TEACHING AND LEARNING WITH 2.

Utilize technology tools in creating communities

of practice
TECHNOLOGY (TTL)
3. Collaborate with peers, colleagues and
ICT COMPETENCY STANDARD (CHED-UNESCO) as stakeholders to access information in support of
provided in the 2017, policy, standard, and guidelines Professional learning
(PSG) for pre service teacher education.
Domain 7: Teacher Disposition
“Demonstration proficiency in the development and 1. Demonstrate social, ethical, and legal
utilization and information, communication and responsibility in the use of technology tools and
TECHNOLOGY (ICT) resources in promoting quality resources
teaching learning process” 2. Show positive attitude towards the use of
technology tools
ICT COMPETENCY STANDARDS FOR PRE-SERVICE
TEACHER EDUCTATION Deped Order No. 42, s. 2017 Mandates: PPST-
Beginning Teachers
Domain 1: Understanding ICT in Education “Show skills in the selection, development and use of
1. Demonstrate awareness of policies affecting ICT the variety of teaching learning resources including ICT
in Education to address learning goals”
2. Comply with ICT policies as they affect teaching-
learning environment ISTE National Education Technology Standards for
3. Contextualize ICT policies to the learning Teacher
environment Standard 1: Technology Operations and Concepts
Standard 2: Planning and designing learning
Domain 2: Curriculum and Assessment
environment and experiences
1. Demonstrate Understanding of concept,
Standard 3: Teaching, learning and curriculum
principles and theories of ICT systems as the
Standard 4: Assessment and evaluation
apply to teaching learning
Standard 5: Productivity and Professional practice
2. Evaluate digital and non digital learning
Standard 6: Social, Ethical, Legal and Human Issues
resources in response to student's diverse
needs.
ISTE National Education Technology Standards for
3. Develop digital learning resources to enhance
Student
teaching-learning
Standard 1: Creativity and Innovation
4. Use ICT tools to develop 21st century skills:
Standard 2: Communication and Collaboration
information media and technology skills,
Standard 3: Research and Information Fluency
learning skills, learning and innovation skills,
Standard 4: Critical thinking, Problem-solving, and
career skills and effective communication skills
Decision making
Domain 3: Pedagogy Standard 5: Digital Citizenship
1. Apply relevant technology tools for classroom Standard 6: Technology Operation and Concepts
activities
2. Use ICT knowledge to solve complex problems BASIC CONCEPTS IN ICT (INFORMATION,
and support students collaborative activities COMMUNICATION, TECHNOLOGY)
3. Model collaborative knowledge construction in
face to face and in virtual environment Technology
- This refers to and mix of process and product use in
Domain 4: Technology Tools (CONTINUOUS LEARN the application of knowledge.
ABOUT TECHNOLOGY) - It includes tools from pencil and paper to the latest
1. Demonstrate competence in the technical electronic gadgets and tools for practical tasks.
operations of technology tools and systems as
the apply to teaching and learning ICT Literacy
2. Use technology tools to create new learning - To access manage integrate evaluate create and
opportunities to support community of learners communicate information through function in
3. Demonstrate proficiency in the use of college
technology tools to support teaching and
Educational Technology
learning
- Teaching and learning educational technology
Domain 5: Organization and Administration include both the digital flipcharts pictures models
1. Manage technology-assisted instruction in and rely etc and digital electronic tools hardware
inclusive classroom environment software
2. Exhibit leadership in shared decision-making
using technology tools Digital Literacy

- this is the ability to find evaluate utilized share and

Domain 6: Teacher Professional Learning
create content using information technologies and
1. Explore existing and emerging technology to
the Internet.
acquire additional content and pedagogical
knowledge
 - the ability to use information and communication Vlog – a video blog or video log, and refers to a type of
technologies to find, evaluate, create, and blog where most or all of the content is in a video
communicate information, requiring both cognitive format
and technical skills
Facebook – most popular
Digital Learning – learning is accompanied with
technology VOIP – voice over internet protocol

Online Digital Tools And Apps – internet and apps ROLES OF TECHNOLOGY FOR TEACHING AND
LEARNING
Offline Digital Tools And Apps – No Internet
TECHNOLOGY AS A TUTOR
- Together with the teacher, technology can support
Instructional Technology – Theory of practice of design,
the teacher to teach another person or technology
development, and utilize Software
when programmed by the teacher can be a tutor on
Software- Program Control – ensure that only correctly its own.
released, licensed, and authorized versions of the
TECHNOLOGY AS A TEACHING TOOL
software are in use.
- Like a tutor, technology is a teaching tool, but can
Multimedia – a variety of media formats never replace a teacher.

