MODULE 4 ICT in Various Content Areas PDF

Module 5- ICT in Various Content Areas 1
Doc. Ref. No.: ED 4
PALAWAN STATE UNIVERSITY Effectivity Date:

North External Campuses Revision No.: 001
Coron Campus Total Page No.: 38
Instructor: Jonelle Grace A. Osma
Student Name: Program: BEED

BSED-English 1 Block: -2
MODULE 5:
MODULE 4:
ICT IN VARIOUS CONTENT AREAS
Student Signature: Date Returned:

Vision Mission
An Internationally recognized university that provides relevant and Palawan State University is committed to upgrade people’s quality of life by
innovative education and research for lifelong learning and providing education opportunities through excellent instruction, research and
sustainable development innovation, extension, production services, and transnational collaboration

MODULE Module 4
4
5 ICT in
ICTVarious Content
in Various Content Areas Areas
Module Overview
“ICT is a skill which is essential in the world we live in. Our pupils need to use the latest
technology to offer them an effective education in the twenty-first century.”
- Jane Rosser-
Lessons in this Module

 21st Century Literacy Skills
 Instructional Design Models
 Technology Enhanced Teaching Lessons exemplars
After this
 Module, you should
ICT Conventional be able to:
Materials to Enhance teaching
 Distance Learning
 Relevance and Appropriateness in the use of Technology in Teaching
Are you ready? Then start the lessons now!
and Learning
As teachers in the 21st century, we tend to become more resourceful in the usage
of ICT tools in the teaching-learning process. Learning the different tools available will
help us to be equipped in providing quality education to our students. Together with
and platforms inand
conventional distance learning will learning
non-conventional also giveandus more options inavailable,
the materials deliveringthe
ourmodalities
course
contents effectively.
and platforms in distance learning will also give us more options in delivering P a g e our
67 |course
190
contents effectively.
At the completion of this module, you should be able to:
At the completion of this module, you should be able to:
 identify and describe the elements of 21st-century literacy skills
  discuss
identifytheandrationale
describeforthe
teaching
elements andoflearning 21st Century
21st-century Skills
literacy skills
  write a Personal Lifelong Learning Plan (PLLP).
discuss the rationale for teaching and learning 21st Century Skills
  introduce an instructional
write a Personal Lifelongdesign
Learningmodel
Plan (PLLP).
  introduce
introduce an instructional design modellessons to support learning
sample technology-enhanced
  describe
introduce flexible
samplelearning environments that
technology-enhanced enhance
lessons collaboration
to support learningwith
the positive use of technology tools in teaching.
 describe flexible learning environments that enhance collaboration with
 Explain what use
the positive conventional learning
of technology toolsand its implications are.
in teaching.
  Differentiate conventional and non-conventional
Explain what conventional learning and its implications learning.are.
  Identify what the different digital learning
Differentiate conventional and non-conventional learning. materials and conventional
 Identify what the different digital learning materials andprocess
learning resources that can support the teaching and learning are.
conventional
 compare and contrast synchronous and asynchronous learning
learning resources that can support the teaching and learning process are. modalities;
 andcompare and contrast synchronous and asynchronous learning modalities;
 identify
and what examples of distance learning platforms are.
  define what
identify whatis instructional
examples of material;
distance learning platforms are.
  discuss the relevance
define what is instructional and appropriateness
material; in the use of technology in
teaching and learning;
 discuss the relevance and appropriateness in the use of technology in
 explain
teachingthe andimportance
learning; of the relevance and appropriateness in using
technology in teaching;
 explain the importance of the relevance and appropriateness in using
 evaluate
technology technologies
in teaching;and instructional materials used by teachers in
teaching
 evaluate technologies and instructional materials used by teachers in
teaching


Lesson 1
21st Century Literacy Skills

Learning Outcomes
At the end of the lesson, you should be able to:

 Identify and describe the elements of 21st century literacy skills.
 Discuss the rationale for teaching and learning 21st Century Skills.
 Write a Personal Lifelong Learning Plan (PLLP).
Time Frame 3 days
Introduction
With the upsurge of the 21st century, the whole world has seen a period of
extraordinary change in all territories, regardless of whether it is instruction, worldwide
B. and
exchange, Howeconomy,
can you integrate these
innovation, or skills intoAsyour
society. lessontheplan?
of late, COVID-19 pandemic is
likewise__________________________________________________________________
hurling difficulties for a person to adapt to its effects. Usually, for such
__________________________________________________________________
occasions, an alternate range of abilities is required that would empower an individual to
adapt up__________________________________________________________________
and prevail with regards to confronting the difficulties, all things considered,
prompting his/her comprehensive advancement.
C. What
These would
abilities arethese skills
tended to look like in
as 21st your classroom?
Century Skills/Learning Skills/Transversal
__________________________________________________________________
Competencies and so on. The 21st Century Skills are the aptitudes that are required by a
__________________________________________________________________
person for his/her all-encompassing turn of events with the goal that he/she can add to the
__________________________________________________________________
advancement and improvement of the general public/country and world.
Abstraction P a g e 69 | 190
What are 21st Century Skills?
The word ‘abilities of the 21st century’ refers to a wide range of believed
expertise, skills, work habits, and character traits by educators, school reformers, college
professors, employers, and others to be critically important to success in today’s world.
21st Century Skills refer to the skills that are required to enable an individual to face the
challenges of the 21st-century world that is globally-active, digitally transforming,
collaboratively moving forward, creatively progressing, seeking competent human-
resource and quick in adopting changes.
Wagner (2010) and the Change Leadership at Harvard University identified

another set of competencies and skills. Informed by several hundred interviews with
business, non- profit and education leaders, Wagner stressed that the students need seven
Module
survival skills to prepare for life, work and citizenship in the5-21st
ICTcentury:
in Various Content Areas
Critical 4
thinking and problem
solving, collaboration and leadership, agility and adaptability, initiative and
entrepreneurialism, effective oral and written communication, accessing and analyzing
Wagner (2010) and the Change Leadership at Harvard University identified
another set of competencies and skills. Informed by several hundred interviews with
business, non- profit and education leaders, Wagner stressed that the students need seven
survival skills to prepare for life, work and citizenship in the 21st century: Critical
thinking and problem
solving, collaboration and leadership, agility and adaptability, initiative and
entrepreneurialism, effective oral and written communication, accessing and analyzing
information, curiosity and imagination.
P a g e 72 | 190
21st Century Themes
Global Awareness
 Make use of expertise from the 21st century to consider and fix global problems
 Learning from and engaging with people who represent various cultures,
religions, and lifestyles in a spirit of mutual respect and open dialog in personal,
work and community contexts
 Knowing other nations and traditions through the use of languages other than
English
Financial, Economic, Business and Entrepreneurial Literacy

 Knowing how to make the best personal financial decisions
 Understanding the economy’s position in society
 Use entrepreneurial skills to boost profitability and job opportunities in the
workplace
Civic Literacy
 Being able to engage efficiently in public life by learning how to remain updated
and respecting policy processes
 Exercising citizenship rights and responsibilities at the local, state, national and
global levels
 Understanding the consequences of local and global political decisions
Health Literacy
 Obtaining, interpreting and recognizing basic health knowledge and resources and
using them in ways that improve health
 Knowing preventive steps for physical and mental health include a healthy diet,
nutrition, exercise, disease avoidance, and stress management
 Usage of available information to make reasonable decisions to safety
 Establishing and managing personal and family wellbeing priorities
 Understanding regional and international facets of public health and safety
Environmental Literacy
 Demonstrate awareness and understanding of the environment and the conditions
and circumstances that affect it, especially about air, atmosphere, land, food,
energy, water and ecosystems
 Show experience and awareness of the effect of society on the natural
environment ( e.g., population growth, economic development, rate of resource
use, etc.)
 Investigate and evaluate environmental issues, and draw definite conclusions on
possible solutions
 Take individual and collective action to tackle environmental problems ( e.g.,
global action, approaches that encourage action on environmental issues)
Learning and Innovation Skills
P a g e 73 | 190
possible solutions
 Take individual and collective action to tackle environmental problems ( e.g.,
global action, approaches that encourage action on environmental issues)
Learning and Innovation Skills

