Technology

for
Teaching and Learning 1
Chapter 1:
TEACHING AND LEARNING WITH TECHNOLOGY: AN INTRODUCTION

EXCITE

In this Activity, the teacher will group you into 2. You are allow to use any form of
technology to have a brainstorming about the activity. Ten minutes will be given to
brainstorm and after which you will explain or defend your answers.

Look at the two teachers in the picture below. Who is better equipped to handle the
21st century learners? Picture A is a teacher with Traditional Technology and Teacher
B is a teacher with Digital Technology. Justify your answers.

Give reasons for choosing Picture A: _______________________________.

Give reasons for choosing Picture B: _______________________________.

EXPLORE

Topic: Meaning of Educational Technology

―Technology is more than hardware. Technology consists of the designs and the
environments that engage learners.‖ - D. Jonassen

• The word "technology " comes from he greek word techne which means craft or art.
• Educational technology refers to the art or craft of responding to our educational
needs
• Technology is not just machines. It is a "planned, systematic method of working to
achieve planned outcomes-a process not a product.

Base from Dale 1969

• Technology also refers to any valid and reliable process or procedure that is derived
from basic research using the scientifc method.
Based from Wikipedia
• Technology refers to ―all the ways people use their inventions and discoveries to
satisfy their needs and desires.‖

Based from The world Book Encyclopedia, Vol. 19

• So, educational technology refers to how people use their inventions and discoveries
to satisfy their educational needs and desires, i. e. learning.

Based from In the Definition of Educational Technology

• Educational technology is ―a complex, integrated process involving people,
procedures, ideas, devices and organization for analyzing problems and devising,
implementing, evaluating and managing solution to those problems, involved in all
aspects of human learning.‖

Technology in Education
―The application of technology to any of those processes involved in operating the
institutions in which house the educational enterprise. It includes the application of
technology to food, health, finance, scheduling, grade, reporting and other processes
which support education within institutions.‖

Topic: Technology: Boon or Bane?

―Technology is in our hands. We can use it to build or destroy.‖

In Education technology is Bane when:

• The learner is made to accept Gospel truth information they get from the internet.
• The learner surfs the Internet for pornography.
• The learner has an 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.
• 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 our time in the classroom or in our
workplace texting.
• We use overuse and abuse TV or film viewing as a strategy to kill time.

Topic: ICT competency Standards for Philippines Pre-service Teacher

Education

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:
ISTE National Educational Technology Standards for teachers (NETS*T)

Standard 1: Technology Operation And Concept

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 students 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 to improve
instructional practice.

Standard 5: Productivity And Professional Practice

Teachers use technology to engage in on-going professional development and
lifelong learning in support of the students learning, increase production and to build
community of learners.

Standard 6: Social, Ethical, Legal And Human Issues

Teachers use technology in support of student learning who come from diverse
background, affirm diversity, promote safe and healthy use of social media and
technology.

ISTE National Educational Technology Standards For Students (NETS*T)

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 of others.
Standard 3: Research And Information Fluency
Students are expected to apply digital tools to gather, locate, organize, analyze,
evaluate, synthesize, and ethically use information from a variety of sources and
media.

Standard 4: Critical Thinking, Problem Solving And Decision Making

This standards expects the students to use critical thinking skills to plan and
conduct research, manage projects, solve problems and make informed decisions
using appropriate digital tools.

Standard 5: Digital Citizenship

It is required by this standard that every technology student becomes a digital
citizen who demonstrates ethical and legal behavior, safe, legal and responsible use of
information. Students are expected to exhibits positive attitude, collaboration, learning
and productivity as a digital citizen

Standard 6: Technology Operation & Concepts

Sound understanding of technology concepts, systems and operation is a standard
that students should comply with. They are expected to transfer current knowledge to
learning of new technologies.

Topic: Roles of Technology for Teaching and Learning

As teaching and learning go together, let us explore what would be the roles of
technology for teachers and teaching and for learners and learning. According to
Stosic (2015). educational technology has three domains.

1. Technology as a Tutor.
Together with the teacher, technology can support the teacher to teach another
person or technology when programmed by the teacher can be a tutor on its own.

2. Technology as a Teaching Tool.

Like any other tool, it is being used to facilitate and lighten the work of the
teacher. It will be good if the teacher can create or develop a technology tools that
are needed in the classroom.

3. Technology as a Learning Tool.

While the teacher utilizes technology as the tool for teaching, likewise, it is an
effective tool for learning. As a learning tool, it makes learning easy and
effective.
A. For Teachers and Teaching

There are numerous roles that technology plays in the role of the teachers. Here
are some examples of the myriad of roles that technology can do for teachers and
teaching.

1. Technology provides enormous support to the teacher as the facilitator of learning.

2. Technology has modernized the teaching-learning environment.
3. Technology improves teaching-learning process and ways of teaching.
4. Technology opens new fields in educational researches.
5. Technology adds to the competence of teachers and inculcates scientific outlook.
6. Technology supports teacher professional development.

B. For Learners and Learning

1. Support learners to learn how to learn on their own.

There are three categories o knowledge according to Egbert (2009): declarative
knowledge, structural knowledge, and procedural knowledge.
a. Declarative Knowledge
b. Structural Knowledge
c. Procedural Knowledge

2. Technology enhance learners‘ communication skills through social interactions.

There are three basic communication pattern according to Shirly (2003), Egbert
(2009).
a. Point to point, two-way or one-way like internet chat, phone conversation or
even face-to-face conversation.
b. One-to-many, outbound like a lecture, or television.
c. Many-to-many, like group discussion, buzz session, heads together.

3. Technology upgrades learners‘ higher-order-thinking skills: critical thinking,

problem-solving and creativity.

Critical Thinking is part of the cluster of higher order thinking skills. It refers to the
ability to interpret, explain, analyze, evaluate, infer and self regulate in order to make
good decisions.

Teachers play a significant role in supporting learners with technology.

Here are some ways that teachers can develop critical thinking.

a. Ask the right question

- Questions like what, who, when, where do not develop critical thinking,
although these are necessary questions.
 - Critical thinking questions should ask for clarity, accuracy, precision, relevance,
depth, breadth and logic.

Clarity: Here are some examples: Can you give examples of …

Accuracy: What pieces of evidence support your claim?
Precision: Exactly how much …
Breadth: What do you think will the other group would say about the issue?

b. Use critical thinking tasks with appropriate level of challenge

Teachers should be mindful of the readiness of the students. Students who have
higher ability may find the task too easy, thus getting bored early.

