ICT IN VARIOUS CONTENT AREAS UNIT 4

Information and communication technology (ICT) is an extensional term for information

technology that stresses the role of unified communications and the integration of telecommunications
and computers, as well as necessary enterprise software, middleware, storage and audio-visual, that
enable users to access, store, transmit, understand and manipulate information. These instructional
materials may come in varied forms. One group refers to conventional and non-digital tools. A classroom
will always need a chalkboard or a writing board that may come in varied forms and shapes. Bulletin
boards, flip charts, dioramas, puppets, terrarium, and the like, will always find their significance in any
classroom. However, nowadays, lessons can be made more relevant and engaging for learners as digital
tools are integrated.

UNIT 4 – ICT in Various Content Areas TTL 1

A. 21st Century Literacy Skills Digital Literacy Skills

Digital literacies are the individual’s capabilities to be able to effectively and responsibly function
and perform in a digital society. In the teaching and learning context, digital literacy is an
important competence. In school, it has become a buzzword that refers to the ability to access,
process, understand, utilize, create media content using information technologies and the
internet.

The Digital Literacies

1. Media Literacy – is one’s ability to critically read information or content and utilize multimedia
in creatively producing communications.

2. Information Literacy – is locating information from the web and interpreting it while
evaluating its validity so that it can be shared.

3. ICT Literacy – is knowing how to select and use digital devices, applications, or services to
accomplish tasks requiring the use of the internet.

4. Communications and Collaboration – are one’s capabilities in being able to participate in the
digital networks in the teaching and learning context.

5. Identity Management – is being able to understand how to ensure safety and security in
managing online identity and foster a positive digital reputation.

6. Learning Skills – are ways of knowing how to study and learn in a technologyenriched
environment; this is knowing how to utilize technology in addressing the need to learn
efficiently.
7. Digital Scholarship – is being able to link and participate in professional and research
practices.

The IMT skills of 21st Century focuses on how students can discern facts, publishing outlets, and
the technology behind them. There’s a strong focus on determining trustworthy sources and
factual information to separate it from the misinformation that floods the Internet.

IMT stands for Information Literacy, Media Literacy, and Technology Literacy. Information
Literacy
It is the foundational skill. It helps students understand facts, especially the data points
that they’ll encounter online. More importantly, it teaches them how to separate fact from
fiction. In an age of chronic misinformation, finding truth online has become a job all on its own.
It’s crucial that students can identify honesty on their own. Otherwise, they can fall prey to
myths, misconceptions, and outright lies. Media Literacy It is the practice of identifying
publishing methods, outlets, and sources while distinguishing between the ones that are
credible and the ones that aren’t. Just like the previous skill, media literacy is helpful for finding
truth in a world that’s saturated with information. This is how students find trustworthy sources
of information in their lives. Without it, anything that looks credible becomes credible. But with
it, they can learn which media outlets or formats to ignore. They also learn which ones to
embrace, which is equally important.

Technology Literacy
It goes another step further to teach students about the machines involved in the Information
Age. As computers, cloud programming, and mobile devices become more important to the
world, the world needs more people to understand those concepts. Technology literacy gives
students the basic information they need to understand what gadgets perform what tasks and
why. This understanding removes the intimidating feeling that technology tends to have.
Technology literacy gives students the basic information they need to understand what gadgets
perform what tasks and why. But technology literacy unmasks the high-powered tools that run
today’s world. As a result, students can adapt to the world more effectively. They can play an
important role in its evolution. They might even guide its future. But to truly round out a
student’s 21st Century skills, they need to learn from a third category.

The 21st Century has redefined digital literacy. It has broadened in perspective to include other
aspects of the 21st context, these literacies are:

 Cyber literacy or digital literacy

 Media literacy
 Arts and creativity literacy
 Financial literacy
 Multicultural literacy or global understanding The Four Cs of 21st Century skills `

COLLABORATION
 It is when students know how to work well with others to accomplish a given task or to solve a
problem at hand. This is a 21st essential, when students are made to work with others in a pair
or in a team. They are given the chance to practice how to relate with others. It is about working
together to reach a goal and putting talent, expertise, and smarts to work. Just like with
communication, technology has made collaboration easier. Technology makes collaboration a
step farther, making types of collaboration possible that weren't before technology. Just like
with communication though, the same breakdowns can happen. The number of choices can get
overwhelming, and the actual collaboration can get lost while we pay too much attention to the
tool we're using to collaborate.

COMMUNICATION
It makes students express their ideas in the clearest and organized manner. Through varied
modes – face to face, technologically mediated or a blended medium, they need to know how to
efficiently and clearly convey ideas. It is also about sharing thoughts, questions, ideas, and
solutions. In the technological age, it's much easier and, at the same time, harder to
communicate. Technology has provided us with more convenient ways to communicate, but
sometimes the various ways can become overwhelming. Also, the communication can become
more about the tech being used than the message you’re trying to send. Without effective
communication, there’s no way to get anything done inside the classroom or anywhere.

CREATIVITY
Requires students to think out of the box and to take pride in what is uniquely theirs. It means
that they will be able to look at a problem from multiple perspectives. Creativity encourages
students to think beyond the expectations of conventions. However, creativity may not ensure
success all the time but may lead to another direction that can actually be a better way of
figuring out how to solve the problem. It is trying new approaches to get things done,
innovation, and invention. The 21st Century is a fun time to be creative thanks to technology.
Not only are the traditional ways of creativity still available, but there are tons of new
possibilities made available. Instead of just painting a picture, you can animate it or arrange a
piece of music on a computer without ever learning how to play an instrument. All that said, it's
still up to you to put things through the creative process. Whether you're going to tell the
world's next bestselling story or you are just trying to find a way to organize your classroom
more efficiently, it's up to you to utilize both your thinking power and the technology at hand to
get the creative project done.

B. Instructional Design Models

GAGNE’S NINE EVENTS OF INSTRUCTION

Robert Gagne’s Nine Events of Instruction is based on the behaviorist approach to learning.
Gagne identified the mental conditions needed for learning in adults. He then created his Nine
Events of Instruction to address the conditions of learning.
The Nine Events of Instruction are:

1. GAIN THE STUDENT’S ATTENTION. EMOTIONAL buy-in is the first step in laying the foundation
for learning retention. This can be done by telling a story or asking a thought-provoking
question.

2. INFORM STUDENTS OF THE OBJECTIVES. Establishes expectations for the course and criteria
for measuring success or failure.

3. STIMULATE RECALL OF PRIOR LEARNING. Leverages existing knowledge as a scaffold to

incorporate new knowledge.

4. PRESENT THE CONTENT. Use chunking for easy consumption of the content.

5. PROVIDE LEARNER GUIDANCE. Supplement the content with case studies, activities,
discussion questions and other instructional support materials.

6. ELICIT PERFORMANCE. Challenge learner’s activities that recall, utilize, and evaluate
knowledge.

7. PROVIDE FEEDBACK. USE immediate feedback to reinforce knowledge

8. ASSESS PERFORMANCE. Test learner knowledge against established criteria

9. ENHANCE RETENTION AND TRANSFER TO JOB. Use content retention strategies to

appropriate job aids to retain new knowledge.

