Unit 1- Introduction to Technology for Teaching and Learning -

-
Reliance on Internet and Distance Education
Debate over directed vs. inquiry based/constructivist instructional
Technology methods
We need technology in every classroom and in every student and teacher’s  Cultural & Ethnic Issues
hand, because it is the pen and paper of our time, and it is the lens through - Digital Divide
which we experience much of our world. – David - Racial and gender equity
- Special Needs
Technology – It is the branch of knowledge that deals with the creation and use of  Cultural & Ethnic Issues
technical means and their interrelation with life, society, and the environment, drawing
- Digital Divide
upon such subject as industrial arts, engineering, applied science, and pure science.
- Racial and gender equity
- Special Needs
Information and Communication  Legal and Ethical Issues
INFORMATION - Viruses/Hacking
It refers to the knowledge obtained from reading, investigation, study or
- Plagiarism
research. The tools to transmit the information are the telephone, television
- Privacy/Safety
and radio. Information is knowledge and helps us fulfill our daily tasks.
- Copyright
COMMUNICATION - Illegal download/Software piracy
Communication is an act of transmitting messages. It is a process whereby
information is exchanged between individuals using symbols, signs or verbal Emergent Trends
interaction. Communication is important in order to gain knowledge.
• Wireless connectivity
INFORMATION AND COMMUNICATION TECHNOLOGY • Merging of technologies
• Portable devices
refers to technologies that provide access to information • High-speed communication
through telecommunications. It is similar to Information Technology (IT), but • Visual immersion systems
focuses primarily on communication technologies. This includes the Internet, • Intelligent applications
wireless networks, cell phones, and other communication mediums.

Educational Technology Background on Computer-based Educational Technology

Four Perspectives that Define Educational Technology
 Media and Audiovisual What’s a Computer?
defines educational technology as media for communicating concepts
 Instructional Systems and Instructional Design - Hardware
defines educational technology as systems to improve productivity and - Providing the Electronic Capability
competence. - Software
 Vocational Training Tools - Communicating with the Hardware
defines educational technology as a “preparation for the world of work” - Any electromechanical device that accepts input, processes input and
produces output.
 Computer-Based Systems
defines educational technology as “computers and related electronic Software in a Computer System
resources”
- Systems Software (Types of Operating Systems)
Issues in Education and Technology - Applications Software (used for Education, Entertainment, or Edutainment)
 Societal Issues
- Economic conditions Systems Software (Types of Operating Systems)
- Anti-technology positions
- Impact of No Child Left Behind Act - Microsoft Windows
 Educational Issues - macOS
- Standards movement - Linux
Applications Software for Education
Step 3.
- Tool Software: The controller gets the result from the register and stores it once again in internal
1. Word Processing memory.
2. Spreadsheets CPU Central Processing Unit
3. Database Management
4. Integrated Packages - ALU: stands for Arithmetic/Logic Unit
5. Graphics Software - Control Unit: directs the activities of whole system.
6. Communications Software The Internal and External Memory and Communication
7. Other Tools Functions
- Programming Software:
1. BASIC - The internal memory functions:
2. Logo A limited amount of space is arranged inside the computer for storage of
3. FORTRAN instructions.
4. COBOL, SNOBOL For example: RAM
5. C - The external memory functions:
6. Pascal External storage devices can store larger quantities of information.
7. PL/1 For Example: Hard Disks and CD-ROM.
- The communications function is optional, but it is vital for communicating
- Courseware:
with other systems.
1. Tutorial For example: Modem and Fax.
2. Drill & Practice
3. Simulation
4. Instructional Games Technology, Media, and Learning
5. Problem Solving Technology
In terms of educational technology, we have to consider a broad definition of
Hardware: Providing the Electronic Capability
technology. The technology of the Internet involves more than just a collection of
- Input functions: tools, but a system that combines computers, telecommunications, software and rules
1. Keyboard and procedures or protocols.
2. Mouse
3. Joystick and game paddle We tend to think of technology in education as things or tools used to support
4. Bar-code reader teaching and learning. Thus computers, software programs such as a learning
5. Scanner management system, or a transmission or communications network, are all
6. Touch screen and light pen technologies. A printed book is a technology. Technology often includes a
- Output Functions combination of tools with particular technical links that enable them to work as a
1. Printers technology system, such as the telephone network or the Internet.
2. Monitors
- Input and Output Functions However, technologies or even technological systems never do of themselves to
1. Disk drives communicate or create meaning. They just sit there until commanded to do something
or until they are activated or until a person starts to interact with the technology. At
this point, we
Media
Media (plural of medium) is another word that has many definitions and will say that it
The CPU’s Steps has two distinct meanings relevant for teaching and learning, both of which are
different from definitions of technology.
Step 1.
The controller gets an instruction from the system’s internal memory and puts it in a The word ‘medium’ comes from the Latin, meaning in the middle (a median) and also
register. that which intermediates or interprets. Media require an active act of creation of
content and/or communication, and someone who receives and understands the
Step 2. communication, as well as the technologies that carry the medium.
The controller directs the ALU to do necessary computations.
Thus, in terms of representing knowledge we can think of the following media for
educational purposes:
- Text
- Graphics
- Audio
- Video
- Computing
Within each of these media, there are sub-systems, such as
- text: textbooks, novels, poems
- graphics: diagrams, photographs, drawings, posters, graffiti
- audio: sounds, speech
- video: television programs, YouTube clips, ‘talking heads’
- computing: animation, simulations, online discussion forums, virtual worlds.

