Educ 3

Republic of the Philippines
Bangsamoro Autonomous Region in Muslim Mindanao

GANI L. ABPI COLLEGE, INCORPORATED
Formerly Central Maguindanao Institute
Buayan, Datu Piang Maguindanao, 9607
(Professional Education)
LEARNING MODULE ON
EDUC 3
TECHNOLOGY FOR
TEACHING AND
LEARNING 1
Bai Sittie Norhannie S. Abpi, LPT
Instructor
This Learning Module belongs to:

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EDUC 3: Technology for Teaching and Learning 1 First Semester
About this Module….
Transform. Change. Optimism. These are what we need today. With these fast changing world, we have to
adapt, we have to transform ourselves, our mindset and mostly our education needs to be flexible for global
competitiveness. Integrating technology in education is a no-no for some students and educators as they have been
too comfortable in the conventional method of education. With this fast changing world, everything changes, so are
the method of education. What works in the 20th century may seldom works in the 21st century. Students in College
of Education now will not teach students from 20th century, rather, they will be teaching students within the era
they are living.
To realize teaching method, teachers need first to adapt and transform their beliefs from conventional to
the present. To be an effective teacher, we must teach our students the current and applicable, flexible method
of teaching. We are not leaving the conventional method, we are just migrating from the conventional method to
the digital age of teaching that will make us more engage in lifelong learning, more skillful teacher that facilitates
meaningful learning.
Student, integrating technology in education does not mean that the teacher will no longer teach
effectively; integrating technology in education does not mean that you will not be able to learn better. Integrating
technology means synchronizing our teaching skills to the fast changing world of education that will benefit your
21st century learners. You will be a teacher. You are a teacher. Let us learn how to facilitate learning with the use
of technology in this module so that we will be equipped with the skills needed by the 21 st century teacher. The
concepts, models, and being a teacher in the digital age will be learned.
- Yannie Abpi
References:
This Learning Module contains information that belongs to their rightful owners:
The K-12 Educational Technology Handbook; Anne Ottenbreit-Leftwich & Royce Kimmons Version 1.34, built on
July 7, 2020 The books is provided freely by EdTechBooks.org CC BY: This work is released under a CC BY
license, which means that you are free to do with it as you please as long as you properly attribute it.
Teaching in a Digital Age: Guidelines for designing teaching and learning A.W. (Tony) Bates; TONY BATES
ASSOCIATES LTD VANCOUVER BC
Creative Expressions, Intellectual Property for Business series no. 4. An Introduction to Copyright and Related
Rights for Small and Medium-sized Enterprises, IP Philippines Copyright (2010), WIPO owns copyright in the
Origial English Language version (2006)
John Michael Mayag: Magna Carta for Philippine Internet Freedom (Media, Information and Literacy) term paper
https://yedaharellanolaw.wordpress.com/2014/05/05/magna-carta-for-philippine-internet-freedom-how-can-
senate-bill-53-be-improved/
https://mrjmarasigan.wordpress.com/2014/05/06/a-look-into-the-magna-carta-for-philippine-internet-freedom/
http://michelleleal10.blogspot.com/2013/01/is-magna-carta-for-internet-freedom.html
https://www.teacherph.com/philippine-professional-standards-for-teachers/ By Ma rk A nt h ony Ll eg o
All Rights Reserved.
Page 2 College of Education

Module 1.1: Technology Integration: Effectively Integrating Technology in Educational Settings
Learning Objectives
1. Distinguish the learning theories driving current technology development and adoption for K-12;
2. Explain how personal values and beliefs affects the integration of technology in learning
Technology Integration in education refers to the meaningful use of technology to achieve learning
goals. This module seeks to answer the question: what is effective technology integration? Though on the
surface this may seem like a simple question, it is actually quite difficult to answer, because any answer
will be based upon our beliefs and values, how we view learning, and how we view technology's role in the
learning process.
To approach this question, we will proceed in this module by
1. Revisiting some common learning theories and how they might influence our perspective of
technology's role in learning,
2. Exploring the beliefs and values that individuals and institutions might apply when evaluating
technology use in the classroom, and
3. Providing an overview of some common technology integration models that are used to help teachers
better understand the process and goals of technology integration.
Watch on YouTube https://edtechbooks.org/-Ki

LEARNING THEORIES
Ever since there have been educators trying to teach students, there have been theories that
guide how those educators view the learning process. These learning theories encompass our beliefs
about Debates surrounding learning theories have existed for millennia, and even in the modern world,
there is great diversity in how scientists, psychologists, and educators view learning.
Some of the major learning theories that shape modern conversations surrounding technology
integration include behaviorism, cognitivism, constructivism, constructionism, and connectivism. Each of
these theories has been studied and written about at length, and it is impossible to devote sufficient
time and attention to each theory in the limited space provided in this module. Rather, all educators
should study competing learning theories and develop their own understanding of how people learn.
1. Behaviorism
Behaviorism was popularized in the mid-20th century as psychologists studied behavior patterns
and response systems in humans and other animals. Behaviorism treats learning as a response to stimulus.
That is, humans and other animals are trained to respond in certain ways to certain stimuli, such as
salivating when a dinner bell rings or repeating a memorized fact to receive some external reward.
Teaching and learning, then, is a process of conditioning students to properly react to

stimuli, and technology can help facilitate this training by providing incentives to learning, such as
games or other rewards, or by providing systems to efficiently develop stimulus-response conditioning,
such as drill-and-kill practices.
College of Education Page 3

2. Cognitivism
Cognitivism arose as an alternative to behaviorism in part because behaviorism treated the

processes of the brain as an imperceptible black box, wherein understanding how the brain worked was
not considered important for helping people learn.
Cognitivism, therefore, dealt with brain functions and how information is processed, stored,
retrieved, and applied. By treating humans as thinking machines, rather than as animals to be trained,
research in cognitivism for teaching and learning focused on helping people develop efficient teaching
and studying strategies that would allow their brains to make meaningful use of presented information.
Through this lens, technology can help in providing information and study resources that assist the brain
in efficiently storing and retrieving information, such as through the use of mnemonic devices or multiple
modalities (e.g., video, audio).
3. Constructivism
Constructivism holds that learning is constructed by learners on top of previous experience,

attitudes, and beliefs. This means that for learning to occur, new learning experiences must take into
consideration these human factors and assist the individual in assimilating new knowledge to their
existing knowledge constructs. Thus, if you are teaching students about fractions, you must teach them
using language that they will understand and connect their learning to experiences in their own lives that
will have meaning for them.
Technology can help the constructivist learning process by making abstract concepts and facts
more grounded in personal experiences and the values of learners and also by allowing the learning
experience to be differentiated for individual learners (e.g., through personalized developmentally-
appropriate software).
Constructionism--Believing that knowledge is constructed in the mind, some then took

constructivism to the stage of a pedagogical process and called it constructionism. From the
constructionist viewpoint, the most effective way to teach in a constructivist manner is to have students
construct artifacts in the outside world that support and reflect their internal construction of
knowledge. For instance, if a student needs to learn about basic engineering concepts, in order to build
the internal mind models necessary to understand engineering, students must construct external models,
which might take the form of a bridge or catapult.
Technology can support constructionist approaches to teaching and learning by empowering

students and teachers to create and construct external models reflecting internal mind models with
resources and possibilities not available in the real world. By using a simulation, for instance, students
can construct any structure or machine without the need of expensive materials, or they might seek to
understand economic principles of supply and demand by creating a simulated community that allows
them to influence supply chains in ways that would not be possible in the real world.
4. Connectivism
Some still believed that learning experiences and processes as they actually exist in the real
world were not fully represented, and this has become especially obvious now that we live in a society

that is heavily networked and connected via electronic and social media. All traditional views about
learning had placed knowledge and learning squarely in the mind or body of the student, but modern
technologies in particular lead us to consider whether all memory, information processing, and other
aspects of learning traditionally ascribed to the mind might not also be distributed with external
devices.
Connectivism holds that the process and goals of learning in a highly networked and connected
world is different than learning in the predigital world, because learners are now persistently connected
to information sources and other resources through their electronic devices, such as smartphones or
laptops. From the connectivist perspective, learning need not be isolated to the mind, but becoming a
learned and capable citizen in a digital society requires learners to become connected with one another
in such a way that they can make use of the network as an extension of their own mind and body. Thus
from a connectivist perspective, the goal of education is to more fully and efficiently connect learners
with one another and with information resources in a manner that is persistent and in which learners can
make ongoing use of the network to solve problems. From this perspective, technology can be used to
improve learning experiences by more fully connecting students with one another and information
resources in a persistent manner.
Differing Assumptions
Each of these learning theories views the learner, the learner's relationship with society, and the
learner's relationship to technology quite differently. For that reason, when we begin to consider what
constitutes effective technology integration, we must acknowledge that different people and groups who
have differing assumptions about how students learn will view technology integration very differently.
A connectivist would believe that guiding students to use modern technologies to develop
networked relationships with peers and experts in the field is an essential element of learning.
However, this may require very little information processing and recall to be occurring in the mind of the
learner, which would seem dubious to a cognitivist. Similarly, a constructionist would look to an
architecturally sound structure created in a physics engine as evidence of understanding of
mathematical engineering concepts, while a behaviorist might consider such an artifact useless in
determining the student's ability to recite foundational mathematical equations that every engineer
should know. In short, the effectiveness of technology integration requires evidence that the
integration is effective, but what is believed to be effective for learning will depend upon our view of
learning.
Thus, the first step toward defining effective technology integration for yourself is to
consider how you define learning and what constitutes evidence of learning. Similarly as teachers
work within educational institutions, the criteria by which they and their students are evaluated will rely
upon one or more of the learning theories mentioned above. If there is misalignment between how the
teacher views learning and how the institution views learning, then misunderstandings will arise, because
what the teacher views to be effective technology integration may not be recognized or valued by the
institution and vice versa.
As such, teachers need to decide for themselves what learning is to them and also
understand what learning means in the institutions in which they operate. So, before you can ask

yourself what is effective technology integration, you must first ask yourself the following two
questions:
 What are my beliefs about learning and how learning occurs?
 What are my institution's beliefs about learning and how learning occurs?
Beliefs and Values
Once you understand how both you and your institution view the learning process, then you can
move to the next step and consider your beliefs and values with regard to technology. Some people
might value the acquisition of technical skills for the sake of technical skills to be a good thing, while
others might believe that technology should only be used if it is helping students to learn content better
or to learn more. Though all students should learn some level of technical skill competency in order to
make them suitable for the modern workplace (e.g., productivity software, keyboarding, basic
programming), most technologies in education are not focused on this type of learning. Rather, when we
talk about technology integration, we are generally talking about using technology to improve the learning
of content knowledge, such as science, math, history, or language arts. When viewed in this way,
teachers and institutions need to consider how well new technologies will help them to teach age-old
content in better or more efficient ways and what are the opportunity costs associated with a shift to
new technologies.
There is a common myth in education related to technology adoption that older or more
experienced teachers are less likely to adopt new technologies and to innovate upon their practice than
younger teachers. Though this may sometimes be the case, many people do not stop to consider why this
might be happening. Evidence suggests that age ultimately has nothing to do with a person's willingness
to innovate, but rather, experience may help people to more quickly identify the transient nature of
some changes or that some so-called innovations are actually harmful or ineffective for students.
In the case of technology in education, experienced teachers may have a wealth of

understanding of how their students learn and how they can teach in effective ways, whereas new
teachers may be eager to try new things and to adopt technologies that they think will help them be
effective in the classroom. The problem is that sometimes the most eager teachers are also the least
capable of making informed decisions, because they may lack the experiential knowledge necessary to
make informed choices about these technologies, how much time to invest in learning them, and what to
expect in terms of student outcomes. In every case, a teacher's beliefs and values will drive how they
view technology integration, whether old or young, and their willingness to use technologies in their
classrooms.
Similarly, schools and districts have their own beliefs and values about technology, how it should
be used, and how it will impact students. For this reason it is important for us to understand each of
these groups' beliefs and values, how they may be different, and how this influences the process
of technology integration. Though personal beliefs and values are complicated and will vary between
different people, we will consider four areas of belief and value that guide teachers and institutions in
their technology integration practices.
These include: Proof, Facility, Compliance, and Institutionalization.

1. Proof
Proof deals with the efficiency or efficacy of a technology to help improve student
learning. Proof requires some form of discernible or measurable outcome and will be most important
to teachers in the classroom or to principals and other administrators who invest time and money into
technology and must prove that it is improving student achievement. From a teacher's or principal's
perspective, if a technology does not directly improve students' ability to learn in a discernible or
measurable way, then the value of that technology will be dubious.
Teachers are stressed for time and they do not want to invest the effort necessary to learn
and implement new technologies if they are not going to see actual results in how their students are
learning. Likewise, principals face financial and other stressors which require them to provide evidence
of student learning and that they are being wise stewards of institutional resources.
Proof might be slightly different for teachers and principals, however, due to their level of
vision and operation. A teacher will want evidence that a technology works in her classroom through
the creation of student artifacts or saved time, while a principal might want evidence that a
technology works in all classes, preferring more generalizable research evidence over anecdotal
evidence from one or two teachers. This means that teachers and principals might not always see eye-
to-eye when it comes to identifying meaningful evidence for technology integration, because a classroom
teacher will not care about what the research says if she is not seeing success in her classroom, and a
principal might not care what an individual teacher says as long as the evidence from other teachers is
strong.
2. Facility
Facility (as in facile or easy) deals with the ease at which a new technology can be learned,
implemented, or managed at the teacher- or student-level. Teachers want to use tools that are
easy to learn, and the greater the learning curve associated with a new technology the less likely a
teacher will be willing to invest the time and energy necessary to learn it.
Similarly, if the technology requires teachers to invest a large amount of time troubleshooting or
providing tutorials to students, then they are much less likely to use it. Teachers value technologies that
they can pick up, easily use, and put away. Technology support personnel value these technologies as well,
because it means that they can provide less support to teachers in learning and troubleshooting them,
but principals and other administrators may not believe that facility is very important in comparison to
other values, because in their eyes the value of the technology for learning would outweigh the
difficulties in terms of time or effort. Thus, a principal might require all teachers to learn a new
technology, because she believes that it will drastically improve student learning, even though that
technology is very difficult to use and requires high levels of support.
3. Compliance
Compliance deals with the legal and ethical requirements of technology use in contrast to
their pragmatic use. Those who value compliance will ensure that new technologies meet security
requirements or legal requirements regarding student security.

Teachers and administrators rarely think about compliance when integrating new technologies, or
if they do, they only do so as an afterthought. Rather, strategic technology support personnel deal most
heavily with this issue and seek to ensure that technologies that are used in the classroom and across
institutions will not pose legal risk to the institution. Thus, the teacher may have students use an online
blogging platform without letting school or district personnel know, because those same personnel might
tell her to stop, because the platform does not meet mandated security, accessibility, or privacy
requirements.
Similarly, filtering of web searches is typically managed at the school or district level to ensure
compliance with state and federal regulations, while classroom teachers might complain about how strict
filtering systems are or may have little say in determining what is allowed and what is banned. In short,
compliance is an essential consideration for schools to ensure safe, legal, and ethical technology use, but
it is typically only considered by those in specialized positions, such as technology administrators or
those in a disabilities office.
4. Institutionalization
Institutionalization deals with infrastructural compatibility, cost, lifespan, and management

scale of new technologies. When a teacher purchases a new device or set of devices for her classroom
she may not think ahead about the long-term costs associated with those devices (e.g., the price of apps
or software updates, breakage, replacement), whether or not the devices are compatible with the
school's technology infrastructure (e.g., can they access the network?), or the work involved in keeping
those devices up-to-date and working. Rather, technology support personnel often understand these
issues very well, and this will guide them to prefer certain technologies over others.
For instance, technology personnel might want to provide Chromebooks to students (which are
easy to manage at scale) instead of iPads (which are not), even though teachers might want iPads. This
can create a tension between technology personnel and teachers, where teachers want to use
technologies that may be too difficult to support or technology personnel might want to use technologies
that have limited classroom value.
Differing Beliefs and Values
Based on these four values, it is easy to see why technology integration in school settings can be
so complicated. On the one hand, a principal might value proof by wanting to use technologies that are
shown through research to improve student learning, while the teacher may want to use a technology
that is easy to learn, and a technology support professional might want to use a technology that is
compliant and that can easily be implemented at an institutional level. The problem is that a single
technology rarely does all things well, and for that reason, certain groups will gravitate toward certain
technologies while others will take a very different view.
Thus, though a classroom teacher might want to purchase iPads, a technology administrator might
want to purchase Chromebooks, and a principal might want to purchase PC or Mac laptops. Each person in
this scenario has certain values driving why they are picking one technology over another, and if the
teacher does not understand the reason why a principal or tech support professional might have a
differing view about what technologies to adopt, this can cause problems for integrating technology,
because the teacher may not be able to get the technologies that she wants, she may not have the

support necessary to manage and support them, or she might be required to use a technology that she
does not want to use.
In all cases, the best approach to technology integration involves considering the beliefs and
values of everyone involved in the institution and making selections and necessary compromises to best
meet their needs. As a teacher, you must understand at least at a basic level the beliefs and values that
principals and technology support personnel are working under so that you can understand their
perspectives and help to inform technology decision-making with your own. So, you must consider the
following:
 What are the most important factors that will guide my own technology integration decision-
making?
 How do I communicate and collaborate with others who may have different values?
MODULE 1.1 ACTIVITY

Activity 1.1: How the following Learning Theories drives the adoption of technology?
Behaviorism Cognitivism
Constructivism Connectivism

Activity 1.2: State your belief and values in integrating Technology in Learning and how will it
affects you as future educator
My Beliefs and Values….
It will affect me as future educator…..

