Technology for Teaching

and Learning 1
College of Education - Lamut Campus
BEE- 1
Lesson 1: ICT Competency Standards for Philippine
Pre-Service Teacher Education

Lesson Outcomes:
1. Identified the competency standards of ICT necessary in
teaching for pre-service teacher education;
2. Familiarized with the ISTE National Educational
Technology Standards for Teachers
What are competency standards?
What are the ICT standards for teaching
and learning in Philippine pre-service
teacher education?
ICT Competency Standards (CHED-UNESCO) as provided in
the 2017 Policy Standards and Guidelines (PSG) for
Pre-Service Teacher Education

● The program outcomes for teacher education degrees clearly

state that every future teacher: “demonstrates proficiency in
the development and utilization of Information,
Communication and Technology (ICT) resources in promoting
quality-learning process.”
● To ensure that the program outcomes related to ICT shall be
achieved, competencies were identified to be developed by
every pre-service teacher (CHED-UNESCO, Bangkok, 2009).

● The ICT Competency Standards is made up of seven domains.

Each domain has a set of competencies. The competencies
are expressed in desired learning outcomes. Becoming
proficient in the different competencies will enable you to
handle learners of the 21st century in your future classroom.
TABLE 1: ICT Competency Standards for
Pre-Service Teachers
DOMAIN 1: Understanding ICT in Education

1.1 Demonstrate awareness of policies affecting ICT in education

1.2 Comply with ICT policies as they affect teaching-learning

1.3 Contextualize ICT policies to the learning environment

DOMAIN 2: Curriculum and Assessment

2.1 Demonstrate understanding of concepts, principles and theories of ICT systems

as they apply to teaching-learning

2.2 Evaluate digital and non-digital learning resources in response to students’

diverse needs

2.3 Develop digital learning resources to enhance teaching-learning

st
2.4 Use ICT tools to develop 21 century skills: information media and
technology skills,learning and innovation skills, career skills and
effective communication skills
DOMAIN 3: Pedagogy

3.1 Apply relevant technology tools for classroom activities

3.2 Use ICT knowledge to solve complex problems and

support student collaborative activities
3.3 Model collaborative knowledge construction in face to face
and virtual environments
DOMAIN 4: Technology Tools

4.1 Demonstrate competence in the technical operations

of technology tools and systems as they apply to teaching
and learning
4.2 Use technology tools to create new learning opportunities
to support community of learners
4.3 Demonstrate proficiency in the use of technology tools
to support teaching and learning
DOMAIN 5: Organization and Administration
5.1 Manage technology-assisted instruction in an
inclusive classroom environment
5.2 Exhibit leadership in shared decision-making using
technology tools
DOMAIN 6: Teacher professional Teaching

6.1 Explore existing and emerging technology to acquire

additional content and pedagogical knowledge
6.2 Utilize technology tools in creating communities of practice

6.3 Collaborate with peers, colleagues and stakeholders to

access information in support of professional learning
DOMAIN 7: Teacher Disposition
7.1 Demonstrate social, ethical, and legal responsibility in the
use of technology tools and resources
7.2 Show positive attitude towards the use of technology tools
ISTE National Educational Technology
Standards for teachers (NETS*T)
An international organization for educational technology called International Society for Technology in
Education (ISTE), established standards for both teachers and students. These standards were referred
to in the development of the Philippine ICT Competency standards which include the following:

A. ISTE STANDARD for TEACHERS B. ISTE STANDARD for STUDENTS

1. Technology Operations and Concepts 1. Creativity and innovation

2. Planning and Designing Learning Environment and 2. Communication and Collaboration

Experiences

3. Teaching, Learning and Curriculum 3. Research and Information Fluency

4. Assessment and Evaluation 4. Critical Thinking, Problem-Solving & Decision Making

5. Productivity and Professional Practice 5. Digital Citizenship

6. Social, Ethical, Legal and Human Issues Technology Operations and Concepts
ACTIVITY 1: SURVEY on the USE of ICT

1. Form a group of at most five members. (You will work with your group mates until FINAL TERM).
2. Use the survey instrument on the use of ICT in the Classroom. (To be posted in the messenger
group chat).
3. Ask permission from the school head or principal that you will conduct a survey. YOU CAN ALSO
ASK ONLINE.
4. With your group, conduct a survey of at least 20 elementary teachers for those who will teach from
K to Grade 6.
5. Consolidate your data.

