Prof ed 5 (REVIEWER)

ICT Competency Standards for Philippine Pre-service Teachers

ICT Domain

Performance Indicator Most Important

Performance Indicator Least Important

What is Information & Communication Technology?

Information and telecommunication have played an important role throughout the

evolution of all species.

Information Technology - the study, design, development, implementation, support or

management of computer-based information systems, particularly software applications
and computer hardware.

Information System (IS) - is the system of persons, data records and activities that
process the data and information in a given organization, including manual processes or
automated processes. Usually the term is used erroneously as a synonym for computer-
based information systems, which is only the Information technologies component of an
Information System. The computer-based information systems are the field of study for
Information technologies (IT); however these should hardly be treated apart from the
bigger Information System that they are always involved in.

Information and Communications Technology - or technologies (ICT) is an umbrella

term that includes all technologies for the manipulation and communication of
information. The term is sometimes used in preference to Information Technology
(IT), particularly in two communities: education and government.

In the common usage ICT encompasses:

 any medium to record information (magnetic disk/tape, optical disks (CD/DVD);

 flash memory and also paper records;
 technology for broadcasting information - radio, television;
 technology for communicating through voice and sound or images -
microphone, camera, loudspeaker, telephone to cellular phones;
 computing hardware (PCs, servers, mainframes, networked storage)
 mobile phones, personal devices, MP3 players;
 application software from the smallest home-developed spreadsheet to the
largest enterprise packages and online software services;
 the hardware and software needed to operate networks for transmission of
information, again ranging from a home network to the largest global private
networks operated by major commercial enterprises and, of course;
 the Internet; and
 broadcasting and wireless mobile telecommunications are included.
Why study ICT?
1. ICT is a Key Skill for Life.
2. Engaging.
3. Want to get IN.
4. When used in education, we get exciting results.
5. Enhance Learning among our students.
Types of Information System
 Office Automation Systems
- Personnel Database, DTR, etc.
 Communication Systems
- Sharing files and messaging systems
  Transactions Processing Systems
- ATM, Cash Registers, etc.
 Management & Executive Information Systems
- CBIS, PMIS
 Decision Support Systems
- Software programs that offer decisions to solve problems
 Expert Systems
- Robotics, Bioengineering, Automated design, etc.
Elements in the Information System
 People
- Qualified personnel to develop and maintain the system
- Trainable users
 Computer Equipment or the hardware
 Data or information
 Software or the set of instruction
 Procedures or the guidelines
 Telecommunications or the media
Recent Trends in Information Science and Information Technology
 The rise of electronic information systems
- From EDP and MIS to e-business, e-commerce and even e-government (such
as that in EU)
 Better data storage and retrieval
 Highly-detailed entertainment systems
- Blue Ray Discs as much as 100 videos in one DVD
- Electronic Games
 Enhanced Connectivity
 Improvements in Artificial Intelligence and Robotics
Understanding Basic Concepts in ICT
Overall Learning Journey

