*Definition of Basic concepts and important terms*

1. Technology - refers to a mix of process and product in the

application of knowledge.
2. Information and Communication Technology Literacy or ICT Literacy -
Is the use of digital technology, communication tools and/or
networks to access, manage, integrate evaluate, create and
communicate information in order to function in a knowledge society.
3. Educational Technology -refers to the use of technology in
teaching and learning.
4. Digital Literacy -is the ability to find, evaluate, utilize, share and
create contents using information technologies and the Internet.
5. Digital learning – is any type of learning that is accompanied by
technology or by instructional practice that makes effective use of
technology.
6. On-line digital -Tools and apps use an Internet connection to
access the information needed. A common example is Skype. It is a
telecommunication application software product that specializes in
providing video chat and voice calls between computers, tablets,
mobile devices via Internet and to regular telephones.
7. Off-line digital -Apps can still be used even if there is no internet
access.
8. Instructional technology -Is the theory and practice of design,
development, utilization, management, and evaluation of the
processes and resources for learning
9. Software- Refers to program control instructions and accompanying
documentation; stored on disks or tapes when not being used in the
computer.
10. Multimedia -Is a sequential or simultaneous use of a variety of
media formats in a given presentation or self-study program
11. Internet -It connects millions of computers together globally,
forming a network in which any computer can communicate with any other
computer as long as they are connected to the Internet.
12. World Wide Web (www) -Is also called the Web which is a
graphical environment on computer networks that allows you to access,
view and maintain documentations that can include text, data, sound and
videos (Smaldino, 2005) it is a way of accessing information over the
medium of the Internet.
13. Web access -Is the ability of the learner to access the Internet
at any point during the lesson in order to take advantage of the array of
available education resources.
14. Webquest -An inquiry-oriented lesson format in which most or
all information that learners work with comes from the web.
15. Productivity tools - to any type of software associated with
computers and related technologies that can be used as tools for
personal, professional or classroom productivity. Examples: Microsoft
Office, Apple works – word processing, grade and record keeping, web page
production, presentation.
16. Technology Tool -Is an instrument used for doing work. It can be
anything that help you accomplish your goal with the use of
technology. These technology tools can be classified as:
A. Data Calculation tools.
Examples: spreadsheets, Excels, Sketchpads, probability
constructor B. Design tools
-These are used to make models and designs, creating and building.
Included here are Family Tree Maker, GollyGee and Crazy Machines among
others.
C. Discussion tools
- There are 4 different approaches that utilize discussion and interaction
in the Internet. These are threaded discussion forum, Blogging, Live chat
and Video teleconferencing, Netiquette and Safety on the Net.
D. Email Tools
- Emails are great communication tools for sending messages, photographs,
videos and other files. It allows you to reach out to others around the world.
Examples are google mail, Ymail, Yahoo mail and many more..
E. Handheld devices have become popular among learners. These include
Personal Digital Assistants, global positioning system, (GPS) and
geographic information System (GIS) in the classroom, Portable electronic
keyboards, Digital Cameras, Mobile Phones, Palm, Handheld Computers.
17. Blog -Is an online journal where posted information from both
teachers and students are arranged. There are three kinds of blogs: blogs
used for communication, blogs used for instruction, and blogs used for both.
(Ferriter & Garry, 2010)
 18. Wikipedia -An editable website usually with limited access, allows
students to collaboratively create and post written work or digital files,
such as digital photos, or videos. Wikipedia is one of the most widely recognized
of all the wikis (Watters, 2011)
19. Flipped Classroom- Utilizes a reverse instructional delivery,
where the teacher is required to use the web resources as homework or
out of class activity as initial instruction of the lesson which will be discussed
during classtime
20. Podcast -Is a video or audio multi-media clip about a single topic
typically in the format of the radio talk show.
21. Google Apps -Is a cloud-based teaching tool which is stored in the
Google server and is available for students both at home and in school. It
includes the gmail, a free-email for all; Google docs is sed for sophisticated word
processing and editing of the document.
22. Vlog -Is a video blog where each entry is posted as a video instead
of the text
23. Facebook -Is a popular social networking site used by students and
adults worldwide to present information on themselves and to the world.
24. VOIP (voice over internet protocol) Is a category of hardware
and software that enables people to use the Internet as transmission
medium for telephone calls by sending voice data in packets using IP rather
than traditional circuit transmission.