These are some simple ways that teachers should do.

1. Vary the questions asked.
2. Introduce new technologies.
3. Modify the learners‘ grouping.
4. Modify the critical thinking task.
5. Encourage curiosity.

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

originally, and elaborately (Guildford, 1986 and Torrence, 1974 in Egbert, 2009).
Flexibility means able to use many points of view while fluently means able to
generate many ideas. Originally implies being able to generate new ideas and
elaborately means able to add details.

Seven Creative Strategies (Osborn, 1963).

1. Substitute - Find something else to replace to do what it does.
2. Combine - Blend two things that do not usually go together.
3. Adapt - Look for other ways this can be used.
4. Modify/Magnify/Minify - Make a change, enlarge or decrease.
5. Put to another use - Find other uses.
6. Eliminate - Reduce, remove
7. Reverse - Turn upside-down, inside out, frnt-side back.

To be creative, one can use any of these strategies. All together, the strategies will be
labeled as SCAMPER.
EXPERIENCE

TASK 1

Group your students of at most five members.

Use the survey instrument on the Use of ICT in the Classroom found below. With
your group, conduct a survey of at least 10 elementary teachers, 10 high school
teachers. Attach some screenshot or proof in doing survey.

The survey on the Use of ICT In the Teaching and Learning for Teachers.
1. Do you use technology in your teaching?
2. Are you aware of policies that guide you in the use of ICT?
3. Do you use non digital resources in your teaching?
4. Do you develop digital resources for your learners?
5. Do you use of technology tools in your classroom?
6. Are you expert in the use of technology tools in your classes?
7. Do you have facilities to use the technology tools in your classes?
8. Are you aware of the ethical and legal responsibilities in the use of ICT tools?
9. Are your students learning better with the use of technology tools?
10. Do you enjoy using ICT tools in teaching?

Consolidate your data.

How many teachers answered YES/NO?
Which of the 10 items has more YES than NO answer?
What is your conclusion. Justify.

TASK 2

A. Write a paragraph about your personal experience on how technology has

influenced your life as a learner from elementary, high school and college.

Technology Influences My Life as a Learner

B. Write a paragraph on how you are going to use technology when you will become
a teacher.

How will I use technology when I become a teacher?

TASK 3

On the Web
Look for articles in the world wide web that tells about the roles of technology in
teaching and learning.
Chapter 2: ICT Policies and Issues, Implications to Teaching and Learning

EXCITE

New technologies have become central to the lives of every individual in this planet.
WHether you are talking on the phone, sending an electronic mail, going to the bank,
using the library, watching news on the television, etc you are using ICT. Almost
everything that we do in the modern world is influenced by the new technologies.

Would your life as a teacher be also influenced by the new technologies?

Should we leave our lives to be controlled by technology or should we control the
utilization of technology in our lives? How?

EXPLORE

Lesson 1: Policies and Issues on Internet and Implications to Teaching and

Learning

Definition of ICT Policy

The Oxford English Dictionary has defined ―policy‖ as a course of action,
adopted and pursued by a government, party, ruler, statesman. Its operational
definition of policy is a plan of action to guide decisions and achieve outcomes.

The New ICT Technologies

More recent technological innovations increased the reach and speed of
communications which can be grouped into three categories:
1. Information Technology - includes the use of computers, which has become
indispensable in modern societies to process data and save time and effort
2. Telecommunication technologies - includes telephones (with fax) and the
broadcasting of radio and television often through satellites.
3. Networking Technologies - The best known of networking technologies is
Internet, but has extended to mobile phone technology, Voice Over Internet Protocol
(VOIP) satellite communication and other forms of communications are still in their
infancy.

Some issues on ICT and Internet Policy and Regulations

Global Issues
Access and Civil Liberties are two sets of issues in ICT Policy which are crucial
to the modern society. Civil Liberties which refer to human rights and freedom. This
include freedom of expression, the right to privacy, the right to communicate and
intellectual property rights.
Access to the Use of Internet and ICT. Access means the possibility for everyone
to use the internet and other media.
Issue No. 1: Freedom of Expression and Censorship
Under international human rights conventions, all people are guaranteed the
rights for the expression. However, with the shift from communicating through letter,
newspapers and public meetings to electronic communications and online networking,
a need to look into how these new means modifies the understanding of freedom of
expression and censorship.
However, there are practices that violate these provisions in the use of internet.

Some examples are the following:

1. Individual rights are given up in order to have access to electronic networks.

2. Censorship restricts the transmission of information by blocking it or filtering the
information. Blocking is preventing access to whole areas of internet based upon the
―blacklist‖ of certain internet address, location or email address while filtering is
sifting the packets of data or messages as they move across the computer networks
and eliminating those considered ―undesirable‖ materials. The selection of sites that
are blocked or filtered has been considered as an issue.

WARNING!!!!!
―When you are surfing the web, you may think you are anonymous, but there are
various ways that information about you or your activities can be collected without
your consent.‖
3. Defamation actions may be used to silence critics. This action defers the freedom
of expression.

Issue No. 2: Privacy and Security

Privacy policies are an issue. Most commercial site have a privacy policy. When
someone uses a site and clicks ―I Agree‖ button, it is as if you have turned over
private information to any authority that may access it.

Issue No. 3: Surveillance and Data Retention

The use of electronic communication has enhanced the development of indirect
surveillance. In the indirect surveillance, there is no direct contact between the agent
and the subject of surveillance but evidence of activities can be traced. The new and
powerful form of indirect surveillance is dataveillance. Dataveillance is the use of
personal information to monitor a person‘s activity while data retention is the
storage and use of information from communication system.

Issue No. 4: E-pollutants from E-waste

Large amount of e-waste is generated by ICT. These are in particular, terminal
equipment used for computing (PCs, laptops), broadcasting (televisions and radio
sets), telephony (fixed and mobile phones), and peripherals (fax machines, printers
and scanners).
The accumulated e-waste is due to rapid turn over of equipment due to rapid
improvement of software. While material waste can be destroyed by crashing, toxic
material brought about by the different equipment requires utmost management.

Implication to Teaching and Learning

How do the policy guidelines, projects and issues relate to the teaching and
learning?

There are great implications of this lessons to both the teachers who are teaching and
the learners who are learning. A few of these are as follows:

For the Teachers and Teaching

1. Guide the teachers on what they should teach that relate to ICT, and how to teach it.
Since ICT development comes so rapid and fast, teachers might be overwhelmed by
its rapid speed.
2. Technology should never replace any human teacher.
3. There are rules and regulations that govern the use of technology. As teachers, you
must be aware that the use of technology may jeopardize your privacy and security.
4. All the issues and many more shall be part of teaching content as each teacher will
be encouraged to use technology in teaching.