Increasingly, learning and creativity skills are recognized as those that distinguish
students who are prepared for ever more dynamic living and workingP environments
a g e 73 | 190in the
21st century, and those who are not. To prepare students for the future, a focus on
innovation, critical thinking, communication, and teamwork is essential.
Creativity and Innovation
Think Creatively
 Using a large variety of methods to generate concepts (such as brainstorming)
 Creating new and exciting innovations (both revolutionary and incremental)
 Create, refine, evaluate and assess your thinking to improve and optimize creative
efforts
Work Creatively with Others

 Effectively create, introduce and pass on new ideas to others
 Be responsive and receptive to new and diverse perspectives; job input and
feedback
 Demonstrating originality and inventiveness in the workplace and recognizing the
actual drawbacks of introducing new ideas
 See failure as an opportunity to learn; know that creativity and innovation are a
long-term, cyclical cycle of minor successes and regular errors
Implement Innovations
 Act on new ideas to make a concrete and meaningful difference to the area where
the invention takes place
Critical Thinking and Problem Solving
Reason Effectively
 Using the different forms of reasoning (inductive, deductive, etc.) according to the
situation
Use Systems Thinking

 Analyze how portions of a whole communicate with each other to achieve overall
results in complex systems
Make Judgments and Decisions

 Analyze and appraise facts, points, statements, and beliefs effectively
 Analyze and analyze essential alternative perspectives
 Synthesize and connect the knowledge and the arguments
 Interpret details and conclude using the best possible methodology
 Grant serious thought to learning experiences and processes
Solve Problems
 Solve different forms of unknown issues, both conventionally and innovatively
 Identify and ask essential questions which explain different perspectives and lead
to better solutions
P a g e 74 | 190
Communication and Collaboration
Communicate Clearly
 Articulate thoughts and ideas effectively in several ways and contexts using vocal,
written and nonverbal communication skills
 Hear to decode meaning effectively like information, beliefs, attitudes, and
intentions Module 5- ICT in Various Content Areas 6
 Using contact for a variety of purposes (for example, educating, instructing,
motivating and persuading)
 Identify and ask essential questions which explain different perspectives and lead
to better solutions
Communication and Collaboration
Communicate Clearly
 Articulate thoughts and ideas effectively in several ways and contexts using vocal,
written and nonverbal communication skills
 Hear to decode meaning effectively like information, beliefs, attitudes, and
intentions
 Using contact for a variety of purposes (for example, educating, instructing,
motivating and persuading)
 Using various media and technologies, and know-how to determine their
performance a priori and their effect
 Effectively interact in can contexts (including multi-lingual ones)
Collaborate with Others

 Demonstrating the ability to work with diverse teams efficiently and respectfully
 Exercise flexibility and expertise to help make the sacrifices possible to achieve a
shared goal
 Assume mutual responsibility for collaborative work, and respect each team
member’s contributions
Information, Media and Technology Skills
In the 21st century, people live in a technology and media-sufficient environment,

characterized by different characteristics, including 1) exposure to an abundance of
information, 2) rapid improvements in technology resources, and 3) the opportunity to
collaborate and make individual contributions on an unparalleled scale. Citizens and staff,
useful in the 21st century, must be able to demonstrate a variety of practical and critical
competencies in information, media, and technology thought.
Information Literacy
Access and Evaluate Information

 Effectively (time) and productively (sources) access information;
 Assess details objectively and skillfully
Use and Manage Information

 Using details correctly and creatively for the specific issue or question
 Manage information exchange from a large variety of sources
 Apply a clear understanding of ethical/legal problems concerning access to and
use of information
Media Literacy
Analyze Media
 Know how and why media messages are created, and for what purposes
 Examine how people understand terms differently, how principles P a g eand
75opinions
| 190
are integrated or omitted, and how media can affect attitudes and behaviors
 Apply a clear understanding of ethical/legal problems related to access and use of
media
Create Media Products
 Know-how and why media messages are created, and for what purposes
 Examine how people understand terms differently, how principles and opinions
are integrated or omitted, and how media can affect attitudes and behaviors
media
ICT (Information, Communications and Technology) Literacy

Apply Technology Effectively
 Using technology as an instrument for studying, arranging, analyzing and
media
ICT (Information, Communications and Technology) Literacy
Apply Technology Effectively

 Using technology as an instrument for studying, arranging, analyzing and
communicating information
 Using modern technology (computers, PDAs, media players, GPS, etc.),
communication/networking tools, and social networks to access, handle,
incorporate, analyze and generate information that works in a knowledge
economy successfully
 Apply a clear understanding of ethical/legal problems related to access to and use
of information technology
Life and Career Skills
Life and work environments today need much more than analytical skills and
knowledge of content. In the globally competitive knowledge age, the ability to manage
the diverse living and work environments requires students to pay close work in
improving appropriate life skills and career skills.
Flexibility and Adaptability
Adapt to Change
 Respond to diverse tasks, employment, schedules and contexts
 Work successfully in an uncertain world and with shifting goals
Be Flexible
 Effectively integrate feedback
 Addressing praise, failures, and criticism
 Understand, negotiate and balance different views and beliefs for achieving
workable solutions, particularly in multicultural environments
Initiative and Self-Direction

Manage Goals and Time
 Set expectations with parameters of measurable and intangible Pperformance
a g e 76 | 190
 Tactical (short term) and strategic (long term) alignment goals
 Using resources, and effectively control workload
Work Independently
 Track, describe, prioritize and execute tasks without direct supervision
Be Self-directed Learners
 Go beyond the necessary skills or curricula to develop and enhance one’s learning
and knowledge
 Demonstrate commitment to developing skills to professional level
 Demonstrate dedication to Lifelong Learning
 A critical reflection on past experiences to guide future development
Social and Cross-Cultural Skills
Interact Effectively with Others

 Know when listening is necessary, and when to speak
 Behave properly, professionally
Work Effectively in Diverse Teams

 Respect cultural differences and collaborate with people from all walks of life and
community effectively Module 5- ICT in Various Content Areas 8
 Respond openly to opposing ideas and beliefs
 Profit from social and cultural differences to generate new ideas and boost
innovation and job effectiveness
 Know when listening is necessary, and when to speak
 Behave properly, professionally
Work Effectively in Diverse Teams

 Respect cultural differences and collaborate with people from all walks of life and
community effectively
 Respond openly to opposing ideas and beliefs
 Profit from social and cultural differences to generate new ideas and boost
innovation and job effectiveness
Productivity and Accountability
Manage Projects
 Set and achieve targets, particularly when faced with challenges and conflicting
pressures
 Prioritize, schedule and execute work to achieve the desired outcome
Produce Results
 Demonstrate added qualities associated with the development of high-quality
outputs. Including the ability to work positively and ethically, efficiently manage
time and tasks, multi-task, participate actively, be consistent and prompt, present
yourself professionally and with a proper mark, collaborate and cooperate with
teams, value, and appreciate the diversity of groups and be responsible for
outcomes.
Leadership and Responsibility
Guide and Lead Others

 Using organizational and problem-solving skills to influence others and direct
them towards an objective P a g e 77 | 190
 Leverage other people’s abilities to reach a shared goal
 Encourage others to do their very best by example and selflessness
 Demonstrate honesty and ethical actions in exerting authority and control
Be Responsible to Others
 Act professionally with broader group values in mind
What is 21st Century Literacy Skill?
Information, both from the traditional sources

like Books, Newspapers, etc. and other digital
sources like the Internet sites, social media,
Apps, etc. is to be used effectively and
judiciously by students. It is to be seen carefully
by the teachers that information available is
used at all levels of Bloom’s TaxonomyThey
must be able to recall, understand, apply,
interpret, assess the information provided, and
build new knowledge.
In Growing Up Digital: How the Net Generation

