Technology for Teaching and Learning 1 PDF

Technology for Teaching and Learning 1 Module 1: An Introduction  DOMAIN 4: Technology Tools Demonstrate comp...

Technology for Teaching and Learning 1 Module 1: An Introduction  DOMAIN 4: Technology Tools Demonstrate competence in the technical Lesson 1: ICT Competency Standards for operations of technology tools and systems as Philippine Pre-Service Teacher Education they apply to teaching and learning.  ICT Competency (CHED-UNSECO) as provided in the 2017, Use technology tools to create new learning Policy, Standards and Guidelines (PSG) for Pre-Service opportunities to support community of Teacher Education – the program outcomes for teacher learners. education degrees clearly state that every future teacher: Demonstrate proficiency in the use of “demonstrate proficiency in the development and technology tools to support teaching and utilization of Information, Communication and learning. Technology (ICT) resources in promoting quality teaching-learning process.  DOMAIN 5: Organization and Administration Manage technology-assisted instruction in an o To ensure that the program outcomes related to ICT inclusive classroom environment. shall be achieved, competencies were identified to be Exhibit leadership in shared decision-making developed by every pre-service teacher (CHED- using technology tools. UNSECO, Bangkok, 2009.) – the ICT Competency Standards is made up of seven domains. Each domain  DOMAIN 6: Teacher Professional Learning has a set of competencies. The competencies are Explore existing and emerging technology to expressed in desired learning outcomes. Becoming acquire additional content and pedagogical proficient in the different competencies will enable knowledge. you to handle learners of the 21st century in your Utilize technology tools in creating future classroom. communities of practice Collaborate with peers, colleagues and  DOMAIN 1: Understanding ICT in Education stakeholders to access information in support Demonstrate awareness of policies affecting of professional learning. ICT in education. Comply with ICT policies as they affect  DOMAIN 7: Teacher Disposition teaching-learning. Demonstrate social, ethical, and legal Contextualize ICT policies to the learning responsibility in the use of technology tools and environment. resources. Show positive attitude towards the use of  DOMAIN 2: Curriculum and Assessment technology tools. Demonstrate understanding of concepts, principles and theories of ICT systems as they Likewise, the Department of Education issued apply to teaching-learning. Department of Education Order 42, s. 2017 Evaluate digital and non-digital learning mandating the use of the Philippine Professional resources in response to student’s diverse Standard for Teachers (PPST) to start with the needs. Beginning Teachers who are the fresh graduates Develop digital learning resources to enhance from the teacher education program. teaching-learning. Use ICT tools to develop 21 st century skills: An internation organization for educational information media and technology skills, technology called ISTE National Educational Technology learning and innovation skills, career skills and Standards for Teachers (NETS*T) effective communication skills. International Society for Technology in Education  DOMAIN 3: Pedagogy (ISTE) – established standards for both teachers and Apply relevant technology tools for classroom students. These standards were also referred to in the activities. development of the Philippine ICT Competency standards Use ICT knowledge to solve complex problems which include the following: and support student collaborative activities. Model collaborative knowledge construction in ISTE National Educational Technology Standards for face to face and virtual environments Teachers (NETS*T)  Technology for Teaching and Learning 1  STANDARD 1: Technology Operations and Concepts –  STANDARD 3: Research and Information Fluency – this means that teachers demonstrate a sound students are expected to apply digital tools to gather, understanding of technology operations and concepts. evaluate and use information and plan strategies for injury. This standard expects student to locate, organize,  STANDARD 2: Planning and Designing Learning analyze evaluate, synthesize and ethically use Environment and Experiences – this standard implies information from a variety of sources and media. that teachers utilize the use of technology to plan and design effective learning environments and  STANDARD 4: Critical Thinking, Problem-Solving and experiences. Decision Making – this standard expects students to use critical thinking skills to plan and conduct research,  STANDARD 3: Teaching, Learning and Curriculum – manage projects, solve problems and make informed teachers should be mindful that in the implementation decisions using appropriate digital tools. of curriculum plans, they must include strategies for applying technology to maximize student learning.  STANDARD 5: Digital Citizenship – it is required by this standard that every technology student becomes a  STANDARD 4: Assessment and Evaluation – teachers digital citizen who demonstrates ethical and legal apply technology to facilitate a variety of effective behavior, exemplified by the practice of safe, legal and assessment and evaluation strategies to collect and responsible use of information. Further, the students analyze data, interpret results, and communicate exhibit a positive attitude towards the support of findings to improve instructional practice and maximize technology for collaboration, learning and productivity student learning. as digital citizens.  