Technology for Teaching and Learning Lesson 1 PDF

Technology for Teaching and Learning Lesson 1 Understanding the Basic Concepts Related to Technology The following terms and concepts are related to technology that you need to digest. 1. Technology refers to methods, processes, and...

Technology for Teaching and Learning Lesson 1 Understanding the Basic Concepts Related to Technology The following terms and concepts are related to technology that you need to digest. 1. Technology refers to methods, processes, and devices used for practical purposes. It includes instruments from pencil and paper to modern electronic gadgets and tools for the practical task. 2. Information and Communication Technology and Literacy or ICT Literacy is the use of digital technology, communication tools and networks to access, manage, integrate, evaluate, create and communicate information (Guro 21, 2011). 3. Educational Technology refers to the utilization of technology in teaching and learning, which includes both the non-digital (flip charts, pictures, models, realia, etc.). And digital (electronic tools: hardware, software, and connections, etc.).\ 4. Digital Literacy refers to the ability to discover, assess, utilize, share, and generate content with the use of information technologies and the internet (Cornell University). 5. Digital Learning is an instructional practice that utilizes technology to reinforce students‘ learning experience. It covers the use of a broad spectrum of processes that comprises blended or virtual learning. It can come as online or off-line, which utilizes digital technology. 6. Online Digital Tools and Apps use an Internet connection to access the information needed, like Skype. It is a telecommunication application software product that focuses on providing video chat and video calls between computers, tablets, mobile devices via the Internet and to regular telephones. 7. Off-line Digital Tools and Apps can still be used even if there is no internet access. Among these are Canary Learning, Pocket, Evertone, iBooks, KA LITE (Gupta, Prinyaka, 2017). 8. Instructional Technology refers to 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 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 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 (http://www.webopedia.com). 12. World Wide Web (www) is also called a Web, which is a graphical environment on computer networks that allows you to access, view, and maintain documentation 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 to take advantage of the array of available educational 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 refers 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 helps 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 design, creating, and building. Included here are Family Tree Maker, GollyGee, and Crazy Machines, among others. c. Discussion Tools. Four different approaches utilize discussion and interaction on 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 are primarily based on the 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 is 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 essential functions of a podcast are to retrieve information 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-mail for all; Google calendar – a tool used for organizational purposes; Google sites that provide options for developing blogs and wikis; and Google docs are used for sophisticated word processing and editing for 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 the world. 25. VOIP (voice over internet protocol) is a category of hardware and software that enables people to use the Internet as a transmission medium for telephone calls by sending voice data in packets using IP rather than traditional circuit transmission. Roles of Technology for Teaching and Learning Roles of Technology for Teaching According to Stosic (2015), educational technology has three domains: 1. Technology as a tutor. Technology can support the teachers, tutors and other professionals to help students learn better. 2. Technology as a teaching tool. Technology can be used as an instrument in teaching. 3. Technology as a learning tool. Technology makes learning easier and more effective. use these tools for learning for life. A. For Teachers and Teaching 1. Provides essential support to teachers. 2. Modernizes the teaching-learning environment. 3. Enhances teaching-learning methods and strategies in teaching. 4. Opens opportunities for educational research. 5. Improves the capabilityof teachers and inculcates scientific attitude. 6. Serves as an avenue for teacher professional development. 7. Encourages scientific attitude. B. For Learners and Learning 1. Supports learners on learning how to learn on their own. 2. Develops the communication skills of learners through social interactions. 3. Augments learners‘ higher-order-thinking skills: critical thinking, problem solving and creativity.   Important terms and concepts related to technology were defined and discussed like technology, educational technology, instructional technology, information and communication technology, digital literacy and digital learning, digital tools, technology tool, and other terms related to modern technology.  