Module 4

ICT in Various Content Areas

Module Overview

“ICT is a skill which is essential in the world we live in. Our pupils need to use the latest
technology to offer them an effective education in the twenty-first century.”

- Jane Rosser-

Lessons in this Module

21st Century Literacy Skills
Instructional Design Models
Technology Enhanced
be ableTeaching Lessons exemplars
After this Module, you should to:
ICT Conventional Materials to Enhance teaching
Distance Learning
Are you ready?Relevance
Then startand
theAppropriateness
lessons now! in the use of Technology in Teaching and Learning

As teachers in the 21st century, we tend to become more resourceful in the usage of ICT
tools in the teaching-learning process. Learning the different tools available will help us to be
equipped in providing quality education to our students. Together with conventional and non-
conventional learning and the materials available, the modalities and platforms in distance learning
will also give us more options in delivering our course contents effectively.

At the completion of this module, you should be able to:

▪ identify and describe the elements of 21st-century literacy skills
▪ discuss the rationale for teaching and learning 21st Century Skills
▪ write a Personal Lifelong Learning Plan (PLLP).
▪ introduce an instructional design model
▪ introduce sample technology-enhanced lessons to support learning
▪ describe flexible learning environments that enhance collaboration with the
positive use of technology tools in teaching.
▪ Explain what conventional learning and its implications are.
▪ Differentiate conventional and non-conventional learning.
▪ Identify what the different digital learning materials and conventional learning
resources that can support the teaching and learning process are.
▪ compare and contrast synchronous and asynchronous learning modalities; and
▪ identify what examples of distance learning platforms are.
▪ define what is instructional material;
 ▪ discuss the relevance and appropriateness in the use of technology in teaching and
learning;
▪ explain the importance of the relevance and appropriateness in using technology in
teaching;
▪ evaluate technologies and instructional materials used by teachers in teaching

Are you ready? Then start the lessons now!

 Lesson 1

21st Century Literacy Skills

Learning Outcomes

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

Identify and describe the elements of 21st century literacy skills.
Discuss the rationale for teaching and learning 21st Century Skills.
Write a Personal Lifelong Learning Plan (PLLP).

Time Frame 3 days

Introduction

With the upsurge of the 21st century, the whole world has seen a period of extraordinary
change in all territories, regardless of whether it is instruction, worldwide exchange, and economy,
innovation, or society. As of late, the COVID-19 pandemic is likewise hurling difficulties for a
person to adapt to its effects. Usually, for such occasions, an alternate range of abilities is required
that would empower an individual to adapt up and prevail with regards to confronting the
difficulties, all things considered, prompting his/her comprehensive advancement.
These abilities are tended to as 21st Century Skills/Learning Skills/Transversal
Competencies and so on. The 21st Century Skills are the aptitudes that are required by a person
for his/her all-encompassing turn of events with the goal that he/she can add to the advancement
and improvement of the general public/country and world.
Effective instruction in 21st-century literacies takes an integrated approach, helping students
understand how to access, evaluate, synthesize, and contribute to the information. As a
forthcoming teacher of the 21st century, you need to be familiar with the latest literacies, or new
fields of learning that you need to illustrate and prioritize while managing teaching and learning
activities. But first, these literacies need to be established yourself before you can pass them on to
your students.

Activity

What Do You Already

Know?

To find out how much you

already know about the
concepts discussed in this
lesson. Try to Study the
Framework of 21st-
Century Learning and
answer the KWL below.
 Analysis

To extend the information about the lesson, address the following issue
comprehensively.

● In your own words, define 21st Century Skills.

________________________________________________________________________
________________________________________________________________________
______________________________________________________

● Why is it essential, as a teacher, to learn the expertise, skills, attitudes and values required
to respond to 21st-century demands?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________________________________

● Characterize and briefly describe some of the core literacies of the 21st century.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________________________________
 ● Explain a person who is: information and communications technology (ICT) literate and
media literate.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________

● Why is needed to incorporate the 21 st Century Literacy Skills agenda into an education
delivery system?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________

● Cite evidence do you have that says 21st-century skills improve teaching and learning.
Where is this impacting teaching and learning?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________

● 21st-century skills are all critical for your students to master to achieve success in the
future. You now try to review the descriptions of each skill and think of
A. What could it mean in your subject and grade level in the future?
________________________________________________________________________
________________________________________________________________________
______________________________________________________

B. How can you integrate these skills into your lesson plan?
________________________________________________________________________
________________________________________________________________________
______________________________________________________

C. What would these skills look like in your classroom?

________________________________________________________________________
________________________________________________________________________
______________________________________________________

Abstraction

What are 21st Century Skills?

The word ‘abilities of the 21st century’ refers to a wide range of believed expertise, skills,
work habits, and character traits by educators, school reformers, college professors, employers,
and others to be critically important to success in today’s world. 21st Century Skills refer to the
skills that are required to enable an individual to face the challenges of the 21st-century world that
is globally-active, digitally transforming, collaboratively moving forward, creatively progressing,
seeking competent human-resource and quick in adopting changes.

Wagner (2010) and the Change Leadership at Harvard University identified another set of
competencies and skills. Informed by several hundred interviews with business, non- profit and
education leaders, Wagner stressed that the students need seven survival skills to prepare for life,
work and citizenship in the 21st century: Critical thinking and problem
solving, collaboration and leadership, agility and adaptability, initiative and entrepreneurialism,
effective oral and written communication, accessing and analyzing information, curiosity and
imagination.

