheld devices. Handheld devices have become popular among learners. These include Personal
Digital Assistants, global positioning system, (GPS) and geographic information system (GIS) in the
classroom, Portable electronic keyboards, Digital Cameras, Mobile phones, Palm, Handheld computers,

17. Webquest is a teacher structured research experience for the students that is primarily based on use of the
World Wide Web and typically takes one or more instructional periods (Bender & Waller, 2011,
18. Blog is an online journal where posted information from both teachers and students are arranged. There are
three kinds of blogs: blogs used for communication, blogs used for instruction, and blogs used for both (Ferriter
& Garry, 2010).

19. 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. Wikipedia is one of the most widely recognized of
all the wikis (Watters, 2011).

20. 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.

21. Podcast is a video or audio multi-media clip about a single topic typically in the format of the radio talk
show. The two basic functions of podcast are to retrieve information and to disseminate information (Eash,
2006).

22. Google Apps is a cloud-based teaching tool which is stored in the Google server and is available for
students both at home and in school. It includes the Gmail, a free-email for all; Google calendar - a tool used for
organizational purposes; Google sites that provide options for developing blogs and wikis; and Google docs is
used for sophisticated word processing and editing of the document.

23. Vlog is a video blog where each entry is posted as a video instead of the text.

24. Facebook is a popular social networking site used by students and adults worldwide to present information
on themselves and to the world.

25. 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 than
traditional circuit transmission.

 Roles of Technology for Teaching and Learning

Are students of today interested to use technology in order to learn? Do teachers have the skills to use
technology to enhance their teaching? With the 4th Industrial Revolution, nobody can deny the influence of
technology in our lives. As future teachers of the 21st century, it is high time that you prepare yourselves to
integrate technology in your classrooms. Using technology is a tool and a catalyst for change. What then are the
roles of technology for teaching and learning?

As teaching and learning go together, let us explore what would be the roles of technology for teachers and
teaching and for learners and learning. According to Stosic (2015), 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 radio programs, television programs or play DVDs, or CDs that contain educational programs. There
are on-line tutorial educational programs, too.

2. Technology as a teaching tool. Like a tutor, technology is a teaching tool, but can never replace a teacher.
This is like the handyman, which is just there to be reached. Like any other tool, it is being used to facilitate and
lighten the work of the teacher. It will be good if the teacher can also create or develop technology tools that are
needed in the classroom.
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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.

 For Teachers and Teaching

There are numerous roles that technology plays in the job of teachers. As a tool. Technology has opened wider
avenues in management of resources and management of learning. Likewise, it has modernized the teaching-
learning environment in schools. Here are some examples of the myriad of roles that technology can do 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. Many of these can be searched on
the web.

2. Technology has modernized the teaching-learning environment. The structured teachers are assisted and
supplemented with appropriately structured instructional materials for daily activities. There are varied
available technology-driven resources which can be utilized for remedial lesson or activities. Likewise there are
also a lot of technology-driven resources that can be used for enrichment purposes. You may search for the
examples on the web.

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 the 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. There are available programs that can
analyze and interpret results with speed and accuracy Reference retrieval is also hastened because many of the
research materials are in digital form. 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 a
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 technology provides alternative way of attending professional develop
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.

Seven Creative Strategies (Osborm, 1963). These have been simplified into fewer categories. To be creative,
one can use any of these strategies.
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 - Find other uses.
6. Eliminate Reduce, remove.
7. Reverse Turn upside-down, inside out, front-side back.

Altogether, the strategies will be labelled as SCAMPER.

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B. ICT Policies and Issues: Implications to Teaching and Learning

Some Issues on ICT and Internet Policy and Regulations

Global Issues
Access and Civil Liberties are two sets of issues in ICT Policy which are crucial to the modern society.
The other concern is civil liberties which refer to human rights and freedom. These include freedom of
expression, the right to privacy, the right to communicate and intellectual property rights.
Access to the Use of Internet and ICT. Access means the possibility for everyone to use the internet and other
media. In richer countries, basic access to internet is almost available to all with faster broadband connections.
There are still countries where access to internet is still a challenge. Infringement to Civil Liberties or Human
Rights. What are specific internet issues on internet policy that have relationship to civil liberties or human
rights? Let's study the examples that follow.

