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COLLEGE OF EDUCATION
Course Code: EDUC 21
Course Description: Technology for Teaching and Learning 1
Schedule: 4:00 – 5:30 PM (TTH)
Course Facilitator: PERFECTO M. GARCIA III, LPT
Topic: Unit III. Non-Digital and Digital Skills and Tools in Delivering Technology - Enhanced Lessons
Reporter: Caluza, Jenwilrei A.

Script of Report

Introduction
Good day, everyone! Today, I am going to present a report on the effective use of both non-digital
and digital skills and tools in delivering technology-enhanced lessons. These tools are essential for
enhancing teaching and learning, engaging students, and improving their overall performance.

Non-Digital and Digital Skills and Tools in Delivering Technology - Enhanced Lessons

Teaching becomes rewarding when learners get the most from instruction as manifested in their
performance. An important element in engaging learners is when the strategy used in delivering the lesson
uses an instructional material. When properly and appropriately used, it can spice up a classroom activity.

To begin, let’s discuss non-digital or conventional materials in teaching.

Lesson 1: Development and Use of Non-Digital or Conventional Materials
The teachers need instructional materials to enhance teaching and learning. Instructional materials
are defined as print and non-print items that are rested to impact information to students in the educational
process (Effiong & Igiri, 2015). Examples of instructional materials are drawings, kits, textbooks, posters,
magazines, flip chart, newspapers, diorama, pictures, recording videos and the like.
Instructional materials are resources that teachers use to make learning more engaging and effective. They
can be print or non-print items such as textbooks, posters, dioramas, flip charts, and even the writing
board.
Instructional materials several roles in teaching and learning:
(1) they promote meaningful communication and effective learning;
Promote communication and make learning more meaningful.
(2) they ensure better retention, thus making learning more permanent;
Improve retention by ensuring lessons are more memorable.
(3) they help to overcome the limited classroom by making the inaccessible accessible;
Overcome classroom limitations by making distant ideas accessible.
(4) they provide a common experience upon which late learning can be developed; and
Provide a shared experience that facilitates deeper learning.
(5) they encourage participation especially if students are allowed to manipulate materials used (Brown et
al., 2005; Effiong & Igiri, 2015).
Encourage student participation through hands-on activities.

Instructional materials are the supplementary materials, which help the teacher to make his/her
presentation concrete, effective, interesting, meaningful and inspiring. In any teaching and learning
process, instructional materials play a vital role as they provide sensory experiences to the learners. The
primary aim of teaching materials is to provide the teachers the layout of the way for teaching in the
classroom.
Several factors to consider in developing instructional materials:
1. Develop a story board and working outline based on the subject goals and objectives.
2. Identify existing institutional resources including materials and teachers' capability.
3. The teacher may research off the shelf materials that have been developed by others to determine if their
approach could be useful.
4. Explore the possibility of adapting concepts of other teachers without infringing on anyone's copy
protected design.
5. Modify existing materials based on the objectives of the lesson.
6. If the instructional materials are effective, you can share them with other teachers.
7. The teacher developer can also sell her/his materials available.

Instructional materials are a great help in stimulating and facilitating the learning of the learners.
According to Wright (1976:1) as cited in Cakir (2006) many media and many styles of visual presentation
are useful to the language learner. All audio- visual materials have positive contributions to language
learning as long as they are used at the right time, in the right place. In the teaching and learning process,
learners use their eyes as well as their ears; but their eyes are basic in learning.
By using materials like dioramas or writing boards, teachers can bring creativity into the classroom. For
example, a diorama allows students to visualize concepts by creating small, layered scenes, while a
writing board helps reinforce important points through visual aids.

1. Diorama
 It will make the classroom to be creative and innovative. It is a fun way to build an exciting scene in
a small space. Dioramas are small scenes created of layers of materials, all depicting a similar concept or
theme. They usually display a historical time period, a nature scene, or a fictional situation.
A diorama is a small, creative scene made from layered materials to depict a theme, such as history,
nature, or fiction. It's a fun, innovative way to explore ideas in a compact space.

In developing diorama, you will:

1. choose a concept or theme
2. research the subject
3. make a rough sketch of your ideal diorama
4. make a list of the items you'll need and gather your supplies
5. select a container or box.

2. Nature Table
This is a table that contains objects and/or scenes related to the current season, or upcoming
festival or a symbol of an ecosystem. Children love to follow the natural changes that the world offers each
month and classroom decorations reflect these.
A nature table promotes hands-on learning by helping children observe seasonal changes, explore nature,
and develop environmental awareness in an engaging and interactive way.