Internet – massive network of network TECHNOLOGY AS A LEARNING TOOL

- It makes learning easy and effective. It can produce
World Wide Web (Www) learning outcomes that call for technology-assisted
teaching. Even the teachers who are teaching can
Web Access – having a connection to the World Wide utilize similar tools for learning.
Web through an access provider or an online service
provider A. FOR TEACHERS AND TEACHING
- Technology provides enormous support to the
Webquest - inquiry-oriented activity in which students teacher as a facilitator of learning. It transforms
get all information from the web passive classroom to an active and interactive one.
It motivates and increase attention level of learners.
Productivity tools – applications that allow for the
viewing, creating, and modifying of general office
- Technology has modernized the teaching learning
documents (e.g. spreadsheets, Microsoft Office)
environment. The teacher are assisted and
Technology tool – any tool supplemented with appropriate structured
instructional material got daily activities.
Data calculation tools – a series of charts, maps, and
diagrams designed to collect, interpret, and present - Technology improves teaching learning process
data for a wide range of applications and industries and ways of teaching – makes teaching more
effective and effective. These are arrays of teaching
Design tools - Create Models and designs methods and strategies that are compatible with
learning style.
Discussion tools – Socrative, Moodle
- Technology opens new fields in educational
Email tools – Gmail, yahoo research – the areas of teaching testing and
evaluation are enhanced by technologies for
Handheld devices – any portable device that can be
teaching and learning. Researchers no longer find
carried and held in one's palm.
difficulty in interpreting tests, assessments, and
Blog – weblog other evaluation results. They can analyze and
interpret results with speed and accuracy.
Wiki – edit info Reference retrieval is also hastened because many
of the research materials are in digital form.
Flipped classroom Technology has also provided access to big data
- inverts the traditional learning experience that can be processed from problem solving and
- Lectures are shared outside of class time for inquiry.
individual review as homework, and classroom time
is reserved for class discussion and interactive - Technology adds to the competency if teachers
projects. and inculcate scientific outlook – utilization of
theories of learning and intelligence, which are
Podcast – collection or series of digital audio files that
explained it n references uploaded na in the net,
are made available for downloading or listening via the
the teachers are encouraged to imbibe skills to
Internet.
source this information with speed and accuracy.
Google apps – google drive, google classroom
- Technology supports teacher professional
development – the availability of technology
 provided an alternative way if attending M – ODIFY/MAGNIFY/MINIFY: make a change, enlarge,
professional development online. For those who are decrease.
involved as providers if continuing professional P – UT TO ANOTHER USE: find other uses
development E – LIMINATE : Reduce, remove
R – EVERSE: turn upside-down, inside out, front-side
B. FOR LEARNERS AND LEARNING back

a. Support learners to learning how to learn in their POLICIES AND ISSUES IN INTERNET AND IMPLICATIONS
own. Fully understand that subject matter or TO TEACHING AND LEARNING
content is a means to achieve the learning  Globalization is a reality and ICT has become a
outcomes fundamental part of the process
 Declarative Knowledge- consist of the discrete  A network society is in which the entire planet is
pieces of information that answer the questions organized around telecommunicated networks of
what, who, when, and where. Often learned computer
through memorization facts, drills and practice,  The powerful use of the network has broken
mnemonics, or conceptual map. Fundamental boundaries and provided opportunities for inclusion
knowledge necessary for students to achieve and collaboration.
more complex higher order thinking.  Struggle for those who do not have access or those
 Structural Knowledge- attain some form of who are excluded, marginalized, and powerless.
meaning. A detail about the declarative  The use of policies is imperative
knowledge. What is it?  The future has arrived. Now we have to ensure that
 Procedural Knowledge- how to do something. we have a place in it (DICT)
Based in facts.
Policy
b. Technology enhances learner's communication  A course of action, adopted and pursued by a
skills through social interactions. Commonly government, party, ruler, statesman (OED)
described as the transmittal of information from  Any course of action adopted as a expedient.
one person to another as single individual.
Three Basic Communication Patterns New ICT technologies
 point to point two-way or one to one 1. Information technology
 one to many 2. Telecommunication
 many to many
Project of DICT: ICT for Education (ICT4E)
c. Technology upgrades learners higher order ICT FOR EDUCATION (ICT 4E)
thinking skills: critical thinking, problem solving. - A program under DICT that supports all the efforts
Purpose, for development and enhancement of of the education sector in incorporating the use of
skills ICT as well