For the Learners and Learning

The learners of the 21st Century are even more advanced than some of the teachers.
However, learners still need guidance on how to use, regulate technology use.
Learners should not only know the benefits of technology use, but they should also
know how they can be protected from the hazards that technology brings to their
lives.

Learners should take advantage of the potential of learning support they can derive
such as development of higher order thinking skills, development of learning
communities through collaboration, enhancement of skills to manage the vast
resources as 21st century learners and many more.

Lesson 2: Safety Issues on the Use of ICT including e-Safety Rules

Using technology is not a risk by itself, but how it is used will be vulnerable to risks.
When improperly used, it will pose danger to the users in the school and at home.

Some Risk in the Use of ICT and e-Networking

Technology is a phenomenon that seems to be uncontrollable. Despite the so many
benefits for teaching and learning, there are also negative effects or influence on the
learners. Hence as future teachers you have to be aware of how to safeguard learners.
These may include the following risks:

1. Exposure to inappropriate content, including on-line pornography, extremism

(exposure to violence associated with racist language)
2. Lifestyle websites like self-harms and suicide sites, and hate sites
3. Cyber-bullying in all forms
4. Privacy issues including disclosure of personal information
5. Health and well-being
6. Prolonged exposure to an on-line technologies
7. Addiction to gambling and gaming
8. Theft and fraud from activities such as phishing
9. Viruses, Trojans, spyware and other malware
10. Social pressure to maintain online networks via texting and social networking
sites.

Minor Misuse of ICT

In school, some minor misuse made by the learners include the following:

1. Copying information into assignment and failing to acknowledge the source

(plagiarism and copyright infringement)
2. Downloading materials not relevant to their studies
3. Misconduct associated with subject logins
4. Leaving a mobile phone turned on during class period
5. Unauthorized taking of pictures or images with mobile phone

Network Management

1. Safety in the Use of Network in Schools

- Make clear that no one should log on as another user.
- Require all users to always log off when they have finished working.
- Maintain equipment to ensure health and safety.
- Provide students with access to content and resources through guided e-learning.
- Secure wireless network to appropriate standards suitable for educational use.
- Install all computer equipment professionally and meet health and safety standards.
- Review the ICT system regularly with regard to health and safety and security.

2. Password Policy
Only authorized users will have individual passwords. Users are not permitted to
disclose their passwords unless they got permission from the owner or from the
management.

3. Personal mobile phones and mobile devices.

 All mobile phones shall be kept away in a box away from the children or learners
and access is only allowed at break time or at the end of classes or when needed
during the class period.

4. Cameras
Taking pictures only from parents or caregivers and not from any other family
member or friend while the child attend classes. Any picture taken of children
shall be on cameras solely for the purpose.

Setting up an Educational Technology Room

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

There are more issues, policies and rules. What have been presented in the lesson may
be the minimum that you should learn. As you explore some more in the different
aspects of Technology for Teaching and Learning, you will find more details.

EXPERIENCE

Task 1
Assume yourself as an investigator who would like to inform your learners and
co-teachers about the current issues on technology use.
With your groupmates, search the web and find out any articles or cases about:
A. Freedom of Expression and Censorship
B. Privacy and Security
C. E-pollutants from e-waste

Choose only one or two articles or cases that you will work on. Use the template
below to answer.

Title of the Issue: (Choose from A-C) Ex. Privacy and Security
Title of the Article:
Source:
Author:
Summary Narrative:

What lesson have you learned?

What suggestions can you offer?

Submitted by:

―What I know, you may not know. But what you know, I may not know either. So let
us share what we
both know and experience‖.

Task 2
PANEL FORUM REFLECTION
Note: Submit this accomplishment task in docx. Or pdf. Format.

Name:
Year and Section:
Date:
Activity: Panel Discussion
Topics: Issues on ICT

In the panel forum, I as a future teacher,…

1. Learned that

2. Realized that

3. Plan to
Chapter 3: Non-Digital and Digital Skills and Tools in Delivering
Technology-Enhanced Lessons

On the web…
Please watch this video from youtube. This is all about Low-cost and Low-Tech
Resources for the classroom.
LINK: https://www.youtube.com/watch?v=XCKQP7zzYjU

After watching the video clip, answer the following questions:

1. How do you develop simple instructional materials as shown in the video?
2. Complete the table that follows on the appropriate instructional materials to be used
based on a specific topic.

Learning Area:
Topics Sample Instructional Materials

Lesson 1: Development and Use of Non-Digital or Conventional Materials

Teaching becomes rewarding when learners get the most from instruction as
manifested in their performance. An important element in engaging learners is when
the strategy used in delivering the lesson uses an instructional material. When
properly and appropriately used, it can spice up a classroom activity.

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 provide 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 and Igiri, 2015)

Instructional materials are the supplementary materials, which help the teacher to
make his/her presentation concrete, effective, interesting, meaningful and inspiring.
The primary aim of teaching materials is to provide the teachers the layout of the
ways for teaching in the classroom.
There are several factors to consider in developing instructional materials:
1. Develop a story board and working outline based on the subject goals and
objectives.
2. Identify existing institutional resources including materials and teachers‘ capability.
3. The teacher may research off the shelf materials that have been developed by others
to determine if their approach could be useful.
4. Explore the possibility of adapting concepts of other teachers without infringing on
anyone‘s copy protected design.
5. Modify existing materials based on the objectives of the lesson.
6. If the instructional materials are effective, you can share them with other teachers.
7. The teacher developer can also sell his/her materials available.

Instructional materials are a great help in stimulating and facilitating the learners. In
the teaching and learning process, learners use their eyes as well as their ears; but
their eyes are basic in learning.

1. Diorama
It is a fun way to build an exciting scene in a small space. Dioramas are small
scenes created of layers of materials, all depicting a similar concept or theme. They
usually display a historical time period, a nature scene, or a fictional situation. In
developing diorama, you will:
1. Choose a concept or theme
2. Research the subject
3. Make a rough sketch of your ideal diorama
4. Make a list of the items you‘ll need and gather your supplies
5. Select a container or box

2. Nature Table
This is a table that contain objects and/or scenes related to the current season, or
upcoming festival or a symbol of an ecosystem. Children love to follow natural
changes that the world offers each month and classroom decorations reflect these.
3. Writing Board
A writing board can display information written with chalk (chalkboard or
blackboard) or special pens (whiteboard). Although there are usually more effective
methods of transmitting information, the writing board is still the most commonly
used visual aid.

