TECHNOLOGY FOR TEACHING AND LEARNING

Module Outcomes:
 Identify the competency standards of ICT for teaching and
learning in pre-service teacher education.
 Unpack the basic concepts of ICT to provide common
understanding for teachers and learners.
 Value the use of ICT in the teaching and learning process

Lesson 1: ICT Competency Standards for Philippine

Pre-Service Teacher Education

Lesson Outcomes:

 Identify the competency standards of ICT necessary in

teaching for pre-service teacher education.
 Explain the ISTE National Educational Technology Standards
for Teachers.

Teacher A Teacher B
TECHNOLOGY FOR TEACHING AND LEARNING
Teacher with Traditional Teacher with Digital
Technology
Technology

Who is better equipped to handle the 21st century learners?

Teacher A or Teacher B? Which of the two teachers would you like
to become when you graduate? Why?
Give reasons for choosing Teacher A. Give reasons for choosing
Teacher B.

ICT Competency Standards (CHED-UNESCO) as provided in the

2017, Policy, Standards and Guidelines (PSG) for Pre-Service
Teacher Education

Program outcome for teacher education degrees states:

“demonstrate proficiency in the development and utilization of

Information, CommuniCATION, and Technology (ICT) resources in
promoting quality teaching-learning process.”

ICT Competency Standards for Pre-Service

Teachers

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TECHNOLOGY FOR TEACHING AND LEARNING

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
students’ diverse needs
2.3 Develop digital learning resources to enhance teaching-learning
2.4 Use ICT tools to develop 21st 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

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TECHNOLOGY FOR TEACHING AND LEARNING
https://www.deped-click.com/2020/08/learning-activity-sheetsworksheets-
melc_94.html
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
Exercise 1. Identify the domain to which each
given learning outcome belong.

1. Explain ICT policies and safety issues

as they impact on the teaching-learning
process
2. Integrate media and technology in
various content areas
3. Apply learning theories and principles
in the design and development of lessons
through appropriate media and
technologies of teaching-learning
4. Formulate teaching-learning
experiences and assessment tasks using
appropriate and innovative technologies
5. Demonstrate social, ethical, and legal
responsibility in the use of technology
tools and resources

Exercise 2. Search from CHED Website any of

the following: CMO 74 or CMO 75.
Group Tasks

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TECHNOLOGY FOR TEACHING AND LEARNING

1. Research and write down the ISTE

National Educational Technology
Standards for Teachers
2. Research and write down the ISTE
National Educational Technology
Standards for Students

Task 1: Review the competencies and read

the corresponding Performance Indicators
under each of the 7 Domains. With your
group, identify one PI for each cluster that you
consider as most important and that you are
excited to do. Identify also one PI that you
consider least important and that you are not
excited to do. Place your answer on the
matrix below:

ICT Domain PI Most PI Least

Important Important for Us
for Us to Do to Do
Domain 1
Domain 2
Domain 3
Domain 4
Domain 5
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TECHNOLOGY FOR TEACHING AND LEARNING

Domain 6
Domain 7

Exercise 3.
 Create a google form of the following survey instrument on
the Use of ICT in the classroom.
 Conduct a survey of at least 20 participants of teachers
teaching Grades 1-6; teachers teaching in Junior High school
and Senior High School; College Students and JHCSC
teachers.

1. Do you use technology in teaching/learning? YES OR NO ….

WHAT ARE THESE TOOLS?
2. Are you aware of policies that guide you in the use of ICT?
WHAT ARE THESE?
3. Do you use non-digital learning resources in your teaching?
EXAMPLES
4. Do you develop digital resources for your learners/your own
studies? YES- examples
5. Do you use technology tools for classroom activities? If yes –
give examples
6. Are you expert in the use of technology tools in
teaching/learning? Which tool you are expert with
7. Do you have facilities to use the technology tools in
teaching/learning?-Examples
8. Are you aware of the ethical and legal responsibilities in the
use of ICT tools?-Examples
9. Are your teachers/students learning better with the use of
technology tools? Examples of tools they are using
10. Do you enjoy using ICT tools in your teaching/learning?
How … explain

Exercise 4. Multiple Choice exercise to be done in Socrative.

