Module 1 TECHNOLOGY FOR TEACHING

AND LEARNING 2
 PRODUCING LEARNING RESOURCES USING
Chapter 5
TECHNOLOGY TOOLS

Intended Learning Outcomes: At the end of this chapter, the students are expected to:

1. Identify various instructional materials (IMs) and technology tools.

2. Explain the characteristics of good/appropriate tools in learning.
3. Evaluate the relevance and appropriateness of ICT resources.

Introduction
Instructional Materials (IMs) are very important because they contribute a lot to student
learning and teaching. It is never new to claim that IMs help to improve students’ knowledge and
skills and teachers’ management of the class requirements. Much has been written to present
the relevance of instructional materials in language teaching in particular. Using instructional
materials in language classes makes language learning fascinating and authentic. It enables both
the teacher and the student to enthusiastically participate in the language learning activities;
hence, giving the students the opportunity to acquire the knowledge and the skills of language
aimed at in their lessons. By the use of well-prepared IMs, teachers’ self-confidence to deliver
their lesson is also heightened while the students are also given the opportunity to actualize their
learning.
There are a lot of teachers who use traditional instructional materials to enhance the
teaching learning process. This module aims to present to you the innovative ICT-based
instructional materials that can be used to enhance language instruction. The texts, charts,
models, graphics, and other objects usually presented in printed materials will be shown using
interactive ICT tools to enrich IM development and presentation.

5.1 Characteristics of Appropriate Instructional Materials in Language Teaching

Information and Communication Technologies (ICTs) can be significantly useful as tools

for language instruction. In the Philippines, the language that are being taught are Mother
Tongue; Filipino, English and other foreign languages. With the integration of ICTs in teaching
languages, the need to process data quickly and integrate voice, music, video, pictures, and text
into lessons can be fully addressed. Eslit (2017) claims that ICTs can be programmed to tailor
instruction and tests for each individual language learner.
To be able to use these technologies successfully as tools and materials and to help in
effective conduct of language classes, some principles on suitability, adequacy, and efficient
utilization will also be discussed. The effectiveness of instructional tools in promoting students’

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academic performance in teaching and learning is indisputable. It provides the much needed
sensory experiences needed by the learners for an effective and meaningful behavioral change
(Ajoke, 2017). Slavin (2010) also added that, well-planned and imaginative use of visual aids in
lessons banish apathy, supplement inadequacy of books as well as arouse student’s interest by
giving them something practical to see and do, and at the same time help to train them to think
things out themselves.
In language teaching and learning, there are a lot of instructional materials that can be
prepared to enhance the teaching-learning process. These instructional materials can be
prepared with the support of technologies. Some common language teaching materials will be
presented in this module and the technological tools that can be used to prepare them are also
described. Gone are the days when cassette tapes radios, and televisions were the only
technologies being used to allow students to demonstrate language skills for the English or
Filipino subjects or courses. Today there are a lot of instructional materials that are being used
to enhance language learning that are ICT-based.

Computer-Based Instructional Tools and Materials

The numerous technology tools being used in teaching are fully supportive of the different
types of instructional materials commonly use in teaching. Below are some computer-based
instructional tools, strategies and materials in language teaching:

A. Instructional Materials Supported by Technology Tools

The following examples of technology tools can be used in teaching and learning.

1. Instructional Charts
One of the common types of Instructional materials in teaching and learning is a chart.
Charts can be seen on printed materials but their presentation can be enhanced and are
presented in 3D or 4D form with the aid of technology. Charts can help learners present and read
with understanding data and concepts that are not presented in text forms. By the use of charts,
students develop their critical thinking skills and problem-solving skills. The following are some
of the many technology tools that can be used to develop charts:
a. Microsoft Word
Microsoft Word does not only allow you to create documents but it also has a provision
to allow you to create charts and graphs that will add to the visual appeal of the presentation
of your text.