21st Century Themes

Global Awareness
● Make use of expertise from the 21st century to consider and fix global problems
● Learning from and engaging with people who represent various cultures, religions, and
lifestyles in a spirit of mutual respect and open dialog in personal, work and community
contexts
● Knowing other nations and traditions through the use of languages other than English

Financial, Economic, Business and Entrepreneurial Literacy

● Knowing how to make the best personal financial decisions
● Understanding the economy’s position in society
● Use entrepreneurial skills to boost profitability and job opportunities in the workplace

Civic Literacy
● Being able to engage efficiently in public life by learning how to remain updated and
respecting policy processes
● Exercising citizenship rights and responsibilities at the local, state, national and global
levels
● Understanding the consequences of local and global political decisions
Health Literacy
● Obtaining, interpreting and recognizing basic health knowledge and resources and using
them in ways that improve health
● Knowing preventive steps for physical and mental health include a healthy diet, nutrition,
exercise, disease avoidance, and stress management
● Usage of available information to make reasonable decisions to safety
● Establishing and managing personal and family wellbeing priorities
● Understanding regional and international facets of public health and safety

Environmental Literacy
● Demonstrate awareness and understanding of the environment and the conditions and
circumstances that affect it, especially about air, atmosphere, land, food, energy, water and
ecosystems
● Show experience and awareness of the effect of society on the natural environment ( e.g.,
population growth, economic development, rate of resource use, etc.)
● Investigate and evaluate environmental issues, and draw definite conclusions on possible
solutions
● Take individual and collective action to tackle environmental problems ( e.g., global action,
approaches that encourage action on environmental issues)

Learning and Innovation Skills

Increasingly, learning and creativity skills are recognized as those that distinguish students
who are prepared for ever more dynamic living and working environments in the 21st century, and
those who are not. To prepare students for the future, a focus on innovation, critical thinking,
communication, and teamwork is essential.

Creativity and Innovation

Think Creatively
● Using a large variety of methods to generate concepts (such as brainstorming)
● Creating new and exciting innovations (both revolutionary and incremental)
● Create, refine, evaluate and assess your thinking to improve and optimize creative efforts

Work Creatively with Others

● Effectively create, introduce and pass on new ideas to others
● Be responsive and receptive to new and diverse perspectives; job input and feedback
● Demonstrating originality and inventiveness in the workplace and recognizing the actual
drawbacks of introducing new ideas
● See failure as an opportunity to learn; know that creativity and innovation are a long-term,
cyclical cycle of minor successes and regular errors

Implement Innovations
● Act on new ideas to make a concrete and meaningful difference to the area where the
invention takes place
Critical Thinking and Problem Solving

Reason Effectively
● Using the different forms of reasoning (inductive, deductive, etc.) according to the situation

Use Systems Thinking

● Analyze how portions of a whole communicate with each other to achieve overall results
in complex systems

Make Judgments and Decisions

● Analyze and appraise facts, points, statements, and beliefs effectively
● Analyze and analyze essential alternative perspectives
● Synthesize and connect the knowledge and the arguments
● Interpret details and conclude using the best possible methodology
● Grant serious thought to learning experiences and processes

Solve Problems
● Solve different forms of unknown issues, both conventionally and innovatively
● Identify and ask essential questions which explain different perspectives and lead to better
solutions

Communication and Collaboration

Communicate Clearly
● Articulate thoughts and ideas effectively in several ways and contexts using vocal, written
and nonverbal communication skills
● Hear to decode meaning effectively like information, beliefs, attitudes, and intentions
● Using contact for a variety of purposes (for example, educating, instructing, motivating
and persuading)
● Using various media and technologies, and know-how to determine their performance a
priori and their effect
● Effectively interact in can contexts (including multi-lingual ones)

Collaborate with Others

● Demonstrating the ability to work with diverse teams efficiently and respectfully
● Exercise flexibility and expertise to help make the sacrifices possible to achieve a shared
goal
● Assume mutual responsibility for collaborative work, and respect each team member’s
contributions

Information, Media and Technology Skills

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

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

Information Literacy

Access and Evaluate Information

● Effectively (time) and productively (sources) access information;
● Assess details objectively and skillfully

Use and Manage Information

● Using details correctly and creatively for the specific issue or question
● Manage information exchange from a large variety of sources
● Apply a clear understanding of ethical/legal problems concerning access to and use of
information

Media Literacy

Analyze Media
● Know how and why media messages are created, and for what purposes
● Examine how people understand terms differently, how principles and opinions are
integrated or omitted, and how media can affect attitudes and behaviors
● Apply a clear understanding of ethical/legal problems related to access and use of media
Create Media Products
● Know-how and why media messages are created, and for what purposes
● Examine how people understand terms differently, how principles and opinions are
integrated or omitted, and how media can affect attitudes and behaviors
● Apply a clear understanding of ethical/legal problems related to access and use of media

ICT (Information, Communications and Technology) Literacy

Apply Technology Effectively

● Using technology as an instrument for studying, arranging, analyzing and communicating
information
● Using modern technology (computers, PDAs, media players, GPS, etc.),
communication/networking tools, and social networks to access, handle, incorporate,
analyze and generate information that works in a knowledge economy successfully
● Apply a clear understanding of ethical/legal problems related to access to and use of
information technology

Life and Career Skills

Life and work environments today need much more than analytical skills and knowledge
of content. In the globally competitive knowledge age, the ability to manage the diverse living and
work environments requires students to pay close work in improving appropriate life skills and
career skills.
Flexibility and Adaptability

Adapt to Change
● Respond to diverse tasks, employment, schedules and contexts
● Work successfully in an uncertain world and with shifting goals

Be Flexible
● Effectively integrate feedback
● Addressing praise, failures, and criticism
● Understand, negotiate and balance different views and beliefs for achieving workable
solutions, particularly in multicultural environments

Initiative and Self-Direction

Manage Goals and Time

● Set expectations with parameters of measurable and intangible performance
● Tactical (short term) and strategic (long term) alignment goals
● Using resources, and effectively control workload

Work Independently
● Track, describe, prioritize and execute tasks without direct supervision

Be Self-directed Learners
● Go beyond the necessary skills or curricula to develop and enhance one’s learning and
knowledge
● Demonstrate commitment to developing skills to professional level
● Demonstrate dedication to Lifelong Learning
● A critical reflection on past experiences to guide future development

Social and Cross-Cultural Skills

Interact Effectively with Others

● Know when listening is necessary, and when to speak
● Behave properly, professionally

Work Effectively in Diverse Teams

● Respect cultural differences and collaborate with people from all walks of life and
community effectively
● Respond openly to opposing ideas and beliefs
● Profit from social and cultural differences to generate new ideas and boost innovation and
job effectiveness

Productivity and Accountability

Manage Projects
 ● Set and achieve targets, particularly when faced with challenges and conflicting pressures
● Prioritize, schedule and execute work to achieve the desired outcome

Produce Results
● Demonstrate added qualities associated with the development of high-quality outputs.
Including the ability to work positively and ethically, efficiently manage time and tasks,
multi-task, participate actively, be consistent and prompt, present yourself professionally
and with a proper mark, collaborate and cooperate with teams, value, and appreciate the
diversity of groups and be responsible for outcomes.