Is Changing Your World, gives the following
eight reasons why students use technology:
 Freedom of expression
 Facility to use it as per likings
 Multiple resources of information
 Open interaction
 Blend of work and play
 Connecting and collaborating
 Exploring and Innovating
Module
Tabular presentation of the basis, purpose, and strategy in the5-digital
ICT in Various Content Areas
classroom. 9
Basis • Accessing Information
• Collaborating
 Exploring and Innovating
Tabular presentation of the basis, purpose, and strategy in the digital classroom.
Basis • Accessing Information
• Collaborating
• Communicating
• Using Information
• Analysing Information
• Interpreting Information
• Creating New Information
Purpose IMT makes the learning environment more exciting than
a traditional classroom environment and helps the
students perform better in their respective careers.
Strategy Digital classroom • With traditional blackboard, digital interactive boards
should be placed in the classroom.
• This will aid in the teaching-learning process.
P a g eIn78 | 190
teaching
of lesson related to space, teachers can show videos of
space to children for long-lasting memories.
Activities that develop 21st Century Literacy skills
Know-How
The teacher must show the children
how to look for the details and where to
look. Then the teacher will give them topics
to explore and will see how children are
seeking and if they were following her
instructions or not.
Design an App
Students will be asked to identify a
problem (environment/ societal /school-
related) and design an App using ICT to
offer a viable solution to it. Even if they do
not have the technical know-how to create
an App, they will plan it on paper by
preparing a detailed write-up on the why,
what, how, etc. of the App. This would also
enhance their critical thinking and decision
making.
Designing a Blog, Website, PPT

Ask children to design a PPT or blog and see how they do that. Tell them what all
can be done in the PPT or blog. This will help children to get information about how to
use Powerpoint and Microsoft word etc.
Application
Would you love to find out how much the module has taught you? Start this
mission, and complete it.
Identify the literacy areas in which you are great, right, or weak. Then build a
personal life plan to fix the places where you are still weak and strengthen those you
O
already are good or strong. In writing your Own Lifelong Learning Plan (PLLP), you can
use the template in the activity as a reference, which includes the following:
 The seven 21st century literacies

 Your level of competency for each literacy
P a g e 79 | 190
 Activities that will help improve or enhance literacy
 Time Frame
 Activities that will help
Support/Resources improve or enhance literacy
Needed
 Time Frame
Barriers/Challenges
 Support/Resources Needed
Solutions/Action Points
 Barriers/Challenges
 Solutions/Action Points
Closure
Closure
The key competitiveness challenge of the next decade is developing an
integrated, 21st-century public education system that prepares Filipino’s to succeed.
AddressingThe thiskey competitiveness
challenge challenge
requires stable, of the nextleadership
forward-thinking decade is developing
from government, an
integrated, 21st-century public education system that prepares Filipino’s
policy-makers, and teachers. This lesson gave you details on the experience, skills, to succeed.
Addressing
attitudes, and this challenge
values to helprequires stable,toforward-thinking
you prepare leadership
be an efficient teacher in thefrom
21st government,
century.
policy-makers, and teachers. This lesson gave you details on the experience, skills,
attitudes, and values to help
Congratulations! you prepare
It shows that you toare
be an efficient
already teacher
familiar inthe
with thecontents
21st century.
of this
lesson. You can now proceed to the next experience of this module.
Congratulations! It shows that you are already familiar with the contents of this
lesson. You can now proceed to the next experience of this module.
_____________________________________________________________________
Lesson 2
_____________________________________________________________________
_____________________________________________________________________
Lesson 2 Models
_____________________________________________________________________
Instructional Design
 What classroom scenario is your greatest fear?
_____________________________________________________________________
Learning Outcomes Instructional Design Models
_____________________________________________________________________
_____________________________________________________________________
Learning Outcomes
_____________________________________________________________________
 Introduce instructional design model
_____________________________________________________________________
At the end of
 the lesson, you
Introduce should
sample be able to:
technology- enhanced lessons to support
_____________________________________________________________________
 How a teacher affects
 Introduce
learning; instructional
the mood of learners design model
in the learning process?
 Introduce sample technology- enhanced lessons to support
_____________________________________________________________________
learning;
_____________________________________________________________________
Time Frame 3 days
_____________________________________________________________________
Time _____________________________________________________________________
Frame
Introduction 3 days
 What do you think is your greatest asset as a teacher? Why?
_____________________________________________________________________
Introduction
As an aspiring teacher, you are being exposed to various techniques and strategies
_____________________________________________________________________
in the teaching-learning process. With this, you were able to be given a chance to choose
_____________________________________________________________________
As an
different aspiring teacher,
instructional modelsyou thatare
youbeing
may exposed
think is to
thevarious techniques
best model in yourand strategies
teaching. In
in _____________________________________________________________________
thisthe teaching-learning
lesson, process. With
you will understand betterthis,
howyouthese
wereinstructional
able to be given a chance
models work toandchoose
their
_____________________________________________________________________
different instructional
appropriateness in the models that you may think is the best model in your teaching. In
topic given.
this lesson, you will understand better how these instructional models work and their
appropriateness in the topic given.
Abstraction
Activity
Instructional Design Model
Activity
An instructional
Back tomodel serves as an anchor wherein the journey to learning is
the future!
rooted. There are various instructional designs created to keep track ofP the a g eefficiency
80 | 190of
the instructions.Back
Through
~If you different
to could models of instructions, teachers were able
turn the clock fast and see yourself in a classroom as
the future! to adraw
teacher, who are
some inspirations on the different techniques and strategies patterned on
you as a teacher? Let’s find out and try to fill in the information the models
P a g e 80on| the of
190semantic web.
instructions. Nevertheless, teachers should bear in mind that there is such no such thing
~If you could turn the clock fast and see yourself in a classroom as a teacher, who are
as a perfect model.
you asStill, it will Let’s
a teacher? be infind
theout
appropriateness of the
and try to fill in theinformation
model and on how
the the
semantic web.
teacher processes the learning for such a model to be effective.
In a nutshell, different instructional design models to be mentioned in this lesson
are as follows:
 Gagne’s Nine Events
 Blooms Revised Taxonomy
 ADDIE
 Merrill’s Principles of Instructions

As aspirant teachers, I want you to have an in-depth knowledge of the different
instructional models for you to be able to make use of them appropriately in your future
career as a leader inside the classroom in the process of learning.
 Merrill’s Principles of Instructions
As aspirant teachers, I want you to have an in-depth knowledge of the different

instructional models for you to be able to make use of them appropriately in your future
career as a leader inside the classroom in the process of learning.
P a g e 82 | 190
A. Gagne’s Nine Events of Instructions
Robert Gagne has created Nine Events of Instructions that have been widely used in the
educative process. This Instructional model has focused on providing teachers,
instructors, and facilitators in the academe an organized process efficiently designed to
help maintain efficiency in the teaching-learning process.
Gain Inform S8mulate

A7en8on Learner Recall
Elicit Provide Present

Performance Guidance Informa8on
Provide Assess Enhance

Feedback Performance Reten8on
Figure 1: Gagne’s Nine Events of Instructions
Here is additional information on the Nine Events of Instruction developed by Gagne:

a. Preparation
1. Gain Attention (reception)-this is the part wherein the teacher must get the
attention of the learners and keep them focus while the content of the lesson is
about to be delivered.
2. Inform Learner of Objective (expectancy)- this is to lay down your expectation
and focus on the learning. An announced objective (s) helps learners have an
overview of how their performance will be assessed and the value of the content
in the future.
3. Stimulate Recall of Prior Information (retrieval) – this is based on the schema
theory wherein student’s prior knowledge will be linked and associated with the
newly introduced knowledge.
b. Instruction and Practice
4. Present Information (selective perception)- this is where the new content will be
systematically organized for the learning process to be achieved. One important
matter to be considered is the varied learning style of learners; this differentiated
instruction is highly recommended.
5. Provide Guidance (semantic encoding)-this is where facilitation of the learning
process should be taken into high consideration especially when learners are
P a g e 83 | 190

drawing in new knowledge and associating it to their prior knowledge to avoid a
negative transfer.
6. Elicit performance (responding)-this can be in the form of individualized or
grouped; output-based or process-based, and outright performance or homework.
7. Provide Feedback (reinforcement)- this is one of the essential parts wherein
learners will be able to understand whether the learning process is a success or
needs to be enhanced or revisit.
c. Assessment and Transfer
8. Assess Performance (retrieval)- this is one of the most anticipated parts of the
student’s performance wherein they were able to know if the expected outcome or
the learning objectives has been met or there is a need for them to expound their
knowledge.
9. Enhance Retention Transfer (generalization)- This is an additional input to allow
learner’s retention of new knowledge. This can be in the form of additional
reinforcement through practices and summarization.
Events of Instruction Techniques

