Unit 1 Introduction to Technology for Teaching and Learning.pdf

Unit 1: Introduction to Technology for Teaching and Learning This part of the module will introduce to you the various basic concepts you need to know in relation to the course “Technology for Teaching and Learning 1”. These will include the definitions of relevant terminologies and concept,...

Unit 1: Introduction to Technology for Teaching and Learning This part of the module will introduce to you the various basic concepts you need to know in relation to the course “Technology for Teaching and Learning 1”. These will include the definitions of relevant terminologies and concept, the roles of technology in teaching and learning, the history of educational technology, and the 21st Century Skills. Learning Objectives: 1. Define basic concepts in understanding ICT in education 2. Elaborate the roles of technology in education 3. Trace the history of educational technology 4. Expound the 21st century skills in relation to technology in education Lesson 1: Definitions of Basic Concepts The following are some of the relevant concepts related to the course Technology for Teaching and Learning. These are basic in such a way that they have to be understood before we delve more into the following topics. As we go on with the lesson, you will be learning more concepts. 1. Technology refers to the combination of processes and products used in the application of knowledge 2. Information and Communication Technologies (ICT) refers to the diverse set of technological tools and resources used to transmit, store, create, share or exchange information. These technological tools and resources include computers, the Internet (websites, blogs and emails), live broadcasting technologies (radio, television and webcasting), recorded broadcasting technologies (podcasting, audio and video players and storage devices) and telephony (fixed or mobile, satellite, vision/video-conferencing, etc.) (UNESCO). 3. Information and Communication Technology Literacy refers to a set of user skills that enable active participation in a society where services and cultural offerings are computer-supported and distributed on the internet (UNESCO IITE, 2011) 4. Educational Technology refers to the application of principles in the selection, development, management and utilization of appropriate technological processes and conventional and non-conventional technology tools in teaching. 5. Digital Literacy has become much more than the ability to handle computers – just like traditional literacy and numeracy, it comprises a set of basic skills which include the use and production of digital media, information processing and retrieval, participation in social networks for creation and sharing of knowledge, and a wide range of professional computing skills (UNESCO IITE, 2011) PCK 126 Technology for Teaching and Learning 1 //dclc 1  6. Digital Learning is any form of learning that utilizes a wide array of instructional practices for virtual learning with the aid of online and offline digital tools. 7. Online Digital Tools and Apps are those that demands internet connection to be operated or accessed. An example of this is Google classroom which operates with the aid of internet connection. 8. Offline Digital Tools and Apps are those that can be used, manipulated or accessed even without internet connection. An example of this is KA LITE is an offline version of Khan Academy offering high-quality education by bringing the online learning accessible to the offline users. KA LITE is open-source software that runs on the local server and users can watch Khan Academy videos and do exercises as well as track student’s progress, etc. everything without Internet connectivity. 9. Instructional Technology includes practical techniques of instructional delivery that systematically aim for effective learning, whether or not they involve the use of media. It is a basic purpose of the field of instructional technology to promote and aid the application of these known and validated procedures in the design and delivery of instruction (Gagne, R. M., 2013 as cited by Kurt, S., 2017). 10. Technology Tools are electronic, digital or physical tool that can expand the human ability for performing tasks or generating products. For example: word processor, presentation program, spreadsheet program, graphics editing program, picture editor, movie editor, video format converter, web design editors, web design programs and platforms, web design script languages, web applets, voice recorder, digital video camera, etc. (https://www.igi- global.com/dictionary/technological-tool/29475) 11. Software refers to program control instructions and accompanying documentation; stored on disks or tapes when not being used in the computer. By extension, the term refers to any audiovisual materials (Smaldino, 2005). 12. Multimedia is a sequential or simultaneous use of a variety of media formats in a given presentation or self-study program (Smaldino, 2005). 13. Internet is a massive network of networks, a networking infrastructure. It connects millions of computers together globally, forming a network in which any computer can communicate with any other computer as long as they are connected to the Internet. It is generally defined as a global network connecting millions of computers (https://www.webopedia.com). 