Issue No. 1: Freedom of Expression and Censorship

Issue No. 2: Privacy and Security
Issue No. 3: Surveillance and Data Retention
Issue No. 4: E-pollutants from E-waste

Implications to Teaching and Learning

How do the policy guidelines, projects and issues relate to the teaching and learning? There are great
implications of this lesson to both the teachers who are teaching and the learners who are learning. A few of
these are as follows:

For the Teachers and Teaching

1. Guide the teachers on what they should teach that relate to ICT, and how to teach it. Since ICT development
comes so rapid and fast, teachers might be overwhelmed by its rapid speed. Temperance in its use is a caution
that should be looked at.
2. Technology should never replace any human teacher. The tools are support instructional materials for the
teachers which are available for use. The teacher should learn how tó appropriately use them. The human touch
of the teacher is still a vital component in teaching. Teachers should always be reminded that there are always
limitations in the use of the different gadget and tools.
3. There are rules and regulations that govern the use of technology. Caution should be observed to protect
individual privacy. As teachers, you must be aware that the use of technology may jeopardize your privacy and
security.
4. All the issues and many more shall be part of the teaching content as each teacher will be encouraged to use
technology in teaching,

For the Learners and Learning

The learners of the 21st Century are even more advanced than some of the teachers. However, learners
still need guidance on how to use, regulate technology use. As there are positive and negative effects of
technology use learners should know the difference. Learners should not only know the benefits of technology
use, but they should also know how they can be protected from the hazards that technology brings to their lives.
Learners should take advantage of the potential of learning support they can derive such as the
development of higher order thinking skills, the development of learning communities through collaboration,
the enhancement of skills to manage the vast resources as 21st century learners and many more.
Both the teachers and learners should be mindful of the e-waste that are being thrown away to the land
and to the atmosphere. Thus, safety in the use of technology shall be presented in the next lesson.

Setting Up an Educational Technology Room

Schools that plan to dedicate a room where the students can access technologies for learning should
include the following basic safety rules:
1. Provide tiltable tables. These tables can be tilted and adjusted to the height of the users.
2. Provide anti-glare screen filters.
3. Provide adjustable chairs.
4. Provide foot support.
5. Make sure lighting is suitable.
6. Make sure work stations are not cramped.
7. Plan work at a computer so that there are frequent breaks.

More specifically safety rules that can reduce risk of accidents in the working stations should include:
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 1. No trailing wires across or around the room which people can trip on.
2. Electrical sockets should not be overloaded.
3. Electrical equipment should be safety-tested at least once a year.
4. There should be adequate space around desk for people to move.
5. Bags and obstacles should be stored out of the way.
6. Food and drinks should not be placed near machines.
7. Heating and ventilation should be suitable for the working environment.
8. Fire extinguishers should be available.
9. Fire exits should be clearly marked and free from clutter.

There are more issues, policies and rules. What have been presented in the lesson may be the minimum that
you should learn. As you explore some more and engage in the different aspect of technology for teaching and
learning, you will find more details.

C. Flexible Learning Environment

Online Distance Education and Communities of Learners

Flexible Learning Environment
Learning nowadays is viewed differently. The present generation of learners has access to information at
their fingertips. The teacher is no longer seen as basically the dispenser of knowledge but rather as one who
expertly directs the learners to take their own track in searching for answers to questions raised inside the
classroom. Then they bring these back to the class for further discussion until perhaps resolution are agreed.
They can search the web and discover a breadth of information related to the lesson. They even have the
patience to stay in front of the computer for an unusually longer time in search for more articles and multimedia
materials that simplify a challenging topic. That is why they can sometimes learn more than what is confined in
the four corners of the classroom.

Online Distance Learning

Online distance learning is not a new concept. Some schools, higher education institutions in the country,
and educational agencies such as the Southeast Asian Ministers of Education Innovations in Educational
Technology (SEAMEO-INNOTECH) provide this mode of learning. It allows flexibility in leaning to a certain
extent.