CRITICAL THINKING
It refers to learning how to solve problems. It teaches students not to accept immediate claims
without seeking the truth. It is ability to differentiate facts from opinion and not only just learn a
set of facts or figures but also discover these for the sake of knowing what you need to know.
Looking at problems in a new way and linking learning across subjects and disciplines. Just like
with the previous two ideas, critical thinking has been an essential skill in every century and
profession. However, technology has changed the critical thinking platform. The more
technology makes menial tasks such as memorization null and void, the more room that gives us
to spend time on more complex thinking skills. However, it's too easy to let technology think for
us, or thinking that it does. To succeed in the 21st Century, you have to remember that, no
matter how high tech the machine, it's useless without a person telling it what to do and
thinking critically about the result.

BLOOMS REVISED TAXONOMY Loren Anderson a former student of Bloom together with
Krathwolh, revised Bloom’s taxonomy of cognitive domain in the mid-90s to fit the more
outcome-focused modern educational objectives.
There are two major changes:
1. The names in the six categories from noun to an active verb.
2. The arrangement of the order of the last two highest levels.

COGNITIVE DOMAIN
The cognitive domain involves knowledge and the development of intellectual skills. This
includes the recall or recognition of specific facts, procedural patterns, and concepts that serve
in the development of intellectual abilities and skills.

The following six major categories are listed in order, starting from the simplest behaviour to the
most complex.

1. Knowledge. Recall data or information

Examples:
a. Recite a policy.
b. Quote process from memory to a customer.
c. Determine the safety rules.
Key Words: Define, describe, identify, label, list, match, name, outline, recall, recognize,
reproduce, select, state

2. Comprehension.
Understand the meaning, translation, interpolation, and interpretation of instructions and
problems. State a problem in one’s own words.

Examples:
a. Rewrite the principles of test writing.
b. Explain in your own words the steps for performing a complex task.
c. Translate an equation into a computer spreadsheet.
Key Words: Comprehend, convert, defend, distinguish, estimate, explain, extend, generalize,
give, infer, interpret, paraphrase, predict, rewrite, summarize, translate.

3. Application.
Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned
in the classroom into novel situations in the workplace.
Examples:
a. Use a manual to calculate an employee’s vacation time.
b. Apply the laws of statistics to evaluate the reliability of a written test.
Key Words: Apply, change, compute, construct, demonstrate, discover, manipulate, modify,
operate, predict, prepare, produce, relate, show, solve, use.

4. Analysis. Separates material or concepts into parts so that its organizational structure may be
understood. Distinguishes between facts and inferences.

Examples:
a. Re-troubleshoot a piece of equipment by using logical deduction.
b. Recognize logical fallacies in reasoning.
c. Gather information from a department and selects the required tasks for training.

Key Words: Analyze, breakdown, compare, contrast, diagram, deconstruct, differentiate,

discriminate, distinguish, identify, illustrate, infer, outline, relate, select, separate.

5. Synthesis.
Builds structure or pattern from diverse elements. Put parts together to form a whole, with
emphasis on creating a new meaning or structure.

Examples:
a. Write company operations or process manual.
b. Design a machine to perform a specific task.
c. Integrate training from several sources to solve a problem.
d. Revise and process to improve the outcome.

Key Words: Categorize, combine, compile, compose, create, devise, design, explain, generate,
modify, organize, plan, rearrange, reconstruct, relate, reorganize, revise, rewrite, summarize,
tell, write.

6. Evaluation. Make judgments about the value of ideas or materials.

Examples:
a. Select the most effective solution
b. Hire the most qualified candidate.
c. Explain and justify a new budget.
Key Words: Appraise, compare, conclude, contrast, criticize, critique, defend, describe,
discriminate, evaluate, explain, interpret, justify, relate, summarize, support

AFFECTIVE DOMAIN
This domain includes how we deal with things emotionally, such as feelings, values,
appreciation, enthusiasms, motivations, and attitudes.

The five categories are listed from the simplest behaviour to the most complex.
1. Receiving. Awareness, willingness to hear, selected attention.