Lesson 2: Understanding the Basic Concepts of ICT

Lesson Outcomes:
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TECHNOLOGY FOR TEACHING AND LEARNING

 Explain the basic concepts of ICT

 Utilize some online applications to create assessment using
the basic concepts of ICT

Reporting by Groups:

Terms and Concepts:

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).
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 (https://edweek.org.)
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

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TECHNOLOGY FOR TEACHING AND LEARNING
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).

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 and
Richey, 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. 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.
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TECHNOLOGY FOR TEACHING AND LEARNING
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.
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:
 Data/calculation tools. Examples: spreadsheets, excel,
sketchpad, probability constructor
 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.
 Discussion tools. There are four 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.
 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 google mail, Ymail, Yahoo mail and many
more.
 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. Blog is an outline 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).
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.
Wikipedia is one of the most widely recognized of all the
wikis (Watters, 2011).
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
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TECHNOLOGY FOR TEACHING AND LEARNING
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 in the format of the radio talk show.
The two basic functions of podcast are to retrieve
information and to disseminate information (Eash, 2006).
21. 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.
22. Vlog is a video blog where each entry is posted as a
video instead of the text.
23. Facebook is a popular social networking site used by
students and adults worldwide 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 than traditional
circuit transmission.

Activity: Group work of two students only.

Prepare a flashcards using the quizlet with five items only. Send
the only the url and screenshot. Upload the screenshot and url in
the google classroom.
Link for quizlet - https://quizlet.com/create-set

Create a word puzzle. Select five items or vocab from the Basic
Concepts of ICT. Upload the url and take a SS – submitted to
google classroom.

Exercise 5. Multiple Choice quiz to be answered using Socrative

app.

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TECHNOLOGY FOR TEACHING AND LEARNING

Lesson 3: Roles of Technology for Teaching and

Learning

Lesson Outcomes:

 Identify roles of technology for teaching and learning.

 Appreciate the value of technology in supporting student
learning.

Domains of Educational Technology

 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 online tutorial
educational programs, too.
 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.
 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.

Video: using edpuzzle:

https://edpuzzle.com/media/638d9d3c5d9d9840ded2db00

11
TECHNOLOGY FOR TEACHING AND LEARNING
For Teachers and Teaching

Examples 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.

2. Technology has modernized the teaching-learning

environment. The 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.
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.

12
TECHNOLOGY FOR TEACHING AND LEARNING
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.

For Learners and Learning

1. Support learners to learn how to learn on their own. All
teachers fully understand that subject matter or content is a
means to achieve the learning outcomes. There are three
categories of knowledge according to Egbert (2009):
declarative knowledge, structural knowledge, and procedural
knowledge.
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, drills and practice. It can be learned by simple
mnenomics or conceptual maps. Declarative knowledge 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 of declarative knowledge is
“pencil.” The idea that evolved from a 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 factors
but learned through the process of procedural knowledge.
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TECHNOLOGY FOR TEACHING AND LEARNING
Examples include how to drive a car, how to use a cell
phone, or how to speak English. Procedural knowledge is
indicated by a performance task or graphical
representation of a concept.
2. Technology enhances learners’ communication skills through
social interactions. This is commonly described as the
transmittal of information from one person to another as
single individual or groups of individuals. According to Shirly
(2003) in Egbert (2009), there are three basic
communication patterns:
a. Point to point two-way or one-to-one like Internet chat,
phone conversation or even 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, heads
together. This kind of interaction provides opportunities
for social interaction.

Benefits derived from technology-supported communication:

a. Enables any teacher to guide the learners virtually and
making learning unlimited because communication and
social interaction go beyond a school day or a school
environment.
b. Enhances students’ freedom to express and exchange ideas
freely without the snooping eyes of the teacher face-to-face
c. Enables learners to construct meaning from joint
experiences between the two or more participants in
communication
d. Help learners solve problems from multiple sources since
there is limitless sources of information that the teacher can
direct or refer to the learners
e. Teaches learners to communicate with politeness, taking
turns in sending information and giving appropriate feedback
f. Enhances collaboration by using communication strategies
with wider community and individuals in a borderless
learning environment
g. Develops critical thinking, problem solving and creativity
throughout the communication

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TECHNOLOGY FOR TEACHING AND LEARNING

3. Technology upgrades learners’ higher order thinking skills,

critical thinking, problem solving and creativity.

