EDUC-104-WEEK-7-MODULE-3-LESSON-2-AND-3.pdf

SANTO TOMAS COLLEGE OF AGRICULTURE, SCIENCES AND TECHNOLOGY Feeder Road 4, Brgy. Tibal-og, Santo Tomas, Davao del Norte, Philippines EDUC 104 TECHNOLOGY FOR TEACHING AND LEARNING 1  MODULE 3 NON-DIGITAL AND DIGITAL SKILLS AND...

SANTO TOMAS COLLEGE OF AGRICULTURE, SCIENCES AND TECHNOLOGY Feeder Road 4, Brgy. Tibal-og, Santo Tomas, Davao del Norte, Philippines EDUC 104 TECHNOLOGY FOR TEACHING AND LEARNING 1  MODULE 3 NON-DIGITAL AND DIGITAL SKILLS AND TOOLS IN DELIVERING TECHNOLOGY- ENHANCED LESSONS Lesson 2. Select and Use ICT Tools for Teaching and Learning Lesson 3. Creating ePortfolio as a Technology Tool In this lesson, challenge yourself to: Use the technology tools to collaborate and share resources among communities of practice Select the conventional materials designed to enhance teaching- learning ABSTRACTION (Lesson 2. Select and Use ICT Tools for Teaching and Learning) The current systems employ technologies by integrating ICT tools and applications in education and in instruction. ICT stands for Information and Communications Technology. This refers to various tools and devices or gadgets used in communicating, disseminating, creating, storing and managing information. It is important that learners understand how to use these tools in helping them learn.  A great part of learning is working on information and using it to create something that can be useful and edifying for humanity. Since the intention of education is to make learners become useful and productive citizens, the use of ICT tools can provide a lot of possibilities on how learners can do something with what they know. Teachers can therefore employ ICT tools in their ways of engaging learners by communicating, disseminating, and managing information. This direction of integrating ICT tools will reveal the usefulness of employing ICT Tools in a wider range of the teaching and learning process. It is not necessarily the presence of advanced technology or the use of ICT tools that can ensure the success in engaging learners, but it still remains that the effective use of ICT tools depends on how the teacher will use them. There is a variety of ICT tools from which to choose. When employed appropriately, the potentials of their uses can have bearing on the lesson and the learners' engagement in the process of learning. In instruction the ICT tools can be used in the presentation of the lesson, demonstrating a point or presenting a concept. There are tools that can be used in providing practice or provide the chance to apply the skills taught. Even when working as a team or a group, tools can be employed to facilitate the accomplishment of the task during the class or even after beyond the face-to-face session.  Looking at the figure above, ICT integration in education allows ease of processing of information, effective accessibility to resources, easy sharing of resources, expression of creativity and effective collaboration. All these are easily done using the gadget you have in your pockets or backpacks. Let me walk you through the selection and use of a digital tool and how you can integrate it in your lesson. A. Using Mobile Phone and the QR Code Since ICT integration allows ease of processing of information, here's an example of how we can read information at a quicker speed and in an interesting manner.  Have you seen a symbol like this one below? This is now popularly used in different products, reading materials, and even in museums. This is a QR code. What is a QR Code Are you familiar with a QR Code? Familiarize yourself with a QR Code. It is a code that was created by a Japanese corporation Denso-Wave in 1994. Effectively and efficiently connecting the physical world with the electronic world, QR stands for 'Quick Response.' It allows the readers to decode the information at a high rate of speed. This is popular in Japan and it is also used by companies as they attach their QR code in their products. It usually gives a URL linking you to a website or immediately provides the salient information about the product. You can easily read QR codes through a QR code scanner. Here's all you need to do: 1. Have a mobile phone with a camera; 2. Using the mobile phone, download from Playstore or App Store the QR Code Reader/Scanner application. Choose an appropriate QR code reader for your operating system whether IOS or Android. Once installed in your gadget, you can use it to read the codes. 3. Focus your camera on the QR code. Click it and the message will be revealed to you. More interesting than reading QR codes is creating your own QR codes. How will you make your own QR Code? Step 1: Be online. Step 2: Search for a QR Code generator and ensure that you read the information about the application. This is important to ensure your safety in the internet. There are tons of QR code generators out there, but a few of the most popular include Kaywa, GOQR.me, Visualead, and QR Stuff. There are many FREE applications online and therefore you can take this chance to use them. 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.  Take a look at the table on ten interesting ways to integrate QR Codes in your teaching. Were you able to think of something similar? B. Using Laptop and the Infographics There is an apparent deluge of information around and access to these is made easier through the internet. You are faced with one major question on how to best interpret it all and put it into one cohesive information that is quick and clear to read. In the teaching and learning context, you may be faced with a challenging topic given a short amount of time. How can you capture and deliver that information simply and effectively while making it engaging and informative as well? Infographics are an immediate answer to this situation. The infographic is another interesting tool to use in instruction. As a group, study the infographic and agree on a definition of the tool.  