EDUC 104 Technology for Teaching and Learning 1 PDF

SANTO TOMAS COLLEGE OF AGRICULTURE, SCIENCES AND TECHNOLOGY Feeder Road 4, Brgy. Tibal-og, Santo Tomas, Davao del Norte, Philippines EDUC 104 TECHNOLOGY FOR TEACHING AND LEARNING 1  MODULE 1 TEACHING AND LEARNING WITH...

SANTO TOMAS COLLEGE OF AGRICULTURE, SCIENCES AND TECHNOLOGY Feeder Road 4, Brgy. Tibal-og, Santo Tomas, Davao del Norte, Philippines EDUC 104 TECHNOLOGY FOR TEACHING AND LEARNING 1  MODULE 1 TEACHING AND LEARNING WITH TECHNOLOGY: AN INTRODUCTION Lesson 2. Understanding the Basic Concepts in ICT Lesson 3. Roles of ICT in Teaching for Learning In this lesson, challenge yourself to: Unpack the basic concepts of ICT to provide common understanding for teachers and learners Value the use of ICT in the teaching and learning processes ACTIVITY Look carefully at the picture, which word are you familiar with?  ANALYSIS Hello! In order to wrap up the activity, answer the questions below. Write your response on the space provided. 1. How does the choice of technology (e.g., learning management systems, educational apps, virtual classrooms) influence the effectiveness of teaching and learning processes? 2. What are the implications of modern learning technologies on the professional development needs of educators? 3. In global perspectives, how do different regions or countries adapt to and implement modern learning technologies, and what can be learned from these variations? ABSTRACTION (Lesson 2. Understanding the Basic Concepts in ICT) Let us explore various resources to have a clear understanding of this lesson. Let us unpack some concepts and terms related to technology for teaching and learning. You can further find more explanation in this book as you go along with your lessons or in other references in the library or in the web. Here are some terms and concepts that you need to know and understand. 1. Technology refers to a mix of process and product used in the application of knowledge. It includes tools from pencil and paper to the latest electronic gadgets and tools for practical tasks.  2. Information and Communication Technology Literacy or ICT Literacy is the use of digital technology, communication tools and/or networks to access, manage, integrate, evaluate, create and communicate information in order to function in a knowledge society (Guro 21, 2011). 3. Educational Technology refers to the use of technology in teaching and learning. Educational technology includes both the non-digital (flip charts, pictures, models, realias, etc.) and digital (electronic tools: hardware, software and connections, etc.). 4. Digital Literacy is the ability to find, evaluate, utilize, share and create contents using information technologies and the Internet (Cornell University). According to American Library Association (2018), digital literacy is the ability to use information and communication, requiring both cognitive and technical skills (hptts:// edweek.org. downloaded 06- 03-18). 5. Digital learning is any type of learning that is accompanied by technology or by instructional practice that makes effective use of technology. It encompasses the application of a wide spectrum of practices which included blended or virtual learning. It can come as online or off-line which utilizes digital technology. 6. On-line digital tools and apps use an Internet connection to access the information needed. A common example is Skype. It is a telecommunication application software product that specializes in providing video chat and voice calls between computers, tablets, mobile devices via Internet and to regular telephones. 7. Off-line digital tools and apps can still be ůsed even if there is no internet access. Among these are Canary Learning, Pocket, Evertone, ibooks, KA LITE (Gupta, Prinyaka, 2017) downloaded  7. Off-line digital tools and apps can still be ůsed even if there is no internet access. Among these are Canary Learning, Pocket, Evertone, ibooks, KA LITE (Gupta, Prinyaka, 2017) downloaded in edtech review (July 03, 2017). 8. Instructional technology is the theory and practice of design, development, utilization, management, and evaluation of the processes and resources for learning (Association for Educational Communications and Technology, Seels, B.B. & Richey, P. C. 1994). 9. Software refers to program control instructions and accompanying documentation; stored on disks or tapes when not being used in the computer. By extension, the term refers to any audiovisual materials (Smaldino, 2005). 10. Multimedia is a sequential or simultaneous use of a variety of media formats in a given presentation or self-study program (Smaldino, 2005). 11. Internet is a massive network of networks, a networking infrastructure. It connects millions of computers together globally, forming a network in which any computer can communicate with any other computer as long as they are connected to the Internet. It is generally defined as a global network connecting millions of computers (https://www.webopedia.com). 12. World Wide Web (www) is also called the Web which is a graphical environment on computer networks that allows you to access, view and maintain documentations that can include text, data, sound and videos. (Smaldino, 2005). It is a way of accessing information over the medium of the Internet. It is an information sharing model that is built on top of the Internet.  13. Web access is the ability of the learner to access the Internet at any point during the lesson in order to take advantage of the array of available education resources. 14. Webquest is an inquiry-oriented lesson format in which most or all information that learners work with comes from the web. These can be created using various programs, including simple word processing documents that include links to websites. 