Prelim Module in EL 120 - Technology for Teaching and Learning for Language Education (English and Filipino) PDF

 **COLEGIO DE SAN ANTONIO DE PADUA** Supervised by the Lasallian School Office Ramon M. Durano Foundation Compound Guinsay, Danao City Tel No. (032) 344-4709 **COLLEGE OF TEACHER EDUCATION** BACHELOR OF SECONDARY EDUCATION MAJOR IN ENGLISH (BSEd- ENGLISH 3) **Prelim Modu...

 **COLEGIO DE SAN ANTONIO DE PADUA** Supervised by the Lasallian School Office Ramon M. Durano Foundation Compound Guinsay, Danao City Tel No. (032) 344-4709 **COLLEGE OF TEACHER EDUCATION** BACHELOR OF SECONDARY EDUCATION MAJOR IN ENGLISH (BSEd- ENGLISH 3) **Prelim Module in EL 120-Technology for Teaching and Learning for Language Education** **(English and Filipino)** **Compiled by:** Angelie P. Luardo **Student's Name:** \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (Last name, Given Name, Middle Initial, Year & Program) **Instructor:** \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ **Table of Contents** +-----------------------+-----------------------+-----------------------+ | **Module** | **Page No.** | **Date** | +=======================+=======================+=======================+ | Lesson One: The K-12 | 1 | | | Curriculum Framework | | | | | 2 | | | Lesson Two: ICT | | | | Pedagogy Integration | 4 | | | in Language Learning | | | | | 9 | | | Lesson Three: | | | | Inquiry-Based | 10 | | | Learning and | | | | Research-Based | 13 | | | Learning | | | | | 14 | | | Lesson Four: | | | | Problem-Based | 15 | | | Learning and | | | | Project-Based | 16 | | | Learning | | | | | 17 | | | **Module 1 Learning | | | | Activities** | 17 | | | | | | | Lesson 1 Activities | 18 | | | | | | | Activity | | | | 1.................... | | | |..................... | | | |................ | | | | | | | | Activity | | | | 2.................... | | | |..................... | | | |................ | | | | | | | | Lesson 2 Activity | | | | | | | | Activity | | | | 1.................... | | | |..................... | | | |................ | | | | | | | | Lesson 3 Activity | | | | | | | | Activity | | | | 1.................... | | | |..................... | | | |................ | | | | | | | | Lesson 4 Activities | | | | | | | | Activity | | | | 1.................... | | | |..................... | | | |................ | | | | | | | | Activity | | | | 2.................... | | | |..................... | | | |................ | | | | | | | | Reflection/Wrap | | | | Up................... | | | |..................... | | | |..\...\...\...\...\.. | | | |.\...\... | | | +-----------------------+-----------------------+-----------------------+ | Prelim Examination | | | +-----------------------+-----------------------+-----------------------+ | References | 18 | | |..................... | | | |..................... | | | |..................... | | | |............ | | | +-----------------------+-----------------------+-----------------------+ The basic education curriculum of the country was enhanced with the implementation of the K to 12 Curriculum. The K to 12 Program covers Kindergarten and 12 years of basic education (six years of elementary education, four years of Junior High School, and two years of Senior High School (SHS) to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills development, employment, ad entrepreneurship. The implementation of the K to 12 Curriculum is expected to contribute to the country's development in various dorms. It is believed to be necessary to improve the quality of our education which is critical to our progress as a nation. **TOPICS:** **Lesson One: The K-12 Curriculum Framework** **Lesson Two: ICT Pedagogy Integration in Language Learning** **Lesson Three: Inquiry-Based Learning and Research-Based Learning** **Lesson Four: Problem-Based Learning and Project-Based Learning** **What I want to KNOW** **What I WANT to find out** **What I LEARNED** **HOW can I learn more** ------------------------- ----------------------------- -------------------- -------------------------- **LESSON ONE** **I. TOPIC: Learning Plans in the Context of the 21^st^ Century** **II. OBJECTIVES** At the end of the lesson, the students are expected to: a. explain the salient features of the K to 12 Curriculum requiring ICT-pedagogy integration skills; b. analyze the learning competencies of every year level according to the field of specialization of the pre-service teachers; and c. describe how technology be used most effectively in the various fields of specialization to support and assess student learning. **III. LEARNING CONTENT:** The implementation of the K to 12 Curriculum of the Department of Education paved the way for the enhancement of the Teacher Education Curriculum of the Commission on Higher Education (CHED). The salient features of the K to 12 Curriculum have been thoroughly considered to ensure that all the courses in the teacher education program will meet the demands of 21st-century classrooms. One of the considerations is the need to implement the following salient features of the curriculum through integrating technologies and learning. The use of technologies is done in the different levels of learning and in teaching the various fields of specialization. 