*ROLES OF ICT FOR TEACHING AND LEARNING*

According to Stosic (2015), educational technology has three domains:

1. Technology as a tutor- Technology can support to teach another or

person or technology when programmed by the teacher can be a
tutor on its own.
2. Technology as a teaching tool – Technology is a teaching tool but
can never be replace a teacher.
3. Technology as a learning tool – While the teacher utilizes
technology as the tool for teaching, likewise it is an effective tool
for learning.

For Teachers and Teaching

 1. Technology provides enormous support to the teacher as the facilitator of
learning. It transforms a passive classroom to an active and interactive one,
with audio- visual aids, charts and models, smart classrooms, e-learning
classroom which motivate and increase attention level of learners.
2. Technology has modernized the teaching-learning environment – The
teachers are assisted and supplemented with appropriately structured
instructional materials for daily activities.
3. Technology improves teaching-learning process and ways of teaching –
This will make the act of teaching more efficient and effective.
4. Technology opens new fields in educational researches- The areas of
teaching testing and evaluation are enhanced by technologies for teaching and
learning.
5. Technology adds to the competence of teachers and includes scientific
outlook Through the utilization of theories of learning and intelligence, which
are explained in references uploaded in the net.

6. Technology supports teacher professional development – With the demand

of continuing professional development for teachers, the availability of
technology provides alternative way of attending professional development
online.

For Learners and Learning

1. Support learners to learn how to learn on their own. All teachers fully
understand that subject matter or content is a means to achieve the learning
outcomes. There are three categories of knowledge according to Egbert (2009):
declarative knowledge, structural knowledge, and procedural knowledge
2. Technology enhances learners’ communication skills through social
interactions. This is commonly described as the transmittal of information
from one person to another as single individuals.
According to Shirly (2003) in Egbert (2009), there are three basic
communication patterns: A. Point to point two-way or one-to-one like
Internet chat, phone conversation or even faceto-face conversation.
B. One-to-many outbound like a lecture, or television. There is no social
interaction.
C. Many-to-many like group discussion, buzz session, heads together. This
kind of interaction provides opportunities for social interaction.
 3. Technology upgrade learners’ higher-order-thinking skills: critical thinking,
problem solving and creativity.

How to use Technology in the Classroom?

• PowerPoint and Games

• Internet Homework Assignments

• Pictures and audios

Ways to Incorporate Technology in the Elementary Classroom

For younger students, technology can be used to build fundamental skills to prepare
them for future independent learning. Students can use interactive games to reinforce
math, spelling, phonetic, and reading skills.

• Multimedia lessons
• Access images, sounds, videos
• Digital field trips

*Theories and Principles in the Use and Design of

Technology Driven Learning Lessons* 1. DALE’S CONE OF
EXPERIENCE
Edgar Dale (April 27, 1900, in Benson, Minnesota, – March 8, 1985, in Columbus,
Ohio) was an
American educator who developed the Cone of Experience, also known as the
Learning Pyramid. He made several contributions to audio and visual instruction,
including a methodology for analyzing the content of motion pictures

Dale’s Cone of Experience is a visual model that is composed of eleven (11)

stages starting from concrete experiences at the bottom of the cone then it
becomes more and more abstract as it reaches the peak of the cone.

• Direct purposeful experience- it is the first-hand experience which serve

as the foundation of our learning. It is learning by doing.
• Contrived experiences- In here we make use of a representative models
or mocks up of reality for practical reasons.
• Dramatized experiences- Through dramatization we can participate in are
constructed experience, even though the original event is far removed from
in time.
 • Demonstrations- It is a visualized explanation of an important fact, idea
or process by the use of photographs, drawings, films, displaysor guided
motions.
• Study trips- these are excursions, educational trips, and visits conducted
to observe an event that is unavailable within the classroom.
• Exhibits- there are displays to be seen by spectators.
• Television and Motion Pictures: Two-dimensional representations of
reality, providing visual and auditory experiences.
• Still Pictures, Recordings, and Radio: Visual and auditory materials that
provide information and stimulate learning.
• Visual symbols- these are no longer realistic reproduction of physical
things for these are highly abstract representations. Examples are charts,
graphs, maps, and diagrams.
• Verbal symbols- they are not like the objects or ideas for which they
stand. They usually do not contain visual clues to their meaning.