Module 1.2: Connectivism: A Learning Theory for the Digital Age
Learning Objectives
1. Explain how connectivism as aspect of learning in digital age

2. State principles of connectivism learning theory
3. Explain the implications of connectivism
4. Give examples how would you manifest principles of connectivism
Behaviorism, cognitivism, and constructivism are the three broad learning theories most often
utilized in the creation of instructional environments. These theories, however, were developed in a time
when learning was not impacted through technology. Over the last twenty years, technology has
reorganized how we live, how we communicate, and how we learn. Learning needs and theories that
describe learning principles and processes, should be reflective of underlying social environments.
Connectivism
Connectivism is the integration of principles explored by chaos, network, and complexity and self
organization theories. Learning is a process that occurs within nebulous environments of shifting core
elements – not entirely under the control of the individual. Learning (defined as actionable knowledge)
can reside outside of ourselves (within an organization or a database), is focused on connecting
specialized information sets, and the connections that enable us to learn more are more important than
our current state of knowing.
Connectivism is driven by the understanding that decisions are based on rapidly altering
foundations. New information is continually being acquired. The ability to draw distinctions between
important and unimportant information is vital. The ability to recognize when new information alters the
landscape based on decisions made yesterday is also critical.
Principles of Connectivism:
1. Learning and knowledge rests in diversity of opinions.

2. Learning is a process of connecting specialized nodes or information sources.
3. Learning may reside in non-human appliances.
4. Capacity to know more is more critical than what is currently known
5. Nurturing and maintaining connections is needed to facilitate continual learning.
6. Ability to see connections between fields, ideas, and concepts is a core skill.
7. Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
8. Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming
information is seen through the lens of a shifting reality. While there is a right answer now, it
may be wrong tomorrow due to alterations in the information climate affecting the decision.
Connectivism also addresses the challenges that many corporations face in knowledge management
activities. Knowledge that resides in a database needs to be connected with the right people in the right
context in order to be classified as learning. Behaviorism, cognitivism, and constructivism do not attempt
to address the challenges of organizational knowledge and transference.

Social network analysis is an additional element in understanding learning models in a digital era.
Art Kleiner (2002) explores Karen Stephenson’s “quantum theory of trust” which “explains not just how
to recognize the collective cognitive capability of an organization, but how to cultivate and increase it”.
Within social networks, hubs are well-connected people who are able to foster and maintain knowledge
flow. Their interdependence results in effective knowledge flow, enabling the personal understanding of
the state of activities organizationally.
The starting point of connectivism is the individual. Personal knowledge is comprised of a network,
which feeds into organizations and institutions, which in turn feed back into the network, and then
continue to provide learning to individual. This cycle of knowledge development (personal to network to
organization) allows learners to remain current in their field through the connections they have formed.
Implications
The notion of connectivism has implications in all aspects of life. This paper largely focuses on its
impact on learning, but the following aspects are also impacted:
 Management and leadership. The management and marshalling of resources to achieve desired
outcomes is a significant challenge. Realizing that complete knowledge cannot exist in the mind of
one person requires a different approach to creating an overview of the situation. Diverse teams of
varying viewpoints are a critical structure for completely exploring ideas. Innovation is also an
additional challenge. Most of the revolutionary ideas of today at one time existed as a fringe
element. An organizations ability to foster, nurture, and synthesize the impacts of varying views of
information is critical to knowledge economy survival. Speed of “idea to implementation” is also
improved in a systems view of learning.
 Media, news, information. This trend is well under way. Mainstream media organizations are being
challenged by the open, real-time, two-way information flow of blogging.
 Personal knowledge management in relation to organizational knowledge management
 Design of learning environments
The pipe is more important than the content within the pipe. Our ability to learn what we need
for tomorrow is more important than what we know today. A real challenge for any learning theory is to
actuate known knowledge at the point of application. When knowledge, however, is needed, but not
known, the ability to plug into sources to meet the requirements becomes a vital skill. As knowledge
continues to grow and evolve, access to what is needed is more important than what the learner
currently possesses.
Connectivism presents a model of learning that acknowledges the tectonic shifts in society where
learning is no longer an internal, individualistic activity. How people work and function is altered when
new tools are utilized. The field of education has been slow to recognize both the impact of new learning
tools and the environmental changes in what it means to learn. Connectivism provides insight into learning
skills and tasks needed for learners to flourish in a digital era.

MODULE 1.2 ACTIVITY
Activity 1.2.1: Explain Connectivism in learning in digital age
Connectivism in Digital Age...
Activity 1.2.2: Explain Connectivism in learning in digital age

Activity 1.2.3: Give situational examples how will a teacher can manifest the principles of
connectivism
1. Learning and knowledge rests in diversity 2. Learning is a process of connecting

of opinions. specialized nodes or information sources.
3. Learning may reside in non-human 4. Capacity to know more is more critical

appliances. than what is currently known

5. Nurturing and maintaining connections is 6. Ability to see connections between fields,

needed to facilitate continual learning. ideas, and concepts is a core skill.
8. Decision-making is itself a learning process.

7. Currency (accurate, up-to-date knowledge)
Choosing what to learn and the meaning of
is the intent of all connectivist learning
incoming information is seen through the
activities.
lens of a shifting reality. While there is a
right answer now, it may be wrong tomorrow
due to alterations in the information climate
affecting the decision.

Module 2.1 Technology Integration Models
1. Explain the different technology integration models

2. Propose a learning plan using the technology integration models
Once you have a basic grasp of your own approach to learning and the beliefs and values that will
guide your technology integration, you are ready to begin exploring how to make this happen effectively.
Technology integration models are theoretical models that are designed to help teachers, researchers,
and others in the education field to think about technology integration in meaningful ways. There are
many, many technology integration models that are used by different groups. Some models are very
popular while some are only used by very small groups of people, and some are very similar to one
another, while others are very unique. Rather than provide an exhausting description of each technology
integration model, we will now proceed by providing a brief overview of a few that we believe to be most
widely used or valuable to help you begin thinking about technology SAMR, and PICRAT.
a. TPACK
TPACK is the most commonly used technology integration model amongst educational researchers.
The goal of TPACK is to provide educators with a framework that is useful for understanding
technology's role in the educational process. At its heart, TPACK holds that educators deal with three
types of core knowledge on a daily basis: technological knowledge, pedagogical knowledge, and content
knowledge. Content knowledge is knowledge of one's content area such as science, math, or social
studies. Pedagogical knowledge is knowledge of how to teach. And technological knowledge is knowledge
of how to use technology tools.

These core knowledge domains, however, interact with and build on each other in important and
complicated ways. For instance, if you are going to teach kindergarten mathematics, you must both
understand mathematics (i.e. content knowledge) and how to teach (i.e. pedagogical knowledge), but you
must also understand the relationship between pedagogy and the content area. That is you must
understand how to teach mathematics, which is very different from teaching other subject areas,
because the pedagogical strategies you use to teach mathematics will be specific to that content domain.
When we merge content knowledge and pedagogical knowledge together, a hybrid domain emerges called
pedagogical content knowledge. Pedagogical content knowledge includes knowledge about content and
pedagogy, but it also includes the specific knowledge necessary to teach the specified content in a
meaningful way.
TPACK goes on to explain that when we try to integrate technology into a classroom setting, we
are not merely using technological knowledge, but rather, we are merging technological knowledge with
pedagogical content knowledge to produce something new. TPACK or technological pedagogical content
knowledge is the domain of knowledge wherein technology, pedagogy, and content meet to create a
meaningful learning experience. From this, educators need to recognize that merely using technology in a
classroom is not sufficient to produce truly meaningful technology integration. Rather, teachers must
understand how technology, pedagogy, and content knowledge interact with one another to produce a
learning experience that is meaningful for students in specific situations.
b. RAT and SAMR
RAT and SAMR are very similar technology integration models, though RAT has been used more
often by researchers and SAMR has been used more often by teachers. Both of these models assume
that the introduction of technology into a learning experience will have some effect on what is
happening, and they try to help us understand what this effect is and how we should be using technology
in meaningful ways.
RAT is an acronym for replace, amplify, and transform, and the model holds that when technology
is used in a teaching setting, technology is either used to replace a traditional approach to teaching
(without any discernible difference on student outcomes), to amplify the learning that was occurring, or
to transform learning in ways that were not possible without the technology (Hughes, Thomas, &
Scharber, 2006). Similarly, SAMR is an acronym for substitution, augmentation, modification, and
redefinition (Puentedura, 2003). To compare it to RAT, substitution and replacement both deal with
technology use that merely substitutes or replaces previous use with no functional improvement on
efficiency. Redefinition and transformation both deal with technology use that empowers teachers and
students to learn in new, previously impossible ways.

The difference between these two models rests in the center letters, wherein RAT's
amplification is separated into two stages as SAMR's augmentation and modification. All of these stages
deal with technology use that functionally improves what is happening in the classroom, but in the SAMR
model, augmentation represents a small improvement, and modification represents a large improvement.
Both of these models are helpful for leading educators to consider the question: what effect is
using the technology having on my practice? If the technology is merely replacing or substituting
previous practice, then it is a less meaningful use of technology. Whereas technology use that
transforms or redefines classroom practice is considered to be more valuable.
c. PICRAT
Building off of the ideas presented in the models above, we will now provide one final model that
may serve as a helpful starting point for teachers to begin thinking about technology integration.
PICRAT assumes that there are two foundational questions that a teacher must ask about any
technology use in their classrooms. These include:
1. What is the students' relationship to the technology? (PIC: Passive, Interactive, Creative)
2. How is the teacher's use of technology influencing traditional practice? (RAT: Replace,
Amplify, Transform; cf. Hughes, Thomas, & Scharber, 2006)
The provided illustration maps these two questions on a two-dimensional grid, and by answering
these two questions, teachers can get a sense for where any particular practice falls.

For instance, if a history teacher shifts from writing class notes on a chalkboard to providing
these notes in a PowerPoint presentation, this would likely be categorized in the bottom-left (PR) section
of the grid, because the teacher is using the technology to merely replace a traditional practice, and the
students are passively taking notes on what they see. In contrast, if an English teacher guides students
in developing a creative writing blog, which they use to elicit feedback from peers, parents, and the
online community on their short stories, this would likely be categorized in the top-right (CT) section,
because the teacher is using the technology to transform her practice to do something that would have
been impossible without the technology, and the students are using the technology as a tool for creation.
Experience has shown that as teachers begin using technologies in their classrooms, they will
typically begin doing so in a manner that falls closer to the bottom-left of the grid. However, many of
the most exciting and valuable uses of technology for teaching rest firmly in the top-most and rightmost
sections of this grid. For this reason, teachers need to be encouraged to evolve their practice to
continually move from the bottom-left (PR) to the top-right (CT) of the grid.
Application
With these foundational understandings, you are now ready to apply your knowledge to real-life
scenarios. Here are a few brief descriptions of how teachers might use technology in a classroom
setting. As you read each, consider whether these examples exhibit effective technology integration,
what more information you might need to make an informed evaluation, and what factors you believe are
most important for making this determination:
1. A teacher uses PowerPoint as part of her lecture.

2. Students are asked to keep an online journal in a blog.
3. Students pass a touch-enabled tablet around the room and write a collaborative poem.
4. Students play an online role-playing game about John Smith and Pocahontas.
5. Students write answers to math problems on an interactive whiteboard.
6. Students organize geometric shapes in patterns on an iPad.
7. A teacher creates a video to introduce herself to her students on the first day.
8. Students make an animated video to tell a story.
9. A teacher designs a WebQuest (inquiry-driven online lesson) for students to complete on their
own time.
10. A teacher uses Facebook to remind her students about homework.

MODULE 2.1 ACTIVITY
Activity 2.1.1: Make a Learning Plan using the SAMR
Content Knowledge
Pedagogical Knowledge:
Technological Knowledge:

Activity 2.1.2: Supposed you are teaching “Types of Sentences” and you are using RAT model to
“compare” the traditional method of teaching of such topic to integration of technology in
classroom.
Traditional Method of Teaching Replace
Amplify
Transform

Module 2.2: Lifelong Learning
Learning Objectives
1. Explain lifelong learning and its importance;

2. Describe strategies for developing a personal learning environment (PLE) and personal learning
network (PLN);
3. Identify threats to lifelong learning present in modern technologies;
4. Choose appropriate lifelong learning strategy.
To be the best teacher possible, it is essential to be a lifelong learner. Lifelong learning implies
that learning does not end when you leave a classroom or finish a degree. Rather, as you go through life
it is essential for you to continually connect with other professionals to learn, to teach, and to share
resources. Unwillingness to connect with others and to engage in the lifelong learning process leads to
stagnation in your practice and will prevent you from being the best possible teacher for the children
you serve.
In the past, lifelong learning has typically been limited to resources available to you in your
institution. If you are a science teacher, and you are in a school with other experienced science teachers
this would be great, because you can learn, share, and grow within this community of experts who are all
working towards similar goals. However, not every teacher has the luxury of working in a school or
department with other teachers that can push them and improve their practice.
Social technologies empower us to connect with others in ways that were previously impossible or
inefficient. With social media, such as blogs, social networking sites, discussion forum, image sharing
services, and video sharing services, teachers are able to connect with other people and a variety of
resources on an ongoing basis to improve their practice.
Technology tools can be leveraged to support lifelong learning in two major ways: personal
learning environments (PLE) and professional learning networks (PLN). We will explore these different
approaches to lifelong learning, what tools are available to support lifelong learning , and what are some
risks that teachers need to be aware of in order to ensure that their lifelong learning
Why Lifelong Learning Matters
The world is changing rapidly. Technology is one example that changes so frequently that many of
the jobs that people have today did not exist 100, 50, or even 10 years ago. Centuries back, if you
learned a trade like blacksmithing or animal husbandry, you would have been able to go forward
throughout your career with a fairly stable understanding of what you would be doing and how you would
be doing it for the rest of your life.
Once you stop learning, you start dying. (Albert Einstein)
Today however, technologies change how we do our work, what work is possible, and even the
nature of the work we do. Today, advances in computing and information systems have again drastically
changed this dynamic so that new jobs are created on a daily basis and existing jobs continue to evolve
rapidly, becoming more technical and more collaborative.