14. WWW stands for "World Wide Web." It is important to know that this is not a synonym for the Internet. The World Wide Web, or just "the Web," as ordinary people call it, is a subset of the Internet. The Web consists of pages that can be accessed using a Web browser. The Internet is the actual network of networks where all the information resides. Things like Telnet, FTP, Internet gaming, PCK 126 Technology for Teaching and Learning 1 //dclc 2  Internet Relay Chat (IRC), and e-mail are all part of the Internet, but are not part of the World Wide Web. The Hyper-Text Transfer Protocol (HTTP) is the method used to transfer Web pages to your computer. With hypertext, a word or phrase can contain a link to another Web site. All Web pages are written in the hyper- text markup language (HTML), which works in conjunction with HTTP (Christensson, P., 2006). 15. Web access is the ability of the learner to access the Internet at any point during the lesson in order to take advantage of the array of available education resources. 16. Webquest is an inquiry-oriented lesson format in which most or all information that learners work with comes from the web. These can be created using various programs, including simple word processing documents that include links to websites. 17. Productivity tools refer to any type of software associated with computers and related technologies that can be used as tools for personal, professional or classroom productivity. Examples: Microsoft Office, Apple works - word processing, grade and record keeping, web page production, presentation) (KFIT-Unesco 2016) 18. Blog is term for Short for "Web Log," this term refers to a list of journal entries posted on a Web page. Anybody who knows how to create and publish a Web page can publish their own blog. Some Web hosts have made it even easier by creating an interface where users can simply type a text entry and hit "publish" to publish their blog (Christensson, P., 2006). 19. A wiki is a Web site that allows users to add and update content on the site using their own Web browser. This is made possible by Wiki software that runs on the Web server. Wikis end up being created mainly by a collaborative effort of the site visitors. A great example of a large wiki is the Wikipedia, a free encyclopedia in many languages that anyone can edit. The term "wiki" comes from the Hawaiian phrase, "wiki wiki," which means "super fast." I guess if you have thousands of users adding content to a Web site on a regular basis, the site could grow "super fast" (Christensson, P., 2006). 20. The term Podcast is actually a portmanteau of iPod and Broadcast. Podcasting started as mostly an independent way for individuals to get their message out there and build a community of people with similar interests. That still exists, but today there are podcasts from: individuals; companies; radio networks; TV networks; new podcast-only networks (ex. Gimlet); comedians; storytellers; churches; and a whole lot more. There is no pre-determined length, format, style, production level, or anything else. Podcasts can be broken up into “seasons” like a TV show, or be episodic and ongoing. A weekly release for new episodes is common, but there are daily podcasts, weekly podcasts, and really any cadence PCK 126 Technology for Teaching and Learning 1 //dclc 3  (or lack thereof) the creator desires. Put simply, a podcast is a series of episodes. These episodes are audio files that are likely stored with a podcast hosting company. Another great thing about podcasts is that you can subscribe to them, which makes it easy to get notified (via your favorite podcast app) when new episodes come out (Winn, R., 2019). 21. The flipped classroom is a pedagogical model in which the typical lecture and homework elements are reversed. The flipped-classroom approach draws on such concepts as active learning, student engagement, hybrid course design, and course podcasting. The value of a flipped class is in the repurposing of class time into a workshop where students can inquire about lecture content, test their skills in applying knowledge, and interact in hands-on activities (www.library.educause.edu). Activity 1: Technology-related Vocabulary Enrichment Search the web for twenty (20) other technological terms related to teaching and learning that you are not aware of or familiar. Create a glossary of these terminologies using one or two sheets of intermediate pad. Cite your source/s. Lesson 2: Roles of Technology for Teaching and Learning From the constructivist perspective, the following are the functions of technology in learning (Jonassen, et al., 1999): 1. Technology as tools to support knowledge construction: ✓ for representing learners’ ideas, understandings and beliefs ✓ for producing organized multimedia knowledge-base by learners 2. Technology as information vehicles for exploring knowledge to support learning- by-constructing: ✓ for accessing needed information ✓ for comparing perspectives, beliefs and worldviews 3. Technology as context to support learning-by-doing: ✓ for representing and simulating meaningful real-world problems, situations and contexts ✓ for representing beliefs, perspectives, arguments, and stories of others ✓ for defining a safe, controllable problem space for student thinking 4. Technology as a social medium to support learning by conversing: ✓ for collaborating with others PCK 126 Technology for Teaching and Learning 1 //dclc 4  ✓ for discussing, arguing, and building consensus among members of a community ✓ for supporting discourse among knowledge-building communities 5. Technology as intellectual partner to learning-by-reflecting (Jonassen, 1996): ✓ for helping learners to articulate and represent what they know ✓ for reflecting on how they have learned and how they came to know it ✓ for supporting learners’ internal negotiations and meaning making ✓ for constructing personal representations of meaning ✓ for supporting mindful thinking Activity 2: Throw Back on Technology-assisted Learning Recall a learning experience you had where your teacher made use of technology to facilitate learning. Explain concisely how it helped you to understand the lesson better. Write this on the space below or on your learning journal. Lesson 3: History of Educational Technology Watch the video presenting the history of educational technology through the link below. Carefully note down the dates and developments in the use of technology in education. https://www.youtube.com/watch?v=UFwWWsz_X9s PCK 126 Technology for Teaching and Learning 1 //dclc 5 Activity 3: Educational Technology Timeline After watching the video and studying it carefully, create a timeline using an appropriate graphic organizer. Use long bond paper for your output. Lesson 4: 21st Century Literacy Skills: Digital Literacy Skills What is 21st Century Literacy Skills? An aggregate of skills commonly focusing on information technology skills, information literacy skills and critical thinking skills (Gura & King, 2007). The importance of these skills is demonstrated in the importance for success in daily, academic and workplace success in the 21st century. Individual interpretations of the term also exist which focus on K-12 educational processes rather than skills (Partnership for 21st Century Learning (n.d.)), however in general the primary definition is referred to when the term is used Learn more in: Blended Learning. An aggregate of skills commonly focusing on information technology skills, information literacy skills and critical thinking skills (King & Sanquist, 2009). The importance of these skills is demonstrated in the importance for success in daily, academic and workplace success in the 21st century. Individual interpretations of the term also exist which focus on K-12 educational processes rather than skills (The Partnership for 21st Century Learning, 2004); however, in general the primary definition is referred to when the term is used. Digital Literacy Individual’s capabilities to be able to effectively and responsively function and perform in the digital society. The term “Digital Literacy” was coined by Paul Glister in 1997 and it came from the discussion on the concepts on: a. Visual literacy when images and non-verbal 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 started to become a household item manipulated to achieve one’s target; d. Information literacy which refers to the finding, evaluating using and sharing of information Spires and Bartlett (2012) have divided the various intellectual processes associated with digital literacy into three categories: (a) locating and consuming digital content, (b) creating digital content, and (c) communicating digital content (Figure 1). Learners must develop evaluative dispositions as they navigate digital content. A PCK 126 Technology for Teaching and Learning 1 //dclc 6 discerning mindset is essential in order to interact with online resources with accuracy. Without critical evaluation, the learner may easily be directed by the technology rather than the learner directing the inquiry. Figure 1. Digital literacy practices involve the ability to locate and consume, create, and communicate digital content, while simultaneously employing a process of critical evaluation Adapted from Spires & Bartlett (2012). Locating and Consuming Digital Content It is essential to develop the skills to locate, comprehend and consume digital content on the Web. Central to being effective with the Web is strategically searching for information and evaluating its accuracy and relevancy (Leu et al., 2008). There is consensus that effective Web search skills must be developed for educational success in a digital society, and instruments such as The Teaching Internet Comprehension to Adolescents (TICA) checklist can ensure that students have the necessary prerequisite Web search skills (Leu et al., 2008). However, more challenging is how to incorporate the effective teaching and development of Web search skills in the classroom (Moraveji et al., 2011). Nevertheless, some important skills are considered necessary for locating and using digital content: domain knowledge, a working knowledge of how to use search engines, basic literacy skills, and a general knowledge of resources available on the Web (Moraveji et al., 2011). In addition to building on the ability to craft productive Web search terms, search lessons should involve direct modeling of the use of search techniques, differentiating between domain names, and querying sites for accuracy and transparency. PCK 126 Technology for Teaching and Learning 1 //dclc 7 Creating Content Digital content is easily created by teachers and students alike through multiple media and a variety of Web 2.0 tools. The implementation of digital content may be an important and effective method of enhancing teaching and learning (Bakkenes, Vermunt, & Wubbles, 2010), enabling teachers to embrace the 21st century skills that students are expected to master. Digital resources can also free up teachers, allowing them to spend more time facilitating student learning and less time lecturing. Allowing students to create and consume digital content in the classroom may increase engagement while also encouraging the development of skills needed for a technological society. For example, students can create video content with easy-touse video editors such as Animoto, WeVideo, and Powtoon, just to name a few. Because there is a low bar for technical expertise, students can spend more time on the quality of the content rather than learning the process of a new tool. An added benefit is that the products look polished and professional. Although the creation of digital content is becoming increasingly simple, personalization of learning will require teachers to locate and utilize a variety of digital resources to meet the needs of every learner. Personalization will also put a heavier emphasis on asking students to show mastery of learning by producing digital content. This generative process requires more time from teachers in terms of designing appropriate rubrics for performance-based learning. Communicating Digital Content Digital content must be communicated effectively in order to be a useful educational medium. Using social networking sites like Facebook, Twitter, and Instagram requires users to understand and manipulate information in multiple formats. Web 2.0 tools are social, participatory, collaborative, easy to use, and facilitate the creation of online communities. This type of communication affords the possibilities of more customization and personalization for individual learners’ interests and needs, which has the potential to increase student engagement in academic learning. A popular type of digital communication is the act of curating. The capacity to curate at a sophisticated level, both in terms of content and visual appeal, is quickly becoming a necessity for educators who engage in online teaching and learning (Thompson, 2015). The word curate comes from the Latin root Curare, or “to cure,” and historically has meant “to preserve” (Mihailidis & Cohen, 2013). As students learn to be creators and curators of digital content, there is some evidence that it contributes to their ability to be critical readers of digital texts (O’Byrne, 2012). To curate, historically, has meant to take charge of or organize, to pull together, sift through, select for presentation, to heal and to preserve. Within digital spaces, organizing and preserving online content is the purview of the individual (Mihailidis & Cohen, 2013). PCK 126 Technology for Teaching and Learning 1 //dclc 8 The Seven Elements of Digital Literacy: 1. Media Literacy –is one’s ability to critically read information or content and utilize multimedia in creatively producing communication. 2. Information Literacy – is locating information from the web and interpreting which evaluating its validity in order that it can be shared. 3. ICT Literacy – is knowing how to select and use digital devices, applications or services to accomplish tasks requiring the use of the internet. 4. Communication and Collaboration – are one’s capabilities in being able to participate in the digital networks in the teaching and learning context. 5. Identity Management – is being able to understand how to ensure safety and security in managing online identity and foster a positive Figure 2. Seven Elements of Digital Literacy (by Ryan, T.G., 2016, https://www.researchgate.net/figure/Seven-Elements-of-Digital- Literacy_fig3_304944298) PCK 126 Technology for Teaching and Learning 1 //dclc 9  6. 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. 7. Digital Scholarship – is being able to link and participate in professional and research practice. One important component of digital literacy is having an in- depth understanding of concepts requiring essential core skills. These core skills are known as the Cs of the 21st Century. The Four Cs of the 21st Century Skills 1. Critical Thinking – is learning how to solve problems. It teaches students not to accept immediate claims without seeking the truth. It is ability to differentiate facts from opinion and not only just learn a set of facts or figures but also discover these for the sake of knowing what you need to know. 2. Creativity – requires students to think out of the box and to take pride in what is uniquely theirs. It means that they will be able to look at a problem from multiple perspective. Creativity encourages students to think beyond the expectations of conventions. However, creativity may not ensure success all the time but may lead to another direction that can actually be a better way of figuring out how to solve the problem 3. 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 efficiently and clearly convey ideas. 