In addition, Harvard psychologist, Jerome S. Bruner, presents a three- tiered

model of learning where he points out that every are of knowledge can be
presented and learned in three distinct steps.
First- Through a sequence of actions- Enactive

Second – Through a series Of illustrations- Iconic

Third – Through a series of symbols- Symbolic

2.Technological Pedagogical Content Knowledge

TPACK, or Technological Pedagogical Content Knowledge, is a model that
helps teachers consider how their knowledge domains intersect in
order to effectively teach and engage students with technology.
• Content Knowledge (CK) - Teachers’ own knowledge of the subject
matter. CK may include knowledge of concepts, theories, evidence, and
organizational frameworks within a particular subject matter; it may also
include the field’s best practices and established approaches to
communicating this information to students
• Pedagogical Knowledge (PK)- teachers’ knowledge of the
practices, processes, and methods regarding teaching and
learning.
 • Technological Knowledge (TK) - teachers’ knowledge of, and
ability to use, various technologies, technological tools, and
associated resources.
• Pedagogical Content Knowledge (PCK)- teachers’ knowledge
regarding foundational areas of teaching and learning, including
curricula development, student assessment, and reporting results.
• Technological Content Knowledge (TCK) - teachers’
understanding of how technology and content can both influence
and push against each other.
• Technological Pedagogical Knowledge (TPK) - teachers’
understanding of how particular technologies can change both the
teaching and learning experiences by introducing new
pedagogical affordances and constraints.

*Theories and Principles in Technology-Driven Learning

Lesson Design*
1. The ASSURE Model - instructional design model that provides a
structured approach to developing and implementing technology-driven
learning experiences. It consists of six steps:
• ANALYZE LEARNERS- Identify the characteristics, needs, and
prior knowledge of the learners.
• STATE OBJECT- Clearly define the learning outcomes that
students should achieve.
• SELECT MEDIA AND MATERIALS- Choose appropriate
technology tools and resources that align with the objectives and
learner needs.
• UTILIZE MEDIA AND MATERIALS - Plan how to effectively use
the selected media and materials in the learning process.
• REQUIRE LEARNER PARTICIPATION - Design activities that
actively engage learners and promote their participation.
• EVALUATE AND REVISE - Assess the effectiveness of the
learning experience and make necessary adjustments.
2. The SAMR model, created by Dr. Ruben Puentedura, is a technology
integration framework that classifies classroom technology integration
into four different levels.
This is a simple and effective way to incorporate technology into
instruction.
The letters SAMR stand for Substitution, Augmentation, Modification,
and Redefinition. The SAMR model is thought of as a spectrum of
technology used as a replacement for traditional tools on one end
and technology-based experiences on the other hand.
• Substitution - At this stage, technology is a direct substitute to a
conventional medium to teach content.
• Augmentation - technology is a direct substitute to a traditional
one, but with significant improvement to the learning
experience
• Modification- there is an actual change to the design of the
lesson and its learning outcome. The key question is, “does the
technology significantly alter the task”?
• Redefinition The last stage represents the peak of the
transformation of student’s experience using technology.
Using technology tools, traditional tasks are redefined, creating a
new learning experience.

3. The “Mayer Model” in the context of technology-driven learning lessons

refers to the Cognitive Theory of Multimedia Learning developed by
Richard E. Mayer, a prominent educational psychologist.

Mayer’s theory focuses on how people learn from multimedia,

particularly the combination of visual and auditory information.
It’s a crucial theory for understanding the principles behind effective
technology-driven learning design. Richard Mayer (2009) proposed several
principles for selecting technology for educational use. These principles
emphasize the importance of considering the following factors:

• Appropriateness- Choosing technology that is appropriate

for the learning objectives, content, and learner needs.
• Authenticity - Using technology to create real-world learning
experiences that are relevant and engaging.
 • Cost- Considering the cost of technology and its accessibility
to learners.
• Organization- Designing technology-driven lessons that are well-
organized and easy to follow.
• Balance - Balancing the use of technology with other
teaching methods and learning experiences.
• Interest- Selecting technology that is interesting and
motivating for learners.

USES OF ICT IN LEARNING AND TEACHING

• Digital Culture- refers to the behaviors, practices and values

that develop from the use of digital technologies.

• Digital Literacy- refers to the ability to navigate, understand

and effectively use digital devices, software, and information in
various aspect of life.

• ICT and Teacher Professional Development- information and

communication technology (ICT) plays leading role in training
teachers to learn how they can enhance their pedagogical
skills and content knowledge.

• Ensuring benefits of ICT investments- ICT investment is defined

as the acquisition of equipment and computer software that is
used in production for more than one year.

