Educ 301 – Technology for Teaching and Learning I

TLEd 202
(Introduction to Industrial
Arts Part 2)
(Masonry-PQF-L5)

BETHANY I. MUÑEZ, LPT

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 Educ 301 – Technology for Teaching and Learning I

DISCLAIMER
The content of this learning module is meant for supplement and not to replace books.
Further, information found here are compiled by the author and the original author and
websites are being recognized.

COURSE OVERVIEW
Course No. Educ 301
Course Code TLE-3-A-1; TLE-3-D-1
Descriptive Title Technology for Teaching and Learning I
Credit Units 3 units
School Year/Term 1st Semester, S.Y. 2021-2022
Mode of Delivery Modular / Online Learning
Name of Instructor Bethany I. Muñez, LPT
Course Description This is an introductory course that explores basic
knowledge, skills and values in the use of technology for
teaching and learning. It includes ICT policies and safety
issues, media and technology in various content areas,
learning theories and principles in the use and design of
learning lessons, teaching-learning experiences and
assessment tasks that utilize appropriate traditional and
innovative technologies with social, ethical and legal
responsibility in the use of technology tools and
resources.
Course Outcomes At the end of the course, the learners should have:
1. Identified the role of educational technology in
producing quality education (BTI 2.5.1);
2. Showed understanding of the guiding principles in
selecting, designing and utilizing instructional
materials (BTI 4.5.1);
3. Created instructional materials that are anchored to
the K-12 Curriculum (BTI 4.1.1);
4. Utilized appropriate instructional materials in
teaching and learning processes (BTI 1.5.1).
SLSU Vision A high quality corporate university of Science,
Technology and Innovation.
SLSU Mission SLSU will:
a. Develop Science, Technology and Innovation
leaders and professional;
b. Produce high-impact technologies from research
and innovations;
c. Contribute to sustainable development through
responsive community engagement programs;
d. Generate revenues to be self-sufficient and
financially viable.

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 Educ 301 – Technology for Teaching and Learning I

TABLE OF CONTENTS
I. Preliminaries
Cover Page
Disclaimer
Course Overview
Table of Contents
Module Guide
Introduction

II. Module 2 (Understanding Education Technology)

Lesson 1 – Technology: Boon or Bane?

Discussion
Assessment
Lesson 2 – Principles of Selection and Use of Instructional Materials
Discussion
Lesson 3 – Classification of Instructional Materials
Discussion
Assessment
Lesson 4 – Skills and Issues in Learning with Technology
Discussion
Assessment
References

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SOUTHERN LEYTE STATE UNIVERSITY

Main Campus, Sogod, Southern Leyte

Department of Teacher Education

Module 2 – Understanding Education Technology

Lesson 1 - Technology: Boon or Bane?

Lesson 2 – Principles and Selection and Use of Instructional Materials
Lesson 3 – Classification of Instructional Materials
Lesson 4 - Skills and Issues in Learning with Technology

MODULE GUIDE
Welcome students to the subject Technology for Teaching and Learning I for this 1 st
semester, academic year 2021-2022.
This module is design for 3rd year students as worksheets as required in this subject.
Through this, you will be exploring the basic knowledge, skills and values in the use of
technology for teaching and learning. Before going through with the activities, you are advised
to answer the pre-test to measure your prior knowledge. After answering the series of activities
in the module you are going to answer the post-test to measure how much you learn from the
topics covered in the whole module found on the last part. Please answer heartily all the
learning tasks/activities stipulated in every part of the module. Enjoy answering while learning
at the same time.

REMEMBER TO
1. Encode your answers in an A4 size bond paper.
2. On the upper left of the bond paper, put your full name and under it is your course,
year and section.
Ex. BETHANY I. MUÑEZ
BTLEd – 3A
3. On the center, put the subject, module number, lesson number and title.
Ex. Educ 301 (Technology for Teaching and Learning I) - Module 2-Lesson 1
4. On the upper right, put the date you have started answering the module.
5. Bottom right, insert the page number.
6. Compile all your outputs accordingly. If possible, save your document as PDF.
7. Send your answered module in the Moodle and submit it on or before the
deadline.

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SAMPLE FORMAT & COVER

BETHANY I. MUÑEZ Date Started:

BTLEd - 3A Sept. 03, 2021

Educ 301
(Technology for Teaching and Learning I)

Module 2 - Lesson 1

Steps in converting word document to PDF:

 Go to File then click Save as
 Find save as type: word document then click it.
 Click pdf then save. Follow the format of the file name.

