Technology for Teaching

and Learning 2
(Eng. 120)

Kapalong College of
Agriculture Sciences and
Technology

Evelyn R. Cutamora, LPT, MAEd, PhD

Instructor
Module 2: Integrating Active Learning Approaches
In Language Learning

Module Overview

Active learning approaches are characterized by learner’s engagement in

activities that are geared towards the generation of new knowledge or making
meaning to an existing knowledge while developing other 21st Century skills (such
as collaboration, media literacy, critical thinking) in the process. Four of the recent
active learning approaches introduced to enhance the teaching learning process
are Inquiry-Based learning (IBL), Research-Based Learning, Problem-Based
Learning (PBL). These learning approaches are designed to give more depth and
breadth in the learning of content in the K to 12 Curriculum. While these
approaches are meant to provide opportunities for active exploration of content,
each of these approaches has a distinct characteristic that needs to be considered
by teachers in the realization of learning competencies especially in social
science teaching. Knowing the distinctions among these active learning
approaches will help the social science teacher in deciding what approach to
adopt.
Central to active learning approaches is the construction of framing
questions that will guide the learners in their investigation either on a specific
topic or unit. Investigations become more meaningful when these are related to
real life experiences or real world issues or problems.
As learners become active participants in the process of generating new
knowledge, technology whether digital or non-digital, plays an important role in
the utilization of these active learning approaches. With the ubiquity of
technology tools that learners are exposed to, it is the teachers’ role to ensure
the appropriateness and relevance of such tools in the development of learning
competencies. Aside from learning language skills, it is also important to train
learners of their responsibilities as they engage in digital learning activities and
enable them to discriminate digital tools that are useful in enhancing their
knowledge on the content of investigation.

At the completion of this module, students should be able to:

 discuss the concepts of the different learning approaches in social science
teaching and learning;
 discuss how information and communication technologies will help
develop and present social science lessons using the different active
learning approaches;
 brainstorm on the possible products or outputs that will serve as an
evidence of learning of the developed learning outcomes of the learning
plan using inquiry-based learning, Problem-Based Learning and Project-
Based Learning; and
 integrate active learning activities in the development of social science
learning plans.

This module discusses the following lessons:

Lesson 1: Inquiry-Based Learning and Research-Based Learning
Lesson 2: Problem-Based Learning and Project-Based Learning

Are you ready? Then start the lessons now!

Technology for Teaching and Learning 2 2

 Module 2

Lesson Inquiry-Based Learning and

1 Research-Based Learning

Learning Outcomes:
At the end of this lesson, students should be able to:
 discuss the salient features of Inquiry-based learning and
Research-based learning and their application to the
learning outcomes;
 analyze how technologies for teaching and learning language
can be maximized in inquiry-based learning and research-based
learning; and
 state some performance standards from the Curriculum Guide
that can employ inquiry-based learning and research-based
learning.

Time Frame: 3 hours/week

Introduction:
How does inquiry-based learning fit into a college and university
education? What role do professors or lecturers play?
Conversely, inquiry-based learning has its own history, which extends
back into the period of higher education reforms in the 1960s. Since that time,
several variations have developed. There is increased focus on scholarship,
while at the same time, attention is placed on autonomous learning. This will
allow to draw the conclusion that inquiry-based learning is advancing the
notion of education through scholarship (Bildung durch Wissenschaft) by
exploring the learning potential in conducting research or, respectively, in
conducting independent research.
In contrast to other learning methods, inquiry-based learning is
characterized by the fact that learners shape, learn and deliberate on the
process of a research project.

Good luck everyone and God Bless!

Technology for Teaching and Learning 2 3

 Let’s Start!
Task 1: “The KWL Chart”

KWL CHART
Language Topic:
Big Question:

What I Know What I Want to Know What I Learned

What to do:

Step 1: The KWL Chart

Familiarize yourself with the concept of KWL chart. Analyze the

contents of the charts and think of how you can use this chart in facilitating
your language lessons.

