EDU 534: TECHNOLOGY IN TEACHING AND LEARNING

MODULE 1
 Technology
- Sum of techniques, skills, methods, and processes used to produce goods or services.
 Types of Technology
 Instructional Technology - usage of digital technology (ex. Google Classroom)
 Technology Productivity Tools - designed to simplify tasks and make you life easier (ex. Google sheets)
 Information Technology - usage of computer
 Assistive Technology - helps people with disability (ex. hearing aids)
 Technology of Teaching - usage of technology in the teaching and learning process
- combination of all technologies
 Information and Communications Technology - includes any communication device that encompasses radio, television,
cellphones, computer, and network hardware.
 Educational Technology
- combined use of computer hardware, software and educational theory and practice to facilitate learning.
- creates, uses, and manages technological processes and educational resources that improves academic performance
 Media
- communication outlet tools used to store and deliver information or data
 Types of Media
 Print Media - hard copy publications (ex. books, magazines, journals and newsletters)
 Broadcast Media - distribution of audio or video content to a dispersed audience via any electronic mass communications
medium
 Internet - a global network of computers that moves data from one place to another
 Instructional Technology
- systematic way of designing, carrying out and evaluating the total process of learning and teaching in terms of specific
objective
- branch of education concerned with the scientific study of instructional design and development
 Technology Tools
- refers to software, primarily, that can be used to develop or support online course content
 Classcraft - engages students in the educational process and creates more harmonized learning environment with the use of
gaming principles
 Adobe Spark Video - an app that engages students in editing their own instructional videos
 Google Classroom - enables teachers to organize various tasks from a single digital location
 Kidblog - allows kids to create their own journal-like entries in their own safe space

MODULE 2
 Information and Communications Technology (ICT)
- and extensional term for information technology that stresses the role of unified communications and the integration of
telecommunications and computers
 Roles of ICT in 21st Century’s Teacher Education
 Helps pre-service and in-service teachers training.
 Helps teachers to interact with students.
 Helps in preparing their teaching and it provides feedback.
 Access in institutions and universities.
 Effective use of ICT software and hardware in the teaching and learning process.
 Improves teaching skills and innovates teaching.
 Helps in the effectiveness of classroom.
 Improves Professional Development and Educational Management and Active Learning of Teacher Trainees.
 It is now replacing the ancient technology since students are competitive nowadays, teachers needs to cope.
 Prepares teachers for the use of their skills in the real classroom situation and also make students for their future occupation
and social life.
 Different Type of ICT used in teaching
 Audio/Video Cassettes
 Radio Broadcast
 Computers and Internet
 TV Broadcast

MODULE 3
 ICT Policy
- a road map to ICT implementation strategies
- adopted and pursued by various governments involving issues in ICT
 National and International Policies of ICT
 Vision and Planning - plan outlines and initiatives that the technology needs to be implemented for the objectives to be
achieved
 ICT Infrastructure - promotes the provision of accessible, universal, affordable, reliable, modern and high quality
technological tools
 Legal and Regulatory Framework - ensures the security and legality of the ICT sector
 Human Resource Development - promotes the use of ICT to build a growing ICT savvy nation
 Industry - enables a conducive environment for the promotion of investment and economic growth using ICT
 Government - the user, purchaser, and regulator of ICT
- must support the ICT for the innovative, effective, and efficient delivery of information and services to the
public
MODULE 4
 Safety Issues in ICT
 Limited accessibility and network connection
 Limited technical support
 Lack of effective training
 Lack of teacher’s competency
 ICT Safety Rules Implementation
 Use of online tools that include personal information must be agreed first by the school or leadership team
 Assessment of privacy and security is required based on the level of risk.
 Parents must be informed of what online tools are being used.
 Seeks advice from the digital learning unit if the tool is departmentally brokered.

MODULE 5
 Uses of ICT Policies in Teaching and Learning Environment
- Schools use a diverse set of ICT tools to communicate, create, disseminate, store, and manage information.
- Approaches can lead to higher order thinking skills if if teachers are digitally literate and trained to use ICT.
 Educational Applications of ICT
 One Laptop per Child - less expensive laptops are designed for use in school on 1:1 basis with features like lower power
consumption
 Interactive White Boards or Smart Boards - allow projected computer images to be displayed, manipulated, dragged,
clicked or copied
 E-Readers - electronic devices that can hold hundreds of books in digital form
 Flipped Classroom- involves lecture and practice at home via computer generated-guided instruction and interactive
learning activities
 Effective implementation of ICT Policies
 Specific professional development opportunities in order to increase teacher’s ability to use ICT for teaching.
 Positively impact teacher’s general attitudes towards ICT in the classroom and it also provide specific guidance on ICT.
 Support teachers as they change their teaching.
 Should use an incremental pathway, establishing infrastructure and bringing in sustainable and easily upgradable ICT.

