TECHNOLOGY FOR TEACHING AND LEARNING 1

UNIT 4: ICT in Various Content Areas

Lesson 1: 21 Century Literacy Skills
st

DIGITAL LITERACY SKILLS (Media, Information and ICT Literacy)

A. MEDIA LITERACY
Media literacy, put simply, is the ability to identify different types of media and the
messages they are sending. Therefore, we as the readers or viewers need to view
the media objectively, with the goal to find out or analyze what is being presented.
Information and media literacy (IML) enables people to show and make informed
judgments as users of information and media, as well as to become skillful creators and
producers of information and media messages in their own right.
Potter (2004) specifies seven skills of media literacy: analysis, evaluation, grouping,
induction, deduction, synthesis, and abstracting.
Increases the ability and proficiency of students to communicate (express) and
disseminate their thoughts and ideas in a wide (and growing) range of print and electronic
media forms - and even international venues.
First and foremost, media literacy helps students become wiser consumers
of media as well as responsible producers of their own media. In a larger context, media
literacy also fosters the skills that help people work together in collaboration because it
encourages respectful discourse and builds citizenship skills.
Media are the communication outlets or tools used to store and deliver information or
data. The term refers to components of the mass media communications industry, such as
print media, publishing, the news media, photography, cinema, broadcasting (radio and
television), and advertising.

B. INFORMATION LITERACY
Information literacy is the ability to find, evaluate, organize, use, and
communicate information in all its various formats, most notably in situations requiring
decision making, problem solving, or the acquisition of knowledge.
Information literacy is important for today's learners, it promotes problem solving
approaches and thinking skills – asking questions and seeking answers, finding information,
forming opinions, evaluating sources and making decisions fostering successful learners,
effective contributors, confident individuals.
Examples of these include planning, searching (searching for information, searching
the web, Boolean searching and keywords) and evaluation (suitability and reliability
of information source and currency of information).
You can think of information literacy as having five components: identify, find,
evaluate, apply, and acknowledge sources of information. Information literacy is a lifelong
learning process, something beginning before you arrive at college and developing as you grow.
 Four facets of information literacy. They are: 1) information technology fluency, 2)
ways of thinking, 3) problem solving, and 4) communication.

CHARACTERISTICS OF INFORMATION LITERATE INDIVIDUAL

An information literate individual is able to:

 Determine the extent of information needed.

 Access the needed information effectively and efficiently.
 Evaluate information and its sources critically.
 Incorporate selected information into one's knowledge base.

C. ICT LITERACY SKILLS

ICT literacy skill is defined as the ability to use digital technologies, communication
tools, and networks appropriately to solve information problems in order to fit in into the
society.

ICT SKILLS
ICT skills are about understanding and applying a range of computer programs,
software and other applications. These include: word processing, spreadsheets, databases,
power points and search engines. Basic ICT skills are required in any position.

TYPES OF ICT

Each of the different ICTs—print, audio/video cassettes, radio and TV broadcasts,

computers or the Internet—may be used for presentation and demonstration, the most basic of
the five levels. Except for video technologies, drill and practice may likewise be performed using
the whole range of technologies.

GENERAL ICT TOOLS FOR TEACHING AND LEARNING

 Desktop and laptops

 Projector
 Digital cameras
 Printer
 Photocopier
 Tablets, etc.
COMPONENTS OF ICT

 Data: raw facts and figures.

 Hardware: physical components.
 Software: the name given to computer programs.
 Information: data that is converted to give it a meaning.
 Procedures: a series of actions conducted in a certain order to make sure the system
runs smoothly.
How to use ICT in the classroom?
In some contexts, ICT has also become integral to the teaching-learning interaction,
through such approaches as replacing chalkboards with interactive digital whiteboards, using
students' own smartphones or other devices for learning during class time, and the
―flipped classroom‖ model where students watch lectures.

How can ICT enhance Learning?