1. **Strengthening Early Childhood Education (Universal Kindergarten)** With the universal Kindergarten program of the Department, every Filipino child is expected to have access to early childhood education. This access can be facilitated using technological tools that are readily available to the school for teachers' use. 2. **Making the Curriculum Relevant to Learners (Contextualization and Enhancement)** Research shows that learners will value a curriculum that is relevant to their lives. Students are often heard saying, "Do I need to know these to live a meaningful life?" How will I use the lesson in the actual workplace?" What is the relevance of this to me?" and so on. The answer to the question of relevance is vital to help the teachers think of some ways by which they will be able to let their students realize that their daily lessons are of good use to their personnel well-being and to their professional preparation. Briggs (2014) shared a few tips for making learning engaging and personally relevant as cited by Willis, Faeth, and Immordino-Yang: - ***Use suspense and keep it fresh.** Drop hints about a new learning unit before you reveal what it might be, leave gaping pauses in your speech, change seating arrangements, and put up new and relevant posters or displays; all these can activate emotional signals and keep student interest piqued.* - ***Make it student-directed.** Give students a choice of assignments on a particular topic, or ask them to design one of their own. "When students are involved in designing the lesson, they better understand the goal of the lesson and become more emotionally invested in and attached to the learning outcomes."* - ***Connect it to their lives and to what they already know.** Taking time to brainstorm about what students already know and would like to learn about a topic helps them to create goals. This also helps teachers see the best points of departure for new ideas. Making cross-curricular connections also helps solidify those neutral loops.* - ***Provide utility value.** Utility value provides relevance first by piquing students and by telling them the content is important to their future goals; it then continues by showing or explaining how the content fits into their plans for the future. This helps students realize the content is not just interesting but also worth knowing.* - ***Build relatedness.*** *Relatedness, on the other hand, answers the question, "What have these to do with me?" It is an inherent need for students to feel close to the significant people in their lives, including teachers. Relatedness is seen by many as having non-academic and academic sides.* 3. **Building Proficiency (Mother-tongue Based Multilingual Education)** 4. **Ensuring Integrated and Seamless Learning (Spiral Progression)** 5. **Gearing Up for the Future** 6. **Nurturing the Holistically Developed Filipino (College and Livelihood Readiness, 21^st^ Century Skills)** **LESSON TWO** **I. TOPIC: ICT-Pedagogy Integration in Language Learning Plans** **II. OBJECTIVES** At the end of the lesson, the students are expected to: a. familiarize essential points to consider when integrating any ICT in facilitating language education; and b. provide own recommendations and observations to given samples learning pans. **III. LEARNING CONTENT:** **Integrating Technology in Instruction** Various educators and researchers provided the following concepts and principles about integrating technology in instruction: 1. **John Pisapia (1994)** 2. **International Society for Technology in Education (ISTE)** 3. **Margaret Lloyd (2005)** 4. **Qiyun Wang and Huay Lit Woo (2007)** 5. **Bernard Bahati (2010)** 6. **UNSECO (2005)** **Information and Communication Technology (ICT)** Before you can successfully integrate ICTs in your language instruction, there is a need to have a good grasp of what Information and Communication Technology (ICT) is all about. The following are the definitions of ICT from various sources: 1. **Moursund (2005)** 2. **Tinio (2009)** 3. **UNESCO (2020)** 4. **Ratheeswari (2018)** **Using ICT Integration Framework in Language Education Learning Plans** A. **Conversational Framework of Laurillard (2002)** a. acquisition; b. discovery; c. dialogue: d. practice; and e. creation. **Teaching and Learning Event** **Teaching Action or Strategy** **Learning Action or Experience** **Related Media Form** **Examples of Non Computer-Based Activity** **Examples of Computer-Based Activity** --------------------------------- ------------------------------------------------------------------------------ -------------------------------------------------------------------- ----------------------------------------------------------------------------------------------- ------------------------------------------------------------ ---------------------------------------------------------------------------------------------------------------------------- Acquisition Show, Demonstrate, Describe, Explain Attending, Apprehending, Listening Narrative: Linear presentational. Usually same "text" acquired simultaneously by many