Technology for Teaching and Learning 1 Module 3 PDF

MODULE 3 TECHNOLOGY FOR TEACHING AND LEARNING 1 NON-DIGITAL AND DIGITAL SKILLS AND TOOLS IN DELIVERING TECHNOLOGY-ENHANCED LESSONS AT THE END OF THIS MODULE, YOU SHOULD BE ABLE TO: 1. Integrate media and technology in various content areas. 2. Describe technology tools that are used in group a...

MODULE 3 TECHNOLOGY FOR TEACHING AND LEARNING 1 NON-DIGITAL AND DIGITAL SKILLS AND TOOLS IN DELIVERING TECHNOLOGY-ENHANCED LESSONS AT THE END OF THIS MODULE, YOU SHOULD BE ABLE TO: 1. Integrate media and technology in various content areas. 2. Describe technology tools that are used in group activities. 3. Use technology tools to collaborate and share resources among communities of practice. 4. Reflect on the use of technology and on its relevance and appropriateness. LESSON 1: DEVELOPMENT AND USE OF NON-DIGITAL OR CONVENTIONAL MATERIALS  INSTRUCTIONAL MATERIALS Are the tools usedineducationallessons,which includes active learning and assessment. Any resource a teacher uses to help himteachhisstudentsis an instructional material. ROLES OF INSTRUCTIONAL MATERIALS IN TEACHING AND LEARNING 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. 5. They encourage participation especially if students can manipulate materials used (Brown at al., 2005; Effiong & Igiri, 2015). WRIGHT 176:1 (CITED IN CAKIR (2006)) Many media and many styles of visual presentations are useful to the language learner. All audio-visual materials have positive contributions to language learning if they are usedat the right time, inthe right place. 1. DIORAMA a scenic representation in which sculptured figures and lifelike details are displayed usually in miniature size, to blend indistinguishably with a realistic painted background. IN DEVELOPING DIORAMA, YOU WILL: ✓Choose a concept ✓Research the subject ✓Make a rough sketch of your ideal diorama and gather your supplies ✓Select a container or box 2. NATURE TABLE This is a table that contains objects and or scene related to the current season or upcoming festival or symbol of an ecosystem. 3. WRITING BOARD a writing board can display information written with chalks (chalkboards or blackboard) or special pens. 4. FLIP CHARTS is a large tablet or pad of paper usually on tripod or stand.  5. ZIGZAG BOARD It is a multi-board series of three or four rectangular boards. They are joined together along the sides by hinges so that they can be easily folded up and carried. Each board can be of different type. 6. WALL DISPLAY a collection of many different types of items and materials put up on a wall to make an interesting and informative display 7. ROPE AND POLE DISPLAY BOARD This board consist of two parallel, horizontal poles tied loosely together with rope. Visual aids such as posters can be pinned to the rope. GUIDELINES WHEN DESIGNING CONVENTIONAL INSTRUCTIONAL MATERIALS: 1. Unity – Use only one idea for each visual aid and include a headline. 2. Simplicity – Makes 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 audiences. 4. Consistency – Use the same type style and art style. 5. Clarity – Avoid typing letters that are too small to read, avoid all caps. 6. Quality – Make it neat and professional and remember to proofread. LESSON 2: SELECT AND USE ICT TOOLS FOR TEACHING AND LEARNING WHAT IS ICT? Information and Communication Technology refers to various tools and devices or gadgets used in communicating, disseminating, creating, storing, and managing information.  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 remains in the effective use of ICT tools. A. USING MOBILE PHONE AND THE QR CODE Whatis a QRCode? It is a code that was created by a Japanese corporation Denso-Wave in 1994. QRstands 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 QRcode in their products. It usually gives a URLlinking you to a website or immediately provides the salient information about the product. WAYS TO INTEGRATE QR CODE IN YOUR TEACHING Create Interactive andEngagingContent ScavengerHunts Share Resources EnhanceClassroomLibrary UseinclassroomActivities Provide Help withHomework Gather Students Feedback Research Project Provide EasyAccesstoOnlineContent CommunicatewithParentsor Partners HOW TO MAKE YOUR OWN QR CODE Step 1: Be online Step 2: Search for a QRcode generator and ensure that you read the information about the application. This is important to ensure your safety on the internet. 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 QRcode generator you can now encode the text or the information that you want for, run it and save it as a jpeg file. Now you have successfully created your QRcode which you can download. Step 4: Test the QRcode using your QRcode reader or scanner. B. INFOGRAPHICS Infographics are useful for sharing information because they can improve cognition (understanding and perception) by utilizing eye-catching design elements and concise language to enhance the human visual system's ability to see patterns and trends  An infographic is a visualrepresentation or an image such as a diagram, chart, or picture representing information, or data. It is catchy and makes use of appear 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. USING LAPTOPAND THE INFOGRAPHICS One tool that can be used in creating infographics is Canva ( www.canva.com). It has several infographics template for education. You can start by exploring the site and familiarize yourself with its features. Take time to read the instructions and navigate around USES OF INFOGRAPHICS: Arecruiting tool To present survey data. To simplify a complex concept. To explain how something function. To compare/comparison.  C. IPAD/TABLET AND THE ONLINE BULLETIN BOARD An online bulletin board is a way of presenting ideas with a twist and interest, with no cost at all. Posts with good backgrounds, stylish fonts and varied colors become attractive to learners.  PADLET (HTTPS://PADLET.COM/) An online virtual “bulletin” board, here students and teachers can collaborate, reflect, share links and pictures in a secure location. LESSON 3: CREATING EPORTFOLIO AS A TECHNOLOGY TOOL ELECTRONIC PORTFOLIO also known as eFolio, e-portfolio, E-Folio, or onlineportfolio is a collection of electronic evidence assembled and managed by a user, usually on theWeb.Such electronic evidence may include input text, electronic files, images, multimedia, blog entries, and hyperlinks.  Electronic Portfolio are effective learning tools because they support student’s own knowledge construction which fosters learners motivation. Student ePortfolio canevaluate students` academicprogress. They can inform the teacher to adapt and use instructional strategies when pieces of evidence indicate that they are either learning or not.  