In addition, educational technology has three domains: tutor, a teaching tool, and a learning tool. Educational technology is useful for teachers for it augments their performance in teaching. It is also beneficial for students because it supports learning, improves communication skills, and enhances higher- order thinking skills. ICT Policies and Safety Issues in Teaching and Learning ICT National or International Policies That are Applicable to Teaching and Learning There are eight policy themes around the world that are commonly identified in educational technology policies; (1) vision and planning; (2) ICT infrastructure; (3) teachers; (4) skills and competencies; (5) learning resources; (6) EMIS; (7) monitoring and evaluation; and (8) equity, inclusion, and safety. The framework only considers policy intent but not the extent to which policies are realized in practice, nor the impact of such policies. The policymakers are challenged to offer useful related policy guidance for rapid developments and innovations in the technology sector (Trucano, 2016). SABER-ICT policy framework may find useful by policymakers as a means to help their country benchmark the current state of related policy development. It can look forward to potential future policy directions and gain inspiration from other countries. There are two official documents wherein Policy on the use of ICTs in the Philippine basic education system is articulated. The Medium-Term Development Plan of the Philippines (MTPDP) 2004-2010. The MTPDP states: ―ICT will be harnessed as a powerful enabler of capacity development. It will, therefore, be targeted directly towards specific development goals like ensuring basic education for all and lifelong learning, among others‖ (National Economic Development Authority, 2004a, p. 2) and the 2002 Basic Education Curriculum (BEC), that stipulates the following goal of Philippine primary education: ―We must educate our Filipino learners to filter information critically, seek credible sources of knowledge, and use data and facts creatively so that they can survive, overcome poverty, raise their personal and national esteem, and realize a gracious life in our risky new world. ‖ (p. i) Safety issues in ICT Mooij and Smeets (2001) suggested five successive phases of ICT implementation representing different levels of ICT transformation of the educational and learning processes. These include: (1) the incidental and isolated use of ICT by one or more teachers (2) increasing awareness of ICT relevance at all levels (3) emphasis on ICT co-ordination and hardware (4) focus on didactic innovation and ICT support (5) use of ICT-integrated teaching and learning that is independent of time and place The study of Tondeur et al. (2008) entitled ―ICT integration in the classroom: challenging the potential of school policy. Findings showed that there is a potential impact of policy-related factors on the actual integration of ICT in teaching-learning in daily classroom instruction. Results suggested that success in ICT integration is related to activities at the school level, like, ICT support, the development of an ICT plan, and ICT training. The results also suggest that principals have a big role in facilitating the policies put in place when defining this policy. The Government today unveiled tough new measures to be like the UK that is the safest place in the world to be online. These are the suggested safety policy measures:   Independent regulator will be appointed to enforce stringent new standards  Social media firms must abide by mandatory ―duty of care ‖ to protect users and could face hefty fines if they fail to deliver  Measures are the first of their kind in the world in the fight to make the internet a safer place In the first online safety laws of their kind, social media companies and tech firms will be legally required to protect their users and face severe penalties if they do not comply. The eSafety Toolkit for Schools is designed to support schools to create safer online environments. The resources are backed by evidence and promote a nationally consistent approach to preventing and responding to online safety issues. The resources are categorized into four elements: Prepare, Engage, Educate, and Respond. Each contributes to creating safer online environments for school communities, whether the resources from each element are used on their own or collectively, each contributes to creating safer online environments for school communities.  Prepare Prepare resources to help schools evaluate their willingness to deal with online safety issues and deliver suggestions to improve their practices. They are useful for strengthening school policies and procedures in online safety.  Engage All members of your school community should be active participants in creating and maintaining safe online environments. Engage resources to encourage the participation of the school community in creating a safe online environment. They help engage school community members as involved and valued participants, and they facilitate the real involvement of students.  