MODULE 6
 Dale’s Cone of Experience (1960)
- theorized by Edgar Dale
- believed that learners retain more information by what they do opposing to what they heard, read, or observed
- his research led to what we know today as “learning by doing” or the “experiential learning”/ “action learning”
- arranged based on its degree of concreteness from the bottom up to the top or its degree of abstractness from top to the
bottom
Verbal Abstract
Visual
Radio and Recording
Still pictures
Motion Pictures
Educational Televusion
Exhibits
Field Trips
Demonstration
Dramatizzation
Contrived Experiences Concrete
Direct Purposeful
Experiences
 Percentage of what we remember based on the Edgar Dale
 10% of what you read
 20% of what you hear
 30% of what you see
 50% of what you see and hear
 70% of what you say and write
 90% of what you do or perform

MODULE 7
 TPACK
- Technological Pedagogical Content Knowledge of Mishra and Koehler
- kinds of knowledge needed by a teacher for effective technology integration
 TPACK Framework
- teachers need to have deep understandings of each of the above components of knowledge in order to orchestrate and
coordinate technology, pedagogy and content into teaching
 Three major knowledge components of TPACK
 Content Knowledge (CK) - mastery of the lesson
 Pedagogical Knowledge (PK) - knowledge about variety of instructional practices, strategies, and methods to promote
student’s learning
 Technological Knowledge (TK) - knowledge about traditional and new technologies that can be integrated into curriculum
 Four components in the TPACK framework
 Technological Content Knowledge (TCK) - knowledge of the reciprocal relationship between technology and content
 Pedagogical Content Knowledge (PCK) - understanding of how particular topics, problems, or issues are organized,
represented, and adapted to the diverse interest of learners
  Technological Pedagogical Knowledge (TPK) - understanding of technology can constrain and afford specific pedagogical
practices
 Technological Pedagogical Content Knowledge (TPACK) - knowledge about the complex relations among technology,
pedagogy and content
 Effective Use of TPACK
 Concepts from content being taught can be represented using technology.
 Pedagogical techniques can communicate content in different ways using technology.

MODULE 8
 ASSURE Model
- ensures that instructional materials focus on achieving specific learning outcomes
- learners actively engage in the learning process
- learners always know what they are expected to learn and how
 Instructional Design
- systematic development of instructional specifications
 ASSURE MODEL
 Analyze your learners - analysis of learners should include: general attributes, prior competencies, learning styles
 State Objectives - good set of objectives is conformity to the ABCDs (Audience, Behavior, Conditions, Degree) of well
stated learning objectives
 Select Media/Materials - pick instructional strategies, technology, and media to bring about the desired results
 Utilize Media/Materials - essential to follow the five Ps:
- Preview the technology, media, and materials
- Prepare the technology, media, and materials
- Prepare the environment
- Prepare the learners
- Provide the learning experiences
 Require Learner Participation - you make plans for how you will actively engage you students in the material you are
teaching
 Evaluate and Revise - evaluate the impact of your teaching on student learning
- evaluation of your teaching strategies and the technology, media, and materials that you used

MODULE 10
 Digital Literacy
- being able to make sense of digital media
- ability to analyse, prioritize, and ct upon the countless digital media 21st century citizens encounter on a daily basis
 Four Principles of Digital Literacy
 Comprehension - ability to extract implicit and explicit ideas from a media
 Interdependence - it is how media form connects with another, whether potentially, metaphorically, ideally, or literally
 Social Factors - sharing is no longer just a method of personal identity or distribution, but rather can create messages on its
own
 Curation - ability to understand the value of information and keep it in a way that it is accessible and useful long term
 Media Literacy
- to engage in a digital society, one need to be able to understand, inquire, create, communicate, and think critically to be
media literate
 Media Literacy Five Core Concepts
 All media messages are constructed
 Media messages are constructed using a creative language with own rules
 Different people experience the same media message differently
 Media have embedded values and point of views
 Information Literacy
- ability that enables an individual to acquire, evaluate, and use information
 ICT Proficiency
 Information, data and media literacies
 Digital creation, innovation and scholarship
 Digital learning and development
 Communication, collabortaion and participation
 Digital identity and well being