Furthermore, within these sub-systems there are ways of influencing

communication through the use of unique symbol systems, such as story lines and
use of characters in novels, composition in photography, voice modulation to create
effects in audio, cutting and editing in film and television, and the design of user
interfaces or web pages in computing. The study of the relationship between these
different symbol systems and the interpretation of meaning is a whole field of study in
itself, called semiotics. Affective Domain
The affective domain addresses the acquisition of attitudes and values. The
From an educational perspective, it is important to understand that media are not taxonomy contains five levels that can be remembered by the following mnemonic
neutral or ‘objective’ in how they convey knowledge. They can be designed or used in device:
such a way as to influence (for good or bad) the interpretation of meaning and hence
our understanding. Some knowledge therefore of how media work is essential for
teaching in a digital age. In particular we need to know how best to design and apply
media (rather than technology) to facilitate learning.

Learning
“I hear and I forget, I see and I remember, I do and understand.” - confucius

Three Limits on the Definition

- The change that occurs during learning is a potential for behavior that
depends on other conditions.
- Learning is not always a permanent change.
 What can be learned can be unlearned.
- Changes also occur for other reasons – maturation, motivation.

Three Learning Domains

Bloom et al. are well known for dividing categories of learning into the cognitive,
affective, and psychomotor domains. The cognitive domain involves the learning
and application of knowledge. The affective domain addresses the acquisition of
attitudes and values, and the psychomotor domain involves development of the
body and skills it performs.

Cognitive Domain
The cognitive domain involves the learning and application of knowledge. The
taxonomy contains six levels that can be remembered by the following mnemonic
device:
Psychomotor Domain Technology Tools
The psychomotor domain involves development of the body and skills it performs. Why Go Paperless?
The taxonomy contains seven levels that can be remembered by the following  Save paper, money, and time
mnemonic device:  More efficient
 Organization materials better
 Creating better learning environment
 Mobile learning
 Online teaching/learning
 Save space (Less file cabinets and shelves)
 Save time in line for making copies
 But, sometimes, paper is easier.

Technology Tools Example

 E-mail
 E-mailing announcement and assignments
 Considering: Creating a class email account other than the
instructor’s email to receive class assignments
 Google Drive
 Document
 Presentation
 Spreadsheet
 Form
 All docs can be embedded or linked to Blackboard
Instructional System and Instructional technology  Post / Share / Edit / Collaborate
Instructional Design is the systematic process of translating general principles of  Survey / Presentation / Worksheet
learning and instruction into plans for instructional materials and activities.  Dropbox
 Dropbox.com
 Save all the documents in Drop Box folder and share with your
students with a link Storage space (2GB Free)
 Evernote
 http://evernote.com/
 Get Organized with Evernote
 Tool to capture notes, organize lesson plans, collaborate on
projects, snap photos, etc.
 Automatically synced and made available on all the computers,
phones and tablets you use, at home or at school.
Instructional technology – application of learning theory and emergent technologies in Presentation Tools / Projects
solving instructional and performance problems.  VoiceThread
 Glogster -- online poster
 Prezi
 Flipbooks (Flipsnack)
 SlideShare (PPT)
Cloud Storage Apps
 Dropbox /Google Drive (Gmail) /SugarSync
 Sky Drive (Hotmail)
 Google+
 Box/ Cubby