ICTs can enhance the quality of education in several ways: by increasing learner
motivation and engagement, by facilitating the acquisition of basic skills, and
by enhancing teacher training. ICTs are also transformational tools which, when used
appropriately, can promote the shift to a learner-centered environment.

ICT in the Classroom

Information and Communication Technology (ICT) in the Classroom is a

community engagement initiative of the School of Computing (SOC) that is designed to inspire,
teach and train educators to utilise up-to-date IT tools and techniques that facilitate
the classroom teaching experience.
 Lesson 2: Digital Instructional models
1. GAGNE’S NINE EVENTS

Gagne's model of
instructional design is based on
the information
processing model of the mental
events that occur when adults are
presented with various stimuli and
focuses on the learning outcomes
and how to arrange
specific instructional events to
achieve those outcomes. Gagne's
Nine Events of
Instruction model helps trainers,
educators,
and instructional designers
structure their training sessions.
The model is a systematic process
that helps them develop strategies
and create activities
for instructional classes.
The nine events provide a
framework for an effective
learning process.

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https://www.mnsu.edu/it-solutions/locations/instructional-design-
academic-technology-services/mavlearn/mavlearn-archive/instructional-
design-frameworks/gagnes-nine-events-of-instruction/
2. Blooms 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.

https://educarepk.com/the-revised-blooms-taxonomy.html

3. ADDIE Model
The acronym "ADDIE" stands for Analyze, Design, Develop, Implement, and Evaluate. It
is an Instructional Design model that has withstood the test of time and use. It is simply a
"device" to help us think through a course's design.

https://waterbearlearning.com/addie-model-instructional-design/
4. Merill’s Principle of Instruction
David Merrill (a respected educational researcher and teacher) studied various
instructional design theories and models to identify a number of principles common to each.
From Merrill’s research, he established five instructional design principles that can be
applied when designing any program or practice to achieve effective and efficient instruction.
Merrill’s principles highlight that learning is promoted when:
1. Learners are engaged in solving real-world
2. Existing knowledge is activated as a foundation for new knowledge.
3. New knowledge is demonstrated to the learner.
4. New knowledge is applied by the learner.
5. New knowledge is integrated into the learner’s world.

https://scontent.fmnl3-1.fna.fbcdn.net/v/t1.6435
 Lesson 3: Technology Enhanced –Teaching Lesson Exemplars

Technology-Enhanced Teaching Lesson Exemplars refers to the use of technology

to maximize the students’ learning experience.

Significance of Educational Technology

Technology has helped explicitly in teaching. Example: Blackboard, Moodle and Canvas.
Increase educational productivity by accelerating the teaching; reduce the costs associated with
instructional materials or program delivery; utilize better teaching time of the teacher.

Three Domains of Educational Technology

1. Technology as Tutor- Technology can support the teacher to teach another person or
technology when programmed by the teacher.

2. Technology as a Teaching Tool- Used to facilitate the work of teacher.

3. Technology as a Learning tool- It make the learning easy and effective. It can produce
learning outcomes that call for technology-assisted teaching.

Ways to Enhance Lesson Planning

1. Lesson organization- Computers help you better organize and present your information.

2. Visual Aids- Internet provides more opportunities than ever to find relevant images so you
can give students a concrete context about the topic.

3. Videos- A short, entertaining, instructional video is a great way to get students excited about
learning.

4. Class reading- Reading aloud in the class from a challenging text may support the
development of the learners’ spoken language comprehension and therefore contribute to their
reading comprehension skills.

5. Board work-You can easily project your computer screen onto the board while still retaining
the functionality of a traditional classroom whiteboard.

6. Games- Educational games are great way to reinforce your lesson and engage your students.

7. Research-Computers enable students to quickly and easily collect information from a wide
range of credible online resources. Students can also use local library web pages to more
efficiently search for relevant hard-copy sources.

8. Presentations- Teachers can present their topics/lessons by using tools such as Microsoft
Publisher to create bookmarks, brochures, posters, or postcards.