Educate Preventing an online incident is always better than having to respond to one. The Educate resources support schools in developing the knowledge, skills, and capabilities of students, staff, and parents to have positive and secure online experiences. They bid best practice guidance for online safety education and sit alongside eSafety‘s complement of curriculum-aligned teaching-learning activities.  Respond There must be processes in place in case an incident happens so that it is controlled appropriately. The Respond resources support schools to evaluate and respond to online incidents effectively. They preserve digital evidence, offer guidance to understand reporting requirements, minimized more harm, and supporting wellbeing. eSafety developed the Toolkit in consultation across every state and territory with government and non- government education sector representatives. It was established in response to the Royal Commission into Institutional Responses to Child Sexual Abuse and the Education Council‘s work program to report bullying and cyberbullying. Uses of ICT Policies in the Teaching and Learning Environment A. Policy Recommended Programs that have applications to education teaching-learning: 1. ICT in Education Masterplan for all levels, including a National Roadmap for Faculty Development in ICT in Education. A National Framework Plan for ICTs in Basic Education was developed. 2. Content and application development through the Open Content in Education Initiative (OCEI), which converts DepED materials into interactive multi-media content, develops applications used in schools and conducts students‘ and teacher‘s competitions to promote the development of education-related web content. 3. PheDNET is a ―walled‖ garden the hosts educational learning and teaching materials and applications for use by Filipino students, their parents, and teachers. All public high schools will be part of this network with only DepEd-approved multi-media applications, materials, and mirrored internet sites accessible from school ‗s PCs. 4. Established Community eLearning Centers called eSkwela for out-of-school youth (OSY), providing them with ICT-enhanced alternative education opportunities.  5. eQuality Program for tertiary education through partnerships with state universities and colleges (SUCs) to improve the quality of IT education and the use of ICT in education in the country, particularly outside of Metro Manila. 6. Digital Media Arts Program, which builds digital media skills for the government using Open Source technologies. Particularly the beneficiary agencies organizations, the Cultural Center of the Philippines, National Commission and for Culture and Arts, State Universities, and local government units. 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. B. Some Issues on ICT and Internet Policy and Regulations 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.  Censorship restricts the transmission of information by blocking it or filtering information. Issue No. 2: Privacy and Security  Privacy means ―personal privacy,‖ the right of individuals not to have their home, private life, or personal life interfered with.  Privacy of communication refers to the protection from interference with transmission over the phone or the internet.  Information privacy must be used for purposes and will not be disclosed to others without the consent of the individuals. Issue No. 3: Surveillance and Data Retention  Indirect Surveillance – no direct contact between the agent and the surveillance subject and but evidence of activities can be traced.  Dataveillance –the use of personal information to monitor a person‘s activities.  Data Retention – the storage and use of information from communication systems. Issue No. 4: E-pollutants from E-waste  A large amount of E-waste is generated by ICT.  These are in particular, terminal equipment for computing, broadcasting, telephony, and peripherals.  Material waste can be destroyed by crushing, toxic material brought by the different equipment requires top management. Theories and Principles in the Use and Design of Technology-Driven Learning Lessons Dale’s Cone of Experience Edgar Dale‘s Cone of Experience gives the following interpretation: 1. Lower levels of the Cone involve the student as a participant and encourage active learning. 2. Pictures are remembered better than verbal propositions. 3. The upper levels of the Cone need more instructional support than lower levels. 4. Abstractness increases as we go up the Cone, and concreteness increases as we go down the Cone. 5. Higher levels compress information and provide data faster for those who can process it. What are these bands of experience in Dale’s Cone of Experience? 