In such a world, failure to become a lifelong learner means failure to adapt and to be marketable
throughout one's life. Even in teaching, which is a historically stable profession, because every
community needs teachers, things are changing rapidly. Today, if you went into a job interview for a
teaching position and said that you have no interest in using technology in your teaching or learning about
how new technologies should be used to improve teaching and learning, it is highly unlikely that a hiring
committee would look favorably upon this stance. This is because we live in a time when technology is
changing how we can teach, but it is also the case that teachers are expected to teach students
technologies that will be applicable for them moving into professional careers of their own.
This means that teachers must not only have a positive attitude toward technology and a
willingness to use it in their classrooms, but they must also look forward to technologies that do not
currently exist and strategically anticipate how their teaching will evolve throughout their careers in
response to new shifts in technology capabilities and availabilities. Beyond technology as a teaching and
learning tool, however, most fields are very dynamic themselves and change rapidly. This means that
often what was true or accepted as knowledge 20 years ago may now be rejected or no longer be
considered cutting-edge.
Education is not preparation for life; education is life itself. (John Dewey)
As a teacher, one of your primary goals is to model lifelong learning for your students to show
them that learning is not contained within a diploma or limited to a classroom. Rather, learning is a
lifelong endeavor that should never end, and from a very practical standpoint, the jobs of today and
tomorrow require just about everyone to be involved in a meaningful process of lifelong learning to be
successful.
Personal Learning Environments (PLE)
Modern technologies, and web technologies in particular, provide us with access to a variety of
information and media resources, and the lay internet user today has access to more knowledge than the
wealthiest, most-educated researchers that lived just a few decades back. For this reason, it is
important for professionals to learn to approach the internet as their own learning tool and to structure
their experiences with it in a way that allows them to continually learn and grow.
By following particular blogs, RSS feeds, news sites, social media feeds, podcasts, and video
channels, you have the ability to have information pertinent to you constantly streamed to you. As such,
each person today has the capacity to construct her or his own Personal Learning Environment (PLE) that
is suited to that person's individual tastes and interests. In fact, by just following a few Twitter
accounts of people you respect or subscribing to an educational blog or two, you can support your own
lifelong learning by exposing yourself to information that is always updated and of practical value to your
work as a teacher.
There are various tools that can be used to support the construction of your personal learning
environment. A few examples include video sharing services, search engine alerts, personal knowledge
managers, and RSS feed aggregators. Each of these examples will now be explained in a bit more detail.

Video Sharing Services
Video sharing services, such as YouTube or Vimeo, allow everyone from major news networks to
lay users to upload and share videos with the world. Many modern celebrities first got their start by
sharing personal videos on sites like these, and most videos on these popular sites are freely available.
Users can also subscribe to channels that are created by users, which might include a constantly updated
list of that user's own new videos as well as other videos that they like.
For instance, subscribing to a channel on new science discoveries could be a useful tool for
science teachers, or subscribing to a channel on mathematics tutorials might be useful for mathematics
teachers. By creating an account on these sites, you can also create your own channels and collect
existing videos or your own videos into categories for later viewing or sharing with students and
colleagues.
Search Engine Alerts
Search engine alerts, such as Google Alerts, are services provided by search engine companies
that will send you email notifications when new resources are available on the web that meet your search
criteria. For instance, say you are a social studies teacher and you want to be sure that you are aware of
any new stories that deal with discrimination. By creating a Google Alerts search criteria with the word
"discrimination," you can receive an email notification every time a new story is added to the Google
search index that meets those criteria.
Personal Knowledge Managers
Personal knowledge managers, such as Diigo, are tools that allow you to collect, organize, and
annotate on information you find on the web. For instance, say you are a music teacher and you want to
collect links to sites that provide classical sheet music and performances. With Diigo, you can create
collections of these resources, bookmark them, take notes on them, and share your collections with
others.
RSS Feed Aggregators
Really Simple Syndication or RSS aggregators use information provided from websites like blogs
to create a personal feed of relevant information for you. For instance, say there are a handful of blogs
that you are interested in that are maintained by other educators or professionals in the field. By using
an RSS aggregator and pointing it to those blogs, you can get a constant feed of recent posts on those
blogs that come directly to you. This is useful for staying abreast of what is happening in your field.
In most subject areas, there are prolific teachers on the web who keep blogs for posting
resources and reflecting on classroom activities. An RSS aggregator helps you from having to track
these sources down every time you want to check to see if something is new and provides a single window
from which you can receive up to date information that is relevant to you.
Professional Learning Networks (PLN)
In addition to information, modern web technologies also empower us to connect with other
professionals on an unprecedented scale. In a previous age, if you had a question that required expert

guidance, you were very limited in your ability to get support. Now, you can regularly find world-class
experts on teaching, classroom management, curriculum development, and any number of other issues
with a web browser search or two. Similarly, you and other educators can connect with one another via
social media and provide supports to one another as you engage in daily processes of teaching and
problem solving together.
By selecting and following other educators on a social networking site like Google+, for instance,
you can quickly construct a Professional Learning Network (PLN) of colleagues that can be of use to you
when you have a question or concern. You can also use this network to provide you with fresh insights on
how to improve your practice, share resources, and improve morale in a profession that can sometimes be
isolating and lonely.
There are various tools that can be used to support the construction of your personal learning
network. A few examples include social networking sites, blogs, and video conferencing tools. Each of
these examples will now be explained in a bit more detail.
Social Networking Sites
Social networking sites, such as Facebook, Twitter, Pinterest, and Google+, are commonplace as
social spaces for people to connect with friends and family, but they are also useful for connecting
professionals together. There are also strictly professional social networking sites, such as LinkedIn,
which can be useful for cultivating a polished professional online presence as well as for job seeking.
By creating a Twitter or Pinterest account and following the posts of other professionals in your
area of interest, you can stay abreast of recent developments and also ask questions of the larger
community. By creating your own profile and sharing your own classroom practices in these sites, you can
also help others to learn from your experiences in the classroom and to gain value from the resources
that you create.
Blogs
Similar to social networking sites, blogs are intended to be online spaces devoted to cataloging
the experiences or thoughts of a single person or a small group of people. Common blogging platforms
include WordPress, Edublogs, and Blogger. As an educator, you can keep your own blog where you share
more information than is typically possible through a social networking site along with resources such as
lesson plans, rubrics, and classroom activities descriptions. You can also elicit feedback from the
community by allowing for comments on your blog and can read the blogs of others and leave them
comments as well. By blogging and reading the blogs of others, you can create professional relationships
that expand your teaching potential.
Video Conferencing Tools
Much of the interaction that occurs on the web is done through text-based communication, but
the web also allows opportunities for professionals to connect virtually via audio and video
communication. Common video conferencing tools such as Skype and Google Hangouts are useful for
scheduled conversations with colleagues and might include a monthly chat with other teachers in your
region or could be used to invite another teacher or professional to speak to your class remotely.

These tools typically are not useful for initiating a professional learning network, because they
are not intended to connect you with new people, but they are useful for sustaining and expanding the
relationships that you have cultivated with other professionals either offline or through other tools
(such as social networking sites).
THREATS TO LIFELONG LEARNING
If lifelong learning was easy, everyone would be a pro at it. The reality of the situation, though, is
that a number of issues make lifelong learning difficult. Some of these issues are universal, while others
are unique or magnified for teachers. We will now briefly discuss three threats to lifelong learning along
with suggestions for addressing them. These threats include: time constraints, professional
considerations, and sheltering of the self.
1. Time Constraints
Time is one of the biggest constraints that teachers face. Most teachers work long, exhausting
hours with students during the day and either devote early mornings or late nights to grading papers,
developing curriculum, or fulfilling other duties for the school (e.g., coaching, reviewing, monitoring,
driving). Being a good teacher and a contributing member of the school community often requires
teachers to strike a precarious balance between professional and personal life, and time devoted to the
profession means time taken from somewhere else in a teacher''s life. With this backdrop, if a teacher
is told that she needs to focus on lifelong learner to become a better professional, one understandable
response would be "When do I have time for that?"
The answer is that teachers often do not have time or resources to devote to formal lifelong
learning activities, such as professional development courses or conferences, unless their schools give
them some reprieve from their demanding schedules. Though formal lifelong learning undoubtedly occurs
in school settings, these opportunities are too few and far between to provide all of the lifelong learning
necessary for teachers.
One of the benefits of modern technologies is that they can make less formal and microburst-like
learning available anytime and anywhere (e.g., via a mobile device). This means that lifelong learning can
be approached in a more flexible manner, with five minutes here or ten minutes there, rather than trying
to carve out an entire day devoted to a formal learning session. This allows teachers to more realistically
devote short periods of time to learning in a manner that is sustained from one day to another rather
than relying upon infrequent, difficult-to-schedule formal learning opportunities.
For instance, one teacher might devote ten minutes each day to checking an RSS aggregator or
some favorite YouTube channels. Another teacher might listen to a favorite podcast on the way to work
in the morning, while another might have a 30-minute video conference scheduled every two weeks with
other teachers in the region to talk about curricular development or other issues. These microbursts of
learning do not altogether replace the more formal, time-intensive experiences that schools should
support for their teachers, but they do provide a much-needed supplement and constancy to lifelong
learning that is manageable even within a teacher's hectic schedule.

2. Professional Considerations
As explored in the module on online professionalism, the ways that teachers behave online could
be subject to employer and public scrutiny, and if teachers are encouraged to use web technologies to
promote lifelong learning, then there are some professional considerations that will impact how teachers
use these technologies and what benefits they can actually take from them. For instance, before a
teacher seeks to construct a PLN on Twitter or Pinterest, she should consider how her activities might
be interpreted and whether they meet with standards of professionalism.
The tracks that you leave online are sometimes referred to as digital footprint, and they include
your profile information, things you post, what you share, who you follow, what you like, etc. A majority
of employers now will do some level of web searching (either via search engines or social media sites) to
check on the digital footprints of people they are considering hiring. This means that people will be
searching for you, and what they find may have an impact on your professional life.
For this reason, you should take charge of your digital footprint and recognize that you have a
role in grooming what is found about you online. There are several ways of doing this.
 First, delete or hide old accounts and content and make your social media profile pages as private
as possible.
 Second, consider creating a professional website, portfolio, or blog. Even though a principal
might not thoroughly look at the professional content you put online, doing so allows you to take
control of what is available for others to see about you.
 Third, consider creating a professional social media account that is public (such as Twitter) and
strictly professional. In this public account, be extra careful and thoughtful about what you post.
This problematic.
 Fourth, clearly demarcate between personal and professional uses of social media. Any personal
uses should be as private as possible and should only be visible to people close to you that you trust
(e.g., family). Professional uses should generally be more public so that you can reveal that you have a
public persona of professionalism. Mixing the two can be a bad idea, because it can become very
messy and sticky as people within your professional circles start to gain access to aspects of your
private life that they may not have the contextual awareness necessary to properly understand;
 And finally, get into the habit of regularly searching for yourself online. Review images and
videos in your searches to make sure that you are aware of what results will be shown to others. As
you look at this content, consider how others might interpret it given the fact that they may not
have any contextual awareness of the situations and experiences in your life that may have produced
them.
Though we might post content online to help people to understand who we are, in this case, the
more pressing concern is making sure that people do not misunderstand what your digital footprint says
about you.
Thus, when constructing your professional learning networks, help to ensure that your footprint is
actually professional in these networks rather than a difficult-to-decipher mix of personal with
professional. If you truly do have a professional footprint online, it will allow you to more easily make
connections with other professionals and to more meaningfully share your work and participate with

other professionals in meaningful ways.
3. Sheltering of the Self
Though we have highlighted the positive potentials of modern technologies to make people more
connected, informed, and socially-engaged, there are possible situations when these technologies may be
turned against themselves to actually promote narrowness of thought and limited exposure to new
information and experiences. Web technologies do give us access to a larger society than is possible in
face-to-face interaction, but over a century ago, a prominent author pointed out the double-edged
nature of big societies as follows:
It is not fashionable to say much nowadays of the advantages of the small community [in
comparison to big societies]. There is one advantage, however, in the small state, the city, or the village,
which only the wilfully blind can overlook. The man who lives in a small community lives in a much larger
world. He knows much more of the fierce varieties and uncompromising divergences of men. A big society
exists in order to form cliques. A big society is a society for the promotion of narrowness. It is a
machinery for the purpose of guarding the solitary and sensitive individual from all experience of the
bitter and bracing human compromises. (G.K. Chesterton)
On the web, technologies that are designed to provide us with only the information that we want
may actually serve to limit our worldview and prevent us from having to confront our own biases and
misunderstandings. A search engine, for instance, can learn about our interests and attitudes and only
return results that solidify us in these ways of thinking (i.e., filter bubbles [http://dontbubble.us/]).
Similarly, by only following like-minded or demographically similar people on a social networking site like
Facebook, we might set ourselves up for a situation where everyone we know in the medium supports,
acknowledges, and encourages our viewpoint (rather than disagreeing with us and forcing us to grow).
For this reason, professional educators should be thoughtful about how their activities online and
approaches to information seeking may help them to critically consider their own biases in an ongoing
way. This might include following a diversity of professionals, some of whom disagree with our world
view, or counterbalancing information we find on one site with another site that is biased in an opposing
direction (e.g., Huffington Post vs. FoxNews). The bottom line is that it is comfortable to place ourselves
in situations where we are never challenged or pushed to consider others' viewpoints, and internet
technologies are often designed to help us feel content in a digital echo chamber of our own thoughts.
As professionals, however, we should surround ourselves with experiences that reflect the diversity of
the world we live in so that we can overcome our own limitations and continually grow.

LIFELONG LEARNING SCENARIOS
To illustrate the concepts presented in this module, a series of scenarios will now be provided in
narrative form that will illustrate how these principles and concepts might be implemented in real-life
settings.
Scenario 1: The Social Learner
Sal is an elementary school teacher and social learner who uses Facebook to
stay connected with family and friends but also is connected with other
teachers in his school. While using Facebook, he will often share links to
news articles that he thinks are interesting and will occasionally post
pictures of his growing family. He tries to blend his personal and
professional lives together judiciously within Facebook so that he can stay
connected with the people that matter to him personally but also gain the
benefits of building a PLN with the other teachers at his school.
When he first started connecting with other teachers on Facebook, Sal had to change some of
his activities and the things that he posted to be sure that others would not get the wrong idea about
him. For instance, he stopped posting overly political comments, because he found that they led to
arguments that he did not want to have either with the other teachers in his school, on the one hand, or
with his family members, on the other. He now will post cautiously about major family life events and
spends most of his time on Facebook reading about what others are doing and sharing links (though not
necessarily his thoughts on those links).
Benefits
The main benefit of Sal's approach is that it allows him to bring all of his connections and
interactions into one location (Facebook) and not feel overburdened by having to login to multiple sites.
He likes being able to share a little bit about himself and his family online but does this with the
understanding that others might be viewing his activities through a professional lens and therefore
limits or slightly censors some of the things that he might otherwise post.
Limitations
The major professional limitation of Sal's approach is that it prevents him from connecting with a
lot of other educators and from sharing his classroom resources with others outside of his small social
circle that might benefit from them and provide him with guidance on how to improve. Mixing personal
and professional uses of these media together can also cause tensions that prevent Sal from really using
Facebook the way he wants (e.g., not posting things that he feels strongly about perhaps because he is
worried about how others might react to them). Sal also recognizes that because his network is so small
and isolated to people that he knows in real life, he does not have much exposure to people who think
differently than he does or who have different life experiences. This doesn't particularly bother him,
but he wonders sometimes how much of his use of Facebook is actually helping him to learn and grow and
how much of it is simply solidifying his own views of the world.

Scenario 2: The Seeker

Marta is a secondary science teacher who has accounts on various social
media sites, including YouTube, Pinterest, and Twitter. On YouTube, she
subscribes to channels from NASA, Popular Science, and Discovery, giving
her a constant feed of new videos that relate to content area. On Pinterest,
she follows boards from other science educators who post ideas for
experiments and other class activities. And on Twitter, she follows celebrity
scientists like Bill Nye and Neil deGrasse Tyson, who will often share
information about recent discoveries or interesting thoughts.
Marta also uses an RSS feed aggregator to pull stories from the science sections of major news
sites, feeding them directly into her email inbox and has a couple of Google Alerts set to let her know as
new results pop up on the web related to climate change.
All of these tools working together represent Marta's PLE, which gives her instant access to up-
to-date, pertinent resources. Marta greatly values the resources she finds online, but she generally
feels that the work she does is not important or that she has nothing to contribute to other teachers in
similar situations.
Benefits
The main benefit of Marta's approach is that it allows her to have access to new, frequently
updated information from a variety of sources. By following the recent posts of others, she is able to
keep up on recent happenings in her field and to get helpful ideas for teaching her students.
Limitations
The main professional limitation of Marta's approach is that she isn't sharing her own expertise
back with the online community, providing resources to other teachers, and becoming a full participant in
social media. Marta's behaviors might be classified as "lurking," or as someone who watches others and
gains benefit from what they share but who does not share back or help to support the community
through her own contributions. Thus, she gains benefits from resources online but gains little social
benefit from her activities and may feel undervalued in the work she does.
Scenario 3: The Micro-Celebrity

Rosa is a middle school teacher who keeps an active blog and posts multiple
times each day to Twitter, Facebook, and Pinterest. On her blog, Rosa
shares classroom activity ideas and writes position pieces about the
problems that public education faces in her community, state, and the nation
at large. She sometimes stays up late into the evening writing thoughtful
blog posts and responding to the many users who comment on her work. On
Twitter, Facebook, and Pinterest, Rosa posts provocative snippets of her
blog posts along with links to the full articles. The people that read her work
in each site are different, but she has amassed a following in the tens of
thousands on Twitter and Pinterest, showing that many people are interested
in her ideas and work and that she has a massive PLN.