An infographic is a visual representation or an image such as a diagram, chart or picture representing information or data. It is eye- catching and makes use of a clear layout, attractive colors and hues, and caricatures that provide a cohesive presentation of the information. If it is used to market products in the increasing visual world, then infographics can also be employed in marketing information and ideas in the teaching and learning process. One tool that can be used in creating infographics is Canva (http://www.canva. com). It has several infographics template for education. You can try out the free design elements and produce one just like a professional infographic designer. You can start exploring this site and familiarize yourself with its features. As a gentle reminder, please take time to read the instructions and navigate around the features to get optimal use of it. There are many ways for which infographics can be used. Using infographics: 1) To present survey data Presenting statistical data such as from surveys can be overwhelming, Infographics can be highly useful. Data are much easier to decode. They can be made easier and quicker to understand if they are presented in an infographics. An example is given below. 2) To simplify a complex concept Simplifying a complex idea is the core purpose of using an infographics. This is a very effective educational tool as a way of summarizing key points or providing an overview of a lesson. 3) To explain how something functions Using infographics, you can show the intricacy of how something complex works. It can reveal the mechanics behind how an object works. Designers can create infographics by showing the mechanics behind intricate objects, processes, concepts. Below is an example of an infographic created by Jing Zhang (2018) that shows how the phone works while incorporating a surreal element that appeals to the imagination of the reader. Each component of the phone is accurately revealed. https://dribble.com/shots1075558-how-your-iphone-is-made By Jing Zhang  4) To compare Presenting information by highlighting similarities and differences through a visual parallel in an infographic can turn out more effective than sometimes expressing it in words. It is easier to draw comparisons with the same information neatly organized. Assess the given the infographic of a superhero Batman from the time it was conceived in 1939 to 2013. Would you say that it is effective? Why or why not? What are the key elements that the designer clearly employed to show a visual starting point? 5) To present interesting facts When information or facts are presented all in words, the use of infographics can bring life. If done well, the infographics can transform the information into visual image that can attract and engage readers. If there is a written text, the information may not stand out compared to when it is presented in this format. Information written in snippets becomes understandable and more appealing to the eye. You may view the video blog of Sara McGuire on The Top 9 Types of Infographic Templates and When to Use Them (https://venngage.com/blog/9-types-of- infographic-template/). How will you make your own Infographics? You need the following: 1. You need to be online. 2. Using the PC, laptop or mobile phone, search for Canva, Vismen or Venngage among others. 3. Create or sign up an account if you still do not have one in order to design your own infographics. 4. Procedure: Step 1: Choose the most suitable template for your use from the library. Step 2: You may use images from their file or upload your own pictures. Step 3: Make cohesive layout containing correct and essential a information. Step 4: You can choose a background and font 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 the infographics. Step 7: Share the infographic you have created. C. 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 at all. Here's how: Step 1: Search for https://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. 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 posts by clicking the + sign. c. Make your posts 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 in the 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. Below is an example: Using your gadget, connect to the web and explore on the following educational application tools. 1. Quiz Maker - https://testmoz.com/ 2. Poll Maker - http://www.proprofs.com 3. Storytelling Online - http://www.storylineonline.net/ 4. Rubrics Library http://school.discoveryeducation.com/schrockguide/ assess.html 5. Online Journal - http://penzu.com/ 6. Mind Map Tool - https://www.edrawsoft.com/freemind.php 7. Interactive Poster - http://www.glogster.com/ 8. Graphic Organizers http://www.educationoasis.com/printables/graphic- organizers/ 9. Making a Podcast - ttps://www.buzzsprout.com/how-to-make-a- podcast 10. Cartoon - http://www.toondoo.com  ABSTRACTION (Lesson 3. Creating ePortfolio as a Technology Tool) Open your bag. How organized is it? Is everything kept in the right location? Can you easily locate what you are looking for? Does it have pockets to keep your things? A cluttered bag reflects a disorganized owner. Learning is likened to it. If ideas are organized in a good location, learning is surely easier and meaningful. Portfolios are one good means of keeping things in order. In a semester work, a learning portfolio is a collection of student work that exhibits students' effort, progress, achievements and competencies gained during the course. Portfolios may come in many forms. It can look like an album or scrapbook or even a filer where the documents and evidences are kept. However, nowadays, it is possible to have online portfolios by creating sites. This is also called the ePortfolio or digital portfolio. This can be used as a digital archive that can contain the same materials as a physical portfolio but can have more such as multimedia productions, relevant online links or references, digital stories or video blogs, powerpoint presentations, photographs and other ICT materials. The ePortfolio can be private or can be published and shared publicly to stakeholders like parents and friends. 