people. TV, video, film, lectures, books, other print publications Lecture notes online, streaming videos of lectures, DVD, multimedia including digital video, audio clips, and animations. Discovery Create or set up or find out or guide through discovery spaces and resources Investigating, Exploring, Browsing, Searching Interactive: Non-linear presentational, searchable, filterable etc. but no feedback Libraries, galleries, museums Cd based, DVD, or Web resources including hypertext, enhanced hypermedia, multimedia resources. Also information gateways. Dialogue Set up, Frame, Moderate, Lead, Facilitate discussions Discussing, Collaborating, Reflecting, Arguing, Analyzing, Sharing Communicative: Conversation with other students, lecturer or self Seminar, tutorials, conferences Email, discussion, forums, blogs Practice Model Experimenting, Practicing Adaptive: Feedback, learner control Laboratory, field trip, simulation, role play Drill and practice, tutorial programmes, simulations, virtual environments Creation Facilitating Articulating, Experimenting, Making, Synthesizing Productive: Learner Control Essay, object, animation, model Simple existing tools, as well as especially created programmable software B. **Three Fundamental Elements of ICT Integration by Wang (2008)** **Figure 1. The ICT Integration Framework** C. **Categories for Information Communication and Technology (ICT) in Teacher Training** **Core Technology** **Learning How to Use ICT Learning VIA ICT** **Complementary Technology** D. **UNESCO ICT Competency Framework for Teachers** **Knowledge Acquisition** **Knowledge Deepening** **Knowledge Creation** --------------------------------- --------------------------- ------------------------- -------------------------- Understanding ICT in Education Policy Understanding Policy Application Policy Innovation Curriculum and Assessment Basic Knowledge Knowledge Application Knowledge Society Skills Pedagogy ICT-enhanced Teaching Complex Problem-solving Self-management Application of Digital Skills Application Infusion Transformation Organization and Administration Standard Classroom Collaborative Groups Learning Organizations Teacher Professional Learning Digital Literacy Networking Teacher as Innovator ICT Competency Framework for Teachers (UNESCO, 2018) This framework, which is a part of a range of initiatives by the UN and its specialized agencies including UNESCO, aims to promote educational reform and sustainable economic development anchored on the principles and objectives of the Millennium Development Goals (MDG), Education for All (EFA), the UN Literacy Decade (UNLD), and the Decade of Education for Sustainable Development (DESD). As shown by the framework, the teachers have six aspects of work: understanding ICT in education, curriculum and assessment pedagogy, application of digital skills, organization and administration, and teacher professional learning. Across the six aspects of work are the three approaches to teaching based on human capacity development---knowledge acquisition, knowledge deepening, and knowledge creation. The framework also specifically aims to equip teachers to be able to do their roles achieving societal goals: - build workforces that have information and communications technology (ICT) skills and are reflective, creative and adept at problem-solving in order to generate knowledge; - enable people to be knowledgeable and resourceful so they are able to make informed choices, manage their lives effectively and realize their potential; - encourage all members of society irrespective of gender, language, age, background, location and differing abilities to participate fully in society and influence the decisions that affect their lives; and - foster cross-cultural understanding, tolerance and the peaceful resolution of conflict. The Commission on Higher Education (CHED) through its Policies, Standards, and Guidelines (PSGs) requires the integration of ICTs in language teaching and learning. Hence, the ICT Competency Framework for Teachers is very useful to support the standards as they will serve as a guide to assist the teachers to successfully integrate ICT into the language classroom. **LESSON THREE** **I. TOPIC: Inquiry-Based Learning and Research-Based Learning** **II. OBJECTIVES** At the end of the lesson, the students are expected to: a. identify some learning competencies in the Curriculum Guide that are suited for an IBL; and b. write some performance standards from the Curriculum Guide that can employ inquiry-based learning and research-based learning. **III. LEARNING CONTENT:** **Nature of Inquiry-Based Learning** Inquiry, in its simplest definition, is a process of asking questions. This has spurred the enumerable developments that we continue to enjoy in our society today. In the classroom, in particular, the process of inquiry is a basic learning activity that every teacher is expected to facilitate. The development of the ability to ask among learners is basic in the age of the Fourth Industrial Revolution. According to the Future of Jobs Report during the World Economic Forum, the top three of the ten skills needed in this age are complex problem