File Name Format Sample: TTL1 M2L1 Muñez, Bethany I. 3-A

Note:
Font style: Cambria / Arial
Font size: 11
Justified

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 Educ 301 – Technology for Teaching and Learning I

INTRODUCTION
This subject covers three modules for whole semester. The second module and the topics are the
following:
MODULE 2 – UNDERSTANDING EDUCATION TECHNOLOGY
Lesson 1 – Technology: Boon or Bane?
Lesson 2 – Principles and Selection and Use of Instructional Materials
Lesson 3 – Classification of Instructional Materials
Lesson 4 - Skills and Issues in Learning with Technology

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MODULE 2
UNDERSTANDING
EDUCATION
TECHNOLOGY

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Module 2 - UNDERSTANDING EDUCATION

TECHNOLOGY

INTENDED LEARNING OUTCOMES

At the end of the module, the learners should have:

1. Reflected/Justified on whether technology is boon or bane to education; a blessing
or a curse;
2. Distinguished skills and issues that are needed to address as a facilitator;
3. Recognized the different types of instructional materials;
4. Identified the principles of using instructional materials; and
5. Designed and utilized appropriate instructional materials.

LESSON 1 – Technology: Boon or Bane?

DISCUSSION
TECHNOLOGY: BOON OR BANE

“Technology is in our hands. We can use it to build or destroy” - Genevive M. Dela Cruz

“Technology a BOON or BANE?” Stated more simply is it:

 A BLESSING or a CURSE?
 A BLESSING or a DETRIMENT to a person’s development?

TECHNOLOGY IS BOON

 Technology is a blessing for a man. There are many ways that we could not do then
without technology.
 Technology contributes much to the improvement of the teaching- learning process and
to the humanization of life.
 With cellphones, web cams you will be closer to someone miles and miles a way.
 Many human lives saved because of speedy notifications via cell phones.
 Your teaching and learning can be more novel, stimulating, exciting engaging with the use
of multimedia in the classroom.
 With TV, you can watch events as they happen all over the globe.

TECHNOLOGY IS BANE

 When not used properly, technology becomes a detriment to learning and development.
Examples: It can destroy relationships.
 In Education, technology is Bane when:
 The learner is made to accept as Gospel truth information they get from the Internet
 The learner surfs the Internet for pornography
 The learner has a uncritical mind on images floating on televisions and computers that
represent modernity and progress
 The TV makes the learner a mere spectator not an active participant in the drama of life.

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 The learner gets glued to his computer for computer assisted instruction unmindful of the
world and so fails to develop the ability to relate to others.
 We make use of the Internet to do character assassination of people whom we hardly like.
 Because of our cell phone, we spend most of time in the classroom or in workplace texting.
We use overuse and abuse TV or film viewing as a strategy to kill time.

ASSESSMENT

PERFORMANCE TASK
Make an essay with introduction, body and conclusion entitled, “Technology: Boon or
Bane?” Write a reflection afterwards considering the experiences you had in dealing with
technology. (100 pts)

Rubrics:
CRITERIA FOR SCORING ESSAY
Ideas Presents ideas in an Presents ideas in a Ideas are too general Ideas are vague or
original manner consistent manner unclear
25 points 21-25 points 16-20 points 11-15 points 10 and below
Organization Strong and organized Organized Some organization; No organization;
beg/mid/end beg/mid/end attempt at a lack beg/mid/end
beg/mid/end
20 points 17-20 points 13-16 points 10-12 points 9 and below
Understanding Writing shows strong Writing shows a clear Writing shows Writing shows
understanding understanding adequate little
understanding understanding
15 points 14-15 points 12-13 points 9-11 points 8 and below
Word Choice Sophisticated use of Nouns and verbs Needs more nouns Little or no use of
nouns and verbs make make essay and verbs nouns and verbs
the essay very informative
informative
15 points 14-15 points 12-13 points 9-11 points 8 and below
Sentence Sentence structure Sentence structure is Sentence structure is No sense of
Structure enhances meaning; flows evident; sentences limited; sentences sentence structure
throughout the piece mostly flow need to flow or flow
15 points 14-15 points 12-13 points 9-11 points 8 and below
Grammar Few (if any) errors Few errors Several errors Numerous errors
10 points 9-10 points 7-8 points 5-7 points 4 and below

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LESSON 2 – Principles and Selection and Use of Instructional

Materials
DISCUSSION
INSTRUCTIONAL MATERIALS

Instructional materials are the content or information conveyed within a course. These
include the lectures, readings, textbooks, multimedia components, and other resources in a
course. These materials can be used in both face-to-face and online classrooms; however, some
must be modified or redesigned to be effective for the online environment. The best instructional
materials are aligned with all other elements in the course, including the learning objectives,
assessments, and activities.

Why is it important?

Instructional materials provide the core information that students will experience, learn,
and apply during a course. They hold the power to either engage or demotivate students. This is
especially true for online courses, which rely on a thoughtful and complete collection of
instructional materials that students will access, explore, absorb, and reference as they proceed
in a course.
Therefore, such materials must be carefully planned, selected, organized, refined, and
used in a course for the maximum effect. The planning and selection of instructional materials
should take into consideration both the breadth and depth of content so that student learning is
optimized.

How to Put Into Practice?

Consider these questions as you select instructional materials for your course:
 Is the scope and coverage appropriate?
 What will learners read/explore?
 What will learners view/hear?
 What could learners experience/create?
 Will you find or create this material?
 Do materials and media support and align with the stated learning objectives?
 Is there sufficient interactivity and engagement?

