TTL1-Module_2023.docx

**PUP VISION** To become the National Polytechnic University ============================================= PUP MISSION ----------- - Provide democratized access to educational opportunities for the holistic development of individuals with global perspective; - Offer industry-oriented cur...

**PUP VISION** To become the National Polytechnic University ============================================= PUP MISSION ----------- - Provide democratized access to educational opportunities for the holistic development of individuals with global perspective; - Offer industry-oriented curricula that produce highly-skilled professionals with managerial and technical capabilities and a strong sense of public service and nation building; - Embed a culture of research and innovation; - Continuously develop faculty and employees with the highest level of professionalism; - Engage public and private institutions and other stakeholders for the attainment of social development goal; and - Establish a string presence and impact in the international academic community. COED GOALS ---------- - Learner-focused instruction - International comparability of curricula - Empowered faculty - Research excellence - Strengthened community engagement - Responsive governance and management - Expanded collaborative partnership and networks - Sustainable technology service - Empowered stakeholders - Dynamic learning environment COED OBJECTIVES --------------- - Provide students with life-long learning opportunities - Ensure that all curricula are research-oriented and compliant with national and international standards of quality and excellence - Build on excellent faculty by providing opportunities for global engagement - Enhance research capability, dissemination and implement research findings - Engage faculty, students, and the community in respectful collaboration to address identified needs of the community and deepen student/ faculty civic and academic well-being - Inspire a culture of intellectual curiosity and passion for making a difference - Build on faculty strength within the university an intellectual collaboration across universities globally to enrich academic programs - Use of best practices and technologies to optimize learning experiences while modeling sustainability - Establish contact with stakeholders to ensure that they are well-informed and regularly consulted about the roles they need to perform in contributing the mission of the college - Provide an atmosphere where engagement and passion for learning thrives ### INTRODUCTION The Technology for Teaching and Learning 1 is designed to engage pre -- service students in the theories and principles of designing, developing, utilizing, and evaluating teaching and learning resources to improve instructions through the various opportunities brought by different instructional media and technology. It also provides the pre -- service teachers with he accumulated knowledge, skills, attitudes, and values in creating technology -- enhanced instructional plans appropriate to their field of specializations. This course also encourages students to promote responsible use of technology and exhibit ethical behavior in professional practices. **Course Title:** **TECHNOLOGY FOR TEACHING & LEARNING 1** ------------------- ------------------------------------------ **Course Code:** #### Course Credits: 3 units 1. *Explained the ICT Competency Standards for Teachers and the Roles of Technology for Teaching and Learning* 2. *Explained ICT policies and safety issues as they impact on the teaching-learning process* 3. *Described a flexible learning environment and the different platforms used for flexible learning* 4. *Developed and used the non-digital and digital tools in delivering technology enhanced lessons* 5. *Identified earning theories and principles related to media and technologies as these apply to the design and development of lessons* 6. *Formulated teaching-learning experiences and assessment tasks using appropriate and innovative technologies* 7. *Demonstrated socio-civic, ethical, and legal responsibilities in the use of technology tools and resources.* ### COURSE GRADING SYSTEM ***Class Standing*** **70%** - Submitted Activities - Individual Presentations - Portfolio / Performance Tasks ***Final Examination [ ]*[30%]** ### FINAL RATING 100% **UNIT 1** ------------ -- **UNIT 2** **UNIT 3** **UNIT 4** **UNIT 5** TABLE OF CONTENTS ----------------- New Learners \...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\... 25 Generation Y \...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\... 25 - 26 Net Generation or Net Geners \...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\.... 27 Loophole Generation \...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\..... 