3. Writing Board
A writing board can display information written with chalk (chalkboard or blackboard) or special
pens (whiteboard). Although there are usually more effective methods of transmitting information, the
writing board is still the most commonly used visual aid.
A writing board is effective for learning because it provides a clear, simple way to present and organize
information, allowing for real-time interaction and visual reinforcement of concepts.

Suggestions on Using the Writing Board:

1. Keep the board clean.
2. Use chalk or pens that contrast with the background of the board so that students can see the
information clearly.
3. Make text and drawings large enough to be seen from the back of the room.
4. Prepare complex drawings in advance (if very complex, an overhead transparency or 35 mm slide may
be preferable).
5. Underline headings and important or unfamiliar words for emphasis.
6. Do not talk while facing the board.
7. Do not block the students' views of the board; stand aside when writing or drawing is completed.
8. Allow sufficient time for students to copy the information from the board.

4. Flip chart
It is a large tablet or pad of paper, usually on a tripod or stand.
Suggestions on Using Flipchart:
1. Use wide-tipped pens or markers; markers with narrow tips produce printing that is difficult to read.
2. Print in block letters that are large enough to be read easily from the back of the room.
3. Use different colored pens to provide contrast; this makes the pages visually attractive and easier to
read.
4. Use headings, boxes, cartoons and borders to improve the appearance of the page.
5. Use bullets (•) to delineate items on the page.
6. Leave plenty of "white space" and avoid putting too much information on one page. (Crowded and poorly
arranged information is distracting and difficult to read).
7. When pages are prepared in advance, use every other page. If every page is used, colors will show
through and make text difficult to read.
8. Have masking tape available to put pages up around the room during brainstorming and problem-solving
activities.
9. To hide a portion of the page, fold up the lower portion of the page and tape it. When ready to reveal the
information, remove the tape and let the page drop.
10. Face the student, not the flipchart while talking.
A flip chart is beneficial for learning because it allows for dynamic presentations and group collaboration. It
provides a visual aid that can be easily read from a distance, supports brainstorming and note-taking, and
enables educators to display information in an organized manner while engaging students in discussions.

5. Zigzag board
It is a multi-board series of three or four rectangular boards. They are joined together along the
sides by hinges so that they can be easily folded up and carried. Each board can be of a different type, for
example, a whiteboard, a chalkboard, a flannel board and so on. The size of the boards for the zigzag
multi-board depends on what you want to use them for.
A zigzag multi-board is effective for learning because it provides multiple surfaces, such as whiteboards
and chalkboards, allowing for different presentation methods. Its portable design makes it easy to transport
and set up, helping educators adapt to various teaching styles and activities, which enhances engagement
and collaboration in the classroom. 6. Wall display
Displaying items on a classroom wall is a well-known, tried and tested educational method. A wall
display is a collection of many different types of items and materials put up on a wall to make an interesting
and informative display. In a classroom, the display can consist of the students' own work. In development
work it can be used to convey information to the community.

7. Rope and Pole display board

This board consists of two parallel, horizontal poles tied loosely together with rope. Visual aids
such as posters can be pinned to the rope. This kind of display board is invaluable where there are few
solid walls for displaying information. It has no solid backing and can be made quickly for teaching, training
and when working with communities.
The rope and pole display board are important in learning because it provides a flexible and portable way
to showcase visual aids like posters, especially in spaces with limited wall space. Its quick assembly allows
for immediate use in teaching and training, fostering engagement and collaboration in various educational
settings.
Guidelines when designing conventional instructional materials:
1. Unity – Use only one idea for each visual aid and include a headline.
2. Simplicity – Make ideas and relationships simple and easy to recall. Avoid cluttering a visual with too
many words, numbers, or graphics. The audience should be able to grasp the concept in 10 to 15 seconds.
3. Legibility – Make letters big and readable for all in the audience.
4. Consistency – Use the same type style and art style.
5. Clarity – Avoid type that is too small to read; avoid all caps.

Now, let’s move on to ICT tools, which stand for Information and Communication Technology. These
are essential in today’s digital age for enhancing education.
Lesson 2: Select and Use ICT Tools for Teaching and Learning
The current systems employ technologies by integrating ICT tools and applications in education
and in instruction. ICT stands for Information and Communications Technology. This refers to various tools
and devices or gadgets used in communicating, disseminating, creating, storing and managing information.
It is important that learners understand how to use these tools in helping them learn.

