Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY

Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE

College of Teacher Education

Bayombong Campus

EGREE PROGRAM BSED COURSE NO. SEC ENGL ED 21

SPECIALIZATION English COURSE TITLE Technology in Secondary Language Education
YEAR LEVEL 3 TIME FRAME 4 hrs. (lec) WK NO. 10-11 IM NO. 4
6 hrs. (lab)

I. CHAPTER IV: PRODUCING LEARNING RESOURCES USING TECHNOLOGY

II. LESSON TITLE

Lesson 1: Human and non-human learning resources/ instructional materials
Lesson 2: Technology Tools for Teaching Secondary level students
Lesson 3: Characteristics of Good/Appropriate IMS and Technology Tools
Lesson 4: Principles of Universal Design for Learning Guidelines
Lesson 5: A Software Review and Selection Process
Lesson 6: Creating Teacher Productivity Materials Using Technology Tools

III. LESSON OVERVIEW

How teachers integrate technology into the teaching and learning process depends very much on
their belief in how people learn. Specifically, they need to know who their learners are and how to
learn. As educators, their role is to provide learning experiences that will help to achieve the defined
outcomes. In this Module, Human and Non-Human Learning Resources/Training Materials,
Characteristics of Good/Proper IMS and Technology Tools, Principles of Universal Design for
Learning Guidelines. Teachers' software review and selection processes and technology tools can
be integrated into their lessons.

IV. DESIRED LEARNING OUTCOMES

At the end of this lesson, the students are expected to:

a. produce learning resources using technology tools in various subject areas;
b. identify various instructional materials (IMS) and technology tools in teaching;
c. explain the characteristics of good/appropriate IMS and technology tools in teaching
secondary level students;
d. create appropriate IMS using technology tools in teaching secondary level students; and,
e. exhibit leadership in shared decision-making using technology tools.

V. LESSON CONTENT

LESSON 1 HUMAN AND NON-HUMAN LEARNING RESOURCES/

INSTRUCTIONAL MATERIALS

What are Instructional Materials?

 Instructional materials refer to the human and non-human materials and facilities that can
be used to ease, encourage, improved, and promote teaching and learning activities. They
are whatever materials used in the process of instruction. They are a broad range of resource
which can be used to facilitate effective instruction. They indicate a systematic way of
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designing, carrying out and employing the total process of learning and communication and
employing human and non-human resources to bring out a more meaningful and effective
instruction. They are human and non-human material that a teacher uses to pass information
to the learner in his/her class.

 Instructional materials are defined as resources that organize and support instruction, such
as textbooks, tasks, and supplementary resources (adapted from Remillard & Heck, 2014).

a. Teaching aids and Instructional materials- tools for teachers and students

Psychologists, designers,
educationalists, and many
professors around the world work
on improving the quality of
education because a lot depends
on the education of a whole
generation. The resources a
teacher uses while teaching play a
role in how students learn.
Motivation, stimulation, retention,
interest, actionable learning, etc.
can vary based on how the act of
teaching occurs.

i. What are Teaching Aids?

Broadly
speaking, any device that
helps teach can be called a teaching aid. These devices can be traditional
items such as blackboards and flannel boards as well as modern devices such
as tablets and projectors. Scientific tools such as telescopes and microscopes
could also be used as teaching aids in a given context. Two overarching
common factors between most teaching aids: mediums that promote sensory
engagement and stimulation.

Examples based on classification systems:

Classification 1:
 Non-electronic – Chalkboards, flip boards, slates, photos,
telescopes
 Electronic – Powerpoint slideshows, videos, Augmented
reality/Virtual reality goggles, AV-room equipment

Classification 2:
 Auditory: Radios, tape recorders, CD players
 Visual: Slides, projectors, digital screens
 Audiovisual– Youtube content, Vines (yes, they are helpful), Ted
Talks, Live streams, documentaries
 Audiovisual and tactile – 3D models, plants, rocks, field visits

ii. What are Instructional Materials?