Creativity is characterized as involving the ability to think flexibly,

fluently, originally, and elaborately (Guildford, 1986 & Torrance in
Egbert, 2009).
Flexibly means able to use many points of view
Fluently means able to generate many ideas
Originally implies being able to generate new ideas and
Elaborately means able to add details

Some creative strategies: (SCAMPER)

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

Suggestions to develop and enhance critical thinking, problem

solving and creativity:
 Encourage students to find and use information from variety
of sources both online and offline
 Assist students to compare information from different
sources
 Allow student to reflect through different delivery modes like
writing, speaking or drawing
 Use real experiences and material to draw tentative
decisions
 Involve students in creating and questioning assessments

Exercise 6. Experiences:

Write a paragraph of five statements on:

a. your personal experience on how technology has
influenced your life as a learner from elementary, high
school and college
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TECHNOLOGY FOR TEACHING AND LEARNING
b. How you are going to use technology when you will
become a teacher

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TECHNOLOGY FOR TEACHING AND LEARNING

Module Outcomes:

 Discuss some ICT policies and explained their implications to teaching

and learning.
 Explain some issues that relate to ICT policies
 Identify safety concerns on Internet including digital safety rules.

Lesson 1: Policies and Issues on Internet and Implications to

Teaching and Learning

Lesson Outcomes:

1. Name examples of ICT Policies which are applicable to teaching and

learning.
2. Discuss some issues that relate to the ICT policy.

Definition of ICT Policy

The Oxford English Dictionary has defined “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. Its operational
definition of policy is a plan of action to guide decisions and achieve
outcomes.

Thus, ICT Policies are needed to put a roadmap or course of actions to

be pursued and adopted by various governments, organizations, entities
involving ICT. These include principles and guidelines in the use of ICT which
cover three main areas: telecommunications (telephone), broadcasting
(radio and television) and Internet.

The New ICT Technologies

Three categories:

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TECHNOLOGY FOR TEACHING AND LEARNING
1. Information Technology – includes the use of computers, which has
become indispensable in 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 technologies – include telephones (with fax) and
the broadcasting of radio and television often through satellites.
Telephone system, radio and TV broadcasting are needed in this
category.
3. Networking technologies – the best known of networking technologies
is Internet, but has extended to mobile phone technology, Voice Over
Internet Protocol (VOIP) satellite communications and other forms of
communications are still in their infancy. In addition, this category also
includes mobile telephone, cable, DSL, satellite and other broadband
connectivity.

The DICT Roadmap

In our country, the Department of Information and Communication

Technology (DICT) has formulated a roadmap to guide all agencies in the
utilization, regulation and enhancement of ICT. Each project has
corresponding policy statements and guidelines.

The ICT for Education (ICT4E) is a program under the DICT that
supports all the efforts of the education sector in incorporating the use of ICT
as well as in determining and gaining access to the infrastructure (hardware,
software, telecommunications facilities and others) which are necessary to
use and deploy learning technologies at all levels of education. Among the
policy recommended programs that have applications to education teaching-
learning are:

1. ICT in Education Masterplan for all levels, including a National

Roadmap for Faculty Development in ICT in Education. A National
Framework Plan for ICTs in Basic Education was developed.
2. Content and application development through the Open Content in
Education Initiative (OCET) which converts DepEd materials into
interactive multi-media content, develop applications used in schools,
and conduct students and teachers competitions to promote the
development of education-related web content.
3. PheDNET, is a “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 eLearning 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
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TECHNOLOGY FOR TEACHING AND LEARNING
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 Arts and other
government art 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.

All the seven programs were guided by the roadmap that embeds policy
statements that relate to education specially in the enhancement of
human development for 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 concerns 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.

Lesson 3: Roles of Technology for Teaching and Learning

Lesson Outcomes:

 Identify roles of technology for teaching and learning.