4. Flip Chart
It is a large tablet or pad of paper, usually on a
tripod or stand.A flip chart is a stationery item
consisting of a pad of large paper sheets. It is
typically fixed to the upper edge of a whiteboard, or
supported on a tripod or four-legged easel.
Such charts are commonly used for presentations.

5. Zigzag multi board

It is a multi-board series of three or four rectangular
boards. They are joined together along the sides by hinges
so that they can be easily folded u[ and carried. Each board
can be of a different type, for example, a whiteboard , a
chalk board, a flannel board and so on. The size of the
boards for the zigzag multi-board depends on what you want to use them for.

6. Wall display
Displaying items on a classroom wall is a well-known,
tried and tested educational method.A wall display is
a collection of many different types of items and
materials put up on a wall to make an interesting and
informative display. In a classroom, the display can consist of students‘ own work
 7. Rope and Pole display board
This board consists of two parallel, horizontal poles tied
loosely together with rope. Visual aids such as posters can be
pinned to the rope. This kind of display board is invaluable
where there are few solid walls for displaying information. It
has no solid backing and can be made quickly for teaching,
training and when working with communities.

Guidelines when designing conventional instructional instructional materials.

1. Unity- Use only one idea for each visual aid and include a headline.
2. Simplicity- Make ideas and relationships simple and easy to recall. Avoid
cluttering a visual with too many words, numbers, or graphics. The audience should
be able to grasp the concept in 10 to 15 seconds.
3. Legibility- make letters big and readable for all in the audience.
4. Consistency- use the same type style and art style.
5. Clarity- Avoid type that is too small to read; avoid all caps.
6. Quality- make it neat and professional, and remember to proofread.

Lesson 2: Select and Use ICT Tools for Teaching and Learning
―Technology will never replace great teachers, but technology in the hands of
great teachers is transformational‖ -George Couros

The current system employ technologies by integrating ICT tools and applications in
education and in instruction. 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.
A great part of learning is working on information and using it to create something
that can be useful and edifying for humanity.

Why ICT integration in Education?

1. Allow Effective Collaboration
2. Easy Processing of Information
3. Effective Accessibility to Resources
4. Allows Easy Sharing of Resources
5. Allows Creativity

A. Using Mobile Phone and the QR Code

Since ICT integration allows ease of processing of information,
her‘s an example of how we can read information at a quicker speed
and in an interesting manner.
 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.

You can easily read QR codes through a QR code scanner. Here‘s all you need to do:
1. Have a mobile phone with a camera.
2. Using the mobile phone, download from Playstore or App Store the QR Code
reader/Scanner application. Choose an appropriate QR code reader for your operating
system whether IOS or Android. Once installed in your gadget, you can use it to read
the codes.
3. Focus your camera on the QR code. Click it and the message will be revealed to
you.

More interesting than reading QR codes is creating your own QR codes.

How will you make your own QR codes?

Step 1: Be online.
Step 2: Search for QR Code generator and ensure that you read the information about
the application. This is important to ensure your safety in the internet. There are tons
of QR Code generators out there, but a few of the most popular include KAYWA,
GOQR.me, VISUALEAD, and QR STUFF. There are many FREE applications
online and therefore you can take this chance to use them.
Step 3: Once you have identified your free online QR Code generator, you can now
encode the text or the information that you want.
Step 4: Run it and save it as a jpeg file. Now, you have successfully created your own
code which you can download.
Step 5. Test the QR Code using your QR Code reader or scanner.

B. Using Laptop and the Infographics

Infographics can make dry and boring information exciting.

Whether you‘re a marketer looking to make your content more engaging, or a
manager looking to communicate more effectively with your team, infographics can
be a handy visual tool.

But if you‘re new to designing infographics, you might not be sure how to visualize
your information effectively. That‘s where this guide can help you.

How do you pick the best infographic style for your information?
Short answer: it depends on the goal of your infographic and type of information
you‘re visualizing.
We have categorized the infographics in the Venngage templates library into 9
different types of infographics.

9 of the most popular types of infographics are:

1. Statistical infographics
2. Informational infographics
3. Timeline infographics
4. Process infographics
5. Geographic infographics
6. Comparison infographics
7. Hierarchical infographics
8. List infographics
9. Resume infographics

This guide will explain what the 9 types of infographics are, and what the best
infographic to use is depending on your information.

Lesson 3: Creating ePortfolio as a Technology Tool

Portfolios are one good means of keep in things in order. In a semester work, a
learning portfolio is a collection of student work that exhibits students‘ effort,
progress, achievements and competencies gained during the course.

Portfolio may come in many forms. It can look like an album or scrapbook or even a
filer where the documents and evidences are kept. However, nowadays, it is possible
to have online portfolios by creating sites. This is also called the ePortfolio or digital
portfolio. This can be used as a digital archive that can contain the same materials as a
physical portfolio but can have more such as multimedia productions, relevant online
links or references, digital stories or video blogs, powerpoint presentations,
photographs and other ICT materials. The ePortfolio can be private or can be
published and shared publicly to stakeholders like parents and friends.

Creating an Online Portfolio Using a Site

There are many sites that can be used in creating an ePortfolio. One of which is the
google site. If you have a google account, you can start using the available
applications. You can also try weebly, or wix, among others.

Steps in constructing an ePortfolio

1. Enter your gmail account and look for Sites. If it is the first time that you have done
this, you need to read the directions.
2. You scroll down and read further until you see the icon for Sites.
3. When you click it, it will lead you to another section. This will let you create a site
that you can use as an ePortfolio.
4. Consider a good label or a title for your ePortfolio and prepare the texts, links,
multimedia outputs, images or jpeg files that you want to upload in the pages of the
ePortfolio.

Task: Creating an ePortfolio

1. Create a Homepage and at least two other pages. Decide what the other two pages
of your class site will be for and label each one.
2. Be sure to introduce each page and upload materials as well.
3. Share your ePortfolio with others. When you finally publish, the moment you check
google, you can be seen through your ePortfolio.
So, just a precaution, when you are still building your ePortfolio, you may limit
access to it. Check all uploaded materials thoroughly. These may need proper
citations of resources.