Leadership and Responsibility

Guide and Lead Others

● Using organizational and problem-solving skills to influence others and direct them
towards an objective
● Leverage other people’s abilities to reach a shared goal
● Encourage others to do their very best by example and selflessness
● Demonstrate honesty and ethical actions in exerting authority and control

Be Responsible to Others
● Act professionally with broader group values in mind

What is 21st Century Literacy Skill?

Information, both from the traditional sources like

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

In Growing Up Digital: How the Net Generation Is

Changing Your World, gives the following eight
reasons why students use technology:

● Freedom of expression
● Facility to use it as per likings
● Multiple resources of information
● Open interaction
● Blend of work and play
● Connecting and collaborating
● Exploring and Innovating
 Tabular presentation of the basis, purpose, and strategy in the digital classroom.
Basis • Accessing Information
• Collaborating
• Communicating
• Using Information
• Analysing Information
• Interpreting Information
• Creating New Information
Purpose IMT makes the learning environment more exciting than
a traditional classroom environment and helps the
students perform better in their respective careers.
Strategy Digital classroom • With traditional blackboard, digital interactive boards
should be placed in the classroom.
• This will aid in the teaching-learning process. In
teaching
of lesson related to space, teachers can show videos of
space to children for long-lasting memories.

Activities that develop 21st Century Literacy skills

Know-How
The teacher must show the children how to
look for the details and where to look. Then the
teacher will give them topics to explore and will
see how children are seeking and if they were
following her instructions or not.

Design an App
Students will be asked to identify a problem
(environment/ societal /school-related) and
design an App using ICT to offer a viable solution
to it. Even if they do not have the technical know-
how to create an App, they will plan it on paper
by preparing a detailed write-up on the why,
what, how, etc. of the App. This would also
enhance their critical thinking and decision
making.
Designing a Blog, Website, PPT
Ask children to design a PPT or blog and see how they do that. Tell them what all can be
done in the PPT or blog. This will help children to get information about how to use Powerpoint
and Microsoft word etc.

Application

Would you love to find out how much the module has taught you? Start this mission,
and complete it.

Identify the literacy areas in which you are great, right, or weak. Then build a personal life
plan to fix the places where you are still weak and strengthen those you already are good or strong.
In writing your Own Lifelong Learning Plan (PLLP), you can use the template in the activity as a
reference, which includes the following:

● The seven 21st century literacies

● Your level of competency for each literacy
● Activities that will help improve or enhance literacy
● Time Frame
● Support/Resources Needed
● Barriers/Challenges
● Solutions/Action Points

Closure

The key competitiveness challenge of the next decade is developing an integrated,

21st-century public education system that prepares Filipino’s to succeed. Addressing this
challenge requires stable, forward-thinking leadership from government, policy-makers, and
teachers. This lesson gave you details on the experience, skills, attitudes, and values to help you
prepare to be an efficient teacher in the 21st century.

Congratulations! It shows that you are already familiar with the contents of this lesson.
You can now proceed to the next experience of this module.
 Lesson 2

Instructional Design Models

Learning Outcomes

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

Introduce instructional design model
Introduce sample technology- enhanced lessons to support learning;

Time Frame 3 days

Introduction

As an aspiring teacher, you are being exposed to various techniques and strategies in the
teaching-learning process. With this, you were able to be given a chance to choose different
instructional models that you may think is the best model in your teaching. In this lesson, you will
understand better how these instructional models work and their appropriateness in the topic given.
 Activity

Back to the future!

~If you could turn the clock fast and see yourself in a classroom as a teacher, who are you as a
teacher? Let’s find out and try to fill in the information on the semantic web.

SETUP OF
STUDENTS

ENVIRONMENT
My Future Your presence as
a teacher
Classroom

MOOD OF
LEARNER'S

Analysis

To extend the information about the lesson, address the following issue
comprehensively.

● What makes the learning process successful?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________
● What factor creates an ideal environment for learning?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________
● What is your ideal classroom environment?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________
● What classroom scenario is your greatest fear?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________________________________
● How a teacher affects the mood of learners in the learning process?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________
● What do you think is your greatest asset as a teacher? Why?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_____________________________________________

Abstraction

Instructional Design Model

An instructional model serves as an anchor wherein the journey to learning is rooted. There
are various instructional designs created to keep track of the efficiency of the instructions. Through
different models of instructions, teachers were able to draw some inspirations on the different
techniques and strategies patterned on the models of instructions. Nevertheless, teachers should
bear in mind that there is such no such thing as a perfect model. Still, it will be in the
appropriateness of the model and how the teacher processes the learning for such a model to be
effective.
In a nutshell, different instructional design models to be mentioned in this lesson are as
follows:
● Gagne’s Nine Events
● Blooms Revised Taxonomy
● ADDIE
● Merrill’s Principles of Instructions
 As aspirant teachers, I want you to have an in-depth knowledge of the different
instructional models for you to be able to make use of them appropriately in your future career as
a leader inside the classroom in the process of learning.
A. Gagne’s Nine Events of Instructions
Robert Gagne has created Nine Events of Instructions that have been widely used in the
educational process. This Instructional model has focused on providing teachers, instructors, and
facilitators in the academe an organized process efficiently designed to help maintain efficiency in
the teaching-learning process.