Instructional materials are those items that assist the information
aspect of teaching. Not teaching holistically. These could take the form of
textbooks, worksheets, 3D models, charts, infographics, etc.
Instructional materials also include assessment and testing
methods. Basically, any material, any information containing resources which
that the teacher uses while instructing. Now testing materials don’t necessarily
contain information, but they help the retention and learning of information,
thus, they are instructional materials. Sometimes, they are a means to an end,
the end being the assimilation of information.

Classification

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 Traditional resources: lectures, talks, writings, project rubrics,

guidelines, textbook primers, reference books, extra-readings,
teacher and student-created summaries, workbooks,
supplementary material such as flashcards and charts
 Digital media: Videos, photos, presentations
 Open resources: Expert blogs, open-source journals, public
databases, open courseware, forums
 Testing resources: Standardized tests, classroom assignments,
online submissions, quizzes, essays, collaborative projects

iii. Key differences between Teaching aids and Instructional materials

TAs and IMs work together to reach teaching goals. However, the
traditional separation of TAs and IMs is superficial and needs revision. It breaks
down based on who uses a specific tool and how it is used. Dictionaries don’t
define Instructional materials clearly. This term (IM) is largely restricted to the
literature on specific pedagogies. In fact, the term ‘Instructional materials’ is
used in the context of reaching course-based learning goals. IMs are
specifically designed to be aligned with learning objectives and outcomes.
Whereas teaching aids are not always designed to meet course-based goals.
You might have guessed, the same object can be a TA or an IM.

Example 1:
A teacher is using a book in the class; each student has a copy.
If a book is used as a course prescribed resource, it is an instructional
material.
If the book is a student engagement activity (reading and discussing a
story to build vocabulary) and isn’t a part of the syllabus, it would
function as a teaching aid.

Example 2:
You are studying algae under a microscope.
A microscope would be an instructional material if a course-based learning
goal is ‘using a microscope to study microscopic entities’.
However, a microscope would be a teaching aid for a theory class on algae.
A teacher could use one to show students what it looks like in order to
engage the class in learning about algae.

Traditionally speaking, teaching aids have been thought of as

devices that can be used – white and blackboards, computers, calculators,
projectors, slideshows, tape recordings, television, etc. They are tools that help
the delivery of information. A TA isn’t information, or to put it in a different way,
information is not directly embedded in a TA. But IMs, they often have
information embedded in them. Resource books, worksheets, graphs, etc. are
all IMs because of this embedding. However, tools such as microscopes are
IMs if they are precisely aligned with a teaching objective.

Sometimes, graphic media can be used as both – infographics

could be a teaching aid if they are consequential yet not a core teaching
resource or they can be embedded within a book or used as a way to
summarize a larger concept directly. Digital media is often considered as an
Instructional material because information is embedded in it and it needs
planning. This planning eventually is integrated into the coursework.

LESSON 2
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TECHNOLOGY TOOLS FOR TEACHING SECONDARY LEVEL

STUDENTS

• Tools for teaching paperless

• Tools for promoting creativity &
collaboration
• Tools for designing student-
centered learning opportunities
• iPad apps for educational aids

a. Why Go Paperless?
• Save paper, money, and time
• More efficient
• Organization materials better
• Creating better learning environment
• Mobile learning
• Online teaching/learning
• Save space (Less file cabinets and shelves)
• Save time in line for making copies
• But, sometimes, paper is easier.

b. Paperless for Students

From everywhere:
• Collaborating group work
• Accessing to class material
• Building digital portfolios

c. A paperless classroom
• What is it exactly?
• What tools do I need?
• What equipment do I need?
• Time and Expense
Management

1. Conditions to consider
 1:1 computing (Language Lab)
 1:1 iPad or laptop
 Scanner / Camera
 Wireless internet
 Digital Textbooks and workbooks
 CMS (Blackboard), web site, blog, wiki
 E-mail & Google Docs
 Web 2.0 Tools

i. CMS: Blackboard
➢ CMS (Course Management System)
➢ Online Course / Blended
Learning
➢ Announcement
➢ Assignment / Worksheet
➢ Discussion
➢ Collaborative learning
➢ Grading, feedback
➢ Quiz / Test