Detailed Learning Journey

Defining ICT and EdTech (Inquire / Collaborate) | Homework
● Students will do their research to achieve a better understanding of ICT and its role in
education. You may share the following guide questions to guide their research but you
may also add other:
○ What is ICT?
○ What is the role of ICT in education?
○ What are the learning theories and principles that support the use of ICT in
education?
○ How are these learning theories and principles applied in EdTech?
○ How are teachers currently using ICT for teaching and learning?
○ What are issues faced by students and teachers with regards to ICT and
EdTech?
○ Is there a need for all teachers to integrate ICT in education?
● The students’ answers to these questions can be compiled on a class Padlet, or they
can also leave their responses as answers to a discussion forum in the learning
management system being used by the class.
Clarifying ICT Concepts (Acquire) | 10 mins
 ● Students will listen to a short lecture to align everyone’s understanding of ICT and
EdTech. You may refer to the following discussion points from Bilabao’s book on
Technology for Teaching and Learning 1 but you may also add your own:
○ ICT is the use of digital technology, communication tools, and/or networks to
access, manage, integrate, evaluate, create and communicate information to
function in a knowledge society.
○ Educational Technology refers to the use of technology in teaching and
learning. It includes both digital and non-digital tools.
What is an ICT Competent Teacher? (Inquire / Discuss) | 15 mins
● After the lecture, students will do a quick reflection activity on what an ICT-competent
teacher looks like. They will visualize their ideas by making a sketch. You may guide
their reflection by asking the following guide questions:
○ What does an ICT-competent teacher know?
○ What does an ICT-competent teacher do?
○ What does an ICT-competent teacher feel?
● After individual reflection, they will do a 10-minute pair-share activity where they
discuss their sketch with a classmate. You may ask them to contribute their top 3
qualities of an ICT-competent teacher in an online word cloud generator like
Mentimeter.
ICT Competency Standards for Pre-Service Teachers (Acquire) | 15 mins
● Students will listen to a short lecture that synthesizes their reflections and introduces
the ICT Competency Standards for Pre-Service Teachers.
Goal-Setting (Make) | 5 mins
● After the lecture, students will identify actionable steps that they can take to become
ICT-competent teachers.
Digital Tayo Modules
The Digital Tayo modules are a great supplement to this activity. Here are some
lessons that we recommend that can support your students in their journey to becoming
ICT-competent teachers, but feel free to look through the Digital Tayo website to select
particular lessons that you want to use.

Digital Engagement Module

Topic Lesson Description
ICT Policies and Issues Lesson 1: Respect Students will better understand
and Boundaries others’ perspectives and feelings
on sharing personal information online.
Lesson 2: Healthy Students will identify qualities that
Online Relationships constitute healthy and kind
relationships, and how online
behavior plays a role in both
healthy and unhealthy
relationships.
Lesson 3: What is Students will learn what information
Verification verification is, and learn about the
responsibilities that news
organizations, audience
members, and social.
Goal setting Lesson6: Best possible self Students will imagine and write
about their lives 10-20 years from now. This
can be a way to support the activities on
identifying the ICT-competent teacher and goal-setting.

PERSONAL, LEGAL, ETHICAL, AND ORGANIZATIONAL ISSUES OF

INFORMATION SYSTEMS
Risks Associated with Information Technologies
Misuses of information technology
- Invade users’ privacy
- Commit computer crimes
Minimize or prevent by:
- Installing operating system updates regularly
- Using antivirus software
- Using e-mail security features
Cookies
Cookies
- Small text files with a unique ID tag
- Embedded in a Web browser
- Saved on the user’s hard drive
Can be useful or intrusive
Many users disable cookies
- By installing a cookie manager
- Or using Web browser options

Spy ware and Adware

Spyware
-Software that secretly gathers information about users while they browse the Web
-Can be used maliciously
Install antivirus or antispyware software
Adware
-Form of spyware
-Collects information about the user to display advertisements in the Web browser
Phishing
Phishing
Sending fraudulent e-mails that seem to come from legitimate sources
-Direct e-mail recipients to false Web sites
To capture private information
Keyloggers
Keyloggers
Monitor and record keystrokes
Can be software or hardware devices
Sometimes used by companies to track employees’ use of e-mail and the
Internet
Can be used for malicious purposes
-Some antivirus and antispyware programs protect against software keyloggers
Sniffing and Spoofing
Sniffing
-Capturing and recording network traffic
-Often used by hackers to intercept information
Spoofing - Attempt to gain access to a network by posing as an authorized user to find
sensitive information
Computer Crime and Fraud
Computer fraud - Unauthorized use of computer data for personal gain
Social networking sites - Used for committing computer crime
Examples
-Denial-of-service attacks
-Identity theft
-Software piracy
-Distributing child pornography
-E-mail spamming
 -Writing or spreading viruses, worms, Trojan programs, and other malicious code
-Stealing file
-Changing computer records
-Virus hoaxes
-Sabotage
 Company insiders commit most computer crimes

