Educ 108 Technology for Teaching and Learning 1 PDF

2 MODULE 1 INTRODUCTION TO TECHNOLOGY FOR TEACHING & LEARNING INTRODUCTION This module presents the introduction to technology for teaching and learning. It provides brief descriptions on the dif...

2 MODULE 1 INTRODUCTION TO TECHNOLOGY FOR TEACHING & LEARNING INTRODUCTION This module presents the introduction to technology for teaching and learning. It provides brief descriptions on the different terminologies in educational technology, roles, policies and safety issues of ICT in the teaching and learning as well as the relevance and appropriateness in the use of technology. It is hoped that students will learn to appreciate the importance of technology as an instructional material in the teaching and learning process. OBJECTIVES After studying the module, you should be able to: 1. identify the basic concepts in understanding ICT in education; 2. explain the roles ICT in the teaching and learning; 3. discuss the national ICT laws, policies and regulations affecting classroom practices; 4. identify ICT laws, policies and regulations in teaching-learning; 5. identify ICT laws, policies and regulations that are incorporated into the design and implementation of teaching learning activities to promote learner achievement and provide safe and secure learning environments; and 6. reflect on the use of technology in facilitating and improving the teaching and learning process, and on its relevance and appropriateness. DIRECTIONS/MODULE ORGANIZER There are four lessons in the module. Read each lesson carefully then answer the exercises/activities to find out how much you have benefited from it. Work on these exercises carefully and submit your output to your subject teacher via google classroom/messenger. In case you encounter difficulty, discuss this with your subject teacher during the virtual meetings. If not, contact your teacher/send a personal message via messenger. Good luck and happy learning!! EDUC 108 – Technology for Teaching and Learning 1 -Module 1-  3 Lesson 1 BASIC TERMINOLOGIES Teaching and Learning with Technology: An Introduction If there is one thing that changed the world so fast, it is TECHNOLOGY. It has provided a new environment for learning, new ways teachers teach and also the new ways of how learners learn. 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. 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). 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.). EDUC 108 – Technology for Teaching and Learning 1 -Module 1-  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. 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. 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. Off-line digital tools and apps  can still be used even if there is no internet access. 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). 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 audio-visual materials (Smaldino, 2005) Multimedia  is a sequential or simultaneous use of a variety of media formats in a given presentation or self-study program (Smaldino, 2005), 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) EDUC 108 – Technology for Teaching and Learning 1 -Module 1-  5 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. 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. Webquest  is an inquiry-oriented lesson format in which most or all information that learners work which comes from the web. These can be created using various programs, including simple word processing documents that include links to websites. 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) 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. (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, Yahoo mail (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 EDUC 108 – Technology for Teaching and Learning 1 -Module 1-  6 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). 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). 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. 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). 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. Vlog  is a video blog where each entry is posted as a video instead of the text. Facebook  is a popular social networking site used by students and adults worldwide to present information on themselves and to the world. 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. EDUC 108 – Technology for Teaching and Learning 1 -Module 1-  9 Lesson 2 ROLES OF ICT IN THE TEACHING AND LEARNING As teaching and learning go together, let us explore what would be the roles of technology for teachers and for 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. 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. 2. Technology has modernized the teaching-learning environment. 3. Technology improves teaching-learning process and ways of teaching. 4. Technology opens new fields in educational researches. EDUC 108 – Technology for Teaching and Learning 1 -Module 1-  10 5. Technology adds to the competence of teachers and inculcates scientific outlook. 