Technology for Teaching and Learning 2 4

Step 2: Starting with an Essential or Big Question

Since inquiry-based learning usually starts with essential or big

questions that elicit varied answers from the respondents, think of a question
that you would like to ask your students relevant to a specific lesson in your
language class. Some example questions may be:
a. Why do we need to learn how to listen?
b. Why is there a need to be engaged in public speaking?
c. How do children with special learning needs communicate?
d. How do we know the language struggles and stories of the people of
long ago?

What is one main characteristic of a young children that helps them to know
about the world they live in?

Write your big question on the KWL chart.

Step 3: Finding Out What I Know

Eliciting from your collective lived experiences as groupmates, provide

an answer in the big question you identified. Record your answers through
filling in the first column of the KWL chart in this step, each member is
expected to activity participate to fully answer the KWL chart. As you do the
activity. Writing and speaking skills can be observed to be demonstrated by
each member. (Since individual activity, just do it yourself.)
The activity ca be done at any level in your language classes in the
future. You need to allow some students like the pre-school level to draw their
answers in the chart if they cannot write their answers in verbal form.

Step 4: Finding Out What I Want to Know

To allow you to freely explore about what is in store in the world around
you, fill in the second column of the KWL chart. By answering the second
column, you will be able to think of other possible information that is beyond
the knowledge that you have about the big question. This activity contributes
to the development of inquisitiveness of students.

Step 5: Finding Out What I Have Learned

Finally, organize the results of your gathered data and write your
answer in Column 3 of your KWL chart.

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 Draw Analysis

Directions: Answer the following questions based on your own understanding. Your
answers will be graded based on the set criteria below.

Criteria: Content: 5 pts.; Organization of Idea- 3 pts; and Structure- 2 pts = 10 pts

1. What are the different levels of inquiry learning in the classroom?

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2. What is the role of the teacher in Inquiry-Based Learning and Research-
Based Learning?
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3. What are the types of Inquiry?
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 Abstraction

Nature of Inquiry-Based Learning

Inquiry, in its simplest definition, is a process of asking questions. This
has spurred the enumerable developments that we continue to enjoy in our
society today, It continues to usher the study of so many fields that enable
various scientists and experts to provide solutions to emerging issues affecting
the society in general. In the classroom, in particular, the process of inquiry is
a basic learning activity that every teacher is expected to facilitate. The
development of the ability to ask among learners is basic in the age of the
Fourth Industrial Revolution. According to the Future of Jobs Report during the
World Economic Forum, the top three of the ten skills needed in this age are
complex problem solving, critical thinking and creativity (Gray, 2016) which all
start from the process of asking.
Inquiry-Based Learning (IBL) as an approach essentially involves tasks
requiring learner’s active participation in finding answers to curricular questions.
The questions can run from very specific simple questions to more complex
questions in relation to the curriculum. Learners are given opportunities to
engage in self-regulated activities as they pursue their investigation. Using this
in the language classroom can facilitate the development of communication
skills as it involves activities such as writing questions, deliberating on ways of
finding answers to curricular questions, and presenting outputs as evidence of
inquiry among others. This approach encourages students to work together in
accomplishing their task.
The process of inquiry starts from positing a question aligned to a
content standard in the K to 12 curriculum for English. Investigation proceeds
using various sources of information and presentation of outputs of the students
using a productivity tool. Depending on the required output, the assessment
tool that will be used should be given to the students before the inquiry
commences.

When to Use
Chisholm and Godley (2011) purport that inquiry-based instruction (IBI)
offers an especially appropriate approach to learning about language variation,
identity, and power since IBI can provide students with opportunities to learn
about current issues in sociolinguistics through sharing and debating on a
personal experience with language from multiple perspectives.