Internet Fraud Cost $559 Million in 2009

 Losses from cybercrime more than doubled in 2009
 They jumped from $265 million in 2008 to $559.7 million
 Most of the complaints were about e-mail scams and the non-delivery of
merchandise or payments
Privacy Issues
 Concerns about privacy in the workplace
Employers search social networking sites
Employee monitoring systems
 Misuse and abuse of information gathered by:
Healthcare organizations
Financial institutions
Legal firms
 Defining privacy is difficult
Information technologies have increased ease of access to information
Social Networking Sites and Privacy Issues
Stacy Snyder - Former student at Millersville University of Pennsylvania
-Posted a photo of herself on MySpace, wearing a pirate’s hat and drinking
Millersville administrators - Considered the image unprofessional
-Refused to grant her an education degree and teaching certificate
Privacy Issues (cont’d.)
 Number of databases is increasing rapidly
 Enforcement of federal laws has been lax
 Index and link databases using Social Security numbers
-Direct marketing companies are major users of this information
 U.S. government began linking large databases to find information
 Federal laws now regulate collecting and using information on people and
corporations
-1970 Fair Credit Reporting Act
 Acceptable use policies
 Accountability
 Nonrepudiation
 Hardware or software controls
-Determine what personal information is provided on the Web
E-mail
 Presents some serious privacy issues
 Spamming
-Unsolicited e-mail sent for advertising purpose
-Sent in bulk by using automated mailing software
 Ease of access
-People should assume that others could have access to their messages
-Any e-mails sent on company-owned computers are the property of the
organization
Statistics for E-mail and Spam in 2009
 90 trillion – number of e-mails sent on the Internet
 247 billion – average number of e-mail messages per day
  1.4 billion – number of e-mail users worldwide
 100 million – new e-mail users from the year before
 81% – percentage of e-mails that were spam
 92% – peak spam levels late in the year
 24% – increase in spam over previous year
Data Collection on the Internet
 Number of people shopping online is increasing
 Some customers are reluctant to make online purchases
-Concerns about hackers getting access to their credit card numbers
-Many credit card companies reimburse fraudulent charges
 Other electronic payment systems are being developed
 Concerned about computers’ contents being searched while they’re connected to
the Internet
 Information users provide on the Web
-Combined with other information and technologies to produce new information
 Log files
-Generated by Web server software
-Record a user’s actions on a Web site
 Data collected on the Internet must be used and interpreted with caution
Ethical Issues of Information Technologies
Ethics and ethical decision making
-Moral guidelines people or organizations follow in dealing with others
-More difficult to determine than legal versus illegal
 Information technology offers many opportunities for unethical behavior
-Cybercrime, cyberfraud, identity theft, and intellectual property theft
 Many associations promote ethically responsible use of information systems and
technologies
-Codes of ethics
 Quick ethics test
Censorship
 Who decides what should be on the Internet?
 Types of information
-Public
-Private
 Whether or not something can be censored depends in part on who is doing the
censoring
 Restricted access to the Internet
-Burma, China, Singapore
 U.S. citizens don’t want the government controlling Internet access