Examples:
a. Listen to others with respect.
b. Listen and remember the name of newly introduced people.
Key Words: Ask, choose, describe, follow, give, hold, identify, locates, name, point to, select,
sit, erect, reply, use
2. Responding. Active participation on the part of the learners. Examples: a. Participate in
class discussions. b. Give a presentation. c. Question new ideas, concepts, and models, to
fully understand them. Key Words: Answer, assist, aid, comply, conform, discuss, greet,
help, label, perform, practice, present, read, recite, report, select, tell, write. 3. Valuing. The
worth or value a person attached to a particular object, phenomenon, or behavior. This
ranges from simple acceptance to a more complex state of commitment. Valuing is based on
the internalization of a set of specified values, while clues to these values are expressed In
the learner’s overt behavior and are often identifiable. Examples: a. Demonstrate belief in
the democratic process. Is sensitive towards individual and cultural differences. b. Show the
ability to solve problems. c. Propose a plan for social improvement and follows through with
commitment. Informs management on matters that one feels strongly about. Key Words:
Complete, demonstrate, differentiate, explain, follow, form, initiate, invite, join, justify,
propose, read, report, select, share, study, work UNIT 4 – ICT in Various Content Areas TTL 1
Group 4 10 | P a g e TECHNOLOGY FOR TEACHING AND LEARNING (TTL1) 4. Organization.
Organizes values into priorities by constructing different values, resolving conflicts between
them, and creating a unique value system. The emphasis is on comparing, relating, and
synthesizing values. Examples: a. Recognize the need for a balance between freedom and
responsible behavior. b. Accept responsibility for one’s behavior c. Explain the role of
systematic planning in solving problems. d. Accept professional ethical standards. e. Create
a life plan in harmony with abilities, interests, and beliefs. f. Prioritize time effectively to
meet the needs of the organization, family, and self. Key Words: Adhere, alter, arrange,
combine, compare, complete, defend, explain, formulate, generalize, identify, integrate,
modify, order, organize, prepare, relate, synthesize. 5. Internalizing Values
(characterization). Has a value system that controls their behavior. The behavior is
pervasive, consistent, predictable, and most importantly, characteristic of the learner.
Instructional objectives are concerned with the student’s general patterns of adjustment
(personal, social, emotional). Examples: a. Show self-reliance when working independently.
b. Cooperate in group activities (display teamwork). c. Use an objective approach in
problem-solving. d. Display a professional commitment to ethical practice daily. e. Revise
judgments and change behavior in light of new evidence. f. Value people for what they are,
not how they look. Key Words: Act, discriminate, display, influence, listen, modify, perform,
practice, propose, qualify, question, revise, serve, solve, verify PSYCHOMOTOR DOMAIN The
psychomotor domain includes physical movement, coordination, and use of the motor-skill
areas. The development of these skills requires practice and is measured in terms of speed,
precision, distance, procedures, or techniques in execution. 1. Perception. The ability to use
sensory cues to guide motor activity. This ranges from sensory stimulation, through cue
selection, to translation. Examples: a. Detect non-verbal communication cues. b. Estimate
where a ball will land after it is thrown and then moving to the correct location to catch the
ball. c. Adjust the heat of the stove to correct temperature by smell and taste of food. Key
Words: Define, describe, identify, label, list, match, name, outline, recall, recognize,
reproduce, select, state UNIT 4 – ICT in Various Content Areas TTL 1 Group 4 11 | P a g e
TECHNOLOGY FOR TEACHING AND LEARNING (TTL1) 2. Set. Readiness to act. It includes
mental, physical, and emotional sets. These three sets are dispositions that pre-determine a
person’s response to different situations (sometimes called mindsets). Examples: a. Know
and act upon the sequence of steps in a manufacturing process. b. Recognize one’s ability
and limitations. c. Show a desire to learn a new process (motivation). Key Words: Begin,
display, explain, move, proceed, react, show, state, volunteer 3. Guided Response. The early
stages in learning a complex skill that includes imitation and trial and error. Adequacy of
performance is achieved by practicing. Examples: a. Perform a mathematical equation as
demonstrated. b. Follow instructions to build a model Key Words: Copy, trace, follow, react,
reproduce, respond 4. Mechanism. This is the intermediate stage in learning a complex skill.
Learned responses have become habitual and the movements can be performed with some
confidence and proficiency. Examples: a. Use a personal computer b. Repair a leaking faucet.
c. Drive a car. Key Words: Assemble, calibrate, construct, dismantle, display, fasten, fix,
grind, heat, manipulate, measure, mend, mix, organize, sketch 5. Complex Overt Response.
The skillful performance of motor acts that involve complex movement patterns. Proficiency
is indicated by a quick, accurate, and highly coordinated performance, requiring a minimum
of energy. This category includes performing without hesitation and automatic
performance. Examples: a. Maneuver a car into a tight parallel parking spot. b. Operate a
computer quickly and accurately. c. Display competence while playing the piano. Key Words:
Assemble, build, calibrate, construct, dismantle, displays, fasten, fix, grind, heat, manipulate,
measure, mend, mix, organize, sketch. 6. Adaptation. Skills are well developed and the
individual can modify movement patterns to fit special requirements. Examples: a. Respond
effectively to unexpected experiences. b. Modify instruction to meet the needs of the
learners. c. Perform a task with a machine that it was not originally intended to do. Key
Words: Adapts, alters, changes rearranges, reorganizes, revises, varies. UNIT 4 – ICT in
Various Content Areas TTL 1 Group 4 12 | P a g e TECHNOLOGY FOR TEACHING AND
LEARNING (TTL1) 7. Origination. Creating new movement patterns to fit a particular
situation or specific problem. Learning outcomes emphasize creativity based on highly
developed skills. Examples: a. Construct a new theory b. Develop new and comprehensive
training programming. c. Create a new gymnastic routine. Key Words: Arrange, build,
combine, construct, create, design, initiate, make, originate THE ADDIE MODEL Instructional
Design Models Addie Process ADDIE stands for Analyze, Design, Develop, Implement, and
Evaluate. These equate to a 5- phase process for developing instructional materials. Analyze:
The instructional designer clarifies the problem to be addressed with an instructional
intervention, defines the training need and conducts an extensive audience analysis to
determine the instructional environment, pre-existing knowledge, skills and abilities,
opportunities and constraints. Design: The instructional designer writes learning objectives
and determines the instructional strategies that will be utilized to achieve those objectives.
Decisions are made about how the instructional materials will look, feel, operate, and be
delivered to the learner. Storyboards and elearning prototypes are created. Develop:
Content is assembled and incorporated into the design to produce the instructional or
performance support materials. Deliverable is reviewed for quality and revised. Implement:
The finished course or performance support tool is rolled out to the intended audience and
its impact is monitored. Evaluate: The instructional designer uses various methods to
determine whether the course or performance support tool is delivering the expected
results. MERRILL’S PRINCIPLES OF INSTRUCTION Instructional Design Models Merrills First
Principles of Instruction David Merrill’s 2002 First Principles of Instruction framework
integrates five principles of learning. Task-centered principle: Learning starts with a real-
world task or problem the learners can relate to. Activation principle: Activating the
learner’s existing knowledge base helps them connect previous knowledge with the new
knowledge.UNIT 4 – ICT in Various Content Areas TTL 1 Group 4 13 | P a g e TECHNOLOGY
FOR TEACHING AND LEARNING (TTL1) Demonstration principle: A course must demonstrate
the knowledge in multiple ways (for example, both visually and through storytelling) so that
it leverages different regions of the brain, and increases knowledge retention. Application
principle: Learners must apply new information on their own and learn from their mistakes.
Integration principle: Help to integrate the knowledge into the learner’s world through
discussion, reflection, and/or presentation of new knowledge. Each of the four instructional
design models outlined above have strengths and weaknesses. Depending on the problem
to be solved by creating a training solution, one of these models may be more appropriate
than the others. Instructional designers should be quite familiar with these models and
others to design and deliver quality training solutions. C. Technology Enhanced Teaching
Lesson Exemplars Technology Enhanced Learning and ation and knowledge sharing systems.
Open sources like Moodle and Wiki for content development, video on demand solution
with a low cost midrange system, an exhaustiv Teaching (TELT) Model provides learning
through collaborations and interactions with a framework for content development and
collaborative knowledge sharing system as a supplementary for learning to improve the
quality of education system. TELT deals with a unique pedagogy model for Technology
Enhanced Learning System which includes course management system, digital library,
multimedia enriched contents and video lectures, open content management system and
collaborative digital library are provided in a portal system D. ICT and Conventional Learning
Materials to Enhance Teaching and Learning Digital Learning Resources A digital learning
resources is anything which can be stored in a digital format and used or adapted for
teaching and learning. It includes:  Text - Online articles, websites, e-books, blogs, manuals
 Graphs - photos, paintings, drawings, cartoons, illustration  Audio - podcast, broadcasting
and so on UNIT 4 – ICT in Various Content Areas TTL 1 Group 4 14 | P a g e TECHNOLOGY
FOR TEACHING AND LEARNING (TTL1)  Video - online videos on the web or institutionally
produced videos  Animation - Animated demos and other related animation.  Games -
Minecraft and other digital games that you can find online with the used of different
devices. Why Use Digital Learning Resources?  Relevant and regularly updated content. 
More engaged learners  Expanded learning opportunities  Personalized Learning  Easier
monitoring of student progress  Allows for immediate feedback to learners  Facilitates
collaborative learning  Prepares learners for transitioning to employment WHAT IS GOOGLE
DOCS? WHY CHOOSE THIS TOOL?  Easy to use  Organized  Has multiple features  Many
people can access at once  Can edit & comment to improve the document  Saves
automatically TEACHER ADVANTAGES - Teachers can edit a document a student is working
on at the same time. The teacher can in away meet with a student without being face to
face. STUDENT ADVANTAGES - Smart editing and styling tools help students easily format
text and paragraphs. They can choose from different fonts, add links , images and drawings.
Survey Monkey With Google Docs, one can create, write, edit and collaborate whenever and
wherever you are-all for free. Word processing in the Google ecosphere takes place on
Google Docs. Documents can be created and shared among students, which can be accessed
on whatever device they are using. These files can also be exported into other word
processors and file formats, such as Microsoft Word and PDF. Survey Monkey is an online
cloud base service that allows anyone to create customized surveys and questionnaires
accessible to a variety of audiences. Millions of people use Survey Monkey for everything
