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Module 1: Technology for Teaching and Learning: An Introduction ICT Competency Standards (CHED-UNESCO) as provided in the 2017, Policy, Standards and Guidelines (PSG) for Pre-service Teacher Education The program outcomes for teacher education degrees clearly state that every future teacher: "demonstrate proficiency in the development and utilization of Information, Communication and Technology (ICT) resources in promoting quality teaching-learning process." To ensure that the program outcomes related to ICT shall be achieved, competencies were identified to be developed by every pre-service teacher (CUED โ UNESCO, Bangkok, 2009.) The ICT Competency Standards is made up of seven domains. Each domain has set of competencies. The competencies are expressed in desired learning outcomes. Becoming proficient in the different competencies will enable you to handle learners the 21st century in your future classroom Domain 1: Understanding ICT in Education Domain 2: Curriculum and Assessment Domain 3: Pedagogy Domain 4: Technology Tools Domain 5: Organization and Administration Domain 6: Teacher Professional Learning Domain 7: Teacher Disposition Likewise, the Department of Education issued Department of Education Order 42, s. 2017 mandating the use of the Philippine Professional Standard for Teachers (PPST) to start with the Beginning Teachers who are the fresh graduates from the teacher education program. The document includes: Show skills in the positive use of ICT to facilitate teaching and learning and Show skills in the selection, development and use of the variety of teaching learning resources including ICT to address learning goals. ISTE National Educational Technology Standards For TEACHERS (NETS* T) An international organization for educational technology called International Society for Technology in Education (ISTE), established standards for both teachers and students. These standards were also referred to in the development of the Philippine ICT Competency standards which include the following:
Standard 1: Technology Operations and Concepts. This means that teachers demonstrate a sound understanding of technology operations and concepts. 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: Productivity 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. Likewise, ISTE also developed standards needed for students. These standards will be used as a guide by teachers to plan technology-based activities in which students achieve success in learning, communication and life skills. ISTE National Educational Technology Standards For STUDENTS (NETS* S) From how technology teachers facilitate learners, outcomes of student learning should indicate that the following standards have been complied with. 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
- 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.
- 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.
- 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).
- 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).
- 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).
- Multimedia is a sequential or simultaneous use of a variety of media formats in a given presentation or self-study program (Smaldino, 2005).
- 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.webopeda.com).
- 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,
- 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.
- 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.
- 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)
- 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. Golly Gee, and Crazy Machines among others. c. Discussion tools. There are 4 different approaches that utilize discussion and interaction in the Internet. These ate threaded discussion forum, Blogging, Live chat and Video Teleconferencing, Netiquette and Safety on the d. 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. 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,
- 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).
- 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).
- 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).
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 connectivity. The ICT for Education (ICT4E) is a program under the DICT that support all the efforts of the education sector in incorporating the use of ICTIssue No. 1: Freedom of Expression and Censorship Issue No. 2: Privacy and Security Issue No. 3: Surveillance and Data Retention Dataveillance is the of personal information to monitor a person's activities while data retention is storage and use of information from communication systems. Issue No. 4: E- pollutants from E-waste Module 3: Non-digital and Digital Skills and Tools in Delivering Technology-Enhanced Lessons Instructional materials are defined as print and non-print items that are rested to impact information to students in the educational process (Effiong & Igiri, 2015). Examples of instructional materials are drawings, kits, textbooks, posters, magazines, flip chart, newspapers, diorama, pictures, recording videos and the like. Instructional materials have several roles in teaching and learning which include the following: (1) they promote meaningful communication and effective learning; (2) they ensure better retention, thus making learning more permanent; (3) they help to overcome the limited classroom by making the inaccessible accessible; (4) they a common experience upon which late learning can be developed; and (5) they encourage participation especially if students are allowed to manipulate materials used (Brown et al., 2005; Effiong & Igiri, 2015). Instructional materials are the supplementary materials, which help the teacher to make his/her presentation concrete, effective, interesting, meaningful and inspiring In any teaching and learning process, instructional materials play a vital role as they provide sensory experiences to the learners. The primary aim of teaching material is to provide the teachers the layout of the way for teaching in the classroom. It is important to understand how to develop instructional materials. Instructional materials refer to any preexisting materials that are being incorporated, as well as those that will be specifically developed for the objectives (Haigler, 2014). There are also several factors to consider in developing instructional materials:
- Develop a story board and working outline' based on the subject goals and, objectives.
- Identify existing institutional resources including materials and teachers capability.
- The teacher may research off the shelf materials that have been developed by others to determine if their approach could be useful.
- Explore the possibility of adapting concepts of other teachers without infringing on anyone's copy protected design.
- Modify existing materials based on the objectives of the lesson.
- If the instructional materials are effective, you can share them with other teachers.