28 Introduction to Technology for Teaching and Learning ==================================================== Educational Technology ---------------------- Educational Technology -- Objectives of --------------------------------------- ### Technology Education - Transmitting information - Assisting the practice of specific skills - Contribution to the provision of feedback - The need to reach out to maximum number of students. - To offer greater opportunities for independent study. - To design, modify and develop appropriate equipment /aids suitable and relevant to the educational process. - To identify the educational needs of the learner. - To identify the necessary teaching learning materials. - To plan teaching strategies, models and methods as per the need and objectives. - To evaluate the effectiveness of teaching. - Strategy in terms of learning outcomes. - To provide appropriate feedback to student as well as teachers. - To modify the teaching learning process on the basis of feedback received. EVOLUTION OF TECHNOLOGY FOR INSTRUCTION --------------------------------------- 1956. \-- Bloom's Taxonomy -- a team led by Benjamin Bloom identified and articulated levels of cognition. 1957. \-- Programmed Instruction -- instruction materials based on Skinner's behaviorism were used at the Mystic School in Winchester, Massachusetts. 1990. \- Digital Assistants -- intelligent agents help people interact with the equipment and cyberspace 1991. \- World Wide Web -- the Internet became accessible to all with the creation of the Web by Tim Berners -- Lee. Watch the video clip about: The History of Technology in Education: [[https://www.youtube.com/watch?v=UFwWWsz\_X9s]](https://www.youtube.com/watch?v=UFwWWsz_X9s)  **Technology in Education** ### Technology of Education ▪ In this the educationalist are involved in designing and evaluation of system of learning. ▪ It enables a teacher to use a variety of media and modes to make his teaching effective. ### Technology Usage in the Classroom ▪ Providing multiple material types for all learning styles. ▪ Enhancing communication between faculty/student and student/student. ▪ Promoting constructivist and active learning. ▪ Enhancing collaborative teaching and learning. ▪ Providing asynchronous and synchronous communication. ▪ Promoting higher expectations via peer review and feedback. ▪ Providing prompt progress information. ▪ Enabling stronger group collaboration. ▪ Promoting and fostering lifelong learning. ### Best Practices for Using Technology in the Classroom ### Integrating ICT in Education  ### INFORMATION AND COMMUNICATION TECHNOLOGY ICT Literacy ------------ ▪ Learners use computer-based services to search and find relevant information. ▪ Learners retrieve relevant information. ▪ Learners decode information in variety of forms (written, statistical and graphic). ▪ Learners critically evaluate information of different fields of knowledge. ### Importance of ICT ▪ As a source of knowledge ▪ As a medium to transit knowledge ▪ As a means of interaction/dialogue Attributes of Computer based technology --------------------------------------- ▪ **Multi-sensory delivery:** Text, graphics, animation, sound, and video. ▪ **Active learning:** enhanced learner interest. ▪ **Co-operative learning:** positive group/social interaction. ▪ **Communication Skills:** one-to-one, one-to- many, many-to-many. ▪ **Multicultural education:** link students from across the country/around the world. ▪ **Motivation:** greater learner engagement (time).  ### ICT tools ▪ Multimedia PC, Laptop, Notebook. ▪ CDs& DVDs, digital video, still camera. ▪ Internet and its tools- e-mail, browsers, website, search engines, chat etc. ▪ Computer aided instruction& computer mediated video/audio conferencing. ▪ Digital libraries, e-books & electronic publications. ▪ Microsoft publishing - newsletter, poster, brochure. ### Digital techniques ▪ Data bases -information storage ▪ Graphing software -to prepare teaching- learning resources. ▪ Developing Multimedia kits -to make process interesting. ▪ Using internet and e-mail facilities -to gain knowledge. ▪ Games and simulations -to improve quality of learning. ### Advantages of ICT ▪ Sharing digital resources ▪ Wide variety of services ▪ Flexibility ▪ Reliability ▪ faster speed ▪ cheaper cost ### Influence of ICT in student learning ▪ ICT helps to provide interactive learning experiences. ▪ ICT stimulates and motivates students to learn. ▪ ICT provides comfortable learning. ▪ ICT aids in the understanding of difficult concepts and processes. ▪ ICT caters to different learning styles. ▪ ICT helps students to gain valuable computer skills. ▪ ICT aids in collaboration and group work. ### Unique features of ICT ▪ ICT facilitate collaboration and communication. ▪ ICT aid in the visualization of difficult concepts. ▪ ICT promote creativity. ▪ ICT enable multiplier effect of documents. ▪ ICT provide flexibility and variety in learning. ▪ ICT provide a multimedia effect. Computers --------- ▪ Computers are cognitive tools; ### Power point presentation ▪ PPT is neat and clean and it allows for portability of materials. ▪ PPT is easy for professors to update, saving them time and energy. ▪ Talking