 Parents are concerned about what their children are exposed to

-Pornography, violence, and adult language
 Mistaken or mistyped URLs
 Search terms
 Guidelines to teach their children to use good judgment while on the Internet
 Programs such as CyberPatrol, CyberSitter, Net Nanny, and SafeSurf
Intellectual Property
 Intellectual property
-Protections that involve copyrights, trademarks, trade secrets, and patents for
“creations of the mind” developed by people or businesses
 Industrial property
-Inventions, trademarks, logos, industrial designs
  Copyrighted material
-Literary and artistic works
-May apply to online materials
-Exceptions under Fair Use Doctrine
 Trademark
-Protects product names and identifying marks
 Patent
-Protects new processes
-Advantages of patents
 Software piracy
 Laws
-Telecommunications Act of 1996
-Communications Decency Act (CDA)
-Laws against spamming
 Internet use policy
-Guard against legal issues and avoid the risks
 Cybersquatting
-Registering, selling, or using a domain name to profit from someone else’s
trademark
Verizon’s Cybersquatting Suit
 Verizon sued OnlineNic
 OnlineNic registered domain names containing Verizon trademarks
-myverizonwireless.com
-iphoneverizonplans.com
-verizon-cellular. com
 Verizon won this suit
Social Divisions and the Digital Divide
 Digital divide
-Computers still aren’t affordable for many people
-Haves and have-nots
-Companies installing cables for Internet connections might subject their
communities to a type of economic “red-lining”
 Children are often victims of this divide
-Funding for computers at schools and libraries
-Loaner programs
The Impact of Information Technology in the Workplace
New jobs for:
-Programmers -Web page developers
-Systems analysts -e-commerce specialists
-Database and network administrators -Chief information officers (CIOs)
-Network engineers -Technicians
-Webmasters
 Web designers -Web troubleshooters
- Telecommuting and virtual work
 Java programmers
 Job deskilling
-Skilled labor eliminated by introducing high technology
-Job downgraded from a skilled to a semiskilled or unskilled position
 Job upgrading
-Clerical workers who now use computers
 One skilled worker might be capable of doing the job of several workers
 Virtual organizations
 -Networks of independent companies, suppliers, customers, and manufacturers
-Connected via information technologies
-Share skills and costs
-Have access to each other’s market
Information Technology and Health Issues
 Reports of health-related issues caused by video display terminals (VDTs)
-No conclusive study
-Health problems associated with the environment in which computers are used
 Other reports of health problems
-Vision - Musculoskeletal
-Skin -Reproductive
-Stress-related
 Amount of time some people spend on the Web
Green Computing
 Green computing is computing that promotes a sustainable environment and
consumes the least amount of energy
 Green computing involves the design, manufacture, utilization, and disposal of
computers, servers, and computing devices (such as monitors, printers, storage
devices, and networking and communications equipment) in such a way that
there is minimal impact on the environment
Ways to Pursue a Green Computing Strategy
 Designing products that last longer and are modular in design so that certain parts can be
upgraded without replacing the entire system
 Designing search engines and other computing routines that are faster and consume less
energy
 Replacing several underutilized smaller servers with one large server using a
virtualization technique
 Using computing devices that consume less energy and are biodegradable
 Allowing certain employees to work from their homes, resulting in fewer cars on the
roads
 Replacing actual face-to-face meetings with meetings over computer networks
 Using video conferencing, electronic meeting systems, and groupware
 Using a virtual world
 Using cloud computing
 Turning off idle PCs, recycling computer-related materials, and encouraging car-pool and
non-motorized transportation for employees
Summary
 Information technologies
-Affect privacy
-Can be used for computer crimes
-Privacy issues
-E-mail
-Censorship
 Organizational issues
-Digital divide
-Workplace impacts
-Health impact
-Green computing
ICT Policies for Teaching and Learning
The Oxford English Dictionary has defined “policy” as a course of action, adopted and pursued
by a government, party, ruler, statesman. It is any course of action adopted as expedient or
advantageous. Its operational definition of policy is a plan of action to guide decisions and
outcomes.
New ICT terminologies
1. Information Technology – includes the use of computers, which has become indispensable in
modern societies to process data and save time and effort. What are needed will be computer
hardware and peripherals, software and for the user, computer literacy.
2. Telecommunication Technologies – include telephones (with fax) and the broadcasting of
radio and television often through satellites. Telephone system, radio and TV broadcasting are
needed in this category.
3. Networking Technologies – The best known of networking technologies is internet, but has
extended to mobile phone technology, Voice Over Internet Protocol (VOIP) satellite