Gain Inform Stimulate

Attention Learner Recall

Elicit Provide Present

Performance Guidance Information

Provide Assess Enhance

Feedback Performance Retention

Figure 1: Gagne’s Nine Events of Instructions

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

a. Preparation
1. Gain Attention (reception)-this is the part wherein the teacher must get the attention of the
learners and keep them focus while the content of the lesson is about to be delivered.
2. Inform Learner of Objective (expectancy)- this is to lay down your expectation and focus
on the learning. An announced objective (s) helps learners have an overview of how their
performance will be assessed and the value of the content in the future.
3. Stimulate Recall of Prior Information (retrieval) – this is based on the schema theory
wherein student’s prior knowledge will be linked and associated with the newly introduced
knowledge.
b. Instruction and Practice
4. Present Information (selective perception)- this is where the new content will be
systematically organized for the learning process to be achieved. One important matter to
be considered is the varied learning style of learners; this differentiated instruction is highly
recommended.
 5. Provide Guidance (semantic encoding)-this is where facilitation of the learning process
should be taken into high consideration especially when learners are drawing in new
knowledge and associating it to their prior knowledge to avoid a negative transfer.
6. Elicit performance (responding)-this can be in the form of individualized or grouped;
output-based or process-based, and outright performance or homework.
7. Provide Feedback (reinforcement)- this is one of the essential parts wherein learners will
be able to understand whether the learning process is a success or needs to be enhanced or
revisit.
c. Assessment and Transfer
8. Assess Performance (retrieval)- this is one of the most anticipated parts of the student’s
performance wherein they were able to know if the expected outcome or the learning
objectives has been met or there is a need for them to expound their knowledge.
9. Enhance Retention Transfer (generalization)- This is an additional input to allow learner’s
retention of new knowledge. This can be in the form of additional reinforcement through
practices and summarization.

Events of Instruction Techniques

Gaining Attention ● Pose thought to provoke questions

(reception) ● Present an intriguing problem
● Present meaningful and relevant challenges

Informing Learners of the ● Describe what they will be able to do after the session
objective (s)
● Describe the required performance and its criteria
(expectancy)
● Explain how the learning will benefit them

Stimulate recall of prior ● Ask a question on their previous experience

information
● Ask about their understanding of the previous concepts
(retrieval)
● Give a similar situation to what they will be learning

Present Information ● Organize content in easy to understand manner

(selective perception) ● Chunk information

● Use multiple delivery methods, a variety of texts, and

graphics as well as approaches.

Provide Guidance ● Concept mapping for an association, graphics to make

visual associations
(semantic coding)
● Mnemonics to cue and prompt learning; analogies on
knowledge construction
● Case studies for a real-world application
 Elicit Performance ● Have the learner demonstrate the acquired behavior or
knowledge of the content
(responding)
● Ask thought-provoking questions

● Have the learner apply the knowledge to a scenario or

case study.

Provide Feedback ● Be positive

(reinforcement) ● Be objective

● Deliver focused and concise feedback on areas of

student’s control

Assess Performance ● Written test, oral questioning, short essays or

questionnaires, etc.
(retrieval)

Enhance Retention Transfer ● Have them summarize the content

(generalization) ● Have them generate examples

● Have them create concept maps

B. Bloom’s Revised Taxonomy

There are six levels of cognitive learning, according to the revised version of Bloom’s
Taxonomy. Each level is conceptually different. The six levels are remembering, understanding,
applying, analyzing, evaluating, and creating.
Using Bloom's Revised Taxonomy in Assessment
These levels can be helpful for the learning outcomes to be categorized most appropriately
according to the level of cognitive needs and demands as well as the ability of the learner. This,
the teacher was able to pattern his/her learning objectives accordingly. Further, teachers will be
able to assess according to his/ her understanding of the different cognitive levels.

Crea
te

Evaluate

Analyze

Apply

Understand

Remember

Figure 2: Bloom’s Level of Cognitive Learning

1. Remember- is a simple retrieval, recall, and recognition of essential and relevant

knowledge from long-term memory
- simple identification of the different parts of speech in a sentence, tell the basic step in
the dance or label food according to its category (go, glow, grow)

2. Understand-to demonstrate comprehension by explaining facts

-summarize a story, rephrase an article, outline the steps in case of emergency
3. Apply-use information or skill and relate it to a new situation
-translation of the local dialect to the second language, demonstrate the different
approaches of teaching, execute the basic step in dancing
4. Analyze- break material into its constituent parts and determine how the parts relate to one
another and/or to an overall structure or purpose
-compare and contrast the similarities and differences of land and water animals,
analyze the relationship between different characters in a play, analyze the relationship
between various members of the family according to group
5. Evaluate- is to make judgments based on criteria and standards
-determine the quality of the manuscript according to a given standard, judge whether
methods used in a demonstration of the product is valid or not, determine the fallacies
on an article based on criteria
 6. Create- put elements together to form a new coherent or functional whole; reorganizing
elements into a new pattern or structure
-compose a poem, write a thesis, write an essay of an event

Bloom’s Level
of Cognitive
Learning Outcome Verbs
Learning

Remember cite, define, describe, identify, label, list, match, name, outline, quote, recall,
report, reproduce, retrieve, show, state, tabulate, and tell.

Understand abstract, arrange, articulate, associate, categorize, clarify, classify, compare,

compute, conclude, contrast, defend, diagram, differentiate, discuss, distinguish,
estimate, exemplify, explain, extend, extrapolate, generalize, give examples of,
illustrate, infer, interpolate, interpret, match, outline, paraphrase, predict,
rearrange, reorder, rephrase, represent, restate, summarize, transform, and
translate.

Apply apply, calculate, carry out, classify, complete, compute, demonstrate, dramatize,
employ, examine, execute, experiment, generalize, illustrate, implement, infer,
interpret, manipulate, modify, operate, organize, outline, predict, solve, transfer,
translate, and use.