Instructors and/or instructional designers should cast a wide net and aim for a variety of
materials to include in their course. At the same time, they should be deliberate with these choices
so that the course has the appropriate combination of instructional materials.

Guiding Principles in the Selection and Use of Instructional Materials

What are instructional materials?

 Devices that assist an instructor in the teaching- learning process. These are materials that
are used to aid in the transference of information from one to another.

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 Instructional aids are not self-supporting; they are supplementary training devices. The key
factor is that instructional aids support, supplement, or reinforce.

When do we used instructional materials?

 You use instructional materials when you teach something. Ex. Books, charts, graphs, pictures,
worksheets, audio CDS/DVDs, videos.

 For many years, educators have theorized about how the human brain and the memory
function during the communicative process. There is general agreement about certain
theoretical factors that seem pertinent to understanding the use of instructional aids.

INSTRUCTIONAL AID THEORY

 During the communicative process, the sensory register of the memory acts as a filter. As
stimuli are received, the individual's sensory register works to sort out the important bits of
information from the routine or less significant bits. Within seconds, what is perceived as the
most important information is passed to the working or short-term memory where it is
processed for possible storage in the long-term memory. This complex process is enhanced
by the use of appropriate instructional aids that highlight and emphasize the main points or
concepts.
 The working or short-term memory functions are limited by both time and capacity.
Therefore, it is essential that the information be arranged in useful bits or chunks for effective
coding, rehearsal, or recording. The effectiveness of the instructional aid is critical for this
process. Carefully selected charts, graphs, pictures, or other well-organized visual aids are
examples of items that help the student understand, as well as retain, essential information.
 Ideally, instructional aids should be designed to cover the key points and concepts. In
addition, the coverage should be straightforward and factual so it is easy for students to
remember and recall. Generally, instructional aids that are relatively simple are best suited
for this purpose.

REASONS FOR USE OF IMS

 It helps the students remember important information.

 When properly used, they help gain and hold the attention of students.
 Audio or visual aids can be very useful in supporting a topic, and the combination of both
audio and visual stimuli is particularly effective since the two most important senses are
involved. Instructors should keep in mind that they often are salesmen of ideas, and many of
the best sales techniques that attract the attention of potential clients are well worth
considering. One caution-the instructional aid should keep student attention on the subject;
it should not be a distracting gimmick.
 Good instructional aids also can help solve certain language barrier problems. Consider the
continued expansion of technical terminology in everyday usage. This, coupled with culturally
diverse backgrounds of today's students, makes it necessary for instructors to be precise in
their choice of terminology. Words or terms used in an instructional aid should be carefully
selected to convey the same meaning for the student as they do for the instructor. They should
provide an accurate visual image and make learning easier for the student.

Another use for instructional aids is to clarify the relationships between material objects and
concepts. When relationships are presented visually, they often are much easier to understand.
For example, the subsystems within a physical unit are relatively easy to relate to each other

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through the use of schematics or diagrams. Symbols, graphs, and diagrams can also show
relationships of location, size, time, frequency, and value. By symbolizing the factors involved, it
is even possible to visualize abstract relationships.

PRINCIPLES OF SELECTION AND USE OF INSTRUCTIONAL MATERIALS

 All instructional materials are aids to instruction. They do not replace the teacher.
 Choose the instructional material that best suits your instructional objectives. Decide what
you want to accomplish and then employ the tools that are most likely to achieve results. Do
not let the media that is available to you determine how or what you will teach.
 If possible, use a variety of tools. Using videos, computers, overheads and the chalkboard not
only keeps students’ interest but also responds to the needs of those who receive information
in different ways.
 Check out your instructional materials before class starts to be sure it is working properly.
Nothing is more frustrating to you or to your students in the process of the instruction than
to find that the overhead projector, for instance, does not work in the process of instruction.
 For results, abide by the general utilization guide on the use of media given below:
 Learn how to use the instructional material. Before using it, make sure you know how to
manipulate it to obtain the desired product. Listen to the record or view the film ahead. Check
the correct size and complete parts of real objects, photographs or models to be presented.
 Prepare introductory remarks, question or initial comments you may need.
 Provide a conducive environment; arrange the chairs, tables and the equipment and
materials. Provide sufficient lightning and ventilation.
 Explain the objective of the lesson.
 Stress what is to be watched or listened to carefully.
 State what they will be expected to do with the information they will learn. Discussion or a
test may follow.
 There is need to summarize or review the experience. Prepare measures that can assess their
gains based on the objectives.

GUIDELINES FOR INSTRUCTIONAL AIDS

 Support the lesson objective.
 Be student centered.
 Build on previous learning.
 Contain useful and meaningful content that is consistent with sound principles of learning.
 Appeal to students.
 Maintain student attention and interest.
 Encourage student participation, when appropriate.
 Lead students in the direction of the behavior or learning outcomes specified in the learning
objective.
 Provide proper stimuli and reinforcement.
 Contain quality photos, graphs, and text as required
 Be checked prior to use for completeness and technical accuracy
 Contain appropriate terminology for the student.
 Be properly sequenced.
 Be easy to understand.
 Include appropriate safety precautions.