1. Direct Purposeful Experience - Some experiences have the least abstractness and the maximum possible concreteness. Purposeful means interactions of one intent are meaningful. Skills we gained in real life through our first-hand, direct involvement. In a teaching-learning cycle, it is the best mode, means, or channels for the desired outcomes. Teachers will also strive to provide the students with real-life realistic experiences in the form of showing actual objects and enabling them to come into direct contact with the  realities of life themselves. Examples allow students to prepare their meals, make a PowerPoint presentation, delivering a speech, performing experiments, or making their furniture. 2. Contrived Experiences - These are not very rich, concrete, and direct as a real-life experience. When the real thing cannot be accurately observed, artificial stimuli can be given as a working model or as specific experiments in the laboratory. The working model is the editing of fact, which varies in size or complexity from the original. It includes models, mock-ups, experiments, and so on. We may delete the needless information in a condensed and edited version of the real thing, and make the learning simple. A mock-up of Apollo, the moon exploration spacecraft, for Examples of Contrived Experiences: Model- A replication in a small scale or a large scale or exact size of a real item- but made of synthetic materials. It is a substitute for a real item that may or may not be operational – Gray, et. In 1969, al. Mockup- Is an arrangement of a real device or associated devices displayed in such a way that representation of reality is created. A unique model where the parts of a model are singled out, heightened and magnified to focus on that part or process under study. Example: Planetarium Specimen- An individual animal, plant, piece of a mineral, etc. It is used as an example of its species or type for scientific study or display. An example is a product or piece of work, regarded as typical of its class or group—a sample for medical testing, especially of urine. Object- May also include artifacts displayed in a museum or objective displayed in exhibits or preserved insect specimens in science. Simulation- A representation of a real manageable event in which the learner is an active participant engage in learning behavior or in applying previously acquired skills or knowledge 3. Dramatized Experiences – The experience gained through active participation and role-playing in dramatic activities. Activities in which visual representation and role-playing depict the actual events of the past or present. It is useful in the teaching-learning of subjects like history, political science, language, and literature. Plays - depict life, character, culture, or a combination of the three. They offer excellent opportunities to portray vividly essential ideas about life. Pageants are usually community dramas that are based on local history. An example is a historical pageant that traces the growth of a school. Pantomime is a "method of conveying a story by bodily gestures." Pantomime's impact on the audience rely on the actors' movements. Tableau is a picture-like scene composed of people against a background. It is an arrangement of people who do not move or speak, especially on a stage, who represents a view of life, an event, etc. Role-Playing is an unrehearsed, unprepared, and spontaneous dramatization of a situation where their roles absorb assigned participants. You pretend to be someone else or pretend to be in a particular position you are not really in at the moment. Puppets - A puppet is an inanimate object or representational figure animated or manipulated by an entertainer, who is called a puppeteer. Puppets can present ideas with extreme simplicity. Types of Puppets Shadow puppets – flat, black silhouette made from lightweight cardboard shown behind a screen. Rod puppets – flat, cut-out figures tacked to a stick with one or more movable parts, and are operated below the stage through wires or rods. Glove-and-finger puppets – make use of gloves in which small costumed figures are attached. Marionettes – a flexible, jointed puppet operated by strings or wires attached to a crossbar and maneuvered from directly above the stage. 4. Demonstrations – It‘s a visual description of a significant reality, concept, or process. Students can watch how certain things are done either in the form of actual objects or models. Specific complicated procedures can be performed by the teacher for the benefit of pupils who are reduced to the position of passive listeners. For better performance, the teacher should try to involve the students in the demonstration process by asking questions and answering them or by helping them plan the demonstration and execute it. For example, a teacher in Physical Education shows the class how to dance the tango. 5. Study Trips – It is a planned point visit or a location outside the daily classroom. This is an organized situation in the form of tours, flights, hikes, and excursions. Provide the students with valuable opportunities to offer direct real-life experiences. 