from customer satisfaction and employee performance reviews, to course evaluations and
research of all types. A good way to ask a variety of questions, find out what students are
thinking, use it for a quick formative assessment, and many other possibilities.UNIT 4 – ICT
in Various Content Areas TTL 1 Group 4 15 | P a g e TECHNOLOGY FOR TEACHING AND
LEARNING (TTL1) SURVEY MONKEY provides:  Free customizable surveys/polls  Collectable
results program that include data analysis, sample selection and data representation tools.
PURPOSE: CREATE AND SEND SURVEYS WITH EASE EDUCATIONAL PURPOSES  Pre-assess
students on their knowledge.  Getting to know the students.  Generate classroom
discussions.  Practice test taking skills.  Teaches students to analyze data.  Teaching
students to be critical on surveys and to recognize survey flaws.  Getting student feedback
to help guide future lesson planning or ways to help students. IDEAS FOR SCHOOL 1. Survey
Monkey can be used by teachers to assess their student’s knowledge. 2. Survey Monkey can
be used by teachers to get feedback from their students regarding their thoughts in class. 3.
Administration can use Survey Monkey to gather varies types of information from students.
E. Distance 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 track in searching for answers to questions raised inside the
classroom. Then, they bring these back to the class for further discussion until perhaps
resolutions are agreed upon. They can search the web and discover a breadth of information
related to the lesson. They even have the patience to stay in front of the computer for an
unusually long time in search of 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 the learning
environment. With technology, students can continue to join class sessions even if they are
not physically around. The learning space becomes virtual or mediated. The library is not
only the physical structure where they can read published books but has also become
virtual. UNIT 4 – ICT in Various Content Areas TTL 1 Group 4 16 | P a g e TECHNOLOGY FOR
TEACHING AND LEARNING (TTL1) Online Distance Learning Online distance learning is not a
new concept. It allows flexibility in learning to a certain extent. Different Platforms The
flexible mode of learning uses a platform such as Moodle, Google Classroom, Edmodo,
Schoology, etc. These are 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 hold a lesson, post questions for discussion, hold an online chat
discussion, give assessment activities and provide references or links to other online
materials and features relevant to instruction and facilitating of learning. Moodle Moodle
was created by Martin Dougiamas, founder and CEO of Moodle. MOODLE stands for
Modular Object-Oriented Dynamic Learning Environment which is open-source software. It
is a Learning Management System that supports teaching and learning. Google Classroom
and EdmodoUNIT 4 – ICT in Various Content Areas TTL 1 Group 4 17 | P a g e TECHNOLOGY
FOR TEACHING AND LEARNING (TTL1) Google Classroom is a free service for teachers and
students. It is an LMS platform that is accessible by 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. Schoology Schoology is another LMS
founded in 2009 by Jeremy Friedman, Ryan Hwang, Tim Trinidad, and Bill Kindler. MOOCs
Massive Open Online Course 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 enroll in MOOCs with no limit
on attendance. As long as you are willing to earn, you can engage in an area of discipline and
learn. It allows interconnectedness among peoples in the world to discuss and share recent
development in their common field of interest. Synchronous and Asynchronous In the
flexible learning mode, the activities can be done in two ways such as synchronous and
asynchronous. UNIT 4 – ICT in Various Content Areas TTL 1 Group 4 18 | P a g e
TECHNOLOGY FOR TEACHING AND LEARNING (TTL1) An online chat in real-time is a
Synchronous session. Course participants meet in a virtual classroom and discuss a topic in
the lesson. So wherever they are situated in the world, they agree on a scheduled session
and log in to join the live class. The LMS has this feature. The teacher called the online tutor.
Using skype, google meet, and zoom in holding a class is another example. Members of the
class log-in to their account at a given time to join the video conferencing. Another
important feature is the Asynchronous session. This is when questions or tasks are posted
and course participants answer the question or post their reply at any time most convenient
to them. They can still participate in the discussion by replying to the post. One advantage is
that you can take your time when replying. Blended Learning Another way of handling
flexible learning is by combining modalities of instructional delivery. Blended learning is a
combination of learning activities wherein a part of the lesson is delivered online while the
other part is handled in the actual physical setting of a classroom. Kinds of Blended Learning.
1. Face-to-Face In the face-to-face model, the teacher delivers the curricula most of the time
and utilizes online learning at certain times with the purpose to augment or provide an
alternative experience. Instruction is provided in a computer laboratory or assigned tasks
are uploaded online. 2. Rotation In a particular course or subject, students rotate on a fixed
schedule between learning online in a one-to-one, self-paced learning environment and
being inside the classroom with a face-to-face teacher. This is the model that is in between
traditional face-to-face learning and online learning. 3. Flex This model uses an online
platform that delivers most of the course. Learning support is provided needed through on-
site support or by an online tutor who facilitates the tutorial or small group sessions.
Sessions can be arranged into synchronous or asynchronous. Course participants may work
on their tasks at any convenient time as long as it is within the confines of the course
duration. 4. Online Lab The online-lab model uses an online platform in delivering the course
but is located in a physical classroom or computer laboratory. Since the lessons are in a
modular format and available in the online program, teacher assistants supervise these
classes. However, they may not provide the needed expertise if learners seek assistance.
Furthermore, students who are enrolled in an Online Lab model of blended learning may be
enrolled in traditional classroom courses at the same time and therefore have block
schedules. UNIT 4 – ICT in Various Content Areas TTL 1 Group 4 19 | P a g e TECHNOLOGY
FOR TEACHING AND LEARNING (TTL1) 5. Self-Blend The Self-Blend Model is a system
provided by the school where the students can choose the courses they would like to have
in addition to their typical brick-and mortar classroom classes. The model is always remote-
a major difference from the Online Lab. 6. Online Driver The online-driver model utilizes a
platform and a teacher that delivers all curricula. Students remotely work on their program
most of the time. If ever there is a face-to-face component, it is made optional or if ever it is
required for the students to go to the physical learning environment such as in a school,
then it can be extracurricular activities augmenting the curriculum. 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 in 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. Social
networking services have been evolving for more than a decade. Initially, these social
networking services allowed users to construct their profile so that other contracts may
know the relevant information about them. At present, these have now evolved to the
sharing of multimedia resources. Even having immediate and direct contact with friends in
real-time is easily accessible through these sites. There are varied platforms available where
one can create a personal account. Some of these popular social networking sites include
Facebook, Myspace, Twitter, Flicker, YouTube, and LinkedIn among others. Facebook is the
biggest social networking site founded in 2004 based in Menlo Park, California. The most
popular social network is Facebook. Used by most people, it allows users to post their
profiles, blogs, pictures, and videos. Facebook lets one share status updates, news articles
with friends and family. Although it started as a way for college students to connect and
socialize, it expanded its services allowing people ages 13 and up to use a Facebook account
for personal or even business reasons. Twitter does not only provide social networking
services but it also gives online news. Breaking news has taken a new twist with this social
network website. Friends or colleagues may tell that they saw the breaking news on Twitter.
Twitter is the site where users post and interact with messages called ―tweets,‖ restricted
only to 140 characters. Only registered users can post tweets, but those who are not can
only read them. One of the main features of Twitter is it enables people to post their
thoughts immediately. Founded in 2006, Twitter is based in San Francisco, California, United
States. LinkedIn is another social networking website for work. When one is trying to find a
job and may not have contracts. LinkedIn helps one search for career connections. It may
contain one’s resume for potential employers to see. The website lets one upload his
educational UNIT 4 – ICT in Various Content Areas TTL 1 Group 4 20 | P a g e TECHNOLOGY
FOR TEACHING AND LEARNING (TTL1) qualifications, skills, work history, and relevant
experiences. One’s connections can even endorse and this helps employers who can
message the one concerned and talk about the possibility of employment. Launched in
2003, this is a popular social site in the professional world. Google + is designed to be a total
communication social network. Launched in 2011, Google is its parent and it is more
advantageous if it is kept s a browser for users are connected even if they are outside the
Google + site. Users can make friends and remain up to date with old friends without leaving
their Gmail account. To distinguish connection, Google + creates circles and the four
standard circles refer to friends, family, acquaintances, and those being followed. Users can
create as many circles as they intend. YouTube is an American video-sharing website where
users can upload, view, and even share video clips or multimedia productions. It is a free
social network site to join and see. Since it is owned by Google, YouTube prefers a Google
account to make it easier and streamlined. Some people think that YouTube is not a social
network. It allows the users to share personal videos, view other uploaded multimedia clips,
and make connections with friends and acquaintances. Just like with other social networking
sites, users can either make their videos private or public. Based in San Bruno, California, the
service was created in February 2005. Pinterest is another social media tool that like
YouTube, is often thought of as otherwise. Pinterest was designed as a catalog of ideas or
project ideas by its founder Ben Silberman. This is an excellent choice for those who have a
passion for creativity. Users must have an account to use Pinterest. An email account or a
Facebook account can be used in signing up to Pinterest, and if users will use Facebook,
their wall would be ready to post pons without linking with Facebook. Instagram is a
platform where users share visual stories. This system allows users to post photos with
captions allowing followers to like or comment on one’s posts. Photos shared have a wide
range of coverage – trips, food, business products. Since the site is free, advertisers can use
reach a wide and are follower base. An Instagram account can be private or made public. It
is the best social networking site for photography Tumblr is a networking site that combines
social media and blogging. Its main goal is to simply social media and blogging. Users can
post whatever they like such as photos, videos, quotes, music, links. This is a social media
that makes it very easy and straightforward to search just about anything. MySpace is