Because of the nature of the things she posts, she sometimes must moderate her blog comments
or respond to people that disagree with her viewpoints, which takes a lot of time and energy.
Frustratingly, many of the people she argues with the most are family members and long-time friends
who are not educators themselves but who have very different viewpoints about public education than
she does. She has been known to respond to these comments on her mobile phone while monitoring
students during lunch and sometimes comes back to class frazzled from the experience.
Wanting to continue to push the limits of her work, Rosa has begun placing advertisements on her
blog to generate a trickle of revenue to supplement her modest teaching salary. She sometimes wonders
if her classroom duties are getting in the way of her ability to be an advocate for things she believes in
online. She also wonders if she will be able to continue to produce new content on her blog that will keep
people interested, and in class she often finds herself spicing up her activities not for her students but
for the blog post she will be able to write about afterward.
Benefits
The main benefit of Rosa's approach is that she is able to connect with a diverse group of people
online, to share her expertise with others, and to learn from them through online interactions. The
sheer number of followers she has on some of these sites suggests that her work is benefiting other
teachers, and if her popularity continues to increase, she may be able to find ways to effectively
monetize her work (either through advertisements or selling lesson plans). Also, because of her followers
on social media, Rosa feels like she has a powerful voice for change in the world, which she finds quite
exhilarating and liberating.
Limitations
The major limitation of Rosa's approach is that it is taxing both in time and energy and may
actually have some negative impacts on her teaching, by distracting her from her students and other life
duties. Because Rosa has no boundaries between her online professional and personal life, much of her
frustration and emotional taxation seems to stem from tensions between her professional attitudes and
personal relationships with family and friends.
Lifelong learning is essential for everyone but is especially important for educators who must
model lifelong learning skills and dispositions for their students and must operate in a profession that
change in response to new innovations. Modern technologies, particularly web technologies, empower
educators to participate in lifelong learning in unprecedented ways by improving access to resources and
supporting social connections between professionals at a distance. This module has highlighted some of
the current technologies that are available to support the creation of a PLE and PLN and has also
provided some scenarios that highlight the benefits and limitations of certain professional practices
online. With these understandings, teachers should consider for themselves how they will support their
own lifelong learning and what role the construction of a PLE and/or PLN plays in this process.

MODULE 2.2 ACTIVITY

Activity 2.2.1: Answer the following:
My Definition of Lifelong Learning….
My personal experience of Lifelong Learning…..

Activity 2.2.1: Identify ways to avoid or eliminate the threats to lifelong learning.
1. Time Constraints 2. Professional 3. Sheltering of the Self

Considerations
Activity 2.2.3: Elaborate your strategy for lifelong learning

Module 3: INFORMATION LITERACY: Evaluating Online Resources
Learning Objectives
1. Define Media Literacy;

2. Evaluate online resources
3. Define copyright and its related laws
4. Explain the importance of copyright in selecting information and content
Media Literacy is the ability to access, evaluate, and create media in a variety of formats, and
information literacy is a subset of this that constitutes the ability to accurately interpret and
understand information that is presented to you. This module will focus primarily information literacy
and how to evaluate online resources. With the advent of the Internet, students and teachers have
gained unprecedented access to information resources in a relatively unfettered manner. However, part
of the reason that access to these resources has become so fast and easy is because traditional quality
assurance and control mechanisms have been removed from the process of information resource creation
and sharing. This means that students and teachers are faced with information from a variety of
sources online and that they must be able to evaluate these resources in a manner that previous
generations may not have needed to.
Website Domains
Before exploring how to evaluate individual resources, we must begin by understanding how the
Internet is structured. If you have ever typed a URL or web address into a web browser, you have used
something called a domain. A domain is the primary identifier of a website that is made up of a
website name, such as facebook, google, or twitter, followed by a domain type (or top-level domain), such
as .com, .edu, or .org. Domains are also often accompanied by subdomains which precede the domain
name, the most common of which is www, standing for World Wide Web.
Together, these three identifiers make a fully qualified domain, such as www.google.com, and
allow the technologies that connect devices together through the Internet to find the specific resource
that a user is looking for. In this way, domains are like physical addresses. Just as you need the correct
physical address to send a package to someone, you also need the correct domain in order to access an
information resource.
Complete URLs are often very long and included domains followed by a "/" and then additional
information. Everything after the "/" points to a specific file or location within that domain. In other
words, if the domain is the address, just like a physical address that directs someone to your house,
then everything after the "/" directs a user where to go inside your house, such as up the stairs or
under the bed.
This is important to understand, because no matter where you go online, you can always tell what
location or building you are in by simply looking at the domain and ignoring everything after the "/".

Domain Purposes and Cautions
Just as different buildings serve different purposes in real life, certain domains are intended to
serve different purposes on the web. The most popular top-level domain, .com, is intended to be used by
commercial entities, but this is not regulated.
One caveat to this, however, is that some top-level domains do require verification for
registration. Though anyone can create a .com, .net, .us, or.org site, some top level domains are
restricted and carefully maintained. These include .edu, .gov, and .mil sites. Just as in real life there are
public or governmental buildings that no one should be able to own or that require restricted access,
domains that end in these letters reveal that the site has some legitimacy as either an educational,
governmental, or military institution. When accessing these sites, you still need to consider whether the
content is accurate, but you can at least know that you are accessing a site that is actually run by the
institution that the name suggests.
Educational institutions are similar. To register a .edu domain, a potential website owner must
prove that it is a legitimate educational institution. Thus, if you do a search for a specific degree or
department and the results provided to you include sites that end in .com, then you can be assured that
they are not actually from educational institutions.
Domains in Education
In real life this simple understanding can have drastic influence on students and teachers. Had
teachers understood this issue of top-level domains and taught their students accordingly, many young
children likely would not have stumbled into the site unawares. Just because the website has a domain
that looks legitimate does not mean that the content is reliable, of high-quality, or free of bias.
 Recognizing Quality
In terms of quality, not all websites or pages within a website are created equally. High-quality
online resources include those that provide accurate, up-to-date, thorough information on a given topic.
Judging the quality of an online resource can be difficult for teachers and students, especially if they
are not content experts in an area.
However, even if you know very little about the content of a website, there are a few questions
that you can ask to help you determine whether or not the provided information is likely to be of high
quality.
Questions to Identify Quality
1. External Verification: How well does the resource provide evidence to its claims by linking to
external, reputable resources?
2. Recent Updates: Does the resource identify when it was created or last updated, and is it
recent enough to trust the ongoing accuracy of the content?
3. Considerate Acknowledgement of Multiple Perspectives: How well does the resource represent
multiple perspectives on the information?
4. Multiple Reliable Authors: Are the authors identifiable and reputable, and is the information
authored by one person or many?

1. External Verification
First, reputable resources are able to substantiate the accuracy of their claims. Even when world
leading experts make claims in scholarly papers, they must provide evidence for their claims. Thus, any
website that provides information should also provide references and citations to allow you to verify
what is being said. Good references and citations will link to external resources that are typically
written by different authors or provided by other sites.
2. Recent Updates
Second, information changes quickly. If you look at a textbook in microbiology or astronomy from
even 15 or 20 years ago and compared it to the textbook created today, you would find many differences
(e.g., Pluto is no longer classified as a planet). Like any information resource, websites can grow old or
stagnant, and the best web resources make it clear to the reader when they were last updated. Many
websites do this either by putting a "last updated" date below the title or at the bottom of the page.
With this information, the reader can more accurately determine whether the website provides modern
information on the topic or is in need of updating.
Though as a medium the Internet itself is fairly young, there are many, many information
resources available online that date back to the mid-90s. This is far too old to represent a modern view
on many topics of research interest, and for that reason, readers should take into consideration how
long ago a resource was created or updated and how this might influence the accuracy of the content.
3. Considerate Acknowledgement of Multiple Perspectives
Third, multiple perspectives need to be represented in information resources. In matters that

deal with the values, understandings, beliefs, and actions of people and social groups, controversy and
disagreement are commonplace, and the same historical occurrence can be praised by one person or
group and bemoaned by another.
In these cases, it is common for information resources to make one of two mistakes: they will
either ignore alternate or unpopular perspectives or they will dismissively portray those perspectives
in a manner that does not give sufficient consideration or interpretive understanding to them.
justified or necessary.
In either case, ignoring or not giving due consideration to competing perspectives suggests that
an information resource is not telling the full story and that the information may not be as high quality
as another resource that approaches topics in a manner that seeks to openly understand all aspects of
the provided information.
4. Multiple Reliable Authors
And fourth, in many fields, quality assurance of new knowledge is ensured by increasing the
number of experts who create, critique, or provide feedback on creative works. Because we recognize
that a variety of perspectives is important for portraying information in an accurate and reliable manner,
resources that rely upon multiple authors will often be of higher quality than resources that rely upon a
single author.

Some online information resources do not provide any information about the author, and others
are created by a single author who may not be an expert in the area. These resources should be
considered dubious. Furthermore, though a single author may be an expert in an area, even experts have
biases or areas of emphasis that will lead them to potentially ignore or distort other important aspects
of the information.
For this reason the best information resources represent the totality of multiple experts'
perspectives and rely upon many different sets of eyes looking at the information to ensure that it is
accurate. For this reason, websites that do not provide detailed information about who authored the
content or that rely upon a single author, even if that author is an expert, will typically be of lower
quality than those resources that are created by many different respected authors.
 Recognizing Bias
Even in the case of reputable websites, however, bias is a real concern that educators must seek
to recognize and help students to navigate. Bias represents a person's worldview and how it may guide
them in presenting information in particular ways. Bias is typically treated as a bad word. That is,
we typically use it in a derogatory sense when referring to the problematic biases of others or by trying
to delegitimize their perspective. For instance, a news reporter might claim that a political official has a
particular bias that leads them to act in a particular way and might do so in a manner that assumes
objectivity. But, the truth of the matter is that everyone is biased, and bias is an expected part of life.
Bias is a natural outcome of the fact that people have different experiences, life views, and ideologies.
If someone claims to be unbiased, this typically means that they are not aware of their own bias,
are unwilling to admit their bias, or perceive the worldviews of others as being illegitimate. Some
professionals will seek to reduce their own bias, as in the case of news reporters or scientists, but even
in these cases bias directs what professionals do, how they do it, what they say, and how they say it.
Thus, when we approach the world and what other people try to tell us about the world, we need
to do so recognizing that any information provided by another person will have bias. This does not mean
that it is bad or erroneous but only that we need to understand the bias associated with the source of
our information and use that as a lens for understanding and interpreting information.
In the case of the internet, every information source available online is created and shared by
someone with some form of bias. This does not mean that information online is illegitimate but rather
that if we want to understand and accurately interpret the information we find online, we must
understand the biases of those creating and sharing it. To do this, internet users should ask themselves
four basic questions when accessing any information resource online. These questions may be found in
the excerpt below, and we will proceed by discussing the central idea of each question in more detail.
Questions to Identify Bias

1. Ownership and Trust: Who owns, authors, and maintains the information or website, and why
should you trust them?
2. Explicit vs. Implicit Bias: Is bias explicit or implicit?
3. Controversy: Might the content be controversial or subject to interpretation?
4. Primary Goal: What is the resource's primary goal, and how might this impact what and how
content is presented?

1. Ownership and Trust
To understand bias, the simplest place to start is to recognize who created the resource.
Often, websites created by an organization will provide informational pages devoted to explaining the
mission, history, and goals of the organization. These may not always be accurate or fully disclosed, but
they are a good place to start.
Because every organization will have its own biases, the purpose for exploring this is not to
determine whether or not biases exist but whether you believe the organization is trustworthy enough
to believe the information that is presented.
Typically, more legitimate information resources will provide you with more information about the
owner so that you can make informed decisions on whether or not you trust the resource, whereas less
legitimate resources will try to hide or ignore traditional indicators of legitimacy, such as institutional
standing, credentials, degrees, and so forth, in order to establish their own competing form of
legitimacy. Because the internet gives everyone a potential megaphone by which they may be heard by
the world, you need to realize that absolutely anyone can be using that megaphone, no matter how
uninformed, malicious, or dismissive they may be. Be careful trusting resources from individuals or
groups that claim legitimacy specifically because they contradict reputable institutions and groups, such
as self-proclaimed scholars who claim to have the "real" truth about a topic that the academic
community is not "ready to hear" or self-proclaimed physicians who lack appropriate medical licensing
and credentials for the claims that they make and claim to be "ostracized" by medical institutions.
In short, if a site claims legitimacy by claiming that all other resources are illegitimate, then that
site should make a compelling case for doing so that is subject to the same scrutiny and quality
assurance measures as the resources it is seeking to delegitimize. Not every information resource,
however, will provide you with background on those who created it. In these cases, you should be
especially careful, because if someone is not willing to own the information they provide, then it is not
clear why you should trust them. Sometimes websites will try to misrepresent who owns the site such as
when a politically polarizing group might create a site through a go-between organization that has a less
polarizing name or connotation.
In these cases it can be difficult to determine trustworthiness of that individual resource, but
typically good information can be found from a variety of resources, so rather than focusing all of your
attention on trying to determine whether a controversial claim provided by a single website is actually
legitimate, your time will often be better spent trying to see if that claim is repeated on other websites
whose legitimacy and trustworthiness are more easily determined.
Explicit vs. Implicit Bias
Because bias is never eliminated fully, responsible authors and websites should try to make their
own bias as explicit as possible to allow their readers to recognize how those biases might influence the
information that is presented. Explicit or visible bias is preferable to implicit or hidden bias because
implicit bias typically masquerades as being bias-free. That is if an author is unwilling to tell you their
bias that does not mean that they are unbiased but rather that you as the reader now have to not only
read what they are saying but also try to figure out what their bias is without them explicitly telling you.
Some websites are very clear in their bias. Thus, when researching topics of a political nature, it is

important to be able to recognize what political parties and ideologies are behind the information that
you are reading. If that bias is not explicit, then it is difficult for you as a reader to determine whether
you are reading a legitimate information resource or you are the intended target of propaganda.
Even resources that have very wide exposure in our society may have very extreme biases. News
organizations are an easy example. Though reporters and news agencies typically do not express their
own biases explicitly, they are quick to accuse other reporters and news agencies of exhibiting bias.
Thus, the MSNBC and Huffington Posts of the world will be quick to point out the bias present in Fox
News and Drudge Report, and the latter will do the same in reverse, but rarely will they explicitly state
their own biases and how this may shape what they report, how they report it, and what they do not
report.
As teachers and students, then, we should try to recognize the explicit bias of information
resources we use but also recognize that if bias is not explicitly stated, this may be a sign of even
greater danger and misunderstanding, because bias is being ignored or hidden.
Controversy
Another issue to consider is whether the information you are accessing might be controversial in
nature. Some topics will be much more controversial than others. For instance, political, ideological, and
religious topics can stir up significant controversy, because they deal with issues upon which people
might have deep-seated divergent perspectives upon which their worldviews are established. This means
that if you find an information resource that deals with potentially controversial matters without giving
sufficient consideration to the perspectives that others might have on the issue, then you should
recognize that information source might not give you all that is needed to make an informed decision.
Even sites that have clear ideological viewpoints can provide information in a legitimate and useful
way if they do so in a manner that respectfully considers dissenting perspectives. Whenever there are
controversial matters, it is easy to find resources that provide a skewed view, leaning either one way or
the other. This is fine and expected, because people should take stances on controversial issues, and
people and organizations have the right and responsibility to make their stances known in online
information resources.
The point here is that teachers and students need to be aware of controversial issues and
recognize that if an information resource does not at least recognize the controversial nature of the
information it is providing and also address that controversy in a respectful manner, then that
information resource is likely suspect, because it does not recognize its own bias and does not provide
information in a manner that reflects the complexity of real life.
Primary Goal
And finally, once you have identified the owner of an information resource, recognized implicit or
explicit biases, and determined the controversial nature of the information being presented, you should
also consider the purpose or goal of the author for creating the information and sharing it to begin with.
Information is shared online for really only one of two reasons: either to make money or to
support an ideology. Resource creators make money through information sharing by selling either