❖ The activity will be submitted in the google classroom.

Lesson 2: Understanding the Basic Concepts in ICT

Lesson Outcomes:

1. Defined conceptually or operationally terms that are basic to

the understanding of ICT
2. Used the concepts and terms in communicating with peers for
further understanding
Unpacking concepts and terms related to
technology and learning

Technology Online digital Internet Technology tool Google apps

tools and apps

ICT literacy Offline digital World Wide Blog Vlog

tools and apps Web

Educational Instructional Web access Wiki Facebook

Technology technology

Digital Literacy Software Webquest Flipped VOIP

Classroom

Digital Learning Multimedia Productivity Podcast Pinterest

tools
Lesson 3: Roles of Technology for Teaching and
Learning
Lesson Outcomes:

1. Identified roles of technology in teaching and learning

2. Appreciated the value of technology in supporting student
learning
What are the roles of technology for teaching
and learning?
Slido. Web cloud
According to Stosic (2015), educational technology
has three domains:

1. Technology as a tutor.
2. Technology as a teaching tool.
3. Technology as a learning tool.
A. For Teachers and Teaching

1. Technology provides enormous support to the teacher as the

facilitator of learning.
2. Technology has modernized the teaching-learning environment.
3. Technology improves teaching-learning process and ways of teaching.
4. Technology opens new fields in educational researches.
5. Technology adds to the competence of teachers and inculcates
scientific outlook.
6. Technology supports teacher professional development.
B. For Learners and Learning

1. Support learners to learn how to learn on their own.

a. Declarative knowledge - consists of the discrete pieces of
information that answers the questions what, who, when and
where.
b. Structural knowledge - consists of facts or pieces of declarative
knowledge put together to attain some form of meaning.
c. Procedural knowledge - is knowledge in action or the knowledge
of how to do something.
2. Technology enhances learners’ communication
skills through social interactions.

3. Technology upgrades learners’ higher-order

thinking skills: critical thinking, problem solving and
creativity
ACTIVITY 2: Experience as a learner and
Expectations as a Future Teacher
1. Write a paragraph about your personal experience on how technology
has influenced your life as a learner from elementary, high school and
college
2. Write a paragraph on how you are going to use technology when you
will become a teacher.

❖ The activity will be submitted in the google classroom. (Question type)

Lesson 4: Policies and Issues on Internet and
Implications to Teaching and Learning
Lesson Outcomes:

1. Named examples of ICT Policies which are applicable to

teaching and learning
2. Discussed some issues that relate to the ICT policy
Definition of ICT Policy
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 achieve
outcomes.

Thus, ICT policies are needed to put a roadmap or course of actions to be

pursued and adopted by various governments, organizations, entities
involving ICT. These include principles and guidelines in the use of ICT
which cover three main areas: telecommunications (telephone),
broadcasting (radio and television) and Internet.
The New ICT Technologies

More recent technological innovations increased the reach

and speed of communications which can be grouped into
three categories:

1. Information Technology
2. Telecommunication Technology
3. Networking Technologies
The DICT Roadmap
1. ICT in Education Masterplan for all levels
2. Content and application development through the Open Content
in Education Initiative (OCEI)
3. PheDNET - is a “walled” garden that hosts educational learning
and teaching materials and applications for use by Filipino
students, their parents and teachers.
4. Established Community eLearning Centers called eSkwela for
out-of-school youth (OSY)
5. eQuality program for tertiary education through partnerships with
state universities and colleges (SUCs)
6. Digital Media Arts Program
7. ICT skills strategic plan
Some Issues on ICT and Internet Policy and
Regulations
Global Issues:

Issue No. 1: Freedom of Expression and Censorship

Issue No. 2: Privacy and Security

Issue No.3: Surveillance and Data Retention

Issue No.4: E-pollutants from E-waste

ACTIVITY 3: Article Review
Assume yourself as an investigator who would like to inform your learners and co-teachers about the
current issues on technology use.