communications and other forms of communications are still in their infancy.
“Digital Divide”
Access and Civil Liberties are two sets of issues in ICT Policy which are crucial to the modern
society. The other concern is civil liberties which refer to human rights and freedom. These
include freedom of expression, the right to privacy, the right to communicate and intellectual
property rights.
1: Freedom of Expression and Censorship
Under international human rights convention, all people are guaranteed the rights for free
expression.
The UN Universal Declaration of Human Rights provides that everyone has the right to
freedom of thought, conscience, and religion, likewise the right to freedom of opinion and
expression. However, there are practices that violate these provisions in the use of internet.
2.Privacy and Security- are an issue. Most commercial sites have a privacy policy. When
someone uses a site and clicks “I agree”, it is as if you have turned over private information to
any authority that may access it.
3. Surveillance and Data Retention
The use of electronic communications has enhanced the development of indirect surveillance,
there is no direct contact between the agent and the subject of surveillance but evidence of
activities can be traced.
4. E-pollutants from E-waste
Large amount of e-waste is generated by ICT. These are particular, terminal equipment's used for
computing (PCs, laptops), broadcasting (television and radio sets), telephony (fixed and
mobile phones) and peripherals (fax machines, printers, and scanners).
Implications to Teaching and Learning
For the Learners and Learning
The learners of the 21st Century are even more advanced than some of the teachers. However,
learners still need guidance on how to use, regulate technology use. As there are positive
and negative effects of technology use, learners should know the difference.
About ChatGPT
 AI-powered language model developed by OpenAI.
 Capable of generating human-like text in response to input provided.
 Used for various tasks such as question-answering, text completion, and conversation.
 Trained on a large corpus of text data.
 Usage is predicted to be widespread.
Concerns About Academic Dishonesty
Students can use ChatGPT to produce plagiarized or fake content such as:
 Writing Essays or Assignments: Generating large amounts of text for assignments.
 Answering Questions: Generating answers to questions, such as test questions or
homework assignments.
 Plagiarism: Generating text that they can be passed off as their own work.
What this Means for Educators - Educators should stay informed about these new technologies
and develop strategies for ensuring academic integrity.
 Be aware of the potential for AI-generated content in student submissions and develop
methods for detecting it.
  Educate students on the responsible use of AI models and the consequences of using
them.
 Re-evaluate the types of assignments assigned and the methods used to evaluate student
work.
What is Copyright?
“The exclusive right to produce or reproduce (copy), to perform in public, or to publish an
original literary or artistic work.” Duhaime's Law Dictionary
Almost everything created privately and originally after March 1, 1989 is copyrighted and
protected whether it has a notice or not.
 created after January 1, 1978
What is not copyrighted?
-Works that have not been fixed in a tangible form of expression (have not been written or
recorded)
What is “fair use”? - Sec. 107 of the Fair Use Provision of the Copyright Act states:
“Limitations on exclusive right: Fair use. Notwithstanding the provisions of sections 106 and
106A, the fair use of a copyrighted work, including such use by reproduction in copies or
phonorecords or by any other means specified by that section, for purposes such as criticism,
comment, news reporting, teaching (including multiple copies for classroom use), scholarship,
or research, is not an infringement of copyright.”
 the effect of the use upon the potential market for or value of the copyrighted work.”
Limitations on Size/Portions for both Educators and Students*
Motion Media - Up to 10% or 3 minutes, whichever is less, of a single copyrighted motion
media work.
Text Materia- Up to 10% or 1000 words, whichever is less, of a single copyrighted work of text.
Text Material – Poems - An entire poem of less than 250 words,
- but no more than three poems by one poet,
What About Software?
-Use of software does not fall under fair use!
-Public or private educational institutions are not exempt from the software copyright laws.
-When you purchase software, you are only purchasing a license to use the software – you don’t
own it.
What About Shareware?
-Shareware is software that is passed out freely for evaluation purposes only.
-You are allowed to try it out before you pay for it.
-Evaluation time is usually 30 days.
THEORIES AND PRINCIPLES IN THE USE OF DESIGN OF TECHNOLOGY DRIVEN
LESSONS
 Edgar Dale (April 27, 1900 in Benson, Minnesota, – March 8, 1985 in Columbus,
Ohio)
 An American educator
 One of his famous work was the Cone of Experience also known as the Learning
Pyramid.
SOME CONCEPTS OF THE CONE:
1.CONCRETE TO ABSTRACT- Experiences from the bottom are the most direct to
student, and as it goes upward, the more indirect the learning takes place.