15. Productivity tools refer to any type of software associated with computers and related technologies that can be used as tools for personal, professional or classroom productivity. Examples: Microsoft Office, Apple works word processing, grade and record keeping, web page production, presentation) (KFIT-Unesco 2016) 16. Technology Tool is an instrument used for doing work. It can be anything that help you accomplish your goal with the use of technology. These technology tools can be classified as: (a) Data/Calculation tools. Examples: spreadsheets, Excels, Sketchpads, probability constructor (b) Design tools. These are used to make models and designs, creating and building. Included here are Family Tree Maker, GollyGee, and Crazy Machines among others. (c) Discussion tools. There are 4 different approaches that utilize discussion and interaction in the Internet. These are threaded discussion forum, Blogging, Live chat and Video Teleconferencing, Netiquette and Safety on the Net.  (d) Email tools. Emails are great communication tools for sending messages, photographs, videos and other files. It allows you to reach out to others around the world. Examples are google mail, Ymail, Yahoo mail and many more. (e) Handheld devices. Handheld devices have become popular among learners. These include Personal Digital Assistants, global positioning system, (GPS) and geographic information system (GIS) in the classroom, Portable electronic keyboards, Digital Cameras, Mobile phones, Palm, Handheld computers. 17. Webquest is a teacher structured research experience for the students that is primarily based on use of the World Wide Web and typically takes one or more instructional periods (Bender & Waller, 2011). 18. Blog is an online journal where posted information from both teachers and students are arranged. There are three kinds of blogs: blogs used for communication, blogs used for instruction, and blogs used for both (Ferriter & Garry, 2010). 19. Wiki, an editable website usually with limited access, allows students to collaboratively create and post written work or digital files, such as digital photos or videos. Wikipedia is one of the most widely recognized of all the wikis (Watters, 2011). 20. Flipped classroom utilizes a reverse instructional delivery, where the teacher is required to use the web resources as homework or out of class activity as initial instruction of the lesson which will be discussed during class time.  21. Podcast is a video or audio multi-media clip about a single topic typically in the format of the radio talk show. The two basic functions of podcast are to retrieve information and to disseminate information, (Eash, 2006). 22. Google Apps is a cloud-based teaching tool which is stored in the Google server and is available for students both at home and in school. It includes the gmail, a free-email for all; Google calendar a tool used for organizational purposes; Google sites that provide options for developing blogs and wikis; and Google docs is used for sophisticated word processing and editing of the document. 23. Vlog is a video blog where each entry is posted as a video instead of the text. 24. Facebook is a popular social networking site used by students and adults worldwide to present information on themselves and to the world. 25. VOIP (voice over internet protocol) is a category of hardware and software that enables people to use the Internet as transmission medium for telephone calls by sending voice data in packets using IP rather than traditional circuit transmission.  ABSTRACTION (Lesson 3. Roles of ICT in Teaching for Learning) As teaching and learning go together, let us explore what would be the roles of technology for teachers and teaching and for learners and learning. According to Stosic (2015), educational technology has three domains: 1. Technology as a tutor. Together with the teacher, technology can support the teacher to teach another person or technology when programmed by the teacher can be a tutor on its own. The teacher will simply switch on or switch off radio programs, television programs or play DVDs, or CDs that contain educational programs. There are on-line tutorial educational programs, too. 2. Technology as a teaching tool. Like a tutor, technology is a teaching tool, but can never replace a teacher. This is like the handyman, which is just there to be reached. Like any other tool, it is being used to facilitate and lighten the work of the teacher. It will be good if the teacher can also create or develop technology tools that are needed in the classroom. 3. Technology as a learning tool. While the teacher utilizes technology as the tool for teaching, likewise it is an effective tool for learning. As a learning tool, it makes learning easy and effective. It can produce learning outcomes that call for technology-assisted teaching. Even the teachers who are teaching can utilize similar tools for learning. As a learning tool, it is very interesting that even the elderly use these tools for learning for life. A. For Teachers and Teaching There are numerous roles that technology plays in the job of teachers. As a tool, technology has opened wider avenues in management of resources and management of learning. Likewise, it has modernized the teaching-learning environment in schools. Here are some examples of the myriad of roles that technology can do for teachers and teaching. 1. Technology provides enormous support to the teacher as the facilitator of learning. It transforms a passive classroom to an active and interactive one, with audio-visual aids, charts and models, smart classrooms, e-learning classrooms which motivate and increase attention level of learners. Many of these can be searched on the web. 2. Technology has modernized the teaching- learning environment. The teachers are assisted and supplemented with appropriately structured instructional materials for daily activities. There are varied available technology-driven resources which can be utilized for remedial lesson or activities. Likewise there are also a lot of technology- driven resources that can be used for enrichment purposes. You may search for the examples on the web. 3. Technology improves teaching-learning process and ways of teaching. This will make the act of teaching more efficient and effective. There are arrays of teaching methods and strategies that can use technology which are found compatible with learning styles. The multiple intelligence theory of Howard Gardner tells us that there is a genius in every child. This implies that there must be varied ways of teaching as there are many varied ways of learning. All the learning styles can find support from technology, so that teaching will be more effective and efficient.  