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 b. Microsoft Excel
One of the main features of Microsoft Excel and other spreadsheets applications is to
create charts and graphs. A simple chart in Excel is more comprehensible than to see a lot of
sheets and cells full of numbers.
c. Microsoft PowerPoint
PowerPoint offers various tools that can make your presentation interactive. One of its
features is to present charts in a slide.
d. iOs, Android, and windows Phone and iPad Chart Maker Apps
These are Numbers, Viz, 3D Charts, Chart Maker, Graphing Calculator HD, Roambi
Analytics, and Graph.

2. Posters
Many of the schools in the Philippines have been requiring their students to participate
in poster-making activities to further develop their creativity and to help them express their ideas
through a pictorial device. With the advent of tutorial videos on Youtube, students can develop
more creative and digitalized posters. Moreover, there are several applications that students can
download and use for their poster making activity. These are free samples of the free poster
maker applications available:
a. Spark Post
https://spark.adobe.com/make/posters/
Adobe Spark is a suite of design tools that allows you to make your own posters,
videos and webpages using your computer or iOS mobile device. The poster-making tool
of this collection of apps is called Spark Post. This app offers a range of poster templates
and layouts that you can use to create your own custom posters for sharing on social
media and for print.

b. Canva’s Poster Maker

http://www.canva.com/create/posters/
Canva’s poster maker has hundreds of templates designed by their team of
professional designers. Templates are have shortcuts to great design: You’ll have a
custom poster in minutes.

c. Block Posters
https://www.blockposters.com/

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 Block Posters can let make your own custom poster for free. Upload an image,
choose your options, and then download and print out your own personalized huge
poster.

d. Posterini
https://www.posterini.com/
Posterini poster maker redefines the meaning of design, combining augmented
reality, artificial intelligence and gamification in a unique way.

e. Poster My Wall
https://www.postermywall.com/
It is a website that features amazing poster templates and has an easy-to-use
custom graphics service.

3. Flashcards
Flashcards are indispensable instructional materials in language teaching. These are
commonly used in reading and in teaching lessons in phonology and morphology. With the
presence of free educational websites, language teachers will not have difficulty in preparing
their flashcards. The following websites, organized by Softonic (2020), may help you prepare your
flashcards for your language classes:
a. Anki
https://anki.en.softonic.com/
Anki is powerful, multi-purpose application. Flashcards created using Anki can
contain text, sound, images, and formatted documents in standard LaTex.

b. Vocabla: English Dictionary

https://en.softonic.com/android/education-reference
Vocabla focuses on the study of words. To make expanding your vocabulary more
fun and addictive, Vocabla introduces competitive elements, with achievements and
points in the rankings, just like in games. The unique feature of Vocabla is an add-on for
Mozilla Firefox, which allows you to add words and create flashcards directly online.

c. Learn Spanish with EduKaola

https://en.softonic.com/android/education-reference
EduKaola is pretty similar to the previously mentioned app, but its uniqueness is
in the way it lets you learn new words every time you unlock your Android phone. In the

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 settings, you can choose to be challenged with words, instead of the traditional code or
swipe pattern, to unlock your phone. Edukoala will display a question and three possible
answers; answer the question correctly to unlock your Android. It’s an interesting
approach, but as the developer admits, it doesn’t work on every phone, and you’ll need
to download a different app for each language you want to learn (the app offers English,
Spanish, German, French, Chinese, Italian, Russian, Portuguese, Hindi. Japanese,
Norwegian, and Greek).

d. Study Blue
https://en.softonic.com/iphone/education-reference
Study blue allows you to easily create flashcards with text, sound and images. You
can, for example, take a photo or draw something, and then add more information
manually or verbally.
4. Slide
Among the various types of materials that are available for projection, slides and film
strips are the foremost visual aids. They are of great value in teaching traditionally, slide
projectors have been used by teachers for their slide presentation. These slide projectors have
been used for projecting pictures from a transparent slide on a wall or screen. Nowadays,
innovative and stimulating presentation applications are commonly used by teachers. These
presentation software applications have very good features that can make the presentation of
lessons near to seeing real objects and subjects. Some of these are:
a. Mircrosoft PowerPoint
Segundo and Salazar (2011) in their research state that PowerPoint program has
become the world’s most widely used presentation program and is a complete
presentation program that allows teachers to produce professional-looking presentation
in EFL classrooms.