another popular social networking website where members can make friends, post blogs
and photos, videos. It was acquired by Specific Media in 2011 and based in Beverly Hills,
California. MySpace had its dose of crisis but came back stronger and rebranded to focus on
music. Personal users can use MySpace to keep up with their favorite artists, have an UNIT 4
– ICT in Various Content Areas TTL 1 Group 4 21 | P a g e TECHNOLOGY FOR TEACHING AND
LEARNING (TTL1) F. Technology Tools in a Collaborative Classroom Environment The
technology tools are as follows; Survey Monkey is a good way to ask a variety of questions,
find out what students are thinking, use it for a quick formative assessment, and many other
possibilities. Today’s Meet is a backchannel tool that can be used in or out of class, as a way
for students to contribute to a discussion or ask questions. It can also be used to provide
"office hours" online, for students to ask questions beyond the school day. There are many
possible uses for this tool, and setting it up is easy. GoSoapBox is a response tool that can be
used to ask a variety of questions without students having to create accounts. Students
simply need an "event code" provided by the teacher to access the activities available.
GoSoapBox can be used for polls, discussion questions, quizzes and more, and provides a
fast way to assess students or to simply learn more about them and their thoughts. Recap is
a video response tool, where students can respond to a prompt and all responses are
compiled into a "daily reel" for teachers to view and provide feedback. Students can
respond from anywhere and feel comfortable in sharing their thoughts using this tool.
COMMUNICATION THROUGH COLLABORATION Blogging: Through blogging, teachers can
provide support for students and help them to gain confidence in writing and speaking. We
have used Kidblog to complete many writing tasks and creative writing assignments. update
on the music industry, see what their friends are listening to, and connect with people who
have similar music preferences. It is a fitting social networking website for music. Flickr is an
image and video hosting website that was created by Ludicorp in 2004 and acquired by
Yahoo. It offers massive online photo storage. UNIT 4 – ICT in Various Content Areas TTL 1
Group 4 22 | P a g e TECHNOLOGY FOR TEACHING AND LEARNING (TTL1) Wikispaces: A Wiki
has worked really well in our classes for having students collaborate on a topic, create a
discussion page, and set it up to inform on a topic, to list just a few examples. We created a
wiki on Spanish art and also created our own travel agency. Padlet: Padlet is a "virtual wall"
which promotes collaboration, communication, creativity and more because of its
versatility. Students can write a response to a discussion question, add resources for a
collaborative class project, work in small groups, use it for brainstorming or connect with
other students and classrooms throughout the world. Using digital tools in this way is great
because the discussions don't have to end when class does. These tools provide ways to get
students talking and share their ideas, so that classroom collaboration can even be taken
home. TYPES OF COLLABORATION TOOLS As we seek to prepare our learners for 21st-
century workplaces, developing their collaboration skills is essential (Stephens & Roberts,
2017). There is an abundance of digital tools that are available to facilitate this kind of work.
In this section, we will explore the use of video conferencing, collaborative writing
applications, digital whiteboards and cork boards, wikis, and social bookmarking tools.
VIDEO CONFERENCING Our ability to take our students on field trips used to be restricted to
where we could travel geographically. Today, we can ―take‖ our students to visit places
around the world or have them collaborate with each other when not in the classroom. We
can also welcome guest speakers into our classrooms, or hear from learners in a place very
different from our communities. GOOGLE HANGOUTS As many may already be familiar with
given the pervasive nature of Google, the first collaboration tool is the easy-to-use Google
Hangouts (or, colloquially, Hangouts). Hangouts actually include (or rather, included) a
variety of tools, including instant messaging (IM), video chat, SMS (AKA text messaging), and
VOIP. As Google seems to be shifting its focus to organizational users (Google for Business or
Google for Education) rather than consumer users, some of these features have now been
divided into separate applications (e.g. Google Allo, Google Duo, etc.). Google recently
launched Google Hangouts Meet (sometimes known as Google Meet or just Meet), which is
basically an enterprise version of Hangouts. Both Hangouts and Meet provide video
conferencing for up to 25 participants. Videoconferencing is a vital tool for professional
development and professional practice (Forsyth, 2016). Google Hangouts is, of course,
supported by the use of email — specifically, a Google account — and an internet
connection. In a video conference, users can see all participants simultaneously and
synchronously, with a text chat feature also available. As one might UNIT 4 – ICT in Various
Content Areas TTL 1 Group 4 23 | P a g e TECHNOLOGY FOR TEACHING AND LEARNING
(TTL1) imagine, the effectiveness of communication is enhanced when visual cues are
available (Forsyth, 2016), so since video conferencing enables participants to see each other,
it can be a better option that audio-only (e.g. telephone) or text-only (e.g. email)
experiences. Not only is communication enhanced, but since the meeting is virtual, there is
no travel time and no impact on travel budgets (Forsyth, 2016), making Hangouts or Meet a
preferred solution when dealing with non-collocated groups. COLLABORATIVE WRITING
APPLICATIONS The experience of writing collaboratively can be a powerful experience, for
teachers and learners alike. Collaborative writing applications take the powerful features of
word processors and then allow for teams of people to create a document together.
Individual contributions are tracked and a revision history is kept. But, as new ideas enter
into a new document, they are reflected to anyone who visits the document in real-time.
GOOGLE DOCS Word processing in the Google ecosphere takes place on Google Docs.
Documents can be created and shared among students, which can be accessed on whatever
device they are using. These files can also be exported into other word processors and file
formats, such as Microsoft Word and PDF. G. Relevance and Appropriateness in the use of
Technology and Learning The role that learners play in this millennium are no longer limited
to being a receiver of information. They desire to be actively engaged involved in the
retrieval of information, repackaging them, and using them to create something
inconceivable before. The learning place can also evolve especially when you consider the
varied roles that learners play. They can learn and perform the task in any physical or virtual
location. There is also the element of flexibility since learners can tackle assigned tasks at
preferred times or manner of doing them. However, certain agreed rules have to be
established to provide the right amount of guidance without curtailing their ingenuity.
Learners can become...  Contributors- where learners can upload materials such video or
audio, and post a message.  Creators- students can collate a digital portfolio or commonly
known as an Eportfolio or create a virtual poster or an interactive resource. 
Communicators- using technology tools, students can chat with peers, post or reply in a blog
and contribute a comment to the let thread flow.UNIT 4 – ICT in Various Content Areas TTL
1 Group 4 24 | P a g e TECHNOLOGY FOR TEACHING AND LEARNING (TTL1)  Collaborators-
capstone projects can be outputs of collaboration students can participate in posting ideas
in a forum where they can be asynchronous discussion. According to Dara Laurillard in her
book, teaching as a design science, education does not drive technological invention.
Instead, education tends to be beholden to the inventiveness of the other field such as
business and leisure. There are now a wide array of different "educational" technologies
available, yet very few have their origins specifically within the classroom context.
Relevance and Appropriateness Technology in an Educational Setting should:  Meet
educational aims  Supports creativity and critical thinking  Facilitate learning and improve
performance Pedagogically speaking, the greater the "transparency" (and therefore
appropriateness) of educational technology, the greater its effectiveness insofar as
facilitating teaching and learning. There are many benefits of relevancy and appropriateness
of technology in education  Improve student performance  Provides students with easy-
to-access information, accelerated learning, and fun opportunities to practice what they
learn  Learn more effectively with direction  Increased collaboration and communication 
Personalized learning opportunities  Curiosity driven by engaging content  Improved
teacher productivity and efficiency  Become a leader in enriching classrooms through
technology 1. Principles in Selecting Instructional Materials 1. Principle of Appropriateness
Therefore, instructional materials must be carefully planned, selected, organized, refined,
and used. Overview of key factors to consider when selecting instructional materials: Take
into consideration individual needs and learning styles: Choose materials that present
 information in a variety of ways. 2. Principle of Authenticity Authentic material is any
material written in English that was not created for intentional use in the English language
classroom. Using this content to teach the English UNIT 4 – ICT in Various Content Areas TTL
1 Group 4 25 | P a g e TECHNOLOGY FOR TEACHING AND LEARNING (TTL1) language can
make the learning process even more engaging, imaginative and motivating for students. 3.
Principle of Cost Substitutes must be considered first 4. Principle of Interest Must stimulate
curiosity or satisfy the learner’s need to know It must have the power to motivate,
encourage creativity, and imaginative response among users. 5. Principle of Organization
and Balance Purpose of the material must be clearly stated or perceived. There should be
logical organization, clarity and accordance with the principles of learning such as
reinforcement, transfer and application in the materials LET’S DO THIS Activity: Think of at
least 5 technology tools which you think is helpful for you as a student. Put it in the space
provided below together with its advantages and disadvantages. Technology Tools
Advantages Disadvantages Lesson Evaluation: 1. Explain the importance of Information and
Communication Technology (ICT) based on your understanding on the topic. 2. Name some
Technology tools that can be useful in education and useful for you as a student. Be able to
explain each tool’s according to its use. 3. List down the advantages and disadvantages of
technology, in education and in your life.UNIT 4 – ICT in Various Content Areas TTL 1 Group
4 26 | P a g e TECHNOLOGY FOR TEACHING AND LEARNING (TTL1) References: 
https://soeonline.american.edu/blog/technology-in-education 
https://technologyforlearners.com/appropriate-technology-in-education/ 
https://www.itechpost.com/articles/102031/20200310/what-is-the-relevance-
oftechnology-in-education.htm  https://pt.scribd.com/presentation/435484309/ICT-and-
Conventional-LearningMaterial  https://www.aeseducation.com/blog/what-are-21st -
century-skills?hs_amp=true  https://www.dashe.com/blog/instructional-design-models-
comparing-addie-bloomgagne-merrill 
https://www.scrbd.com/document/463050642/technology-tools-in-a-
collaborativeclassroom-environment  https://edd7032017f2.pressbooks.com/chapter/4/ 
https://www.industrial–needs.com/laboratory-equipment/teaching-and-
learningmaterials.htm#:~:text=conventional%20learning%material%20include
%20textbooks,c an%20be%20carried%20by%20students. 
https://prezi.com/wfcrhfef-jnf/principles-in-selecting-instructional-media