6. Exhibits – Bring the outside world into the classroom employing exhibits, the concrete representation of the things. The teacher can help the students by gaining useful experience through the observation and organization of educationally significant exhibitions. Exhibits are less real or direct in terms of providing direct practical experience. These may consist of meaningfully organized working models or photographs of templates, maps, and posters. Many exhibitions are ―only for your eyes. ‖ However, several shows provide interactive opportunities in which visitors can touch or manipulate the displayed models. 7. Television and motion pictures – Television and movie clips can so expertly recreate the history of the past, that we have to feel like we‘re there.The special meaning of the messages that film and television deliver lies in their sense of reality, their focus on individuals and personality, their organization presenta¬tion, and their ability to select, dramatize, highlight, and clarify. 8. Still, pictures, Recordings, Radio - This stage includes the number of devices that might be classified roughly as one-dimensional aids because they use only one sense organ that is either eye (seeing) or ear (hearing). All these materials are less direct than audio-visual experiences.  9. Visual symbols - There are no longer practical reproductions of material objects, for such representations are incredibly abstract. Visible concepts that describe something intangible by association and something that reflects or stands for something else, usually by association or by way of definition of something abstract. Visual perception has a predictive framework that is interesting. This contains visual graphic resources such as charts, maps, diagrams, sketches, posters, comics, photos, drawings on blackboards, and illustrations. The visual symbols (free to use any language) form a primary contact language. Drawings - A drawing might not be a real thing but better than nothing to have practical visual help. To prevent ambiguity, it is important that the real thing is depicted correctly by our drawing. Cartoons The cartoon is another useful visual symbol which can add innovation to our teaching. Metaphorically a first-rate cartoon reveals its story. Strip drawings - A series of sketches linked to a funny story or an adventure in a newspaper, magazine, etc.. It is a series of adjacent, typically horizontally organized images which are intended to be read as a narrative or a sequential sequence. Diagrams - It is any line drawing that shows arrangement and relations as of parts to the whole, relative values, origins and development, chronological fluctuations, distributions, etc. ( Dale, 1969) Types of Diagrams Affinity Diagram - used to cluster complex apparently unrelated data into natural and meaningful groups. An affinity diagram is to arrange ideas into a specific or natural relationship. Bananas, bananas, and oranges, for example, would be grouped as fruits while green beans, broccoli, and carrots would be grouped as vegetables. Tree Diagram – A tree diagram is a modern method for planning management that defines the hierarchy of tasks and subtasks required to complete and be objective. The tree diagram begins with one element, then branches out to two or more, each branching into two or more, and so on. The finished diagram is like a tree, with a trunk and many branches. Fishbone Diagram - Often referred to as the cause and effect diagram or Ishikawa diagram is a visualization method for categorizing the possible causes of the root cause of the issue. A fishbone diagram usually used for root cause analysis incorporates the brainstorming technique with a form of mind map design.. Types of Chart Time Chart a tabular time diagram displaying data in ordinal series. Tree or Stream Chart shows creation, growth and change starting with a simple course spreading out over several branches Flowchart visual way of showing a process from beginning to end. A diagram of the series of individual gestures or acts or events involved in a complex structure or operation.  Organizational Chart Shows how one part of the company applies to other sections. It is a graphical representation of the structure which shows the relationships within the positions or jobs. Comparison and Contrast Chart shows similarities and differences. Pareto chart Is a type of bar chart, prioritized from left to right in decreasing order of magnitude or importance Gannt chart is an activity time chart. A diagram displaying a sequence of horizontal lines representing the amount of work completed or produced during different periods to the amount expected for those periods Graphs - Pictures helping us to understand the details. A diagram showing the relationship between the variable quantities, usually two variables, each calculated at the right angles along with one of a pair of axes. whole. Usually, the amounts in each area are expressed in percent, so that all of the amounts total of 100%. Bar Graph – Using to compare the magnitude of the same things at different relations or to see the relative sizes of the entire pieces. Also, the numerical values of variables are represented by the height or length of lines or rectangles of equal width. Pictorial Graph – a visual representation of data by using pictograms. It uses icons or pictures in relative sizes to highlight some data patterns and trends. Graphic organizers – In your subject, you've encountered many graphic leaders, teaching values. Also known as knowledge map, idea map, story map, cognitive organizer, advance organizer, or idea diagram, this is a pedagogical method that uses visual symbols to communicate knowledge and concepts through interactions between them. Maps - Is a reflection of the earth's surface or a part thereof. Physical Map Is altitude, temperature, precipitation, rainfall, vegetation, and soil. A diagram of known iconic places on chromosomes. In base pairs, the actual distance is determined between landmarks.  