Search the web and find out articles or cases about:

A. Freedom of expression and censorship

B. Privacy and Security
C. Surveillance and data retention
D. E-pollutants from e-waste

Choose two articles or cases that you will work on. Use the template uploaded in the Google Classroom
to answer.
Lesson 5: Safety Rules on the Use of ICT including
e-Safety Rules
Lesson Outcomes:

1. Identified and explained safety issues on the use of ICT

2. Listed and applied e-safety rules in the use of ICT
Some Risks in the Use of ICT and e-Networking

1. Exposure to inappropriate content, including online

pornography, extremism (exposure to vioence associated
with racist languange)
2. Lifestyle websites like self-harms and suicide sites, and
hate sites
3. Cyber-bullying in all forms, receiving sexually explicit
images or messages
4. Privacy issues including disclosure of personal information
5. Health and wellbeing (amount of time spent online, internet
gaming and many more)

6. Prolonged exposure to online technologies, particularly at an

early age

7. Addiction to gambling and gaming

8. Theft and fraud from activities such as phishing

9. Viruses, Trojans, spyware and other malware

10. Social pressure to maintain online networks via texting and

social networking sites
Minor Issues of ICT

1. Copying information into assignment and failing to acknowledge

the source (plagiarism and copyright infringement)
2. Downloading materials not relevant to their studies
3. Misconduct associated with subject logins, such as using
someone else’s password
4. Leaving a mobile phone turned on during class period
5. Unauthorized taking of pictures or images with mobile phone
camera, still or moving
e-Safety

● E-safety helps safeguard children and young people in the

digital world
● E-safety emphasizes learning to understand new
technologies in a positive way
● E-safety educates children about the risks as well as the
benefits so we can feel confident online
● E-safety supports young learners and adults to develop
safer online behaviors, both in and out of school
Specifically Safety Rules

1. No trailing wires across or around the room which people can trip
on.
2. Electrical sockets should not be overloaded.
3. Electrical equipment should be safety-tested at least once a year.
4. There should be adequate space around desk for people to move.
5. Bags and obstacles should be stored out of the way.
6. Food and drinks should not be placed near machines.
7. Heating and ventilation should be suitable to the working
environment.
8. Fire extinguishers should be available.
9. Fire exits should be clearly marked and free from clutter.
Conventional/Non-Digital Tools
Non-Conventional/Digital Tools
INSTRUCTIONAL MATERIALS

Instructional materials are defined as print and non-print items

that are rested to impact information to students into educational
process

Examples of instructional materials are drawings kits,

textbooks,posters,magazines,flipchart,newspapers,diorama,
pictures,recording videos and like.
Instructional materials have several roles in teaching and learning
which include the following:

(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 later learning can be
developed; and
(5) they encourage participation especially if students are allowed to
manipulate materials used
1. Non-digital or conventional technology tools for
teaching and learning

1.DIORAMA
It will make the classroom to be
creative and innovative. It is a fun way to
build an exciting scene a small space.
Dioramas are small scenes created of
layers of materials,all depicting a similar
concept or theme. They usually display a
historical time period, a nature scene, or
a fictional situation.
2. NATURE TABLE
This is a table that contains
objects and/or scenes related to
the current season, or upcoming
festival or a symbol of an
ecosystem. Children love to follow
the natural changes that the
world offers each month and
classroom decorations reflect
these.
3. WRITING BOARD
A writing board can
display information written
with chalk (chalkboard or
blackboard) or special pens
(whiteboard). Although
there are usually more
effective methods of
transmitting information,
the writing board is still the
most commonly used visual
aid.
4. FLIP CHART
It is a large
tablet or pad of
paper, usually on a
tripod or a stand.
5. ZIGZAG BOARD
It is a multi-board series of
three or four rectangular boards.
They are joined together along
the sides by hinges so that they
can be easily folded up and
carried. Each board can be of a
different type,for example, a
whiteboard, a chalkboard, a
flannel board and so on.The size
of the boards for the zigzag
multi-board depends on what
you want to use them for.
6. WALL DISPLAY
Displaying items on a
classroom wall is a well-known,
tried and tested educational
method. A wall display is a
collection of many different types
of items and materials put up on
a wall to make an interesting and
informative display. In a
classroom, the display can
consist of the students' own
work. In development work it can
be used to convey information to
the community.
7. 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. This kind
of display board is invaluable
where there are few solid walls
for displaying information. It has
no solid backing and can be
made quickly for teaching,
training and when working with
community.
GUIDELINES when designing conventional instructional
materials