Analyze analyze, arrange, break down, categorize, classify, compare, connect, contrast,
deconstruct, detect, diagram, differentiate, discriminate, distinguish, divide,
explain, identify, integrate, inventory, order, organize, relate, separate, and
structure.

Evaluate appraise, appraise, argue, assess, compare, conclude, consider, contrast, convince,
criticize, critique, decide, determine, discriminate, evaluate, grade, judge, justify,
measure, rank, rate, recommend, review, score, select, standardize, support, test,
and validate.

Create arrange, assemble, build, collect, combine, compile, compose, constitute,

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

Analysis

Evaluation Design

Implementation Development

Figure 3: ADDIE Model

1. Analysis phase- this phase introduces the focus of the lesson-the goals and objectives;
also, learning environment, learner’s prior knowledge, cognitive level, and learning style
are
2. Design phase -is a systematic and specific phase wherein the different parts in the process
of learning such as crafting learning objectives, assessment instruments, as well as
appropriate contents and materials to name a few, will be taken into consideration

3. Development phase -is the output of the design phase where content will be assembled
where the developers create and assemble the content assets that were created in the
design phase

4. Implementation phase-a procedure for training the facilitators and the learners is
developed. The facilitators’ training should cover the course curriculum, learning
outcomes, method of delivery, and testing procedures. Preparation of the learners includes
training them on new tools (software or hardware), student registration.

5. Evaluation phase-is consists of two parts: formative and summative. Formative

evaluation is carried throughout the process of learning, while summative is where the
learner’s comprehension.
The content of the unit will be assessed at the end of the process.
ADDIE Phases Possible Outcome

Analysis an analysis of training needs and a training plan

Design an overview of the course design and storyboards/prototypes.

Development Course Content

Implementation Your courses are live in the LMS and learners can start to take and complete courses

Evaluation An evaluation report and actionable changes for the current or future courses

D. Merril’s Principles of Instructions

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

Integration Activation

PROBLEM

Application Demonstration

Figure 4: Merril’s Principles of Instruction

Purpose of Each Principle

1. Problem-Centered: Learning is promoted when learners are engaged in solving real-

world problems.

2. Activation: The purpose of the activation phase is to create activities that build on
existing knowledge before exposure to new information. Activating prior knowledge
prepares your learners to connect new incoming information with existing knowledge.

3. Demonstration: The purpose of the demonstration phase is to create activities that

demonstrate your learners the steps and procedures. Demonstrating knowledge requires
the learners to be mentally active, but they are not participating physically.

4. Application: The purpose of the application phase is to create activities that give your
learners opportunities to apply what they are learning. Application of new information
provides the learner's opportunities to do something, such as practice a procedure, play
a game, answer a question, etc.
 5. Integration: The purpose of the integration phase is to create activities that help your
learners select and express what they learned and how they may use it. Integrating new
knowledge helps the learners connect what they are learning to their work or their lives.

Application
Illustrate the (a) presence and (b) the importance of the different Instructional models
in a classroom setting.

Closure

Understanding the basic concept of the Instructional Design models is like finding
the blueprint in the teaching-learning process. With it, you, as an aspiring teacher, will be able to
have in-depth knowledge of not just what to teach but how to teach, exploring endless possibilities
and wonderful experience inside the classroom. Thus, creating an unforgettable holistic teaching-
learning experience together with your excellent students in the near future. In this lesson, along
with your grasping the concepts of the different models, allows you to have a glimpse of who you
will be. Good luck, future teacher!

You can now proceed to the next experience of this module.

 Lesson 3

Technology Enhanced Teaching

Learning Outcomes

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

describe flexible learning environments that enhance
collaboration with the positive use of technology tools in
teaching.

Time Frame 2 days

Introduction

Hi! Welcome to Lesson 1. I assumed that you already understood the previous module.
This lesson will give you background and perspectives on Technology-Enhanced Teaching.
Are you ready? Let’s begin!

Activity

Try this!

Identify all feasible technological tools that can be applied in your

locality. Cite at least 5 technological tools.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________

Draw a concept map which links the technological tools that

contributes teaching learning process.
 Analysis

To extend the information about the lesson, address the following issue
comprehensively.

● How enhanced technology affects the learners in the learning process?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________
● How can enhanced technology teaching assist the learners in their learning
process?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________

Abstraction

Enhanced Technology Teaching

Teachers should seek out technology that enhances student learning. Most students come
to our courses with a strong foundation in the use of technology and expert instructors to
incorporate it into their teaching. Some caution is necessary to avoid using technology merely for
effect, without knowing how it will enhance learning. Take the time to determine which
technologies will support and to improve student learning, and learn how to use them.

Fig.1 Specific types of teaching and learning tools

Technology provides numerous tools that teachers can use in and out of the classroom to
enhance student learning. This page provides an introduction to some of the most common.
1. Blackboard
Teachers might use the course management system
Blackboard. It focuses on online learning delivery but supports a range of uses, acting as a platform
for online content, including courses, both asynchronous based and synchronous based.
(You can use the short, engaging Blackboard that helps your students get comfortable in
Blackboard. Your students can do training and learning gaps, utilizing analytical data and reporting
and choose which ones they want, or they can view multiple videos in a row about a particular
topic.)

2. Classroom Response Systems ("clickers")

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

3. Online Projects and Collaboration Tools

Technology can support student collaboration on creating new knowledge, reflecting on
what they are learning, or working together to achieve a deeper understanding of course
material. These articles provide ideas about their use and misuse. Online tools provide many new
options. Students can collaborate on projects, collect and synthesize information, and write for
different types of audiences.
Example:
Teaching in the Cloud: Using Online Collaboration Tools to Enhance Student
Engagement (discusses jointly edited Google Docs, Google Sites, wikis, cloud storage of video
projects, crowdsourced research, Google Spreadsheets for data aggregation, Piazza, and class
blogs; also considers issues of IT support, ease of use, and student privacy).

