ED-104-MIDTERM-REVIEWER.docx

**MIDTERM** **ED 104 -- (TECHNOLOGY FOR TEACHER AND LEARNING 1) JR FAYO** **Lesson 1**: Policies and Issues on Internet and Implications to Teaching and Learning 1\. **Information Technology** - includes the use of computers, which has become indispensable in modern societies to process data and...

**MIDTERM** **ED 104 -- (TECHNOLOGY FOR TEACHER AND LEARNING 1) JR FAYO** **Lesson 1**: Policies and Issues on Internet and Implications to Teaching and Learning 1\. **Information Technology** - includes the use of computers, which has become indispensable in modern societies to process data and save time and effort. 2\. **Telecommunication Technologies** - include telephones (with fax) and the broadcasting of radio and television often through satellites. Telephone system, radio and TV broadcasting are needed in this category. 3**. Networking Technologies** - The best known of networking technologies is Internet, but has extended to mobile phone technology. Voice Over Internet Protocol (VOIP) satellite communications and other forms of communication are still in their infancy. The **DICT** Roadmap **D**epartment of **I**nformation and **C**ommunication **T**echnology (**DICT**) has formulated a roadmap to guide all agencies in the utilization, regulation and enhancement of ICT. The **ICT** for **Education** (ICT4E) is a program under the DICT that supports all the efforts of the education sector in incorporating the use of ICT as well as in determining and gaining access to the infrastructure (hardware, software, telecommunications facilities and others) Among the policy recommended **programs that have applications to education teaching-learning** are: 1\. **ICT in Education Masterplan for all levels**, including a National Roadmap were a 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 study the Education Initiative** (OCEI) which converts DepEd materials into interactive multi- media content, develop applications used in schools, 3\. **PheDNET** is a \"walled\" garden that hosts educational learning and teaching materials and applications for use by Filipino students 4\. **Established Community E-learning 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 quality of IT use of ICT in education and the education in the country, particularly outside of Metro Manila. 6\. **Digital Media Arts Program** which builds digital media skills for government using Open Source technologies. Particular beneficiary agencies include the Philippine Information Agency and the other government media organizations. 7\. **ICT skills strategic plan** which develops an inter-agency approach to 28 Teaching and Learning identifying strategic and policy and program recommendations to address ICT skills demand-supply type. **Some Issues on ICT and Internet Policy and Regulations** **Global Issues** **Access and Civil Liberties** are two sets of issues in ICT Policy which are crucial to the modern society. The other concern is civil liberties which refer to human rights and freedom. These include freedom of expression, the right to privacy, the right to communicate and intellectual property rights. What are specific internet issues on internet policy that have relationship to civil liberties or human rights? Let\'s study the examples that follow. **Issue No. 1**: **Freedom of Expression and Censorship** Under international human rights conventions, all people are guaranteed the rights for free expression. The UN Universal Declaration of Human Rights provides that everyone has the right to freedom of thought, conscience and religion **Issue No. 2**: **Privacy and Security Privacy** Most commercial sites have a privacy policy. When someone uses a site and clicks \"I agree\" button, it is as if you have turned ove private information to any authority that may access it. There are several types of privacy as shown by the followingexamples: 1\. For most, privacy means \"**Personal privacy**\" the right of individuals no to have their home, private life or personal life interfered with. 2\. **Privacy of Communication** refers to the protection from interference with communication over the phone or internet. 3\. **Information privacy** is related to the use of computers and communications system which are able to hold and process information about large numbers of people at a high speed. **Issue No. 3:** **Surveillance and Data Retention** The use of electronic communications has enhanced the development of indirect surveillance. In the indirect surveillance, there is no direct contact between the agem and the subject of surveillance but evidence of activities can be traced. The **new** and **powerful form** of indirect surveillance is dataveillance. Dataveillance is the usc of personal information to monitor a person\'s activities while data retention is the storage and use of information from communication system **Issue No. 4:** **E-pollutants from E-waste** Large amount of e-waste is generated by ICT. These are in particular, terminal equipments used for computing (PCs, laptops), broadcasting (television and radiosets), telephony (fixed and mobile phones), and peripherals (fax machines, printers and scanners). **Lesson 2:** Safety Issues on the Use of ICT including e-Safety Rules **Some Risks in the Use of ICT and e-Networking Technology** is a phenomenon that seems to be uncontrollable. Despite the so Many benefits for teaching and learning, there are also negative effects or influence on the learners. Hence as future teachers you have to be aware of how to safeguard learners in the school communities where they spend most of their waking hours and also in their homes or facilities that provide opportunities to use digital technologies like Internet Cafes. Safeguard and protection should be the primordial role of parents, teachers and schools. There are so many risks that we have to be aware of in the use of digital technologies. These may include the following: 1\. **Exposure to Inappropriate content**, including online pornography, extremism (exposure to violence associated with racist language) 2\. **Lifestyle Websites** like self-harms and suicide sites, and hate sites 3\. **Cyber-bullying in all forms**, receiving sexually explicit images or messages 4**. Privacy Issues** including disclosure of personal information 5\. **Health and Wellbeing** (amount of time spent on-line, internet gaming and many more 6\. **Prolonged exposure to on-line technologies**, particularly at an early age 7\. **Addiction** to gambling and gaming: 8\. **Theft and fraud** from activities such as phishing 9\. **Viruses, Trojans, Spyware and other malware** 10\. **Social Pressure** to maintain online networks via texting and social networking sites. **Minor Misuse of ICT** In school, some minor misuse made by learners include the following: - **Copying information into assignment** (plagiarism and copyright infringement) - **Downloading materials not relevant to their studies** - **Misconduct associated with subject logins**, such as using someone else's password - **Leaving a mobile phone turned on during class period** - **Unauthorized taking of pictures or images** with mobile phone camera, still or moving **e-Safety** With all of the above concerns and many more, how do we confront all of these so as to protect our future generation? e-safety takes care not only of internet technologies but also of electronic communications via mobile phones, games consoles and wireless technology. It highlights the need to educate children and young people about the benefits, risks and responsibilities of using information technology. **Here are some issues of e-safety**: - e-safety helps **safeguard children** and young people in the digital world. - e-safety **emphasizes learning** to understand and new technologies in a positive way. - e-safety **educates children** about the risks as well as the benefits so we can feel confident online - e-safety **supports young learners** and **adults** to develop safer online behaviors, both in and out of school. **Network Management** 1\. **Safety in the Use of Network in Schools** 1.1. Make clear that no one should log on as another user. 1.2. Require all users to always log off when they have finished working. 1.3. Maintain equipment to ensure health and safety. 1.4. Provide students with access to content and resources through guided e-learning. 1.5. Set up a clear disaster recovery system in place for critical data that include secure, remote back up of critical data. 1.6. Secure wireless network to appropriate standards suitable for educational Use. 1.7. Install all computer equipment professionally and meet health and safety standards. 1.8. Review the school ICT system regularly with regard to health and safety and security. 2\. **Password Policy** 2.1 Only authorized users will have individual passwords. Users are not permitted to disclose their passwords unless they got permission from the owner or from the management. The equipment that keeps the personal information shall be locked when unattended to prevent unauthorized access. 3\. **Personal mobile phones and mobile devices** 3.1 All mobile phones shall be kept away in a box away from the children or learners and access is only allowed at break time or at the end of classes or when needed during the class period. 4\. **Cameras** 4.1. Taking pictures only from parents or caregivers and not from any other family member or friend while the child attends class. 4.2. Any picture taken of children shall be on cameras solely for the purpose. **Setting Up an Educational Technology Room** Schools that plan to dedicate a room where the students can access technologies for learning should include the following basic safety rules: 1\. **Provide tiltable tables**. These tables can be tilted and adjusted to the height of the users. 2\. **Provide anti-glare screen filters**. 3\. **Provide adjustable chairs**. 4\. **Provide foot support**. 5\. **Make sure lighting is suitable**. 6\. **Make sure work stations are not cramped**. 