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. Portfolios document students` learning growth. They encourage the student sense of accountability for their own learning process.  PARTS OF AN EPORTFOLIO 1.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 ePortforlio. 2. PAGES The pages that you can add depend on how you would like to organize you ePortforlio. When adding pages, click the icon and decide whether it will be parallel to your Home Page or it will be under it. 3. 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 have they learned into an activity or a project needs to be captured. GIBB’S REFLECTIVE CYCLE 1. 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. 2. 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 this is part of an academic discourse. 3. EVALUATION Discuss how well you think the activity went. Recall how you reacted to the task or situation and how others reacted. 4. 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 experiences. 5. 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 will you further enhance a positive outcome. 6. 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 a consult an expert for some advice or read a book that will provide answers to your queries. 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 shared by entering the email address of the person with whom you want to share it.  ASSESSING AN EPORTFOLIO USING A RUBRIC Evaluating an ePortfolio using a rubric, is a consistent application of learning expectations, learning outcomes or standards. It should be able to tell the students the link between learning and what will be taught and the assessment or what will be evaluated. It is designed to promote the integration of learning so that students are not only learning a specific subject but also developing an awareness of their learning and thinking process. LESSON 4: TECHNOLOGY COLLABORATIVE TOOLS IN THE DIGITAL WORLD  One way to engage students is to give them a challenge and a chance to work together. An example is when you give them an issue to discuss which they can continue talking about even if they are outside of the class. There are a lot of available tools and applications that can used to work collaboratively with others. 1. SKYPE. Is a software application allowing you to do a videoconferencing for free. All you need is to create an account and can be used for a video meeting. 2. WIKI. Is software that allows you to create a page or a selection of pages designed to allow you to post or write, edit, or upload a link quickly. 3. BLOGGING In blogging, it is journaling your ideas to which others can react allowing a thread of discussion to take place and which can be used online. 4. GOOGLE GROUP OR GOOGLE FORM Is an application that can be used in a collaborative documentation of ideas contributed by members of the team. LESSON 5: DIGITAL LITERACY ST SKILLS IN THE 21 CENTURY WHAT ARE DIGITAL LITERACIES? Digital literacies are the individual's capabilities to be able to effectively and responsibly function and perform in a digital society.  The term digital literacy was coined by Paul Gilster in 1997 and it came from the discussion of the concepts on (a)visual literacy when images and nonverbal symbols try to capture the knowledge; (b) technological literacy requiring one to be able to use technology in addressing a need; (c) computer literacy which in the 1980s is started to become a household item manipulated to achieve once target; and (d) information literacy which refers to the finding evaluating using and sharing of information.  In the teaching and learning context, digital literacy is an important competence in schools and has been a buzzword which refers to the ability to access process understand utilize create media content using information technologies and internet. THE DIGITAL LITERACIES Media literacy – is one’s ability to critically read information or content and utilize multimedia in creatively producing communications. Information Literacy – is locating information from the web and interpreting while evaluating its validity in order that it can be shared. ICT Literacy – is knowing how to select and use digital devices, applications, or services to accomplish tasks requiring the use of the internet. Communications and Collaboration – are one’s capabilities in being able to participate in the digital networks in the teaching and learning context.  Identity Management – is being able to understand how to ensure safety and security in managing online identity and foster a positive digital reputation. Learning Skills – are ways of knowing how to study and learn in a technology – enriched environment; this is knowing how to utilize technology in addressing the need to learn efficiently. Digital Scholarship – is being able to link and participate in professional and research practices. THE 4 CS OF THE 21ST CENTURY SKILLS Critical Thinking – is learning how to solve problems. Creativity – requires students to think out of the box and to take pride in what is uniquely theirs. Communication – makes students express their ideas in the clearest and organized manner. Through varied modes – face – to – face, technologically mediated or a blended medium, they need to know how to convey ideas efficiently and clearly. Collaboration – happens when students know how to work well with others to accomplish a given task or solve a problem at hand. In addition to the 4cs, there are Citizenship and Character. DIGITAL LITERACY SKILLS VS. DIGITAL LITERACY Coding – is a universal language. Basic understanding of HTML, CSS and the like will create a shared understanding of what can be done with the web pages. Collaboration – the use of Google docs among others allows student to begin experimenting with effective online collaboration  Cloud Software – This is essential part of document management. The cloud is used to store everything from photos to research projects, to term papers and even music. Word Processing Software – Google, Microsoft Online Drop Box are available for storage and management solutions.  Screen casting – A screencast is a video recording using the computer screen, and usually includes an audio. On the other hand, when you take a picture on the screen of your computer, it is called a Print screen. Personal Archiving – Students should be taught the concepts of meta-data, tagging, keywords and categories to make them aware how they are represented online.  Information evaluation – Critical thinking to weed out fake news is a crucial 21st century skill. Use of social media – Social media serves different purposes depending on the user, the technology, and the need.