1. Information Visualization Tools

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

5. Flipping the Classroom

Sometimes a great way to move them toward higher levels of understanding is to move the
lecture out of the classroom and use the in-person time for interactions that require applying,
synthesizing, and creating. "Flipping" doesn't have to use technology, but tools such as videos,
podcasts, online quizzes, and the like can help in and out of class activity work together. These
resources explain the theory underlying this teaching method and provide practical suggestions for
making it work.

Example:
Flipping the Classroom: Simply Speaking (video gives clear demonstration and examples).

6. Games
What could be more engaging than a good game, a game may lead to deeper learning and
give some examples of their use in higher education.

Ex. Reacting to the Past (Elaborate games set in the past, in which students are assigned roles
informed by classic texts in the history of ideas).

7. Converting a Face-to-Face Course to an Online Course

Teaching online, whether in a hybrid course or a wholly-online course, requires different
techniques and different tools. Without the F2F contact, professors will need to be even clearer
about setting and articulating expectations for digital work and participation. Encouraging
interaction between professor and student and among students is an additional challenge, as is
monitoring student learning as the course progresses. The online environment requires the use of
basic technologies to digitize course materials as well as mastery of the university's learning
management system. And various tools like Skype allow synchronous communications, while
blogs and Twitter can encourage asynchronous interaction. Here are some ideas to get you started.

Example:

Synchronous learning is instruction and collaboration in “real time” via the Internet. It
typically involves tools, such as:
● Live chat
● Audio and video conferencing
 ● Data and application sharing
● Virtual "hand raising"
Asynchronous learning methods use the time-delayed capabilities of the Internet. It
typically involves tools, such as:

● E-mail
● Threaded discussion
● Newsgroups and bulletin boards

Application
Let us test your learnings from the lesson. You will generate ideas to provide a
presentation by using a teaching and learning tool that is available to your local places. Your
teacher will give allotted time to prepare your presentation and will be graded using the given
criteria.

Closure

The implementation of technology in schools helps close that gap. Technology can
enhance relationships between teachers and students. Technology helps make teaching and
learning more meaningful and fun. Students are also able to collaborate with their classmates
through technological applications.

By incorporating technology strategically, educators can enhance the learning experience

and increase student engagement and curiosity. The future of learning lies in striking the most
effective balance between digital and in-person educational experiences. Good luck, future
teacher!

You can now proceed to the next experience of this module.

 Lesson 4

ICT Conventional Materials to Enhance Teaching

Learning Outcomes

At the end of the lesson, you are expected to:

● Explain what conventional learning and its implications are.

● Differentiate conventional and non-conventional learning.
● Identify what the different digital learning materials and conventional learning
resources that can support the teaching and learning process are.

Time Frame 3 days

Introduction

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

Activity
Let us activate your prior knowledge!

Instructions: Remember and identify the conventional learning materials below

using the box of words. Good luck!

Chalk board Text books Manipulatives

Flip charts Model Flash cards
1. What have you noticed on the learning materials presented on the activity?

2. Why do you think they were identified as conventional materials?

3. Do you think that using these conventional learning materials enhances learning and
teaching? Why or why not?

Analysis

● What conventional learning materials you remember you and your teachers used in your classes?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_________________________________________________

● Are those materials helpful in your learning experience?

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_________________________________________________

● Based on the activity above, describe what conventional learning materials are.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_________________________________________________

● What do you think are the difference between conventional learning materials and non-
conventional learning materials?
____________________________________________________________
____________________________________________________________
____________________________________________________________
________________________________________
 Abstraction
Conventional or traditional learning refers to a learning method wherein
teachers and students interact face-to-face and is limited to the corners of the
classroom. This type of learning is teacher-centered, meaning the students in a
conventional classroom passively receive the information being provided by the teachers.

Conventional VS. Non-conventional Learning

Conventional learning Non-conventional
1. Teacher-centered. 1. Student-centered.

2. Students learn via face-to-face 2. Students can learn wherever

classroom learning. they are.
3. Students passively receive 3. Interactive learning.
information.
4. Infinite access to information.
4. Students have limited access to
5. Student can decide what they
information.
want to learn and when they
5. Teacher decides the course of want to learn it (self-paced).
learning.
6. Audio-visual and technology
6. Learning by listening and based learning.
memorization.
7. Most of the materials are
7. Materials are cheap and easy to expensive and is difficult to
use. use/manipulate.

Learning and teaching are more meaningful, efficient, and fun if we incorporate the usage
of learning or instructional materials.
These learning or instructional materials may come in different forms. One of these
mentioned groups is called conventional or non-digital learning tools.
 Source: Educational Technology 2 by Mark Jay Peña

1. Conventional or non-digital tools or learning/instructional materials are those materials

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

Source: Education 2.0: Blueprint for the 21st-century classroom by Amol Aurora

2. Non-conventional or digital tools or learning/instructional materials are those learning

materials that are not commonly used in a traditional classroom. These materials are also
identified as modern teaching tools. These materials include computers and laptops,
calculators, slideshow presentations, e-books, radio, educational CDs, DVDs, audiotapes,
interactive whiteboards/smartboards, television, mobile phones and tablets, and others.
 Since you already know what conventional and non-conventional learning is and identify what
some of the conventional and non-conventional tools are, let us now learn more about each of the
tools.
I. Conventional or non-digital tools

1. Textbooks
Textbooks are a collection of contents and information in a
particular subject and level that are printed and published.
Books are designed to aid both the students and the teachers in
the lessons and topics of the subject/s.

2. Charts and Flip Charts

Charts and flipcharts are educational visual aids that are usually
mounted on the wall or in its stand. It is a pad of paper fastened together;
it includes pictures and representations based on a specific lesson.
The pages are flipped to view the other lessons or topics.