STANDARD 5: Productivity and Professional Practice –  STANDARD 6: Technology Operations and Concepts – teachers use technology to engage in on-going sound understanding of technology concepts, systems professional development and lifelong learning in and operation is a standard that students should support of student learning, increase and to build a comply with. They too, are expected to further transfer community of learners. current knowledge to learning of new technologies.  STANDARD 6: Social, Ethical, Legal and Human Issues – teachers understand the social, ethical, legal and human As pre-service teacher education students now, you will issues surrounding the use of technology in support of have to master the knowledge and skills (Learning to student learning who came from diverse backgrounds, Know) for the standards for students. However, since you affirm diversity, promote safe and healthy use of will become teachers in the future, you should harness the technology resources and facilitate access to technology same knowledge and skills to become (Learning to resources for all students. Become) future teachers. ISTE Standards for ISTE Standards for ISTE National Educational Technology Standards for Teachers Students Technology Operations Creativity and Innovation Students (NEST*S) and Concepts  STANDARD 1: Creativity and innovation – this standard Planning and Designing Communication and will produce students who demonstrate creative Learning Environment Collaboration thinking, construct knowledge, develop innovative and Experiences products and processes using technology from existing Teaching, Learning and Research and Information knowledge. Curriculum Fluency Assessment and Critical thinking, Problem- Evaluation Solving and Decision  STANDARD 2: Communication and Collaboration – this Making standard requires students to use digital media and Productivity and Digital Citizenship environments to communicate and work Professional Practice collaboratively to support individual learning and Social, ethical, Legal and Technology Operations contribute to the learning of others. This includes the Human Issues and Concepts use of a variety of media and formats for global awareness with learners from other cultures.  Technology for Teaching and Learning 1 Module 1: An Introduction term refers to any audiovisual materials (Smaldino, 2005). Lesson 2: Understanding the Basic Concepts in ICT  Multimedia – a sequential or simultaneous use of a  Technology – refers to a mix of process and product used variety of media long formats in each presentation or in the application of knowledge. It includes tools from self-study program (Smaldino, 2005). pencils and paper to the latest electronic gadgets and tools for practical tasks.  Internet – a massive network of networks, a networking infrastructure. It connects millions of computers  Information and Communication Technology Literacy or together globally, forming a network in which any ICT Literacy – the use of digital technology, computer can communicate with any other computer as communication tools and/or networks to access, they are connected to the Internet. It is generally manage, integrate, evaluate, create and communicate defined as a global network connecting millions of information to function in a knowledge society (Guro computers (https://www.webopedia.com). 21, 2011).  World Wide Web (www) – also called the Web which is  Educational Technology – refers to the use of technology a graphical environment on computer networks that in teaching and learning. Educational technology allows you to access, view and maintain documentation includes both the non-digital (flip charts, pictures, that can include text, data, sound and videos. (Smaldino, models, realis, etc.) and digital (electronic tools: 2005). It is a way of accessing information over the hardware, software and connections, etc.). medium of the Internet. It is an information sharing model that is built on top of the Internet.  Digital Literacy – the ability to find, evaluate, utilize, share and create content using information  Web Access – the ability of the learner to access the technologies and the Internet (Cornell University). Internet at any point during the lesson to take According to the American Library Association (2018), advantage of the array of available education resources. digital literacy is the ability to use information and communication, requiring both cognitive and technical  Webquest – an inquiry-oriented lesson format in which skills (hptts:// edweek.org. downloaded 06- 03-18). most or all information that learners work with comes from the web. These can be created using various  Digital learning – any type of learning that is programs, including simple word processing accompanied by technology or by instructional practice documents that include links to websites. that makes effective use of technology. It encompasses the application of a wide spectrum of practices which  Productivity Tools – refer to any type of software include blended or virtual learning. It can come as associated with computers and related technologies online or off-line which utilizes digital technology. that can be used as tools for personal, professional or classroom productivity. Examples are Microsoft Office,  On-line digital tools and apps use