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Republic of the Philippines, APAYAO STATE COLLEGE, San Isidro Sur, Luna, Apayao, Prepared by:, GEM MICAH S. MORALES, Instructor I, CHAPTER I: Review of Technology for Teaching and Learning, If there is one thing that changed the world so fast, it is TECHNOLOGY. While there exists technology in the past as non-digital technology, the current digital technology has been a factor that shrunk the world and made it flat. It has provided a new environment for learning; new ways teachers teach and the new ways of how learners learn. In the beginning, it has created a divide between the digital natives and the digital immigrants. However, as the years go by, such divide has become narrower and even blurred. This has led to the new educational revolution in teaching and learning which has been triggered by technology and resulted to better learning outcomes in the 21st century., LESSON 1: Definition of Basic Concepts and Important Terms, “I think we need to be careful not to get too specific (i.e. technology=computers) while at the same time not getting so broad that our definition of technology includes everything from pencil and paper to lasers and computers. I’d like to see us define technology in a manner that looks at electronic tools we use to enhance teaching and learning.” Sally, grade teacher from Joy Egbert (2009)., Objectives:, Define conceptually or operationally terms that are basic to the understanding of ICT., Use the concepts and terms in communicating with peers for further understanding., Readings:, Let us explore various resources to have a clear understanding of this lesson. Let us unpack some concepts and terms related to technology for teaching and learning., Here are some terms and concepts that you need to know and understand., Technology refers to a mix of process and product used in the application of knowledge. It includes tools from pencil and paper to the latest electronic gadgets and tools for practical tasks., Information and Communication Technology Literacy or ICT Literacy is the use of digital technology, communication tools and/or networks to access, manage, integrate, evaluate, create, and communicate information in order to function in a knowledge society (Guro 21, 2011)., Educational Technology refers to the use of technology in teaching and learning. Educational technology includes both the non-digital (flip charts, pictures, models, realia, etc.) and digital (electronic tools: hardware, software, and connections, etc.), Digital Literacy is the ability to find, evaluate, utilize, share and create contents using information technologies and the Internet (Cornell University). According to American Library Association (2018), digital literacy is the ability to use information and communication, requiring both cognitive and technical skills., Digital learning is any type of learning that is accompanied by technology or by instructional practice that makes effective use of technology. It encompasses the application of a wide spectrum of practices which included blended or virtual learning. It can come as online or off-line which utilizes digital technology., On-line digital tools and apps use an Internet connection to access the information needed. A common example is Skype. It is a telecommunication application software product that specializes in providing video chat and voice calls between computers, tablets, mobile devices via internet and to regular telephones., Off-line digital tools and apps can still be used even if there is no internet access. Among these are Canary Learning, Pocket, Evertone, ibooks, KA LITE (Gupta, Prinyaka, 2017)., Instructional technology is the theory and practice of design, development, utilization, management, and evaluation of the processes and resources for learning., 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., Multimedia is a sequential or simultaneous use of a variety of media formats in a given presentation or self-study program., 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 if they are connected to the internet. It is generally defined as a global network connecting millions of computers., World wide web (www) is also called the Web which is a graphical environment on computer networks that allows you to access, view and maintain documentations that can include text, data, sound and videos. It is a way of accessing information over the medium of the Internet. It is an information sharing model that is built on top of the internet., 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., Web quest 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., Productivity tools refer to any type of software associated with computers and related technologies that can be used as tools for personal professional o classroom productivity., Technology tool is an instrument used for doing work. It can be anything that help you accomplish your goal with the use of technology. These technology tools can be classified as:, Data/Calculation tools. Examples: Spreadsheets, Excels, Sketchpads, probability constructor., Design tools. These are used to make models and designs, creating and building. Included here are Family Tree Maker, GollyGee, and Crazy Machines among others., Discussion tools. There are 4 different approaches that utilize discussion and interaction in the Internet. These are threaded discussion forum, Blogging, Live chat and Video Teleconferencing, Netiquette and Safety on the Net., E-mail tools. Emails are great communication tools for sending messages, photographs, videos and other files. It allows you to reach out to others around the world. Examples are Google mail, Y-mail, Yahoo mail and many more., Handheld devices. Handheld devices have become popular among