ii. E-mail
➢ E-mailing announcement and assignments
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➢ Considering: Creating a class email account other than the instructor’s email to
receive class assignments

iii. Google Drive

➢ Document
➢ Presentation
➢ Spreadsheet
➢ Form
➢ All docs can be embedded or linked to
➢ Blackboard
o Post / Share / Edit / Collaborate
o Survey / Presentation / Worksheet

iv. Dropbox
➢ Dropbox.com
➢ Save all the documents in Drop Box folder and share with your students with a
link Storage space (2GB Free)

v. Evernote
➢ http://evernote.com/
➢ Get Organized with Evernote
➢ Tool to capture notes, organize lesson plans,
collaborate on projects, snap photos, etc.
➢ Automatically synced and made available on all
the computers, phones and tablets you use, at
home or at school.

vi. Quizlet
➢ Flashcard
➢ Embed to Blackboard
➢ Learn / Review
➢ Quiz / Matching Game

vii. Presentation Tools / Projects

➢ Voicethread
➢ Glogster -- online poster
➢ Prezi
➢ Flipbooks (Flipsnack)
➢ Slideshare (PPT)

viii. Projector Screen /Extra Monitor

➢ Using Projector Screen in the
classroom
➢ An extra monitor next to the laptop
(at home)
➢ Read document from the screen,
not from
➢ printing

ix. Reuse, Reduce, Recycle

➢ Laminating and paper cutter machine
➢ Reuse class materials: activities, games, flashcards, etc.
➢ Sort and save materials in the Ziploc bags

x. Scanner
➢ Scan document, photos, notes, receipts
➢ Save to the Cloud storage
➢ (Dropbox, google docs, skydrive, etc.)
➢ Available on computers, tablets, & mobile phones

xi. PDF
➢ Use a Scanner or
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➢ Save document as PDF

➢ And upload to Blackboard
➢ To Merge several PDF files (http://foxyutils.com/mergepdf/)
➢ PDF to iBook (on iPhone/iPad)
➢ PDF to Flipbook (http://www.flipsnack.com/)
➢ PDF to authorstream (http://www.authorstream.com )

LESSON 3 CHARACTERISTICS OF GOOD/APPROPRIATE IMS AND

TECHNOLOGY TOOLS

What are Instructional Materials?

• Educational Resource
• Delivery Vehicles
• Improves Students’ knowledge
• Gives color to the learning process

Reasons for the use of IM's

1. It helps the students remember important information.

2. When properly used, they help gain and hold the attention of students.
3. Audio or visual aids can be very useful in supporting a topic, and the combination of
both audio and visual stimuli is particularly effective since the two most important
senses are involved.
4. Good instructional aides also can help solve certain language barrier problems.
5. Another use for instructional aids is to clarify the relationships between material
objects and concepts.

a. WHY IS IT IMPORTANT?
• Increases the effectiveness of the teacher
• Stimulate interest
• Clarify the subject matter
• Help make learning more permanent

b. THINGS TO CONSIDER
• Satisfaction
• Interest
• Expectancy
• Relevance

Guidelines for the use of IM's

1. The use of any instructional aid must be planned, based on its ability to support a specific
point in a lesson. A simple process can be used to determine if and where instructional
aides are necessary.
2. Clearly establish the lesson objective.  Be certain of what is to be communicated.
3. Gather the necessary data by researching for support material.
4. Organize the material into an outline or a lesson plan.
5. The plan should include all key points that need to be covered.
6. The aids should be concentrated on the key points.
7. Aids are often appropriate when long segments of technical description are necessary,
when a point is complex and difficult to put into words, when instructors find themselves
forming visual images, or when students are puzzled by an explanation or description.
8. Aids should be simple and compatible with the learning outcomes to be achieved.
9. Obviously, an explanation of elaborate equipment may require detailed schematics or
mockups, but less complex equipment may lend itself to only basic shapes or figures.