Types of Inquiry
VIU (2020) presented four types of inquiry that can be used in facilitating
classes. These are:
1. Structured Inquiry - This lets the students follow the lead of the teacher as the
entire class engages in one inquiry together.
2. Controlled Inquiry - The teacher chooses topics and identifies the resources that
the students will use to answer questions.
3. Guided Inquiry - The teacher chooses topics or questions and students design

Technology for Teaching and Learning 2 7

 the product or solution.
4. Free Inquiry - Students are allowed to choose their own topics without any reference
to a prescribed outcome.

Role of the Teacher

The success of IBL largely depends on the careful planning of the
teacher in relation to the curriculum. The language teacher needs to look into
the learning competencies that can be satisfied by a simple inquiry or more
complex inquiry. He/she controls and prepares the topic for investigation and
guides the learners by setting the questions to be explored. Learners are
allowed to design their own way of investigation and present their outputs using
technology tools that are afforded to them. When technology is coupled with
IBL, a gateway to information is opened and students can have access to
information at anytime and anywhere. It is assumed that the teacher is
knowledgeable of the sources of information and whether the learners have
access to these sources.
When designing an IBL, the teacher has to consider the following fields
proposed by Avsec and Kocijncic (2016):
1. Prior knowledge and capacity
2. Context - Learners require meaning from experience.
3. Content and learning materials
4. Process
5. Strategy of reactions and behavior
6. Course outcomes

Role of Technology
The internet or the World Wide Web offers lots of platforms for mining
information. It has become the most sought out source of information because
of the variety of tools that abound. Language is no longer a barrier in one’s
search information. Depending on the unit of study in a language curriculum,
there are many free educational websites that are available for the language
teachers and learners. Due to the vastness of sources of information from the
WWW, any language teacher who is using IBL has the responsibility to direct
learners to websites that provide the proper information. The technology tools
that are made available for the learners, whether online or offline, should
support the object of inquiry which is aligned to the learning competencies in
the K to 12 Language Curriculum.
It should be noted that the use of technology in IBL is just one of the
many other sources of information in the process of inquiry. This does not
exclude the other resources, human and non-human, in gathering information.
However, learners are undeniably familiar and probably more adept in exploring
the internet. Guiding them in locating online resources that are relevant in
developing their research and communication skills will let them learn the
importance of using educational resources in an explicit and implicit way.

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 Application

Directions: To be able to apply inquiry-based learning in your field of

specialization, do the following steps:

Step 1: Reading Curriculum Guide in English or Filipino Subject

Identify a grade level from the K to 12 Curriculum and read the
Curriculum Guide for English or Filipino of this level. Focus
your reading on the different language competencies of every
languages lesson.
Step 2: Identifying Language Competency for IBL
Find learning competencies in the chosen Curriculum Guide
that are suited for an IBL. Determine the type of inquiry that
you will be using. Note them down on the table provided.

Subject:

Grade Level:

Language Learning Competencies Type of Inquiry

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

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 Module 2

Lesson Problem-Based Learning and

2 Project-Based Learning

Learning Outcomes:
At the end of the lesson, student should be able to:
 discuss the salient features of problem-based learning and project-
based learning and their application to the attainment of learning
competencies and learning outcomes;
 analyze technologies for teaching and learning can be maximized
in problem-based learning and project-based learning; and
 share some performance standards form the curriculum guide that
can employ problem-based learning and project-based learning.

Time Frame: 3 hours/week

Introduction:
How Problem-Based Learning (PBL), an approach challenges students
to learn through engagement in a real problem? Thus, PBL is unique in that it
fosters collaboration among students, stresses the development of problem
solving skills within the context of professional practice, promotes effective
reasoning and self-directed learning, and is aimed at increasing motivation for
life-long learning.
In Project-Based Learning (PrBL), students are challenged to develop a
plan and create a product or artifact that addresses the problem. However, it
provides students with an opportunity to evaluate their work in the context of
shared success criteria and the purpose of the PBL. Students identify aspects
of their work that are successful and aspects that they could improve in future
learning experiences.
As we all know, everything will get easier if we get used to it. So in this
type of learning processes, we can also help ourselves understand and
investigate problem easily as a one, two and three.