Relief Map is a three dimensional represents and shows contours of the physical data of the earth or part of the earth. Political maps are reference maps commonly used. They 're put worldwide on the walls of classrooms. They display the geographical boundaries between units of government, such as nations, states, and counties. We show highways, cities, and significant water features like oceans, rivers, and lakes. Poster - A large printed picture, photograph, or notice that you stick or pin to a wall or board, usually for decoration or to advertise something. 10. Verbal symbols - They are not like the artifacts or concepts they stand for. They do not generally contain visual references to their meaning. To express any meaning, verbal representations are words, phrases, sounds, or other utterances that are spoken aloud. The verbal symbol may be a phrase, an idea, a concept, a scientific theory, a formula, a philosophical aphorism, or some other representation of the experience listed in any verbal symbolization. Published terms fall into that range. It may be a word for a concrete-object (book), an idea (freedom of speech), a scientific principle (the principle of balance), a formula (e=mc2) Dale's Cone of Experience as a tool to help my students build learning experiences. The Cone of Experience corresponds with three significant modes of learning:  Enactive (direct experience),- Enactive or direct contact includes working with objects (the student joins a knot to practice knot tying). The enactive perception requires direct action and effective use of the senses and the body.  Iconic (pictorial experience) - Iconic learning includes reading photos and sketches (the student looks at paintings, pictures, or movies to learn how to tie knots). Iconic perception is separated from the world of science and limited to two or three senses.  Symbolic (highly abstract experience)- Symbolic experience involves reading or hearing symbols (the student learns or hears the word ―knot‖ and forms an image in mind). In symbolic experience, the action is removed nearly altogether, and the experience is limited to thoughts and ideas. TPACK Framework for Effective Pedagogical Practice What is TPACK?  TPACK is a Useful framework for researchers working to explain the convergence of learning and teaching technologies. Based on Shulman‘s (1986) concept of PCK, Mishra, and Koehler (2006) included technology to PCK and described the resulting TPCK as the interlocking of technology, pedagogy, and content. TPACK is a system tailored to the dynamic interactions of teacher knowledge of content (CK), pedagogy (PK), and technology (TK). Integrating technology and pedagogy into a given topic may require complex intersections such as TPK (technological pedagogical knowledge), PCK (pedagogical content knowledge), and TCK (technological content knowledge). Doering et al. (2009) emphasized the dynamic nature of TPACK, an evolving and multifaceted (rather than static) representation of teacher knowledge, as new technologies emerge for integration into particular content areas. 1. Technology knowledge (TK): Knowledge of various technologies. They range from low-tech technology like pencil and paper to emerging technologies like the internet, digital media, interactive whiteboards, and software programs. TK is about recognizing educational technology, evaluating its possibilities for a particular subject area or classroom, learning how to identify whether it can assist or hinder learning, and continually learning and adjusting to emerging technology offerings. 2. Content knowledge (CK): Awareness of the actual subject matter that teachers need to learn about teaching. This explains the appreciation teachers have of the subject matter. CK may include knowledge of principles, hypotheses, facts, and organizational structures within a given subject matter; it may also include the best practices of the field and existing methods for presenting this information to students. The CK will also differ according to the level of discipline and grade. Senior high school science and history classes, for example, require less detail and scope than undergraduate or graduate courses, so the CK of their different teachers will differ, or the CK that each teacher imparts to their students can differ. 3. Pedagogical knowledge (PK): Awareness of teaching strategies and processes such as classroom management, assessment, creation of the lesson plan, and learning of the students. As a general type of information, PK covers educational objectives, principles, and goals and can extend to more specific fields, including recognizing student learning styles, lesson planning, and assessments. 