Lesson 4: Technology Collaborative Tools in the Digital World

Technology as a Collaborative Tool
One way to engage students is to give them a challenge and a chance to work together.
An example is when you give them an issue to discuss which they can continue
talking about even

Introduction

The learners of this generation are a new kind of breed and it is important that
teachers understand how to deal with them.

They like to connect to the social networking sites.

Creating and producing something are what they prefer to do rather than become
consumers of information inside the classroom.

One way to engage students is to give them challenge and a chance to work together.

An example is when you give an issue to discuss which they can continue talking
about even if they are outside of the class.

Normally in a regular classroom, teachers may have discouraged students for

conversing with classmates during individual work, but sometimes there are positive
things that can come out of it as students talk about the task assigned to them or as
they work themselves of a complicated task.

There are a lot of available tools and applications that can be used to work
collaboratively with others. Some of these are skype, wikis, blog, google form, web
conferencing, realtimeboard, among others. You need to explore each application to
be familiar with the feature

1. Skype

It is a software application allowing you to do a videoconferencing for free. All

you need is to create an account and can be used for a video meeting.

2. Wiki

It is a software that allows you to create a page or a selection of pages designed to

allow you to post or write, edit, or upload a link quickly. It is a hypertext publication
collaboratively edited and managed by its own audience directly using a web browser.

3. Blogging

In blogging, it is journaling your ideas to which others can react allowing a thread
of discussion to take place and which can be used online. It is the abbreviation of
weblog. It would help if you provide direction when using a weblog.

a. Use weblog with a clear instructional objective. It is an opportunity to explore the

skills of communicating ideas.

b. Guidance on what and how to post will be needed. Teach the students that the
blogging is for educational purposes and is different from a personal blog.

c. With easy access to information, a major obligation is to teach the students to use
multiple source and to cite them appropriately.

d. Writing about your ideas is a personal act but it is important that you are taught to
make blogs personal without revealing too much of your personal information such as
contact information and too personal pictures. When writing blogs, you write your
reflections but safeguarding yourself is also an important consideration.

e. It may help if you can look for a very good examples of blogs.

4. Google Group or Google Form

It is an application that can be used in collaborative documentation of ideas

contributed by members of the team. Having a google account will come very handy
and you can easily have access to a variety of applications.

Task: Collaborative Activity

Group your students and let them answer the following questions.

1. How do millennials learn more effectively?

2. As a pre-service teacher, what actions will you take as you prepare yourself to
handle these types of learners?
3. How will you handle your lessons in order that you will make learners become
more engaged and effectively take accountability for their own learning?

Let them present.

Chapter 4: Flexible Learning Environment
Distance learning is a form of learning without a face-to-face contact with the teacher
and delivered via telecommunications. In the past , this involved correspondence
courses wherein the student corresponded with the teacher via mails. This turned out
to be beneficial since universities added students without having to construct
classrooms while they enjoy being able to work anytime and anywhere at their
convenience. With the advent of newer technologies, distance learning is delivered
via computer – based media thus called online learning or e-learning. This made
classrooms borderless and learning boundless. This was enhanced by emergence of
web 2.0 tools which made collaborative learning easier.

Lesson 1: Online Distance Education and Communities of Learning

Flexible Learning Environment
Learning nowadays is viewed differently. The present generation of learners has
access to information at their fingertips. The teacher is no longer seen as basically the
dispenser of knowledge but rather as one who expertly directs the learners to take
their own track in searching for answers to question raised inside the classroom. They
even have the patience to stay in front of the computer for unusual longer time in
search for more articles and multimedia materials that simplify a challenging topic.
That is why they can sometimes learn more than what is confined in the four corners
of the classroom. Every chance or corner becomes a learning space. It is clear that
learning takes place anywhere and this adds to the concept of flexibility in learning
process.

Online Distance Learning

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

The Different Platforms

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

1. Moodle
It was created by Martin Dougiamas, founder and CEO of Moodle. MOODLE stands
for Modular Object Oriented Dynamic Learning Environment which is an open
source software. It‘s a Learning Management System (LMS) that supports teaching
and learning.
Moodle is used for blended learning, distance education, flipped classroom and other
e-learning projects in schools, universities, workplaces and other sectors. With
customizable management features, it is used to create private websites with online
courses for educators and trainers to achieve learning goals.

What is moodle? Watch the video clip.

https://www.youtube.com/watch?v=3ORsUGVNxGs

Tutorial Video in Creating Moodle Account:

https://www.youtube.com/watch?v=oJ3qwBaQsOk

2. Google Classroom and Edmodo

Google classroom is a free service for teachers and students. It is an LMS platform
that is accessible google account. You can create classes and perform your roles and
functions as a facilitator of learning.
In 2008, edmodo was created by Nic Borg, Jeff O‘Hara, and Crystal Hutter.
Martina (2015) compared edmodo and google classroom in er blog. Although she
discussed several commonalities, there are apparently differences but with technology,
things evolve in so short a time. What is clear is that they were created as apps that
can integrate well with classroom activities.

Comparing Google Classroom and Edmodo:

https://www.youtube.com/watch?v=ZUj17EQ9B80&t=1130s

3. Schoology
Schoology was founded by Jeremy Friedman, Ryan Hwang and Tim Trinidad while
they were studying at Washington University in St. Louis. Originally built and
designed for sharing notes, Schoology was released commercially in August 2009.
Schoology services include attendance records, online grade books, tests and quizzes,
and homework drop boxes. The integration of social media facilitates collaboration
within a class, group, or an entire school.
The system can be integrated with existing school reporting and information systems
and provides security, filters, and support which can be used proactively.

Schoology Teacher Tutorial: https://www.youtube.com/watch?v=9J_2OffeRQA

Learn the Basics: https://www.youtube.com/watch?v=iz5ye3DyvqU&t=200s

4. MOOCs
Another recent modality to learning is the Massive Open Online Course (MOOC). It
is a model for delivering learning content online to any person who wants to take a
course. It allows one to pursue learning even outside of university or higher education
formal structure. Those who are working can enrol in MOOCS with no limit on
attendance. As long as you are willing to learn, you can engage in an area of
discipline and learn. It allows interconnectedness among peoples in the world to
discuss and share recent developments in their common field of interest.

What is a MOOC? Click the links below:

https://library.educause.edu/topics/teaching-and-learning/massive-open-online-course
-mooc
https://www.youtube.com/watch?v=eW3gMGqcZQc
https://www.youtube.com/watch?v=r8avYQ5ZqM0

Synchronous vs. asynchronous learning: What's the difference?