Gaining Attention  Pose thought to provoke questions
(reception)  Present an intriguing problem
 Present meaningful and relevant challenges
Informing Learners of the  Describe what they will be able to do after the
objective (s) session
(expectancy)  Describe the required performance and its criteria
 Explain how the learning will benefit them
Stimulate recall of prior  Ask a question on their previous experience
information  Ask about their understanding of the previous
(retrieval) concepts
 Give a similar situation to what they will be
learning
Present Information  Organize content in easy to understand manner
(selective perception)  Chunk information
 Use multiple delivery methods, a variety of texts,
and graphics as well as approaches.
Provide Guidance  Concept mapping for an association, graphics to
(semantic coding) make visual associations
 Mnemonics to cue and prompt learning; analogies
on knowledge construction
 Case studies for a real-world application
Elicit Performance  Have the learner demonstrate the acquired behavior
(responding) or knowledge of the content
 Ask thought-provoking questions
 Have the learner apply the knowledge to a scenario
P a g e 84 | 190

or case study.
Provide Feedback  Be positive
(reinforcement)  Be objective
or case study.
 Deliver focused and concise feedback on areas of
Provide Feedback  Be positive
(reinforcement) student’s control
 Be objective
Assess Performance  Written test, oral questioning, short essays or
 Deliver focused and concise feedback on areas of
(retrieval) questionnaires, etc.
student’s control
Enhance Retention  Have them summarize the content
Assess Performance  Written test, oral questioning, short essays or
Transfer  Have them generate examples
(retrieval) questionnaires, etc.
(generalization)  Have them create concept maps
Enhance Retention  Have them summarize the content
Transfer  Have them generate examples
(generalization)  Have them create concept maps
B. Bloom’s Revised Taxonomy
There are six levels of cognitive learning, according to the revised version of
Bloom’s Taxonomy.
B. Bloom’s RevisedEach level is conceptually different. The six levels are remembering,
Taxonomy
understanding, applying, analyzing, evaluating, and creating.
There are six levels of cognitive learning, according to the revised version of
Using Bloom's
Bloom’s Revised
Taxonomy. Taxonomy
Each level is in Assessmentdifferent. The six levels are remembering,
conceptually
understanding, applying, analyzing, evaluating, and creating.
These levels can be helpful for the learning outcomes to be categorized most
appropriately
Using Bloom'saccording
RevisedtoTaxonomy
the level of cognitive needs and demands as well as the ability
in Assessment
of the learner. This, the teacher was able to pattern his/her learning objectives
TheseFurther,
accordingly. levels teachers
can be helpful for the
will be able learning
to assess outcomes
according to her
to his/ be understanding
categorized mostof
appropriately
the according to the level of cognitive needs and demands as well as the ability
of the learner. This, the teacher was able to pattern his/her learning objectives
different
accordingly. Further, teachers will be able Crea
cognitive tote assess according to his/ her understanding
levels. of
the
different Crea
Evaluate
cognitive te levels.
Analyze
Evaluate
Apply
Analyze
Understand
Apply
Remember
Understand
Remember
Figure 2: Bloom’s Level of Cognitive Learning

1. Remember- is a simple retrieval, recall, and recognition of essential and relevant
knowledge from long-term memory
Figure 2: Bloom’s Level of Cognitive Learning
- simple identification of the different parts of speech in a sentence, tell the basic
P a g e 85 | 190
step in the dance or label food according to its category (go, glow, grow)
2. Understand-to demonstrate comprehension by explaining facts P a g e 85 | 190

-summarize a story, rephrase an article, outline the steps in case of emergency
3. Apply-use information or skill and relate it to a new situation
-translation of the local dialect to the second language, demonstrate the different
approaches of teaching, execute the basic step in dancing
4. Analyze- break material into its constituent parts and determine how the parts
relate to one another and/or to an overall structure or purpose
-compare and contrast the similarities and differences of land and
Module waterinanimals,
5- ICT Various Content Areas 14
analyze the relationship between different characters in a play, analyze the
relationship between various members of the family according to group
relate to one another and/or to an overall structure or purpose
-compare and contrast the similarities and differences of land and water animals,
analyze the relationship between different characters in a play, analyze the
relationship between various members of the family according to group
5. Evaluate- is to make judgments based on criteria and standards
-determine the quality of the manuscript according to a given standard, judge
whether methods used in a demonstration of the product is valid or not, determine the
fallacies on an article based on criteria
6. Create- put elements together to form a new coherent or functional whole;
reorganizing elements into a new pattern or structure
-compose a poem, write a thesis, write an essay of an event
Bloom’s Level
of Cognitive Learning Outcome Verbs
Learning
Remember cite, define, describe, identify, label, list, match, name, outline, quote,
recall, report, reproduce, retrieve, show, state, tabulate, and tell.
Understand abstract, arrange, articulate, associate, categorize, clarify, classify,
compare, compute, conclude, contrast, defend, diagram, differentiate,
discuss, distinguish, estimate, exemplify, explain, extend, extrapolate,
generalize, give examples of, illustrate, infer, interpolate, interpret, match,
outline, paraphrase, predict, rearrange, reorder, rephrase, represent,
restate, summarize, transform, and translate.
Apply apply, calculate, carry out, classify, complete, compute, demonstrate,
dramatize, employ, examine, execute, experiment, generalize, illustrate,
implement, infer, interpret, manipulate, modify, operate, organize, outline,
predict, solve, transfer, translate, and use.
Analyze analyze, arrange, break down, categorize, classify, compare, connect,

contrast, deconstruct, detect, diagram, differentiate, discriminate,
distinguish, divide, explain, identify, integrate, inventory, order, organize,
relate, separate, and structure. P a g e 86 | 190
Evaluate appraise, appraise, argue, assess, compare, conclude, consider, contrast,
convince, criticize, critique, decide, determine, discriminate, evaluate,
grade, judge, justify, measure, rank, rate, recommend, review, score,
select, standardize, support, test, and validate.
Create arrange, assemble, build, collect, combine, compile, compose, constitute,

construct, create, design, develop, devise, formulate, generate,
hypothesize, integrate, invent, make, manage, modify, organize, perform,
plan, prepare, produce, propose, rearrange, reconstruct, reorganize, revise,
rewrite, specify, synthesize, and write.
C. ADDIE
The ADDIE model is the generic process traditionally used by instructional
designers and training developers. The five phases—Analysis, Design, Development,
Implementation, and Evaluation—represent a systematized process of instruction wherein
the learning process is established in a framework of the organized flow of knowledge
effective transfer.
A
s
y
E
v
n
o
i
t
u
a
g
e
l
p
m
I
D