products, access to resources, or advertising space.
If you visit a website that requires paid subscription or that presents you with advertisements,
you can know with certainty that the website exists to make money. This does not delegitimize the
information on that website, but it is important to recognize that the owner will undoubtedly provide
information in a manner that favors revenue generation. This might mean sensationalizing content to
increase traffic to the website, providing information in a simplistic manner, appealing to a particular
target audience and ignoring the perspectives of others, or favoring content quantity over quality.
On the other hand, resources created for ideological purposes vary greatly in terms of the
ideologies they operate on and also how this influences the type of information that is provided. A
nonprofit organization like Wikimedia Foundation, for instance, might exist for the sole purpose of
providing accessible information to all, whereas a political campaign might provide information resources
to get a person elected.
In these two cases, the ideology of the organization will dictate what information is provided and
how it is presented and maintained. Just as everyone has a bias, every site has a goal, and you need to
understand the goal of the website in order to be able to meaningfully evaluate provided information.
We have explored some of the primary considerations for evaluating online resources. Teachers
and students today are constant consumers of online information, but we must strive to ensure that they
are informed consumers. By understanding the significance of domain names, teachers and students can
determine whether a website represents a legitimate governmental or educational institution, and by
employing the guidelines provided regarding quality and bias, teachers and students can more effectively
navigate the vast array of information resources available online and make informed decisions about
their accuracy and value.
COPYRIGHT © AND RELATED RIGHTS
 What is Copyright?
Copyright is the bundle of exclusive rights over an author’s or creator’s work for a limited but
rather lengthy period of time. These rights enable the author to control the economic use of his work in
a number of ways and to receive payment.
Copyright law grants authors, composers, computer programmers, website designers and other
creator’s legal protection for their literary, artistic, dramatic and other types of creations, which are
usually referred to as “works”.
Copyright also provides “moral rights” which protect, among other things, an author’s reputation
and the integrity of the work. It protects a wide variety of original works, such as books, magazines,
newspapers, music, paintings, photographs, sculptures, architecture, films, computer programs, video
games and original databases.
It is strongly advisable to place a copyright notice on or in relation to your work, because it

reminds people that work is protected and identifies the copyright owner. Such identification helps all
those who may wish to obtain prior permission to use your work. Placing a copyright notice is very cost
effective safeguard. It requires no significant extra expense, but may end up saving costs by deterring

others from copying your work, as well as facilitating the process of granting prior permission by making
it easier to identify the copyright owner.
 What are Related Rights?
Related Rights refer to the category of rights granted to performers, producers of sound
recordings, and broadcast organizations. These rights are protected because these individuals and legal
entities contribute to making words available to the public or produce subject matter which, while not
qualifying as works under copyright, contain sufficient creativity or technical and organizational skills to
justify recognition of a copyright-like property right.
Three Kinds of “Related Rights or Neighboring Rights”
 Rights of Performers (e.g., actors, musicians) in their performances. They include a live
performance of pre-existing artistic, dramatic or musical work, or a live recitation or reading or a
pre-existing literary work. The work performed need not be previously fixed in any medium or forms,
and maybe in the public domain or protected by copyright. The performance may also be an
improvised one, whether original or based on a pre-existing work.
 Rights of Produces of Sound Recordings (or “phonograms”) in their recordings (e.g., compact discs);
and
 Rights of Broadcasting Organizations in their radio and television programs transmitted over the
air.
Other Legal means for protecting original creations
Depending on the nature of your creation, you may also be able to use one or more of the
following types of intellectual property rights to protect your business interests:
 Trademarks. A trademark provides exclusivity over a sign (such as a word, logo, color or combination
of these) which helps distinguish the products of a business from those of others.
 Industrial Designs. Exclusivity over the over the ornamental or aesthetic features of a product may
be obtained through the protection of industrial designs, which are known as “design patents” in the
Philippines.
 Patents. Patents may protect inventions that meet the criteria of novelty, inventive step and
industrial capability.
 Confidential Business Information of commercial value may be protected as a trade secret, as long as
reasonable steps are taken by its owner to keep the information confidential or secret.
 Unfair Competition laws may allow you to take against unfair business behaviour of competitors.
Protection under unfair competition law may often grant some additional protection against copying of
different aspects of products beyond what is possible through the various types of intellectual
property rights. Even so, protection under the laws governing the various specific types of intellectual
property rights is stronger than the protection available under the general national law against unfair
competition.

Scope and Duration of Protection
Categories/Types of works protected by copyright
 Books, pamphlets, articles and other writings

 Periodicals and newspapers
 Lectures, sermons, addresses, dissertations prepared for oral delivery, whether or not reduced in
writing or other material form
 Letters
 Dramatic or dramatic-musical compositions, choreographic works or entertainment in dumb shows
 Musical compositions, with or without words
 Works of drawing, painting, architecture, sculpture, engraving, lithography or other works of art;
models or designs for works of art
 Original ornamental design or models for articles of manufacture, whether or not registrable as
an industrial design, and other works of applied art
 Illustrations, maps, plans, sketches, charts and three-dimensional works relative to geography,
topography, architecture or science
 Drawings or plastic works produced by a process analogous to photography; lantern slides
 Audiovisual works and cinematographic works and works produced by a process analogous to
cinematography or any process for making audio-visual recordings;
 Pictorial illustrations and advertisements
 Computer programs
 Other literary, scholarly, scientific and artistic works
 Dramatizations, translations, adaptations, abridgments, arrangements, and other alterations of
literary or artistic works
 Collection of literary, scholarly or artistic works, and compilations of data and other materials
which are original by reason of the selection or coordination or arrangement of their contents.
Copyright protects works that are expressed in print as well as those created or stored in electronic
or digital media. The fact that a work in its digital form can only be read by a computer-because it
consists only of ones and zeros – does not affect its copyright protection.
Protection of Computer Programs and Software
From a digital point of view, there is absolutely no distinction between text, sounds, graphics,
photographs, music, animations, videos… and software. But one vital difference separates computer
programs from all the rest. While text, sounds, graphics, etc. are generally passive in nature, programs
by contrast are essentially active. Therefore, there is much debate about the suitably of copyright law
for protection of computer programs.
In practice, there are many ways to protect different elements of a computer program:
 Copyright protects an author’s original expression in a computer program as a “literary work”. Source
code can thus be viewed as a human-readable literary work, which expresses the ideas of the
software engineers who authored it. Not only the human-readable instruction (source code) but also
binary machine-readable instructions (object code) are considered to be literary works or “written
expressions.” And therefore, are also protected by copyright.

 Functional elements of (that is, inventions relating to) computer programs may be protected by
patents; software alone are explicitly excluded from the purview of patent protection. In the
Philippines, the law expressly excludes computer program from patent protection. The functional
elements may be protected by patent protection. The functional elements may be protected by
patents to so long as they are technical solutions to a problem and satisfy the requisites for
patentability.
 It is common commercial practice to keep source code of computer programs as a trade secret in
addition to copyright protection.
 An agreement governed by contract law remains a central form of legal protection, complementing or
possibly even substituting for intellectual property rights. Often such additional protection through
a contract/license agreement is labelled as “Super-copyright”. No wonder, such additional protection
often attracts negative attention as it may be considered a misuse of dominant position.
 In recent years, several countries have enacted special laws to regulate access to information
technologies, including software.
 Beyond legal protection, a new facet in protecting software is provided by technology itself; for
example, through lockout programs and use of encryption methods. Thus, technology allows clever
producers to craft their own extra-legal protection.
Protecting expressive elements of computer software through copyright:
 Does not require registration;

 Is, therefore, inexpensive to obtain
 Lasts a long time
 Grants limited protection, as it only covers the particular way the ideas, systems, and processes
embodied in software are expressed in a given program
 Does not protect an idea, system or process itself. In other words, copyright protects against the
unauthorized copying or use of a source code, object code, executable program, interface, and user’s
instruction manuals, but not the underlying functions, ideas, procedures, processes, algorithms,
methods of operation or logic used in software. These may sometimes be protected by keeping the
program as a trade secret.
Whether one considers legal or technological measures, today’s landscape affords software
producers unprecedented protection over their products provided they care to understand and use it as
a part of their business strategy. There is an accompanying challenge too. A perfect copy of digital work
can be made and sent anywhere in the world with a few mouse clicks or keystrokes on a personal
computer and an internet account.
It is important to note that, with today’s large, complex computer programs, most copyright
infringement consists of the word for word copying or unauthorized distribution of a computer program.
In most cases, the question as to whether any similarities are expression (protected by copyright) or
function (not protected by copyright) does not need to be considered.
In some countries, certain features created by computer programs, such as icons on a computer
screen may be protected as industrial design.

Protection of Databases
A database is a collection of information that has been systematically organized for easy access
and analysis. It may be in paper or electronic form. Copyright law is the primary means to legally protect
databases. However, not all databases are protected by copyright and even those that are may enjoy
very limited protection.
When a data base is protected by copyright, this protection extends not only to the manner of
selection and presentation of the database and not to its contents.
 Facts or Information. Copyright does not protect facts or information-whether scientific,

historical, biographical or news-but only the manner in which such facts or information are/is
expressed, selected or arranged
 Names, titles, slogans and other short phrases are generally excluded from copyright
protection. However, some countries allow protection if they are highly creative. The name of the
product or an advertising slogan will usually not protected by under trademark law or the law of
unfair competition. A logo, on the contrary, may be protected under copyright as well as by
trademark law, if the respective requirements for such competition are met.
 Official Government works (such as copies of statutes of judicial opinions) have no copyright
protection in some countries. Although this is also the rule in the Philippines, the government may
impose conditions (even the payment of royalties) for the commercial exploitation of the work.
What Rights Does Copyright Protection Provide?
Copyright provides two sets or bundles of rights. Economic rights protect the author’s owner’s
economic interests in possible commercial gain. Moral rights protect the integrity of the work and
author’s reputation.
Protection of Works in Electronic or Digital Form
Works in electronic or digital form (e.g. CDs, DVDs, online text, music, movies) are especially
vulnerable to infringement, as they are easy to copy and transmit over the Internet, often without any
significant loss of quality, if at all. The measures such as the registration or deposit at the Copyright
Office, also apply to such works.
When business provide copyright-protected works online, such works are generally subject to a
“mouse-click contract” (also called “click-wrap contract”) that seeks to limit what the user can do with
the content. Such restrictions typically limit use to a single user and allow that user to read/listen to a
single copy. Redistribution or reuse is generally prohibited.
Technological Protection Measures (TPMs)
Some prefer to use technology to limit access to their works to only those customers who accept
certain terms and conditions for the use of the works. Such measures may include the following:
 Encryption. It is often used to safeguard software products, phonograms, and audio-visual works
from unlicensed use. For example, when a customer downloads a work, Digital Rights Management
software can contact a clearinghouse to arrange payment, decrypt the file and assign an individual

“Key” such as password – to the customer for viewing, or listening to the content.
 An Access Control or Conditional Access System, in its simplest form, checks the identity of
the user, the content files, and the privileges (reading, altering, executing, etc.) that each user
has for a particular work. An owner of a digital work may configure access in numerous ways.
 Releasing only versions of lower quality. For instance, business can post photographs or other
images on their website with sufficient detail to determine whether they would be useful, e.g., in
an advertising layout, but with insufficient detail and quality to allow reproduction of the
magazine.
Copyright Protection for Websites
Websites involve combinations of many different creative works, such as graphics, texts, music,
artwork, photographs, databases, videos, computer software, the HTML code used to design the
website, etc. copyright may protect these elements separately, e.g. in an article at a website may have
its own copyright.
Copyright may also protect the particular way that these diverse elements are selected and
arranged to create the total website. For further information, see:
www.wipo.int/sme/en/documents/business_website.htm
Using Works Owned by Others
Teachers often need to use works protected by copyright or related rights works to support the
content of the learning delivered to the students. When using the work of others, you must first
determine if copyright permission is required. In principle, you will need authorization from the
copyright owner.
 If the work is covered by copyright and/or related rights laws

 If the work is not in the public domain
 If planned exploitation implies the use of all or part of the rights granted to the to the
copyright and/or related rights owner; and
 If intended use is not covered by “fair use” or “fair dealing” or by a limitation or exception
specifically included in the national copyright or related rights law.
Remember that you may need specific permission for using other people’s content outside your
business premises (distribution to the employees, product research, in-house meetings and training,
etc.). And, even if you use just a part of a copyright-protected work, you will generally need prior
permission.
Copyright protection applies to digital use and storage in the same way as it does to any other
uses. Therefore, you may need prior permission from the copyright owners to scan their works; post
their works on an electronic bulletin board or a website; save their digital content on your database; or
publish their works on your websites/work. Most websites list the email address of a contact person to
reproduce images or text.

MODULE 3 ACTIVITY
Activity 3.1: Define Media Literacy
Media
Literacy
Activity 3.2: Evaluate Online Resources. (Listen attentively to the instruction of the teacher)
Activity 3.3: Explain WHY COPYRIGHT is Activity 3.3: Explain why there is a need to
important. protect literary and other related works.

Module 4.1: STEAM Mindset
Learning Objectives
1. Describe the STEAM Mindset;

2. Create instructional materials for activities based on STEAM; and
3. Explain the skills in digital age;
The purpose of this module is to consider the acronym STEAM in a new light. In this model,
learning “under your own STEAM” is a mindset that encourages exploration, experimentation, and
learning in every curriculum area for every student. This module uses an outline convention called CARTS
(Concept/Content, Activities, Resources, Technology, Support) to provide information and realistic
consideration of the topic, a STEAM Mindset.
STEM refers to the renewed emphasis on Science, Technology, Engineering, and Mathematics and
the comingling of these curriculum areas. STEAM includes the Arts as an integral component of the
academic landscape. Teachers and students are asked to develop their skills in these areas in an effort
to enhance their academic prowess and career success. Yet, learning is so much more than a curriculum.
It is a life perspective, a life skill, and a life-long endeavor. STEAM, in this module, goes beyond science,
technology, engineering, arts, and math to a mindset that underpins the fabric of curriculum. STEAM is a
mindset of Self-motivation, Thinking, Energizing, Adventure, and Making.
The five attributes are significant because they encompass internal and external elements of a
mindset that foster growth. In-service and pre-service teachers in K-12 education who are self
motivated, who are always thinking of the next learning challenge to take on, who energize others with
new ideas, who venture into new educational territory, and who solidify their learning with meaningful
lessons and projects foster their own professional development and student achievement.
The STEAM mindset is a catalyst for learning that lays the groundwork for the skills necessary
to approach the curriculum with confidence, capability, and competence.
The STEAM Mindset, in this context, moves from an emphasis on curriculum to a support of the
learner. It is a mindset that places learning in the hands of the student. The teachers and students work
together to foster an environment where each person is encouraged to grow. It recognizes Carol Dweck’s
concept of a growth mindset (Dweck, 2007, 2016). It capitalizes upon Angela Duckworth’s understanding
of GRIT (Duckworth, 2017). And, it sets forth a path for implementation and action. The learner taps
into his or her self-worth to become a self-starter and a self-sustainer, a thinker, an energizer, an
adventurer, and a maker.

STEAM Attributes
Self-Starter, Self-Motivated, Self-Driven
Realize your self-worth. Believe in yourself. Live in a state of mindfulness. Have a purpose. Set
goals. Take the initiative. Develop strategies. Synthesize your thoughts. Gather support, connect,
communicate, persevere, persist, seize an opportunity. Be a self-manager. Write your own story.
Thinker, Embrace Technology
Thinking, critical thinking, innovative thinking, creative thinking, design thinking, decision-making.
Use your talents. Use your tools. Use technology. Be a problem-solver and a questioner. Have a curious
inquiring frame of mind. Apply what you learned to new situations in school and in the “real” world.
Reflect on your learning and use your reflection to build new learning.
Energizer
Engage. Energize the people around you. Smile. Be a positive force. Build relationships. Be a team
builder, an ethical person. Empower others. Be filled with empathy. Embrace eclectic learning.
Contribute.
Adventurer
Be authentic, and aware. Be an explorer, experience, investigate, experiment. Engage in active

learning, appropriate risk-taking, action, analysis, and personal assessment while being resourceful.
Maker
Be motivated. Have a meaningful purpose. Use design thinking, tinkering, generative learning,
mastery learning. Engineer. Authorship. Share your talents. Let your actions and your work be seen. Let
your voice be heard.
A STEAM Mindset
Theories ignite our thinking. Research provides credibility to a theory. But practical explanations
and instructions guide everyday practice. A mindset is a perception a person holds about himself or
herself. It is the person’s frame of reference. Carol Dweck suggests that a person’s ability to learn is
fluid, not fixed (Dweck, 2007, 2016). A person is not born with all the intelligence he or she will have.