Due to the digital era that we live in, we are overwhelmed by new learning
technologies. All these new technologies have one thing in common; they support
asynchronous learning. But wait, what is asynchronous learning? And how does it
compare to synchronous learning? Let's start with an explanation of the old fashioned
way, synchronous learning.

What is synchronous learning? Definition explained

Synchronicity means doing something at the same time, and with learning, it's no
different. Synchronous learning refers to a learning event in which a group of
participants is engaged in learning at the same time.
For that, they should be in the same physical location, such as a classroom, or at the
same online environment, such as in a web conference, where they can interact with
the instructor and other participants. There is real-interaction with other people.
In a corporate training scenario, this type of learning occurs when there is in-person
training or live webinars where the employees or customers can participate at the
same time.

The benefits of synchronous learning

 Interaction between participants.
 Exchange of knowledge and experience between participants.
 Real-time feedback for the instructor.
 Training happens on a fixed schedule.

What is asynchronous learning? Definition explained

If synchronous learning takes place at the same time, asynchronous learning refers to
the opposite. The instructor, the learner, and other participants are not engaged in the
learning process at the same time. There is no real-time interaction with other people.
An example of this method in corporate training is creating online content with
pre-recorded videos or publishing an on-demand online exam.

The benefits of asynchronous learning

 Participants can learn in their own time and schedule
 Less work for trainers and HR managers
  Automated tasks reduce repetitive work such as giving online classes and
grading exams
 Employees and customers spend less time in a classroom or amphitheatre
during work hours

So, what are the differences between synchronous and asynchronous learning?
Synchronous learning Asynchronous learning
Traditional classroom Recorded class
Instant messaging E-mail
Immediate feedback from instructor and peers Sending a question and waiting for an answer
Phone call Recorded voice message
In-person training Online training courses (without live video)
Live webinar Recorded webinar
Group-paced Self-paced
Same time Different times

Blended Learning
Another way of handling flexible learning is by combining modalities of instructional
delivery. Blended learning is a combination of a learning activities wherein a part of
the lesson is delivered online while the other part is handled in actual physical setting
of a classroom.

6 Models of Blended Learning Video clip

https://www.youtube.com/watch?v=8u_T2Rs0D48
Educators have developed 6 models for blended learning, and teachers and/or schools
select from among them based upon their unique student populations. The 6 models of
Blended Learning are summarized as follows:

1. The Face-To-Face Driver Model.

This model works best for diverse classrooms in which students are
functioning at various levels of ability and mastery. In general, only some
students will participate in online learning components, as follows:
o Students at mastery levels above their grade level may proceed at a
more rapid pace. This prevents boredom by providing appropriate
challenges for highly capable students.
o Students who are at mastery levels below their grade level are given
appropriate skill remediation in an effort to accelerate their learning.
And the beauty of online learning for these children is that they are
able to get all of the practice they need to master skills and to devise
their own techniques that help to improve their memories when content
retention is required.
 o ESL students can receive remediation as well, so that their English
skills may be more rapidly acquired.
2. The Rotation Model.
This is really just a variation of the learning stations model that teachers have
been using for years. There is a set schedule by which students have
face-to-face time with their teachers and then move to online work. This
model seems to be most popular in the following environments:
o Elementary classrooms in which teachers have already used and are
comfortable with traditional learning stations.
o Elementary classrooms in which students can be divided based upon
skill levels in reading and math. Thus, students who are performing
well in math but not in reading may have face-to-face time with their
teachers for reading before rotating to the online learning stations for
math. Teachers are able to give struggling students more individual
assistance based upon their needs.
3. The Flex Model.
This model relies heavily on online instructional delivery, with teachers acting
as facilitators rather than as primary deliverers of instruction. This model
appears to be most used and most successful in the following environments:
o Alternative school settings in which the majority of the student
population is considered to be at-risk. Traditional classroom settings
have traditionally not been successful for these students.
o Alternative school settings in which students are involved in
work-study programs, have attendance problems, or have been placed
in a part-time schooling program.
o As a rule, the grade level for the Flex Model is secondary.
4. Online Lab School Model.
This model involves students traveling to and attending a school with total
online educational delivery for entire courses. There are no certified teachers
on hand, but, rather, trained paraprofessionals who supervise. This is a good
option in the following circumstances:
o Secondary students who need flexibility of scheduling due to other
responsibilities (job, child-rearing).
o Secondary students who choose this option in order to progress at a
faster rate than they would in a traditional school setting.
o Students who need to move at a slower pace than traditional
classrooms provide.
o Schools and districts that face budget constraints and cannot
accommodate their total populations in traditional classrooms, either
 because of facility restraints or the inability to employ enough certified
teachers. This model eases classroom size issues.
5. Self-Blend Model.
This model allows coursework beyond that offered in a tradition setting in a
specific school or district. Students participate in traditional classes but then
enroll in courses to supplement their regular programs of study. This model is
particularly beneficial in the following circumstances:
o A course that is not offered by the school may be taken by a student
who wants additional learning in a specific content field.
o Students who wish advanced placement courses for early college credit
can enroll in courses designed and approved for such.
o Students who are highly motivated and fully independent learners.
6. The Online Driver Model.
This model is the complete opposite of a traditional face-to-face instructional
environment. Students work from remote locations (e.g., their homes) and
receive all of their instruction via online platforms. Usually, there are
opportunities to ―check-in‖ with a course teacher and to engage in online
messaging if an explanation is needed. Schools and districts that offer this
model find that the number of students opting for it increases annually. The
model works well for the following students:
o Students with chronic illnesses/handicaps who find it difficult to attend
school.
o Students whose jobs or other obligations demand flexibility to ―be in
school‖ at hours during which traditional schools are not in operation.
o Students who are highly motivated and who want to progress much
faster than would be allowed in a traditional school setting.

Online Communities of Learning / Social Networking

When we consider online networking, internet users immediately refer to Facebook.
Everybody seems to have a Facebook account and uses this to communicate. If the
teaching and learning situation, you work on information, data and collaborate with
classmates, friends, teachers and other members of society, then social networking
can also be appropriately employed as an educational tool.

What is networking?
When productive relationships are cultivated, networking works best. A network is
defined as that group of individuals who communicates and connects on a regular
basis. If an individual has a personal network of people, one can tap on the potential
contacts for social, educational or professional purposes.
Social Networking Platforms
Different ways to communicate with friends can be through the internet or mobile
devices. One can have a personal page where a profile can be built in a social
networking site. Through this site, one can contact friends or share resources and
interests. Communication through a chat format can either be one-on-one or in a
group.