Implementation, and Evaluation—represent
designers and training developers. The fivea systematized processDesign,
phases—Analysis, of instruction wherein
Development,
Implementation, and Evaluation—represent a systematized process of instruction wherein
effective transfer.
effective transfer.
A
s
y
E
v
n
o
i
t
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a
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l
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m
I
D
A
s
y
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n
o
i
t
u
l
a
e
D
g
p
m
I
Figure 3: ADDIE Model
1. Analysis phase- this phaseFigure 3: ADDIE

introduces theModel
focus of the lesson-the goals and
objectives; also, learning environment, learner’s
1. Analysis phase- this phase introduces the focus of prior
the knowledge, cognitive
lesson-the goals and
level, and learning style are
objectives; also, learning environment, learner’s prior knowledge, cognitive
2. Design phase
level, and -is astyle
learning systematic
are and specific phase wherein the different parts in
2. the process
Design phaseof-is learning suchandasspecific
a systematic craftingphase
learning
whereinobjectives, assessment
the different parts in
instruments, as well as appropriate contents and materials to name
the process of learning such as crafting learning objectives, assessment a few, will be
taken into consideration
instruments, as well as appropriate contents and materials to name a few, will be
taken into consideration
3. Development phase -is the output of the design phase where content will be
3. assembled
Development where the developers
phase create
-is the output of and
the assemble the content
design phase where assets
contentthat were
will be
created in the design phase
assembled where the developers create and assemble the content assets that were
created in the design
4. Implementation phaseprocedure for training the facilitators
phase-a P aand
g e the
87 |learners
190
is developed. The facilitators’ training should cover the course curriculum,
P a g e 87 | 190
learning outcomes, method of delivery, and testing procedures. Preparation of
the learners includes training them on new tools (software or hardware), student
registration.
5. Evaluation phase-is consists of two parts: formative and summative. Formative

evaluation is carried throughout the process of learning, while summative is
where the learner’s comprehension.
The content of the unit will be assessed at the end of the process.
ADDIE Phases Possible Outcome
Analysis an analysis of training needs and a training plan
Design an overview of the course design and storyboards/prototypes.
Development Course Content
Implementatio Your courses are live in the LMS and learners can start to take and complete
n courses
Evaluation An evaluation report and actionable changes for the current or future courses
D. Merril’s Principles of Instructions

Dr. David Merrill set of fundamental principles of instruction that can lead to
effective, efficient, and engaging instruction. Merrill's purpose was to identify the
prescriptive principles common to various design theories and models.
Integration Activation
PROBLEM
Application Demonstration
Figure 4: Merril’s Principles of Instruction

prescriptive principles
Dr. David common
Merrill set of tofundamental
various design theories of
principles andinstruction
models. that can lead to
effective, efficient, and engaging instruction. Merrill's purpose was to identify the
prescriptive principles common to various design theories and models.
PROBLEM
PROBLEM
Purpose of Each Principle

1. Problem-Centered: Learning is promoted when learners are engaged in
Purpose of Each Principle
solving real-world problems.
1. Problem-Centered: Learning is promoted when learners are engaged in
solving real-world problems.
2. Activation: The purpose of the activation phase is to create activities that
build on existing knowledge before exposure to new information. Activating
prior knowledge prepares your learners to connect new incoming information
2. Activation:
with existingThe purpose of the activation phase is to create activities that
knowledge.
build on existing knowledge before exposure to new information. Activating
P a g e 88 | 190
P a g e 88 | 190
3. Demonstration: The purpose of the demonstration phase is to create activities
that demonstrate your learners the steps and procedures. Demonstrating
knowledge requires the learners to be mentally active, but they are not
participating physically.
4. Application: The purpose of the application phase is to create activities that

give your learners opportunities to apply what they are learning. Application
of new information provides the learner's opportunities to do something, such
as practice a procedure, play a game, answer a question, etc.
5. Integration: The purpose of the integration phase is to create activities that

help your learners select and express what they learned and how they may use
it. Integrating new knowledge helps the learners connect what they are
learning to their work or their lives.
Application
Illustrate the (a) presence and (b) the importance of the different Instructional
models in a classroom setting.

5. Integration: The purpose of the integration phase is to create activities that
help your learners select and express what they learned and how they may use
it. Integrating new knowledge helps the learners connect what they are
learning to their work or their lives.
Application
Illustrate the (a) presence and (b) the importance of the different Instructional
models in a classroom setting.
P a g e 89 | 190
Merril’s
Principle
Closure
Understanding the basic concept of the Instructional Design models is like

finding the blueprint in the teaching-learning process. With it, you, as an aspiring teacher,
will be able to have in-depth knowledge of not just what to teach but how to teach,
exploring endless possibilities and wonderful experience inside the classroom. Thus,
creating an unforgettable holistic teaching-learning experience together with your
excellent students in the near future. In this lesson, along with your grasping the concepts
of the different models, allows you to have a glimpse of who you will be. Good luck,
future teacher!
You can now proceed to the next experience of this module.
Lesson 3
Technology Enhanced Teaching

Learning Outcomes

 describe flexible learning environments that enhance
collaboration with the positive use of technology
P a g etools in
90 | 190
teaching. Module 5- ICT in Various Content Areas 18
future teacher!
Lesson 3
Technology Enhanced Teaching

Learning Outcomes

_____________________________________________________________________
 describe flexible learning environments that enhance
_____________________________________________________________________
collaboration with the positive use of technology
P a g etools in
90 | 190
_____________________________________________________________________
teaching.
_____________________________________________________________________
Abstraction
Enhanced Technology Teaching

Teachers should seek out technology that enhances student learning. Most
students come to our courses with a strong foundation in the use of technology and expert
instructors to incorporate it into their teaching. Some caution is necessary to avoid using
technology merely for effect, without knowing how it will enhance learning. Take the
time to determine which technologies will support and to improve student learning, and
learn how to use them.
Fig.1 Specific types of teaching and learning tools
Technology provides numerous tools that teachers can use in and out of the
classroom to enhance student learning. This page provides an introduction to some of the
most common.
1. Blackboard
Teachers might use the course management system
Blackboard. It focuses on online learning delivery but supports a range of uses, acting as
a platform for online content, including courses, both asynchronous based and
synchronous based.
(You can use the short, engaging Blackboard that helps your students get comfortable in
Blackboard. Your students can do training and learning gaps, utilizing analytical data and
reporting and choose which ones they want, or they can view multiple videos in a row
about a particular topic.)
P a g e 92 | 190

2. Classroom Response Systems ("clickers")
One way to encourage student engagement is by using electronic devices that allow
students to record their answers to multiple-choice questions and will enable you to
display the results instantly. The anonymity encourages participation, and their responses
help the teacher know when further discussion is needed. The use of clickers can also
catalyze discussion.
Clicker systems let you pose a question and have students respond with a device that
looks like a TV remote. Several websites provide an alternative that allows students to
respond with a cell phone or laptop. Schools should encourage faculty to use the web
solution “Poll Everywhere,” but either technology enables many strategies for engaging
students.
3. Online Projects and

Collaboration Tools
Technology can support student collaboration on creating new knowledge,
reflecting on what they are learning, or working together to achieve a deeper
understanding of course material. These articles provide ideas about their use and
misuse. Online tools provide many new options. Students can collaborate on projects,
collect and synthesize information, and write for different types of audiences.
Example:
Teaching in the Cloud: Using Online Collaboration Tools to Enhance Student
Engagement (discusses jointly edited Google Docs, Google Sites, wikis, cloud storage of
P a g e 93 | 190

video projects, crowdsourced research, Google Spreadsheets for data aggregation, Piazza,
and class blogs; also considers issues of IT support, ease of use, and student privacy).
3. Information Visualization Tools

Technology can also clarify and stimulate thought by transforming words into
pictures. There are some tools to help lead your students to think more critically by
encouraging them to structure information visually. Visualization tools can help you
make information clearer to students, either by providing you with clearer visuals or,
better yet, assigning them to use visuals to make connections. Visualization tools can help
you create information clearer to students, either by providing you with clearer visuals or,
better yet, assigning them to use visuals to make connections.
Example: Make Infographics in the Classroom (help your students deepen their
understanding by showing connections, mapping, creating timelines, etc.).
5. Flipping the Classroom

Sometimes a great way to move them toward higher levels of understanding is to
move the lecture out of the classroom and use the in-person time for interactions that
require applying, synthesizing, and creating. "Flipping" doesn't have to use technology,
but tools such as videos, podcasts, online quizzes, and the like can help in and out of class
activity work together. These resources explain the theory underlying this teaching
method and provide practical suggestions for making it work.
Example:
Flipping the Classroom: Simply Speaking (video gives clear demonstration and
examples).
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6. Games
What could be more engaging than a good game, a game may lead to deeper
learning and give some examples of their use in higher education.
Ex. Reacting to the Past (Elaborate games set in the past, in which students are assigned
roles informed by classic texts in the history of ideas).
7. Converting a Face-to-Face Course to an Online Course