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10. Since aids are normally used in conjunction with a verbal presentation, words on the aid
should be kept to minimum.
11. In many cases, visual symbols and slogans can replace extended use of verbiage.
12. The instructor should avoid the temptation to use the aids as a crutch. The tendency
toward unnecessarily distracting artwork also should be avoided.
13. Instructional aides should appeal to the student and be based on sound principles of
instructional design.
14. When practical, they should encourage student participation. They also should be
meaningful to the student, lead to the desired behavioral or learning objectives, and
provide appropriate reinforcement.
15. All lettering and illustrations must be large enough tube seen easily by the students
farthest from the aids' Colors, when used, should provide clear contrast and easily be
visible.
16. Sequencing can be emphasized and made clearer by the use of contrasting colors. The
effectiveness of aids and the ease of their preparation can be increased by initially
planning them in rough draft form.

The various roles of instructional materials in the different modes of teaching/learning

It is possible to divide all such methods into three broad groups, which may be loosely
described as mass-instruction techniques, individualized-learning techniques and group-learning
techniques.

Mass Instruction
Some of the specific ways in which instructional materials can be used in lectures
and other mass-instructional situations are as follows:
1. Forming an integral part of the main exposition by providing 'signposts', guidance
for notetaking, illustrative material, work-sheets, etc;
2. Providing students with ready-made handout notes on what is being covered, or
with skeleton or interactive' handouts that they have to complete themselves;
3. Providing supplementary material (background reading, remedial or extension
material, enrichment material, and so on);
4. Increasing student motivation by sensory stimulation, introducing visually-
attractive, interesting or simply 'different' material into an otherwise routine lesson;
5. Illustrating applications, relations, integration of one topic with another, and so on.

Individualized Learning
The role of instructional materials in individualized learning is radically different
from that in a mass instruction system. In the latter, their role is generally supportive, with
the main vehicle of instruction being the teacher or trainer in control of the class; in an
individualized-learning system, on the other hand, the materials themselves constitute the
vehicle whereby instruction takes place.

Some of the specific ways in which instructional materials can be used in

individualized learning are given:
1. Providing instructions and/or guidance on how the learner should carry out a
particular course or program of study;
2. Providing the actual material that has to be learned or worked on during the
course or program;
3. Providing the learner with exercises for diagnostic or assessment purposes;
4. Providing supplementary or enrichment material.

LESSON 4
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PRINCIPLES OF UNIVERSAL DESIGN FOR LEARNING GUIDELINES

What is Universal Design for Learning

Universal Design for Learning, or UDL, is an instructional approach that opens

opportunities for all students by using digital media and flexible instruction to help students meet
their educational goals.

UDL provides equal access to learning, not simply equal access to information. Universal
Design allows the student to control the method of accessing information while the teacher
monitors the learning environment.

UDL is a set of principles for curriculum development that give all individuals equal
opportunities to learn. It provides a blueprint for creating instructional goals, methods, materials,
and assessments that work for everyone--not a single, one-size sfits-all solution but rather flexible
approaches that can be customized and adjusted for individual needs.

UDL has its basis in neuroscience; the three principles correlate with the three networks
in the brain which must be simultaneously engaged for optimal learning to occur.

Universal Design for Learning Principles

There are 3 core principles to Universal Design for Learning

1. Provide multiple means of engagement (the “why” of learning)

Strategies that engage and motivate students to be successful learners are
reflective of their diverse characteristics and backgrounds. While some students
like a well-structured approach where course activities are well defined and
predictable, other students may prefer flexibility and spontaneity. Some students
prefer independent study while others value interactions with their peers. Providing
multiple means of engagement is important to better address the needs of all
students.

Provide options for recruiting interest

Information that is not processed is effectively inaccessible to learners.
Attracting learner attention and interest is a recurring challenge for instructors and
is made more difficult when considering individual learner preferences. Identifying
alternative approaches to address learner interest is important.