b. Powtoon
Semaan and Ismail (2018) stated in their research that Powtoon Is a web-based
tool that offers a wide array of media options, graphics, cartoons, and animated images
to create animated presentations that flow smoothly and logically. It also features
classroom accounts for project-based learning PowToon can be used to teach any subject.
In 2014, Tracy Weber cited by Semaan and Ismail (2018) described PowToon as a potential
application to teach language courses particularly English. She said, it could be employed

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 in an English class to demonstrate knowledge of Romeo and Juliet from a students’
perspective; and even in industrial arts class by demonstrating welding techniques.
PowToon paves the ways towards teaching higher order thinking skills like critical
thinking, summarizing, and problem-solving which are basic skills for a successful global
citizens in the 21st Century.

c. Google Drive Presentation

Google Drive Presentation is a cloud-based presentation; hence, it is always
available because you can always access it anytime there is net connection using your PC,
Chrome Book, Android, etc.
Since it is part of the Google’s Software Office Suite within the Google Drive, you
can also easily share it to your students in your language classes.

d. Slide Rocket
This is a web-based program that will allow you to create presentations for your
language classes. This software is very similar to other presentation software like
PowerPoint and Prezi. Its notable features are its templates which can be used to make
presentations more visually appealing.

e. Prezi
Just like PowerPoint Presentation, there are several pieces of research that claim
that Prezi is commonly used for presentation in academic instructions. Houska (2013)
stated that Prezi is taking hold in some disciplines and circles. Instructors, professional
speakers and students continues to post presentations created though Prezi online for
public perusal. These presentations can be excellent starting point for tech-savvy
instructors intending to reinvigorate their classroom instruction or present material in a
novel, engaging format. In language teaching, the research of Yusny and Kumita (2016)
concludes that teaching grammar utilizing Prezi presentation helps students improve
their grammar mastery. Additionally, it also shows that the students have positive
responses toward utilizing Prezi presentation in grammar lessons. However, they
emphasized that the development of Prezi presentation in all education materials should
carefully adhere to the principles of instructional design and must not overuse the
features as it could also lead to negative effect to the learners.

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5. Work Sheets and Forms
A worksheet is not only completed on printed materials but these can also be
accomplished through the web. By the use of some word processing software like Microsoft
Word, a teacher can also develop electronic forms.
a. Google Forms
b. Monkey Survey Form
c. Paper Forms
d. Survey Planet
e. QuickTapSurvey
f. Type Form
g. Cognito Form
h. Ninja Forms
6. Newsletters
A newsletter is a very useful material in language teaching and learning. Preparing a
newsletter will develop and build the vocabulary and writing skills of students through drafting,
revising, editing, and publishing. Students will become familiar with the process of producing
formal written documents, such as magazines and newspapers. Through interacting with others
in the class, students will also learn how to work within a team. Moreover, the following skills
can also be developed:
 Receptiveness to language, reading, listening and understanding
 Writing, spelling, grammar, drafting, revising and editing
 Imagination, confidence in using oral language and creative skills
 Use of dictionaries and thesauruses to extend and develop vocabulary and spelling
The following are also important factors to consider when preparing a newsletter
(explorer, n.d.):
 Accuracy: Ensure the facts are right (including how to spell names). Always use the five
Ws and H (Who, What, when, Where, Why, How?).
 Audience: Who will read the paper? IS your story of interest to them?
 Research: Always check facts that you have collected - use reference materials if needed.
 Images: Don’t leave the images to the last minute- always think how the image can grab
the reader’s attention - that can be used with the article.
 Writing: What is the WOW factor of the story? - Start with a good lead. Remember that
you want to grab the reader’s attention and then want to read more. Use the worksheet
below to assist with writing stories.