6. Technology supports teacher professional development. B. For Learners and Learning 1. Support learners to learn how to learn. 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 mnemonics 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. lt 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 performance task or graphical representation of a concept. 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; EDUC 108 – Technology for Teaching and Learning 1 -Module 1-  11 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. 3. Technology upgrades learners’ higher order thinking skills: critical thinking, problem solving and creativity. 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. Some ways that teachers can do to develop critical thinking: a. Ask the right questions b. Use critical thinking tasks with appropriate level of challenge Creativity – is characterized as involving the ability to think flexibly, originally, and elaborately (Guildford, 1986 & Torrance, 1974). 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 being able to add details. Seven Creative Strategies (Osborn, 1963) 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. EDUC 108 – Technology for Teaching and Learning 1 -Module 1-  14 Lesson 3 ICT POLICIES AND SAFETY ISSUES IN TEACHING AND LEARNING Definition of ICT Policy The Oxford English Dictionary has defined "policy'" as a course of action, adopted and pursued by a government, party, ruler, statesman. It is any course of action adopted as expedient or advantageous. Its operational definition of policy is a plan of action to guide decisions and achieve outcomes. Thus, ICT Policies are needed to put a roadmap or course of actions to be pursued and adopted by various governments, organizations, entities involving ICT. These include principles and guidelines in the use of ICT which cover three main areas: telecommunications (telephone), broadcasting (radio and television) and Internet. The New ICT Technologies More recent technological innovations increased the reach and speed of communications which can be grouped into three categories: 1. Information Technology - includes the use of computers, which has become indispensable in modern societies to process data and save time and effort. What are needed will be computer hardware and peripherals, software and for the user, computer literacy. 2. Telecommunication Technologies - include telephones (with fax) and the broadcasting of radio and television often through satellites. Telephone system, radio and TV broadcasting are needed in this category. 3. Networking Technologies - The best known of networking technologies is Internet, but has extended to mobile phone technology; Voice Over Internet Protocol (VOIP) satellite communications and other forms of communications are still in their infancy. In addition to Internet, this category also includes mobile telephone, cables, DSL, satellite and other broadband connectivity. The DICT Roadmap The ICT for Education (ICT4E) is a program under the DICT that supports all efforts of the education sector in incorporating the use of ICT as well as in determining and gaining access to the infrastructure (hardware, software, telecommunications facilities and others) which are necessary to use and deploy learning technologies at all levels of education. Among the policy recommended programs that have applications to education teaching-learning are: EDUC 108 – Technology for Teaching and Learning 1 -Module 1-  15 1. ICT in Education Masterplan for all levels, including a National Roadmap for Faculty Department in ICT in Education. A National Framework Plan for ICTs in Basic Education was develop. 2. Content and application development through the Open Content in Education Initiative (OCEI) which converts DepEd materials into interactive multi-media content, develop applications used in schools, and conduct students and teachers competitions to promote the development of education-related web content. 3. PheDNET – a “walled” garden that boosts educational learning and teaching materials and applications for use by Filipino students, their parents and teachers. 4. Established community eLearning Centers called eSkwela for OSY providing them with ICT-enhanced alternative education opportunities. 5. eQuality program for tertiary educative through partnership with SUCs to improve it education particularly outside Metro Manila. 6. Digital Media Arts Program which builds digital media skills for government using open source technologies. 7. ICT skills strategic plan which develops an inter-agency approach to identifying strategic and policy and program recommendations to address ICT skills demand-supply type. Some Issues on ICT and internet policy and regulations Access Civil liberties Freedom of expression Right to privacy Right to communicate Intellectual property rights Internet Issues on Internet Policy: Infringement to Civil Liberties or Human Rights Issue No. 1: Freedom of Expression and Censorship The UN Universal Declaration of Human Rights provides that everyone has the right to freedom of thought, conscience and religion, likewise the right to freedom of opinion and expression. However there are practices that violate these provisions in the use of internet. Examples: 1. Individual rights are given up in order to have access to electronic networks. Microsoft Network’s (MSN’s) contracts provide protection of individuals like upload or otherwise make available files that contain images, photographs or other materials protected by intellectual property laws. However Microsoft reserves the rights, it its sole discretion, to terminate access to any or all MSN sites or services. 