3. Pictures and Posters

Pictures are visual aids used to teach or present a more realistic

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

4. Atlases, Globes, and Maps

Atlases, globes, and maps are used in

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

6. Worksheets

Worksheet refers to a printed paper or a set of printed paper

with activities, drills, and questions for the student to complete and
answer. They are used by the teachers to determine the
students’ previous knowledge, outcomes, and process of
learning.

7. Blackboards/Chalkboards/Whiteboards

These are boards that are usually made from wood,

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

8. Bulletin Boards

Bulletin boards are boards with designs

and artistic materials. They are used in giving
up-to-date information, announcements,
posting of public information, display of
students' works and lessons, and more. It is
usually wall-mounted and placed strategically
for everybody to see it.

9. Dictionaries, Encyclopaedias, and Thesaurus

These are comprehensive reference books used by teachers and

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

Manipulatives are various objects that help the

students to manipulate and play. These objects are
usually helpful in math and logic. It helps the students
to understand the concepts through actual
manipulation.

11. Science Lab Apparatus and Materials

Science laboratory apparatus and materials are used
inside the laboratory with caution to exercise safety. These
materials are used to demonstrate science activities and
perform experiments. These are very useful since they enforce
motivation and curiosity in science.

12. Models
Models are three-dimensional representation or replicas of the
actual/real things being taught. It may be smaller, more significant, or even the
same size as the exact thing. Models are used in teaching since they simulate
first-hand experience/s. They can be viewed, examined, and manipulated by
both the learners and the students.

13. Diorama

Dioramas are realistic scenic displays usually used in

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

1. Computers and Laptops

Computers and laptops are used in education as a tool for storing

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

2. Slideshow Presentation

Slideshow presentations using projectors are used

in education to project slideshow presentations, videos,
clips, and more. The use of applications can access this.
It is beneficial to the teachers and students since it aids
in learning by the projection of quality videos of the
lessons that are difficult to explain.

3. E-Books
E-books are an electronic copy of published books. E-
books are present in applications or downloadable materials
that can be accessed using devices like tablets, laptops, mobile
phones, etc.

4. Radio

Radios and Televisions are electronic devices that air or

broadcast programs, news, and music. Radios and televisions are
used in education as a venue to air or broadcast educational
programs and lesson when the places are not reachable, they lack
teachers, and if the area or country is experiencing a calamity or
emergency as distance learning must be practiced.
 5. Educational CDs, DVDs, and Audiotapes

CDs, DVDs, and Audiotapes are

digital storage of video or audio lessons. They
contain music, speeches, drama, stories,
poetry, pre-recorded lessons, and others.

6. Mobile Phones and Tablets

Mobile phones and tablets are handheld devices that are very useful in learning. These
devices can be used to access the internet, almost all applications, even e-books and can be used as
a calculator, map, converter, etc.

7. Interactive Whiteboards/Smart Boards

Smart boards or interactive boards are used by
some school in the world. They are large screen
that is mounted on the wall. These boards can
access the internet and can project videos, pictures,
and others. These boards are very promising since
it motivates the learners because of its interactive
nature.
 Application
Two pictures are presented below: a traditional classroom that practices
conventional learning and a modern classroom which practices non-conventional learning.
Analyze what are their major differences including their advantages and disadvantages.

Modern Classroom Traditional Classroom

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
___________________________________________________

Closure

Great job! You have just finished Lesson 4 of this module. If there are parts of the lesson which
you need clarification, please ask your instructor during your face-to-face sessions.

Now, if you are ready, please proceed to Lesson 5 of this module, which will discuss distance
learning. Kudos!
 Lesson 5

Distance Learning

Learning Outcomes

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

● Describe what distance learning is and identify its advantages and disadvantages.
● Compare and contrast synchronous and asynchronous learning modalities.
● Identify what examples of distance learning platforms are.

Time Frame 2 days

Introduction
This lesson contains information on how learning is practiced using different modalities in
distance learning. This lesson also provides a list of platforms that are used in distance learning. If
you are excited to know them, let us start now!
Activity

Picture Analysis.

Instructions: Analyze the picture below and answer the questions provided.

1. What is/are being practiced in the picture?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_______________________________________
2. What do you think is/are the reason/s why we accommodate distance learning?
 _____________________________________________________________________
_____________________________________________________________________
___________________________________________________

3. What are some of the disadvantages and advantages you can point to form the picture?
_____________________________________________________________________
_____________________________________________________________________
___________________________________________________

Analysis

● Can students learn via distance learning?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________
● What are the challenges we may encounter when we practice distance learning?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________
● What are some of the platforms you know that helps in distance learning?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________
● As a student who practices distance learning, what views can you share?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________

Abstraction
Distance learning is also known as remote learning, is a form of education wherein
there is little or no face-to-face learning or what we call residential learning between
the students and their teachers. Distance learning can be done anywhere, usually at home.
There are a lot of reasons why people choose or practice distance or remote
learning. Here are some of the examples:
● Borderless learning. Students can enroll in
programs being offered online by schools
abroad.

● Flexible schedule. Students can choose to

enroll in courses that fit their timetable.

● Learners can save. Because you can learn

from your own home, you can save from
transportation fees, allowances, and even
books and other resources.

● Self-paced learning. Learners can accomplish their modules/tasks at a convenient time, pace,
and whenever they are ready without being forced.
● Numerous programs and course offerings. There are a lot of programs and courses being
offered by schools for distance learners. They have the same standards and quality as on-site
learning.

● Increase employability. Since most of the schools that offer distance learning are well-known
and provides quality education, earning certificates from the courses or programs finished by
these institutions will give an advantage to your curriculum vitae and increase your chance to
be employed.
● Back up during calamities and emergencies. Due to natural calamities and or health
emergencies, learning institutions resort to distance learning to continue the education of the
students when face-to-face or residential learning cannot be practiced.