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LESSON 3 – Classification of Instructional Materials

DISCUSSION
Different Types of Instructional Materials

• These are materials that are used to aid in the transference of information from one to
another.
• These instructional materials could include power point presentations (visual aids), books,
articles, materials for project development.
• Content that conveys the essential knowledge and skills of a subject in the school curriculum
through a medium or a combination of media for conveying information to a student. The
term includes a book, supplementary materials, a combination of a book, workbook, and
supplementary materials, computer software, magnetic media, DVD, CD-ROM, computer
courseware, on-line services, or an electronic medium, or other means of conveying
information to the student or otherwise contributing to the learning process through
electronic means, including open-source instructional material.

INSTRUCTIONAL MATERIALS

• Mass Instruction
• Individualized Learning
• Group Learning

ROLES OF INSTRUCTIONAL MATERIALS

The roles that instructional materials can play in the three main instructional modes:

• Delivery vehicles for instructional lessons or in a constructivist way as partners in the

learning process.
• It helps the learner build more meaningful personal interpretations of life and his/her world.
• Serves as a medium in representing what the learner knows and what he/she is learning.

TYPES OF INSTRUCTIONAL MATERIALS

1. Printed and Duplicated Materials

2. Non-Projected Display Materials
3. Still Projected Display Materials
4. Technological Instructional Media

1. Printed and Duplicated Materials

The type of instructional materials, that of written descriptions, includes scientific,
scholarly, reference, and methodological teaching aids, as well as textbooks, books of problems
and exercises, books for recording scientific observations, laboratory manuals, manuals for
production training, and programmed textbooks.

2. Non-Projected Display Materials

Type of instructional materials includes such objects and phenomena as minerals, rocks,
raw materials, semi-finished and finished manufactured articles, and plant and animal specimens.
Among these materials are reagents and apparatus for producing chemical and other
reactions and for demonstrating and studying such reactions during laboratory sessions.

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Such supplies, instruments, and equipment are wood, metal, plastic, and glass objects,
measuring and monitoring instruments and equipment, equipment for the assembling and
finishing of various products, and machines and machine tools

3. Still Projected Display Materials

Type of educational materials, that of representations of actual objects and phenomena,
includes three- dimensional materials (castings, globes, and experimental models), two-
dimensional materials (charts, pictures, photographs, maps, diagrams, and drawings), and
audiovisual materials (motion pictures, film clips, filmstrips, slide sequences, transparencies,
records and tape recordings, and radio and television broadcasts)
Audiovisual materials, including the resources of films, radio, and television, help
acquaint students with the achievements of modern science, technology, industry, and culture
and with phenomena that are inaccessible to direct observation

4. Technological Instructional Media

Systems, devices, and apparatus that present and adapt information during the teaching
process in order to improve the process’s effectiveness. In terms of function, such media are
generally divided into three types: informational, testing, and instructional.
Informational technological instructional media are of the audiovisual type and include
radio programs, educational films and educational television, slide presentations, and language
laboratories. These media may supplement a lecture or lecture series, or they may be used to
reinforce the visual aspect of material under study. Audiovisual equipment may also be used
successfully to accompany independent study. Computers are used as informational instructional
media as well.

Other Instructional Materials

Traditional resources include any textbooks and workbooks used in the classroom. For
example, language arts classrooms almost always have literature textbooks, writing textbooks,
and even vocabulary and spelling workbooks. In addition to these, traditional resources also
include any supplemental reading material, like novels or poems outside of the textbook.

These materials can really help to introduce new concepts to your students. For example,
when learning the concept of theme, a literature textbook can provide numerous reading
materials all displaying theme in different types of literature. In the same way, workbooks can
give some useful basic practice activities for a new vocabulary words or even writing activities
that might be difficult for students. Then, when mastery is shown on a basic level, a teacher can
introduce more challenging material related to that concept.

To evaluate these traditional resources, the most important aspect is to make sure you
choose material within the resource that appropriately relates to your learning objective. Most
textbooks and workbooks have already been designed to align with certain educational standards
and are therefore very reliable in regards to addressing classroom goals. Still, it is important to
be sure to choose material within the textbooks that matches your specific learning objective.

Graphic Organizers

A second type of instructional material is the graphic organizer, which is any type of
visual representation of information. Diagrams, charts, tables, flow charts, and graphs are all
examples of graphic organizers. For instance, in a math classroom, it is essential to use graphs on
a coordinate plane when learning about the equation of a line so that students can actually see
how a line is graphed. In language arts, Venn diagrams and plot diagrams are clear instructional
tools to use when comparing or analyzing events in a piece of literature. All of these graphic

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organizers allow students to physically see relationships between ideas. This is imperative for
learning, especially for students who are more visually oriented. Seeing a clear relationship is
always easier than an abstract idea in your mind.

In fact, having students create their own graphic organizers can be a great way to
incorporate active learning. For instance, you can have students read a short story or even an
informational article and then create their own visual representation of the information. This
pushes students to internalize and apply the information, which requires more thought than
simple recall.