1. Unity - Use only one idea for each visual aid include a headline.
2. Simplicity - Make ideas and relationships simply and easy to recall.
3. Legibility - Make letters big and readable for all in the audience.
4. Consistency - Use the same type style and art style.
5. Clarity - Avoid type that is too small to read; avoid all caps.
Digital tools or non-conventional instructional
support for teaching and learning

1. Mobile phones and QR Codes

2. Infographics
3. E portfolio as a tool
4. Others
1. QR Code

A QR Code is very similar to a bar code. QR

stands for Quick Response. The image
consists of square dots in a unique
configuration that provides information for
the user.

QR Codes can contain text, links (to web

sites, videos, files), and much more. QR
Codes are safe to use in the classroom, so
there’s no worry about leading your
students astray. Students only access what
you tell them to via the QR Code.
2. Infographic

- is a collection of
imagery, charts, and
minimal text that
gives an
easy-to-understand
overview of a topic.
3. An electronic porfolio (e-portfolio)

is a purposeful collection of sample

student work, demonstrations, and
artifacts that showcase student's
learning progression, achievement,
and evidence of what students can
do. The collection can include
essays and papers (text-based), blog,
multimedia (recordings of
demonstrations, interviews, SAMPLE SITES:
presentations, etc.), graphic.
https://uwaterloo.ca/centre-for-teaching-excellence/r
esources/integrative-learning/eportfolios/examples-st
udent-eportfolios
BRAINSTORM: ZOOM Breakout Session

Group discussion (through zoom breakout session) on the

a. importance of the non-digital materials
b. non-conventional or digital materials
in the teaching-learning process
ACTIVITY 4: Creating Digital Materials

Create a Learning Material incorporating QR Codes in the

discussion.
FLEXIBLE LEARNING

Flexible learning is a method of learning where students are

given freedom in how, what, when and where they learn. Flexible
learning environments address how physical space is used,
how students are grouped during learning and how time is
used throughout teaching.
ONLINE COMMUNITIES OF LEARNING
ACTIVITY 5:
Create a LEARNING ACTIVITY which your students can do using each of the social networking
sites.

a. Facebook
b. Twitter
c. LinkIn
d. Google+
e. Youtube
f. Pinterest
g. Instagram
h. Tumblr
i. MySpace
j. Flickr
K. Bebo
FACEBOOK

Topic: Climate Change

Learning Activity:

Create an advocacy campaign by making a personalized poster that tells about how the
community will help mitigate the hazards caused by climate change. Upload and share
your work in your Facebook Page.

To evaluate your work, take a picture/ screenshot of the page where you uploaded your
work and send it via messenger.

Criteria:

Clear Campaign Message 20

Creativity of Poster 15
Distribution to social media platforms 15
50 points
Technology for Teaching
and Learning 1
FINAL TERM
SY 2021-2022
THEORIES AND PRINCIPLES IN THE USE AND DESIGN
OF TECHNOLOGY-DRIVEN LESSONS
Lesson 1: Edgar Dale’s Cone of Experience

Lesson Outcomes:

1. Familiarized with Dale’s Cone of Experience and provided classroom processes or

practices that exemplify each strata of the Cone of Experience
2. Provided examples of the various instructional materials appropriate for given
instructional contexts.
The Cone of Experience

“The Cone is a visual analogy, and like all analogies, it does not bear an exact and detailed relationship to
the complex elements it represents.” - Edgar Dale

The Eight M’s of Teaching:

1. Milieu - the learning environment

2. Matter - the content of learning
3. Method - teaching and learning activities

4. Material - the resources of learning

5. Media - communication system

6. Motivation - arousing and sustaining interest in learning

7. Mastery - internalization of learning

8. Measurement - evidence that learning took place

With reference to the 8
M’s of instruction, one
element is media.
Another is material.
These two M’s (media,
material) are actually
the elements of the
Cone of Experience.
The Bands in Dale’s Cone of Experience

Direct purposeful experiences - these refer to foundation of experiencing

learning. Using the senses, meaningful knowledge and understanding are
established. This is experiential learning where one learns by doing.

Contrived experiences - it is in this category that representations such as

models, miniatures, or mock ups are used. There are things or events that may
be beyond the learners grasp and so contrived experiences can provide a
substitute.
Dramatized experiences - these are commonly used as activities that allows
students to actively participate in a reconstructed experience through
role-playing or dramatization.

Demonstrations - when one decides to show how things are done, a

demonstration is the most appropriate experience. It is an actual execution of a
procedure or a process. A demonstration of how to bake a cake or how to
execute the dance step is an appropriate way of making the learning experience
meaningful.

Study trips - these are actual visits to certain locations to observe a situation or
a case which may not be available inside the classroom
Exhibits - these are displays of models such as pictures, artifacts, posters, among
others that provide the message or information. These are basically viewed, however,
there are currently exhibits that allow the viewers to manipulate or interact with the
display and as a result, the exhibit becomes more engaging and fun.

Television and motion pictures - these technology equipment provide a

two-dimensional reconstruction of a reality. These allow learners to experience the
situation being communicated through the mediated tools. They provide a feeling of
realism as viewers try to understand the message portrayed by actors in the films.

Still pictures, recordings, radio - still are pictures or images. Together in this category
are the audio-recorded materials or information broadcast through the radio.
Visual Symbols - these are more abstract representation of the concept or the
information. Examples of these are information presented through a graph or a
chart. For example, a process can be presented using a flowchart.

Verbal symbols - this category appears to be the most abstract because they
may not exactly look like the concept or object they represent but are symbols,
words, codes or formulae.
Brunner’s three-tiered Model of Learning

1. Enactive - a series of actions

2. Iconic - a series of illustrations or icons
3. Symbolic - a series of symbols

With young learners, it is highly recommended that a learner proceed

from the ENACTIVE to ICONIC and lastly SYMBOLIC.
LESSON 2: TPACK as a Framework for
technology-Driven Teaching and Learning
Lesson Outcomes:
1. Familiarised oneself with TPACK and SAMR Model as Frameworks in integrating
technology in the practice of teaching.
2. Selected and employed an appropriate technology (tool or application) in an
instructional plan
3. Evaluated one’s capability in integrating technology in his lesson
4. Identified learning theories and principles applied in the design and development of
lessons through appropriate media and technologies for teaching-learning.
TPACK
TPACK is a framework that combines the teacher’s three knowledge areas:
technological knowledge, content knowledge, and pedagogical knowledge.
This framework shows the interconnectedness of content knowledge with
pedagogical knowledge and the integration of technology in making teaching
more engaging, relevant and effective.
The Technological, Pedagogical and Content Knowledge known as TPACK is a
theoretical model describing the capability of the 21st century teacher. To be
relevant to the learners of today, the teachers should be able to blend his
knowledge and capability in the content of the discipline.
VISIT THE WEB:

TPACK in TWO MINUTES:

https://www.youtube.com/watch?v=FagVSQlZELY&t=6s

INTRODUCTION TO THE TPACK MODEL:

https://www.youtube.com/watch?v=yMQiHJsePOM
SAMR

Another important model in the integration of technology in instruction is

SAMR

SAMR is a model designed to help educators infuse technology into teaching and
learning. Developed by Dr. Ruben Puentedura, the model supports and enables
teachers to design, develop, and infuse digital learning experiences that utilize
technology.
S stands for Substitution. It is literally using technology as an alternate for the regular item
that is employed in augmenting or assisting instruction. Instead of using a map or a globe in
teaching geography, teachers can use Google map or Google earth instead. Showing a
location in a map can be substituted by the use of google map or google earth.