• Resource Constrained Contexts- is environments with a

relative lack of technical, social and/or economic resources (e.g.
infrastructure, purchasing power, economic activities, educational
facilities).

Some common educational application for ICT include:

• Laptop

• Tablet

• Interactive White Board/Smart Board

 • E-readers

• Flipped Classroom

II. CHALLENGES

• Digital Divide- refers to the gap between demographics and regions that
have access to modern information and communications technology (ICT), and those
that don’t or have restricted access.

• Minority Language Groups- social groups or communities that speak

languages different from the dominant, national, or state languages.

• Students with different styles of learning- they are different methods of

learning or understanding new information, the way a person takes in,
understand, expresses and remembers information.

• School with limited technical support- the importance of technical support

in schools also comes into play when software application issues occur. If a school
uses an information system, they usually deal with software-related problems. They
also perform basic activities such as creating and printing reports and application
documentation.

• Lack of Effective Training- refers to a lack of effective training methods

and inadequate development of skills and competencies necessary for
optimal performance.

SAFETY ISSUES IN ICT

Risk in the Use of ICT

1. Exposure to inappropriate content, including online

pornography, extension (exposure to violence associated
with racist language).
2. Lifestyle websites like self -harms and suicide site and hate
sites.
3. Cyber- bullying in all forms, receiving sexually explicit
images or messages.
4. Privacy issues including disclosure of personal information.
5. Health and well-being (amount of time spending online,
internet gaming and many more.
6. Prolonged exposure to online technologies, particularly at an
early age
7. Addiction to gambling and gaming.
8. Theft and fraud activities such as phishing.
9. Viruses, Trojans, spyware and othermalware.
10. Social Pressures to maintain online networks via texting
and social networking.

I. INTERNATIONAL POLICIES

Eight policy themes are commonly identified in education technology

policies around the world:

(1) Vision & Planning

(2) ICT infrastructure
(3) Teachers
(4) Skills and Competencies
(5) Learning Resources
(6) EMIS
(7) Monitoring and Evaluation
(8) Equity, Inclusion, and Safety

THEME #1 VISION & PLANNING

A) Having a vision
B) Linking ICT/education policies to other policies
C) Providing a mechanism for funding
D) Authorizing authority to lead or oversee implementation
E) Engaging the private sector

THEME #2 INFRASTRUCTURE
A. Ensuring adequate power
B. Providing sufficient networking infrastructure equipment
THEME #3 TEACHERS

A. Providing ICT-related training (technical and

pedagogical) for teacher
B. Identifying a set of related teacher competency
standards
C. Supporting teachers in their use of ICT
D. Building awareness among and support for school
administrators, as a support for ICT use by teachers 4
and learners

THEME #4 SKILLS & COMPETENCIES

A. Identifying ICT literacy / digital competency standards, and offering

related training, support, assessment and certification
B. Articulating and supporting ICT-enabled lifelong learning
opportunities

THEME #5 LEARNING RESOURCES

A. Supporting the development, dissemination and utilization of digital

learning resources

THEME #6 EMIS

A. Supporting the collection, processing, analysis, and

dissemination of education- related data to relevant
stakeholders.

THEME #7 MONITORING & EVALUATION, ASSESSMENT, RESEARCH

& INNOVATION

A. Monitoring ICT use in education and evaluating its impact on

teaching and learning
B. Utilizing ICTs to support assessment activities

c. Dedicated support for exploring innovative uses of ICTs in education.

THEME #8 EQUITY, INCLUSION & SAFETY

 A. Prioritizing “pro-equity” provisions and approaches related to the use
of ICTs in education
II. NATIONAL POLICIES
Cybercrime Prevention Act of 2012 (RA 10175) -It is intended to
prevent cybersex, online child pornography, identity theft and
spamming but it also makes libel a cybercrime punishable by up to 12
years in jail.
Data Privacy Act of 2012 (RA 10173) -Protects individuals from
unauthorized processing of personal information that is (1) private, not
publicly available; and (2) identifiable, where the identity of the individual
is apparent either through direct attribution or when put together with
other available information.
Safe Spaces Act (RA 11313) - To address existing gaps and issues on
equality, security, and safety of both women and men in private and
public spaces eCommerce Act of the Philippines (RA 8792) - An act
providing for the recognition and use of electronic commercial and non-
commercial transactions and documents, penalties for unlawful use
thereof.
Executive Order No. 810 S. 2009 -Institutionalizing the Certification
Scheme for Digital Signatures and Directing the Application of Digital
Signatures in eGovernment Services