1. Student ePortfolios can evaluate students' academic progress. They can inform the teacher to adapt and use instructional strategies when pieces of evidence indicate that they are either learning or not. In other words the construction of the ePortfolios should start from the beginning and should be an ongoing process. They should not be reviewed only at the end of the term but navigated around and provided feedback to let the students know how they are doing. 2. Monitoring students' progress can be highlighted in a portfolio. It may not only contain finished products but also several versions on how the students improved their work based on the feedback provided by mentors. Moreover, portfolios can actually determine whether the students have transferred what they have learned in new projects or other domains. 3. Portfolios document students' learning growth. They actually encourage the students' sense of accountability for their own learning process. This may lead them to see that the learning process is theirs and not anybody else's. This can make learners reflect from where they have begun to how far they have developed. When they make decisions on what or what not to include, they get engaged in the process of creating their own voice in their portfolio. Creating an Online Portfolio Using a Site There are many sites that can be used in creating an ePortfolio. One of which 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. Here is a sample of the google site used by a student in creating his ePortfolio. Steps in constructing an ePortfolio 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.  When adding pages, click the icon and decide whether it will be parallel to your Home Page or it will be under it. Just remember that when you have a template, there are particular ways that the pages have been arranged. So, if you are starting, it would not be detrimental if you conform to the template. 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 are thinking. How students are processing the input and the application of what they have learned into an activity or a project needs to be captured. With the pencil- and-paper test, the chance to get a piece of their insights or realizations may be nil unless the teacher requires them to do so. However, with the portfolio, they can show the process of their work. This can be easily monitored. Sometimes it is difficult to write a reflection and a structure can be helpful. There are many models that can be used as a guide in writing reflections. One is the Gibb's reflective cycle model (1988). Gibb's reflective cycle has six stages. Description. This initial phase in writing a reflection is very simple since you just need to describe the activity or the experience to the reader. You can write a little about the background on what you are reflecting about by including relevant and to- the-point details. 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. 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. 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. 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 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.  When showing examples of your work, you can upload word file, excel data, pictures, jpeg or pdf files, powerpoint presentations among others but, a brief description explains the reason why the file in uploaded has to be written. This will guide the readers as you also reflect on how relevant or significant the material is to you. What is great about writing a reflection is it allows you to embrace your own learning and start taking accountability of it. After all, you owe it to yourself and no matter what the teacher does inside the classroom, as a learner you can make the decision whether you want to learn or not. With an ePortfolio, you try to capture your personal journey of learning. (Adapted from: Gibbs, G. (1988) Learning by doing: a guide to teaching and learning methods. Oxford: Further Education Unit.) Administrating the ePortfolio Before publishing your ePortfolio for the world to see your work, you can control who can see your work. The icon for sharing the site can be managed by entering the email address of the person with whom you want to share it. Assessing an ePortfolio using a Rubric Evaluating an e-Portfolio using a rubric, is a consistent application of learning expectations, learning outcomes or standards. It should tell the students the link between learning or what will be taught and the assessment or what will be evaluated. Rubrics are simple and easy to understand. The items in the rubric should be mutually exclusive. Students can see connections between learning (what will be taught) and assessment (what will be evaluated) by making the feedback they receive from teachers clearer, more detailed, and more useful in terms of identifying and communicating what students have learned or what they may still need to learn.