7\. **Plan work at a computer so that there are frequent breaks**. **More specifically safety rules that can reduce risk of accidents in the working stations should** **include:** 1\. No trailing wires across or around the room which people can trip on. 2\. Electrical sockets should not be overloaded. 3\. Electrical equipment should be safety-tested at least once a year. 4\. There should be adequate space around desk for people to move. 5\. Bags and obstacles should be stored out of the way. 6\. Food and drinks should not be placed near machines. 7\. Heating and ventilation should be suitable for the working environment. 8\. Fire extinguishers should be available. 9\. Fire exits should be clearly marked and free from clutter. LESSON 3: NON-DIGITAL AND DIGITAL SKILLS AND TOOLS IN DELIVERING TECHNOLOGY ENHANCED LESSONS. "The teachers need instructional materials to enhance teaching and learning, instructional materials are defined as print and non-print items that are rested so impact information to students in the educational process" (**Effiong & Lein, 2015**). Instructional materials have several roles in teaching and leaming which include the following: \(1) they promote meaningful communication and effective learning, \(2) they ensure better retention, thus making learning more permanent; \(3) they help to overcome the limited classroom by making the inaccessible accessible; \(4) they provide a common experience upon which late learning can be developed; and \(5) they encourage participation especially if students are allowed to manipulate materials used (Brown et al., 2005; Effiong & Igiri, 2015). **Instructional materials** are a great help in stimulating and facilitating the learning of the learners. According to **Wright (1976:1**) as cited in **Cakir (2006**) many media and many styles of visual presentation are useful to the language learner. **1. DIORAMA** It will make the classroom to be creative and innovative. It is a fun way to build an exciting scene in a small space. Dioramas are small scenes created of layers of materials, all depicting a similar concept or theme. They usually display a historical time period, a nature scene, or a fictional situation. **In developing diorama, you will**: \(1) choose a concept or theme \(2) research the subject \(3) make a rough sketch of your ideal diorama \(4) make a list of the items you\'ll need and gather your supplies \(5) select a container or box. 2\. **NATURE TABLE** This is a table that contains objects and/or scenes related to the current season, or upcoming festival or a symbol of an ecosystem. 3\. **WRITING BOARD** A writing board can display information written with chalk (chalkboar or blackboard) or special pens (whiteboard). Although there are usually mon effective methods of transmitting information, the writing board is still the mos commonly used visual aid. **Suggestions on Using the Writing Board**: 1\. Keep the board clean. 2\. Use chalk or pens that contrast with the background of the board so that students can see the information clearly. 3\. Make text and drawings large enough to be seen from the back of the room. 4\. Prepare complex drawings in advance (if very complex, an overhead transparency or 35 mm slide may be preferable). 5\. Underline headings and important or unfamiliar words for emphasis. 6\. Do not talk while facing the board. 7\. Do not block the students\' views of the board; stand aside when writingor drawing is completed. 8\. Allow sufficient time for students to copy the information from the board. 4\. FLIP CHART It is a large tablet or pad of paper, usually on a tripod or stand. **Suggestions on Using Flipchart:** 1\. Use wide-tipped pens or markers; markers with narrow tips produce printing that is difficult to read. 2\. Print in block letters that are large enough to be read easily from the back of the room. 3\. Use different colored pens to provide contrast; this makes the pages visually attractive and easier to read. 4\. Use headings, boxes, cartoons and borders to improve the appearance of the page. 5\. Use bullets () to delineate items on the page. 6\. Leave plenty of \"white space\" and avoid putting too much information on one page. (Crowded and poorly arranged information is distracting and difficult to read). 7\. When pages are prepared in advance, use every other page. If every page is used, colors will show through and make text difficult to read. 8\. Have masking tape available to put pages up around the room during brainstorming and problem- solving activities. 9\. To hide a portion of the page, fold up the lower portion of the page and tape it. When ready to reveal the information, remove the tape and let the page drop. 10\. Face the student, not the flipchart while talking. 5\. **ZIGZAG BOARD** It is a multi-board series of three or four rectangular boards. They a joined together along the sides by hinges so that they can be easily folded u and carried. Each board can be of a different type, for example, a whiteboard a chalkboard, a flannel board and so on. The size of the boards for the zigza; multi-board depends on what you want to use them for. 6\. **WALL DISPLAY** A wall display is a collection of many different types of items and materials put up on a wall to make an interesting and informative display. 