MODULE 11
 Instructional Design Models
- provides guidelines to design appropriate pedagogical sentences to achieve instructional goals
- defined as the practice of creating instructional experiences to help facilitate learning effectively
- help trainers and educators to guide and plan overall process
 Characteristics of Instructional Design Models
 Instructional design is learner centered
 Instructional design is goal oriented
 Instructional design focuses on real world performance
 Instructional design focuses on outcomes that can be measured in a reliable and valid way
 Instructional design is empirical
 Instructional design typically is a team effort
 GAGNE’S NINE EVENTS OF INSTRUCTION MODEL
- helps trainers, educators, and instructional designers structure their training sessions
- a systematic process that helps them develop strategies and create activities for instructional classes
- covers all aspect of learning
 Nine Events of Instruction
 Gain attention
 Inform learners of objectives
 Prior learning
 Present content
 Provide guidance
 Practice
 Provide feedback
 Assess performance
 Enhance retention and transfer to the job
 ADDIE Model
- the generic process traditionally used by instructional designers and training developers
- outdated due to its hierarchical structure which means that one had to complete the process in a linear way
- the most commonly used in instructional design, especially for new development
 ADDIE Model Process
 Analysis - needs, requirements, tasks, participant’s current capabilities
 Design - learning objectives, delivery format, activities & exercises
 Develop - create a prototype, develop course materials, review, pilot sessions
 Implement - training implementation, tools in place, observation
 Evaluate - awareness, knowledge, behavior, results
 Merrill’s Principle of Instruction
- set of principles that can be found in most instructional design theories and models
- necessary for effective and efficient instruction
 Merrill’s Principle
 Problem Centered - acquire knowledge and skill in the context of real world problem or tasks
 Activation - recall or apply existing knowledge and skill as a foundation for new skills
 Demonstration - observe a demonstration of knowledge and skill to be learned
 Application - use their newly acquired knowledge and skill to solve new problems or carry out tasks
 Integration - reflect on, discuss and defend their newly acquired skill or integrate the skill into a real world activity
 Bloom’s Taxonomy
- Bloom (1956) published taxonomy of educational objectives within the cognitive domain
- Anderson and Krathwol (2001) revised the taxonomy to be more adaptive to our current age by promising another
taxonomy that will meet the curriculum designers, teachers, and students needs better than the Bloom’s one.
 Bloom’s Taxonomy 1956
 Knowledge
 Comprehension
 Application
 Analysis
 Synthesis
 Evaluation
 Bloom’s Taxonomy 2001
 Remembering
 Understanding
 Applying
 Analyzing
 Evaluating
 Creating

MODULE 12
 Teaching tools to enhance a lesson
 Computer Games
- allow students to make decisions ans see instant results to evaluate their progress
- allow students to interact with material and learn without realizing they are learning
- a great way to reinforce your lesson and engage your students
Ex. Classcraft, Sheppard Software, Fun Brain, PBS Kids Games, National Geographic Kids Games
 Videos
- a great way to get students excited to learning
Ex. Brainpop, National Geographic Kids and National Geographic in YouTube
 Research
- enable students to quickly and easily collect information from a wide range of credible online resources
 Presentations
- computers provide a variety of ways for students to share their knowledge
Ex. PowePoint, Prezi
 Grades
- accessible to both students and parents
- allows everyone to get an immediate idea of how the student is doing
 Teacher Websites
- message boards where students and teachers can have conversation and work out difficult topics
- can post materials that either goes with the lesson or more in depth so that the students who are interested can learn more
about a particular subject
 Digital Textbooks
- interactive reading supplemented by games and quizzes get students actively involved in their reading
 Video Conferencing
- allows students to practice and improve their public speaking and presentation skills
  Podcast
- students can create audio clips to work out difficult topics and help educate their peers
- teachers can create unique podcasts to share with students on their personal website
 Wikis and Blogs
- allows students to publish their ideas and stories as well as share them with friends and family
- encourage learning in an interactive way that feels less like traditional learning and more like fun