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7. Pamphlets
A pamphlet is a small. Unbound booklet focused on a single subject for educational
purposes. Pamphlets are non-periodical. They are written for the layman, simply and without
excessive jargon. Authors present text and images in an organized fashion to communicate a
clear message. Pamphlets can be folded in a variety of ways, such as in half, in thirds, or in fourths
(Lucid Press, 2020). The sample technology tools that you can use to develop your pamphlets
are:
a. Microsoft Publisher
b. Adobe Spark
c. Lucid Press
8. Brochures
A brochure is used to advertise a company and its products or services (Lucid Press, 2020).
Some applications that you may use to develop your brochures are:
a. Microsoft Publisher
b. Canva
c. Venngage
d. Visme
e. Flipsnack

9. Cartoons
A cartoon is a simple picture of an amusing situation; sometimes it is a satirical comment
on a serious or topical issue. A strip cartoon is a sequence of framed drawing, which tell a story.
Both types are to be found in newspapers, magazines and leaflets. In development situations a
cartoon is a method of conveying a specific message. How to use cartoons. Cartoons pictures
enable people to discuss sensitive issues and so are useful for teaching and training. Listening
skills in the language class can be extended and developed using cartoon strips.
You can read out a description of something, which needs to be drawn in sequence, each
part in a separate frame. Ask the students to listen carefully, while you read the piece two or
three times. Then ask them to draw what they have heard. You could provide a template with
several ready frames for them to fill in. You could do this with two separate groups and ask the
students to discuss what they see in the picture. You can then evaluate how well they have
understood the piece you read.
Cartoon strips can be used to teach sequencing to students. Find, or draw, a carton strip
with between three and eight separate frames. Cut out each frame and rearrange them so that

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they are in the wrong order. Stick them down in the new order and make one copy for each
group. Ask them to cut each frame out and put them in the correct order. Before you do this,
show the students an example on the chalkboard of pictures in the wrong order and ask them to
put them in the correct order.
The above exercise can also be used in in a workshop or training session, using a topic
related to the subject of the workshop or session. As it encourages discussion and team decision-
making, it can be introduced as an ice-breaker. The less obvious the order, the more interactive
the process will be as each group may suggest different answers. This creates an opportunity for
each group to explain their answers and defend their position (Ajoke, 2017). There are cartoon
making software that can be paid online but the following are free cartoon making software that
you may use or let your students use:
a. Animaker
b. Pencil 2D
c. Synfig
d. Inkskape
e. Pixton

10. Journals
Journals are records of personal insights and experiences of students. These can serve
also as instructional materials to be used by teachers to be able to manage the reflections and
sharing of insight in the class. Journal writing is very good activity for students because they have
the freedom to write their thoughts and feelings about their learning experiences. The following
are some examples of free technological applications that can be used to help students write
their journals digitally:
a. Perspective App by Blinky
b. Journey Journal App
c. Momento Journal App
d. PEnzu Journal App
e. Diaro Journal App

11. Bulletin Boards

Digitally, a teacher can develop online bulletin boards where he or she may post some
language activities or information that are helpful for the students’ acquisition of the language

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competencies. There are applications (Ferlazzo, 2011) that can be used for this purpose and
these are:
a. Wallwisher (now called Padlet)
This was the first online application that enables you to place virtual post-it notes
on a virtual corkboard or bulletin board easily and allow you to post text, images, and/or
videos on them.
b. Corkboard Me
This is now called NoteApp which is a Wallwisher-like tool. The site enables you
embed your virtual bulletin boards. Other features include real-time collaboration and a
chat room for the people collaborating.
c. Popplet
You can make an online “bulletin board” with virtual “post-its” (called “popplets”
) except for the fact you have to register to use it. Popplet is just as easy and, in some
ways, easier to use with a lot more functionality.
d. Spaze
This is similar to the others on this list; with registration is required.
e. Group Zap
This app joins a long list of online virtual “corkboards.” it has some nice features,
including the ability to convert your board to a PDF and being able to “drag-and-drop”
images and documents from your files.
f. RealtimeBoard
This is an online whiteboard that seemed like a decent tool for real-time
collaboration. It’s easy to use, and lets you upload images from your computer or by its
URL address. They offer free “Pro” accounts to educators.