Optimize individual choice and autonomy

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• Provide learners options and autonomy in the tools for information

gathering and in production of work products that practice and/or
demonstrate skills
• Allow flexibility in timing for task completion for components of a
larger project
• Encourage learner participation in classroom activity design and
personal academic goals

Optimize relevance, value, and authenticity

• Provide variety in course materials and activities to help personalize
and contextualize them for individual learners and make them more
culturally and socially relevant
• Include activities that encourage imagination to solve relevant
problems or make sense of complex ideas through creativity.
• Establish course activities that require active participation and
exploration

Minimize threats and distractions

• Create an accepting and supportive classroom environment
• Establish course routines (supported by calendars, schedules or
other cues) to increase the predictability of daily activities
• Vary sensory stimulation in the classroom (background noise, visual
stimulation) and in the pace of coursework and activities

2. Provide multiple means of representation (the “what” of learning)

Learners perceive and comprehend information differently. Those with
various sensory or cognitive disabilities require different approaches to assessing
the information. Some learners process information more efficiently in visual or
auditory formats versus printed text. Because one means of representation cannot
be optimal for everyone, providing options is important.

a. Provide options for perception

Imperceptible information impedes learning. To ensure information is
accessible to all learners provide it in multiple modalities (hearing, vision) and allow
it to be adjusted by the learner (enlarge text, adjust sound level, etc.) to suit their
preferences.

Offer ways of customizing the display of information

• Ability to modify the size of text, images, or other visual content
• Ability to modify color or contrast information to preserve important
context
• Ability to adjust the speed and volume of audio information
• Ability to adjust speed and timing of visual information (video,
animations, simulations, etc.)
• Ability to adjust the layout of visual elements

Offer alternatives for auditory information

• Provide text equivalents in the form of closed captions for video
content and transcripts for audio-only content like podcasts
• Provide visual options like diagrams, charts, or images or animations

Offer alternatives for visual information

• Add alternative text (alt-text) to all images, graphs, or charts that
convey important information
• Provide text or spoken descriptions to convey meaning contained in
video, animations, images and graphics
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• Provide physical objects or spatial models to convey perspective or

interaction

b. Provide options for language, mathematical expressions, and symbols

– Clarify vocabulary and symbols
– Clarify syntax and structure
– Support decoding text, mathematical notation, and symbols
– Promote understanding across languages
– Illustrate through multiple media

c. Provide options for comprehension

– Activate or supply background knowledge
– Highlight patterns, critical features, big ideas, and relationships
– Guide information processing, visualization, and manipulation
– Maximize transfer and generalization

3. Provide multiple means of action and expression (the “how” of learning)

Learners have diverse strategies for engaging learning environments and
in demonstrating their mastery. Those with physical impairments (e.g., cerebral
palsy), problems with organizational abilities (executive function disorders), or
language barriers, engage learning tasks differently.

a. Provide options for physical action

It is important to provide options for learners to interact with instructional
materials and to demonstrate comprehension and mastery of skills and course
learning goals.
• Vary the methods for response and navigation
• Optimize access to tools and assistive technologies

b. Provide options for expression and communication

– Use multiple media for communication
– Use multiple tools for construction and composition
– Build fluencies with graduated levels of support for practice and
performance

c. Provide options for executive functions

– Guide appropriate goal-setting
– Support planning and strategy development
– Facilitate managing information and resources
– Enhance capacity for monitoring progress

d. Provide Multiple Means of Engagement

How learners get engaged and stay motivated.
How they are challenged, excited, or interested.
These are affective dimensions: Provide options recruiting interest,
Provide options for sustaining effort and persistence, Provide options
for self regulation

i. Provide options for recruiting interest

– Optimize individual choice and autonomy
– Optimize relevance, value, and authenticity
– Minimize threats and distractions

ii. Provide options for sustaining effort and persistence

– Heighten salience of goals and objectives
– Vary demands and resources to optimize challenge
– Foster collaboration and communication
– Increase mastery-oriented feedback

iii. Provide options for self-regulation

– Promote expectations and beliefs that optimize motivation
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– Facilitate personal coping skills and strategies

– Develop self-assessment and reflection

 Key Ideas
i. Providing options help students focus on the same learning goal
• Print
• Large print
• Text to speech
• Refreshable braille display
• Interactive dictionary

ii. Providing options can increase student independence

• Old way – students who struggle with reading use peers who can read
as scaffolds during comprehension activities
• New way – students have options to independently process content and
then work collaboratively with peers

*Universal design supports students working together

 Comprehension Sequence Model

• Use instructional scaffolding to move from dependence to cooperative learning.
• Students are supported so they can work together on the same learning goals.