solving, critical thinking and creativity (Gray, 2016) which all start from the process of asking. Inquiry-based learning (IBL) as an approach essentially involves tasks requiring learners' active participation in finding answers to curricular questions. The questions can run from very specific simple questions to more complex questions in relation to the curriculum. The process of inquiry starts from positing a question aligned to a content standard in the K to12 curriculum for English. Investigation proceeds using various sources of information and presentation of outputs of the students using a productivity tool. Depending on the required output, the assessment tool that will be used should be given to the students before the inquiry commences. **Types of Inquiry** VIU (2020) presented four types of inquiry that can be used in facilitating classes. These are: 1. ***Structured Inquiry**-* This lets the students follow the lead of the teacher as the entire class engages in one inquiry together. 2. ***Controlled Inquiry** --* The teacher chooses topics and identifies the resources that the students will use to answer questions. 3. ***Guided Inquiry** --* The teacher chooses topics or question and students design the product or solution. 4. ***Free Inquiry** --* Students are allowed to choose their own topics without any reference to a prescribed outcome. **Roles of the Teacher** The success of IBL largely depends on the careful planning of the teacher in relation to the curriculum. The language teacher needs to look into the learning competencies that can be satisfied by a simple inquiry or more complex inquiry. He/she controls and prepares the topic for investigation and guides the learners by setting the questions to be explored. Learners are allowed to design their own way of investigation and present their outputs using technology tools that are afforded to them. It is assumed that the teacher is knowledgeable of the sources of information and whether the learners have access to these sources. When designing an IBL, the teacher has to consider the following fields proposed by Avsec and Kocijncic (2016): 1. Prior knowledge and capacity 2. Context-Learners require meaning and experience. 3. Content and learning materials 4. Process 5. Strategy of reactions and behaviour 6. Course outcomes **Roles of Technology** The internet or the World Wide Web offers lots of platforms for mining information. It has become the most sought out source of information because of the variety of tools that abound. Language is no longer a barrier in one's source of information. Due to the vastness of sources of information from the WWW, any language teacher who is using IBL has the responsibility to direct learners to websites that provide the proper information. The technology tools that are made available for the learners, whether online or offline, should support the object of inquiry which is aligned to the learning competencies in the K to 12 Language Curriculum. It should be noted that the use of technology in IBL is just one of the many other sources of information in the process of inquiry. This does not exclude the other sources, human and non-human, in gathering information. However, learners are undeniably familiar and probably more adept in exploring the internet. Guiding them in locating online resources that are relevant in developing their research and communication skills will let them learn the importance of using educational resources in an explicit and implicit way. **LESSON FOUR** **I. TOPIC: Problem-Based Learning and Project-Based Learning** **II. OBJECTIVES** At the end of the lesson, the students are expected to: a. identify the salient features of problem-based learning and project-based learning and their application to the attainment of learning competencies and learning outcomes; b. analyze how technologies for teaching and learning can be maximized in problem-based learning; and c. write some performance standards from the Curriculum Guide that can employ problem-based and project-based learning. **III. LEARNING CONTENT:** **Nature of Problem-Based Learning** Problem-based learning is an approach that involves a process of inquiry and solving open-ended questions that serve as the main problem that the learners will work on. The type of questions posited is focused on a specific content standard and its application to real life issues. It also requires more than one answer. In the process of engaging PBL, they learn several skills such as essential in the workplace. The end goal of PBL is to ensure that the target, the learning competencies, are achieved in the process. Ali (2019) described PBL as a process that is used to identify problems with a scenario to increase knowledge and understanding. In her article, she proposed the following **five principles of PBL** that may be considered by teachers in planning or using the approach: 1. It is a power of independent and self-directed learning. 2. Learning happens in a group and teacher is a facilitator. 3. All groups have to participate equally. 