7\. **ROPES AND POLE DISPLAY BOARD** This board consists of two parallel, horizontal poles tied loosely together with rope. Visual aids such as posters can be pinned to the rope. This kind of display board is invaluable where there are few solid walls for displaying information. It has no solid backing and can be made quickly for teaching. training and when working with communities. **GUIDELINES WHEN DESIGNING CONVENTIONAL INSTRUCTIONAL MATERIALS**: 1.**UNITY** use only one idea for each visual aid and include a headline. 2\. **SIMPLICITY** make ideas and relationships simple and easy to recall. Avoid cluttering a visual with too many words, numbers, or graphics. The audience should be able to grasp the concept in 10 to 15 seconds. 3\. **LEGIBILITY** make letters big and readable for all in the audience. 4\. **CONSISTENCY** use the same type style and art style. 5\. **CLARITY** avoid type that is too small to read; avoid all caps. **LESSON 4**: Select and Use ICT Tools for Teaching and Learning Title of Report "Technology will never replace great teachers, but technology in the hands of great teachers is transformational." (**George Couros**) **How to make a QR Code?** **Step 1**: Be online **Step 2**: Search for a QR Code generator and ensure that you read the information about the application. **Step 3**: Once you have identified your free online QR Code Generator, you can now encode the text or the information that you want. **Step 4**: Run it and save it as a jpeg file. Now, you have successfully created your own code which you can download. **Step 5**: Test the QR code using your QR Code reader or scanner. **(10) Ten Interesting Ways to Integrate QR Codes in Your Teaching** 1\. **Create Interactive and Engaging Content** - you can enrich the content you teach in a class by using QR Codes that link to other readings and resources. 2\. **Scavenger Hunts** - create an interactive classroom activity such as the Scavenger&\#39;s Hunt by using QR Codes that provide directions or instructions resulting in better learner engagement. 3\. **Share Resources** - learners can use QR Codes to share educational resources with each other (e.g. lecture notes, web content, how-to-do videos. 4\. **Enhance Classroom Library** - create QR Codes of students' brief write-ups about why they enjoy their book and put them right in or on the books in the class library. 5\. **Use in Classroom Activities -** The QR Code can be used in giving instructions in class and pin them up inside the classroom instead of providing them with thick copies of printed materials giving instruction on how to do an activity. 6\. **Gather Students Feedback**- you can create surveys, polls, and forms using google form and share them with students as QR Codes which can be easily scanned and accessed. 7\. **Provide Help With Homework -** a detailed instruction can be made into a QR Code which students scan at home and use the information to help them comply with their assignment. 8\. **Research Project** - make students create QR Codes linking other resources and web content to their research work. 9\. **Communicate with Parents and Teachers** - You can share information to parents on school events or activities in school. You can also put it in a webpage for parents to get information or include it in newsletter, permission slips, etc. 10\. **Provide Easy Access to Online Content** - Create QR Code with URLs for students to gain easy access to online resources. Sometimes when a long URL is given, learners may copy a broken URL version hence, resources become inaccessible. **Using Laptop and the Infographic** An infographic is a visual representation or an image such a diagram, chart or a picture representing information or data. It is eye-catching and make use of clear layout, attractive colors and hues, and caricatures that provide a cohesive presentation of the information. **How will you make your own Infographics?** **Step 1**: Choose the most suitable template for your use from the library. **Step 2**: You may use images from their file or upload or own pictures. **Step 3**: Make a cohesive layout containing correct and essential information. **Step 4**: You can choose background and styles. **Step 5**: You may change the color of boxes and the text to suit your style and add stunning filters to add flair. **Step 6**: Save the image of infographics **Step 7**: Share the infographics you have created. **Ipad/Tablet and the Online Bulletin Board** Creativity and collaboration are fun! A dull and boring bulletin board can be made interesting when done online. Posts when done with themed backgrounds stylish fonts and varied colors become attractive to the learners. An online bulletin board is a way of presenting ideas with a twist and interest with no cost all. **How to make Online Bulletin Board** **Step 1**: Search for http://padlet.com/ **Step 2**: Sign up or log in using any of your social media account. **Step 3**: If you want to make your own, click, MAKE A PADLET. **a**. You can choose Start with a Blank or Pick a Template. **b**. Start making a posts by clicking the + sign. **c.