to experts. ▪ Recording information. ▪ Writing/ producing compositions. ▪ Engaging research. ### Multimedia Applications in Student Learning ▪ Students who use multimedia tools are active learners. ▪ Students reflect these kinds of tasks throughout their life. ### Hypermedia tools ### Benefits of hyper media tools ▪ Hypermedia helps in exploring a large database of information. ▪ Hypermedia helps in accessing elaborations on core information. ▪ Hypermedia promotes a 'rich' learning. ### Interactive Video ### Video Conferencing ### COMPUTER -- AIDED INSTRUCTIONS #### Computer simulation ▪ A computer simulation attempts to reproduce real-life situations. ▪ Simulations also can bring about higher-order synthesis and analysis skills. #### Computer-assisted tutorials ▪ Tutorials are one of the most common types of computer-assisted instruction. ▪ Tutorials are "page-turners" like textbooks. #### Drill-and-practice programs ▪ Students can repeat sections, helping individualized instruction. ▪ Drill-and-practice programs provide automatic feedback to learners. - Generally, they feature end goals and rules of play, sensory appeal, and motivational elements (e.g., competition, cooperation, challenge, fantasy). - Usually, they are aimed at younger learners such as those in the elementary grades. - Games can substitute for worksheets and exercises, as a reward, or, in some cases, to foster cooperation. - Usually focuses on a specific type of problem solving and provides practice on a number or variety of problems. - Problem solving applications sometimes focus on specific topics areas (e.g., mathematics, science) and sometimes they are designed to promote general problemsolving abilities (e.g., pattern recognition, prediction). #### Web based learning ▪ The learner searches website collects information and learns the lesson. ▪ Web is a viable tool to help students gain education without being on campus. ▪ It allows greater autonomy of learning. ### The World Wide Web ▪ Resources such as lecture notes, readings, #### Internet and Education #### Properties of Internet Sites ▪ Internet sites are increasing in number, sophistication, and content. ▪ Internet provides information in text, graphics, audio and video. ▪ Colored and animated graphics are of much greater educational value. #### Digital Library #### Components of digital library ▪ Textual data ▪ Numeric data ▪ Graphics data ▪ Photographs ▪ Audio data ▪ Video data #### Unique features of digital library ▪ Access information from anywhere in the world ▪ Ease of search and retrieval #### Different e-learning experiences ▪ On - line counseling helps students in decision- making ▪ On - line libraries and resource center: providing text, documents, articles for reference. #### Points for Review (Courtesy -- UNESCO) ▪ Students should be able to use computers in art. ▪ Students should be able to use computers in dance and music. ▪ Students should be able to use computers for modeling and simulation. ▪ Students should be able to use a simple statistical package. ▪ Students should be able to use suitable graphics tools. ▪ Students should be able to create and play music using hardware and software.  ### CHARACTERISTICS OF A 21ST CENTURY LEARNER ### NEW LEARNERS GENERATION Y ------------ ▪ Generation Y (or Generation Why?) are future-oriented and trendsetters. ▪ Generation Y is skeptical and demands honesty, integrity, and verification. ▪ Generation Y is numb to the over-whelming technological stimuli. ▪ Generation Y wants to experience learning. ▪ Generation Y wants to be recognized and rewarded with what they value. \- (Chester & Friedmann, n.d.) ### Net Generation or Net Geners ▪ Net Geners are very oriented towards education and want to learn. ▪ Net Geners prefer more than one type of communication for learning and expression. ▪ #### Loophole Generation \- (Summerville & Fischetti, 2007) Digital Natives --------------- ▪ Digital Natives have their own language composed with a technological vocabulary. \- (Prensky, 2001) **Web 2.0 Tools** ### Design and Development 1. Keep it simple 2. Make it social 3. Offer alternate navigation  ▪ Introduce material to gain attention/limelight: - Voicethread offers a platform to publish and a forum for discussion. ▪ Present material for expressing, illustrating, and demonstrating: - Joggle allows the learner to create slideshows with audio to further explain their understanding and demonstrate their net savviness. ▪ Support the learner and process material: - Skrbl is an online whiteboard suitable for comparing, contrasting, collecting as well and inquiring because learners can write, share and compare their documents. ▪ Assist the learner in constructing knowledge: - Whyville is a social networking tool that would appeal to new learners because of the fun and informal environment in which learners gather to create, collaborate and discuss various topics. It encourages learners to contribute their own ideas and opinions as opposed to searching and "borrowing". ▪ Demonstrate learning: - Tikatok is ideal for constructing, illustrating and explaining. It allows children to create storybooks to share and print as a real book. Story prompts help guide the process. - Yoursphere is a blogging tool that is ideal for collaborating, building consensus, negotiating and sharing. ### Summary #### EDGAR DALE'S CONE OF EXPERIENCE  #### JEROME BRUNER'S THREE -- TIERED MODEL OF EXPERIENCE ▪ Enactive -- through a sequence of actions ▪ Iconic -- through a series of illustrations ▪ Symbolic -- through a series of symbols ##### TPACK (Technology, Pedagogy, and Content Knowledge) Technology, Pedagogy and Content, [https://www.youtube.com/watch?time\_continue=25&v=FNf-] [4efmKWI&feature=emb\_logo] **Integrating Technology with Bloom's Taxonomy** ##### Bloom's Digital Taxonomy - *Creating --* to produce new or original work; Tools -- animating, blogging, filming, podcasting, publishing, simulating, wiki building, video blogging, programming, directing - *Evaluating --* to justify or stand a decision, to make judgments based on criteria and standards through checking and critiquing; Tools -- grading, networking, rating, testing, reflecting, reviewing, blog commenting, posting, moderating - *Analyzing --* to draw connections among ideas, concepts, or determining how each part interrelate to an overall structure or purpose; Tools -- mashing, mind mapping, surveying, linking, validating - *Applying --* to use information in new situations such as models, diagrams, or presentation; Tools -- calculating, charting, editing, presenting, uploading, operating, sharing with a group - *Understanding --* to explain ideas, concepts, or construct meaning from written material or graphics; Tools -- advanced searching, annotating, blog journaling, tweeting, tagging, commenting, subscribing - *Remembering --* to recall facts, basic concepts, or retrieval of material; Tools -- bookmarking, copying, googling, bullet -- pointing, highlighting, group networking, searching Infographic Credit: Ron Carranza (https://teachonline.asu.edu/2016/05/integrating-technology-blooms-taxonomy/ Retrieved 10 August 2020) Educational Media ======================================= The educational media center's characteristics, roles and functions, and human, technological, and material resources are covered in this lesson. The very objective of this topic is to let the students merit the essence of educational media center for their fruitful and productive learning. Educational Media and learning Characteristics of an Educational Media Center (Amice Day, 2016) ---------------------------------------------------------------- 1. The EMC has an institutional media program supported by the administration. There is an existing policy on the use of the center. 2. There is a regular budget for the procurement of additional units and for the maintenance of the existing ones. 3. The center is manned by qualified staff that can assist teachers and students avail the maximum benefits derived from using the media materials. 4. Teachers and students are encouraged to use the educational media. 5. There is an adequate pool of educational materials an adequate space for storing, filing and producing them. 6. There is a systematic way of arranging specific materials for easy borrowing and retrieving system. 7. The EMC is well lighted and well ventilated with pro visions for darkening the room when needed as in the case of viewing multi-media presentations or motion pictures. 1. Center of resources ---------------------- 2. Laboratory for Learning -------------------------- 3. Agent of teaching -------------------- 4. Service agency ----------------- 5. Coordinating Agency ---------------------- 6. Recreational reading center ------------------------------ 1. Orientation -------------- 2. Selection of Print and Non-Print Materials --------------------------------------------- 3. Organization of Print and Non-Print Materials ------------------------------------------------ 5. Reference ------------ 6. Bibliographic Service ------------------------ 7. Media Instruction Program ---------------------------- 8. Class Supervised Research ---------------------------- 9. Grade Level Newspaper ------------------------ 10. Mags-on-Wheels ------------------ 11. Photocopying Service ------------------------ 12. Video and Sound Production ------------------------------ 13. Multimedia Services ----------------------- Human, Technological and Material Sources (Porlares & Ragos, 2015) ------------------------------------------------------------------ ▪ [Computer instructor]  Technology Tools and Resources ============================== This lesson encompasses Digital Citizenship, Netiquette, and the Social, Ethical, and Legal Issues in the Digital Age. At the end of these subject matters, students are expected to exemplify ethical behavior and observe netiquette in their use of technology, especially in the teaching and learning process. They, too, are expected to exhibit ethics