4. Students' learn about motivation, teamwork, problem-solving and engagement with the task. 5. Materials such as data, photographs, articles, can be used to solve the problem. (p. 73) 1. Identifying the problem---current issues that do not have just one answer or one definite solution; 2. Brainstorming---generate ideas; tackle the problem through self-directed questioning; arouse students' intrinsic motivation; 3. Collecting and analyzing the information---assigning group members to collect information; positing what they found and what they learned; collaborative collection of useful information; 4. Synthesizing information\-\--solving the problem through synthesized relevant data; knowledge building; 5. Co-building knowledge---presentation of the solution of the solution o the learning problem/issue; and 6. Refining the outcomes---giving of the feedback and suggestions by the instructor to help students improve; learning from other group's presentation. **Benefits of Problem-Based Learning** Several studies have revealed positive impacts of PBL on learners as they engage in the process. Among these are the following: (Ghurun & Ermawati, 2018, p. 666---in an EFL writing class) 1. Promotes self-confidence and motivation 2. Reduces students' nervousness during the learning process 3. Increases students; responsibility in learning 4. Makes students easily learn the material through sharing of ideas 5. Promotes problem-solving skills 6. Promote self-directed learning 7. Promotes active learning 8. Makes students explore many learning resources 9. Makes students develop positive attitude towards learning - Enhances fluency in communication - Improves grammar - Increases comprehension - Enhances good pronunciations and intonations - Enhances self-confidence - Increases range of vocabulary - Enhances fluency in communication - Improves grammar - Increases comprehension - Enhances good pronunciations and intonations - Enhances self-confidence - Increases range of vocabulary **Role of Technology** As the learners embark on an open-ended question collaboratively, there are a number of free online tools that they can use. These online tools will allow the learners to be actively connected and engaged in the group task while monitoring their own contributions. The teacher acting as facilitator may also have the opportunity to peep into the activities of each learner thereby enabling him/her to give feedback at any stage of the PBL activity. **Bower,** **Hedberg and Kuswara (2010)** stress that technology is simply the mediator for collaboration and representation and that it is the type of task and thinking processes in which students engage that determine the quality of learning (p. 181) Web 2.0 technologies are characterized by collaboration, sharing and networking. These may facilitate and enhance PBL activities (**Tambouris et al, 2012)** in its different stages. In the study of Kung (2018), it was found that advanced language learners had positive perception about the use of Web 2.0 technology in writing instruction. **Productivity tools** such as those for writing, presentations, spreadsheets, calendars, organizers, citations and others are also available to assist learners and teachers in accomplishing required tasks and outputs from a PBL activity. PBL is about developing higher order thinking skills; therefore, the taxonomy of objectives should be utilized to ensure that you are targeting the required outcomes. Consider using the revised Bloom's taxonomy by Anderson and Krathwohl in creating your learning outcomes. **Name of Project-Based Learning/Project-Based Approach** Project-based learning is an approach but has evolved as a teaching method that engages learners in a series of planned tasks resulting to the generation of solutions to real-world problems. It is a student-centered approach. This method is based on John Dewey's principle of learning by doing and Vygotsky's constructivist theory of learning that advocates social construction of knowledge. Past and more recent researchers have proven PrBL to be beneficial in the development of various skills such as: 1. **Research methodology skills (Tiwari, Arya, & Bansal, 2017).** 2. **Oral communicative competence (Bakar, Noordin, & Rali, 2019).** 3. **Development of life skills (Wurdinger & Qureshi, 2015).** **IV. LEARNING ACTIVITIES** **Lesson One:** The K-12 Curriculum Framework **Activity 1. Answer Me!** **Directions:** Brainstorm on how these technologies can be integrated properly and how they will meet the important learning outcomes and the 21^st^ Century skills. Write your answer on the boxes given. (10 points for each answer) 1\. How can technology be used most effectively in the various fields of specialization to support and assess student and assess student learning? 2\. How will technological tools for teaching and learning promote the salient features of the K to 12 Curriculum? 