Characteristics of Effective and Efficient Instructional Tools

Simply using technology is not enough to learn a language. An effective ICT-based
instructional materials is well-planned and a well-designed one. This means that the preparation
of the IMs must be planned very well and it must be ensured that they are developed to meet
the learning objectives of the language instruction. It is also highly recommended that teachers
maximize the use of teacher-made websites, OER (open educational resources) and, software or
mobile applications to encourage autonomous learning of students at the same time utilize these

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tools in flipping the classroom along with task-based language activities, content and language
integrated learning and project-based outputs (Beduya, 2018).
The following are the characteristics of an instructional tool that is effective in the
classrooms:
1. Enhances Instructional effectiveness
The instructional material must be able to facilitate the increase of students’
achievement in language classes. Through the instructional materials, all student
including those with special learning needs and students at risk will be benefited and will
be helped to demonstrate the intended learning outcomes of their language courses.
With the use of technological tools, students’ progress is monitored and acted upon by
concerned individuals like the teachers, the parents, and the school as a whole.
2. Promotes active learning
Instructional materials are expected to help promote active learning. Through the
used of interactive technological tools, learning interest is stimulated and students’ focus
is redirected. By this, students and teachers will be highly engaged in the learning process.
The International Society for Technology in Education (ISTE) cited by Barron (2002) gave
the following descriptions of a learning environment that uses interactive technologies.
Traditional Learning Environment New Learning Environment
Teacher-centered instruction Student-centered Learning
Single-sense stimulation Multisensory stimulation
Single-path progression Multipath progression
Single media Multimedia
Isolated Work Collaborative Work
Information Delivery Information exchange
Passive Learning Active, exploratory, inquiry-based learning
Factual, knowledge-based learning Critical thinking and informed decision-making
Reactive response Proacive/planned action
Isolated, artificial context Authentic, real-world content

3. Develops critical thinking

Technological tools and instructional materials must be designed and
implemented in such a way that they help develop critical thinking skills among the
learners. According to Barron et al. (2002), the structure and use of technology can
promote higher-level thinking skills. They further stated that some technological tools are
designed to encourage problem-solving skills.
4. Accommodates differentiated instruction
Students have diverse backgrounds and have diverse intelligences and learning
styles. They learn in different ways, they express their thoughts and ideas also differently.

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 Consequently, instructional materials and tools must be of help to the teachers to
facilitate his or her classes considering the different profiles of the students. There must
also be an opportunity for individualized and independent learning with collaborative and
cooperative learning.

5. Motivating
The use of instructional materials is a big help for the teacher to facilitate the
teaching-learning process. The use of these materials are expected to motivate the
students to pay attention and actively participate. With the ubiquity and variety of
educational tools available to language teachers, selecting the most appropriate and best
format is very critical to stimulate learner motivation.
6. Multisensory
One of the biggest challenges among teachers is to prepare for instructional
materials that are multisensory. With the advent of technological tools developed by very
good programmers, multimedia are available that allow teachers to just learn how to use
them the maximum in the teaching of their lessons.

Universal Design for Learning (UDL)

The concept of UDL is a very important concept in preparing instructional tools in
language teaching. The concept stemmed originally from the UD principles, as well as from
research in neuroscience on how the brain learns (Rose and Meyer, 2002). According to Dalton
et al. (2019), universal design for learning applies the concepts of accessibility and inclusion
beyond physical environments, to design teaching and learning opportunities in ways that are
varied, accessible and engaging for all students, including those with differing needs and/or
disabilities. In this way, appealing to the broadest range of diversity in our student populations,
the framework of UDL strives to remove discriminatory practices, as the learning needs of most
students are taken into account when instruction is designed.
Professional practitioners and academicians were able to share their thought about UDL
principles. These principles are very important for us to appreciate how we can integrate the
concept in our ICT-pedagogy integration.