learners. These include Personal Digital Assistants, Global Positioning System (GPS), and geographic information system (GIS) in the classroom, portable electronic keyboards, Digital Cameras, Mobile phones, Palm, Handheld computers., Web quest is a teacher structured research experience for the students that is primarily based on use of the World Wide Web and typically takes one or more instructional periods., Blog is an online journal where posted information from both teachers and students are arranged. There are three kinds of blogs: blogs used for communication, blogs used for instruction, and blogs used for both., Wiki, an editable website usually with limited access, allows students to collaboratively create and post written work or digital files, such as digital photos or videos. Wikipedia is one of the most widely recognized of all the wikis., Flipped classroom utilizes a reverse instructional delivery, where the teacher is required to use the web resources as homework or out of class activity as initial instruction of the lesson which will be discussed during class time., Podcast is a video or audio-media clip about a single topic typically in the format of the radio talk show. The two basic functions of podcast are to retrieve information and to disseminate information., Google App is a cloud-based teaching tool which is stored in the Google server and is available for students both at home and in school. It includes the g-mail, a free-mail for all; Google sites that provide options for developing blogs and wikis; and Google docs is used for sophisticated word processing and editing of the document., Vlog is a video blog where each entry is posted as a video instead of the text., Facebook is a popular social networking site used by students and adults worldwide to present information on themselves and to the world., VOIP (voice over internet protocol) is a category of hardware and software that enables people to use the internet as transmission medium for telephone calls by sending voice data in packets using IP rather than traditional circuit transmission., Exercises:, Task 1, Name: ________________________ Course/Year/Section: ______________, Subject: ________________________, Explore in the web, how other terms are defined and understood., Make a glossary of terms of at least 20 ICT-related terms with each having a conceptual or operational definition or description. Cite the source of your definition., LESSON 2: Roles of ICT in Teaching for Learning, Objectives:, Identify roles of technology in teaching and learning., Appreciate the value of technology in supporting student learning., Readings:, As teaching and learning go together, let us explore what would be the roles of technology for teachers and teaching and for learners and learning. According to Stosic (2015), educational technology has three domains:, Technology as a tutor. Together with the teacher, technology can support the teacher to teach another person or technology when programmed by the teacher can be a tutor on its own. The teacher will simply switch on or switch off radio programs, television programs or plays DVDs, or CDs that contain educational programs. There are on-line tutorial educational programs, too., Technology as a teaching tool. Like a teacher, technology is a teaching tool, but can never replace a teacher. This is like the handyman, which is just there to be reached. Like any other tool, it is being used to facilitate and lighten the work of the teacher. It will be good if the teacher can also create or develop technology tools that are needed in the classroom., Technology as a learning tool. While the teacher utilizes technology as the tool for teaching, likewise it is an effective tool for learning. As a learning tool, likewise it is an effective tool for learning. As a learning tool, it makes learning easy and effective. It can produce learning outcomes that call for technology-assisted teaching. Even the teachers who are teaching can utilize similar tools for learning. As a learning tool, it is very interesting that even the elderly uses these tools for learning for life., For Teachers and Teaching, There are numerous roles that technology plays in the job of teachers. As a tool, technology has opened wider avenues in management of resources and management of learning. Likewise, it has modernized the teaching-learning environment in schools. Here are some examples of the myriad of roles that technology can do for teachers and teaching., Technology provides enormous support to the teacher as the facilitator of learning. It transforms a passive classroom to an active and interactive one, with audio-visual aids, charts and models, smart classrooms, e-learning classrooms which motivate and increase attention level of learners. Many of these can be searched on the web., Technology has modernized the teaching-learning environment. The teachers are assisted and supplemented with appropriately structured instructional materials for daily activities. There are varied available technology-driven resources which can be utilized for remedial lesson or activities. Likewise, there are also a lot of technology-driven resources that can be used for enrichment purposes. You may search for the examples on the web., Technology improves teaching-learning process and ways of teaching. This will make the act of teaching more efficient and effective. There are arrays of teaching methods and strategies that can use technology which are found compatible with learning styles. The multiple intelligence theory of Howard Gardner tells us that there is a genius in every child. This implies that there must be varied ways of teaching as there are many varied ways of learning. All the learning styles can find support from technology, so