2. Censorship restricts the transmission of information by blocking it or filtering the information. Blocking is preventing access to whole areas of internet based EDUC 108 – Technology for Teaching and Learning 1 -Module 1-  16 upon the “blacklist” of certain Internet address, location or email addresses while filtering is sifting the packets of data or messages as they move across computer networks and eliminating those considered “undesirable” materials. 3. Defamation actions may be used to silence critics. This action deters the freedom of expression. Issue No. 2: Privacy and Security Most commercial sites have a privacy policy. When someone uses a site and clicks “I agree” button, it is as if you have turned over private information to any authority that may access it. Types of Privacy and Security 1. Personal Privacy ⮚ the right of individual to private his or her personal life. 2. Privacy of Communication ⮚ refers to the protection from interference with communication over the phone or internet. Respect for privacy of communications is an essential prerequisite for the maintenance of human relationship via technological communications media. 3. Information Privacy ⮚ the use of computers and communications system which are able to hold and process information about large numbers of people at a high speed. Issue No. 3: Surveillance and Data Retention The use of electronic communications has enhanced the development of indirect surveillance. In the indirect surveillance, there is no direct contact between the agent and the subject of surveillance but evidence of activities can be traced. The new and powerful form of indirect surveillance is dataveillance. Dataveillance is the set of personal information to monitor a person’s activities while data retention is the storage and use of information from communication systems. Issue No. 4: E- Pollutants Large amount of e-waste is generated by ICT. These are in particular, terminal equipment used for computing (PCs, laptops), broadcasting (television and radiosets), telephony (fixed and mobile phones), and peripherals (fax machines, printers and scanners). The accumulated e-waste is due to rapid turnover of equipment due to rapid improvement of software. If not controlled, e-waste will tremendously affect climate change, damage human lives, and overload the capacity of the earth in carrying solid waste. EDUC 108 – Technology for Teaching and Learning 1 -Module 1-  17 Some Risks in the Use of ICT and e-Networking Technology is a phenomenon that seems to be uncontrollable. Despite the so many benefits for teaching and learning, there are also negative effects or influence on the learners. Hence as future teachers you have to be aware of how to safeguard learners in the school communities where they spend most of their waking hours and also in their homes or facilities that provide opportunities to use digital technologies like Internet Cafes. Safeguard and protection should be the primordial role of parents, teachers and schools. There are so many risks that we have to be aware of in the use of digital technologies. These may include the following: 1. Exposure to inappropriate content, including on-line pornography extremism (exposure to violence associated with racist language); 2. Lifestyle websites like self-harms and suicide sites, and hate sites, 3. Cyber-bullying in all forms, receiving sexually explicit images or messages, 4. Privacy issues including disclosure of personal information 5. Health and well-being (amount of time spent on-line, internet gaming and many more; 6. Prolonged exposure to on-line technologies, particularly at an early age; 7. Addiction to gambling and gaming; 8. Theft and fraud from activities such as phishing 9. Viruses, Trojans, spyware and other malware; and 10. Social pressure to maintain online networks via texting and social networking sites. Minor Misuse of ICT In school, some minor misuse made by learners includes the following: Copying information into assignment and failing to acknowledge the source (plagiarism and copyright infringement) Downloading materials not relevant to their studies Misconduct associated with subject logins, such as using someone else's password Leaving a mobile phone turned on during class period Unauthorized taking of pictures or images with mobile phone camera, still or moving EDUC 108 – Technology for Teaching and Learning 1 -Module 1-  19 Lesson 4 RELEVANCE AND APPROPRIATENESS IN THE USE OF TECHNOLOGY IN TEACHING AND LEARNING 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. General Principles in Selecting Instructional Materials 1. Teachers must be thoroughly familiar with the content of all instructional materials used. 2. Teachers should select only instructional materials that are consistent with students and capabilities and learning styles. 