4. Technology opens new fields in educational researches. The areas of teaching testing and evaluation are enhanced by technologies for teaching and learning. Current educational researchers will no longer find difficulty in interpreting tests, assessment and other evaluation results. There are available programs that can analyze and interpret results with speed and accuracy. Reference retrieval is also hastened because many of the research materials are in digital form. Technology has also provided access to big data that can be processed for problem solving and inquiry. 5. Technology adds to the competence of teachers and inculcates scientific outlook. Through the utilization of theories of learning and intelligence, which are explained in references uploaded in the net, the teachers are encouraged to imbibe skills to source these information with speed and accuracy. 6. Technology supports teacher professional development. With the demand of continuing professional development for teachers, the availability of technology provides alternative way of attending professional development online. For those who are involved as providers of continuing professional development like trainers, facilitators or organizers, they can level up or enhance their delivery systems with the support of technology tools. B. For Learners and Learning 1. Support learners to learn how to learn on their own. All teachers fully understand that subject matter or content is a means to achieve the learning outcomes. There are three categories of knowledge according to Egbert (2009): declarative knowledge, structural knowledge, and procedural knowledge.  a. Declarative knowledge consists of the discrete pieces of information that answers the questions what, who, when, and where. It is often learned through memorization of facts, drills and practice. It can be learned by simple mnenomics or conceptual maps. Declarative knowledge is the fundamental knowledge necessary for students to achieve more complex higher order thinking such as critical thinking and creativity, inquiry and production. b. Structural knowledge consists of facts or pieces of declarative knowledge put together to attain some form of meaning. An example of declarative knowledge is "pencil". The idea that evolved from a pencil is an understanding that: "it is something used to write." This is referred to as structural knowledge. It can be presented by concept maps, categorization or classification. c. Procedural knowledge is knowledge in action or the knowledge of how to do something. It is based on facts but learned through the process of procedural knowledge. Examples include how to drive a car, how to use a cell phone, or how to speak English. Procedural knowledge is indicated by a performance task or graphical representation of a concept. The traditional sources of knowledge are printed books, modules and journals. Other sources are primary sources such as information taken from research. However, knowledge or content can be learned in many ways. But how can technology support the learning of declarative, structural or procedural knowledge? To teach content, time is always an issue of teachers. Oftentimes, we hear teachers say: "Too many things to teach, too little time to do." Technology may be the answer, however the challenge is for teachers to use technology to learn the technology first. As a facilitator of learning, the teacher can guide the students to look for the resources and to utilized them appropriately. There are varied programs that can be used by students off-line or on-line for students. What should be necessary is that the students are engaged, the tasks should focus on questions like how, why and which in addition to who, what, when and where. 2. Technology enhances learners' communication skills through social interactions. This is commonly described as the transmittal of information from one person to another as single individual or groups of individuals. According to Shirly (2003) in Egbert (2009), there are three basic communication patterns: a. Point to point two-way or one-to-one like Internet chat, phone conversation or even face-to-face conversation. b. One-to-many outbound like a lecture, or television. There is no social interaction. c. Many-to-many like group discussion, buzz session, heads together. This kind of interaction provides opportunities for social interaction. Social interaction occurs in two ways where the participants ask for clarification, argue, challenge each other and work towards common understanding. Social interaction through communication occurs through technology (directly between two persons via email, a cell phone or other communication technology). It can also occur around technology like students discussing about a problem posed by a software program or with support of technology like teachers and students interacting about the worksheet printed from a website. In all the three modalities, communication occurs and technology is involved.  