9. Communication and feedback- This encourages questions and dialogue about classroom
assignments. It also enables teachers to give immediate feedback on any project or
assignment.
10. Grades-Rather than recording grades on individual papers and in grade book, and then
sending out paper report cards at the end of each term, teachers can post the grades in an
online portal that’s accessible to both students and parents.

Lesson 4: ICT and Conventional Learning Materials to Enhance

Teaching Learning
Importance of Instructional Materials
1. They significantly increase student achievement;
2. It allows the students to explore the knowledge independently and aids in providing
repetition;
3. Improves the students’ knowledge, abilities and skills to monitor their assimilation of
information, and contribute to their overall development and upbringing;
4. Clarifies important concept to arouse and sustain student interest;
5. Give all students in class the opportunity to share experiences necessary for new
learning;
6. Help learning to become permanent.

Elements in IMs Preparation

1. Content must be aligned to the curriculum and standards;
2. It must be valid, current and reliable with real world examples;
3. It must be designed to meet the needs of individual learners;
4. It must effectively enhance conceptual understanding, and engages higher order
thinking skills;
5. Free from bias.

Digital Learning Resources

Digital Learning Resources refers to digital resources such as applications, software,

programs, or websites that engage students in learning activities and support students’ learning
goals.

Types of Digital Resources

1. Digital Learning Materials (e-learning materials)- study materials published in digital

format, like e-worksheets, e-textbooks, educational videos and e-tests.

2. Open Educational Resources- freely accessible openly licensed instructional materials,

such as text, media and other digital assets that are useful for teaching, learning, assessing and
research purposes.

3. Adaptive Learning- an educational method which uses computer algorithms as well as

artificial intelligence to orchestrate the interaction with the learner and deliver customized
resources and learning activities to address the unique needs each learner.
4. Simulations and Models- Simulations are usually equipped with interactive controls and
activities where learners can vary any parameters in specific models and see real changes in the
outcomes.

5. Graphics and Animations- Videos and graphics have a high sharing potential, which
enables knowledge to reach a wider audience.

6. Quizzes and Games- Interactive quizzes can be an innovative way to test the learner’s
knowledge. Moreover, it can be modified as per situation and target audience.

7. Online learning, personalized learning or blended learning.

8. Badging and Gamification- is a developing approach for increasing learner’s motivation

and engagement by incorporating game design elements in educational environments.

9. Virtual Reality- a simulated experience that can be similar to or completely different from
the real world.

10. Augmented Reality- an interactive experience of a real-world environment where the

objects that reside in the real world are enhanced by computer-generated perceptual
information, sometimes across multiple sensory modalities, including visual, auditory, haptic,
somatosensory and olfactory.

Conventional Learning Materials

The traditional teaching aids/ instructional materials (animate and inanimate objects)
that a teacher may use in the teaching and learning situation to achieve the desired learning
outcomes. Some conventional materials are:

Visual Materials

 Realia- three dimensional objects from real life (tools, coins, textiles, fruits, plant, etc.)
used as teaching aids.
 Charts, graphs, flashcards, puppets, masks, cut outs, diorama 3D models, kits, board
games, busy book, etc.

Printed Materials

 Books, handouts, pamphlets, brochures, worksheets, study guide, modules, manuals,

newspaper, magazines, maps, posters and photographs.

Lesson 5: DISTANCE LEARNING

Types of Online Distance Learning
1. Synchronous- allows students to engage with class materials at the same time as their
peers as long as they can connect to the internet. This delivery type provides learners with a
structured and immersive learning environment without the worry and stress of travel.
 Synchronous classrooms use web and videoconferencing technologies — like Google Meet,
Google Hangouts, or Zoom — to create learning spaces. Teachers may choose synchronous delivery
over asynchronous formats because the format allows a more conversational approach, especially if
the material requires instant feedback and discussion.

Pros and Cons of Taking Synchronous Class

This data highlights common benefits and drawbacks of synchronous classes.