Roles of ICT in Teaching for Learning

Why do we use ICT in teacher Education?
 The classroom is now changing its look from the traditional one i. e. from one way etc. Various technology-based plans are used to help the teachers for their
to two-way communication. Now teachers as well as students participate in practice teaching.
classroom discussion. Now Education is based on child centric education. So, the  ICT prepares teacher for the use of their skills in the real classroom situation
teacher should prepare to cope up with different technology for using them in the and also make students for their future occupation and social life.
classroom for making teaching learning interested. For effective implementation  ICT used as an „assisting tool‟ for example while making assignments,
of certain student centric methodologies such as project-based learning which communicating, collecting data & documentation, and conducting research.
puts the students in the role of active researches and technology becomes the Typically, ICT is used independently from the subject matter.
appropriate tool. ICT has enabled better and swifter communication; presentation  ICT as a medium for teaching and learning. It is a tool for teaching and
of ideas more effective and relevant way. It is an effective tool for information learning itself, the medium through which teachers can teach and learners
acquiring-thus students are encouraged to look for information from multiple can learn. It appears in many different forms, such as drill and practice
sources and they are now more informed then before. exercises, in simulations and educational networks.
 ICT as a popular tool for organization and management in Institutions
Recent Trends in Teacher Education:  Teachers must provide technological support to learn using motion picture,
Based on various changing needs of our society now emphasis is also given to animation, simulation training which helped student teachers to give model
the various educational theory and educational practices. According to these presentation. If the teacher is highly equipped with technology, the student
theories and practices changes are also undergo in teacher education also. It is will also be equipped with technology.
natural that teacher education must include new technology. Teachers should  It removes the traditional method of teaching and prepare teacher to apply
also know the right attitudes and values, besides being proficient in skills related modern method of teaching.
to teaching. As we know the minimum requirement of any training programme is  ICT is playing an important role in student evaluation.
that it should help the trainee to acquire the basic skills and competencies of a  ICT is store house of educational institution because all educational
good teacher. Now-a-days new trends in teacher education are Inter-disciplinary information can safely store through ICT.
Approach, Correspondence courses, orientation courses etc. Simulated  ICT helps Teacher to communicate properly with their students. So, ICT
Teaching, Micro Teaching, Programmed Instruction, Team Teaching are also bridge the gap between teacher and students.
used in teacher education. Now-a-day Action Research also implemented in  ICT helps Teacher to pass information to students within a very little time.
Teacher Education. ICT acts as the gateway to the world of information and helps  ICT helps Teacher to design educational environment.
teachers to be updated. It creates awareness of innovative trends in instructional  ICT helps Teacher to identify creative child in educational institute.
methodologies, evaluation mechanism etc. for professional development.  ICT helps Teacher to motivate students and growing interest in learning.
 ICT helps Teacher for organizational preconditions (vision, policy and
Different Strategies for applying ICT in Teacher Education: culture).
i) Providing adequate infrastructure and technical support.  It is also helping Teacher for their personnel support (knowledge, attitude,
ii) Applying ICT in all subjects. skills).
iii) Applying new Pre-service teacher Education curriculum.  ICT helpful for technical preconditions (infrastructure).
iv) By using application software, using multimedia, Internet e-mail,  ICT helpful for designed learning situations which are needed for both
communities, understanding system software. vocational education and the training of future teachers (in the teacher
training institutes).
Role of ICT in 21st Century’s Teacher Education  Teacher training institutes can develop their curriculum using ICT.
 ICT helps teachers in both pre-service and in-Service teachers training.  With the help of ICT Teacher training institutes can develop communication
 ICT helps teachers to interact with students. network.
 It helps them in preparation their teaching, provide feedback.  Teachers learn most from their own networks (learning from others) with the
 ICT also helps teachers to access with institutions and Universities. help of ICT.
 It also helps in effective use of ICT software and hardware for teaching – Teaching occupies an honorable position in the society. ICT helps the teacher to
learning process. update the new knowledge, skills to use the new digital tools and resources. By
 It helps in improve Teaching skill, helps in innovative Teaching. using and acquire the knowledge of ICT, student teacher will become effective
 It helps in effectiveness of classroom. teachers. ICT is one of the major factors for producing the rapid changes in our
 It also helps in improving professional Development and Educational society. It can change the nature of education and roles of students and teacher
management as well as enhances Active Learning of teacher Trainees. in teaching learning process.
 It is now replacing the ancient technology. As we know now-a day’s students
are always having competitive mind. So, teacher must have the knowledge
of the subject. This can be done through ICT. Unit 2. ICT Policies and Safety Issues in Teaching and Learning
 ICT helps teachers in preparation for teaching. In order to introduce ICT in Challenges in using ICT in teaching and learning
pre-service teacher education different methods and strategies are applied. Integrating ICT into teaching and learning is a complex process and one that
Different tools are used such as word processing, Database, Spreadsheet may encounter a number of difficulties. These difficulties are known as “challenges”.
A challenge is defined as “any condition that makes it difficult to make progress or to Cyber law refers to any laws relating to protecting the Internet and other online
achieve an objective”. The following are some of the key challenges that have been communication technologies.
identified in the literature regarding teachers’ use of ICT tools in classroom.
The Difference Between Ethics and Law
i) Limited accessibility and network connection
ii) School with limited technical support
iii) Lack of effective training
iv) Limited time
v) Lack of teachers’ competency