4. Pedagogical content knowledge (PCK): This defines the awareness of teachers about the essential areas of teaching and learning, including the creation of curricula, student evaluation, and reporting performance. PCK focuses on encouraging learning and exploring the ties between pedagogy and its supporting activities (curriculum, assessment, etc.), and similar to CK, may also differ depending on the grade level and subject matter. However, in all situations, PCK seeks to improve teaching practices by building more consistent linkages between the material and the pedagogy used to communicate it. 5. Technological content knowledge (TCK): Knowledge of how technology can create new representations for specific content. TCK requires an awareness of how the subject can be conveyed through different educational technology offerings and considering which specific educational technology tools might be best suited for particular subject matters or classrooms. 6. Technological pedagogical knowledge (TPK): Knowledge of various technologies that can be used in teaching and learning experiences. Another dimension of TPK relates to understanding how to apply these resources alongside pedagogy in ways relevant to the discipline and the creation of the lesson at hand. 7. Technological pedagogical content knowledge (TPACK): Focus on the knowledge required by teachers for integrating technology into their teaching in any content area. Teachers, who have TPACK, act with an intuitive understanding of the complex interplay between the three essential components of knowledge (CK, PK, and TK). TPACK is the culmination of these complex combinations and desires, drawing from them – and from the three wider underlying fields of content, pedagogy, and technology – to create a useful framework for teaching using educational technologies. For teachers to use the TPACK system effectively, they should be open to unique, critical ideas, including:  Concepts of the taught material can be expressed using technology;  Pedagogical techniques can use technology to communicate content in various ways;  Different subject definitions allow students to have specific ability levels and educational technology may help address some of these requirements;  Students have various experiences in the classroom – like previous educational experience and technology exposure – and lessons using educational technology should take this opportunity into account;  Educational technology may be used in combination with established awareness of the students, either by improving previous epistemologies or by introducing new ones. The ASSURE Model hat is ASSURE Model? The ASSURE model is an instructional framework or rule that instructors can use to create lesson plans which coordinate the utilization of innovation of technology and media (Smaldino, Lowther and Russell, 2008). The ASSURE Model emphasizes the student and the general result of achieving learning targets. The ASSURE model is an enhanced advancement of the ADDIE general model. Although the ASSURE model has six stages, which don‘t relate to ADDIE‘s five, ASSURE additionally presents configuration stages, and offers with it the two principle includes: the underlying spotlight on examination and the cyclic structure. Six Steps of ASSURE Model The ASSURE Model has six steps, each represented by a letter in the acronym title, with each step describing a set of tasks central to the informed selection and use of educational technology. The ASSURE acronym stands for these essential components: Analyze Learners - The first step in the process is to make the instructor evaluate her learners‘ attributes. Those learner characteristics that are correlated with the optimal learning outcomes should be given a priority. State Objectives - The next step in planning is to state the objectives of the lesson or presentation accurately. Targets must be specified in terms of what the learner (not the instructor or presenter) would do as a result of the training (in behavioral conditions). Your lesson will have two or three clear targets. Usually, goals include four (4) essential parts:  A statement that describes the intended Audience. For example, ―The first-grade student will...‖ or ―The student will... ―  A description of the student‘s anticipated Behavior resulting from your teaching. This conduct must be detected to be assessable.  A description of the Condition to be observed for results. What tools does it require the student to use (e.g., a map, a dictionary)? Which tools or equipment does it need the student to use? Will the student be permitted to use notes or a summary when composing an article?  