To evaluate your graphic organizers, the most important aspect is to make sure they
support learning and are not merely creative distractions. Some materials can be very fun and
interesting, but if they do not support learning, they should not be included in your lesson. For
instance, a Venn diagram on two characters in the novel, A Tale of Two Cities, can be a nice visual,
but this is a higher-level novel and needs a more in depth type of graphic organizer. At this level,
a Venn diagram is just too simple.

Teacher-Made Resources

A last type of instructional material comprises any teacher-made resources. These

include anything the teacher creates, like handouts, worksheets, tests, quizzes, and projects. Many
of these are used for assessment in the classroom, which is determining the level of learning on
any given topic. For instance, different handouts or worksheets can be used throughout a unit to
see which students are getting it and which students are struggling.

Evaluating these materials is very important. Everything a teacher creates must be a true
assessment of the learning objectives. For instance, a test on a more advanced novel needs to
show how a student can apply the concepts of theme, character development, conflict, and other
literary ideas covered in that unit. In this case, simple recall of plot events should take a lesser
role in any teacher-created assessments.

ASSESSMENT

LEARNING TASK
1. What are the different types of instructional materials? What specific instructional
materials have you created when you still had your face to face classes? How were your
experiences in making those? (15 points)
2. What are the principles in using instructional materials? Why do you need to consider
these principles? (20 points)
3. Why is using instructional materials important in the classroom? (5 points)
4. As a future teacher, why do you need to make instructional materials for your students?
What benefit can your students get from it? (10 points)

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PERFORMANCE TASK

JOB SHEET 2.3 - 1

Title: Designing Instructional Materials
Performance Objective:
Develop and create still projected display materials and technological instructional
media.
Supplies: cartolina, manila paper, colored papers, art materials, markers
Equipment: PC/Laptop
Steps/Procedure:

1. Look for a pair.

2. Prepare the supplies and equipment needed.
3. With your partner, choose one (1) topic in any of your major subjects.
4. Create instructional materials in the topic that you decided with your partner. One
instructional material will be still projected display materials, the other one will be
technological instructional media. Note: Consider the principles of selection and use of
instructional materials and be creative in making these.
5. Take a picture of you making the instructional materials as documentation.
6. Capture the instructional materials you created and paste it in your document.
7. Submit your output.

Assessment Method:
Portfolio Assessment

Rubrics for Scoring:

Creativity - 30 points
Content - 30 points
Neatness - 20 points
Submission Date - 20 points
Total - 100 points

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LESSON 4 – Skills and Issues in Learning with Technology

DISCUSSION

21st CENTURY SKILLS

What are 21st Century Skills?

21st Century skills are 12 abilities that today’s students need to succeed in their careers
during the Information Age.
The twelve 21st Century skills are:

1. Critical thinking
2. Creativity
3. Collaboration
4. Communication
5. Information literacy
6. Media literacy
7. Technology literacy
8. Flexibility
9. Leadership
10. Initiative
11. Productivity
12. Social skills

These skills are intended to help students keep up with the lightning-pace of today’s modern
markets. Each skill is unique in how it helps students, but they all have one quality in common.

THE THREE 21ST CENTURY SKILL CATEGORIES

Each 21st Century skill is broken into one of three

categories:

1. Learning skills
2. Literacy skills
3. Life skills

Learning skills (the four C’s) teaches students about

the mental processes required to adapt and improve
upon a modern work environment.

Literacy skills (IMT) focuses on how students can

discern facts, publishing outlets, and the technology
behind them. There’s a strong focus on determining
trustworthy sources and factual information to
separate it from the misinformation that floods the
Internet.

Life skills (FLIPS) take a look at intangible elements of

a student’s everyday life. These intangibles focus on
both personal and professional qualities.

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Altogether, these categories cover all 12 21st Century skills that contribute to a student’s future
career.

CATEGORY 1. LEARNING SKILLS (THE FOUR C’S)

The four C’s are by far the most popular 21st Century skills. These skills are also called learning
skills.

More educators know about these skills because they’re universal needs for any career. They also
vary in terms of importance, depending on an individual’s career aspirations.

The 4 C's of 21st Century Skills are:

 Critical thinking: Finding solutions to problems

 Creativity: Thinking outside the box
 Collaboration: Working with others
 Communication: Talking to others

Arguably, critical thinking is the most important quality for someone to have in health
sciences.

 In business settings, critical thinking is essential to improvement. It’s the mechanism that
weeds out problems and replaces them with fruitful endeavors.
 It’s what helps students figure stuff out for themselves when they don’t have a teacher at their
disposal.

Creativity is equally important as a means of adaptation. This skill empowers students to

see concepts in a different light, which leads to innovation.

 In any field, innovation is key to the adaptability and overall success of a company.
 Learning creativity as a skill requires someone to understand that “the way things have
always been done” may have been best 10 years ago — but someday, that has to change.

Collaboration means getting students to work together, achieve compromises, and get the
best possible results from solving a problem.