E-safety Policy Teaching and learning

ICT in the 21st Century is seen as an essential resource to support learning and
teaching, as well as playing an important role in the everyday lives of pupils and
adults. The school has a duty to make use of these technologies in order to
provide pupils with the skills they will need to access life-long learning and
employment.
Information and Communications Technology covers a wide range of resources, used
both inside and outside of the classroom. These include:
• Websites
• Learning Platforms
• Email and Instant Messaging
• Chat Rooms and Social Networking
• Blogs and Wikis UTILITES SOFTWARE
• Podcasting anti-spam program
• Video Broadcasting firewall
• Music Downloading anti- spyware
• Gaming antivirus.
• Mobile/ Smart phones with text, video and/ or web functionality
• Other mobile devices with web functionality EFFECTS OF CONTROVERTIAL CONTENTS ON SOCIETY
Whilst exciting and often beneficial, all users need to be aware of the range of risks Pornography: can lead to criminal acts such as exploitation of women and children
associated with the use of these Internet technologies. can lead to sexual addiction or perversion can develop low moral value towards other
men, women or children can erode good religious, cultural and social beliefs and
ICT National or International Policies that are applicable to behavior.
teaching and Learning Slander: can develop into a society that disregards honesty and truth can develop
COMPUTER ETHICS bad habit of spreading untruths and rumors can lead to unnecessary argument can
Computer ethics is a system of moral standards or values used as a guideline cause people to have negative attitudes towards another person.
for computer users. It is needed to stop the current technology products from
being exploited. Ethics is a moral philosophy where a person makes a specific Cyber Law is needed as in the recent years, many concerns and issues were raised
moral choice and sticks to it. Code of ethics in computing means moral on the integrity and security of information, legal status of online transactions, privacy
guidelines to refer to when using the computer and the Internet. and confidentiality of information, intellectual property rights and security of
INTELLECTUAL PROPERTY government data placed on the Internet.
Intellectual property refers to any product of human intellect that is unique and
has value in the market place. This covers ideas, inventions, unique name, Example of computer crimes: Fraud, Copyright Infringement, Theft, Attacks
computer program codes and many more.

PRIVACY Safety Issues with ICT

Privacy in IT refers to data and information privacy. In general, data include texts, …situations that can result in accidents...
numbers, sounds, images and video. Information privacy is described as the
rights of individuals and companies to deny or restrict the collection and use of Trailing Cables
information about them.
CYBER LAW
Computer equipment is often connected to lots of cables: power, network, etc. If these
cables are laying on the floor, they can cause people to trip over them.

Solution: Place cables inside cable ducts, or under the carpet / flooring.

Spilt Drinks or Food

If any liquids are spilt on electrical equipment, such a s a computer, it can result in
damage to the equipment, or an electric shock to the user.

Solution: Keep drinks and food away from computers.

Overloaded Power Sockets

Plugging too many power cables into a socket can result in the socket being
overloaded, overheating, and a fire starting.

Solution: Never plug too many cables into a socket. Always make sure there are fire
extinguishers nearby.

Heavy Objects Falling

Many items of computer equipment are very heavy: CRT monitors, laser printers, etc.
Heavy items can cause serious injury if they fall on people.