 Lesson Planning
1. Elements for Designing Lesson Plans
• Clear Goals
• Anticipate Variability
• Design with UDL Principles
– Options for representation
– Options for expression
– Options for engagement

2. Clear Goals
• Are the means embedded?
Goal: To write about the stages of butterfly metamorphosis
New Goal: To demonstrate understanding of the stages of butterfly
metamorphosis

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UDL and Technology

Good educators will always find ways to design curricula that meets the needs of all
learners, whether they are using technology or not. However, considered and appropriate digital
technologies applied using UDL principles can enable easier and more effective customization of
curricula for learners. Advances in technology have made “on-the-fly” individualization of curricula
possible in practical, cost-effective ways, and many of these technologies have built in supports,
scaffolds, and challenges to help learners understand, navigate, and engage with the learning
environment.

Learning and demonstrating effective uses of technology is itself an important instructional

outcome. Digital Capabilities can be defined as the skills and/or competencies required for living,
learning and working in a digital society. Even today’s students need support with some areas of
digital capability, particularly in an academic context, so it’s important to make sure that these
needs are met.

However, it is important to note that these technologies should not be considered to be

the only way to implement UDL. The goal of UDL is to create environments in which everyone will
have the opportunity to become expert learners, and the means to get there, be it tech or non-
tech, should be flexible.

It is also important to point out that simply using technology in the classroom should not
be considered implementation of UDL. Using technology does not necessarily enhance learning,
and many technologies have the same accessibility problems that non-tech options might have.
Technology needs to be carefully planned into the curriculum as a way to achieve the goals. The
Technology Enhanced Learning (TEL) Handbook 2015-18 is designed to guide staff in the
considered and appropriate application of technology to enhance student engagement in learning,
teaching, and assessment at York St John (YSJ).

In short, technology is not synonymous with UDL, but it can play a valuable role in its
implementation and conceptualization.

LESSON 5 A SOFTWARE REVIEW AND SELECTION PROCESS

SEVEN STEPS TO RESPONSIBLE SOFTWARE SELECTION

STEP 1. Analyze Needs

The responsible teacher (or materials selection committee) should first determine whether
or not the computer is the appropriate medium to use to satisfy particular instructional goals and
objectives. There is always the possibility that a careful needs analysis will result in a decision to
use some other teaching-learning strategy.

- Needs & Goals. A need is the difference between "where we are now" (e.g. 60% of the
students in the ninth grade score above minimum competence on the state science test)
and "where we would like to be" (e.g. 90% of the students in ninth grade score above
minimum competence on the state science test). "Where we would like to be" is another
way of defining a goal.

- Objectives. An objective describes "where we would like to be" in more specific terms
(e.g. 90% of all ninth grade students will exceed the minimum level of competence on the
state competency test administered in the second semester of ninth grade). Objectives
must include conditions under which the desired behavior will be demonstrated and the
criteria for measuring that behavior.

The educational objective stated above is a "terminal" objective which must be broken
down into a series of "enabling" objectives (e.g. By October 31, 1995, all ninth grade students will
be able to correctly identify at least five out of seven minerals when shown them by the teacher.)
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Enabling objectives identify specifically what behavior we would like the student to demonstrate.
For each enabling objective, the teacher (or materials selection committee) should brainstorm
alternative learning methods for achieving that objective--direct student teacher interaction, self-
instruction workbook, videotape, computer assisted instruction, etc.

After considering the benefits and constraints of each learning method, the teacher (or
materials selection committee) should be able to make an informed decision about which medium
or combination of media will satisfy the identified needs, goals, and objectives.

STEP 2. Specify Requirements

If a careful needs analysis determines that computer assisted instruction is one of the
methods that will be used to meet identified instructional objectives, the teacher (or materials
selection committee) should then specify the requirements for the computer software. Factors to
consider in specifying requirements for software include: compatibility with available hardware;
cost (Will the school need multiple copies of the software? Will a site license be necessary?); user
friendliness; level of interaction desired; adequacy of documentation; access to technical support
via toll-free number; and of course, direct correlation with the instructional objectives and
curriculum requirements identified in the needs analysis. Ellsworth and Hedley (1993) suggest
that educators should apply the following criteria within the context of their objectives and the
students' needs: content; instructional presentation; demands placed on the learner; technical
features; and documentation and management features.