There are varied platforms available where one can create a personal account. Some
of these popular social networking sites include the following:
1. Facebook 6. Pinterest
2. Twitter 7. Instagram
3. LinkedIn 8. Tumblr
4. Google + 9. MySpace
5. Youtube 10. Flickr

The Benefits of Using Social Networking Sites

Using social networking websites opens an array of benefits for users. The world has
become a global village through connectivity. The connection has transcended space
and borders. Getting connected to family and friends is now just few clicks away. It
provides opportunities for making friends with others who share similar interests and
passions.

A major advantage of social networking websites is that they provide information.

News and views of others around the world can easily access instantly at one‘s
fingertips.

Social networking websites can support learning or augment educational activities.

Young learners are well-acquainted with social networking sites and regard them as
just a part of day-to-day activities and school-related discussions.

The Danger of Using Social Networking Sites

Just as there are benefits of having an account in a social networking sites or using it
in teaching and learning contexts, there are risks to consider as well.
One major risk is making friends with strangers who may actually be a predator or a
cyber-bully. No one initially recognizes the true nature of an acquaintance or one
seemingly poses as a friend.

Their ability to socialize is incapacitated as they devote hours or days on gaming or

using then computer manifesting abuse to themselves. That is why teachers and
parents or guardians are protective to the extent of disallowing youngsters to use the
internet and social networking sites without realizing that such act denies the
opportunity to explore the educational potential it can serve.
Safeguarding Oneself when Engaging in Social Networking Sites
You need to understand and take precautionary measures to safeguard yourself in
social networking websites.

Networking can be confined and monitored within the school system. Students can
use social networking platforms designed for educational purposes that will allow
students to post, share and discuss insights gained from an activity. Some of these
sites are SuperClubs Plus, Learner Journey, ScuttlePad, among others.

When young users prefer to use social networking website that is outside of the
school‘s system, teach them to stay safe through some precautionary measure:
1. A social networking account has passwords and log-in details. Secure
passwords and keep them private.
2. Log out every time you use public computers.
3. Regularly check privacy settings of social networking websites so that only
direct friends or those particularly known can see the posts.
4. Online posts are saved and may become a permanent part of their online
reputation.
5. Do not accept invites from contacts unless you know them personally or you
are sure of their identity.
6. Seriously consider the effect of possible posts on others before deciding to do
so.
7. Using appropriate language is essentials.
8. Better be safe than sorry. You should accept friends and connections when
you are sure of the person‘s identity. Personally meeting someone you only
met online is discouraged.
9. When there is an indication of harassment or abuse, it is advised that you
report this by clicking the report button of abuse.
10. Bullying takes place even in social networking websites. Cyberbullying uses
the site‘s message, updates, and other functions to farass, intimidate, humiliate,
taunt, or pick on the individual. When this happens, you can do the following
actions:
a. Ignore the behavior by not responding at all;
b. Block the person;
c. Click the report button of abuse; or
d. Talk to a trustworthy adult about it.

Task: With your peers…

In a group, discuss how you will respond to the cases presented. Discuss among the
team members the situation or dilemma and think of the best advice your team can
give and explain the reasons.
Situation 1: Meeting someone in person you met online.
A classmate met somebody online and was asked her phone number and address. She
confides in you and you notice that she seems to have been hooked in chatting with
this ‗friend‘. You know that there is a possibility that she will be invited for a personal
meeting.

What advice would you give?

Situation 2:
Your best friend and you do not seems to like a group of classmates. You were asked
to take pictures of them in the school activity and since you have the file, your best
friend chided you to distort their picture and post it on the internet. What should you
do?

Situation 3:
In your cooking class, you are talking to a classmate about finding a perfect friend. So
you asked him, ―If you could cook up the perfect friend, what special ingredients
would you include? What is your friend like? What qualities do you think are
important for a friendship to be healthy?‖

Chapter 5: Theories and Principles in the Use and design of Technology-Driven

Lessons
Considering exploring makebeliefscomix. This is a free application that you can use
to create a comic strip. There are figures and characters that you can choose from and
write the dialogues that you can put in the bubble thoughts. Search this application in
the internet.

If you will use this as a tool in teaching a particular content, what would it be? With
what grade level will this work? Using Edgar Dale‘s Cone of Learning, to which band
would you categorize the use of this material?
 Lesson 1: Edgar Dale’s Cone of Experiences
The Cone of Experience
“The cone is a visual analogy, and like all analogies, it does not bear an exact and
detailed relationship to the complex elements.” –Edgar Dale

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

The Eight M’s of Teaching

1. Milieu – The learning environment
2. Matter – The content of learning
3. Method – Teaching and learning activities
4. Material – The resources of learning
5. Media – Communication System
6. Motivation – Arousing and sustaining interest in learning
7. Mastery – Internalization of learning
8. Measurement – Evidence that learning took place

With reference to the 8 M‘s of instruction, one element is media. Another is material.
These two M‘s (media and material) are actually elements of the Cone of Experience.
Edgar Dale‘s Cone of Experience relates well with various instructional media which
form part of the system‘s approach to instruction.
The Cone of Experience is a visual model that shows a continuum of learning; a
pictorial device that present bands of experiences. It does not strictly define the bands
to be mutually exclusive but allows the fluid movement across the levels. In fact, the
sensory aids may overlap and even blend into one another. For example, viewing a
play is far different from being part of it. It is far different listening to somebody
explaining the architectural design from actually executing the plan.

The Bands in Dale’s Cone of Experience

Direct Purposeful experience – These refer to foundation of experiencing learning.

Using the senses, meaningful knowledge and understanding are established. This is
experiential learning where ones learns by doing.

Contrived experience – In this category that representations such as models,

miniatures, or mock ups are used. There are things or events that may be beyond the
learners grasp and so contrived experiences can provide a substitute.

Dramatized experiences – These are commonly used activities that allows students
to actively participate in a reconstructed experience through role-playing or
dramatization.

Demonstration – When one decides to show how things are done, a demonstration is
the most appropriate experience. It is an actual execution of a procedure or a process.
A demonstration of how to bake a cake or how to execute the dance step is an
appropriate way of making the learning experience meaningful.

Study trips – These are actual visits to certain locations to observe a situation or a
case which may not be available inside the classroom.

Exhibits – These are displays of models such as pictures, artifacts, posters, among
others that provide the message or information. These are basically viewed, however,
there are currently exhibits that allow the viewers to manipulate or interact with the
display and as a result, the exhibit becomes more engaging and fun.