2.LEVEL OF ABSTRACTION- Seemingly, we can say that the manner of arrangement

with accordance to the cone is from easy to difficult as the appearance
suggests.
3. PERCENTAGE OF RETENTION- Research says that the more skills involve during
instruction, the better learning will take place.
4. DEVELOPMENT OF HIGHER ORDER THINKING SKILLS- The proper blending of
concrete and abstract experiences will result the learner into developing his/her
HOTS.
5. BRUNER’S THREE-TIERED OF LEARNING- The Cone of Experience by Dale is
connected to the idea of Bruner wherein he classified three (3) types of learners.
• ENACTIVE LEARNERS- These are learners that learn from direct manipulation and
application of concepts they have learned. They prefer experiences that involves the full
utilization of their senses.
• ICONIC LEARNERS- These learners learn best through printed visuals and auditory.
Their level of cognition is quite honed that they can absorb slightly abstract concepts.
SYMBOLIC LEARNERS- Abstract Concepts and Ideas can easily be managed by a
symbolic learner. They can quickly respond to any abstract instruction and form a
mental image about something.
THE ELEVEN BANDS OF EXPERIENCES
1.DIRECT PURPOSEFUL EXPERIENCES- Most concrete learning experiences and
direct to the learner.
2.CONTRIVED EXPERIENCES- Due to avaibility and cost effecitivity of some realias
and the possibility of bringing them inside the class is unimaginable, we can use
alternatives such as Models and Mock-ups.
3.DRAMATIZED EXPERIENCES- This learning experience is mostly appealing and
fun in terms of implementation.
4. DEMONSTRATION- This is showing to your students how to achieve a certain task
with series of steps, then letting them take in the process.
5. STUDY TRIPS/FIELD TRIPS- In case you want to study concepts in which materials
can’t be contained inside the class but possibly to visit, then study trip experience will
best cater your students.
6. EXHIBITS- Exhibits are tagged also as collection of Mock-ups and Models contained
in an area.
7. EDUCATIONAL TELEVISION- This is also called as the “window of reality” as it lets
you view some of the happenings in the past.
8. MOTION PICTURES- In contrary to Educational Television, Motion Pictures are
series of continuously moving pictures but without an audio resemblance.
9. RECORDINGS, RADIO, STILL PICTURES- This type of experiences let’s you hone
your imaginative skill and the senses involved in this stage were too minimal.
9. RECORDINGS, RADIO, STILL PICTURES- This type of experiences let’s you hone
your imaginative skill and the senses involved in this stage were too minimal.
10. VISUAL SYMBOLS- Charts, Illustrations, Photographs, etc, are some examples of
this phase.
11. VERBAL SYMBOLS- The most abstract and indirect learning experience of them
all.
Conventional, non-conventional & innovative mode of teaching
Conventional mode of teaching
 Lecture
 Demonstration
 Project Methods
 Assignments
 Self study/Independent learning
 Supervised study
Non- Conventional mode of teaching
 Group discussion
 Collaborative learning
 Dialogue
 Case study
Innovative mode of teaching
 Voice Threads to Build Student Engagement
 Blogging
 Prezi–Your Presentations
 Social Bookmarking
 Podcast in Classroom
 Screencast
 Social media in to education- Facebook, MySpace, YouTube, blogs, Twitter and delicious
Moodle, Pedlet
F-L-I-P: a Flexible teaching environment, a shift in Learning culture, Intentional content, and a
Professional educator
Active learning is basically “anything course-related that all students in a class session are
called upon to do other than simply watching, listening and taking notes”
Interactive Lectures
The testing effect: Pause
and clarify/update notes:
One minute papers:
Student summary of another’s answer:
Stage setting:
Recall material:
Active review:
Muddiest point:
Relevance:
Active Group-based Techniques:
Think-pair-share:
Jigsaw:
Team-based (Learning evidence-based collaborative learning teaching strategy)
Games