MODULE 13
 Digital Learning Resources
- enhanced the way we learn and taken learning from a closed classroom to a more collaborative an open environment
- used to refer material included in a context of a course that support the learner’s achievement of the described learning goal
 Four Types of Digital Learning Resources
 Simulations and Models - usually equipped with interactive controls and activities where learners can vary any parameters in
specific models and see time changes in outcome
 Graphic and Animations - have a high sharing potential, which enables the knowledge to reach wider audience
 Quizzes and Games - innovative way to test learner’s knowledge and moreover can modify as per the situation and target
audience
 E-books and E-notes - easily shareable and can be accessed almost anywhere allowing learners to stay in touch with a topic at
their convenience
 Common Examples of Digital Learning Resources
 Edmodo - an educational tool that connects teachers and students and is assimilated into social network
 Projectqt - a tool that allows you to create multimedia presentations with dynamic slides in which you can embed interactive
maps, links, online quizzes, and other options
 TED-Ed - an educational platform that allows to creating educational lessons
 eduClipper - allows teachers and students to share and explore references and educational materials
 Kahoot- an educational platform that is based on games and questions
 Google Docs - a very powerful real time collaboration and document authoring tool
 SurveyMonkey - an online survey software that helps you to create and run professional online surveys
 Conventional Learning/C-Learning
- refers to conventional teaching and learning within a brick-and-mortar classroom facility
- refers to the traditional way of teaching where in most of the lecture method is used
 Examples of Conventional Learning Resources
 Posters
 Flipcharts
 Textbooks
 Story Telling
 Dictionaries
 One act plays

MODULE 14
 Distance Learning/ Distance Education/ E-learning/online learning
- form of education in which the main elements include physical separation of teachers and students during instruction and
the use of various technologies to facilitate student-teacher learning and communication
 Four Characteristics of Distance Learning
 Definition carried out through institutions, it is not self study or non-academic learning environment.
 Geographic separation is inherent in distance learning, and time may also separate students and teachers. Accessibility and
convenience are important advantages of this mode of education
 Interactive telecommunications connect individuals within a learning group and with the teacher.
 Distance education just like other education, establishes a learning group or community, which is composed of students, a
teacher, and instructional resources.
 Synchronous Distance Learning
- occurs when the teachers and students interact in different places but during the same time
- generally works best for students who can schedule set days and times for their studies
Ex. Instant messaging, Video Conferencing, Webcams, MUDs, MOOs, and chat
 Asynchronous Distance Learning
- occurs when teachers and students interact in different places and during different times
- often relies on technology such as email, e-courses, online forums, audio recordings, and video recordings
Ex. Email, texting, newsgroups, blogs and social media

MODULE 18
 Types of Assessment
 Formative Assessment - happens during the classroom instruction
 Summative Assessment - happens after the classroom instruction
 Diagnostic Assessment - identifies student’s prior knowledge before instruction
 Authentic Assessment - describes the multiple forms of assessment which reflect on the student’s learning
 Performance Assessment - requires students to demonstrate, produce and perform the things they have learned
 Current Trend in Assessment
- do not require a lot of time or cost a lot of money to administer
- generate scores that are familiar to educators
 Major Features of Assessment
 Integral to classroom culture
 Oriented toward clear learning goals
 Incremental and interactive
 Providing feedback that is timely and specific
  Focused on the process of learning as much as outcome
 Using varied methods to deepen learning an meet diverse student needs
 Role of ICT in Assessment
1. Offers educators variety of new tools.
2. Help teachers assess their student’s learning as well as their performance.
3. Involves the use of digital devices to assist in the construction and delivery.
4. Can use a multitude of formats.
5. Can use computers to construct their assessment tasks.
6. Used to analyze student responses, both to provide feedback to the student to the quality and relevance of their response.
 Computer Assisted Assessment
- refers to the use of computers to assess students learning and performance
- a term that covers all assessments
- typically formative and helps students to discover whether they have learned what the educator intended and provide timely
feedback
 Computer Adaptive Testing
- Adds a great deal of efficiency to the testing process.
 Components of Computer Adaptive Testing
1. Calibrated item pool
2. Starting point or entry level
3. Item selection algorithm
4. Scoring procedure
5. Termination criterion

MODULE 19
 ASSURE model
- a procedural guide for planning and delivering instructions that integrates technology and media into the teaching process.
 Lesson planning
- an essential aspect of education and is the primary role of teachers
- best way to provide effective learning opportunities for students in the classroom
 6 Tips to use ASSURE model in technology-enhanced lesson
 Conduct surveys and online assessments to research audience
 Choose tech tools that align with common goals
 Give the tech tools and materials a test-run
 Get learners involved
 Understand that ASSURE strategy is a work in progress

MODULE 20
 Seven key concepts of digital citizenship
 Empathy
- a crucial way to understand how people talk and behave online
 How the internet works
- the internet is an incredible network of interconnected servers and computers that direct web browser request through a
network of wired and wireless connections
 Understanding User Data
- one of the most complex and concerning concepts in digital age
 Practicing Digital Literacy
- the practice of reading information online and understanding what it means, where it originated, and whether it is accurate
 Acknowledging the Digital Divide
- the disparity between those who have access to modern digital tools and those who don’t
 Practicing Digital Wellness
- the practice of refraining from indulging in the internet and digital media for unreasonable amount of time
 Securing Digital Devices
- takes everything a student have learned and applies it through real life