3\. What are the 21^st^ Century skills that are highly required to be developed by your field of specialization? Rank them in terms of the identified standards and competencies of your curriculum guide. **Activity 2. Setting My Outcomes for this Course** It must be noted that course outcomes can be achieved if clearly set. Therefore, there is a need to ground this course with curricular and research-based goals and objectives. Throughout this course, you will be tasked to use various technological resources and tools that can help you create your plans and materials, improve your instruction, and enhance your future students' learning. In doing so, answer the following questions. (10 points for each answer) 1\. How will I apply all the knowledge and skills that I learned in TTL 2 in teaching my field of specialization? 2\. How will I develop learning plans for my classes to make sure that available technologies for teaching and learning will be put to use for meaningful learning? 3\. How will I ensure that my goals in this course will be achieved? **Lesson Two:** ICT Pedagogy Integration in Language Learning Plans **Activity 1. Learning from the Learning Plans** By the help of the following questions, share your own recommendations and observations on how you may use and enhance the learning plans provided by your instructor. +-----------------------+-----------------------+-----------------------+ | **Guide Questions** | **Learning Plan 1** | **Learning Plan 2** | | | | | | | **(5 points)** | **(5 points)** | +=======================+=======================+=======================+ | Are the learning | | | | objectives aligned | | | | with the targeted | | | | basic education | | | | curriculum | | | | competencies? Why do | | | | you say so? | | | +-----------------------+-----------------------+-----------------------+ | Is the plan of | | | | technology | | | | integration | | | | supportive of the | | | | attainment of the | | | | learning competencies | | | | and learning | | | | objectives? Explain | | | | your answer. | | | +-----------------------+-----------------------+-----------------------+ | How do you plan to | | | | use the learning plan | | | | in teaching language | | | | lessons in the | | | | future? | | | +-----------------------+-----------------------+-----------------------+ | If you are to improve | | | | the plan for the | | | | accommodation for | | | | differentiated | | | | instruction, how | | | | would you develop it? | | | +-----------------------+-----------------------+-----------------------+ | What significant | | | | principles in ICT | | | | integration do you | | | | think are highly | | | | recommended in | | | | developing a learning | | | | plan in language | | | | teaching and | | | | learning? | | | +-----------------------+-----------------------+-----------------------+ **Lesson Three:** Inquiry-Based Learning and Research-Based Learning **Activity 1. Identifying Language Competency for IBL** Find learning competencies in the chosen Curriculum Guide that are suited for an IBL. Determine the type of inquiry that you will be using. Note them down on the table provided. +-----------------------+-----------------------+-----------------------+ | **Subject:** | | | +=======================+=======================+=======================+ | **Grade Level:** | | | +-----------------------+-----------------------+-----------------------+ | | **Language Learning | **Type of Inquiry (2 | | | Competencies (1 | points)** | | | point)** | | +-----------------------+-----------------------+-----------------------+ | 1. | | | +-----------------------+-----------------------+-----------------------+ | 2. | | | +-----------------------+-----------------------+-----------------------+ | 3. | | | +-----------------------+-----------------------+-----------------------+ | 4. | | | +-----------------------+-----------------------+-----------------------+ | 5. | | | +-----------------------+-----------------------+-----------------------+ | 6. | | | +-----------------------+-----------------------+-----------------------+ | 7. | | | +-----------------------+-----------------------+-----------------------+ | 8. | | | +-----------------------+-----------------------+-----------------------+ | 9. | | | +-----------------------+-----------------------+-----------------------+ | 10. | | | +-----------------------+-----------------------+-----------------------+ **Lesson Four:** Problem-Based Learning and Project-Based Learning **Activity 1. Constructing Key Questions for PBL** Using your K to 12 Curriculum in English/Filipino, choose 3 learning competencies from different quarters, identify the content standards and construct key questions that can motivate students to engage in a PrBL activity. Use the table provided. (25 points all) **Quarter** **Learning competency** **Content standard** **Open-ended questions** ------------- ------------------------- ---------------------- -------------------------- **Activity 2. Searching for Web 2.0 Tools** **Directions:** Fill out the table that presents various Web 2.0 tools and language activities where such tools may be used. (25 points all) **Web 2.0 tools** **Purpose** **Sample activities for language learning** ------------------- ------------- --------------------------------------------- **Reference:** Technology for Teaching and Learning 2 (for Language Education English/Filipino) by Espique, F. and Ayao-ao, S. Note that the activities in this module are adopted from the TTL 2 book.