A is Augmentation. In this part of technology integration, there is a functional

improvement in the use of a technology tool. With the google map, you can use the features
available such as measuring the distance from one point to another. You can provide a task
by making students utilize this. For example, ask them to measure the distance and get the
estimate time of travel if they start from one point to go to the next point. With the use of
the google map, you tap on certain functions that the application provides. Instruction with
technology integrated is enhanced.
M means Modification. In this level, technology is used to redesign a lesson. When
studying geography for example, google applications have panoramio. Using this
you can guide students to start uploading their own pictures of places they may
have visited online. A brief description of these places can also be added. If internet
connectivity is not available in the classroom, they can do the task after class. With
clear and proper instructions, students can be guided to work on the assignment.

R represents the idea of creating something from a regular item. This is

Redefinition. Technology allows the creation of a new concept that has not been
previously conceptualized. Puentedura labels this as the transformation of learning.
Students are given the opportunity to create an output based on what they know
and learned using a technology tool or application.
Bloom’s Digital Taxonomy

Benjamin Bloom is a known educationist who provided the cognitive taxonomy

which has greatly been used in education. His students, Anderson and
Krathwohl made some revisions. This is the Revised Bloom’s Taxonomy.
iPadagogy Wheel
LESSON 3: The ASSURE Model

Lesson Outcomes:

1. Identified learning theories and principles applied in the use and design of
learning lessons with technology
2. Applied the ASSURE Model in crafting a lesson
A well-planned lesson is half of the battle won; the other half is the delivery of
the lesson by the facilitator who has the pedagogical skills in implementing what
has been planned. This will ensure the achievement of learning outcomes. This
will engage learners to perform expected standards. That is why, it is important
that before teaching, elements needed to be incorporated when designing a plan
have to be plotted well.
The ASSURE Model

Assure Model is a guide in crafting an instructional flow that can guide the teacher in
integrating appropriate technology and media into the instructional process. It also refers
to a systemic approach that the teacher can use when writing an instructional plan.

This model is composed of six essential steps in planning instruction. Theoretically, it is a

mental framework that a teacher considers.
Analyze learners. With the learner as the center of the instructional process, the initial
consideration is to get a clear picture of the learners’ learning styles, age level, interests or
preferences, background, special needs and cultural diversity.

State Objectives. This is the main instruction guide that will direct the flow to reach the
target. Known as the learning outcome expected of the lesson, this statement describes
what the learner would be able to perform as a result of the instruction.

Select Methods, Media and Materials. Selecting the appropriate way of delivering the
lesson and using the applicable media or technology can effectively make learners acquire
understanding of the lesson or gain the competence desired. The teacher has to decide
which strategy, materials or technology would be best considering the learners and the
desired learning outcomes.
Utilize Methods, Media and Materials. Having selected the strategy, media and materials
is halfway of the task done. Planning how to implement these entails a lot of consideration.
Bearing in mind the learning outcome of the lesson, the teacher decides which part of the
instructional flow will a particular material or technology be employed and the manner on
how it will be more effective to achieve the learning outcome.

Require Learner Participation. Student engagement is an important element. The learners

have to be made to understand their role in taking accountability of their own learning.
Therefore, the teacher has to design sections of the lesson where the learners are guided
to participate in and perform tasks with minimal or no supervision at all.
Evaluate Student Performance. Assessing learners’ performance can take place across
phases of the lesson. However, it is emphasized that the basic rule is that the evaluation
should be congruent to the learning outcome provided in the lesson. Some learning
outcomes can be sufficiently evaluated using a pen and paper test but there are other
learning outcomes that can be assessed by using rubric or having a aggregated write-up
through the use of a portfolio assessment. The teacher decides which is appropriate for the
intention of the evaluative activity.
LESSON 4: Models of Technology-Enhanced
Instructional Lessons
Lesson Outcomes:

1. Identified how a technology tool is integrated in a lesson

2. Evaluated a sample lesson with the element of technology integration and suggested
how it can be enhanced.
The conventional way of teaching in this century may outmode the preference of
present learners. The teacher providing the information while taking the center
stage may not hold students’ attention for a longer time. This still works,
however, but with the appropriate use of the right technology tool or
application, a lesson becomes engaging.