that teaching will be more effective and efficient., Technology opens new fields in educational research. The areas of teaching testing and evaluation are enhanced by technologies for teaching and learning. Current educational researches will no longer find difficulty in interpreting tests, assessment and other evaluation results. There are available programs that can analyze and interpret results with speed and accuracy. Reference retrieval is also hastened because many of the research materials are in digital form. Technology has also provided access to big data that can be processed for problem solving and inquiry., Technology adds to the competence of teachers and inculcates scientific outlook. Through the utilization of theories of learning and intelligence, which are explained in references uploaded in the net, the teachers are encouraged to imbibe skills to source this information with speed and accuracy., Technology supports teacher professional development. With the demand of continuing professional development for teachers, the availability of technology provides alternative way of attending professional development online. For those who are involved as providers of continuing professional development like trainers, facilitators, or organizers, they can level up or enhance their delivery system with the support of technology tools., For Learners and Learning, Support learners to learn how to learn on their own. All teachers fully understand that subject matter or content is a means to achieve the learning outcomes. There are three categories of knowledge according to Egbert (2009): declarative knowledge, structural knowledge, and procedural knowledge., Declarative knowledge consists of the discrete pieces of information that answers the questions what, who, when, and where. It is often learned through memorization of facts, drills, and practice. It can be learned by simple mnemonics or conceptual maps. Declarative knowledge is the fundamental knowledge necessary for students to achieve more complex higher order thinking such as critical thinking and creativity, inquiry, and production., Structural knowledge consists of facts or pieces of declarative knowledge put together to attain some from meaning. An example of declarative knowledge is “pencil”. The idea that evolved from a pencil is an understanding that: “it is something used to write”. This is referred to as structural knowledge. It can be presented by concept maps, categorization or classification., Procedural knowledge is knowledge in action or the knowledge of how to do something. It is based on facts but learned through the process of procedural knowledge. Examples include how to drive a car, how to use a cellphone, or how to speak English. Procedural knowledge is indicated by a performance task or graphical representation of a concept., The traditional source of knowledge are printed books, modules and journals. Other sources are primary source such as information taken from research. However, knowledge or content can be learned in many ways., Technology enhances learners’ communication skills through social interactions. This is commonly described as the transmittal of information from one person to another as single individual or groups of individuals. According to Shirly (2003) in Egbert (2009), there are three basic communication patterns:, Point to point two-way or one-to-one like Internet chat, phone conversation or even face-to-face conversation., One-to-many outbound like a lecture, or television. There is no social interaction., Many-to-many like group discussion, buzz session, heads together., This kind of interaction provides opportunities for social interaction., For this role, what are the benefits derived from technology-supported communication?, Enables any teacher to guide the learners virtually and making learning unlimited because communication and social interaction go beyond a school day or a school environment., Enhances student’s freedom to express and exchange ideas freely without the snooping eyes of the teacher face to face., Enables learners to construct meaning from joint experiences between the two or more participants in communication., Help learners solve problems from multiple sources since there is limitless sources of information that the teacher can direct or refer to the learners., Teaches learners to communicate with politeness, taking turns in sending information and giving appropriate feedback., Develops critical thinking, problem solving and creativity throughout the communication., Technology upgrades learners’ higher-order-thinking skills: critical thinking, problem solving and creativity, Critical thinking is a part of the cluster of higher order thinking skills. It refers to the ability to interpret, explain, analyze, evaluate, infer, and self-regulate in order to make good decisions. With the use of technology, one will be able to evaluate the credibility of the source, ask appropriate questions, become open-minded, defend a position on an issue and draw conclusion with caution., As a role model, teachers should display and practice critical thinking processes, so that the learners can imitate them. Here are some ways that teachers can do to develop critical thinking., Ask the right questions, Most often teachers ask questions to find out if the student can simply repeat the information from the lesson., Use critical thinking tasks with appropriate level of challenge., Teachers should be mindful of the readiness of the students., Creativity is characterized as involving the ability to think flexibly, fluently, originally, and elaborately (Guildford, 1986 & Torrance, 1974 in Egbert, 2009). Flexibly means able to use many points of view while fluently means able to generate many ideas. Originally