The Different Platforms

The flexible mode of learning uses a platform such as moodle, Google classroom, edmodo, schoology,
etc. These are free programs designed for educational purposes. It has features that are patterned after the
instructional activities of a teacher in a physical classroom, when you use this, you can actually hold a lesson,
post questions for discussion, hold an online chat discussion, give assessment activities and provide references
or links to other online materials. Features relevant to instruction and facilitating of learning.

Moodle
Moodle was created by Martin Dougiamas, founder and CEO of Moodle. MOODLE stands for Modular
Object-Oriented Dynamic Learning Environment which is an open-source software. It is a Learning
Management System (LMS) that supports teaching and learning. Below is an image map that we created
patterned after the previous LMS format of SEAMEO INNOTECH. Online distance education classes are
conducted using this.

Google Classroom and Edmodo

Google Classroom is a free service for teachers and students. It is an LMS platform that is accessible
google account. You can create classes and perform your roles and functions as a facilitator of learning. In
2008, edmodo was created by Nic Borg, Jeff O'Hara, and Crystal Hutter. Martina (2015) compared edmodo and
google classroom in her blog. Although she discussed several commonalities, there are apparently differences
but with technology, things evolve in so short a time. What clear is that they were created as apps that can
integrate well with classroom activities. The decision lies in the teacher who will determine what works best in
her teaching and learning context. Both are amazing tools that can be explored.

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D. Theories and Principles in the use and Design of Technology-Driven Lessons
A. Edgar Dale's Cone of Experience

The Cone of Experience

"The cone is a visual analogy, and like all analogies, it does not bear an exact and detailed relationship to the
complex elements it represents."- Edgar Dale

In preparing to become a teacher, there are elements that should be taken into consideration. One way of putting
it is the 8M's of teaching and each element contributes to ensuring effective instruction.

The Eight M's of Teaching

1. Milieu - the learning environment
2. Matter the content of learning
3. Method - teaching and learning activities
4. Material the resources of learning
5. Media communication system
6. Motivation arousing and sustaining interest in learning
8. Mastery internalization of learning
9. Measurement - evidence that learning took place

B. TPACK as a Framework for Technology-Driven Teaching and Learning

What is TPACK?
TPACK is a framework that combines the teacher's three knowledge areas: technological knowledge,
content knowledge, and pedagogical knowledge. This framework shows the interconnectedness of content
knowledge with pedagogical knowledge and the integration of technology in making teaching more engaging,
relevant and effective. It looks at how these knowledge areas intercept or work together to increase student’s
motivation and make the content more accessibly engaging to students. This framework has significantly
influenced practices in teaching as a result of research. The Technological, Pedagogical and Content Knowledge
known as TPACK is theoretical model describing the capability of the 21st century teacher. To be relevant to
the learners of today, the teachers should be able to blend his knowledge and capability in the content of the
discipline

C. SAMR

S stands tor Substitution. It is literally using technology as an alternate for the regular item that is employed in
augmenting or assisting instruction. Instead of using a map or a globe in teaching geography, teachers can use
Google map or Google earth snowing a location in a map can be substituted by the use or google map or google
earth.

A is Augmentation. In this part of technology integration, there is a functional improvement in the use of a
technology tool. With the google map, you can use the features available such as measuring the distance from
one point to another. You can provide a task by making students utilize this. For example, ask them to measure
the distance and get the estimate time of travel if they start from one point to go to the next point. With this use
of the google map, you tap on certain functions that the application provides. Instruction with technology
integrated is enhanced.

M means Modification. In this level, technology is used to redesign a lesson. When studying geography for
example, google applications have panoramio. Using this you can guide students to start uploading their own
pictures of places they may have visited online. A brief description of these places can also be added. If internet
connectivity is not available in the classroom, they can do the task after class. With clear and proper
instructions, students can be guided to work on the assignment.

R represents the idea of creating something from the regular item. This is Redefinition. Technology allows the
creation of a new concept that has not been previously conceptualized. Puentedura labels this as the
transformation of learning. Students are given the opportunity to create an output based on what they know and
learned using a technology tool or application. So with the ready pictures uploaded in panoramio, students can
probably write the script for a guided tour using his available materials (i.e. pictures) using Google Earth and
start arranging these to be shared through the World Wide Web. It would be good if before the students start
posting or publishing their work online, as a teacher, you can review it just to be sure it’s ready to be shared.