A. Using Mobile Phone and the QR Code

QR codes, or "Quick Response" codes, have become an effective tool for connecting physical
objects to digital information quickly and efficiently. Created by Denso-Wave in 1994, QR codes can be
scanned by smartphones or other devices to instantly access information such as URLs, product details, or
other content. They are especially popular in Japan and have spread globally as companies use them on
products to direct customers to relevant information or websites.
QR codes bridge the gap between physical and digital learning environments, making education more
interactive, engaging, and efficient.

You can easily read QR codes through a QR code scanner. Here's all you need to do:
1. Have a mobile phone with a camera;
2. Using the mobile phone, download from Playstore or App Store the QR Code Reader/Scanner
application. Choose an appropriate QR code reader for your operating system whether IOS or Android.
Once installed in your gadget, you can use it to read the codes.
3. Focus your camera on the QR code. Click it and the message will be revealed to you.\

More interesting than reading QR codes is creating your own QR codes.

How will you make your own QR Code?
Step 1: Be online.
Step 2: Search for a QR Code generator and ensure that you read the information about the application.
This is important to ensure your safety in the internet.
Step 3: Once you have identified your free online QR Code Generator, you can now encode the text or the
information that you want.
Step 4: Run it and save it as a jpeg file. Now, you have successfully created your own code which you can
download.
Step 5: Test the QR code using your QR Code reader or scanner.
Creating your own QR codes can enhance your learning experience by making it more engaging,
accessible, and collaborative.

Ten Interesting Ways to Integrate QR Codes in Your Teaching

1.Create Interactive and Engaging Content
You can enrich the content you teach in a class by using QR Codes that link to other readings and
resources. You can link to a pdf, a video production, a website, a document, or an audio file among others.
2.Scavenger Hunts
Create an interactive classroom activity such as the Scavenger's Hunt by using QR Codes that provide
directions or instructions resulting in better learner engagement.
3.Share Resources
Learners can use QR Codes to share educational resources with each other (e.g. lecture notes, web
content, how-to-do videos.
4.Enhance Classroom Library
Create QR Codes of students' brief write-ups about why they enjoy their book and put them right in or on
the books in the class library. Students can use these QR Codes to find out more about the books.
5.Use in Classroom Activities
The QR Code can be used in giving instructions in class and pin them up inside the classroom instead of
providing them with thick copies of printed materials giving instruction on how to do an activity.
6.Provide Help with Homework
A detailed instruction can be made into a QR Code which students scan at home and use the information to
help them comply with their assignments.
7.Communicate with Parents or Partners
You can share information to parents on school events or activities in school. You can also put it in a
webpage for parents to get information or include it in newsletters, permission slips, etc. You can have them
printed as magnets and parents can get the information. However, be sure to orient the parents on how to
use QR Codes.
8.Gather Students Feedback
You can create surveys, polls, and forms using google form and share them with students as QR Codes
which can be easily scanned and accessed.
9.Research Project
Make students create QR Codes linking other resources and web content to their research work.
10. Provide Easy Access to Online Content
Create QR Codes with URLs for students to gain easy access to online resources. Sometimes when a long
URL is given, learners may copy a broken URL version hence, resources become inaccessible.

B. Using Laptop and Infographics

An infographic is a visual representation or an image such as diagram, chart or picture
representing information or data. It is eye-catching and makes use of clear layout, attractive colors and
hues, and caricatures that provide a cohesive presentation of the information.
Infographics serve as a powerful educational tool, enhancing comprehension, retention, and engagement
in the learning process.
There are many ways for which infographics can be used.
Using Infographics:
 1. To present survey data
Presenting statistical data such as from surveys can be overwhelming, infographics can be highly
useful.
2. To simplify a complex concept
Simplifying a complex idea is the core purpose of using infographics.
3. To explain how something functions
Using infographics, you can show the intricacy of how something complex works.
4. To compare
It is easier to draw comparisons with the same information neatly organized.
5. To present interesting facts
When information or facts are presented all in words, the use of infographics can bring life.

How will you make your own Infographics?

You need the following:
1. You need to be online.
2. Using the PC, laptop or mobile phone, search Canva, Vismen or Venngage among others.
3. Create or sign up an account if you still do not have one in order to design your own infographics.
4. Procedure:
Step 1: Choose the most suitable template for your use from the library.
Step 2: You may use images from their file or upload your own pictures.
Step 3: Make a cohesive layout containing correct and essential information.
Step 4: You can choose a background and font styles.
Step 4: You may change the color of boxes and the text to suit your style and add stunning filters to
add flair.
Step 5: Share the infographic you have created.