3. Instructional materials should be chosen objectively rather than on the basis of the teacher’s personal preference. 4. Instructional materials produced locally by teachers usually make significant contributions of learning. 5. Instructional materials should be chosen on the basis of their contribution to the learning outcomes rather than on the basis of availability or ease to use. Importance of Instructional Materials 1. Increase the effectiveness of the teacher. 2. Clarify subject matter. 3. Motivate the learner to learn. 4. Helps the teacher to be creative. Principles in Selecting Instructional Media  Principle of Appropriateness  Principle of Authenticity  Principle of Cost  Principle of Interest  Principle of Organization and Balance EDUC 108 – Technology for Teaching and Learning 1 -Module 1-  20 BEST PRACTICES FOR USING TECHNOLOGY IN THE CLASSROOM When using technology for teaching, there are four basic principles to be kept in mind: 1. Alignment: Technology should be used for a purpose and not for the sake of being flashy and not as a distraction from other forms of pedagogy. 2. Accessibility: Be sure that the technology that you intend to use is accessible to your students. 3. Assessment: As with lectures, discussion, and labs, provide your students with guidance when dealing with media technologies. 4. Reinforcement: Technology should be used as reinforcement and supplement to your teaching Electronic Mail It must be understood that appropriate use of electronic mail should draw from standards for student and employee communication which already exist. For instance:  Do not send or attach documents containing pornographic, obscene, or sexually explicit material.  Do not transmit obscene, abusive or sexually explicit language.  Do not use electronic mail for communications which are not directly related to instruction, sanctioned school activities, or a person's job.  Do not use electronic mail, for instance, for private business or personal, non- work related communications.  Do not access, copy or transmit another's messages without permission.  Do not create, forward or share spam or chain letters.  Do not use electronic mail for creation or forwarding of jokes or humor that can be found offensive to others.  Do not send electronic communications that contain ethnic slurs, racial epithets or anything that could be construed as harassment or abuse of others based on race, national origin, sex, sexual orientation, age, disability or religious or political beliefs. Internet Activity Employees and students must understand that internet searching and activity that involves inappropriate material is prohibited in accordance with Senate Bill 230 and 701 KAR 5:120. Activities that are considered inappropriate include but are not limited to: EDUC 108 – Technology for Teaching and Learning 1 -Module 1-  21  Visiting websites such as pornographic, obscene, sexually explicit, jokes, gambling, gossip (e.g. Topix), etc., that are not work related.  Downloading of inappropriate material including pornographic, obscene, sexually explicit, music/audio that is copyright protected.  Internet surfing for personal purposes such as shopping, banking, research for personal purposes, online auctions (e.g. eBay), sports message boards, etc. Use of Technology Employees and students must understand that technology (e.g. computer, printers, peripherals, external hard drives, thumb drives, etc.) used in the school and work environment are for work and learning related purposes. Computers, while they may be assigned to an individual in the case of employees or student in 1 to 1 initiatives are not intended for uses that are personal in nature such as:  Games are not to be installed or played on employee or student computers. The Internet is not to be used for the playing of games or participation in contests.  Computers are not to be used to store photos, video, music, audio files, etc. of a personal nature. Doing so uses precious storage space that is needed for learning and work related purposes and can be in violation of copyright laws in some cases. LEARNING ACTIVITY Essay: Answer briefly but substantially. 1. Why do we need to consider the basic principles in using technology for teaching and preparing the appropriate instructional materials? 2. Explain the saying “Teachers are the best instructional material”. 3. How do you describe yourself teaching a lesson inside the classroom and what will you do to engage student learning? 4. If you will employ digital tools and gadgets such as mobile phone, ipad or tablet in teaching, how will you use them? SCORING RUBRIC (ESSAY) CRITERIA 2 1.5 1 0.5 Content Substantial, Sufficiently Limited Superficial specific, developed content with and/or and/or content with inadequate minimal illustrative adequate elaboration or content content elaboration or explanation demonstrating explanation strong EDUC 108 – Technology for Teaching and Learning 1 -Module 1-