Non Digital and Digital skills and Tools in dellivering Technology enhancedlesson
Instructional Materials
• Defined as print and nonprint items that are rested to impact information to students in the
educational process. (Effiong & Igiri, 2015)
Roles of IM’s in Teaching and Learning
1. They promote meaningful communication and effective learning;
2. They ensure better retention, thus making learning more permanent;
3. They help to overcome the limited classroom by making the inaccessible accessible;
4. They provide a common experience upon which late learning can be developed;
5. They encourage participation especially if students are allowed to manipulate materials.
Low-Cost and Low-Tech Resources for the Classroom videos\3 Low-Cost & Low-Tech
Resources for the Classroom.mp4
Instructional Materials
Supplementary materials which help the teaching to make his/her presentation concrete,
effective, interesting, meaningful and inspiring.
The primary aim of teaching materials is to provide the learners layout of the way for teaching
in the classroom.
Factors to Consider in Developing IM’s (Haigler, 2014)
1. Develop a story board and working outline based on the subject goals and objectives.
2. Identify existing institutional resources including materials and teacher capability.
3. The teacher may research off the shelf materials that have been develop by others to determine
if their approach could be useful. [email protected]
4. Explore the possibility of adapting concepts of other teachers with infringing on anyone’s
copy protected design.
5. Modify existing materials based on the objectives of the lesson.
6. If the IM’s are effective, you can share them with the teachers.
7. The teacher developer can also sell her/his materials available.
Examples of Instructional Materials
Dioramas - are all small scenes created of layers of materials, all depicting a similar concept of
theme. They usually display a historical time period, a nature scene, or a fictional situation. In
developing diorama, you will
1. Choose a concept or theme
2. Research the subject
3. Make a rough sketch of your ideal diorama
4. Make a list of the items you’ll need and gather your supplies.
5. Select a container or box
Nature Table • This is a table contains objects and/or scenes related to the current season, or
upcoming festival or a symbol of an ecosystem.
Writing Board • Writing board can display information written with chalk (chalkboard or
blackboard) or special pens (whiteboard).
Flip Chart • It is a large tablet or pad of paper, usually on a tripod or stand.
Zigzag board • It is a multi-board series of three or four rectangular boards. They are joined
together along the side by hinges so that they can be easily folded up and carried.
Wall display - It is a collection of many different types of items and materials put up on a wall
to make an interesting and informative display.
Rope and Pole display board • This board consist of two parallel, horizontal poles tied
loosely together with rope. Visual aids such as posters can be pinned to the rope.

Guidlines when designing conventional instructional materials

Unity – Use only one idea for each visual aid and include headline.
Simplicity – make ideas and relationships simple and easy to recall. Avoid cluttering a visual
with too many words, numbers, or graphics
Legibility – make letters big and readable for all in the audience. [email protected]
Consistency - use the same type style and art style.
Clarity – avoid type that is too small to read; avoid all caps.
Quality – make it neat and professional, and remember to proofread.
• Suggested steps in developing instructional materials:
1. Find existing materials that may be adopted or amended to meet your needs
2. Use tools to create new instructional materials that help plan and carry out the development
process
3. Implement preproduction activities before materials are created
4. Schedule the crafting of story board
5. When developing content, provide contextualizing elements (collaboration, role play, case
studies) baisaguira@