PROS CONS

 Greater Achievement  Set Schedules

 Immediate response  Requires strong internet
 Dynamic Learning Opportunities connection
 Direct Communication with  Requires webcam and mic
teachers  Can be hard to speak
 More structure in classrooms  Needs a quiet space to log on

2. Asynchronous- offer learners the flexibility to study in a self-paced manner. While most
asynchronous classes still have submission deadlines, students can connect with materials, peers, and
instructors on their own schedules, often over an extended period of time. Teachers may prescribe an
order of operations for the materials, but learners can often choose how much or how little time they
spend in each area.
Asynchronous online classrooms use forums and message boards to keep a running dialogue
between participants. They also incorporate self-guided lessons, workshops, and shared files. Many
students find asynchronous environments more comfortable for certain types of learning, though
participation expectations may actually be higher in this format than in others.

Pros and Cons of Taking Asynchronous Class

Asynchronous learning environments differ greatly from traditional classrooms. Below are a few pros
and cons of the format.

PROS CONS

 Schedule Flexibility  Less immersive

 Individuality dictated pace  Challenges with procrastination
 More democratic  Disconnected social environment
 More accessible  Independent learning difficulties
 More time with material  More distractions
 Lesson 6: Technology Tools in a Collaborative Classroom
Environment
Technology as a Collaborative Tool

One way to engage students is to give them a challenge and a chance to work together.
An example is when you give them an issue to discuss which they can continue talking about
even if they are outside of the class. Students may continue the discussion and share
information or come up with an agreement by texting, emailing, chatting, or using the online
document. Once they have agreed, they can move to the next step of presenting their
agreements or resolutions to the whole class.

Normally in a regular classroom, teachers may have discouraged students from

conversing with classmates during individual work, but sometimes there are positive things that
can come out of it as students talk about the task assigned to them or as they work themselves
of a complicated task.

There are a lot of available tools and applications that can be used to work
collaboratively with others. Some of these are skype, wikis, blog, Google form, web
conferencing, Realtimeboard, among others. You need to explore each application to be familiar
with the features.

1. Skype- is a software application allowing you to do a videoconferencing for free. All

you need is to create an account and can be used for a video meeting.

2. Wiki- is a software that allows you to create a page or a selection of pages designed
to allow you to post or write, edit, or upload a link quickly. This is good when students need to
work together to complete a task even if they are not physically together. A task such as
writing a paper together, planning a presentation or surveying ideas from team members can
be managed by a wikispace that efficiently allows one to document the contribution of each
member in the team. Work can be extended virtually and asynchronously.

3. Blogging- it is journaling your ideas to which others can react allowing a thread of
discussion to take place and which can be used online. It is the abbreviation of weblog. It would
help if you provide direction when using a weblog.

4. Google Group or Google Form- is an application that can be used in a

collaborative documentation of ideas contributed by members of the team. Having a Google
account will come very handy and you can easily have access to a variety of applications.
 Lesson 7: Relevance and Appropriateness in the use of Technology
in Teaching and Learning

PRINCIPLES IN SELECTING INSTRUCTIONAL MEDIA

Teachers could be guided by the following principles in selecting instructional media.

1. Principles of Appropriateness

 Instructional materials must promote the general and specific goals of the class.
 Instructional materials must be appropriate to the level intended in terms of
vocabulary level, difficulty of concepts, methods of development, and interest
appeal.

2. Principles of Authenticity

 Instructional materials must present accurate, up-to-date, dependable

information

3. Principle of Interest

 Instructional material must be catch the interest of the learners. It must

stimulate curiosity or satisfy the learner’s need to know. It must have the power
to motivate, encourage creativity, and imaginative response among users.

4. Principle of Organization and Balance

 Instructional materials must be well organized and well balanced in content.

 Purpose in the materials must be clearly stated or perceived.
 There should be logical organization, clarity, and accordance with the principles
of learning such reinforcement, transfer, and application in the materials.

5. Principle of Cost

 If there are available substitutes for costly materials, these substitutes may be
considered first.