an Internet connection Apple works - word processing, grade and record to access the information needed – a common example keeping, web page production, presentation) (KFIT- is Skype. It is a telecommunication application software Unesco 2016). product that specializes in providing video chat and voice calls between computers, tablets, mobile devices  Technology Tool – an instrument used for doing work. It via Internet and to regular telephones. can be anything that helps you accomplish your goal with the use of technology. These technology tools can  Off-line digital tools and apps can still be used even if be classified as: there is no internet access – among these are Canary Learning, Pocket, Evertone, ibooks, KA LITE (Gupta,  Data/ Calculation Tools – examples are spreadsheets, Prinyaka, 2017) downloaded in edtech review (July 03, Excels Sketch Pads, probability constructor. 2017).  Design Tools – these are used to make models and  Software – refers to program control instructions and designs, creating and building. Included here are accompanying documentation; stored on disks or tapes Family Tree Maker GollyGee, and Crazy Machines when not being used on the computer. By extension, the among others.  Technology for Teaching and Learning 1  Discussion Tools – there are 4 different approaches options for developing blogs and wikis; and Google docs that utilize discussion and interaction on the is used for sophisticated word processing and editing of Internet. These are threaded discussion forum, the document. Blogging, Live chat and Video Teleconferencing, Netiquette and Safety on the Net.  Vlog – a video blog where each entry is posted as a video instead of the text.  Email Tools – emails are great communication tools for sending messages, photographs, videos and  Facebook – a popular social networking site used by other files. It allows you to reach out to others students and adults worldwide to present information around the world. Examples are Google mail, Ymail, on themselves and to the world. Yahoo mail and many more.  VOIP (Voice Over Internet Protocol) – a category of  Handheld Devices – handheld devices have become hardware and software that enables people to use the popular among learners. These include Personal Internet as a transmission medium for telephone calls Digital Assistants, global positioning system, (GPS) by sending voice data in packets using IP rather than and geographic information system (GIS) in the traditional circuit transmission. classroom, Portable electronic keyboards, Digital Cameras, Mobile phones, Palm, Handheld computers. Module 1: An Introduction Lesson 3: Roles of Technology for Teaching  Webquest – a teacher structured research experience and Learning for the students that is primarily based on use of the World Wide Web and typically takes one or more With the 4th Industrial Revolution, nobody can instructional periods (Bender & Waller, 2011). deny the influence of technology in our lives. As future teachers of the 21st century, it is high time that you prepare  Blog – an online journal where posted information from yourselves to integrate technology in your classrooms. both teachers and students is arranged. There are three Using technology is a tool and a catalyst for change. kinds of blogs: blogs used for communication, blogs used for instruction, and blogs used for both (Ferriter & As teaching and learning go together, let us explore Garry, 2010). what would be the roles of technology for teachers and teaching and for learners and learning. According to Stosic  Wiki – an editable website usually with limited access, (2015), educational technology has three domains: allows students to collaboratively create and post written work or digital files, such as digital photos or o Technology as a Tutor – together with the teacher, videos. Wikipedia is one of the most widely recognized technology can support the teacher to teach another of all the wikis (Watters, 2011). person or technology when programmed by the teacher can be a tutor on its own. The teacher will simply switch  Flipped Classroom – utilizes a reverse instructional on or switch off radio programs, television programs or delivery, where the teacher is required to use the web play DVDs, or CDs that contain educational programs. resources as homework or out of class activity as initial There are on-line tutorial educational programs too. instruction of the lesson which will be discussed during class time. o Technology as a Teaching Tool – like a tutor, technology is a teaching tool but can never replace a teacher. This is  Podcast – a video or audio multimedia clip about a like the handyman, which is just there to be reached. single topic typically in the format of the radio talk Like any other tool, it is being used to facilitate and in show. The two basic functions of podcasts are to lighten the work of the teacher. It will be good if the retrieve information and to disseminate information teacher can also create or develop technology tools that (Eash, 2006). are needed in the classroom.  Google Apps – a cloud-based teaching tool which is o Technology as a Learning Tool – while the teacher stored in the Google server and is available for students utilizes technology as the tool for teaching, likewise it is both at home and in school. It includes Gmail, a free- an effective tool for learning. As a learning tool, it makes email for all; Google calendar - a tool used for learning easy and effective. It can produce learning organizational purposes; Google sites that provide outcomes that call for technology-assisted teaching.  