C. Ipad/Tablet and the Online Bulletin Board

An online bulletin board is a way of presenting ides with a twist and interests with no cost at all.
An online bulletin board is important in learning because it promotes collaboration and interaction among
students and teachers.
Steps on making online bulletin board:
Step 1: Search for https://padlet.com/
Step 2: Sign up or log-in using any of your social media account.
Step 3: If you want to make your own, click MAKE A PADLET.
a. You can choose Start with a Blank or Pick a Template.
b. Start making posts by clicking the + sign.
c. Make your post as creative as you can by clicking Modify and selecting your choice of color,
font, theme, etc.
 d. You can now share your Padlet or online bulletin board to your friends. Click Share and allow
others to have access to it or you can share through the social media account where others
can view it.
Step 4: If you want to join someone’s bulletin board, click JOIN A PADLET.
a. Enter in the dialog box the URL of the padlet you want to join.
b. Start posting on your friend’s/classmamte’s padlet by clicking the + sign.

Next, let’s discuss ePortfolios, which are digital portfolios that showcase students' work and learning
progress.
Lesson 3: Creating ePortfolio as a Technology Tool

ePortfolio or digital portfolio can be used as a digital archive that can contain the same materials
as a physical portfolio but can have more such as multimedia productions, relevant online links or
references, digital stories or video blogs, PowerPoint p resentations, photographs and other ICT materials.
An ePortfolio is a digital collection of our work. It’s like a folder we can keep online where we can store
different materials, such as written work, presentations, photos, videos, and even links to websites. It helps
us show our learning progress and skills.

Why Use an ePortfolio?

Here are three main reasons why ePortfolios are useful:
1. Student ePortfolios can evaluate students’ academic progress:
An ePortfolio helps teachers and students see how much a student has learned over time. By collecting
different assignments and projects in one place, it's easier to review a student's work and measure their
improvement.
2. Monitoring students’ progress can be highlighted in a portfolio:
Teachers can use an ePortfolio to track a student's progress. It allows them to highlight key achievements
and see areas where the student has improved or still needs help. This makes it easy to spot learning
patterns.
3. Portfolios document students’ learning growth:
An ePortfolio shows a student’s learning journey. From the beginning of a term to the end, it keeps a record
of all the work a student has done, helping to document their growth and progress step by step.

Parts of an ePortfolio
Now, let’s look at the parts of an ePortfolio. It usually has three key parts:
1. Homepage – This is the first page people see. It introduces you and your portfolio.
 2. Pages – These are the different sections where you store your work, like essays, videos, or
presentations.
3. Reflection – This is a space where you talk about what you learned from your experiences."

Gibb’s reflective cycle has six (6) stages

We use a tool called Gibb’s Reflective Cycle to help with reflections. It has six steps:
1. Description. Describe the activity or the experience to the reader.
You describe what happened in the activity
2. Feelings. Learners are involved in learning and an activity or perhaps a lesson can trigger certain
feelings.
You can talk about how you felt during the activity with your peers
3. Evaluation. When evaluating, discuss how well you think the activity went.
You discuss how well you’ve done in the activity
4. Analysis. This part of the write up includes your analysis of what worked well and what have
facilitated it or what may have hindered it.
You think about what worked and what didn’t
5. Conclusion. Now, you can write what you have learned from the experience or what you could
have done.
You write what you learned from the experience
6. Action Plan. At the end of your reflection, you write what action you need to take so that you will
improve the next time such as consult an expert for some advice or read that will provide answers
to your queries
Explain what you’ll do differently next time to improve

Administrating the ePortfolio

Before publishing your ePortfolio for the world to see your work, you can control who can see your
work. The icon for sharing the site can be managed by entering the email address of the person with whom
you want to share it.
Before you publish your ePortfolio for everyone to see, you have control over who can access it. There’s an
option for sharing your site, and you can manage this by entering the email addresses of the people you
want to share your ePortfolio with. This allows you to choose whether to keep it private, share it with only a
few people, or make it public for the world to see.

Assessing an ePortfolio using a Rubric

Evaluating an ePortfolio using a rubric, is a consistent application of learning expectations, learning
outcomes or standards. It should tell the students the link between learning and what will be taught and the
assessment or what will be evaluated. Rubrics are simple and easy to understand. The items in the rubrics
should be mutually exclusive.
Finally, ePortfolios are often evaluated using a rubric. A rubric is a set of guidelines that tells you what is
expected and how you will be graded. It helps both teachers and students understand the learning goals.
Collaborative tools are increasingly important in fostering teamwork and communication in the digital
classroom.
Lesson 4: Technology Collaborative Tools in the Digital World

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.
A video-conferencing tool that allows students and teachers to communicate face-to-face virtually.
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.
A platform where students can collaboratively create and edit pages on specific topics.
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.
Encourages students to share their thoughts and reflections, allowing others to comment and engage in a
discussion.
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.
An easy way to gather feedback, create surveys, or collect data from students in real-time.