Solution: Make sure equipment is placed on strong tables / shelves

Unit 3. Theories and Principles in the Use and Design of Technology based. The more sensory channels possible in interacting with a resource, the better
chance that many students can learn from it. According to Dale, instructors should
Driven Learning Lessons design instructional activities that build upon more real-life experiences.
An instructional design model provides guidelines to organize appropriate
pedagogical scenarios to achieve instructional goals. Instructional design can be Dales’ cone of experience is a tool to help instructors make decisions about resources
defined as the practice of creating instructional experiences to help facilitate learning and activities. The instructor can ask the following:
most effectively. Driscoll & Carliner (2005) states that “Design is more than a process;
that process, and resulting product, represent a framework of thinking.” • Where will the student’s experience with this instructional resource fit on the cone?

Here are some of these learning theories and principles: How far is it removed from real-life?
1. Dale’s Cone of Experience is a model that incorporates several theories
• What kind of learning experience do you want to provide in the classroom?
related to instructional design and learning processes. During the 1960s,
Edgar Dale theorized that learners retain more information by what they “do” • How does this instructional resource augment the information supplied by the
as opposed to what is “heard”, “read” or “observed”. His research led to the textbook?
development of the Cone of Experience. Today, this “learning by doing” has
become known as “experiential learning” or “action learning”. • What and how many senses can students use to learn this instructional material?

How Can • Does the instructional material enhance learning?

Instructors Use
the Cone of
2. TPACK is a technology integration framework that identifies three types of
Experience?
knowledge instructors need to combine for successful edtech integration—
According to technological, pedagogical, and content knowledge (a.k.a. TPACK).
Dale’s research, While TPACK is often compared with the SAMR Model, they are very
the least effective different in scope.
method at the top,
The TPACK framework was introduced by Punya Mishra and Matthew J. Koehler of
involves learning
Michigan State University in 2006. With it, they identified three primary forms of
from information
knowledge: Content Knowledge (CK), Pedagogical Knowledge (PK), and
presented through Technological Knowledge (TK).
verbal symbols,
i.e., listening to Look at the diagram.
spoken words. You’ll notice that the three
The most effective primary forms of
methods at the knowledge are not
bottom, involves entirely separate. In fact,
direct, purposeful the intersections of each
learning are critical because they
experiences, such represent deeper levels of
as hands-on or understanding.
field experience. Direct purposeful experiences represents reality or the closet things
to real, everyday life. The center of the
diagram, otherwise known
The cone charts the average retention rate for various methods of teaching. The as TPACK, represents a
further you progress down the cone, the greater the learning and the more full understanding of how
information is likely to be retained. It also suggests that when choosing an to teach with technology.
instructional method it is important to remember that involving students in the process Keep in mind that this is
strengthens knowledge retention. not the same as having
knowledge of each of the
It reveals that “action-learning” techniques result in up to 90% retention. People learn three primary concepts
best when they use perceptual learning styles. Perceptual learning styles are sensory individually. Instead, the
point of TPACK is to understand how to use technology to teach concepts in a way stands for the various steps in the model. The following is a breakdown of
that enhances student learning experiences. each step.

Let’s say, for example, that you deliver content to your students via your learning
management system (LMS). Even if you have sufficient knowledge of the content
you’re teaching (CK) and of your LMS (TK), you might still subject your students to an
entire online course of text-based PDFs. A – Analyze Learners

While this is an adequate display of both content and technical knowledge, you could The first step in the process is that the teacher should analyze the attributes of her
argue that it is not enhancing the learning experience. However, if you recognized learners. There should be a focus on those learner characteristics which are
how your content could be presented in more interactive and engaging digital associated with the learning outcomes desired. The information gathered will help you
mediums—e.g., video, class discussion, game, etc.—and you knew how to make that in the decisions that you make with respect to the other steps in the process. When
happen via your LMS, then you just leveled up to Technical Content Knowledge you determine the character of the learners, it will guide you in choosing specific
(TCK) strategies and resources to aid the learning process.