For this particular role, what are the benefits derived from technology- supported communication? a. Enables any teacher to guide the learners virtually and making learning unlimited because communication and social interaction go beyond a school day or a school environment b. Enhances students' freedom to express and exchange ideas freely without the snooping eyes of the teacher face to face c. Enables learners to construct meaning from joint experiences between the two or more participants in communication d. Help learners solve problems from multiple sources since there is limitless sources of information that the teacher can direct or refer to the learners e. Teaches learners to communicate with politeness, taking turns in sending information and giving appropriate feedback f. Enhances collaboration by using communication strategies with wider community and individuals in a borderless learning environment g. Develops critical thinking, problem solving and creativity throughout the communication There are several technology tools and software programs that you will learn in the coming modules. 3. Technology upgrades learners' higher-order-thinking critical thinking, problem solving and creativity Twenty-first century learning requires the development of high-order thinking skills. Technology has a great role to play in the development and enhancement of these skills. Let's discuss this in the lesson. Critical thinking is part of the cluster of higher order thinking skills. It refers to the ability to interpret, explain, analyze, evaluate, infer and self- regulate in order to make good decisions. With the use of technology, one will be able to evaluate the credibility of the source, ask appropriate questions, become open-minded, defend a position on an issue and draw conclusion with caution. All of these competencies are covered by Bloom's Taxonomy of Analysis, Synthesis and Evaluation. Teachers play a significant role in supporting learners with technology. How? As a role model, teachers should display and practice critical thinking processes, so that the learners can imitate them. Here are some ways that teachers can do to develop critical thinking. a. Ask the right questions. Most often teachers ask questions to find out if the students can simply repeat the information from the lesson. Although these are necessary questions like what, who, when and where, these do not develop critical thinking. Critical thinking questions should ask for clarity, accuracy, precision, relevanice, depth, breadth and logic.  Clarity: Here are some examples: Can you give examples of... Accuracy: What pieces of evidence support your claim? Precision: Exactly how much.... Breadth: What do you think will the other group say about the issue? b. Use critical thinking tasks with appropriate level of challenge. Teachers should be mindful of the readiness of the students. Students who have higher ability may find the task too easy, thus getting bored early, while those who have low ability may find the task too difficult. Thus, there is a need to have activities that are appropriate for the learners. These can be determined by interview, observations and other forms to determine the level of readiness. What are some simple ways that teachers should do? 1. Vary the questions asked. 2. Introduce new technologies. 3. Modify the learners' grouping 4. Modify the critical thinking task. 5. Encourage curiosity. By nature learners are curious. They ask lots of questions all the time, Why is the sky blue? Why do I have to learn geometry? How do people choose what will they become in the future? Can robots solve the problems of climate change? How? These questions will lead to critical thinking, but some of these questions cannot be answered by the teacher. The unanswered questions are avoided or answered unsatisfactorily. Sometimes teachers shut down the question that curtails the first step in critical thinking. The internet as a problem solving and research tool can help find answers to the questions.  Creativity is characterized as involving the ability to think flexibly, fluently, originally, and elaborately (Guildford, 1986 & Torrance, 1974 in Egbert, 2009). Flexibly means able to use many points of view while fluently means able to generate many ideas. Originally implies being able to generate new ideas and elaborately means able to add details. Creativity is not merely a set of technical skills, but it also involves feelings, beliefs, knowledge and motivation. Seven Creative Strategies (Osborn, 1963). These have been simplified into fewer categories. To be creative, one can use any of these strategies. 1. Substitute Find something else to replace to do what it does. 2. Combine Blend two things that do not usually go together. 3. Adapt Look for other ways this can be used. 4. Modify/Magnify/ Minify - Make a change, enlarge, decrease. 5. Put to another use Find other uses. 6. Eliminate Reduce, remove. 7. Reverse - Turn upside-down, inside out, front-side back. All together, the strategies will be labelled as SCAMPER. What should teacher do to support student creativity? Here are some suggestions: 1. Provide an enriched environment. 2. Teach creative thinking strategies. 3. Allow learners to show what they can do. 4. Use creativity with technology.  Further, teachers can do the following to develop and enhance critical thinking, problem solving and creativity. As a future teacher, try these suggestions. 1. Encourage students to find and use information from variety of sources both on-line and off-line. 2. Assist students to compare information from different sources. 3. Allow student to reflect through different delivery modes like writing, speaking, or drawing. 4. Use real experiences and material to draw tentative decisions. 5. Involve students in creating and questioning assessment. To do these, the teacher should see to it that right questions are asked, student's tasks should be appropriate to the levels of challenge and curiosity is encouraged. There are several critical thinking tools and technology software that can support critical thinking skills. Some of these you will encounter in the succeeding modules: 1. Encourages digital production projects 2. Popularizes e-learning modalities 3. Enhances global awareness and citizenship