Teaching online, whether in a hybrid course or a wholly-online course, requires
different techniques and different tools. Without the F2F contact, professors will need to
be even clearer about setting and articulating expectations for digital work and
participation. Encouraging interaction between professor and student and among
students is an additional challenge, as is monitoring student learning as the course
progresses. The online environment requires the use of basic technologies to digitize
course materials as well as mastery of the university's learning management system. And
various tools like Skype allow synchronous communications, while blogs and Twitter can
encourage asynchronous interaction. Here are some ideas to get you started.
Example:
Synchronous learning is instruction and collaboration in “real time” via the
Internet. It typically involves tools, such as:
 Live chat
 Audio and video conferencing
 Data and application sharing
 Virtual "hand raising"
Asynchronous learning methods use the time-delayed capabilities of the Internet. It
typically involves tools, such as:
 E-mail
 Threaded discussion
 Newsgroups and bulletin boards
P a g e 95 | 190

 Threaded discussion
 Newsgroups and bulletin boards
Application P a g e 95 | 190
Let us test your learnings from the lesson. You will generate ideas to provide a
presentation by using a teaching and learning tool that is available to your local places.
Your teacher will give allotted time to prepare your presentation and will be graded using
the given criteria.
Closure
The implementation of technology in schools helps close that gap. Technology can
enhance relationships between teachers and students. Technology helps
make teaching and learning more meaningful and fun. Students are also able to
collaborate with their classmates through technological applications.
By incorporating technology strategically, educators can enhance the learning

experience and increase student engagement and curiosity. The future of learning lies in
striking the most effective balance between digital and in-person educational experiences.
Good luck, future teacher!
Lesson 4
ICT Conventional Materials to Enhance Teaching
Learning Outcomes
At the end of the lesson, you are expected to:
 Explain what conventional learning and its implications are.
 Differentiate conventional and non-conventional learning.
 Identify what the different digital learning materials and conventional
learning resources that can support the teaching and learning process
are.
Time Frame 3 days

Introduction
This lesson will help you understand the implications of both conventional and
non-conventional ICT materials to the teaching and learning process. Are you excited to
learn? If yes, let us start!
P a g e 96 | 190

_______________________________________________________
_______________________________________________________
Abstraction P a g e 98 | 190
Conventional or traditional learning refers to a learning method

wherein teachers and students interact face-to-face and is limited to the corners of
the classroom. This type of learning is teacher-centered, meaning the students in a
conventional classroom passively receive the information being provided by the
teachers.
Conventional VS. Non-conventional Learning

Conventional learning Non-conventional
1. Teacher-centered. 1. Student-centered.
2. Students learn via face-to-face 2. Students can learn wherever
classroom learning. they are.
3. Students passively receive 3. Interactive learning.
information. 4. Infinite access to information.
4. Students have limited access to 5. Student can decide what they
information. want to learn and when they
5. Teacher decides the course of want to learn it (self-paced).
learning. 6. Audio-visual and technology
6. Learning by listening and based learning.
memorization. 7. Most of the materials are
7. Materials are cheap and easy to expensive and is difficult to
use. use/manipulate.
Learning and teaching are more meaningful, efficient, and fun if we incorporate
the usage of learning or instructional materials.
These learning or instructional materials may come in different forms. One of
these mentioned groups is called conventional or non-digital learning tools.
Source: Educational Technology 2 by Mark Jay Peña

1. Conventional or non-digital tools or learning/instructional materials are those
materials used in regular and “conventional or traditional” classrooms.
P a g e 99 | 190

The usual conventional or non-digital tools or learning/instructional materials are
the following: textbooks, charts, flip charts, pictures, posters, atlases, globes, maps,
flashcards, worksheets, blackboards/chalkboards/whiteboards, bulletin boards, science
lab apparatus and materials, models, diorama, dictionaries, encyclopedias, manipulatives,
and others. These learning materials are beneficial and highly accessible to both teachers
and students. They are also very simple, easy, and quick to use/manipulate. However,
today, lessons can be taught and learned more easily by the use of non-conventional or
digital learning tools because they are more engaging, especially to the 21 st-century
learners who are mostly audio-visual and digital native learners.
Source: Education 2.0: Blueprint for the 21st-century classroom by Amol Aurora
2. Non-conventional or digital tools or learning/instructional materials are those

learning materials that are not commonly used in a traditional classroom. These
materials are also identified as modern teaching tools. These materials include
computers and laptops, calculators, slideshow presentations, e-books, radio,
educational CDs, DVDs, audiotapes, interactive whiteboards/smartboards,
television, mobile phones and tablets, and others.
Since you already know what conventional and non-conventional learning is and
identify what some of the conventional and non-conventional tools are, let us now learn
more about each of the tools.
I. Conventional or non-digital tools
1. Textbooks
Textbooks are a collection of contents and information
in a particular subject and level that are printed and
published. Books are designed to aid both the students
and the teachers in the lessons and topics of the
subject/s.
2. Charts and Flip Charts
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Charts and flipcharts are educational visual aids that are usually mounted on the wall
or in its stand. It is a pad of paper fastened together; it includes pictures and
representations based on a specific lesson. The pages are flipped to view the other lessons
or topics.
3. Pictures and Posters
Pictures are visual aids used to teach or present

a more realistic view of the topics. Educational images
are usually used to depict stories, places, events,
people, and others. While posters are visual aids that
are used to depict symbols, icons, and even includes
pictures. They are more comprehensive since captions
and labels are present.
4. Atlases, Globes, and Maps
Atlases, globes, and maps are used in

teaching mostly geography-related lessons
because they provide an accurate
visualization of the geographical,
topographical, political, meteorological, and
some other features of the Earth.
5. FlashCards
Flashcards are usually used as an aid in drill activities in English, Filipino,
Math, and Science subjects.
This material has pictures, symbols, math
operations, sentences, and phrases that help in the
development of quick retrieval of information,
which promotes mental ability.
6. Worksheets
Worksheet refers to a printed paper or a set of printed

paper with activities, drills, and questions for the student to
P a g e 101 | 190

complete and answer. They are used by the teachers to determine the students’
previous knowledge, outcomes, and process of learning.
7. Blackboards/Chalkboards/Whiteboards
These are boards that are usually made from

wood, sophisticated plastic, fiber and even glass.
These boards are usually used by the teachers to
write and draw examples from the lesson that the
students must write. These boards are also used in
drills such as board works in math and spelling
drills in English and Filipino. Almost all
classrooms have these kinds of boards.
8. Bulletin Boards
Bulletin boards are boards with

designs and artistic materials. They are
used in giving up-to-date information,
announcements, posting of public
information, display of students' works
and lessons, and more. It is usually
wall-mounted and placed strategically
for everybody to see it.
9. Dictionaries, Encyclopaedias, and Thesaurus
These are comprehensive reference books used by

teachers and students to find the meaning of any word
and or idea. They contain a collection of facts,
knowledge, and other essential data.
10. Manipulatives
Manipulatives are various objects that

help the students to manipulate and play. These
objects are usually helpful in math and logic. It
helps the students to understand the concepts
through actual manipulation.
P a g e 102 | 190

11. Science Lab Apparatus and Materials
Science laboratory apparatus
and materials are used inside the
laboratory with caution to exercise
safety. These materials are used to
demonstrate science activities and
perform experiments. These are very
useful since they enforce motivation
and curiosity in science.
12. Models
Models are three-dimensional representation or replicas of the
actual/real things being taught. It may be smaller, more significant, or
even the same size as the exact thing. Models are used in teaching
since they simulate first-hand experience/s. They can be viewed,
examined, and manipulated by both the learners and the students.
13. Diorama
Dioramas are realistic scenic displays

usually used in exhibits. Dioramas include three-
dimensional characters such as people and animals
and things such as buildings, equipment, vehicles,
and others placed in a three-dimensional ground
with flat, scenic background. Some examples are
jungle scene, cityscapes, under the ocean, farms,
and others.
II. Non-conventional or digital tools
P a g e 103 | 190