 Appreciate the value of technology in supporting student
learning.

Domains of Educational Technology

 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,
19
TECHNOLOGY FOR TEACHING AND LEARNING
television programs or play DVDs, or CDs that contain
educational programs. There are online tutorial educational
programs, too.
 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.
 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.

Video: using edpuzzle:

https://edpuzzle.com/media/638d9d3c5d9d9840ded2db00

For Teachers and Teaching

Examples of roles that technology can do for teachers and teaching:

7. 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.
8. Technology has modernized the teaching-learning environment. The
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.
9. 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.

20
TECHNOLOGY FOR TEACHING AND LEARNING
10. 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.
11. 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.
12. 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.

For Learners and Learning

4. Support learners to learn how to learn on their own. All teachers fully
understand that subject matter or content is a means to achieve the
learning outcomes. There are three categories of knowledge according
to Egbert (2009): declarative knowledge, structural knowledge, and
procedural knowledge.
d. 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, drills and practice. It can be
learned by simple mnenomics or conceptual maps. Declarative
knowledge is the fundamental knowledge necessary for students to
achieve more complex higher order thinking such as critical thinking
and creativity, inquiry and production.
e. Structural knowledge consists of facts or pieces of declarative
knowledge put together to attain some form of meaning. An
example of declarative knowledge is “pencil.” The idea that
evolved from a 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.
f. Procedural knowledge is knowledge in action or the knowledge of
how to do something. It is based on factors but learned through the
process of procedural knowledge. Examples include how to drive a
car, how to use a cell phone, or how to speak English. Procedural
knowledge is indicated by a performance task or graphical
representation of a concept.

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5. Technology enhances learners’ communication skills through social
interactions. This is commonly described as the transmittal of
information from one person to another as single individual or groups
of individuals. According to Shirly (2003) in Egbert (2009), there are
three basic communication patterns:
d. Point to point two-way or one-to-one like Internet chat, phone
conversation or even face-to-face conversation.
e. One-to-many outbound like a lecture, or television. There is no
social interaction.
f. Many-to-many like group discussion, buzz session, heads together.
This kind of interaction provides opportunities for social interaction.

Benefits derived from technology-supported communication:

h. Enables any teacher to guide the learners virtually and making
learning unlimited because communication and social interaction go
beyond a school day or a school environment.
i. Enhances students’ freedom to express and exchange ideas freely
without the snooping eyes of the teacher face-to-face
j. Enables learners to construct meaning from joint experiences between
the two or more participants in communication
k. Help learners solve problems from multiple sources since there is
limitless sources of information that the teacher can direct or refer to
the learners
l. Teachers learners to communicate with politeness, taking turns in
sending information and giving appropriate feedback
m. Enhances collaboration by using communication strategies with wider
community and individuals in a borderless learning environment
n. Develops critical thinking, problem solving and creativity throughout
the communication

6. Technology upgrades learners’ higher order thinking skills, critical

thinking, problem solving and creativity.

Creativity is characterized as involving the ability to think flexibly, fluently,

originally, and elaborately (Guildford, 1986 & Torrance in Egbert, 2009).
Flexibly means able to use many points of view while
Fluently means able to generate many ideas
Originally implies being able to generate new ideas and
Elaborately means able to add details

Some creative strategies: (SCAMPER)

8. Substitute – find something else to replace to do what it does
9. Combine – blend two things that do not usually go together
10. Adapt – look for other ways this can be used
11. Modify/magnify/minify – make a change, enlarge, decrease
12. Put to another use – find other uses
13. Eliminate – reduce, remove
14. Reverse – turn upside down, inside out, front-side back
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Suggestions to develop and enhance critical thinking, problem solving and

creativity:
 Encourage students to find and use information from variety of sources
both online and offline
 Assist students to compare information from different sources
 Allow student to reflect through different delivery modes like writing,
speaking or drawing
 Use real experiences and material to draw tentative decisions
 Involve students in creating and questioning assessments

Experiences:

Write a paragraph of five statements on:

c. your personal experience on how technology has influenced your
life as a learner from elementary, high school and college
d. How you are going to use technology when you will become a
teacher?

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