 Collaboration may be the most difficult concept in the four C’s. But once it’s mastered, it can
bring companies back from the brink of bankruptcy.
 The key element of collaboration is willingness. All participants have to be willing to sacrifice
parts of their own ideas and adopt others to get results for the company.
 That means understanding the idea of a “greater good,” which in this case tends to be
company-wide success.

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Finally, communication is the glue that brings all of these educational qualities together.

 Communication is a requirement for any company to maintain profitability. It’s crucial for
students to learn how to effectively convey ideas among different personality types.
 That has the potential to eliminate confusion in a workplace, which makes your students
valuable parts of their teams, departments, and companies.
 Effective communication is also one of the most underrated soft skills in the United States.
For many, it’s viewed as a “given,” and some companies may even take good communication
for granted.
 But when employees communicate poorly, whole projects fall apart. No one can clearly see
the objectives they want to achieve. No one can take responsibility because nobody’s claimed
it.
 Without understanding proper communication, students in the 21st Century will lack a
pivotal skill to progress their careers.
 But the four C’s are only the beginning. 21st Century skills also require students to
understand the information that’s around them.

CATEGORY 2. LITERACY SKILLS (IMT)

Literacy skills are the next category of 21st Century skills.

They’re sometimes called IMT skills, and they’re each concerned with a different element in
digital comprehension.

The three 21st Century literacy skills are:

 Information literacy: Understanding facts, figures, statistics, and data

 Media literacy: Understanding the methods and outlets in which information is published
 Technology literacy: Understanding the machines that make the Information Age possible

Information literacy is the foundational skill. It helps students understand facts, especially
data points, that they’ll encounter online.

 More importantly, it teaches them how to separate fact from fiction.

 In an age of chronic misinformation, finding truth online has become a job all on its own. It’s
crucial that students can identify honesty on their own.
 Otherwise, they can fall prey to myths, misconceptions, and outright lies.

Media literacy is the practice of identifying publishing methods, outlets, and sources while
distinguishing between the ones that are credible and the ones that aren’t.

 Just like the previous skill, media literacy is helpful for finding truth in a world that’s
saturated with information.

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 This is how students find trustworthy sources of information in their lives. Without it,
anything that looks credible becomes credible.
 But with it, they can learn which media outlets or formats to ignore. They also learn which
ones to embrace, which is equally important.

Last, technology literacy goes another step further to teach students about the machines
involved in the Information Age.

 As computers, cloud programming, and mobile devices become more important to the world,
the world needs more people to understand those concepts.
 Technology literacy gives students the basic information they need to understand what
gadgets perform what tasks and why.
 This understanding removes the intimidating feeling that technology tends to have. After all,
if you don’t understand how technology works, it might as well be magic.
 But technology literacy unmasks the high-powered tools that run today’s world.
 As a result, students can adapt to the world more effectively. They can play an important role
in its evolution.
 They might even guide its future.
 But to truly round out a student’s 21st Century skills, they need to learn from a third category.

CATEGORY 3. LIFE SKILLS (FLIPS)

Life skills is the final category. Also called FLIPS, these skills all pertain to someone’s personal
life, but they also bleed into professional settings.

The five 21st Century life skills are:

 Flexibility: Deviating from plans as needed

 Leadership: Motivating a team to accomplish a goal
 Initiative: Starting projects, strategies, and plans on one’s own
 Productivity: Maintaining efficiency in an age of distractions
 Social skills: Meeting and networking with others for mutual benefit

Flexibility is the expression of someone’s ability to adapt to changing circumstances.

 This is one of the most challenging qualities to learn for students because it’s based on two
uncomfortable ideas:

1. Your way isn’t always the best way

2. You have to know and admit when you’re wrong

 That’s a struggle for a lot of students, especially in an age when you can know any bit of
information at the drop of a hat.

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 Flexibility requires them to show humility and accept that they’ll always have a lot to learn —
even when they’re experienced.
 Still, flexibility is crucial to a student’s long-term success in a career. Knowing when to change,
how to change, and how to react to change is a skill that’ll pay dividends for someone’s entire
life.
 It also plays a big role in the next skill in this category.

Leadership is someone’s penchant for setting goals, walking a team through the steps
required, and achieving those goals collaboratively.

 Whether someone’s a seasoned entrepreneur or a fresh hire just starting their careers,
leadership applies to career.
 Entry-level workers need leadership skills for several reasons. The most important is that it
helps them understand the decisions that managers and business leaders make.
 Then, those entry-level employees can apply their leadership skills when they’re promoted to
middle management (or the equivalent). This is where 21st Century skill learners can apply
the previous skills they’ve learned.
 It’s also where they get the real-world experience they need to lead entire companies.
 As they lead individual departments, they can learn the ins and outs of their specific careers.
That gives ambitious students the expertise they need to grow professionally and lead whole
corporations.

True success also requires initiative, requiring students to be self-starters.