Critical Thinking – make good decisions THE DICT ROADMAP (ICT IN EDUCATION)
Ways to Development Critical Thinking  Masterplan for all levels, including a national
 Ask the right questions roadmap for faculty
 Use critical thinking task with appropriate level of  Content and application development through open
challenge content in education initiative (OCEI): converts
- Vary the questions asked Deped materials into interactive multimedia
- Introduce new technologies content
- Modify the learners’ grouping  PhEdNet is a “walled” garden that hosts educational
- Modify the critical thinking task learning and teaching materials and applications for
- Encourage curiosity use by Filipino students.
- Creativity – ability to think flexibly, fluently,  Established Community eLearning called eSkwela:
originally, and elaborately. for out of school youth student
- Flexible – means to use many points of view.  eQuality program: for tertiary education through
- Fluently – means to be able to generate ideas. partnership
- Originally – implies being able to generate new  Digital Media Arts Program
ideas and elaborately means being able to and  IC skills strategic plan
details.
GLOBAL ISSUES
SEVEN CREATIVE STRATEGIES (OSBORN, 1963) Access - possibility for everyone to use internet and
(SCAMPER) other media
S – UBSTITUTE: find something else to replace to do Civil Liberties
what it does
SOME ISSUES ON ICT AND INTERNET
C – OMBINE: blend two things that do not usually to
1. Freedom of Expression and Censorship
together
 Censorship: restricts the transmission of
A – DAPT: look for other WAYS that can be used.
information by blocking or filtering it.
  Blocking: is preventing access to whole areas of 7. Addiction to gambling and gaming
internet based upon the “blacklist” of certain 8. Theft and fraud
internet address, location, or email addresses 9. Viruses
 Filtering: is sifting the packets of data or
messages as they move across computer MINOR MISUSe OF ICT BY LEARNERS
networks and eliminating those considered 1. Copying information into assignment and failing to
“undesirable” materials. acknowledge sources
 Defamation Actions: may be used to silence 2. Downloading materials not related to study
critics. This action defers the freedom of E-SAFETY
Expression. - safety while using technology
- Helps safeguard people in the digital world
2. Privacy and Security - Emphasize learning to understand new technology
- Privacy policies are an issue in a positive way
- “i agree” button - Educate children about risk and benefits
Types of Privacy
 Personal Privacy: right of individuals INSTRUCTIONAL MATERIALS
 Privacy of Communication
 Information Privacy Non-Digital and Digital Skills and Tools in
Instructional Materials
3. Surveillance and Data Retention - Print and non-print items.
 Indirect Surveillance: there is no direct contact
between the agent and the subject, but Roles of Instructional Materials in Teaching and
evidence of activities can be traced. Learning
 Dataveillance: New and powerful form of - They promote meaningful communication and
indirect surveillance. It is the use of personal effective learning.
information to monitor and person activities. - They ensure better retention, thus making learning
more permanent
 Data Retention: storage and use of information
- They help to overcome the limited classroom by
from communication system.
making the inaccessible accessible.
- They provide common experience upon which late
4. E-pollutants from E-waste
learning can be developed.
- Thrown/ unused gadgets or technology
- They encourage participation especially of students
are allowed to manipulate.
IMPLICATIONS OF THIS ISSUE TO TEACHING AND
LEARNING
Instructional Materials are the Supplementary
For the Teachers on Teaching Material which Help the Teacher to Make His or Her
1. Guide the teachers on what they should teach that Presentation:
relates to ICT and how to teach it 1. Concrete
2. Technology should never replace and human 2. Effective
teacher. 3. Interesting
3. There are rules and regulations that govern the use 4. Meaningful
of technology. 5. Inspiring
4. All the issues and many more shall be part of the
teaching content as each teacher will be (Haigler, 2014)
encouraged to use technology in teaching. - Instructional Materials refer to any pre-existing
materials that are being incorporated, as well as to
For the Learners and Learning those that will be specifically developed for the
1. Guide the learners on the use of technology and the objectives.
regulation of its use.
2. Learners should take advantage of the potential of Gibbs Model (Graham Gibbs) - useful for helping people
learning support they can derive to manage the vast learn from situations that they experience regularly,
resources as 21st century learners and many more. especially when these don't go well.
3. Both the teachers and learners should be mindful of  Description of the experience
e-waste.  Feelings and thoughts about the experience
 Evaluation of the experience, both good and
SAFETY ISSUES bad
 Analysis to make sense of the situation
SOME RISKS IN THE USE OF ICT AND E NETWORKING  Conclusion about what you learned and what
1. Exposure to inappropriate content you could have done differently
2. Lifestyle websites like suicide sitees  Action plan for how you would deal with similar
3. Cyberbullying situations in the future, or general changes you
4. Privacy issues might find appropriate
5. Health and well being
6. Prolonged exposure to online technologies
Factors to Consider in Developing Instructional 2. Information literacy – locating information from the
Materials web and interpreting while evaluating its validity
- Identify existing institutional resources including 3. ICT literacy – how to select and use digital devices.
materials and teachers’ capability. Choose appropriate task with the use of internet
- The teacher may research off the shelf materials 4. Communication and collaboration – being able to
that have been developed by others to determine participate in the digital network.
of the approach could be useful. 5. Identity management – ensure safety and security
- Explore the possibility of adapting concepts of other 6. Learning skills – ways of knowing how to study and
teachers without infringing learn.
7. Digital scholarship – link and participate in research
publication, academic paper. Scholarly
Guidelines When Designing Conventional IM’s communication
 Unity 4cs +2cs in 21st century skills
 Simplicity 1. Critical thinking – finding solution to problems
 Legibility 2. Creativity – thinking outside the box
 Consistency 3. Collaboration – working with others
 Clarity 4. Communication – talking with others
5. Citizenship – civically literate, globally competent
Select and Use ICT Tools for Teaching And Learning and digitally literate
6. Character
Information and Communications Technology
- Various tools and devices Skills Necessary in 21st Century
1. Coding is a universal language.
QR CODE 2. Collaboration
- Developed by Japanese corp., Denso-Wave 1994 3. Cloud software
4. Word Processing Software
Infographics 5. Screen casting
- Visual representation of an image such as diagram, 6. Personal Archiving
chart, or picture. 7. Information evaluation
8. Use of social media
Ipad/Tablet
- Padlet
Edgar Dale’s Cone of Experience
Direct Purposeful Experience – real
FLEXIBLE LEARNING ENVIRONMENT
Contrived Experiences – representation
- The present generation of learners has access
Dramatized Experience – animation by casting roles on
- Every chance or corner becomes a learning space.
a subject using gestures, mimics
- The library is not only
Demonstration - actual execution
Study Trips – opportunity of learning through travel,
ONLINE DISTANCE EDUCATION
Exhibit – public displays
- Is not a new concept. Some schools, higher
TV and Motion Pictures – image
education institution IN the country.
Still Pics, Recording, Radio – videos
Visual Symbols – reading
The Different Platforms - Free programs
1. Moodle: object oriented dynamic learning
environment.
2. Google Classroom: free service for teachers and
student
3. Edmudo
4. Schoology
5. MOOCs (Massive Open Online Course)
6. Synchronous vs Asynchronous
7. Blended Learning