and social responsibility in the digital world in their day to day lives as rightful citizens and future teachers of our country. [[https://aaaliyu.files.wordpress.com/2015/03/screen-shot-2015-03-21-at-2-32-06-pm.png] (R](https://aaaliyu.files.wordpress.com/2015/03/screen-shot-2015-03-21-at-2-32-06-pm.png)etrieved 12 March 2022)  *1. Empathy* ------------ *2. How the Internet works* --------------------------- *3. Understanding user data* ---------------------------- *4. Practicing digital literacy* -------------------------------- *5. Acknowledging the digital divide* ------------------------------------- *6. Practicing digital wellness* -------------------------------- *7. Securing digital device* ---------------------------- Social, Ethical, and Legal Issues in the Digital Issues (Sotto, 2020) --------------------------------------------------------------------- +-----------------------+-----------------------+-----------------------+ | | | Copyright and Fair | | | | Use | | | | | | | | Digital Privacy | | | | | | | | Acceptable Use | | | | Software | | | | | | | | Piracy | | | | | | | | Cybercrime | | | | | | | | Identity Theft | +-----------------------+-----------------------+-----------------------+ Social Issues ------------- 1. ***Cyberbullying***, as defined by UNICEF, is bullying with the use of digital technologies. It can take place on social media, messaging platforms, gaming platforms and mobile phones. It is repeated behavior, aimed at scaring, angering or shaming those who are targeted. Examples include: - spreading lies about or posting embarrassing photos of someone on social media - sending hurtful messages or threats via messaging 2. ***Cyberdefamation*** is considered to be \"the act of defaming, abusing, offending, or otherwise harming a person in cyberspace by false statements (Zakaria & Harun, 2019) 3. ***Online Social Interaction*** as Internet-enabled communication and exchange activities involving both consumers and firms. Here, consumers refer to people who purchase products and services for their own use, while firms refer to for-profit or not-for-profit organizations in the marketplace (Gershoff & Mukherjee, 2015). Ethical Issues -------------- 1. ***Freedom of Speech*** is enshrined in Article 19 of both the Universal Declaration of Human Rights (UDHR) and the International Covenant on Civil and Political Rights (ICCPR). The UDHR holds that \" everyone has the right to freedom of opinion and expression; this right includes freedom to hold opinions without interference and to seek, receive and impart information and ideas through any media and regardless of frontiers\". The ICCPR holds that, \" everyone shall have the right to freedom of expression; this right shall include freedom to seek, receive and impart information and ideas of all kinds, regardless of frontiers, either orally, in writing or in print, in the form of art, or through any other media of his choice\" (Panday). 2. ***Data Privacy*** describes the practices which ensure that the data shared by customers is only used for its intended purpose. In a world with ever-growing mountains of big data, privacy is an increasing topic of scrutiny (EMOTIV). 3. ***Academic Dishonesty*** is defined as a student\'s use of unauthorized assistance with intent to deceive an instructor or other such person who may be assigned to evaluate the student's work in meeting course and degree requirements (Denver University). 4. ***Computer Addiction*** is the excessive use of the former or the latter (PsychGuides). *1. Copyright and Fair Use* --------------------------- 2. ***Digital Privacy*** is when you can use the internet and connected devices without compromising your information. Different people have different comfort levels when it comes to digital privacy (Stewart, 2018). 3. ***Acceptable Use Policy*** is a document that outlines a set of rules to be followed by users or customers of a set of computing resources, which could be a computer network, website or large computer system. An AUP clearly states what the user is and is not allowed to do with Yuthese resources (techopediA, 2016). 4. ***Software Piracy*** is the act of stealing software that is legally protected. This stealing includes copying, distributing, modifying or selling the software (Panda Security, 2019). 5. ***Cybercrime*** is defined as a crime where a computer is the object of the crime or is used as a tool to commit an offense. A cybercriminal may use a device to access a user's personal information, [confidential business information], government information, or disable a device. It is also a [cybercrime] to sell or elicit the above information online. (Panda Security, 2018). 6. ***Identity Theft*** and Identity fraud are terms used to refer to all types of crime in which someone wrongfully obtains and uses another person\'s personal data in some way that involves fraud or deception, typically for economic gain. Panda Security. (2019, April 22). What is Software Piracy? Retrieved from