implies being able to generate new ideas and elaborately means able to add details. Creativity is not merely a set of technical skills, but it also involves feelings, beliefs, knowledge and motivation., Seven Creative Strategies (Osborn, 1963). These have been simplified into fewer categories. To be creative, one can use any of these strategies., Substitute – find something else to replace to do what it does., Combine – Blend two things that do not usually go together., Adapt – Look for other ways this can be used., Modify/ Magnify/ Minify – Make a change, enlarge, decrease., Put to another use – find other uses., Eliminate – Reduce, remove., Reverse – Turn upside-down, inside out, front-side back., Altogether, the strategies will be labelled as SCAMPER., What should teacher do to support student creativity? Here are some suggestions:, Provide an enriched environment., Teach creative thinking strategies., Allow learners to show what they can do., Use creativity with technology., Further, teachers can do the following to develop and enhance critical thinking, problem solving and creativity. As a future teacher, try these suggestions., Encourage students to find and use information from variety of sources both on-line and off-line., Assist students to compare information from different sources., Allow students to reflect through different delivery models like writing, speaking, or drawing., Use real experiences and material to draw tentative decisions., Involve students in creating and questioning assessment., To do these, the teacher should see to it that right questions are asked, student’s tasks should be appropriate to the levels of challenge and curiosity is encouraged., Exercises:, Task 2, Name: ________________________ Course/Year/Section: ______________, Subject: ________________________, Write a paragraph about your personal experience on how technology has influenced your life as a learner from elementary, high school and college., How Technology Influenced My Life as a Learner, Write a paragraph on how you are going to use technology when you will become a teacher?, How Will I Use Technology When I Become a Teacher, LESSON 3: Theories and Principles in the Use and Design of Technology Driven Learning Lessons, Objectives:, Identify learning principles and theories that are applied in technology driven teaching-learning models., Use the learning principles and theories as basis in the development of the teaching plans and selection of instructional materials., Readings, Edgar Dale’s Cone of Experience, The Cone of Experience, “The cone is a visual analogy, and like all analogies it does not bear an exact and detailed relationship to the complex elements in represents.” – Edgar Dale, In preparing to become a teacher, there are elements that should be taken into consideration. One way of putting it is the 8M’s of teaching and each element contributes to ensuring effective instruction., The Eight M’s of Teaching, Milieu – the learning environment, Matter – the content of learning, Method – teaching and learning activities, Material – the resources of learning, Media – communication system, Motivation – arousing and sustaining interest in learning, Mastery – internalization of learning, Measurement – evidence that learning took place, With reference to the 8Ms of instruction, one element is media. Another is material. These two M’s (media, material) are actually the elements of the Cone of Experience. Edgar Dale’s Cone of Experience relates well with various instructional media which form part of the system’s approach to instruction., Dale’s Cone of Experience, The Bands in Dale’s Cone of Experience, Direct purposeful experiences – These refers to foundation of experiencing learning. Using the senses, meaningful knowledge and understanding are established. This is experiential learning where one learns by doing., Contrived experiences – It is in this category that representations such as models, miniatures, or mockups are used. There are things or events that may be beyond the learners grasp and so contrived experiences can provide a substitute., Dramatized experiences – These are commonly used as activities that allows students to actively participate in a reconstructed experience through role-playing or dramatization., Demonstrations – When one decides to show how things are done, a demonstration is the most appropriate experience. It is an actual execution of a procedure or a process. A demonstration of how to bake a cake or how to execute the dance step is an appropriate way of making the learning experience meaningful., Study trips – These are actual visits to certain locations to observe a situation or a case which may not be available inside the classroom., Exhibits – These are displays of models such as pictures, artifacts, posters, among others that provide the message or information. These are basically viewed, however, there are currently exhibits that allow the viewers to manipulate or interact with the display and as a result, the exhibit becomes more engaging and fun., Television and motion pictures – This technology equipment provide a two-dimensional reconstruction of a reality. These allow learners to experience the situation being communicated through the mediated tools. They provide a feeling of realism as viewers try to understand the message portrayed by actors in the films., Still pictures, Recordings, Radio – Still are pictures or images. Together in this category are the audio-recorded materials or information broadcast through the radio., Visual symbols – These are more abstract representations of the concept or the information. Examples of these are information presented through a graph or a chart. For example, a process can be presented using a flow chart., Verbal