The roles that learners play in this millennium are no longer limited to being a
receiver of information. They desire to be actively involved in the retrieval of
information, repackaging them and using them to create something
unconceivable before.
INNOVATIVE TECHNOLOGIES FOR ASSESSMENT
TASKS IN TEACHING AND LEARNING
Lesson 1: ICT and Assessment of Learning

Lesson Outcomes:

1. Explained the concepts of the roles of ICT in assessment

2. Evaluated assessment tools using rubrics
TYPES OF ASSESSMENT
1. Formative Assessment - provides feedback and information during the instructional
process, while learning is taking place, and while learning is occurring.
2. Summative Assessment - takes place after the learning has been completed and
provides information and feedback that sums up the teaching and learning process.
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.
4. Authentic Assessment - describes the multiple forms of assessment that reflect
student learning, achievement, motivation, and attitudes on instructionally relevant
classroom activities.
LESSON 2: Criteria in Choosing Appropriate
Assessment Tools
Lesson Outcomes:

1. Examined appropriate assessment tools to be used in the classroom

2. Reviewed assessment used by the teachers and determine if it is applicable
in the 21st century
3. Decided the type of measure to be utilized
The teacher may consider the following characteristics in selecting appropriate assessment
tools whether conventional or ICT-based assessment:

1. Measure the desired level of performance (level of satisfaction, productivity,

efficiency, student 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
Creating and Utilizing Rubric

1. Analytic Rubrics describe work on each criterion separately. It utilizes

separate, holistic ratings of specific characteristics, products, or behaviors
2. Holistic rubrics describe the work by applying all the criteria at the same
time and enabling an overall judgement about the quality of the work. It
utilizes holistic rating for a product or behavior.
ELECTRONIC PORTFOLIO

An electronic portfolio which is also known as an ePortfolio, digital portfolio, or

online portfolio is a collection of electronic evidence assembled and managed by
a user, usually on the Web.

ePortfolio includes input text, electronic files, images, multimedia, blog entries,
hyperlinks.

ePortfolios are both demonstrations of the user’s abilities and platforms for
self-expression.
TYPES of ePortfolios
1. Ideal portfolio - it contains all work of students. It is not given to provide students a grade
2. Showcase/professional ePortfolios - these ePortfolios are primarily a way to demonstrate
(showcase) the highlights of a student’s academic career.
3. Documentation portfolio - it involves a collection of work over time showing growth and
improvement reflecting students’ ;earning of identified outcomes
4. Learning ePortfolios - these portfolios are typically created by a student as part of a
learning activity as a way to demonstrate learning and the learning process. These
portfolios are often shared with other students to elicit peer feedback. Learning portfolios
support the idea of formative feedback as an essential part of the learning process.
5. Evaluation/Assessment ePortfolios - the teacher may utilize this for both formative and
summative assessments feedback.
Social, Ethical and Legal Responsibilities in the Use
of Technology Tools and Resources
Lesson 1

Lesson Outcomes:

1. Recognized the five tenets of global digital citizenship and the 9 elements of
digital citizenship
2. Compared and contrasted one’s role as a citizen of a community and that of a
digital world
3. Shared ways on how one can observe social, ethical, and legal responsibilities in
the use of technology tools and resources.
DIGITAL CITIZENSHIP vs. GLOBAL CITIZENSHIP

Since we are considered citizens of the community we live in, then as users of
the internet we can also call ourselves as citizens of the digital world where we
live, learn, and work in an interconnected manner. Digital citizenship is an idea
that all persons using the internet have civic rights and responsibilities. It
centers around safe, savvy and ethical use of technology.
Study the infographic from:
https://elearninginfographics.co
m/citizenship-digital-age-infogr
aphic/
A Global Citizen sees the world as a community in which all people live and
prosper together. He/she understands that his/her actions contribute to the
values of the entire planet and he/she is concerned on how he/she participates in
and contributes to the entire world.