MODULE 5: INNOVATIVE TECHNOLOGIES FOR TEACHINGLEARNING AND ASSESSMENT

LESSON 1: THE ROLE OF ICT IN ASSESSMENT IN LEARNING ICT

ICT in Assessment in Learning in assessment in learning plays as a medium for students to
develop higher-level thinking skills and abilities. It also a data collector, storage, and retrievable.
Lastly, it serves as an innovation and support system for teaching and learning to improve
instruction and performance.
Types of Assessment
1. Formative Assessment – provides feedback and information during the instructional
process, while learning is taking place, and while learning is occurring. Examples:
journals, rubrics and questionnaires

2. Summative Assessment – takes place after the learning has been completed and
provides information and feedback that sums up the teaching and learning process.
Examples: presentation, portfolio and projects.

3. Diagnostic Assessment – can help you identify your students’ current knowledge of a
subject, their skill sets, and capabilities, and to clarify misconceptions before teaching
takes place. Knowing students’ strengths and weaknesses can help you better plan what
to teach and how to teach it. Examples: test and class observations

4. Authentic Assessment – describes the multiple forms of assessment that reflect student
learning, achievement, motivation, and attitudes on instructional relevant classroom
activities. Examples: performance tasks, essays and interviews

The use of ICT in assessment is very helpful to teachers because students’ information and
results of the examination can be recorded and stored and can easily be retrieved. With the use
of ICT, the teachers can right away give feedback to students on the results of the assessment.
Feedback from the computer during the use of test material improves student performance in
the later use of the same test material.

The various forms of technology-based assessment:

A. COMPUTER ASSISSTED ASSESSMENT (CAA): Is used to assess learning and performance of the
students. It includes all types of assessments whether formative or summative assessment and
which is then conveyed with the assisstance of these modern technologies. Delivery of the
assessment is made online as well as offline.