Technology for Teaching and Learning 1 Even the teachers who are teaching can utilize similar  Technology supports teacher professional development tools for learning. As a learning tool, it is very – with the demand of continuing professional interesting that even the elderly use these tools for development for teachers, the availability of technology learning for life. provides alternative ways of attending professional development online. For Teachers and Teaching There are numerous roles that technology plays in the job of teachers. As technology has opened wider For Learners and Learning avenues in management of resources and management of Support learners to learn how to learn on their own. learning. Likewise, it has modernized the teaching-learning All teachers fully understand that subject matter or environment in schools. Here are some examples of the content is a means to achieve learning outcomes. myriads of roles that technology can do for teachers and There are three categories of knowledge according to teaching: Egbert (2009): declarative knowledge, structural knowledge, and procedural knowledge  Technology provides enormous support to the teacher as the facilitator of learning – it transforms a passive  Declarative Knowledge – consists of discrete classroom to an active and interactive one, with audio- pieces of information that answer the questions visual aids, charts and models, smart classrooms, e- of what, who, when, and where. It is often learned learning classrooms which motivate and increase the through memorization of facts, drills and attention level of learners. Many of these can be practice. It can be learned by simple mnemonics searched on the web. or conceptual maps. Declarative knowledge is the fundamental knowledge necessary for students  Technology has modernized the teachinglearning to achieve more complex higher order thinking environment – the teachers are assisted and such as critical thinking and creativity, inquiry supplemented with appropriately structured and production. instructional materials for daily activities. There are varied available technology-driven resources which can  Structural knowledge – consists of facts or pieces be utilized for remedial lessons or activities. of declarative knowledge put together to attain some form of meaning. An example of declarative  Technology improves the teaching-learning process and knowledge is the “pencil". The idea that evolved ways of teaching – this will make the act of teaching from a pencil is an understanding that: "it is more efficient and effective. There are arrays of teaching something used to write. " This is referred to as methods and strategies that can use technology which structural knowledge. It can be presented by are found compatible with learning styles. The multiple concept maps, categorization or classification. intelligence theory of Howard Gardner tells us that there is a genius in every child.  Procedural Knowledge – knowledge in action or the knowledge of how to do something. It is  Technology opens new fields in educational research – based on facts but learned through the process of the areas of teaching testing and evaluation are procedural knowledge. Examples include how to enhanced by technologies for teaching and learning. drive a car, how to use a cell phone, or how to Current educational researchers will no longer find speak English. Procedural knowledge is difficulty in interpreting tests, assessment and other indicated by a performance task or graphical evaluation results. There are available programs that representation of a concept. The traditional can analyze and interpret results with speed and sources of knowledge are printed books, accuracy. modules and journals.  Technology adds to the competence of teachers and  As a facilitator of learning, the teacher can inculcates scientific outlook – through the utilization of guide the students to look for the resources theories of learning and intelligence, which are and to utilize them appropriately. explained in references uploaded in the net, the teachers are encouraged to imbibe skills to source this  There are varied programs that can be used information with speed and accuracy. by students off-line or on-line for students. What should be necessary is that the students are engaged, the tasks should focus  Technology for Teaching and Learning 1 on questions like how, why and which in because communication and social interaction addition to who, what, when and where. go beyond a school day or a school environment. Technology enhances learners' communication skills through social interactions. This is commonly  Enables learners to construct meaning from described as the transmittal of information from one joint experiences between the two or more person to another as a single individual or groups of participants in communication. individuals. According to Shirly (2003) in Egbert (2009), there are three basic communication  Help learners solve problems from multiple patterns: sources since there are limitless sources of information that the teacher can direct or refer  Point to point two-way or one-toone like Internet to the learners. chat, phone conversation or even face-to-face conversation.  Teaches learners to communicate with politeness, taking turns in sending information  One-to-many outbound like a lecture, or and giving appropriate feedback. television. There is no social interaction.  