Good Luck and God Bless!

Technology for Teaching and Learning 2 10

 Let’s Start!

Task 1: “Answer Me”

Directions: This activity shows that it is easier to write about something that
is relatable in our life situations because of our prior knowledge or experience.
Language teaching and learning in the basic education are not just about
parts of speeches, grammar and other contents but more so on how these are
used to deal with real-life experiences. Do the following step:

Step 1: Study a picture from the internet and create a meme or a question
about it.
1. ____________________________________________________________
2. ____________________________________________________________
3. ____________________________________________________________

Step 2: Write 1-2 sentences about literature.

1. ____________________________________________________________
2. ____________________________________________________________
3. ____________________________________________________________

Step 3: Between creating a meme or a question about picture from the

internet and writing sentences about literature, which did you find easier to
write about? Explain your answer.
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Technology for Teaching and Learning 2 11

Task 2 – “Searching”

Step 1: Searching for Web 2.0 Tools

Fill out the table that presents various Web 2.0 tools and language
activities where such tools may be used.

Web 2.0 Tool Purpose Sample Activities for

Language Learning

Step 2: Searching for Web 3.0 Tools

Identify some Web 3.0 tools that can be used in the language classroom.

Web 3.0 Tool Purpose

Technology for Teaching and Learning 2 12

 Analysis

Direction: Answer the questions below. Each item has a

corresponding 10 points.

1. What is Problem-based learning and Project-based learning?

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2. What are the stage-process used in the adoption of the online Problem-
based learning?
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3. How is technology integrated in the Problem-based learning and Project-

based learning?

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Technology for Teaching and Learning 2 13

 Abstraction

Nature of Problem-Based Learning

Problem-based learning is an approach that involves a process of inquiry
and soling open-ended questions that serve as the main problem that the
learners will work on. The type of questions posited is focused on a specific
content standard and its application to real life issues. It also requires more than
one answer or solution. Learners are engaged in a collaborative task as they
work towards the solution to the problem. This learning activity is done in small
groups with each member assigned certain task to accomplish. In the process
of engaging in PBL, they learn several skills such as problem-solving,
communicating, research, among others which are essential in the workplace.
The end goal of PBL is to ensure that the target, the learning competencies, are
achieved in the process.
Ali (2019) described PBL as a process that is used to identify problems
with a scenario to increase knowledge and understanding. In her article, she
proposed the following five principles of PBL that may be considered by teachers
in planning or using the approach:
1. It is a power of independent and self-directed learning.
2. Learning happens in a group and teacher is a facilitator.
3. All groups are have to participate equally.
4. Students’ learn about motivation, teamwork, problem-solving and
engagement with the task.
5. Materials such as data, photographs, articles, can be used to solve
the problem.
Lo (2009) proposed a six-process used in the adoption of the online PBL:
1. Identifying the problem - current issues that do not have just one
answer or one definite solution.
2. Brainstorming - generate ideas; tackle the problem through self-
directed questioning; arouse students’ intrinsic motivation.
3. Collecting and analyzing the information – assigning group members
to collect information; posting what they found and what they learned;
collaborative collection of useful information.
4. Synthesizing information – solving the problem through synthesized
relevant data; knowledge building.
5. Co-building knowledge – presentation of the solution to the learning
problem/issue.
6. Refining the outcomes – giving of feedback and suggestions by the
instructor to help students improve; learning from other group’s
presentation.