A. National Disability Authority (2020)

The National Disability Authority cited the following 7 principles of Universal Design
which were developed by Ronald Mace and group in North Carolina State University.

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Principle 1: Equitable Use
The design is useful and marketable to people with diverse abilities.
Guidelines:
a. Provide the same means of use of all users; identical whenever possible; equivalent
when not.
b. Avoid segregating or stigmatizing any users
c. Give provision for privacy, security and safety should be equally available to all users
d. Make the design appealing to all users.

Principles 2: Flexibility In Use

The design accommodates a wide arrange of individual preferences and abilities.
Guidelines:
a. Provide a choice in methods of use.
b. Accommodate right-or left-handed access and use.
c. Facilitate the user’s accuracy and precision.
d. Provide adaptability to user’s pace.

Principle 3: Simple and Intuitive Use

Use of the design is easy to understand, regardless of the user’s experience,
knowledge, language skills, or current concentration level.
Guidelines:
a. Eliminate unnecessary complexity.
b. Be consistent with user expectations and intuition.
c. Accommodate a wide range of literacy and language skills.
d. Arrange information consistent with its importance.
e. Provide effective prompting and feedback during and after task completion.

Principles 4: Perceptible Information

The design communicates necessary information to the user effectively, regardless of
the ambient conditions or the user’s sensory abilities.
Guidelines:
a. Use different modes (pictorial, verbal, tactile) for redundant presentation of essential
information.

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 b. Provide adequate contrast between essential information and its surroundings.
c. Maximize “legibility” of essential information.
d. Differentiate elements in ways that can be described (i.e., make it easy to give
instructions or directions).
e. Provide compatibility with a variety of techniques or devices used by people
with sensory limitations.

Principle 5: Tolerance for Error

The design minimizes hazards and the adverse consequences of accidental or
unintended actions
Guidelines:
a. Arrange elements to minimize hazards and errors; most used elements, most
accessible; hazardous elements eliminated, isolated, or shielded.
b. Provide warnings of hazards and errors.
c. Provide fail safe features.
d. Discourage unconscious action in tasks that require vigilance.

Principle 6: Low Physical Effort

The design can be used efficiently and comfortably and with a minimum of
fatigue.
Guidelines:
a. Allow use to maintain a neutral body position.
b. Use reasonable operating forces.
c. Minimize repetitive actions.
d. Minimize sustained physical effort.

Principle 7: Star and Space for Approach and Use

Appropriate size and space are provided for approach, reach, manipulation, and use,
regardless of user’s body size, posture, or mobility.
Guidelines:
a. Provide a clear line of sight to important elements for any seated or standing user.
b. Make reach to all components comfortable for any seated or standing user.
c. Accommodate variations in hand and grip size.
d. Provide adequate space for the use of assistive devices or personal assistance.

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B. Center for Academic and Faculty Development (2020)
The Center of Academic and Faculty Development of Durham College cited the following
3 UDL Principles. These principles are deem important to educators as we are often challenged
to design and deliver curriculum for an increasingly diverse student population. Each student
learns differently and can benefit from having a variety of learning formats to choose from,
flexible assessments, and tools to help with organization of new information and skills. UDL
provides us with a variety of strategies and resources to help meet diverse learning needs,
improve accessibility to learning opportunities, and increase student success.

Principle 1: Provide multiple means of representation

Present information and content in different ways
Principle 2: Provide Multiple Means of Actions and Expression
Differentiate the ways that students can express what they know
Stimulate interest and motivation for learning

The above cited concepts and principles of Universal Design Learning are very helpful to
rationalize why it is very important for every teacher not to just pick any instructional tool for the
sake of having one and for the teacher to integrate technologies without understanding some
learning principles.
In language teaching, a teacher must be vigilant, innovative, and creative in choosing
and/or in developing instructional materials to ensure that the above cited UDL principles will be
put to practice. Language learning is very crucial among students because language is the main
tool in our day-to-day living.

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