STEP 3. Identify Promising Software

If requirements are specified in detail, the teacher (or materials selection committee) will
have a good head start when it comes to identifying promising software. There are many ways to
identify promising software, and the responsible selector should use as many of them as possible.
Most district level educational communications/media centers are on catalog mailing lists from
virtually all software producers and wholesalers. Software is advertised, described, and often
reviewed in magazines and journals found in school, university, and public libraries.

Teachers who have access to the Internet can find out about software from other teachers
by joining a listserv. Posting a question such as, "I am an eighth-grade science teacher and I am
looking for interactive software for a PC environment that will teach my students how to..." is likely
to bring dozens of responses. Many listservs are archived on the AskERIC Virtual Library gopher
(gopher ericir.syr.edu) or WWW site (http://ericir.syr.edu).

The above are but a few sources for identifying promising software. The more precisely
the requirements are specified in Step 2, the easier it will be to screen out those products that are
least likely to meet the user's specifications and the easier it will be to focus on more promising
products.

STEP 4. Read Relevant Reviews

After a list of promising software has been identified (using the suggestions outlined in
Step 3), the teacher (or materials selection committee) may be able to narrow or expand the list
by reading relevant software reviews. It is very important to realize, however, that reading reviews
should not take the place of previewing, described in Step 5. Software reviews may be found in
educational journals, some of which may be identified by searching the ERIC database using
appropriate descriptors (e.g. software, selection, evaluation, secondary level students,
secondary). For example, Heyboer and Mayo, in the January 1993 issue of "Teacher Magazine,"
describe 12 computer software programs available for secondary level students and secondary
math and science classes. Evaluation services such as EPIE, subscribed to by many school and
public libraries, provide a database of selected software evaluations and reviews. A visit to the
library is an important part of responsible software selection. Keep Step 1 (Analyze Needs) and
Step 2 (Specify Requirements) in mind as you read the reviews. It is also important to note the
audience upon which the review is based. A software program may have received a poor review
because it was tested with a different audience than the one you have in mind. Reviews are
important screening tools when used as part of the entire selection process.

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educational purposes only and not for commercial distribution.”
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STEP 5. Preview Software

The most effective way to judge whether software is appropriate or not is to observe
students as they interact with the program. Are the educational objectives achieved when the
student uses the program? The responsible teacher should not purchase software without
previewing it with his or her own students. Preview as many programs as you can find that appear
to meet your selection criteria. Some software vendors will allow free preview of an entire
program. Some vendors will provide a free demonstration disk containing a subset of a larger
program. Some vendors will not allow preview without a purchase order but will allow the teacher
to return the program within a specified time limit with no financial obligation. In some situations,
a teacher may be able to borrow a program from another teacher for preview purposes. As a
general rule, if there is no way to preview software with your own students--avoid that software.

STEP 6. Make Recommendations

After potential software has been previewed, it is time to make recommendations for
purchase. The responsible software selector should be able to:

- select the most desirable software after a systematic evaluation of all alternatives in
terms of educational objectives and constraints;

- establish a quantitative method for rating each alternative against the selection criteria
established in Step 2;

- evaluate the relative importance of each selection criterion, (i.e. previewing should
probably be rated relatively high in importance); and

- create a written record outlining the reasons why a piece of software is recommended or
not recommended for purchase.

For software that is recommended for purchase, teachers should include suggestions for
optimal use that might have become apparent during the preview period. The written record,
including the quantitative rating scale and the selection criteria, should be kept on file for future
reference.

STEP 7. Get Post-Use Feedback

After software is purchased and used with students, it is important for the teacher to
determine the conformance or discrepancy between all of the enabling objectives specified in
Step 1 and the student performance actually obtained using the chosen computer software. The
teacher should keep records on the relative extent to which each objective is met or not met.
Objectives not met may be addressed by some other software program or by another
teaching/learning method. Post-use feedback can be a significant help to a school's systematic
process of software selection, purchase and use. The accumulation of user feedback, including
anecdotal experience on the part of both teachers and students, will naturally serve to improve
future needs analyses (Step 1) and all succeeding steps in a constantly improving software
selection process.