Finally, let’s explore digital literacy skills, which are essential for students to thrive in today’s technology-
driven world. Digital literacy goes beyond simply knowing how to use a device; it includes the ability to
navigate, evaluate, and create information using digital tools.
Lesson 5: Digital Literacy Skills in the 21st Century

Digital literacies are the individual's capabilities to be able to effectively and responsibly function
and perform in a digital society. The term 'digital literacy' was coined by Paul Gilster in 1997.

Digital literacy includes various components that help us interact with technology in a meaningful way. Here
are the key aspects:
 Media Literacy - is one's ability to critically read information or content and utilize multimedia in
creatively producing communications.
This skill involves critically reading and analyzing information or content. It also includes the ability to utilize
multimedia creatively in communication. In a world saturated with information, being able to discern
credible sources is vital.
 Information Literacy -is locating information from the web and interpreting while evaluating its validity
in order that it can be shared.
This is the ability to locate information on the web and evaluate its validity. It's not just about finding
information but also ensuring it can be trusted and shared responsibly.
 ICT Literacy - is knowing how to select and use digital devices, applications or services to accomplish
tasks requiring the use of the internet.
This refers to the knowledge of how to select and use digital devices, applications, or services to complete
tasks effectively. In today's environment, being proficient in technology is essential for various tasks.
 Communications and Collaboration- are one's capabilities in being able to participate in the digital
networks in the teaching and learning context.
This involves participating in digital networks, especially in teaching and learning contexts. Collaboration
tools, such as Google Docs, allow individuals to work together regardless of their physical location.
 Identity Management - is being able to understand how to ensure safety and security in managing
online identity and foster a positive digital reputation.
Understanding how to ensure safety and security while managing one’s online identity is crucial. It also
includes fostering a positive digital reputation, which is increasingly important in professional settings.
 Learning Skills - are ways of knowing how to study and learn in a technology- enriched environment;
this is knowing how to utilize technology in addressing the need to learn efficiently.
In a technology-enriched environment, knowing how to study and learn using technology is essential. This
enables individuals to address their learning needs more efficiently.
 Digital Scholarship - is being able to link and participate in professional and research practices.
This skill involves linking and participating in professional and research practices. Being able to navigate
academic resources and contribute to scholarly discussions is vital for personal and professional growth.

One important component of digital literacy is having an in-depth understanding of concepts

requiring essential core skills. These core skills are known as the 4Cs of the 21st Century Skills.

The Four Cs of the 21" Century Skills

1. Critical thinking is learning how to solve problems.
This skill involves problem-solving and the ability to analyze situations effectively.
2. Creativity requires students to think out of the box and to take pride in what is uniquely theirs.
Students must think outside the box and embrace their unique perspectives and ideas.

3. Communication makes students express their ideas in the clearest and organized manner.
Clear and organized expression of ideas is crucial for effective collaboration and understanding.
4. Collaboration happens when students know how to work well with others to accomplish a given task or
solve a problem at hand.
The ability to work well with others to achieve a common goal or solve a problem is fundamental in both
academic and professional environments.

Citizenship is known as netizenship in the virtual world. This is making the person consider how
one behaves accordingly by observing the norms and rules that are in accordance with what are sociably
and virtually acceptable.
This concept encourages individuals to observe and adhere to the norms and rules that govern socially and
virtually acceptable behavior.

Digital Literacy Skills

1. Coding. Coding is a universal language. Basic understanding of HTML, CSS and the like will create a
shared understanding of what can be done with the web pages.
2. Collaboration. - The use of Google Docs among others allows student to begin experimenting with
effective online collaboration.
3. Cloud software. - This is essential part of document management. The cloud is used to store everything
from photos to research projects, to term papers and even music.
4. Word Processing Software. - Google, Microsoft Online Drop Box are available for storage and
management solutions.
5. Screencasting. - A screencast is a video recording using the computer screen, and usually includes an
audio.
6. Personal Archiving. - Students should be taught the concepts of meta- data, tagging, keywords and
categories to make them aware how they are represented online.
7. Information evaluation. - Critical thinking to weed out fake news is a crucial 21st century skill. The use
of tools and skills needed to process information are very much needed.
8. Use of social media. - Social media serves different purposes depending on the user, the technology
and the need.