Benefits of Problem-Based Learning

Several studies have revealed positive impacts of PBL on learners as they
engage in the process. Among these are the following:
(Ghufron & Ermawati, 2018, p. 666 – in EFL writing class)
1. Promotes self-confidence and motivation
2. Reduces student’s nervousness during the learning process

Technology for Teaching and Learning 2 14

 3. Increases student’s responsibility in learning
4. Makes students easily learn the material through sharing of ideas
5. Promotes problem-solving skills
6. Promotes self-directed learning
7. Promotes active learning
8. Makes students explore many learning resources
9. Makes students develop positive attitude towards learning

For Baresh, Ali, & Darmi, 2019 – EFL students:

For English as a Foreign Language (EFL) students, PBL:
 Enhances fluency in communication
 Improve grammar
 Increases comprehension
 Enhances good pronunciations and intonations
 Enhances self-confidence
 Increases range of vocabulary

The study of Lin (2017) revealed statistically that the PBL participants showed more
improvement in their reading comprehension than the non-PBL participants. The study
further looked into the PBL active English learning attitude of the two groups and found
that the PBL participants’ motivation intensity, their desire to learn English, and
communication inside and outside the classroom were significantly higher than those of
the participants of the non-PBL group. The research also found that the PBL participants’
active English learning attitudes are significantly related to their reading comprehension
The acceptability of PBL as an approach to teaching and learning does not only
involve the learners but also the teachers. In the study of Markusic and Sabljic (2019),
they sought to establish the teachers’ attitudes on the problem-based teaching of
literature. Their data revealed that PBL is an acceptable methodological system because
they saw greater interest and activity of students, development of student’s critical
thinking and communication skills, encouraging curiosity and exploratory thinking,
developing love of reading, and developing the skills of connecting teaching topics.

Role of Technology
How is technology integrated in the PBL activity? As the learners embark on an
open-ended question collaboratively, there are a number of free online tools that they
can use from the commencement of the task to its completion especially that some of
the group tasks will be done outside the regular class hours. These online tools will allow
the learners to be actively connected and engaged in the group task while monitoring
their own contributions. The teacher acting as facilitator may also have the opportunity
to peep into the activities of each learner thereby enabling him/her to give feedback at
any stage of the OBL activity. Bower, Hedberg and Kuswara (2010) stress that
technology is simply the mediator for collaboration and representation and that it is the
type of task and thinking processes in which students engage that determine the quality
of learning.
The WWW has opportunities for PBL that can be utilized by the learners to
accomplish their tasks. Web 2.0 technologies are characterized by collaboration, sharing
and networking. These may facilitate and enhance PBL activities (Tambouris,et al, 2012)
in its different stages. In the study of Kung (2018), it was found that advanced language
learners had positive perception about the use of Web 2.0 technology in writing
instruction.
Productivity tools such as those for writing, presentations, spreadsheets,
calendars, organizers, citations and others are also available to assist learners and
teachers in accomplishing required tasks and outputs from a PBL activity. There
are free tools that can be downloaded for mobile phones, laptops or desktops.

Technology for Teaching and Learning 2 15

Before using or recommending these tools to learners, it is important that
teachers take note or try out the tools first to be familiar with the most appropriate
tool for the PBL activity.
When using PBL, the learning competencies must be the primary
consideration together with the content and performance standards before the
technology integration. As soon as these are in place, the statement of learning
outcomes in the learning plan must be stated in behavioral and measurable
terms. PBL is about developing higher order thinking skills; therefore, the
taxonomy of objectives should be utilized to ensure that you are targeting the
required outcomes. Consider using the revised Bloom’s taxonomy by Anderson
and Krathwohl in creating your learning outcomes.