B. COMPUTER ADAPTIVE TESTING (CAT): In the recent development in technology is the use of
computeradaptive testing which enhances the testing process to a great extent. While a
student is subjected to answer questions, the technology is capable of adjusting the level of the
difficulty.
C. E-PORTFOLIO: Electronic portfolio is a process of gathering of e-evidence collected and
maintained by a person on the web. Such kind of e-evidence include written text, files,
multimedia, images and hyperlinks. The E-portfolio is basically useful for assessing the abilities
of the person.

D. DIGITAL RUBRICS: A rubric is basically a criterion which is set for work of the students. The
rubrics has included descriptions in the subjective manner about the performance of the
students. Rubrics is mainly used to look at the key constituents of an assignments.

E. ONLINE ASSESSMENT: Is usually followed when any instructor needs any information
pertaining to some content. The assessment is made online where an instructor sets some sort
of questionnaire to get it filled from the opponent.

F. SURVEY TOOLS: These kinds of tools can be used to collect feedback from students regarding
any matter. In some situations where we are creating a survey of bipolar set of opinions.

G. WIKIS: A wiki is a website that allows users to collaborately edit and create content. A very
good example of a wiki is Wikipedia, a collaboratively created online encyclopedia.Creating an
ePortfilio as Technology Tool

An ePortfolio is an evolving electronic/online resource that acts to record, store and

archieve the artefacts of learning and reflection for an individual learner. The ePortfolio or the
digital portfolio can be used as a digital achieve 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.

WHAT IS ePORTFOLIO?
An ePortfolio is an evolving electronic/online resource that acts to record, store and archieve
the artefacts of learning and reflection for an individual learner. The ePortfolio or the digital
portfolio can be used as a digital achieve 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.
USES OF E-PORTFOLIO
1. Student ePortfolios can evaluate students’ academic progress. They can inform the teacher
to adapt and use instructional strategies when pieces of evidence indicate that they are either
learning or not.
2. Monitoring students’ progress can be highlighted in a portfolio. It may not only contain
finished products but also several versions of how the students improved their work based on
the feedback provided by mentors.
3. Portfolios document students’ learning growth. They encourage the students’ sense of
accountability for their learning process. This may lead them to see that the learning process in
theirs and not anybody else’s

Steps of creating an ePortfilio Using a Google Site

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.Steps in constructing an
ePortfolio
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.

Parts of an ePortfolio
Home Page. The first section is the Home or your cover page. This is the first thing that your
readers will see. So you need to introduce yourself and the objectives of your ePortfolio.
Pages. The pages that you can add depending on how you would like to organize your
ePortfolio. What is important is that you need to construct your ePortfolio at the start of the
class.
Reflections. A major element in a portfolio whether it is online or not is the writing of the
reflection. It is thinking-aloud, a way of documenting what they are thinking.
Gibb’s Reflective Cycle Model (1988)
DESCRIBE: What happened to create that activity, teach that class, design that lesson?
FEEL: What were you thinking or feeling as you were creating, teaching, or designing? E
VALUATE: What was good and bad about that activity, class, or lesson?
ANALYZE: What else can you make of the situation? Why did it go well or not so well? Do you
think students were experiencing the same thing? What kind of feedback do you have about
this activity, class, or lesson?
CONCLUDE: What conclusions can you draw? What specific (personal) conclusions do you
have?
PLAN: What will you do the next time? What will you do differently, the same?

LESSON 2: Current Trends in Assessment in Learning

The word “assessment” translates into multiple-choice questions or writing for hours in a
crowded exam hall – it is something very defined and has a certain place in our education. The
huge advancements in computer-based testing are now redefining the possibilities of
assessment, particularly in terms of what can be tested, how, and when.

The five trends that are changing how assessment is delivered:

1. Movement away from traditional assessment delivery methods. The use of professional
remote invigilation, which recreates the exam hall experience in an online environment, means
there is a move away from the use of traditional assessment delivery methods, such as running
exams in a test center
2. The end of the road for pen and paper. This brings us to another big change in the world of
assessment, and that is the move away from using pen and paper as an exam delivery method.
3. Much more engaging and effective assessment. Another key trend has been the move
towards the creation of a much more engaging and effective assessment With the move to
online there is now a huge range of question types available, which help to make assessments
much more immersive.
4. Increasing levels of automation. Not surprisingly there is a significant trend to increase the
levels of assessment automation and there are several ways that this is being done. Many
schools are moving to a “LOFT” Model, which stands for linear-on_x0002_ the-fly testing.
 5. Assessments are much more learner-centered. It is essential that information and
examinations are presented in a user-friendly way. Other ways in which online assessment
makes things more candidate-friendly are the speed in the turn a round of results, and to make
it easier to provide detailed feedback. The last few years have witnessed a dramatic change in
the learning model. The way students are being taught today is very different from the teaching
methods that were adopted a few decade back. Technology has brought about various changes
in the way education is delivered and received.

7 Trends in Education Technology That Will Have A Major Impact

1. Collaborative Learning
2. Learning Outside the Classroom Environment
3. Social Media in Learning
4. Interactivity in Classroom
5. Data Management and Analytics
6. Immersive Learning with AR and VR around them.
7. Gamification in Education

The 21st Century Assessment Includes:

1. Increasing of the use of technology.
2. Focus on the growth and development of the learner’s.
3. Differentiating the roles and responsibilities.

Criteria in Choosing Appropriate Assessment Tools Assessement methods are the strategies,
techniques, tools and instruments for collecting information to determine the extent to which
students demonstrate desired learning outcomes. Teachers need to select tools to assess
student achievement in the target outcomes.
1. Goals of assessment –
2. Methods of assessment (Direct and Indirect Method)
3. Interval in giving assessment
4. Vary assessment
5. Collect data on student performance
6. Revise assessment choices

The following characteristics in selecting appropriate assessment tools:

1. Measure the desired level of performance.

2. Cost effective in terms of effort, time and money.
3. Useful that will produce results that provide information that can be used in making
decisions to improve student learning.
4. Reasonably accurate and truthful.
5. Dependable, consistent responses over time.
6. Evidence of being on-going, not once and doneThank you for taking your time to
listen. End of the lesson.Presenters: CERUJANO, MELISSA L. CUI, CASEY B. GALIT, JOCY T.
LOBOS, MARYJANE A. BSED FILIPINO - 3CASTELO, GLESA C. BULAN, ZARME C. DELMORO,
DOREEN GRACE O. CANLAS, RHEABIE P. CRISTO, JOHN ELMAR S. BSED ENGLISH-
3AORGAS, MARK JAMES V. DOLORZO, DANIEL Y. ROSCO, NIÑO O. TOSING, ANALYN I.
ADORO, ELENA B. BSED SOCIAL STUDY -3ESPIÑA, VLADIMER D. DAVAN, LOVELY N.
SOLOMON, JOEY JR. B. HERMOGENO, JANA MARIEL D. DURIN, WALTER N. BALUYOT,
GLYSA L. BPED - 3
Digital Citizenship
-is an idea that all persons using the internet have civic rights and responsibilities
- is the continuously developing norms of appropriate, responsible, and
empowered technology use

Elements of Digital Citizenship

1. Digital Access
Is about the equitable distribution of technology and online resources

2. Digital Commerce
Is the electronic buying and selling of goods

3. Digital Communication and Collaboration

Is the electronic exchange of information

4. Digital Etiquette
Refers to electronic standards of conduct
 5. Digital Fluency
Is the process of understanding technology and its use

6. Digital Health and Welfare

Refers to the physical and psychological well-being in a digital world

7. Digital Law
creation of rules and policy that address issues related to the online world.

8. Digital Rights and Responsibility

Those requirements and freedoms extended to everyone in a digital world.