There are nagging questions for educators. How can the theory, the research, become a part of
my classroom instruction? What do I look for? How do I foster an environment of growth? How do I
take curriculum such as science, math, and engineering, typically areas of apprehension for many
students, and engender a passion and persistence to learn in these fields?
One answer is to look toward a STEAM Mindset. In exploring a STEAM mindset, students and
teachers have a framework for growth, passion, and action. A STEAM Mindset looks for and encourages
an individual to be a self-starter and a self-sustainer. A learner is ready to begin a task or a project
because he or she sees a purpose in the task, sets goals, develops strategies, and elicits support. The
student has the resilience to motivate himself and sustain himself, and to persist in learning. Educators
can assist learners with these steps. The teacher can begin by stating a purpose and helping students
set goals. The teacher can provide meaningful, authentic feedback that encourages perseverance. As
time passes, the teacher can minimize involvement and encourage selfsufficiency.
Correlations to the student’s experiences heighten the potential for involvement and passion.
Working a geometry problem can be tedious, but designing a new space for physical education in the
school, brings the math home. Technology can illustrate, illuminate, and broaden a student’s critical and
creative thinking. The simple exercise of evaluating a website for credibility is an example that
encourages deliberation.
As a student becomes more attuned to his or her STEAM Mindset and embraces an adventurous
spirit, a thinker mentality, and an energizing rapport, he or she may produce a product. A maker
emerges. A maker is a producer rather than a consumer. A maker is an author, a designer, an engineer, an
artist, a builder, a tinkerer. A teacher can facilitate a maker’s spirit with suggestions and
encouragement. Design an app, create a website, write your own story, reflect on a lesson, paint a
picture, illustrate a fable, plant a garden at home and explain what happens, or take care of a pet.
A STEAM Mindset is important because it is a mental framework that allows an individual to look
inward and outward, to motivate and to look for motivation, to absorb learning, make learning, and share
learning. Teachers and students who “buy into” the STEAM Mindset are able to build their own learning
and continue learning throughout their lives.
ACTIVITIES
STEAM Poster/People Activity (Early Middle School)
Classes are punctuated with STEAM allusions and techniques. Bulletin boards illustrate the
qualities of a STEAM Mindset. Students are asked to consider what STEAM attribute best exemplifies
themselves, even if the attributes is just budding. Students will be grouped with similar students and
given a poster board or large paper cutout of a person (depending upon the tenor of the class). Students
will illustrate the poster or figure, and include attributes of their STEAM quality, e.g., “This is what a
self-starter looks like.” At various times during the first two months of school, students will add
information to the poster/figure and try to develop their skills in the area. Subsequently during the
year each group will merge with another group, teach them about their STEAM quality and encourage
the new group to exhibit similar qualities. This will occur until all of the teams have shared. Posters will
be displayed around the classroom. Students will use a Google Classroom assignment to reflect on their
ability to work as self-starters, thinkers, energizers, adventurers, and makers. In the reflections,

students will discuss how they have used these attributes to learn content and technology skills.
Evidence of assimilation will be demonstrated as students accept STEAM roles as part of curricular
projects.
STEAM Cards (Younger Students)
Younger students are immersed in the components of a STEAM Mindset in an enjoyable manner in
this series of activities. Initially, the teacher conducts classroom discussions about the STEAM
attributes. The teachers guide students to think about a picture that would represent one or more of
the STEAM attributes that the students feel as if they would like to practice. Students create a
STEAM card and put it on their desks or spaces to remind them of the attribute they are representing.
After several weeks, collect the cards and play a matching game where students try to find like-minded
students. The students demonstrate their experiences as they try to practice the STEAM attribute.
Demonstrations could be a drawing, a poem, a short story, or a game the students work on together.
Project-based Learning
Project-based Learning is a vehicle for developing and sustaining a STEAM Mindset. Classrooms
throughout the world are using this pedagogy to encourage independent learning, collaboration, and
producing a product. A corollary that works well with project-based learning is what has been termed
“flipped learning,” where students are given access to short videos explaining a topic. They view the
video at home or on their own time, and then discuss in class. This provides greater class time for
clarification and project work.
Challenge Yourself as an Educator
Education is a profession where learning never ends and teaching always begins with a passionate
learner. Challenge yourself to start something new in your area of expertise (or in a new area), think
about relevant topics in the education field, hone your technology skills, energize others, perhaps
through a professional learning network (a group of like-minded educators interesting in furthering their
expertise), create your own plan of action, venture into new learning areas, and make a difference.
Resources
Research tells us that human beings learn from different avenues. They learn from their senses.
They learn from physical and mental connections they are able to make. Learners assimilate what they
have learned into their own cognitive framework and they adapt their framework to accommodate new
learning. Research provides clues to the mystery and majesty of learning. The body of information is
growing as evidenced by this sampling of resources.
General Information
Brain-based Learning 10 Research-based Insights On How the Brain Learns
Growth Mindset GRIT
Eight Paths to Every Student’s Success 10 Ways to Teach Creativity in the Classroom
How to Foster Curiosity and Creativity Curiosity is critical to academic performance
The Power of Collaboration (look to the right for a multitude of videos)

Project-Based Learning
Buck Institute Project-Based Learning
Project-Based Learning on Pinterest Google Tools: Drive, Docs, Sheets, Slides, Google Classroom
Explore: Independent Learners, Adventurers, Makers
What if students controlled their own learning? | Peter Hutton | TEDxMelbourne

Developing Independent Learners: Guiding Students to Be More Resourceful
Active Learning 1: Being an Independent Learner
Valley Catholic Elementary School: Fostering Independent Learners
Management Strategies to create independent learners
Assessment & Feedback that Foster Independent Learning
Virtual Field Trip - Amazon Rainforest
Virtual Field Trips -- plethora of Virtual Field Trips with information
Virtual Field Trips from Discovery Education
Create your own virtual field trip
Kids Learn STEM Lessons Online by Becoming Virtual Adventurers
The Jason Project
How the Maker Movement Connects Students to Engineering and Technology
Student Makers Conference
Student Makers Conference | Dallas Brooks Community Primary School
Maker Education: Reaching All Learners
Makers Faire 2
Technology
Use technology to foster your own STEAM Mindset and to teach others.
Organize your ideas and data
 Consider using a website called “Symbaloo” to create tiles for links

 Use social bookmarking such as Diigo
 Use New Google Classroom, More on the New Google Classroom to organize and distribute
assignments for students. Google Classroom is part of the G-Suite for education, but as of 2017
Google Classroom is also a part of a general google account. Look in the “waffle,” nine dots, on
your Google account.
 Use a lesson planning tools like Planbook.com (easy and helpful but cost $12.00 a year) or free
Lesson Plan Templates. Include a STEAM attribute in each unit plan or lesson plan.
 Make your ideas and data accessible
 Make a repository of all your ideas in a folder, Google Drive, or Microsoft Drive
 Give your ideas easily recognizable titles
Explore
 Develop Search techniques: Clarify Key Words, Use Advanced Search

 Websites (including the International Society for Technology in Education, ISTE standards)
 Social Media such as Twitter and Pinterest

 Youtube (subscribe to channels with Educational Topics) TED Talks for Education
 New technology such as augmented reality, virtual reality, and wearable technology. Consider
Google Expeditions and Google Cardboard (tool).
Experiment
 Plan and execute a project. Evaluate your progress.

 Ask friends how well their projects worked and what they would have done differently.
 Make learning fun for the students by using teacher and student created games. Tools such as
Kahoot, Quizlet, Quizizz, and Flippity (an add-on to Google Sheets) will get a teacher started.
Share your ideas with others
 Check your sources before sharing. Adhere to digital citizenship protocol. Common Sense
 Media Digital Citizenship has great lesson plans and tools for keeping students safe and their
families informed.
 Discuss your project(s) with others, classmates, teachers, students.
 Collaborate on a project.
 Post ideas on a blog or other social media.
Challenge
 Not all of the resources will align with your educational philosophy. Which resources resonate
with you? Create your own evaluation tool. Use a document, spreadsheet, or form.
 Create your own portfolio of your ideas and aspirations. Use Google Tools, Microsoft OneDrive, or
other curation tool. Create your own website, pinterest site, blog, or instagram illustrating your
understanding of and application of a STEAM Mindset.
Support
STEAM is more than teaching and learning content or engaging in activities. STEAM is a mindset
for growth that incorporates independence and collaboration, understanding, engagement, and
responsible risk-taking. Support is vital for inservice or pre-service teachers in K-12 education to begin
to build confidence and take risks to improve learning. Here are some STEAM support techniques:
Self-Starter
 Ask a supervisor for suggestions on reading material from experienced, trusted authors.
 Read, read, read
 Follow educational leaders such as Sir Ken Robinson on TedTalks
Thinker, Technology
 Use phrases such as “I wonder. . . .,” “I would like to know more about . . . .” “What if . . . “ to get
yourself thinking about improvements.
 Use technology tools such as Edmodo, Google Groups, the Google Stream section of Google
Classroom, Twitter, Facebook, and other social media and websites to learn what others are doing
to enhance their practice.

Energizer
 Talk with other students who are in your program or another complementary program.
 Talk with an advisor, a cooperating teacher, or an administrator
o Ask questions
o Offer suggestions and ask their opinion.
o Work with others
Adventurer
 Look for experts in a content area, for example, talk with a scientist from a local company, a
teacher in the field from another school, a parent that has expertise in writing, cooking, or
health care.
 Engage in free webinars that highlight aspects of teaching and learning. Simple K12 host webinars
frequently. The webinars are free and helpful.
 Explore new learning by attending conferences. National, state, and local conferences are held in
almost every curriculum area including reading, math, science, social studies, and technology.
Check with supervisors for availability in your area.
 Venture into the workings of the district. Ask if you can attend school board meetings to become
acquainted with the governance of the district.
Maker
 Make connections through services such as Linkedin.

 Create a “support journal” listing goals, supporters, support, feedback, and next steps. Use as an
evaluation tool and reference resource.
Be gentle with yourself. Take it one step at a time, and keep “learning under your own STEAM”
for yourself and your students.
The Skills Needed In A Digital Age
Knowledge involves two strongly inter-linked but different components: content and skills.
Content includes facts, ideas, principles, evidence, and descriptions of processes or procedures. Most
instructors, at least in universities, are well trained in content and have a deep understanding of the
subject areas in which they are teaching. Expertise in skills development though is another matter. The
issue here is not so much that instructors do not help students develop skills – they do – but whether
these intellectual skills match the needs of knowledge-based workers, and whether enough emphasis is
given to skills development within the curriculum.
The skills required in a knowledge society include the following (adapted from Conference Board
of Canada, 2014):
 Communications Skills: as well as the traditional communication skills of reading, speaking and
writing coherently and clearly, we need to add social media communication skills. These might
include the ability to create a short YouTube video to capture the demonstration of a process or to

make a sales pitch, the ability to reach out through the Internet to a wide community of people
with one’s ideas, to receive and incorporate feedback, to share information appropriately, and to
identify trends and ideas from elsewhere;
 The Ability To Learn Independently: this means taking responsibility for working out what you
need to know, and where to find that knowledge. This is an ongoing process in knowledge-based
work, because the knowledge base is constantly changing. Incidentally I am not talking here
necessarily of academic knowledge, although that too is changing; it could be learning about new
equipment, new ways of doing things, or learning who are the people you need to know to get the
job done;
 Ethics And Responsibility: this is required to build trust (particularly important in informal social
networks), but also because generally it is good business in a world where there are many different
players, and a greater degree of reliance on others to accomplish one’s own goals;
 Teamwork And Flexibility: although many knowledge workers work independently or in very small
companies, they depend heavily on collaboration and the sharing of knowledge with others in
related but independent organizations. In small companies, it is essential that all employees work
closely together, share the same vision for a company and help each other out. In particular,
knowledge workers need to know how to work collaboratively, virtually and at a distance, with
colleagues, clients and partners. The ‘pooling’ of collective knowledge, problem-solving and
implementation requires good teamwork and flexibility in taking on tasks or solving problems that
may be outside a narrow job definition but necessary for success;
 Thinking Skills (Critical Thinking, Problem-Solving, Creativity, Originality, Strategizing): of all

the skills needed in a knowledge-based society, these are some of the most important. Businesses
increasingly depend on the creation of new products, new services and new processes to keep down
costs and increase competitiveness. Universities in particular have always prided themselves on
teaching such intellectual skills, but the move to larger classes and more information transmission,
especially at the undergraduate level, challenges this assumption. Also, it is not just in the higher
management positions that these skills are required. Trades people in particular are increasingly
having to be problem-solvers rather than following standard processes, which tend to become
automated. Anyone dealing with the public needs to be able to identify needs and find appropriate
solutions;
 Digital Skills: most knowledge-based activities depend heavily on the use of technology. However
the key issue is that these skills need to be embedded within the knowledge domain in which the
activity takes place. This means for instance real estate agents knowing how to use geographical
information systems to identify sales trends and prices in different geographical locations, welders

knowing how to use computers to control robots examining and repairing pipes, radiologists knowing
how to use new technologies that ‘read’ and analyze MRI scans. Thus the use of digital technology
needs to be integrated with and evaluated through the knowledge-base of the subject area;
 Knowledge Management: this is perhaps the most over-arching of all the skills. Knowledge is not
only rapidly changing with new research, new developments, and rapid dissemination of ideas and
practices over the Internet, but the sources of information are increasing, with a great deal of
variability in the reliability or validity of the information. Thus the knowledge that an engineer
learns at university can quickly become obsolete. There is so much information now in the health
area that it is impossible for a medical student to master all drug treatments, medical procedures
and emerging science such as genetic engineering, even within an eight year program. The key skill
in a knowledge-based society is knowledge management: how to find, evaluate, analyze, apply and
disseminate information, within a particular context. This is a skill that graduates will need to
employ long after graduation.
We know a lot from research about skills and skill development (see, for instance, Fischer, 1980, Fallow
and Steven, 2000):
 skills development is relatively context-specific. In other words, these skills need to be
embedded within a knowledge domain. For example, problem solving in medicine is different from
problem-solving in business. Different processes and approaches are used to solve problems in
these domains (for instance, medicine tends to be more deductive, business more intuitive;
medicine is more risk averse, business is more likely to accept a solution that will contain a higher
element of risk or uncertainty);
 learners need practice – often a good deal of practice – to reach mastery and consistency in a
particular skill;
 skills are often best learned in relatively small steps, with steps increasing as mastery is
approached;
 learners need feedback on a regular basis to learn skills quickly and effectively; immediate
feedback is usually better than late feedback;
 although skills can be learned by trial and error without the intervention of a teacher, coach, or
technology, skills development can be greatly enhanced with appropriate interventions, which
means adopting appropriate teaching methods and technologies for skills development;
 although content can be transmitted equally effectively through a wide range of media, skills
development is much more tied to specific teaching approaches and technologies.