Enhances collaboration by using  Many-to-many like group discussion, buzz communication strategies with wider session, heads together. This kind of interaction community and individuals in a borderless provides opportunities for social interaction. learning environment.  Develops critical thinking, problem solving and Social interaction occurs in two ways where the creativity throughout communication. participants ask for clarification, argue, challenge each other and work towards common Technology upgrades learners' higher-order-thinking understanding. skills: critical thinking, problem solving, and creativity. Twenty-first century learning requires the Social interaction through communication occurs development of higher-order- thinking skills. through technology (directly between two people Technology has a great role to play in the development via email, a cell phone or other communication and enhancement of these skills. technology). Critical thinking is part of the cluster of higher It can also occur around technology like students order thinking skills. It refers to the ability to discussing a problem posed by a software program interpret, explain, analyze, evaluate, infer and self- or with support of technology like teachers and regulate to make good decisions. students interacting about the worksheet printed from a website. With the use of technology, one will be able to evaluate the credibility of the source, ask appropriate The benefits derived from technology- supported questions, become open-minded, defend a position on communication: an issue and draw. conclusion with caution.  Enables any teacher to guide the learners As a role model, teachers should display and virtually and making learning unlimited practice critical thinking processes, so that the because communication and social interaction learners can imitate them. go beyond a school day or a school environment.  Ask The Right Questions – most often teachers ask questions to find out if the students can  Enhances students' freedom to express and simply repeat the information from the lesson. exchange ideas freely without the snooping Although these are necessary questions like eyes of the teacher face to face. what, who, when and where, these do not develop critical thinking. Critical thinking  Enables any teacher to guide the learners questions should ask for clarity, accuracy, virtually and making learning unlimited precision, relevance, depth, breadth and logic.  Technology for Teaching and Learning 1 Clarity: Here are some examples: Can you give examples of... Accuracy: What pieces of evidence support your Seven Creative Strategies (Osborn, 1963). These claim? have been simplified into fewer categories. To be Precision: Exactly how much... creative, one can use any of these strategies. Breadth: What do you think the other group says Altogether, the strategies will be labeled as about the issue? SCAMPER.  Use Critical Thinking Tasks with Appropriate o Substitute – find something else to replace to Levels of Challenge – teachers should be mindful do what it does. of the readiness of the students. Students who have higher ability may find the task too easy, o Combine – blend two things that do not thus getting bored early, while those who have usually go together. low ability may find the task too difficult. o Adapt – look for others that can be used. Thus, there is a need to have activities that are appropriate for the learners. These can be o Modify/Magnify/Minify determined by interviews, observations and other forms to determine the level of readiness. o Put – find other uses. What are some simple ways that teachers should o Eliminate – reduce, remove. do this? 1. Vary the questions asked. o Reverse – turn upside-down, inside out, front- 2. Introducing new technologies. side back. 3. Modify the learners grouping. 4. Modify the critical thinking task.  Encourage students to find and use 5. Encourage curiosity. information from a variety of sources both on-line and off-line. These questions will lead to critical thinking, but some of these questions cannot be answered by  Assist students to compare information the teacher. The unanswered questions are from different sources. avoided or answered unsatisfactorily. Sometimes teachers shut down the question that curtails the  Allow students to reflect through first step in critical thinking. The internet as a different delivery modes like writing, problem solving and research tool can help find speaking, or drawing. answers to the questions.  Use real experiences and material to Creativity is characterized as involving the ability draw tentative decisions. to think flexibly, fluently, originally, and elaborately (Guildford, 1986 & Torrance, 1974 in Egbert,  Involve students in creating and 2009). questioning assessments.  Flexibly – being able to use many points of There are several critical thinking tools view. and technology software that can support critical thinking skills. Some of these you  Fluently – being able to generate many ideas. will encounter in the succeeding modules: Encourages digital production  Originally – being able to generate new ideas projects and elaborate means being able to add details. Popularizes e-learning modalities  Creativity – not merely a set of technical skills, but it also involves feelings, beliefs, Enhances global awareness and knowledge and motivation. citizenship Technology for Teaching and Learning 1