9. Digital Security and Privacy

is the electronic precautions to guarantee safety.

S3 Framework (Safe, Savvy and Social)

 Safety - Protecting Digital Citizens (Protect Yourself/Protect Others)
 Savvy - Creating Educated Digital Citizens (Educate Yourself/Educate Others)
 Social - Respecting Yourself as a Digital Citizen (Respect Yourself/Respect
Others)
B. Social, Ethical and Legal Responsibilities in the Use of Technology Tools and
Resources by Teacher

Ethical Issues with Using Technology in the Classroom

1. Academic honesty and research ethics

2. Electronic communications
3. Social networks and cyberbullying
4. Confidentiality

How to address technology related ethical issues?

 Take care of technology equipment

 Explore appropriate and safe sites for Learning and research
 Copyright law, Fair Use Act and Creative Commons matter
 Help prevent cyberbullying
 Self-image is important
 Make use of netiquette
 Always give credit to original source
 Remember to be effective, thoughtful and ethical digital creators
 Think
C. Intellectual Property Rights (IPR) Applicable to the Educational Setting:
Copyright and Related Rights Copyright Law

WIPO

 WIPO (World Intellectual Property Organization) was established by the WIPO

Convention in 1967.
 It promote the protection of IP throughout the world.

INTELLECTUAL PROPERTY

 Patent
 Copyright
 Trade Names
 Trademarks
 Trade Dress

“INTELLECTUAL PROPERTY”
Intellectual property is a property that arises from the human intellect. It is a product of
human creation.

1. “Literary and Artistic Works”

They are books, paintings, musical composition, radio/tv programs, performances, and
other artistic works

2. “Industrial Property”

Describes physical matter that is the product of an idea or concept for commercial
purposes

PATENTS

 Requirements for a Patent

To obtain a patent, the new invention must be:

 Novel – not known or used in this country and not published anywhere
 Nonobvious – cannot be an obvious way to do something
  Useful – must have some application, even if not commercially practical

COPYRIGHT
 An intangible right given to the author or originator of certain literary or artistic
productions.
 Works created after January 1, 1978, are automatically given statutory copyright
protection for the life of the author plus seventy years.
 Copyrights owned by publishing houses expire ninety-five years after publication
or a one hundred-twenty-five years from the date of the creation, whichever is
first.
 If multiple authors, expiration is seventy years after the death of the last surviving
author.

 COPYRIGHT EXAMPLES
 Writings
 Computer software
 Song writing
 Song recordings
 Ppt slides

INFRINGEMENT

 To prove a violation, the plaintiff must show that the work is original, and that
either:
 The infringer actually copied the work, or
 The infringer had access to the original and the two works are substantially
similar.

 A court may:
 Prohibit further use of the material
 Order destruction of the infringing material
 Require infringer to pay damages

TRADE NAMES

 Identifies a company, partnerships or business.

 A symbol, logo, word, sound, color, design, or other device that is used to
identify a business or a product in commerce.
 Assists customers in identifying a product without confusion.
 Different symbols are:
 ™- Intent to use application filed for product
  SM – Intent to use application for services
 ® -Registered trademark

 LIFE AND DURATION

 Trademark is valid for ten years from the date of application which may be
renewed for further period of ten years on payment of prescribed fees.
 Service mark rights are reserved for owners for 17 years and it can also be
renewed.

 TYPES OF MARKS
 Trademarks-affixed to goods
 Service marks-identify services, not goods
 Certification marks-marks used by an organization to attest that products
meet certain standards
 Collective marks-marks that identify members of an organization

 What can be trademarked?

Words that are used as part of a design or device or words that are
uncommon or fanciful may be trademarked.

 What cannot be trademarked?

 Personal names, descriptive or generic words, or place names
 Books
 Pencils
 Carper

Cyber safety
 Is the ability to act in a safe and responsible manner while using connected
technology

Teaching Cyber Safety

Some rules must be followed to guarantee the success of online navigation. It is
important to teach children to follow these rules. The main goal in teaching cyber safety
is to help children recognize online risks, make informed decisions, and take
appropriate actions to themselves.

Five Digital Safety Rules

1. Research before you register

2. Discriminate
 3. Think before typing
T — is it TRUE
H — is it HELPFUL
I — is it INSPIRING
N — is it NECESSARY
K — is it KIND

4. Require ID
5. Trust your gut

E. Cyberbullying

Cyberbullying is defined bullying or harassment online that comes in many forms

Different types of Cyberbullying

1. Exclusion
Exclusion is the act of leaving someone out deliberately

2. Harassment
refers to a sustained and constant pattern of hurtful or threatening online
messages sent with the intention of doing harm to someone

3. Outing/Doxing
Outing, also known as doxing, refers to the act of openly revealing sensitive
or personal information about someone without their consent for purposes of
embarrassing or humiliating them.

4. Trickery
Trickery is similar to outing, with an added element of deception

5. Cyberstalking
Cyberstalking is a particularly serious form of cyberbullying that can extend to
threats of physical harm to the child being targeted.

6. Fraping
Fraping is when a bully uses your child’s social networking accounts to post
inappropriate content with their name.

7. Masquerading
Masquerading happens when a bully creates a made up profile or identity online
with the sole purpose of cyberbullying someone
 8. Dissing
Dissing refers to the act of a bully spreading cruel information about their target
through public posts or private messages to either ruin their reputation or
relationships with other people.

9. Trolling
Trolling is when a bully will seek out to intentionally upset others by posting
inflammatory comments online

10. Flaming
This type of online bullying constitutes of posting about or directly sending
insults and profanity to their target.

The Real-Life Effects of Cyberbullying on Children

1. Emotional Effects
a. Humiliation
b. Isolation

2. Mental Effects of Cyberbullying

a. Depression and Anxiety
b. Low Self-Esteem
c. Academic Issues
d. Suicidal Thoughts and Self-Harm
3. Behavioral Effects of Cyberbullying
a. Using drugs or alcohol
b. Skipping school
c. Carrying a weapon

4. . Physical Effects of Cyberbullying

a. Gastrointestinal issues
b. Disordered eating
c. Sleep disturbances

How to Prevent Cyberbullying

a. Protect Accounts and Devices

b. Use Privacy Tools and Settings
c. Keep Personal Stuff Private
d. Teach Them to Think Before Posting
e. Report Cyberbullies
 F. Netizens in Cyberspace
Active Citizenship

NETIZEN is an active participant in the online community of the internet.

A. Cyber Rights
First, there are no real "rights" you have as a cyber citizen other than the
legal protections you already have as an actual citizen.

 Life: Right for fair and reasonable treatment online.

 Liberty: Right to basic freedoms.
 Pursuit of Happiness: Right to explore personal interests without undue
interference

B. Cyber Privileges
It is a privilege to have access to the internet.

C. Cyber Responsibilities
Responsibility is really at the heart of cyber citizenship. To be responsible, we need
to be informed about the cyber world.

D. Laws
The most important area of respect we should demonstrate as a cyber citizen