MODULE 21
 Intellectual Property Rights
- protect your works or creation by unfair use of others
 Trademark
- any name, symbol, figure, letter, work or mark adopted and used by a manufacturer or merchant in order to designate his
or goods and to distinguish them from those manufactured or sold by other
 Trade secrets
- They are not a public information.
- Their secrecy provides an economic benefit to their holder.
- Their secrecy is actively protected.
- The ‘classified documents’ in the business world.
 Copyright
- a formal declaration that the owner is the only one who can publish, reproduce or sell their particular work
a) Literary works
b) Musical works
c) Dramatic works
d) Pantomimes and choreographic works
e) Pictorial, graphic and sculptural works
f) Motion pictures and other audio visual works
g) Sound recordings
h) Architectural works
  Patent
- a right granted to an inventor by the federal government that permits the inventor to exclude others from making, selling,
or using the work from a period of time
a) Utility Patents - granted to new machines, chemicals and processes
b) Design Patents - granted to protect the unique appearance or design of manufactured works
c) Plant Patents - granted for the invention and asexual reproduction of new and distinct plant varieties
 Industrial Design Right
- protect the visual design of the object

MODULE 22
 Cyberbullying
- use of internet and related technologies to harm other people in a deliberate and hostile manner
 Types of Cyberbullying
 Flaming - online fights using electronic messages with angry and vulgar language
 Harassment - sending nasty, mean, and insulting messages
 Denigration - dissing someone online
 Impersonation - pretending to be someone else to get the person in trouble
 Outing - sharing someone’s secrets and embarrassing information online
 Exclusion - intentionally and cruelly excluding someone from an online group
 Cyberstalking - threats that gives significant fear
 Digital Safety Rules
1. Keep personal information professional and limited
2. Keep your privacy settings on
3. Practice safe browsing
4. Make sure your internet connection is secure. Use a secure VPN connection
5. Be careful what you download
6. Choose strong passwords
7. Be careful what you post
8. Be careful who you meet online

MODULE 23
 Cyberspace
- a place in which online games occur, the land of chat rooms and the home of instant messaging conversations
- become an important location for social and political discussion
 Ways to be a better netizen
1. Be aware of what you post online.
2. Be careful of what you say.
3. Be mindful of privacy.
4. Avoid sharing fake news.
5. Be truthful.
6. Credit the source when re-posting.
7. Do not engage in cyberbully or other internet crimes.
8. Share expert knowledge.
9. Recognize and respect diversity.
MODULE 24
 Educational Portals
- websites that support different educational sectors by providing access to relevant information and tools
 Examples of Educational Portals’
 EdX - offers high quality courses from the world’s best universities and institutions
 Academic Earth - provide online degree courses from accounting and economics to engineering and also behavioral
psychology
 Internet Archive - an authentic website storing the originals from various big accessible knowledge
 Big Think - experts write articles and record tutorials for the students
 Coursera - a user friendly website where in students can find big universities and shareable electronic course certificate
 Brightstorm - provide help in all subjects by explaining complex terminologies
 CosmoLearning - provides academics as well as skill based learning to he students
 Futures Channel - only represents the significant data catering student’s problems
 Howcast - a one step website for all subjects
 Khan Academy - an online coaching website

MODULE 25
 Collaborative Technology’
- refers to tools and system design to better facilitate group work
- also known as ‘ groupware’
 Types of Collaboration Technology
 Teamwork - proximity, permissiveness, familiarity
 Two-Way Telecommunications - allows groups to communicate even when not in close proximity via voice, video, and data
based technology
 Propietary or Premise-Based Software - expands the share project managements functions and company’s network
 Software-as-a-service - allows anyone to use the software regardless the location
 Types of Collaborative Software Tools
 Communication Technology
- the first ‘c’
- allow for messages , chat groups and conversations to be conducted between individuals and parties via internet
a. Email
 b. instant messaging apps
c. digital voicemail applications
d. Voice-over-Internet-Protocol (VoIP) calls
 Conferencing Technology
- allows two or more individuals to communicate with each other in real time, using internet base and cloud based platforms
- allows that same group of people to view unified screen
a. Video conferencing with shared screen capabilities
b. Document sharing software
c. Share applications, where users can simultaneously access certain apps in real time to check information
 Coordination Technology
- most holistic of collaborative tools
- designed to integrate both teamwork and task word functions
a. Calendar
b. Employee time tracker or scheduling systems
c. Project management systems
d. Enterprise resource planning software
e. Internal employee as well as client portals