Television and motion pictures – These technology equipment a two-dimensional

reconstruction of a reality. These allow the learners to experience the situation being
communicated through the mediated tools. They provide a feeling of realism as
viewers try to understand the message portrayed by actors in the films.

Still pictures, Recordings, Radio – Still are pictures or images. Together in this
category are the audio-recorded materials or information broadcast through the radio.
Visual symbols – These are more abstract representations of the concept or the
information. Examples of these are information presented through a graph or a chart.
For example, a process can be presented using a flow chart.

Verbal symbols – This category appears to be the most abstract because they may not
exactly look like the concept or object they present but are symbols, words, codes or
formulae.

In addition, Brunner‘s three tiered model of learning points out that every area of
knowledge can be presented and learn in three distinct steps.
1. Enactive – a series of actions
2. Iconic – a series of illustrations or icons
3. Symbolic – a series of symbols

With young learners, it is highly recommended that a learner proceed from the
ENACTIVE to ICONIC and lastly to the SYMBOLIC. A young learner would not be
rushed to move to immediate abstraction at the highest level without the benefit of
gradual unfolding. However, when the learner is matured and capable to direct his
own learning, it may move fluidly across the cone of experience.
Edgar Dale’s Cone of Experiences:
https://www.youtube.com/watch?v=wflFfuTG2-c&t=596s

Lesson 2: The TPACK Framework

TPACK is a technology integration framework that identifies three types of
knowledge instructors need to combine for successful edtech
integration—technological, pedagogical, and content knowledge (a.k.a. TPACK).

What is the TPACK framework all about?

The TPACK framework was introduced by Punya Mishra and Matthew J. Koehler of
Michigan State University in 2006. With it, they identified three primary forms of
knowledge:

Content Knowledge (CK), Pedagogical Knowledge (PK), and Technological

Knowledge (TK).

Look at the diagram below. You‘ll notice that the three primary forms of knowledge
are not entirely separate. In fact, the intersections of each are critical because they
represent deeper levels of understanding.
An Example of How to Incorporate the TPACK Framework in Your Classroom
Now that you know what the TPACK framework is and why it‘s important, let‘s look
at how it can be applied in the classroom. Below is an example of how you can us
your technological, pedagogical content knowledge to enhance a lesson.

Your Original Lesson Plan

Imagine you are a 7th grade life sciences teacher. The topic is ―cell anatomy.‖ Your
objectives are to describe the anatomy of animal cells and explain how the organelles
work as a system to carry out the necessary functions of the cell.
The traditional strategies or activities might go as follows:
1. Walk through the cell‘s anatomy and the basic functions of each organelle,
referencing the diagram in the textbook
2. Break the class into small groups. Task each group with labeling their own diagram
of cell anatomy and researching a single process to present to the class later on. You
may want to choose the process for them to avoid duplicate presentations.
3. Have each group present the cell process they researched to the class.
Got it? Okay. So how might the TPACK framework be used to enhance this lesson?

Applying Technological, Pedagogical Content Knowledge to Your Lesson

As mentioned before, the TPACK framework is based on three primary forms of
knowledge. So your first step should be to understand your primary forms of
knowledge in the context of this lesson.

Content Knowledge (CK)—what are you teaching and what is your own knowledge
of the subject? For this lesson, you‘ll need a solid understanding of cell anatomy and
processes.

Pedagogical Knowledge (PK)—how do your students learn best and what

instructional strategies do you need to meet their needs and the requirements of the
lesson plan? In this case, you'll need to understand best practices for teaching middle
school science and small group collaboration.

Technological Knowledge (TK)—what digital tools are available to you, which do

you know well enough to use, and which would be most appropriate for the lesson at
hand? For this lesson, students will need to label a diagram and present, so the ability
to fill in blanks with an answer key, find images from the internet, create slides, etc.
are important.

Now that you‘ve taken stock of your primary forms of knowledge, focus on where
they intersect. While the ultimate goal is to be viewing your lesson and strategy
through the lens of TPACK, or the center of the model where all primary forms of
knowledge blend together, taking a moment to consider the individual relationships
can be helpful.

Pedagogical Content Knowledge (PCK)—understanding the best practices for

teaching specific content to your specific students.
Technological Content Knowledge (TCK)—knowing how the digital tools available
to you can enhance or transform the content, how it‘s delivered to students, and how
your students can interact with it.

Technological Pedagogical Knowledge (TPK)—understanding how to use your

digital tools as a vehicle to the learning outcomes and experiences you want.
Now let‘s weave all this technological, pedagogical content knowledge (TPACK)
together and enhance the activities of our original lesson plan. The ideas below are
examples of activities that can be added to the original list. Remember, the goal is to
be purposeful in applying each form of knowledge.

1. After walking through the different parts of a cell‘s anatomy, break your students
into small groups and have them collaborate on completing a Check for
Understanding quiz via your LMS. Include an interactive question that provides a
diagram of a cell with blank labels and requires students to drag and drop the proper
labels in place from an answer key (in Schoology‘s LMS it‘s called a ―Label Image‖
question).

2. Give each group a device with recording capabilities. Have each member of the
group choose an organelle to personify, and have them record each other explaining
who they are (or which organelle they are) and why they are important for the cell.
Finally, have them upload their videos to a media album so your students can watch
each other‘s videos on their own time and leave comments.

3. Instead of researching a cell process (e.g., cell respiration, energy production, etc.)
in one type of cell, have your students compare the process between animal and plant
cells and make conclusions regarding the differences they find. Require each group to
construct an artifact of their research by creating a one-page brief in Google Drive or
Microsoft OneDrive, a flowchart comparison, or a video explanation. This can be
turned in via an assignment in your LMS for credit.

4. Armed with their knowledge of cell anatomy, function, and processes, have your
students analyze the connections between different animals and plants in their natural
habitats. Have each group infer what might happen when one animal or plant is
placed in a habitat other than it's natural one. Each group should compile evidence to
make their case (articles, videos, etc.) using Padlet, Evernote, or other similar tool.

To learn more about the TPACK framework, visit TPACK.org.

Reference:
https://www.schoology.com/blog/tpack-framework-explained#:~:text=TPACK%
20is%20a%20technology%20integration,are%20very%20different%20in%20sc
ope.

TPACK video clips:

https://www.youtube.com/watch?v=FNf-4efmKWI
https://www.youtube.com/watch?v=yMQiHJsePOM