The analysis of your learners should include:

Applying Technological, Pedagogical Content Knowledge to Your Lesson

As mentioned before, the TPACK framework is based on three primary forms of

 The general attributes of your learners, such as age, academic abilities,
knowledge. So your first step should be to understand your primary forms of
gender, interests, etc.
knowledge in the context of this lesson.  Prior competencies
Content Knowledge (CK)—what are you teaching and what is your own knowledge
 Learning styles, such as auditory, visual, and tactile
of the subject? For this lesson, you’ll need a solid understanding of cell anatomy and
processes. S – State Standards and Objectives

Pedagogical Knowledge (PK)—how do your students learn best and what

instructional strategies do you need to meet their needs and the requirements of the  After the analysis of the learner attributes, the teacher must state standards
lesson plan? In this case, you'll need to understand best practices for teaching middle and objectives for the learning module. This statement consists of a
school science and small group collaboration. specification of what the learners will be able to do as a result of the
instruction.
Technological Knowledge (TK)—what digital tools are available to you, which do  To be more concrete about things, this statement will focus on what the
you know well enough to use, and which would be most appropriate for the lesson at learner will know or be able to do as a result of the instruction. An example
hand? For this lesson, students will need to label a diagram and present, so the ability of this is with medical students. The learners will be able to name at least
two databases and two search techniques that they can use to locate
to fill in blanks with an answer key, find images from the internet, create slides, etc.
medical evidence for particular cases
are important.

To learn more about the TPACK

The objectives can be used in assessing the success of the students, perhaps for the
framework, visit TPACK.org. grading process. Also, you can use them to let the learners know what they will
accomplish through the class.

3. ASSURE is an instructional
The mark of a good set of learning objectives is conformity to the ABCDs of well-
design model that has the goal
stated learning objectives. They are as follows:
of producing more effective
teaching and learning.
“ASSURE” is an acronym that  Audience – For whom is the objective intended?
 Behavior – What is the behavior or performance to be demonstrated?
  Conditions – What are the conditions under which the behavior or instructional steps, you must make sure that your plans contribute towards producing
performance will be observed? the objectives that you have laid down.
 Degree – To what degree will the knowledge or skill be mastered?

It’s important to follow the “five p’s” process to achieve this:

The objectives statement should be formulated with verbs that pinpoint the learning
objective. A useful guide to the appropriate verbs to use is contained in Bloom’s
Taxonomy. Remember that assessment can only be based on your learners’ Preview the Technology, Media, and Materials
behavior. A learner may know some material backwards and forwards but may not be
able to perform well on a test.
This means that it’s important to plan ahead of time just how you’re going to use
them. It’s good to do a dry run of your lesson before you actually teach it. Make sure
S – Select Strategies, Technology, Media, and Materials that the whole lesson will go smoothly and seamlessly.

The second “s” in the acronym stands for select strategies, technology, media, and Prepare the Technology, Media, and Materials
materials. Given what your learning objectives are, it’s necessary to pick instructional
strategies, technology, and media that will bring about the results that you want.
You need to gather together all of the things that you will need to teach your lesson.
They must be working properly. For example, if you are making a power-point
First, you should figure out what which delivery method will be best for your presentation, then you’ll need to create the text and graphics for each screen.
instruction. For instance, what proportion of your instruction will be instructor-centered
and what proportion of will be student-centered? The first of these are strategies such
as lecture, demonstration or showing a video. The second are strategies such as Prepare the Environment
group discussion or cooperative group work.

There is some minimal preparation required to set up the learning environment.

Common sense weighs in on the side of learner-centered strategies. Learning Simple things like making sure that you have enough desks are important. Also, if you
becomes more exciting when there is more class participation. Ultimately, it’s the have control over the situation, you should make sure that there are no sources of
learner who must gain mastery over the material, not the teacher. However, there will noise that will disturb the students.
be a certain amount of crucial information and technique that the teacher must give
over and demonstrate.
Prepare the Learners

Learning is at its best when the teacher merely leads the student into discovering the
correct answer to a problem themselves. An effective teacher is merely a facilitator to First, you need to clearly inform the learners as to what the learning objectives are.
the process of learning. This will help the learners create a mental map of what they need to absorb. Next, it’s
important to tell the students how they will be assessed. You need to tell them what
their assignments will be, how they will be graded, if there are tests, etc. Also, you
Once you select your teaching strategy, then it’s time to figure out which technology, should explain to the students what the benefits of learning the material are.
media, and materials best support the method of teaching that you’re using. This
ranges from simple tools such as chalk and blackboard to more sophisticated ones
such as power-point presentations. What must be remembered is that the instructor is Provide the Learning Experience
the essential ingredient in giving over the material. Fancy tools are useful, but it
ultimately boils down to having someone who knows more than what the textbook
contains. You then actually carry out the lesson. This is where all of your planning takes effect.
You should be prepared to carry out the lesson with every prior step of the process in
mind. This will insure your success as a teacher.
U – Utilize Technology, Media, and Materials

R – Require Learner Participation

This step in the ASSURE process concerns making a plan as to how you will utilize
the technology, media, and materials that you have selected. As with all of the
This step actually belongs within earlier steps. It requires that you make plans to how
you are going to actively engage your students in the material that you are teaching.
This needs to be figured out both at the class level and the individual level.