** Make your post as creative as you can by clicking Modify and selecting your choice of color, font, theme, etc. **d**. You can now share your Padlet or online bulletin board to your friends. Click Share and allow others to have access to it or you can share through the social media account where others can view it. **Step 4**: If you want to join someone's bulletin board, click JOIN A PADLET. **a.** Enter a dialog box the URL of the padlet you want to join. **b**. Start posting on your friend's/classmate's padlet by clicking the + sign. **LESSON 5**: CREATING AN E-PORTFOLIO AS A TECHNOLOGY TOOL **Creating an Online Portfolio Using a Site** There are many sites that can be used in creating an ePortfolio. One ofwhich is the google site. If you have a google account, you can start using the available applications. You can also try weebly, or wix, among others. **1**. Enter your gmail account and look for Sites. If it is the first time that you have done this, you need to read the directions. **2**. You scroll down and read further until you see the icon for Sites. **3**. When you click it, it will lead you to another section. This will let you create a site that you can use as an ePortfolio. **4**. Consider a good label or a title for your ePortfolio and prepare the texts, links, multimedia outputs, images or jpeg files that you want to upload in the pages of the ePortfolio. **Parts of an ePortfolio** Just like a book, the ePortfolio has pages or sections. The organization can follow a chronological order based on the activities that you go through or you can have a thematic arrangement. Whatever you choose, it will be a display of your organizational skills. **Home Page** The first section is the Home or your cover page. This is the first thing that your readers will see. So you need to introduce yourself and the objectives of your ePortfolio. Usually, there are templates available and each provides sections. You can add personal touches such as images or a change of color themes. **Pages** The pages that you can add depend on how you would like to organize your ePortfolio. What is important is that you need to construct your ePortfolio at the start of the class. In that way, you can have a fresh start as you try to be conscious in documenting the activities and learning that goes with each session. **Reflections** A major element in a portfolio whether it is online or not, is the writing of the reflection. It is thinking-aloud, a way of documenting what they and the applicationth thehar the have learned into an activity or a project needs to be captured. With the pent and-paper test, the chance to get a piece of their insights or realizations me be sil unless the teacher requires them to do so. Sometimes it is difficult to write a reflection and a structure can be helpf There are many models that can be used as a guide in writing reflections. **One the Gibb's reflective cycle model (1988).** **Gibb's reflective cycle** has **six stages.** 1. **Feelings**. Learners are involved in learning and an activity or perhaps a lesson can trigger certain feelings. So at this point, you can consider and think about how you feel at that time when you were doing the activity or having the experience. You need to discuss your emotions honestly about the experience but not to forget that this is part of an academic discourse. 2. **Evaluation**. When evaluating, discuss how well you think the activity went. Recall how you reacted to the task or situation and how others reacted. Was the experience a pleasant one or otherwise? This is also a possible part where you can perhaps incorporate related readings of other author's principles or theories, 3. **Analysis**. This part of the write up includes your analysis of what worked well and what have facilitated it or what may have hindered it. You can also discuss related literature that may have brought about your experience. 4. **Conclusion**. Now, you can write what you have learned from the experience or what you could have done. If your experience is a good one, you can probably discuss how it can be ensured or how you will further enhance a positive outcome. On the other hand, if the experience is frustrating eliciting other negative feelings, perhaps you can discuss how those can be avoided in happening as this leads to the next step Action 5. **Plan -** Action Plan. At the end of your reflection, you write what action you need to take so that you will improve the next time such as consult an expert for some advice or read a book that will provide answers to your queries. You make plans on how you can address what went wrong so that you can take the right step to succeed in achieving the task. If you did well and feel good about it, then you can plan out how you can further enhance a good work.