Digital Literacies – are the individuals’ capabilities to be

able to effectively and responsibly function and perform
in the digital society (Paul Gelster) 8 Ms of Teaching
1. Visual literacy 1. Milieu – learning environment
2. Technological 2. Matter – content of learning
3. Computer 3. Method – teaching and learning activities
4. Information 4. Material – resources of learning
5. Media – communication system used in teaching
Digital literacies 6. Motivation – cardinal principle in learning. Arousing
1. Media literacy – ability critically read information or and Sustaining Interest in Learning. Learner will
content and utilize multimedia learn only those things he wants to learn.
7. Mastery – internalization of learning resulting in  Require learning participation
automatic or habitual change behavior through  Evaluate and revise
meaningful repetition and application. Shifting it
from short-term to long-term memory TPACK model
8. Measurement – getting evidence of learning  Content knowledge – what is discussed content
through test knowledge
 Pedagogical – how it should be taught
Elements of 2Ms  Pedagogical and Content knowledge – how and
1. Media what, learn concepts and skills
2. Material  Technological Knowledge – technology tools used
 Technological and Content Knowledge – use
technology related to content
 Technological and Pedagogical knowledge – how
Jerome Bruner’s Three-Tiered Model various technologies can be used in teaching, and to
1. Enactive - through series of symbols understand that using technology may change the
2. Iconic - through series of illustrations way teachers teach
3. Symbolic - through sequence of action  TPACK – about what teachers know, how they teach
and how technology is used in the delivery of the
Bloom’ s/ Ruben Puentedura SAMR MODEL (How we lesson.
should use technology)
1. Substitution - tech acts as a direct tool substitute
with no functional change
2. Augmentation - tech acts as a direct tool substitute,
with functional improvement
3. Modification - tech allows for significant task
redesign
4. Redefinition - tech allows for the creation of new
task previously inconceivable

Pedagogy Wheel Allan Carrington

ASSURE Model
 Analyze learners
 State objective
 Select methods, media and material
 Utilize technology, media and material