4. Collaboration – When students know how to work well with others to accomplish a given task or to solve a problem at hand. This is a 21st essential, when students are made to work with others in a pair or in a team. They are given the chance to practice how to relate with others. In addition to the 4C’s, there are CITIZENSHIP and CHARACTER. Citizenship is known as netizenship in the virtual world. This is making the person consider how one behaves accordingly by observing the norms and rules that are in accordance with what are sociably and virtually acceptable. Digital Literacy Skills Digital literacy skills are required in the digital world. These skills vary from text to images to multimedia. Future teachers who will be handling students considered as tech savvy should equip themselves with competencies and fluencies needed to handle the fast-emerging tools and applications that should be able to handle even artificial. PCK 126 Technology for Teaching and Learning 1 //dclc 10 Eight Digital Literacy Skills Needed to Become Digitally Literate According to Lynch (2017) Coding Collaboration Cloud Software Word Processing Software Screen casting Personal Archiving Information evaluation Use of Social Media Coding – 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 allow students 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 solution. SCREENCASTING – A screencast is a video recording using the computer screen and usually includes an audio. On other hand when you take a picture on the screen of your computer, it is called Print screen. Personal Archiving – Students should be taught the concepts of meta-data, tagging, keywords and categories to make them aware Information Evaluation – Critical thinking to weed out fake news is a crucial in 21st century skills. The tools and skills needed to process information are very much needed. USE OF SOCIAL Media – Social media serves different purposes depending on the user, the technology and the need. For example, students should realize that twitter can be useful for staying current on the latest news in the field. Activity 4 Digital Literacy Test Test your digital literacy by clicking the link: http://www.bsu.edu.ph/college-teacher- education/events and accomplishing the test. This will assess your digital literacy in terms of four areas that are important to a teacher. Thus, based on the result, make a reflection and specific plan of action on how you will improve yourself in relation to digital literacy in teaching. References: Bakkenes, I., Vermunt, J. D., & Wubbles, T.(2010). Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experience teachers. Learning and Instruction, 20(6), 533–548. doi:10.1016/j.learninstruc.2009.09.001 PCK 126 Technology for Teaching and Learning 1 //dclc 11 Balagtey, J.L.M., I.G. Parcasio, D.C.L. Colinang, L.B. Likigan, (2020). Digital Literacy Test for Teachers. http://www.bsu.edu.ph/college-teacher-education/events Bilbao, P. P., Ma. A. C. V. Dequilla, D. A. Rosano, H. B. Boholano. (2019). Technology for Teaching and Learning I. Christensson, P. (2006). WWW Definition. Retrieved 2021, Jan 19, from https://techterms.com EDUCAUSE (n.d.). Teaching and Learning. https://library.educause.edu/topics/teaching-and-learning/flipped- classroom#:~:text=The%20flipped%20classroom%20is%20a,course%20design %2C%20and%20course%20podcasting. Accessed on January 19, 2021. Jonassen, David H., Kyle L. Peck & Brent G. Wilson (1999). Learning with Technology: A Constructivist Perspective. New Jersey: Prentice Hall Inc. Kurt, S. "Definitions of Instructional Technology," in Educational Technology, February 18, 2017. Retrieved from https://educationaltechnology.net/definitions-of- instructional-technology/ Leu, D. J., Coiro, J., Castek, J., Hartman, D., Henry, L. A., & Reinking, D. (2008). Research on instruction and assessment in the new literacies of online reading comprehension. InC. Collins-Block, S. Parris, & P. Afferbach (Eds.), Comprehension instruction: research based best practices. New York: Guilford Press. Mihailidis, P., & Cohen, J. N. (2013). Exploring Curation as a core competency in digital and media literacy education. Journal of Interactive Media in Education. Retrieved from: http://www-jime. open.ac.uk/articles/10.5334/2013-02/. Accessed on January 22, 2021. Moraveji, N., Morris, M. R., Morris, D., Czerwinski, M., & Riche, N. (2011). ClassSearch: Facilitating the development of Web search skills through social learning. In Proceedings of the 2011 Annual Conference on Human Factors in Computing Systems (pp. 1797-1806). New York: ACM Press. doi:10.1145/1978942.1979203 O’Byrne, I. (2012). Facilitating critical evaluation skills through content creation: Empowering adolescents as readers and writers of online information (unpublished dissertation). University of Connecticut. Northstar Digital Literacy, n.d. Test Your Digital Literacy. Retrieved on July 23, 2020 from https://www.digitalliteracyassessment.org/. Paul, C. M., H. Spires, S. Kerkhoff, 2017. Digital Literacy for the 21st Century. Retrieved from https://www.researchgate.net/publication/318508429_Digital_Literacy_ for_the_21st_Century. Accessed on January 22, 2021. Ryan, T.G., 2016. Seven Elements of Digital Literacy. Retrieved on July 23, 2020 from https://www.researchgate.net/figure/Seven-Elements-of-Digital- Literacy_fig3_304944298. SMARTEduEMEA (2011). History of Educational Technology. Retrieved on January 20, 2021 from https://www.youtube.com/watch?v=UFwWWsz_X9s Thompson, T. L. (2015). Digital doings: Curating work–learning practices and ecologies. Learning, Media and Technology, 1–21. UNESCO Institute for Information Technologies in Education (2011). Digital Literacy in Education. https://iite.unesco.org/files/policy_briefs/pdf/en/digital_literacy.pdf, accessed on January 15, 2021. PCK 126 Technology for Teaching and Learning 1 //dclc 12