II. Non-conventional or digital tools
1. Computers and Laptops P a g e 103 | 190
Computers and laptops are used in education as a tool

for storing data, accessing and processing information using
engines and applications. Students and teachers can also
access the World Wide Web using these devices and can
connect to projectors to project presentations.
2. Slideshow Presentation
Slideshow presentations using projectors are

used in education to project slideshow
presentations, videos, clips, and more. The use
of applications can access this. It is beneficial to
the teachers and students since it aids in
learning by the projection of quality videos of
the lessons that are difficult to explain.
3. E-Books
E-books are an electronic copy of published
books. E-books are present in applications or
downloadable materials that can be accessed using
devices like tablets, laptops, mobile phones, etc.
4. Radio
Radios and Televisions are electronic devices that air or broadcast

programs, news, and music. Radios and televisions are used in education as
a venue to air or broadcast educational programs and lesson when the places
are not reachable, they lack teachers, and if the area or country is
experiencing a calamity or emergency as distance learning
must be practiced.
P a g e 104 | 190

5. Educational CDs, DVDs, and Audiotapes
CDs, DVDs, and

Audiotapes are digital storage
of video or audio lessons.
They contain music, speeches,
drama, stories, poetry, pre-
recorded lessons, and others.
6. Mobile Phones and Tablets
Mobile phones and tablets are handheld devices that are very useful in learning.
These devices can be used to access the internet, almost all applications, even e-books
and can be used as a calculator, map, converter, etc.
7. Interactive Whiteboards/Smart
Boards
Smart boards or interactive boards are
used by some school in the world. They are
large screen that is mounted on the wall.
These boards can access the internet and
can project videos, pictures, and others.
These boards are very promising since it
motivates the learners because of its
interactive nature.
Application
Two pictures are presented below: a traditional classroom that practices
conventional learning and a modern classroom which practices non-conventional
P a g e 105 | 190
motivates the learners because of its
interactive nature.
Application
Two pictures are presented below: a traditional classroom that practices
conventional learning and a modern classroom which practices non-conventional
learning. Analyze what are their major differences including their advantages and
disadvantages. P a g e 105 | 190
Modern Classroom Traditional Classroom
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Closure
Great job! You have just finished Lesson 4 of this module. If there are parts of the
lesson which you need clarification, please ask your instructor during your face-to-face sessions.
Now, if you are ready, please proceed to Lesson 5 of this module, which will discuss
distance learning. Kudos!
P aICT
Module 5- g e in106 | 190 Content Areas
Various 31
_______________________________________________________________
Lesson 5
_______________________________________________________________
 What are the challenges we may encounter when we practice distance
learning?
Distance Learning
Lesson 5
_______________________________________________________________
Learning Outcomes
_______________________________________________________________
Distance Learning
_______________________________________________________________
_______________________________________________________________
Learning Outcomes
________  Describe what distance learning is and identify its advantages and
 WhatAtare some disadvantages.
the end of the platforms
lesson, youyou knowbethat
should helps
able to: in distance learning?
 Compare and contrast synchronous and asynchronous learning
_______________________________________________________________
Describe what distance learning is and identify its advantages and
 modalities.
_______________________________________________________________
disadvantages.
Identify what examples of distance learning platforms are.
_______________________________________________________________

 Compare and contrast synchronous and asynchronous learning
_______________________________________________________________
________ modalities.
As a student  Identify what examples of distance learning platforms are.
 Time Framewho practices
2 days distance learning, what views can you share?
_______________________________________________________________
_______________________________________________________________
Introduction
_______________________________________________________________
Time Frame 2 days
This lesson contains information on how learning is practiced using different
_______________________________________________________________
modalities
Introduction in distance learning. This lesson also provides a list of platforms that are used
in distance learning. If you are excited to know them, let us start now!
This lesson contains information on how learning is practiced using different
Activity
modalities in distance learning. This lesson also provides a list of platforms that are used
Abstraction
in distance learning. If you are excited to know them, let us start now!
Distance learning
Picture is also known as remote learning, is a form of education wherein there
Analysis.
is little or no face-to-face learning or what we call residential learning between the
Activity P a g e 108 | 190
students and their teachers. Distance
Instructions: Analyzelearning can be done
the picture belowanywhere, usuallythe
and answer at home.
questions
Picture Analysis.
provided.
There are a lot of reasons why people choose or practice distance or
remote Instructions:
learning. HereAnalyze
are some the
of thepicture
examples:
below and answer the questions
1. provided.
 Borderless learning. Students can
enroll in programs being offered online
by schools
1. abroad.
 Flexible schedule. Students can choose

to enroll in courses that fit their
timetable.
 Learners can save. Because you can

learn from your own home, you can
save from transportation fees, allowances, and even books and other resources.
What is/are being practiced in the picture?
 _______________________________________________________________
Self-paced learning. Learners can accomplish their modules/tasks at a convenient
_______________________________________________________________
time, pace, and whenever they are ready without being forced.
 What
Numerous is/are being practiced in the picture?There are a lot of programs and courses
_______________________________________________________________
programs and course offerings.
_______________________________________________________________
being offered by schools for distance learners. They have the same standards and
quality _______________________________________________________________
as on-site learning. P a g e 107 | 190
_______________________________________________________________
 Increase employability. Since most of the schools that offer distance learning are
well-known and provides quality education, earning certificates Pfrom a g ethe107
courses
| 190 or
programs finished by these institutions will give an advantage to your curriculum
vitae and increase your chance to be employed.
 Back up during calamities and emergencies. Due to natural calamities and or
health emergencies, learning institutions resort to distance learning to continue the
education of the students when face-to-face or residential learning cannot be
practiced.
Disadvantages of Distance Learning

health emergencies, learning institutions resort to distance learning to continue the
education of the students when face-to-face or residential learning cannot be
practiced.
Disadvantages of Distance Learning
 High chances of distraction. Students most likely to be distracted during distance

learning since most of their homes are not suitable or conducive for learning. Losing
P aare
focus and losing track of deadlines is also a big problem since there g eno109 | 190 or
teachers
students at their side to remind and motivate them.
 Hidden costs. Even if courses and programs offered in distance learning by schools
are much cheaper than residential learning, there are some hidden costs involved. For
example, buying gadgets, installing computers or internet routers, paying electricity
bills, and others.
 Access to technology. Since most of the platforms in distance education require
gadgets and digital tools, some students cannot access them due to the lack of these
said gadgets. Students coming from the low-income sectors of the community don’t
have any access to devices needed for this type of learning.
 Compromised quality. Since distance education promotes self-paced learning, the
quality of education can be compromised since individual students cannot exhibit
some of the outcomes of the lessons. Some needed to be collaborative, and some
required actual laboratory experience, and some needed the supervision of the
instructors
 Problems on the network. Some areas have limited source of internet connection or
network service. Since some of the activities in distance learning need to be done
online, the difficulty will arise when there is no sufficient network signal or internet
connection.
 Production of materials and resources. Learning institutions must prepare materials
to be used in distance learning. Problems will arise if there is an emergency or a
calamity wherein materials are not developed due to the nature of unpreparedness on
the given situations.
Types of Distance Learning Modes

I. Synchronous Learning –instructor-facilitated
learning that requires all the participants to be
virtually present at the same time. Tests and other
assessments are scheduled and timed. Learning
using this modality can be conducted using:
a. Virtual classrooms – is an online
Module
environment wherein students and teachers can 5- ICT in Various
communicate, interact,Content
view Areas 33
and present lessons and discussions, and actively engage with the learning
resources available while teaming up or doing the tasks individually all in just
to be used in distance learning. Problems will arise if there is an emergency or a
calamity wherein materials are not developed due to the nature of unpreparedness on
the given situations.
Types of Distance Learning Modes