Disadvantages of Distance Learning

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

Types of Distance Learning Modes

I. Synchronous Learning –instructor-facilitated learning

that requires all the participants to be virtually present
at the same time. Tests and other assessments are
scheduled and timed. Learning using this modality can
be conducted using:
a. Virtual classrooms – is an online environment
wherein students and teachers can communicate, interact, view and present lessons
and discussions, and actively engage with the learning resources available while
teaming up or doing the tasks individually all in just one setting.
b. Web conferencing – is a service available online wherein teachers and students can
conduct classes, conferences, meetings, training, and other activities virtually.
c. Educational televisions and radios – These are technologies that air and broadcast
programs, lessons, and other educational stints to the general public. This is widely
used in places that are experiencing calamities and emergencies such as volcanic
eruptions and disease outbreaks.
d. Learning Management Systems (LMSs) – are online software applications used to
deliver course materials, educational training, program development, and others.

II. Asynchronous Learning – self-directed and self-paced

learning mode that does not require students to be
virtually present. Learning using this modality can be
conducted using:
a. Modules – just like this material that you are
using, modules are developed to help learners
access education during distance learning
without having the trouble to access the internet
and buy gadgets. Modules include comprehensive lessons and activities that help
achieve learning outcomes even if done using self-paced learning.
b. Web-based courses – are uploaded courses and lessons on the internet. They can be
accessed from the different programs or course offerings of learning institutions. Some
of them are required to pay to be enrolled, while some are free.
c. Video and audiotapes – These materials are pre-recorded copies of instructors giving
discussions and presentations. This is useful to learners who have access to gadgets
but don’t have the freedom of time to join the scheduled meeting or don’t have any
sufficient access to the internet.

Distance Learning Platforms

These are the Learning

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

Serves as online virtual

Google
classrooms. Students can
Classroom and Synchronous
pass their works here and
Edmodo
interact with each other.

It is used to access e-
Proquest and books, online journals, and
Asynchronous
E-brary other online learning
materials.

It is used to provide pre-

Youtube Asynchronous recorded lectures and
other video references.

It is used to provide pre-

Coursera, recorded video lectures,
Udacity, and Asynchronous online lessons and
edX modules, and other
references.
 Phet™
Used in science laboratory
Interactive Asynchronous
activity simulations.
Simulations

It is used to conduct video

Zoom, FB chat, meetings,
Synchronous
messenger conferences, and online
consultations.

Application
Reflective Journal

What made you choose modular learning Are you effectively learning using modular
over synchronous online learning? distance learning?

What distance learning platform would best suit you if you haven’t chosen modular
learning?
 Closure

Great work! Lesson 5 of this lesson you've just started. If you need clarification
regarding parts of the experience, please ask your instructor during your face-to-face
sessions.

If you're ready now, please proceed to this module's Lesson 6. Kudos, you guys!
 Lesson 6

Relevance and Appropriateness in the use of

Technology in Teaching and Learning
Learning Outcomes

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

define what is instructional material;
discuss the relevance and appropriateness in the use of technology in
teaching and learning;
explain the importance of the relevance and appropriateness in using
technology in teaching;
evaluate technologies and instructional materials used by teachers in
teaching

Time Frame 2 days

Introduction
Hello and welcome to another lesson of this module! This lesson introduces the Relevance
and Appropriateness in the use of Technology in Teaching and Learning. Technology can do so
much in the teaching and learning process. It can enhance the teacher-student relationship, it helps
the teaching and learning process fun and more engaging, and it facilitates collaboration to the
students. However, some things need to be considered in using technology for it to be useful in the
teaching and learning process. This lesson will help you have a better understanding of the use of
technology in teaching and learning, which would greatly help you in future endeavors. So, what
are you waiting for? Let’s buckle up and enjoy the lesson!
 Activity

Think of a text book that you like the most and answer the following questions by
filling out the blank.

Title of the book: _____________________________

I like this book because:

___________________________________________________________________
This book caught my interest because:
___________________________________________________________________
Analysis
This book suits me because:
___________________________________________________________________
I can easily understand the book because:
_____________________________________________________________________________
_____________________________________________________________________________
_______________________________________________

Analysis
After answering the activity above, you now have a rough idea about our lesson. But
before we proceed to abstraction, consider the following questions below:
1. Why do you think it is essential for a teacher to have a deep understanding of how to utilize
technology in the teaching and learning process appropriately?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________
 2. Why do you think it is essential to consider the relevance and appropriateness of using
technology in teaching?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________________________________

3. Why do you think instructional material is important for teachers?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________

4. The textbook is an example of instructional material. What do you think are the things that
we need to consider in selecting instructional materials like books?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________

Abstraction

In teaching, it is vital to consider the relevance and appropriateness of using

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

1. The principle of appropriateness –

- Does it meet the standards (general and
specific goals of the subject)?
- Is it appropriate to the intended level?

2. The principle of 3. The principle of

authenticity – cost (economy)
- Is the material - Can the students
accurate? afford the cost of the
- Is the material up- material?
to-date? - Does the cost
- Is the information equate the quality of
of the material the material?
dependable?

4. The principle of interest 5. The principle of

- Does the material catch organization and balance
the interest of the learners? - Is it well organized
- Does the material and balanced?
stimulate students’ - Is the purpose clearly
curiosity? stated?
- Does the material - Is there a logical
motivates the students? organization, clarity, and
- Does the material accordance with the
encourage creativity and principle of learning?
imaginative response
among users?

Application
Interview at least three (3) teachers (through text, messenger, email, and other
means available) and ask the following questions below. Consolidate the data after the interview
and make a conclusion and reflection based on the data collected.
 1. Do you often use technology in teaching?
2. In your own opinion, why is it essential to utilize appropriate technology in the teaching
and learning process?
3. Have you ever been on a dilemma in selecting which instructional material is best for the
class? How do you solve that dilemma?
4. What are the factors that you always consider before selecting appropriate instructional
material for the class?

Conclusion
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Reflection
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Closure
Well-done! I am so happy because you were able to answer the activities and tasks
for this lesson. I’m sure that you have gained some insights and experiences from this lesson. Now
you are ready to move on to the next part of this coursepack. Enjoy the lesson and keep up the
excellent work!