A Digital Citizen adheres to guidelines that govern the ethical and responsible
use of technology and acts responsibly in all relationships and interactions in the
digital world.

When we mix these together, it’s the perfect recipe for the Global Digital
Citizen.
Five Tenets of Global Digital Citizenship
LESSON 2: Netizenship and Netiquette in Online
Communities
Lesson Outcomes:

1. Defined netizenship and netiquette

2. Formulated a set of netiquette guidelines
3. Created a campaign video to promote netiquette
NETIQUETTE GUIDELINES
1. Protect your reputation. Whether in real or in virtual world, you are the same
person. Do only what is appropriate and share information that does not harm you as
a person.
2. Respect Others. Respect begets respect. Treat everyone with respect even if you
have not seen him/her in person. Be judicious about what you say on your own and
other’s pages.
3. Express yourself clearly and use emotions. Communication online is difficult
because emotions are not evident during communication. Miscommunication usually
takes place because your facial expression and your body language cannot be seen
and the tone of your voice cannot be heard. Thus, emotions are readily available to
show your emotions.
4. Remember the intellectual property. Ideas online are products of intelligence of others. If you
need to cite them, acknowledge the authors. You definitely do not want to steal properties of
others.

5. Check spelling, grammar and punctuation. Since your face cannot be seen online, you will be
judged according to your posts. Good writing means good manners. We do not want to waste
other people’s time reading our post which is incomprehensible.

6. Pause before you post. Take note that whatever you post becomes permanent therefore think
twice or thrice before you click send.

7. Do not share your personal information. Sharing your personal information online is like going
around streets wearing a shirt printed with your name, birthday, address, name of parents, etc.

8. Think about who or what you are representing. As a son/daughter, you represent your family.
As a student, you represent your school. You do not want your family or school to be put to shame
by what you do.
LESSON 3: Intellectual Property Rights on the
Development and Use of Digital Materials
Lesson Outcomes:

1. Identified examples of Intellectual Property Right in educational setting

2. Defined the copyright laws
3. Cited consequences when copyright laws were violated
PLAGIARISM on the WEB!

Study the Reports on Plagiarism from:

https://www.plagiarism.org/search?q=types+of+plagiarism
Intellectual Property Right

Intellectual property protection is important in fostering innovation. Without protection

of ideas, individuals will not be able to enjoy the full benefit of their inventions and they
would not be compensated for their creations. This encourages innovation without the fear
that a competitor will steal the idea and/or take the credit for it.
Intellectual property, according to World Intellectual Property Organization (WIPO),
refers to creations of the mind such as inventions’ literary artistic works; designs; and
symbols, names and images used in commerce.
An intellectual property right is a right held by a person or by a company to have exclusive
rights over these.
COPYRIGHT

Copyright refers to the legal right given to the owner of the original work of intellectual
property. These “works” are original intellectual creations in the literary and artistic
domain protected from the moment of their creation which include the following:

1. Books, pamphlets and newspapers

2. Periodicals and newspapers
3. Lectures, sermons, addresses, dissertations prepared for oral delivery, whether or not
reduced in writing or other material forms
4. letters
5. Dramatic or dramatico-musical compositions; choreographic works or entertanment in
dumb shows

6. Musical compositions, with or without words

7. Works of drawing, painting, architecture, sculpture, engraving, lithography or other

works of art; models or designs for works of art

8. Original ornamental designs or models for articles of manufacture, whether or not

registrable as an industrial design, and other works of applied art

9. Illustrations, maps, plans,, sketches, charts and three-dimensional works relative to

geography, topography, architecture or sciene.
10. Drawings or plastic works of a scientific or technical character

11. Photographic works including works produced by a process analogous to photography;

lantern slides

12. Audiovisual works and cinematographic works and works produced by a process
analogous to cinematography or any process for making audio-visual recordings

13. Pictorial illustrations and advertisements

14. Computer programs; and

15. Other literary, scholarly, scientific and artistic works.