I. Synchronous Learning –instructor-facilitated
learning that requires all the participants to be
virtually present at the same time. Tests and other
assessments are scheduled and timed. Learning
using this modality can be conducted using:
a. Virtual classrooms – is an online
environment wherein students and teachers can communicate, interact, view
and present lessons and discussions, and actively engage with the learning
resources available while teaming up or doing the tasks individually all in just
one setting.
b. Web conferencing – is a service available online wherein teachers and
students can conduct classes, conferences, meetings, training, and other
activities virtually.
c. Educational televisions and radios – These are technologies that air and
broadcast programs, lessons, and other educational stints to the general
public. This is widely used in places that are experiencing calamities and
emergencies such as volcanic eruptions and disease outbreaks.
d. Learning Management Systems (LMSs) – are online software applications
used to deliver course materials, educational training, program development,
and others.
II. Asynchronous Learning – self-directed and self-
P a g e 110 | 190
paced learning mode that does not require students
to be virtually present. Learning using this modality
can be conducted using:
a. Modules – just like this material that you
are using, modules are developed to help
learners access education during distance
learning without having the trouble to
access the internet and buy gadgets. Modules include comprehensive lessons
and activities that help achieve learning outcomes even if done using self-
paced learning.
b. Web-based courses – are uploaded courses and lessons on the internet. They
can be accessed from the different programs or course offerings of learning
institutions. Some of them are required to pay to be enrolled, while some are
free.
c. Video and audiotapes – These materials are pre-recorded copies of
instructors giving discussions and presentations. This is useful to learners
who have access to gadgets but don’t have the freedom of time to join the
scheduled meeting or don’t have any sufficient access to the internet.
Distance Learning Platforms
These are the Learning

Quipper, Management System
Moodle, and Synchronous (LMS) used to give
Schoology lessons, online quizzes,
tests, and other activities.
scheduled meeting or don’t have any sufficient access to the internet.
Distance Learning Platforms
These are the Learning

Quipper, Management System
Moodle, and Synchronous (LMS) used to give
Schoology lessons, online quizzes,
tests, and other activities.
Serves as online virtual

Google
classrooms. Students can
Classroom and Synchronous
pass their works here and
Edmodo
interact with each other.
It is used to access e-
Proquest and Asynchronou books, online journals,
E-brary s and other online learning
materials.
It is used to provide pre-

Asynchronou
Youtube recorded lectures and
s
other video
P a references.
g e 111 | 190
It is used to provide pre-

Coursera, recorded video lectures,
Asynchronou
Udacity, and online lessons and
s
edX modules, and other
references.
Phet™ Used in science

Asynchronou
Interactive laboratory activity
s
Simulations simulations.
It is used to conduct video

Zoom, FB chat, meetings,
Synchronous
messenger conferences, and online
consultations.
Application
Reflective Journal
What made you choose modular learning Are you effectively learning using modular
over synchronous online learning? distance learning?
Application
Reflective Journal
What made you choose modular learning Are you effectively learning using modular
over synchronous online learning? distance learning?
What distance learning platform would best suit you if you haven’t chosen modular
learning?
P a g e 112 | 190
Closure
Great work! Lesson 5 of this lesson you've just started. If you need
clarification regarding parts of the experience, please ask your instructor during your
face-to-face sessions.
If you're ready now, please proceed to this module's Lesson 6. Kudos, you guys!
Lesson 6
Relevance and Appropriateness in the use of

Technology in Teaching and Learning
Learning Outcomes

 define what is instructional material;
 discuss the relevance and appropriateness in the use of technology in
teaching and learning;
 explain the importance of the relevance and appropriateness in using
technology in teaching;
 evaluate technologies and instructional materials used by teachers in
teaching
Time Frame 2 days
Introduction
Hello and welcome to another lesson of this module! This lesson introduces the
Relevance and Appropriateness in the use of Technology in Teaching and Learning.
Technology can do so much in the teaching and learning process. It can enhance the
teacher-student relationship, it helps the teaching and learning process fun and more
engaging, and it facilitates collaboration to the students. However, some things need to be
considered in using technology for it to be useful in the teaching and learning process.
This lesson will help you have a better understanding of the use of technology in teaching
and learning, which would greatly help you in future endeavors. So, what are you waiting
for? Let’s buckle up and enjoy the lesson!
P a g e 113 | 190
__________________________________________________________________
Abstraction
In teaching, it is vital to consider the relevance and appropriateness of using

technology in teaching and learning. If we employ well-planned instructional strategies
with relevant and appropriate technology and media, we prepare our students for 21 st-
century careers (Smaldino et al. 2014). Utilizing appropriate technology in the teaching
and learning process is indispensable for us teachers. What works for one does not
necessarily work for all. We need the right tool for the right job.
When talking about utilizing technology appropriately, we are not only talking
about how to use technology appropriately but also, and we are talking about
Instructional Technology. Instructional Technologies includes the instructional design
process, which provides for analysis, design, development, evaluation, and
implementation of instructional systems and other learning environments
(https://uncw.edu/ed/mit/faq.html). It also includes the proper selection of instructional
materials. Instructional material should constitute the appropriate utilization of
technology.
But what is an instructional material? It is a device that aids the teacher in the
teaching-learning process. They do not replace the teacher but aids the teacher. It can be
traditional resources (e.g., textbook, workbooks, etc.), graphic organizers (e.g., graphs,
charts, tables, etc.), teacher-made resources (e.g., handouts, worksheets, etc.), and other
forms of instructional material (e.g., audio, audio-visual, electronic interactive, etc.).
Since instructional material is indispensable for teachers, we need to select carefully.
P a g e 115 | 190

Interview at least three (3) teachers (through text, messenger, email, and other
means available) and ask the following questions below. Consolidate the data after the
interview and make a conclusion and reflection based on the data collected.
1. Do you often use technology in teaching?
2. In your own opinion, why is it essential to utilize appropriate technology in the
teaching and learning process?
3. Have you ever been on a dilemma in selecting which instructional material is best
for the class? How do you solve that dilemma?
4. What are the factors that you always consider before selecting appropriate
instructional material for the class?
Conclusion
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________
Reflection
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Closure
Well-done! I am so happy because you were able to answer the activities and
tasks for this lesson. I’m sure that you have gained some insights and experiences from
this lesson. Now you are ready to move on to the next part of this coursepack. Enjoy the
lesson and keep up the excellent work!
Module Assessment
Read and answer the following questions. Encircle the letter of the correct answer.
1. Which of the following has highlighted Entrepreneurial literacy?

A. Lisa thinks about investments yet has only a little knowledge on the
subject.
B. Carol has an active social networking user and is an influencer.
P a g e 117 | 190

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Module 5- ICT in Various Content Areas 1

Doc. Ref. No.: ED 4

PALAWAN STATE UNIVERSITY Effectivity Date:

Student Name: Program: BEED

Student Signature: Date Returned:

Module 5- ICT in Various Content Areas 2

Lessons in this Module

Are you ready? Then start the lessons now!

Module 5- ICT in Various Content Areas 3

21st Century Literacy Skills

At the end of the lesson, you should be able to:

Time Frame 3 days

What are 21st Century Skills?

Wagner (2010) and the Change Leadership at Harvard University identified

Financial, Economic, Business and Entrepreneurial Literacy

Learning and Innovation Skills

Learning and Innovation Skills

Creativity and Innovation

Work Creatively with Others

Critical Thinking and Problem Solving

Use Systems Thinking

Make Judgments and Decisions

Communication and Collaboration

Collaborate with Others

Information, Media and Technology Skills

In the 21st century, people live in a technology and media-sufficient environment,

Access and Evaluate Information

Use and Manage Information

ICT (Information, Communications and Technology) Literacy

ICT (Information, Communications and Technology) Literacy

Apply Technology Effectively

Life and Career Skills

Flexibility and Adaptability

Initiative and Self-Direction

Social and Cross-Cultural Skills

Interact Effectively with Others

Work Effectively in Diverse Teams

Work Effectively in Diverse Teams

Productivity and Accountability

Leadership and Responsibility

Guide and Lead Others

What is 21st Century Literacy Skill?

Information, both from the traditional sources

In Growing Up Digital: How the Net Generation

Activities that develop 21st Century Literacy skills

Designing a Blog, Website, PPT

 The seven 21st century literacies

Module 5- ICT in Various Content Areas 11

As aspirant teachers, I want you to have an in-depth knowledge of the different

Gain Inform S8mulate

Elicit Provide Present

Provide Assess Enhance

Figure 1: Gagne’s Nine Events of Instructions

Here is additional information on the Nine Events of Instruction developed by Gagne:

Module 5- ICT in Various Content Areas 12

Events of Instruction Techniques

Module 5- ICT in Various Content Areas 13

Figure 2: Bloom’s Level of Cognitive Learning

2. Understand-to demonstrate comprehension by explaining facts P a g e 85 | 190