- The teacher developer can also sell her/his materials available. Instructional materials are a great help in stimulating and facilitating the learning of the learners. According to Wright (1976:1) as cited in Cakir (2006) many media and many styles of visual presentation are useful to the language learner. All audiovisual materials have positive contributions to language learning as long as they are used at the right time, in the right place. In the teaching and learning process, learners use their eyes as well as their ears; but their eyes are basic in learning. Module 3: Non-digital and Digital Skills and Tools in Delivering Technology Enhanced Lessons ICT stands for Information and Communications Technology. This refers to various tools and devices or gadgets used in communicating, disseminating, creating, storing and managing information. It is important that learners understand how to use these tools in helping them learn. "Technology will never replace great teachers, but technology in the hands of great teachers is transformational." George Couros A. Using Mobile Phone and the QR Code Familiarize yourself with a QR Code. It is a code that was created by a Japanese corporation Denso-Wave in 1994. Effectively and efficiently connecting the physical world with the electronic world, QR stands for 'Quick Response.' It allows the readers to decode the information at a high rate of speed. This is popular in Japan and it is also used by companies as they attach their QR code in their products. It usually gives a URL linking you to a website or immediately provides the salient information about the product. An infographic is a visual representation or an image such as a diagram, chart or picture representing information or data. It is eye- catching and makes use of clear layout, An infographic is a visual representation or an image such as a diagram, chart or picture representing information or data. It is eye- catching and makes use of clear layout,
Digital literacies are the individual's capabilities to be able to effectively and responsibly function and perform in a digital society. The term 'digital literacy' was coined by Paul Gilster in 1997 and it came from the discussion of the concepts on a) visual literacy when images and non-verbal symbols try to capture the knowledge; b) technological literacy requiring one to be able to use technology in addressing a need; c) computer literacy, which in the 1980s started to become a household item manipulated to achieve one's target; and d) information literacy which refers to the finding, evaluating, using and sharing of information. The Digital Literacies Media Literacy โ is one's ability to critically read information or content and utilize multimedia in creatively producing communications. Information Literacy โ is locating information from the web and interpreting while evaluating its validity in order that it can be shared. ICT Literacy โ is knowing how to select and use digital devices, applications or services to accomplish tasks requiring the use of the internet. Communications and Collaboration โ are one's capabilities in being able to participate in the digital networks in the teaching and learning context. Identity Management โ is being able to understand how to ensure safety and security in managing online identity and foster a positive digital reputation. Learning Skills โ are ways of knowing how to study and learn in a technologyenriched environment; this is knowing how to utilize technology in addressing the need to learn efficiently. Digital Scholarship โ is being able to link and participate in professional and research practices. One important component of digital literacy is having an in-depth understanding of concepts requiring essential core skills. These core skills. are known as the Cโs of the 21st Century- Skills. The Four Cs of the 21st Century Skills
The four C's of the 21st Century Skills refer to critical thinking, creativity, communication, and collaboration. To perform well in this century, you need to develop and enhance these skills namely creativity, critical thinking, communication and collaboration. All of these 21st century skills are essentials for students to do well in school and succeed in the workplace.
- Critical thinking, is learning how to solve problems. It teaches students not to accept immediately claims without seeking the truth. It is the ability to differentiate facts from opinions and not only just learn a set of facts or figures but also discover these for the sake. of knowing what ought to be.
- Creativity requires students to think out of the box and to take pride in what is uniquely theirs. It means that they will be able to look at a problem from multiple perspectivesincluding can propose multiple possibilities and alternatives to address a problem and they need to take calculated risks. Creativity encourages students to think beyond the expectations of conventions. However, creativity may not ensure success all the time but it may lead to another direction that can actually be a better way of figuring out how to solve the problem those that others may not see.
- Communication makes students express 'their ideas in the clearest and organized manner. Through varied modes - face-toface, technologically mediated or a blended medium, they need to know how to efficiently and clearly convey ideas.'
- Collaboration happens when students know how to work well with others to accomplish a given task or solve a problem at hand. This is a 21st essential. When students are made to work with others in a pair or in a team, they are given the chance to practice how to relate with others. They may be working with classmates they do not really prefer to work with but with guidance, you can teach them to tap on the capabilities of each member of the team and collaboratively achieve the goal. Eventually when they leave school, they will definitely see the need to know how to collaborate with others in order for them to accomplish a job, and you have prepared them for it. In other words, collaboration teaches students that groups can create something bigger and better than you can on your own. In addition to the ' 4C's, there are Citizenship and Character. Citizenship is known as netizenship in the virtual world. This is making the person consider how one behaves accordingly by observing the norms and rules that are in accordance with what are sociably and virtually acceptable. As a result, one is projecting a reputable digital identity which is his or her character.
communicate information requiring both cognitive and technical skills. are examples of how Digital Skills or Proficiency support Digital Literacy.