MODULE 4.1 ACTIVITY

Activity 4.1.1: Describe and Give example in manifesting STEAM Mindset
Self-Starter, Self-Motivated, Self-Driven Thinker, Embrace Technology
Energizer
Adventurer Maker

Activity 4.1.2: Create Instructional Materials based on the “STEAM Mindset” topic.
Activity 4.1.3: Why the following skills are needed in digital age?
Communications Skills The Ability To Learn Independently
Ethics And Responsibility Teamwork And Flexibility
Thinking Skills (Critical Thinking, Problem- Knowledge Management

Solving, Creativity, Originality,
Strategizing)

Module 4.2: Online Professionalism
Learning Objectives
1. Describe online professionalism;

2. Site problems that affects online professionalism;
3. Explain professional standards; and
4. Adapt best practices as professional
I try to act differently on Facebook than I do in real life,... because I have heard so many
warnings about jobs and employers looking at your Facebook profile. (Josefina)
You're a teacher. Your goal is to teach kids. So, the only people that can tell you how to do
your job are the people that write textbooks about "how to teach," right?
Well, not really.
We teach within social contexts, and since you answer to an employer, the way you teach and the
way you act are subject to the guidelines of your employer and the laws where you live. For public school
teachers, your employer is the state and the people it represents. So, when it comes to your professional
behavior, you have to abide by (1) national laws, (2) state laws, (3) district policies, and (4)
instititutional policies if you want to keep your job.
If you don't understand these laws or policies, or choose to ignore them, then you are not immune
to the consequences, which might include disciplinary action, termination, or imprisonment. The only way
to be sure that you're safe as a teacher is to know what the laws and policies related to your profession
are and to abide by them.
This module provides information on professionalism but also periodically provides statements
from teacher education students who are trying to grapple with how they should go about using social
media while at the same time becoming professional educators.
 Online Identity
I wouldn't want to be completely myself on Facebook, because I don't want two thousand people
knowing everything about me. You only see a little bit of who I am. (Nora)
People are complicated creatures. They live in complex societies and must navigate various social
circumstances on a daily basis just to go about life. People also often make assumptions about others and
judge them based upon very limited information.
Online, people craft identities for themselves that are often inflated and unreal. As one college
student explains:
You get on Facebook and see all these pictures of your friends having a great time on all these

adventures, getting engaged, and having kids, and everything, and it kind of creates this whole
comparison. Like: Why is my life not as exciting as this person's? (Daphne)
We watch each other's activities online and draw conclusions about one another, even though
these conclusions might be based upon very limited information and be grossly off-base.
As a teacher, this is important to understand, because whether you like it or not, others will draw
conclusions about you based upon what they see online, and whether those conclusions accurately reflect
your identity or not, they can have effects on your ability to be an effective teacher and to lead a
fulfilling professional life.
 Control vs. Influence
I saw a friend of mine that posted a picture of another friend with two bags of marijuana in both
hands and a joint hanging out of her mouth, years after it happened. He posted this picture of
her on Facebook, on her profile, and I could see it, and I'm not friends with her. (Josefina)
One of the problems with social media is that once something is posted, it can be stored, shared,
and reposted with ease. Imagine if you write an email complaining about a student to your friend.
Imagine if the same friend posted this email to Facebook to share how difficult it is to be a teacher
today. Even if you didn't post the email yourself, might this still shape how others view you and have
repercussions for your job? Yes, it could.
As an internet user, you have control over what you post, but you do not control what others post
about you or what others do with your information once it is available, so you can only influence these
things.
As the figure illustrates, you do not always control every aspect of how people might perceive or
judge you, and this is especially true in electronic media, even if you are not posting anything illegal or
unprofessional yourself. This means that, as much as possible, you should try to take ownership of your
online presence and ensure that others are not able to incorrectly make assumptions about you based
upon what they may find. This also means that you should be very careful about what you share and what
you allow others to share about you.
 Data Persistence and Life Transitions
In high school, you go through stages. I went through a hippie stage in high school. Now, I'm a
junior in college, so my phase now is a little more grown-up. ... The person that you are as a
freshman in high school is a lot different than the person you are as a junior in college, … [and]
that's the scary thing about the web in general is it's on the web, and it's there forever.
(Brinley)
Another problem with electronic media is that data are persistent. That is, if you started a

Facebook account when you were in high school, the same data that you placed into the system at that
time could be available for others to see years later when you are a college student or teacher. Aside
from simple embarrassment, this data persistence can have implications for you as a teacher if you do
not take control of your online presence.
Who I was in 2008, when I was in high school, before I graduated … I don't want people to see
that, … because it is who I was then, but that part of my life is over. … So, I actually forgot about
it myself. (Evangeline)
It's probably a safe bet to assume that the way you want people to look at you when you're 25
isn't the same that you wanted them to look at you when you were 16. This means that, as a 25-, 35-, or
85-year-old, you should try to ensure that your online presence accurately reflects who you are now and
how you want to be perceived now. This is especially true as you go through major life transitions, like
becoming an adult and professional, or if you are trying to distance yourself from previous activities or
experiences that you do not want to define your life in the future. If you had a few wild years as a young
adult, do you really want those to define how others perceive you now? If you got into some trouble as a
teenager, should the teenagers that you teach be able to find that out? In short, you should be aware
that much of your data online is persistent, but you can delete and/or control a good portion of it. So,
you should take care to determine what people can find out about you from your digital footprint and
clean it up as necessary.
 Legal and Professional Standards
Abiding by the law is a good start, if you're going to be a teacher. (Violet)
Philippine Professional Standards for Teachers (PPST)
The Philippine Professional Standards for Teachers, which is built on NCBTS, complements the
reform initiatives on teacher quality from pre-service education to in-service training. It articulates
what constitutes teacher quality in the K to 12 Reform through well-defined domains, strands, and
indicators that provide measures of professional learning, competent practice, and effective
engagement. This set of standards makes explicit what teachers should know, be able to do and value to
achieve competence, improved student learning outcomes, and eventually quality education. It is founded
on teaching philosophies of learner-centeredness, lifelong learning, and inclusivity/inclusiveness, among
others. The professional standards, therefore, become a public statement of professional accountability
that can help teachers reflect on and assess their own practices as they aspire for personal growth and
professional development.
Teacher quality in the Philippines
The Philippine Professional Standards for Teachers defines teacher quality in the Philippines. The
standards describe the expectations of teachers’ increasing levels of knowledge, practice and

professional engagement. At the same time, the standards allow for teachers’ growing understanding,
applied with increasing sophistication across a broader and more complex range of teaching/learning
situations.
The following describes the breadth of 7 Domains that are required by teachers to be effective
in the 21st Century in the Philippines. Quality teachers in the Philippines need to possess the following
characteristics:
 Recognize the importance of mastery of content knowledge and its interconnectedness within and
across curriculum areas, coupled with a sound and critical understanding of the application of
theories and principles of teaching and learning. They apply developmentally appropriate and
meaningful pedagogy grounded on content knowledge and current research. They display proficiency
in Mother Tongue, Filipino and English to facilitate the teaching and learning process, as well as
exhibit the needed skills in the use of communication strategies, teaching strategies and
technologies to promote high-quality learning outcomes.
 Provide learning environments that are safe, secure, fair and supportive in order to promote learner
responsibility and achievement. They create an environment that is learning-focused and they
efficiently manage learner behavior in a physical and virtual space. They utilize a range of resources
and provide intellectually challenging and stimulating activities to encourage constructive classroom
interactions geared towards the attainment of high standards of learning.
 Establish learning environments that are responsive to learner diversity. They respect learners’
diverse characteristics and experiences as inputs to the planning and design of learning
opportunities. They encourage the celebration of diversity in the classroom and the need for
teaching practices that are differentiated to encourage all learners to be successful citizens in a
changing local and global environment.
 Interact with the national and local curriculum requirements. They translate curriculum content
into learning activities that are relevant to learners and based on the principles of effective teaching
and learning. They apply their professional knowledge to plan and design, individually or in
collaboration with colleagues, well-structured and sequenced lessons that are contextually relevant,
responsive to learners’ needs and incorporate a range of teaching and learning resources. They
communicate learning goals to support learner participation, understanding and achievement.
 Apply a variety of assessment tools and strategies in monitoring, evaluating, documenting and
reporting learners’ needs, progress and achievement. They use assessment data in a variety of
ways to inform and enhance the teaching and learning process and programs. They provide learners
with the necessary feedback about learning outcomes that informs the reporting cycle and enables
teachers to select, organize and use sound assessment processes.
 Establish school-community partnerships aimed at enriching the learning environment, as well as
the community’s engagement in the educative process. They identify and respond to opportunities
that link teaching and learning in the classroom to the experiences, interests and aspirations of the

wider school community and other key stakeholders. They understand and fulfill their obligations in
upholding professional ethics, accountability and transparency to promote professional and
harmonious relationships with learners, parents, schools and the wider community.
 Value personal growth and professional development and exhibit high personal regard for the
profession by maintaining qualities that uphold the dignity of teaching such as caring attitude,
respect and integrity. They value personal and professional reflection and learning to improve their
practice. They assume responsibility for personal growth and professional development for lifelong
learning.
Domain 1: Content Knowledge and Pedagogy, is composed of seven strands:

1. Content knowledge and its application within and across curriculum areas
2. Research-based knowledge and principles of teaching and learning
3. Positive use of ICT
4. Strategies for promoting literacy and numeracy
5. Strategies for developing critical and creative thinking, as well as other higher-order thinking
skills
6. Mother Tongue, Filipino and English in teaching and learning
7. Classroom communication strategies
Domain 2: Learning Environment, consists of six strands:

1. Learner safety and security
2. Fair learning environment
3. Management of classroom structure and activities
4. Support for learner participation
5. Promotion of purposive learning
6. Management of learner behavior
Domain 3: Diversity of Learners, consists of five strands:

1. Learners’ gender, needs, strengths, interests and experiences
2. Learners’ linguistic, cultural, socio-economic and religious backgrounds
3. Learners with disabilities, giftedness and talents
4. Learners in difficult circumstances
5. Learners from indigenous groups
Domain 4: Curriculum and Planning, includes five strands:

1. Planning and management of teaching and learning process
2. Learning outcomes aligned with learning competencies
3. Relevance and responsiveness of learning programs
4. Professional collaboration to enrich teaching practice
5. Teaching and learning resources including ICT

Domain 5, Assessment and Reporting, is composed of five strands:

1. Design, selection, organization and utilization of assessment strategies
2. Monitoring and evaluation of learner progress and achievement
3. Feedback to improve learning
4. Communication of learner needs, progress and achievement to key stakeholders
5. Use of assessment data to enhance teaching and learning practices and programs
Domain 6, Community Linkages and Professional Engagement, consists of four strands:

1. Establishment of learning environments that are responsive to community contexts
2. Engagement of parents and the wider school community in the educative process
3. Professional ethics
4. School policies and procedures
Domain 7, Personal Growth and Professional Development, contains five strands:

1. Philosophy of teaching
2. Dignity of teaching as a profession
3. Professional links with colleagues
4. Professional reflection and learning to improve practice
5. Professional development goals
All relationships in life have unstated assumptions or requirements that aren't clearly spelled out,
and teacher contracts and professional standards are typically written to allow for a high degree of
personal interpretation on the part of administrators.
We are placed in responsibility of kids … we should hold ourselves to the highest standards.
(Evangeline)
 Moral Turpitude
Parents are trusting us with the most precious thing in their life, which would be their kid, and so
they want someone who has … good values, good morals. … I definitely think that teachers are probably
held to a higher standard as far as Facebook is concerned than a lot of other professionals. (Ingrid)
In law and teacher contracts, morality is typically invoked as the standard for determining the
appropriateness of teacher actions. Yet, when school districts hire teachers on a contract, the contract
may not clearly spell out absolutely everything that a teacher might do wrong and how the district will
respond if that happens. This is in part because no one can guess all the things that could possibly go
wrong at the outset. For this reason, teacher contracts have traditionally included what are called
"moral turpitude" clauses. A "moral turpitude" clause basically means that "anything else that you might
do that the community thinks is wrong," like coming to work in a bathrobe and penny loafers, "is probably
wrong, and the district can punish you accordingly."

Moral turpitude can apply to just about everything in a teacher's life, including electronic media.
Doing it in a public area online is the exact same as doing it in a public area in real life, and if you do
something online that someone associated with the school can see (e.g., students, parents,
administrators, etc.), then your behavior might be deemed as inappropriate if it violates moral turpitude,
or what the community or school board thinks is appropriate.
As a result, if you use electronic media in any way that (1) violates law or policy or (2) interferes
with your ability to effectively perform your job duties within the community (as judged by the school
board), then you may be subject to disciplinary action, including termination.
 Freedom of Speech
If you have really strong opinions that are offensive to a majority of people or would offend your
students or their families, then you shouldn't display those. [It's] not that you can't have [those
opinions or beliefs], but you shouldn't display them on something.
Issues on Libel. – Libel in RA No. 10175 libel is clearly defined in Section 33 specifically
classified as Internet libel where it treats such as a civil liability rather than a criminal act. Civil liability
is better on one side because it brings to the bottom line of whether the offended person will be
compensated for the damage/s done on his part, on the other hand, leaving behind the criminal liability
would be detrimental on the long run since it would not benefit the general public in instilling the
discipline so as to avoid the same happening again. I think it would be better if there would be a
combination of both the criminal and civil aspect so as to benefit not only the general public but also the
offended person as well.
Right against Illegal Searches and Seizures. - As provided in the 1987 Constitution, Article
III Section 2, ‘The right of the people to be secure in their persons, houses, papers, and effects
against unreasonable searches and seizures of whatever nature and for any purpose shall be inviolable,
and no search warrant or warrant of arrest shall issue except upon probable cause to be determined
personally by the judge after examination under oath or affirmation of the complainant and the
witnesses he may produce, and particularly describing the place to be searched and the persons or things
to be seized.’
RA 10175 allows the warrantless real-time collection of traffic data as provided in Section 12 of
said act. This is with due cause and with certain limitations. I would not agree that this violates the
Constitution because the latter provides for the general rule however, exceptions are allowed in certain
situations provided they are specifically stated so as not to violate such right. Traffic data refer only
to the communication’s origin, destination, route, time, date, size, duration, or type of underlying service,
but not content, nor identities. All other data to be collected or seized or disclosed will require a court
warrant. Moreover, before obtaining the court warrant there would still be a need of showing basis for
such approval and grant, hence, there is certain guideline which cannot be attributed to violating the

right against illegal search and seizure. On the other hand, the MCPIF, provides for specific guidelines
as seen in Section 28 of said bill in illegal and arbitrary seizure as well as other provisions on obtaining
or collection any data or information privacy and security of data, protection of intellectual property,
notification and providing stricter penalties to further protect the data.
Issues on Right to privacy. In the MCPIF, the role of government agencies and law
enforcement agencies are ascertained and are given responsibility in its implementation as provided in
Chapter IX of said law. Furthermore, section 27 provides for violation of data security like hacking,
cracking, phishing and violating another act – Data Privacy Act. On the other hand, the criticism on the
‘takedown’ clause has been misunderstood in the sense that Section 19 of RA 10175 starts with the
phrase, ‘When a computer data is prima facie found to be in violation of the provisions of this
Act…’ which shows that intrusion to privacy is not the main target but rather the protection of data and
all other persons and things affected. When we speak of ‘prima facie’, it is without a doubt and found to
be with basis and supported with evidence that such person has violated this Act, hence, leaves the DOJ
no choice but to issue an order to restrict or block access to such computer data. Never will it occur
when such accusations be found to be baseless and unfounded, only then will it lead to violation to right
of privacy. The opinion on this Section which is without due process of law is weak in the sense that it
entails a strong proof to really show that such violate said due process of law and no reasonable grounds
to accuse and/or arrest depending on the gravity of the situation. In the same way, what MCPIF is
adding to this issue specifically having court proceedings in cases where websites or networks are to be
taken down and necessary court orders are supportive of RA 10175 in order also to ensure that the
respective agencies would not abuse the authority given to them but to use it for the purpose/s it has
been assigned thereto.
Issues on Double Jeopardy. Double jeopardy is defined as “A second prosecution for the same
offense after acquittal or conviction or multiple punishments for same offense. The evil sought to be
avoided by prohibiting double jeopardy is double trial and double conviction, not necessarily double
punishment.”
MCPIF provides for respective penalties in Chapter VIII of said act, Applicability of the Revised
Penal Code, Penalties For Specific Violations of The Magna Carta for Philippine Internet Freedom,
Penalties for Violations of the Magna Carta for Philippine Internet Freedom Affecting Critical Networks
and Infrastructure, Penalties for Other Violations of The Magna Carta for Philippine Internet freedom,
Penalties for Violations of The Magna Carta for Philippine Internet Freedom Committed by a Public
Official or Employee and Liability Under the Data Privacy Act, the Intellectual Property Code, the
Optical Media Act, the Anti-Child Pornography Act of2009, the Revised Penal Code, and Other Laws. As
said by Senator Santiago, SB 3327 prohibits double jeopardy while R.A. 10175 allows double jeopardy
through prosecution of offenses committed against its provisions and prosecution of offenses
committed against the Revised Penal Code and special laws, even though the offenses are from a single
act. I would not agree with this opinion where in fact as provided in Section 5 of SB 3327,