Nature of Project-Based Learning/Project-Based Approach

Project-based learning is an approach but has evolved as a teaching

method that engages learners in a series of planned tasks resulting to the
generation of solutions to real-world problems. It is a student-centered approach
as it takes into account the realm of experiences and interest of students. This
method is based on John Dewey’s principle of learning by doing and Vygotsky’s
constructivist theory of learning that advocates social construction of knowledge.
PrBL/PBA is a collaborative learning activity where learner work on an authentic
task guided by an open-ended question. Each member has an assigned role that
will contribute to the solution of the problem that was identified. This problem
reflects real issues in their community or the world at large.
Past and more recent researches have proven PrBL to be beneficial in
the development of various skills such as:
1. Research methodology skills (Tiwari, Arya, &Bansal, 2017), Using student
feedback questionnaire given to 99 students, it was revealed that students
knowledge of the topic taken, searching review from the topic, communication
skills, data collection skills, and analytical and presentation skills were enhanced.
The teachers also perceived that PRBL could cause 100% enhancement of
knowledge on the various components of research methodology, update of the
knowledge on a particular topic, and increase in interaction with students.
2. Oral communicative competence (Bakar, Noordin & Rali, 2019). The
researchers investigated the effectiveness of using PrBL activities in the
improvement of oral communicative competencies of 44 Malaysian English
language learners. The study revealed a significant improvement in the learners’
overall oral communicative competence after a 12-week intervention lessons
using PrBL as a strategy. They also concluded that PrBL as a teaching strategy
is effective and is recommended as suitable English language teaching strategy
especially for learners with low proficiency in the English language.
3. Development of life skills ( Wurdinger & Qureshi, 2015). The study employed
mixed-method to examine the development of life Skills through PrBL. Their
findings revealed that after taking the PrBL course, there was a significant
difference in the mean scores for the following life skills:responsibility, problem
solving, self-direction, communication, and creativity skills. It was concluded
that PrBL, indeed promotes further development of life skills.

Technology for Teaching and Learning 2 16

Application

Directions: Based on the stated inputs, it is your turn to prepare for a

potential PrBL activity in your future classroom. Follow the steps and
instructions given.

Step 1: Using Notetaking Applications

Find a peer that you can work with for this activity. Bring out your K to 12
Curriculum in English. Use any notetaking app or tool for recording your output.

Upload here…

Step 2: Constructing Key Questions for PBL

Using your K to 12 Curriculum in English, choose 3 learning
competencies from different quarters, identify the content standards and
construct key questions that can motivate students to engage in a PrBL activity.
Use the table provided.

Learning Open-ended
Quarter Competencies Content Standard question

Technology for Teaching and Learning 2 17

 Reflection
Direction: Write down the things you have learn from the lesson.
Answer the following questions. (5 pts. each item)

1. What did I understand?

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2. What did I remember?

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3. How can I apply this in the future?

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CLOSURE

Congratulations for completing Module 2. Hope you are now

enlightened about the Problem-Based Learning and Project-Based Learning.

Technology for Teaching and Learning 2 18

 Post Assessment

I – Multiple Choice
Direction: Encircle the LETTER of the best answer. (2 pts. each item)

1. Which ONE has the opportunities for Problem-Based Learning (PBL) that
can be utilized by the learners to accomplish their tasks?
a. World-Wide Web
b. World-Wild Web
c. World-Wise Web
d. World-Wizard Web
2. What type of inquiry that the students follow the lead of the teacher as the
entire class engages in one inquiry together?
a. Controlled Inquiry
b. Free Inquiry
c. Guided Inquiry
d. Structured Inquiry
3. What approach essentially involves tasks requiring learners’ active
participation in finding answers to curricular questions?
a. Inquiry-Based Learning
b. Problem-Based Learning
c. Project-Based Learning
d. Research-Based Learning
4. Who revealed statistically that PBL participants showed improvement in
their reading comprehension than non-PBL participants?
a. Ali (2019)
b. Ermawati (2018)
c. Lin (2017)
d. Qureshi (2015)
5. How does assessment tool will be used in the process of inquiry?
a. Should be given to the students on the inquiry commences
b. Should be given to the students after the inquiry commences
c. Should be given to the students once the inquiry commences
d. Should be given to the students before the inquiry commences.
6. This study revealed a significant improvement in the learners’ overall
competence after a 12-week intervention lessons using PrBL as a strategy.
They also conducted that PrBL as a teaching strategy is effective and is
recommended as suitable English language teaching strategy especially
for learners with low proficiency in English language. Which ONE describe
the statement?
a. Development of Life Skills
b. Oral Communicative Competence
c. Research Methodology Skills
d. Writing Competence