 Initiative only comes naturally to a handful of people. As a result, students need to learn it to
fully succeed.
 This is one of the hardest skills to learn and practice. Initiative often means working on
projects outside of regular working hours.
 The rewards for students with extreme initiative vary from person to person. Sometimes
they’re good grades. Other times they’re new business ventures.
 Sometimes, it’s spending an extra 30 minutes at their jobs wrapping something up before the
weekend.
 Regardless, initiative is an attribute that earns rewards. It’s especially indicative of
someone’s character in terms of work ethic and professional progress.
 That goes double when initiative is practiced with qualities like flexibility and leadership.

Along with initiative, 21st Century skills require students to learn about productivity.
That’s a student’s ability to complete work in an appropriate amount of time.

 In business terms, it’s called “efficiency.”

 The common goal of any professional — from entry-level employee to CEO — is to get more
done in less time.
 By understanding productivity strategies at every level, students discover the ways in which
they work best while gaining an appreciation for how others work as well.
 That equips them with the practical means to carry out the ideas they determine through
flexibility, leadership, and initiative.
 Still, there’s one last skill that ties all other 21st Century skills together.

Social skills are crucial to the ongoing success of a professional. Business is frequently done
through the connections one person makes with others around them.

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 This concept of networking is more active in some industries than others, but proper social
skills are excellent tools for forging long-lasting relationships.
 While these may have been implied in past generations, the rise of social media and instant
communications have changed the nature of human interaction.
 As a result, today’s students possess a wide range of social skills. Some are more socially adept
than others. Some are far behind their peers. And some lucky few may be far ahead, as
socializing comes naturally to them.
 But most students need a crash course in social skills at least. Etiquette, manners, politeness,
and small talk still play major roles in today’s world.
 That means some students need to learn them in an educational setting instead of a social
setting.
 For them, it’s another skill to add to their lives.

What’s the Demand for 21st Century Skills?

While 21st Century skills have always been important, they’ve become essential in a
worldwide market that moves faster by the day.

These skills all double back to one key focus.

Someone’s ability to enact and / or adapt to change.

 This is because any industry is capable of changing at a moment’s notice. Industries are now
regularly disrupted with new ideas and methodologies.
 Those industries that haven’t been disrupted aren’t immune though. They just haven’t been
disrupted yet.
 With that in mind, the world has entered an era where nothing is guaranteed.
 As a result, students need to learn to guide the change that’ll inundate their lives. At the very
least, they need to learn how to react to it.
 Otherwise, they’ll be left behind.
 This is especially true as customer demand accelerates in all industries along with
expectations for newer features, higher-level capabilities, and lower prices.
 In today’s marketplace, falling behind means becoming obsolete.
 That’s a familiar concept to all of today’s students as tomorrow’s advancements make today’s
miracles quaint or unimpressive.
 Today, the only consistency from year to year is change.
 That's why many teachers like you are incorporating the 21st Century Skills Assessment into
their career readiness courses.
 With 21st Century skills, your students will have the adaptive qualities they need to keep up
with a business environment that’s constantly evolving.

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REASONS TEACHERS CAN STRUGGLE TO USE TECHNOLOGY IN THE CLASSROOM

Somewhere in a school near you, a teacher is struggling to handle a query from a student whose
laptop has a flat battery or another who’s watching a funny cat video on a phone. Perhaps the
wireless internet connection is dropping in and out, or the electronic whiteboard is playing up.

While teachers are expected to integrate technology into the classroom, the reality can be very
different. Some of the issues teachers can face relate to the technology itself. Others relate to
student or parent expectations, or whether there’s enough of the right professional development
to help teachers become proficient in digital technology.

Without addressing these concerns, we risk creating a generation of students ill-prepared for a
digital future.

The pressure to become digital experts

 No doubt digital technologies can enhance learning through accessing information and
improving communication, as well as providing self-directed and collaborative learning
opportunities. ICT skills can also help develop capable, future-ready citizens.
 So over the past decade, teachers have been expected to integrate digital technologies.
 Students might be “digital natives”, comfortable with and immersed in technology, but
they depend on teachers to learn through digital means.
 The curriculum requires teachers to develop students’ general information and
communication technology (ICT) capabilities across all fields of study, alongside the
“technologies” curriculum.

In practice, many teachers struggle

Despite significant resources allocated to integrating technology in the classroom, many
teachers have struggled with disruptions that devices can bring, had their work negatively
impacted or have not used technologies effectively. And many pre-service
teachers perceive introducing new technologies as a future teaching barrier.

Here are reasons teachers can struggle to use new technologies in the classroom.

1. Introduced technology is not always preferred

Technology isn’t always the answer. Pre-service teachers have reflected on having
preferences for manual writing (compared to typing) and incidences of doubling up on time
writing notes. Students can also prefer reading print and teachers can disengage from
introducing new technology when they don’t feel it adds anything extra.

2. Differing device capabilities and instructions

When students are required to bring their own device to school, there can be
large differences in device capability, for example between what a cheap android phone can do
compared with an iPad. Students may have difficulty writing on small devices over long periods.
Teachers may need to give multiple instructions for many different devices.

3. It’s easy for students to be distracted

Students regularly use devices for social media, playing games, instant messaging, text
messaging and emailing rather than for class work.