The most basic step that you can take is requiring participation of the students in
class discussions. A more sophisticated approach would require that students
prepare questions and comments at home to bring into the class. You might try even
allowing individual students to lead classes or discussions in the style of a seminar.

Beyond this, you need to plan exactly how the students will participate in the learning
process generally speaking. How will they learn the information and techniques
included in a lesson? This plan needs to be more specific than just saying that they
will listen and absorb the material. Maybe you will encourage a specific kind of note-
taking or other learning strategies.

E – Evaluate and Revise

The final step in the ASSURE process is just as crucial as all of the others. In this
step, you evaluate the impact of your teaching on student learning. This includes an
evaluation of your teaching strategies and the technology, media, and materials that
you used. The following questions are useful to ask during this evaluation:

 Did your lesson meet the learning objectives that you planned? How will you
determine whether the students reach the objectives? Is your way of
assessing the students in line with your learning objectives?
 Can this lesson be improved? How? How are you going to assess the
weaknesses in your presentation?
 Was your choice of media and materials a good one? How will you assess the
effectiveness of these tools?
 Is it possible that other technologies, media, and materials would have done a
better job?

The final step in your evaluation should focus on feedback from your students. Was
their experience positive overall? Do they feel that they have reached your objectives
and their own personal objectives? How will you determine whether or not your
performance was effective?

In conclusion, the ASSURE process is really just a matter of common sense.

However, it is good to follow a regimented guide to improve your teaching technique.
Any effective teacher knows that the perfection of their technique does not come
overnight, and there is always room for improvement. By following the ASSURE
process, you will be sure to improve your teaching for many years to come.
Unit 1. Assessment 3. Summarize the answers.

Choose one issue in education and technology and make an “editorial Cyber bullying
cartoon” about it. Also, make an essay (min. of 300 words) explaining the
contents of your editorial cartoon, and how it affects the society. You can also 1. Read the news article about Robert Blair Carabuena and the Metropolitan
cite laws associated with that issue and the actions taken by the government Manila Development Authority Aide Fabros: “Carabuena: From bully to
to address it. cyberbullying victim” at
http://rp1.abs-cbnnews.com/lifestyle/08/23/12/carabuena-bully-cyberbullying-
victim (If the class has a computer, the group may also watch the news
Unit 2. Assessment report at https:// www.youtube.com/watch?v=uLr-laylF4s

Make a two-page research on the Uses of ICT Policies in the Teaching and 2. After reading, answer the following questions:
Learning Environment. • What did Carabuena do that made netizens angry?
Plagiarism • Describe the acts of cyber bullying that the netizens did to Carabuena. Do
1. Read the following articles on a case of plagiarism: “UP student plagiarizes you think their actions are justifiable? Defend your answer.
prize-winning photos” at http://www.rappler.com/move-ph/39566-up-student- • How did the incident affect Carabuena’s life?
admits-plagiarized-photos and “UP grad in photo plagiarism gets
redemption” at http://www.philstar.com/headlines/2015/12/03/1528420/grad- • Do you think technology and the Internet has made bullying easier?
photo-plagiarism-gets-redemption
• Give one suggestion to avoid cyber bullying. Give one suggestion to avoid
2. After reading, answer the following questions: being a cyber bully.

1. First article: “UP student plagiarizes prize-winning photos” based 3. Summarize the answers.
social worker Gregory John Smith.
 In what competition did Solis send in his plagiarized work? Computer Addiction
 What sanctions did he receive from the organizing “Excessive gaming at places like Internet cafes may cause computer
committee? Describe his actions. addiction among teenagers. Should online games be totally banned at
 Do you think technology and the internet have made Internet cafes near schools, or should they be regulated?”
plagiarism easier? Do you think technology has made people
more or less creative? Explain your answer by citing
examples.
2. Second article: “UP grad in photo plagiarism gets redemption”
 According to the article, how did Solis redeem himself? What
job did he have?
 What project did he help? Unit 3.
 What is there to learn about the life of Solis?
Aside from the stated learning theories and principles, name at least 3 more
and explain what each is.