Technology for Teaching and Learning 2 19

7. Which refers to the tools such as those for writing, presentations,
spreadsheets, calendars, organizers, citations and others are also available
to assist learners and teachers in accomplishing required tasks and outputs
from PBL activity?
a. Activity Tools
b. Group Tools
c. Productivity Tools
d. World Tools
8. What inquiry that the teacher chooses topics or questions and students
design the product or solution?
a. Controlled Inquiry
b. Free Inquiry
c. Guided Inquiry
d. Structured Inquiry
9. What is an approach that evolved as a teaching method that engages
learners in a series of planned tasks resulting to the generation of solutions
to real-world problems?
a. Inquiry-Based Learning
b. Problem-Based Learning
c. Project-Based Learning
d. Research-Based Learning
10. What is the process of asking questions?
a. Facilitate
b. Inquiry
c. Progress
d. Simplify

II – TRUE or FALSE
Direction: Write True if the statement is correct, False otherwise.
(2 pts. each item)

11. The success of IBL largely depends on the careful planning of the teacher
in relation to the curriculum.
12. The internet or the World Wide Web offers lots of platforms for mining
technology.
13. Wurdinger & Qureshi (2015) purport that inquiry-based instruction (IBI)
offers an especially appropriate approach to learning about language
variation.
14. The end goal of PBL is to ensure that the target, the learning competencies,
are achieved in the research.
15. Project-Bases Learning (PrBL) as a teaching strategy is effective and is
recommended as suitable English language teaching strategy

Good luck and God bless…erc/

Technology for Teaching and Learning 2 20

 Glossary

Access - permission, liberty, or ability to enter, approach, or pass to and from a place
or o approach or communicate with a person or thing.

Adept - very skilled or proficient at something.

Artifact - something observed in a scientific investigation or experiment that is not

naturally present but occurs as a result of the preparative or investigative
procedure.

Barrier - obstacle that prevents movement or access.

Collaborate - work jointly on an activity, especially to produce or create something.

Commences - to enter upon: begin; to begin something.

Competencies - the applied skills and knowledge that enable people to successfully
perform their work.

Context - the circumstances that form the setting for an event, statement, or idea,
and in terms of which it can be fully understood and assessed.

Curriculum - the subjects comprising a course of study in a school or college.

Explicit - stated clearly and in detail, leaving no room for confusion or doubt.

Fosters - encourage or promote the development of.

Implicit - implied though not plainly expressed.

Inquiry- an official investigation.

Platform - the declared policy of a political party or group.

Posited - assume as a fact; put forward as a basis of argument.

Realm - a field or domain of activity or interest.

Sociolinguistics - the study of the sociological aspects of language.

Taxonomy - the practice and science of categorization or classification.

Vastness - very great extent or size; immensity.

Variation - a change or difference in condition, amount, or level, typically with certain

limits.

WWW (World –Wide Web) - The World Wide Web, commonly known as the Web, is
an information system where documents and other web resources are
identified by Uniform Resource Locators, which may be interlinked by
hyperlinks, and are accessible over the Internet.

Technology for Teaching and Learning 2 21

 References

Aloke, A. (2017). The Importance of Instructional Materials in Teaching

English as a Second Language. International Journal of Humanities
and Social Science Invention. Vol 6. Issue 9.

Baduya, L. (2018). ICT Integration in Language Instruction. Retrieved on

February 24, 2020 from https://www.asia-efl journal.com/pubcon2018/
breakout-sessions-schedule/day-1-august-24-2018/ict-integration-in-
english-language-instruction/

Espique, F.P and Ayao-ao, S.L. (2020). Technology for Teaching and
Learning 2 Education for Language English/Filipino. Lorimar Publishing
Inc.

Zalaznick, M. (2019). Universal Appeal: How to Remove Barriers and Engage

All Students in Instruction with Universal Design for Learning.
Retrieved on February 25, 2020 from
https://web.b.ebscohost.com/ehost/pdfviewer?vid=4&sid=12835fc2-
8812-4d99-86b7-db53688e1562%40pdc-v-sessmgr01

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