Students have been described as “digital rebels” (accessing social media and texting),
“cyber wanderers” (succumbing to virtual games) and “eLearning pioneers” (undertaking online
studies during class time).

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4. Technology can affect lesson time and flow

Lessons are interrupted by regular negotiations that reduce lesson time. This is related to
students not putting screens down (during instructions), concealing screens from teachers’ view,
pretending devices don’t work and devices being insufficiently charged.

Digital technology training and preparing lessons to include new technologies can also
be time consuming.

5. Teachers need more professional development

Teachers need access to ICT improvements for classroom implementation and to keep up
with continuous technological advances. This needs to be regular, scaffolded and sustainable.

Yet, allocation of professional learning resources has been reported as sporadic in scope
and quality.

6. Not everyone has technology at home

Not all students or teachers use a computer at home, are frequent users, have sufficient
data or internet access. There is a digital divide of reduced computer literacy in students from
Indigenous, lower socioeconomic or regional/rural backgrounds.

This creates challenges for teachers if they have to set different tasks for different
students, or if they avoid setting homework with a digital component.

7. Teachers need to protect students

Immersion of students in digital technologies has created additional demands for
teachers to protect students’ behaviours online (safety, legal risks and privacy) and in
the classroom (theft and locking of devices).

8. Not all teachers ‘believe’ in using technology

A wide range of research has established that if teachers don’t believe in using digital
technologies they will fail to transform classes, align with learning goals and integrate technology
into curricular content.

9. Lack of adequate ICT support, infrastructure, or time

Appropriate access to technical support (classroom, informally), availability of
infrastructure (computer labs, software), policies (whether to administer digital homework) and
time allocated to incorporate new technologies are major challenges for teachers.

10. Tensions between students and teachers

There have been tensions from teachers confiscating “personally owned” devices,
difficulties accessing power sockets and when students find information online that conflicts with
what the teacher is teaching.

What can we do to overcome these struggles?

There is no single technological solution that applies for every teacher, every course, or
every view of teaching. Integrating technology in the classroom is a complex and varied process
for many teachers.

Meaningful technology integration depends on more than device use. There are important
steps to make sure integrating technology aligns with how you teach and what you are teaching.

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Professional development has tried to address teachers’ technology struggles. But much
of it has been limited to one-shot or “one solution for all” strategies.

We need an approach to ICT professional development with different layers to handle the
many various situations teachers find themselves in and to handle varied levels of teaching
experience and confidence.

Developing a common vision about the role of ICT in education with stakeholders and
creating a shared community of practice is important.

Without holistic improvements to teacher support and training that address the many
issues teachers face, there’s the risk of creating a generation of ill-prepared students for a digital
future.

ASSESSMENT

LEARNING TASK

1. As a future teacher, what are the necessary skills that you need to have in order to address
the technological problems in the classroom? Explain your answer. (10 points)
2. Explain each of the twelve 21st century skills and give its importance in today’s day and age.
(25 points)
3. What are the 21st century skills that you have practiced and developed in your years in
teacher education? How were you able to apply these? (10 points)
4. What technological problems did you encounter as a student? How did it affect your
acquisition of knowledge? (10 points)
5. What do you think are the necessary improvements that the government should focus in
education in this time of distance learning? How will it help the students and teachers? (10
points)

REFERENCES

 https://www.slideshare.net/renalynespinola1/lesson-2-technology-boon-or-bane
 https://designteachengage.wisc.edu/instructional-
materials/#:~:text=Instructional%20materials%20provide%20the%20core,either%20
engage%20or%20demotivate%20students.
 https://www.slideshare.net/IrvinEcalnir/guiding-principles-in-the-selection-and-use-
of-instructional-materials
 https://www.slideshare.net/roycapangpangan/different-types-of-instructional-
materials

 https://study.com/academy/lesson/instructional-materials-definition-examples-
evaluation.html

 https://www.google.com/amp/s/theconversation.com/amp/ten-reasons-teachers-can-
struggle-to-use-technology-in-the-classroom-101114

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VISION
A high quality corporate university of Science, Technology and Innovation.

MISSION
SLSU will:
a. Develop Science, Technology and Innovation leaders and professional;
b. Produce high-impact technologies from research and innovations;
c. Contribute to sustainable development through responsive community
engagement programs;
d. Generate revenues to be self-sufficient and financially viable.

CORE VALUES
S - service excellence
L - leadership competence
S - stewardship and accountability
U - unity in diversity

QUALITY POLICY
We, at Southern Leyte State University, commit enthusiastically to satisfy
our stakeholders’ needs and expectations by adhering to good governance,
relevance, and innovations of our instruction, research, extension and other
support services and to continually improve the effectiveness of our quality
management system in compliance to ethical standards and applicable
statutory, regulatory, industry and stakeholders’ requirements.
The management commits to maintain, monitor and continually improve
our Quality Management System and ensure that adequate resources are
available.
Prepared by:
College of Teacher Education-Sogod Campus
SOUTHERN LEYTE STATE UNIVERSITY
Sogod, Southern Leyte, Philippines

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