A declaration of the learner‘s Degree of accuracy or ability must be demonstrated to pass forward. The conditions should be based on the real-world and not specified on the multiple-choice test. Select Media and Materials - In this step, you have set the starting point (the student‘s current information, aptitudes, and perspectives) and the consummation point (objectives) of your instruction. Presently your activity is the fabricate an instructional scaffold that will associate the two focuses. Utilize Media and Materials - Here you should choose how the students will utilize the materials. Next, set up the room and be sure the essential hardware and offices are accessible and prepared for your utilization before you use the exercise. It‘s vital to follow the ―five p‘s ‖ process to achieve this:  Preview the Technology, Media, and Materials  Prepare the Technology, Media, and Materials  Prepare the Environment  Prepare the Learners  Provide the Learning Experience Require Learner Performance - This step expects you to depict how you will get every student effectively and exclusively engaged with the exercise. Students understand best when they are effectively engaged with the learning experience. Evaluate and Revise - The last advance of the ASSURE technique is to Evaluate Student Performance. Here the assessment ought to be coordinated to the target. The ASSURE lesson plan model guides in the joining of innovation into study hall guidance. It fills in as a guide for educators and spotlights fair and square of innovative help applied. The best possible utilization of this model will enhance day by day exercises and understudy exercises and expand the capability of open innovations.. Essential points covered in the Module include:  The Cone of Experience is a visual depiction of the idea that learning events can be put in specific categories based on the extent to which the non-abstract referents of real-life experiences express themselves.  Dale‘s explanations are vague enough to allow a wide variation of understandings to rely upon. Nevertheless, Cone has been considered for many ways to bear witness to the vigor and attractiveness of Dale‘s visual metaphor.  The TPACK framework was proposed to emphasize the need to situate technology knowledge within the content and pedagogical knowledge. TPACK considers teachers‘ expertise As dynamic and multifaceted, critical techno-centric approaches focusing on the achievement of technical competences separate from pedagogy and content.  With the increasing focus on technology, we also need to learn how to combine technology with our content and pedagogy to create a productive learning environment.  ASSURE model, even though it was incorporated from Gagne‘s nine events of instruction, and both models are very similar. The main reason this model is my personal preference is that it is intended for  planning and delivery of teaching with technology and media, and therefore makes it appropriate for planning distance education.  ASSURE model to instruct teachers on how to prepare and implement lessons that incorporate technology efficiently into their teaching in the classroom. Its simple, realistic approach has made it one of the education arena‘s most commonly taught models of instruction Intellectual Property Rights Applicable to the Educational Set-ting: Copyright and Related Rights Copy-right Law Intellectual property includes literary or artistic works, inventions, business methods, industrial processes, logos, and product designs. Copyrights are intangible rights granted through the federal Copyright Act to an author or creator of an original artistic or literary work that can be fixed in a tangible means of expression such as hard copies, electronic files, videos, or audio recordings. Copyright law protects literary, musical, dramatic, choreographic, pictorial, sculptural, and architectural works as well as motion pictures and sound recordings. Each copyrightable work has several “copyrights”—the exclusive rights to make copies of the work, distribute the work, prepare derivative works, and perform or display the work publicly. A Global Citizen is someone who is open-minded, curious, compassionate, collaborative, co-creative, inclusive, non-discriminatory, responsible, reflective, and well-informed individual. To be a global citizen it is not necessary travel to different countries or know multiple languages. Becoming a global citizen is a lifelong learning process that requires continuous reflection of our perspectives. To become a global citizen means one is a life-long learner ready to learn, unlearn, and relearn. A global citizen is someone who is aware and acknowledges the multiple concentric identities that transcend geographical or political boundaries and takes action towards human and planetary flourishing. Digital citizenship is the ability to safely and responsibly access digital technologies, as well as being an active and respectful member of society, both online and offline. Who are digital citizens? As well as knowing what digital citizenship is, it’s worth thinking about who the label might refer to. Again, we can turn to our open step for an explanation of this. A digital citizen is a person who develops the skills and knowledge to effectively use the internet and digital technologies. They’re also people who use digital technologies and the internet in appropriate and responsible ways in order to engage and participate in society and politics.