LESSON 6 CREATING TEACHER PRODUCTIVITY MATERIALS USING

TECHNOLOGY TOOLS

Education used to be as simple as a book, a chalkboard, and a pencil but the current
notion of education is evolving alongside technology. Is a person’s education defined by the piece
of paper hanging on the wall or is it more about the hands-on experience of problem solving and
lesson feedback?
Technology has made education more accessible than ever before. The internet revolution
changed many things — entertainment, news, communication — but it took a good decade to
trickle down to education. However, today’s students can get qualified degrees online from major

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educational purposes only and not for commercial distribution.”
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universities and technical

academies; in addition to that,
everything from textbooks to
course notes and lecture videos
can be found on the web.
For those in the Education
Technology industry, recent
achievements demonstrate the
power of innovative thinking in a
traditional field. But most
observers see a much bigger —
and more accessible — picture. In
fact, many feel that education is on
the cusp of a major paradigm shift.
Cloud applications, e-books, video
conferencing and other such tools https://www.teachthought.com/technology/technology-tools/
represent the dawn of a new era,
all powered by the emerging Education Technology industry.
Classroom technology has evolved greatly in the past two decades. In the 1990s,
computers were used for highly specified purposes and basic communication. In the 2000s, online
distribution of course materials and supplementary training materials emerged. Today, Education
Technology leaders project a movement away from the old textbook/lecture model and a greater
focus on dynamic learning. “What we are beginning to see is a huge shift in attitudes to education
technology, which includes the openness of teachers and school administrators to embrace
technology as well as the investment world seeing the value and profitability of EdTech,” says
Liam Don, co-founder of ClassDojo.
Today, new methods for teaching and learning are being created by the hungry
entrepreneurial minds behind Education Technology start-ups. As teachers and administrators
open up to the idea of new teaching methods and lessons through technology, bureaucratic
roadblocks are being streamlined — sometimes because budget cuts demand creative solutions,
sometimes because technology allows new ideas into the traditional teaching model, the good
news is that new models are being developed to address and work around these issues.,” says
Don. “Additionally, as organizations like Khan Academy have made clear, there is a demand for
independent learning outside the traditional classroom setting. Technology is the driver behind
this, and this ‘individualized’ approach to education will only continue to expand and grow in the
coming years.”

Smores-This website gives you a free Slideshare-_SlideShare began with a simple

opportunity to create colorful flyers. I have found goal: To share knowledge online. Since then,
a creative way to use this tool SlideShare has grown to become the world’s
largest community for sharing presentations
and other professional content.

Bloomz
Screen-O-Matic-
One-click screen capture recording on
Windows or Mac computers with no install
for FREE!

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educational purposes only and not for commercial distribution.”
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AudioBoom-If you have a website, this tool will

be a nice addition to your arsenal by allowing
you to record messages and share them for free.

Online Whiteboard
A Web Whiteboard is touch-friendly online
Symbaloo for Education
whiteboard app that lets you use
your computer, tablet or smartphone to
easily draw sketches, collaborate with
others and share them with the world.

Art Website Links

Let out your inner-artist without the mess in this
virtual painting studio.

SAMPLE VIDEO on how to TEACH Entrepreneurship in Grade 4 EPP:

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

VI. REFERENCE
https://www2.slideshare.net/sulaoshi/technology-tools-for-teachers-53772924)
file:///C:/Users/ACER/Downloads/udlpresentationaug2017-170802051327.pdf
file:///C:/Users/ACER/Downloads/universal-design-for-learning-170507170622.pdf
https://www3.technologyevaluation.com/research/article/the-dos-and-donts-of-software-
selection-and-evaluation.html
https://www.technology4teacher.com/productivity-tools-for-education.html

“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for
educational purposes only and not for commercial distribution.”
NVSU-FR-ICD-05-00 (081220) 87