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D. The ASSURE Model
 Analyze Learners
 State Objectives
 Select Methods, Media and Materials Select Methods, Media and Materials
 Utilize Methods, Media and Materials
 Require Learner Participation
 Evaluate Student Performance

E. Innovative Technologies for Assessment Tasks in Teaching and Learning

Types of Assessment
1. Formative assessment provides feedback and information during the instructional process, while
learning is taking place, and while learning is occurring.
2. Summative assessment takes place after the learning has been completed and provides information and
feedback that sums up the teaching and learning process.
3. Diagnostic assessment can help you identify your students" current knowledge of a subject, their skill
sets and capabilities, and to clarify misconceptions before teaching takes place. Knowing students'
strengths and weaknesses can help you better plan what to teach and how to teach it.
4. Authentic assessment describes the multiple forms of assessment that reflect student learning,
achievement, motivation, and attitudes on instructionally relevant classroom activities.

The teacher may consider the following characteristics in selecting appropriate assessment tools whether
conventional or ICT-based assessment:
1. Measure the desired level of performance (level of satisfaction, productivity, efficiency, student
performance)
2. Cost effective in terms of effort, time and money
3. Useful that will produce results that provide information that can be used in making decisions to
improve student learning
4. Reasonably accurate and truthful
5. Dependable, consistent responses over time
6. Evidence of being on-going, not once and done

Creating and Utilizing Rubric

A rubric is a set of criteria used to determine scoring for an assignment, performance, or product. This can
be used to score many kinds of written assignments or exams, papers, projects, speeches or e-Portfolios. They
are not useful, however, as a grading mechanism for multiple choice or short answer tests. There are many
samples of rubrics online, but the teacher may consider the learners, objective of the lesson, contextualization
and localization. The main purpose of rubrics is to assess student performances. For some performances, the
teacher may observe the student in the process of doing something, like making their projects, online drill,
tutorial, and many more. There are two (2) types of rubric:
1. Analytic rubrics describe work on each criterion separately. It utilizes separate, holistic ratings of
specific characteristics, products, or behaviors.
2. Holistic rubrics describe the work by applying all the criteria at the same time and enabling an overall
judgment about the quality of the work. It utilizes holistic rating for a product or behavior.

F. Social, Ethical and Legal Responsibilities in the Use Of Technology Tools And Resources
Technology has become an integral part of our lives. It has created a great impact that whether we like it
or not, we have become prone to safety issues. Our privacy can be intruded; our social relationship can be
affected. But it is not just enough that we keep ourselves safe, we should also possess the skills on how we can
act responsibly so as not to pose harm to others.

Digital Citizenship vs. Global Citizenship

Since we are considered citizens of the community we live in, then as users of the internet we can also call
ourselves as citizens of the digital world where we live, learn, and work in an interconnected manner. Digital
citizenship is an idea that all persons using the internet have civic rights and responsibilities. It centers on safe,
savvy and ethical use of technology.
 How do you describe a good citizen?
 How do you describe a good digital citizen?
 Is there much difference between the two?

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 Summing up, a global citizen sees the world as a community in which all people live and prosper
together. He/she understands that his/her actions contribute to the values of the entire world. Study the image on
the next page.

Five Tenets of Global Digital Citizenship

1. Personal Responsibility
2. Global Citizenship
3. Digital Citizenship
4. Altruistic Service
5. Environmental Stewardship

Elements of Digital Citizenship

Digital citizenship is now a component of digital citizenship, and is in fact one of the facets of Global
Digital Citizenship. Under digital citizenship, there are nine elements: digital access, digital commerce, digital
communication, digital literacy, digital etiquette, digital law, digital rights and responsibilities, digital health
and wellness, and digital securities.
1. Digital Access
2. Digital Commerce
3. Digital Communication
4. Digital Literacy
5. Digital Etiquette
6. Digital Law
7. Digital Rights and Responsibilities
8. Digital Health and Wellness
9. Digital Security

Below are some netiquette guidelines:

1. Protect your reputation. Whether in real or in virtual world, you are the same person. Do only what is
appropriate and share information that does not harm you as a person.
2. Respect others. Respect begets respect. Treat everyone with respect even if you have not seen him/her
in person. Be judicious about what you say on your own and other's pages.
3. Express yourself clearly and use emoticons. Communication online is difficult because emotions are
not evident during communication. Miscommunication usually takes place because your facial
expression and your body language cannot be seen and the tone of your voice cannot be heard. Thus,
emoticons are readily available to show your emotions.
4. Remember the intellectual property. Ideas online are products of intelligence of others. If you need to
cite them, acknowledge the authors. You definitely do not want to steal properties of others.
5. Check spelling, grammar and punctuation. Since your face cannot be seen online, you will be judged
according to your posts. Good writing means good manners. We do not want to waste other people's
time reading our post which is incomprehensible.
6. Pause before you post. Take note that whatever you post becomes permanent therefore think twice or
thrice before you click send.
7. Do not share your personal information. Sharing your personal information online is like going
around the streets wearing a shirt printed wearing a shirt printed with your name, birthday, address,
name of parents, etc. You definitely do not want to reveal all these to many people. Besides, providing
all these publicly will make you prone to identity theft.
8. Think about who or what you are representing. As a son/daughter, you represent your family. As a
student, you represent your school. You do not want your family or school to be put to shame by what
you do.

Copyright
Copyright refers to the legal right given to the owner of the original work or intellectual property. These
"works" are original intellectual creations in the literary and artistic domain protected from the moment of their
creation which include the following:
1. Books, pamphlets, articles and other writings;
2. Periodicals and newspapers
3. Lectures, sermons, addresses, dissertations prepared for oral delivery, whether or not reduced in writing
or other material forms;
4. Letters;
5. Dramatic or dramatico-musical compositions; choreographic works or entertainment in dumb shows;
6. Musical compositions, with or without words;
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 7. Works of drawing, painting, architecture, sculpture, engraving, lithography or other works of art; models
or designs for works of art;
8. Original ornamental designs or models for articles of manufacture, whether or not registrable as an
industrial design, and other works of applied art;
9. Illustrations, maps, plans, sketches, charts and three-dimensional works relative to geography,
topography, architecture or science;
10. Drawings or plastic works of a scientific or technical character;
11. Photographic works including works produced by a process analogous to photography; lantern slides;
12. Audiovisual works and cinematographic work process analogous to cinematography or any process 1or
making audio. Graphic works and works produced by a visual recording; for making audio.
13. Pictorial illustrations and advertisements,
14. Computer programs; and
15. other literary, scholarly, scientific and artistic works.

Below are the guidelines on online use of copyrighted materials by Smaldino, Lowther and Russel (2012):
1. Contrary to popular opinion, all material on the internet is copyrighted unless stated otherwise. It is
copyrighted even if it does not display the copyright symbol.
2. An email is an original work, fixed in a tangible medium of expression that is covered by copyright.
Hence it is recommended that you should not forward any email without permission, in consideration of
both copyright and Privacy Act.
3. Downloading an article from a newspaper's website, making copies, and distributing them to your
students prior to a class discussion on the topic is permissible following the current photocopying
guidelines which permits making multiple copies for classroom use. The exception would be
individually bylined, copyrighted articles, or articles from a source specifically designed for the
educational market where such articles cannot be copied legally for class distribution (adapted from
Becker, 2003).
4. You cannot post students' essays, poems, or other works on the school website unless you have
permission of the students and their parents or guardians.
5. Educators should treat copyrighted materials from the internet the same way they do to print formats.
The best guideline is to always obtain permission. When in doubt, ask!

Copyright Infringement vs. Plagiarism

Another violation on intellectual property is plagiarism. Although plagiarism and copyright infringement
are related ideas, these two are different. Plagiarism, according to plagiarism.org, is an act of fraud; it involves
both stealing someone else’s work and lying about it afterward.plagiarism.org further elaborates the following
as plagiarism:
1. Turning in someone else’s work as your own
2. Copying words or ideas form someone else without giving credit
3. Failing to put quotation in quotation mark
4. Giving incorrect information about the source of a quotation
5. Changing words but copying the sentence structure of a source without giving credit
6. Copying so many words or ideas from a source that it makes up the majority of your work, whether you
give credit or not.

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