“Nomenclature notwithstanding, the provisions of Book I of the Revised Penal Code shall apply
suppletorily to the provisions of this Act, whenever applicable. The provisions of special laws shall apply
as provided for by this Act”. This shows that the said bill may also lead to double jeopardy where in
fact does not. In the same way that RA 10175 does not automatically result to double jeopardy.
 Fairness
I do think that there is a difference in what people perceive teachers to be [in comparison to
other professionals], and I do feel like it's unrealistic in some regards. (Penelope)
Is this fair? Is this respectful of teachers as professionals? Maybe. Maybe not. Either way,
teaching contracts give school districts a good standing for making the case that even though you may
not be acting illegally, they can fire or otherwise discipline you for any behavior that they think is
questionable.
Additionally, electronic media makes the line fuzzy between what is private and what is public,
what happens on school grounds and what happens away from school. So, if your district expects you to
act in a certain way to fulfill your job duties, then those same expectations might apply to you in online
your intention for them to see it. For example, there have been many recent cases when a teacher sent a
private message, text message, or picture to a friend or colleague, who then forwarded the content to
others. In these cases, even though the teachers did not intentionally release the message or picture to
the public, they are still accountable for the content when the person they sent it to reposts it or
shares it with others.
The thing about electronic media is that it makes saving, sharing, and broadcasting easy. Even if
you aren't the one doing the broadcasting, you could still be penalized if you put it into the electronic
medium to begin with. So, could an angry ex-girlfriend/boyfriend share that private message that you
sent them? Possibly. Could that co-worker that you chatted with on Facebook when you needed to vent
about a group of kids forward the chat contents to your boss? Again, possibly. These things have
happened, and when they do, the teacher who creates the content to begin with is the one who comes
under fire.
 Teachers vs. Student Teachers
We knew what we were getting into, and we knew that we were going to be role models, so we
knew we were going to have very high standards. (Nora)
Are student teachers held to the same standards as full-time teachers? In a word, yes. Student
teachers are generally treated like teachers, except that they don't have employment contracts with
the schools where they work, and they are not treated as competent professionals, so they actually have
to be more careful about the things that they do. This means that student teachers are expected to
comply with all district, state, and national requirements discussed previously, just like full-time

teachers, but they are also expected to receive written permission from their cooperating or mentor
teachers before communicating with students via electronic media.
Additionally, student teachers are specifically prohibited from communicating with students for
social reasons and are responsible for maintaining appropriate content and privacy settings on their
personal electronic media (including social networking sites, like Facebook and Twitter, and blogs, like
Tumblr or Blogger).
Student teachers should also consider the fact that since they will be entering the job market to
become full-time teachers, what they do online will be judged to at least the same standard as fulltime
teachers when they are being considered for a job. After all, if districts see that you aren't abiding by
their district policies when you're a student teacher, then why would they hire you as a full-time
teacher?
Sometimes student teachers might think that they're safe, because any questionable content
that employers might find online about them has dates associated with it, and they believe that
employers will recognize this and cut them some slack. "She was just a typical, crazy college student" or
"everyone experiments with stuff like that in high school" are not good defenses, and your employer will
probably not give you any benefit of doubt, because instead of asking you about it, they'll most likely
just throw out your résumé, no questions asked. Schools don't want college kids teaching their students;
they want competent professionals. So, you need to show them that you aren't just "a typical, crazy
college student." You should try to show them that there is nothing in your life that could be interpreted
as immoral or inappropriate, no matter if it happened last week or ten years ago.
 Risky Behaviors
"Because children are so naturally inclined to follow examples, ... would I want my son's teacher to
have pictures of her drinking on Facebook? No. … So I kind of understand … why … there's so
much pressure on us not to post those kinds of things. … I think that with other professions
there is less of that pressure, because you are not working with their kids. … It's not like they
are entrusting their child to you for seven hours a day, five days a week. (Penelope)
Many in our culture act differently online than they would in real life, and federal and state
legislators and school districts have passed laws and policies regulating the use of what they call
"electronic media."
"Electronic media" are subject to the same requirements as any other type of communication
medium (e.g. speaking, telephone calls, etc.). So, if you could get into trouble saying or showing it to
someone in person, then you could get into trouble for saying or showing it online. Just because
something's online, it doesn't mean that it's special or protected or anything of that sort; it just means
that it can go viral more quickly.

So, basically, the technology doesn't matter. If you can communicate with someone through it,
then it is considered to be a form of "electronic media," and you're just as much responsible for what
you say in electronic media as you are for what you say in real life.
Some educators believe that they can say or do whatever they want via these media as long as
they do so "privately." The problem is that privacy in online media is very different from privacy in real
life and may not really exist. Email, Facebook messages, and text messages can always be forwarded,
hacked, or shown to others, and a great number of teachers who have gotten into trouble for how they
use electronic media were only posting things that they thought were "private."
Examples of Risky Behaviors
"Duh! I'm not going to ask my students to join me at a dance party over Facebook! This doesn't
apply to me."
Well, you might want to think about it, because school districts interpret what is and isn't
appropriate behavior, and here are a few examples where teachers have gotten into trouble:
Examples
 A fifth-grade teacher in New York is awaiting termination hearings after she privately said on
Facebook that she "hates [her students'] guts" and that she wouldn't save them if they were
drowning (https://edtechbooks.org/-iL).
 A Massachusetts biology teacher lost her job after calling her students "germ bags" and local
residents "arrogant and snobby" on Facebook (https://edtechbooks.org/-sR).
 A substitute teacher and coach in New Hampshire was fired after "friending" a student on
Facebook, which the district viewed as a breach of appropriate boundaries
(https://edtechbooks.org/-Kc).
 A teacher in the UK was fired for self-publishing a novel about the exploits of some of her
students that included risqué content and profanities (https://edtechbooks.org/-Yo).
 A Missouri teacher and volleyball coach was fired when administrators discovered that she had
worked as a porn actress two decades before (https://edtechbooks.org/-vp).
 A Pennsylvania English teacher was suspended after calling some of her students "rat-like ... rude,
disengaged, lazy whiners" in a blog post (https://edtechbooks.org/-rP).
 A Maine football coach resigned after accidentally posting a naked picture of himself on
Facebook (https://edtechbooks.org/-sU).
 A Maryland school district employee was fired after light-heartedly correcting a student's
spelling on Twitter (https://edtechbooks.org/-geK).
One thing that you should notice from this list is that no two cases are identical, and few of
these teachers broke the law. What they have in common is that the district believed each teacher's
behavior to be immoral or inappropriate, and the district had the power to enforce its interpretation of

morality and professionalism upon its teachers. Some involve alcohol, some involve crude language, some
involve risqué photos or behavior, etc., and most teachers didn't think they were doing anything wrong,
thought they were posting content "privately," or "accidentally" shared something that they otherwise
wouldn't have shown to students. None of that really matters, though, because they were disciplined all
the same.
Recent Scenarios and Analyses
All of the examples above made major headlines, but most teachers who get into trouble for
these types of behaviors are disciplined quietly, which means that you never hear their stories. One of
the most common ways that teachers are getting into trouble with electronic media is through "boundary
violations." Though not always illegal, a "boundary violation" constitutes a breach of appropriate
boundaries that should be placed between teachers and students. Boundary violations are sometimes
difficult to recognize, because they often begin with good intentions or appropriate behaviors but at
some point cross a fuzzy line. Below are 5 deidentified, real scenarios (taken from recent cases and
provided by an anonymous author) wherein teachers have gotten into trouble. The provided analyses are
intended to help you understand what the teacher did wrong and when their behavior "crossed the line."
Scenario 1
Fact Pattern: Mrs. Apple taught junior high school. One day, Sally Student came into her
classroom visibly upset. Sally had a difficult home situation. Mrs. Apple gave the student a hug and
listened to Sally. Sally felt validated. Over the next several months, Sally repeatedly went to Mrs. Apple
for advice and comfort. Mrs. Apple gave Sally her phone number and told her she could call if she needed
to talk.
Mrs. Apple and Sally frequently talked on the phone and exchanged numerous text messages. One
day, Sally's father discovered the messages on Sally's phone. He met with Mrs. Apple and asked her to
stop communicating with his daughter. Mrs. Apple stopped calling Sally, but Mrs. Apple felt that Sally
still needed her support, so she communicated with her over social media. She also met with Sally
outside of school to give her gifts, such as clothes and art supplies.
Analysis: This situation will result in a possible termination of employment and suspension of the
educator's license for up to five years, depending on aggravating and mitigating circumstances. In
addition, it will likely result in difficulty in the relationship between Sally and her father. While it is
good and appropriate for educators to express encouragement and empathy to students, educators
should maintain boundaries with students. Communicating with students in an extensive, ongoing fashion
is not appropriate. If a student needs counseling, the educator should refer the student to the school
counselor.
Gifts to specific students are not appropriate. Communicating with students privately over text
or social media is not appropriate. If an educator needs to communicate with a student regarding school

or extracurricular activities, the educator may use text or email, but should include a principal or parent
on the message. Situations where the educator exceeds boundaries and becomes a parent-like figure to
the student may result in a rift between the student and his or her parent. The student will transfer
affection to and share confidences with the educator rather than the parent. The rift is further
broadened because the student will hide the relationship with the educator from the parent, and
secretes create separation.
Scenario 2
Fact Pattern: Tammy Teacher has a boyfriend who asked her for pictures of her naked. Tammy
used her school-issued iPad to take pictures of herself. Tammy had been told that she could use the iPad
for personal reasons, so she thought it would be fine. Unknown to Tammy, the iPad automatically saves to
the cloud storage system set up by the school. The images were subsequently located by a student on
the cloud account who then emailed them to everyone in school.
Analysis: Tammy's employment will likely be terminated for violation of the school's acceptable
use policy. In addition, Tammy's educator license may be suspended for up to two years. The Utah
educator standards prohibit possession of indecent or pornographic images on school property or on
school devices, which includes the school-issued device. She could also be charged criminally. It is a class
A misdemeanor in Utah to access indecent or pornographic materials on school property. See Utah Code
Ann. § 76-10-1235. If Tammy had possession of the images while at school, she would have violated the
law.
Scenario 3
Fact Pattern: Tom Teacher is a coach and teacher. He has a personal Twitter account that is
public, meaning anyone can follow and unfollow Tom at any time. Tom likes to post pictures of his team on
his Twitter account and share information about the team's games/tournaments/success. He tells his
players he is on Twitter and some students follow him. Tom follows some students on Twitter as well.
In addition, Tom is following celebrities and other Twitter users who will post images of sex or
nudity on their Twitter feeds or who will post jokes or stories with sexual or racist content. Tom will
sometimes retweet those posts. One day, a parent saw her child looking at Tom's Twitter feed and saw
some of the sexually suggestive posts that Tom had retweeted.
Analysis: Tom could possibly lose his job, and his educator license could be suspended. Educators
should be aware that their social media activity may subject them to discipline by their employers. The
Utah Educator Standards prohibit exposing students to harmful material. If an educator suggests that a
student follow him/her on Twitter and then posts material that could be viewed as inappropriate or
harmful for a student, that would be a problem. If an educator has public profiles on social media, then
he/she should take care to make sure that content is something he/she would feel comfortable with a
parent of a student seeing. If the educator doesn't want to come under public scrutiny for social media

activity, he/she should make the profiles private and not allow parents or students to follow or friend
the educator. It is best practice not to friend students.
Scenario 4
Fact Pattern: Trent Teacher accesses sexually explicit videos on YouTube at school on his school
computer. He only does it before school, after school, and during his prep period. Patty Principal stopped
by to talk to Trent one day about a student and saw the phrase “Brazilian Babes” on Trent's minimized
internet bar.
Analysis: Trent may be fired for violation of the school's acceptable use policy. In addition,
Trent will most likely have his educator's license suspended for up to two years. He may also be
prosecuted criminally. School acceptable use policies and the Utah Educator Standards prohibit
possessing pornographic material at school or any school-related activity. UPPAC usually suspends the
licenses of educator's who access pornography at school. In addition, there could be criminal charges.
Utah Code Ann. § 76-10-1235 prohibits accessing pornographic materials at school.
Scenario 5
Fact Pattern: Pat Principal was approached by a student, Tina Teen. Tina told Pat that she had
been sent a text message with a nude picture of another student, Samantha Student. Samantha had sent
the picture to her boyfriend, Tim Teenager. When Tim and Samantha broke up, Tim sent the picture to
numerous other students. Pat asked Tina to email him a copy, and he called the police. The police
investigated and several students were charged with distribution of child pornography. Pat was also
charged for possession of child pornography because he had Tina send him the picture. (The charges
were later dropped.)
Analysis: When an educator becomes aware of a student in possession of possible child

pornography, the educator should not have the student (or anyone else) transmit the image further.
Instead, the educator should contact the police immediately who will then take possession of the device
containing the image.
Best Practices
When considering how to behave online, you should keep these principles at the forefront of your mind:
Principles
1. Draw clear lines between personal and professional social media use.
2. Never post anything anywhere that you would be uncomfortable with your students or their
parents seeing (or that you would mind being featured on the nightly news).
3. Be critical of yourself, and regularly evaluate your online persona (by conducting searches on
yourself, etc.).

4. Realize that posts to social media are never completely private.
With these principles in mind, some concrete best practices that can guide you to use social and
other online media safely include the following:
Best Practices
1. Keep personal use as private as possible.

2. Check (and periodically re-check) your privacy settings.
3. Consider how others will interpret your posts.
4. Be mindful of your clothing and activities in images and videos that are posted online.
5. Never mention students by name in any social medium.
6. Avoid saying anything negative about your students, individually or as a group.
7. Do not post student work to social media.
8. Periodically logout of your accounts and search for yourself online to evaluate your digital
footprint.
9. Be very careful and thoughtful about how you connect with students, parents, and colleagues
online (e.g., friending).
10. Do not create, view, or share pornography (or anything that could be considered pornographic).
The problem with giving clear answers about what's okay and what's not okay to do in online
spaces is that it depends on the community, school board, administrators, students, and parents that you
work with, because they are the ones that make judgements on moral turpitude and appropriateness.
Especially if you are a new teacher, you don't know how these different people will interpret your
actions. Before posting anything online, however, you should carefully consider the risks of posting the
content against the benefits. If the benefits don't outweigh the risks, then don't do it.
Especially if you are young in the profession, it might be hard for you to make this judgment,
because you may not know what all the risks are, how community members might react, and so forth. If
in doubt, it may be a good idea to ask administrators or veteran teachers in the school in order to get a
feel for the school and larger community, but, obviously, even veteran teachers and administrators get
into trouble sometimes. So, the bottom line is that there will always be risk with posting personal
information online. The question you have to consider is how much risk are you willing to take, and what
might you need to give up in order to avoid unnecessary risk.

MODULE 4.2 ACTIVITY

Activity 4.2.1: Describe online professionalism
Activity 4.2.2: Why there is a need for Teacher Professional Standards?

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Republic of the Philippines

Bangsamoro Autonomous Region in Muslim Mindanao

This Learning Module belongs to:

About this Module….

All Rights Reserved.

Page 2 College of Education

Module 1.1: Technology Integration: Effectively Integrating Technology in Educational Settings

To approach this question, we will proceed in this module by

Watch on YouTube https://edtechbooks.org/-Ki

Teaching and learning, then, is a process of conditioning students to properly react to

College of Education Page 3

Cognitivism arose as an alternative to behaviorism in part because behaviorism treated the

Constructivism holds that learning is constructed by learners on top of previous experience,

Constructionism--Believing that knowledge is constructed in the mind, some then took

Technology can support constructionist approaches to teaching and learning by empowering

Page 4 College of Education

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Beliefs and Values

In the case of technology in education, experienced teachers may have a wealth of

These include: Proof, Facility, Compliance, and Institutionalization.

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College of Education Page 7

Institutionalization deals with infrastructural compatibility, cost, lifespan, and management

Differing Beliefs and Values

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MODULE 1.1 ACTIVITY

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My Beliefs and Values….

It will affect me as future educator…..

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Module 1.2: Connectivism: A Learning Theory for the Digital Age

1. Explain how connectivism as aspect of learning in digital age

1. Learning and knowledge rests in diversity of opinions.

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MODULE 1.2 ACTIVITY

Activity 1.2.1: Explain Connectivism in learning in digital age

Connectivism in Digital Age...

Activity 1.2.2: Explain Connectivism in learning in digital age

College of Education Page 13

1. Learning and knowledge rests in diversity 2. Learning is a process of connecting

3. Learning may reside in non-human 4. Capacity to know more is more critical

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5. Nurturing and maintaining connections is 6. Ability to see connections between fields,

8. Decision-making is itself a learning process.

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Module 2.1 Technology Integration Models

1. Explain the different technology integration models

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b. RAT and SAMR

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1. A teacher uses PowerPoint as part of her lecture.

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MODULE 2.1 ACTIVITY

Activity 2.1.1: Make a Learning Plan using the SAMR

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Module 2.2: Lifelong Learning