symbols – This category appears to be the most abstract because they may not exactly look like the concept or object, they represent but are symbols, words, codes or formulae., In addition, Brunner’s three-tiered model of learning points out that every area of knowledge can be presented and learned in three distinct steps., Enactive – a series of actions, Iconic – a series of illustrations or icons, Symbolic – a series of symbols, With young learners, it is highly recommended that a learner proceeds from the ENACTIVE to ICONIC and lastly to the SYMBOLIC. A young learner would not be rushed to move to immediate abstraction at the highest level without the benefit of a gradual unfolding. However, when the learner is matured and capable to direct his own learning, it may move fluidly across the cone of experience., Exercises:, Task 3, Name: ________________________ Course/Year/Section: ______________, Subject: ________________________, Write your ideas with the following situations:, If you teach a lesson on the concept of fractions to a grader, how will you proceed if you follow the pattern in Dale’s Cone of Experience beginning with the concrete moving toward the abstract? Write a detailed lesson plan on fractions using the DLL format., Readings:, TPACK as a Framework for Technology Driven Teaching Learning, What is TPACK?, TPACK is a framework that combines the teacher’s three knowledge areas: technological knowledge, content knowledge, and pedagogical knowledge. This framework shows the interconnectedness of content knowledge with pedagogical knowledge and the integration of technology in making teaching more engaging, relevant and effective. It looks at how these knowledge areas intercept or work together to increase student’s motivation and make the content more accessibly engaging to students. This framework has significantly influenced practices in teaching as a result of research., The Technological, Pedagogical, and Content Knowledge known as TPACK is a theoretical model describing the capability of the 21st century teacher. To be relevant to the learners of today, the teachers should be able to blend his knowledge and capability in the content of the discipline., CK is content knowledge. It is the “what” – understanding of the content such as language arts, math, science, history among others. This is composed of facts, concepts, theories of principles in a given discipline. Pedagogical Knowledge (PK) is the “How”. It is the expert’s knowledge in the science of teaching from educational and learning theories to individual differences to strategies and techniques as well as assessment of learning. The teachers need to possess the capability to handle learning through effective method and appropriate strategies., The intersection of the pedagogical and content areas of knowledge is the PCK. This how much competencies the teachers have in making the students learn concept and skills. This includes the knowledge of how to use techniques that can meaningfully address different learning styles while supporting content with deeper understanding. Schulman (2008) considers this teaching at its best., The incorporation of technology knowledge into PCK by Mishra and Koehler (2006) is relevant to 21st century teaching. This is the TK or the technological knowledge. This is the teachers’ knowledge on how to select, use and integrate these tools in the teaching and learning context. This is not only about the tools but also about the quality of content that students can access through appropriate applications and sites., When technology is used in a specific area to enrich and deepen student’s understanding of content, this is the intersection called TCK or Technological-Content Knowledge. For example, to deepen students’ understanding of a concept or area of study, students can gather information and collect data and evidence using technology tools and present this information using an application., Furthermore, TPK which is technology-pedagogical knowledge is knowing how to select, use or develop technology to manage student learning. For example, who will use collaborative tools that will allow students to work together and share information? How will you use an application that will allow students to creatively share their well-researched project in class or to others outside of the school? If they need to communicate with an expert in the industry, what tools can they employ so that they may be able to interview the right expert who can assist them in their capstone project? As a teacher, using the appropriate technology to ensure effective instruction is TPK., It allows student to learn content through digital tools. They can document and record evidence and plot out a strategy using a collaborative tool where the group can discuss their action plan while in or out of school. The drawn plan can be presented using a productivity tool (i.e. power point presentation or a digital story) to pertinent persons for feedback. Once approved and given support, the project can now proceed to the next level-implementation stage., The intersection of all knowledge areas is known as the TPACK. So, TPACK is about what teachers know, how they teach and how technology is used in the delivery of the lesson to make it more engaging and making learning more relevant in the 21st century., In conclusion, TPACK will start with content and then pedagogy and layer in technology. Sometimes, you might get excited about the technological tool and design a lesson around it. Remember, it is not about the technology tool, but it is the right blend of the three knowledge areas., Figure 1. TPACK Model, Figure 1 shows a balanced and collaborative functions of the varied activities manifesting teachers’ competencies., Exercise:, Task 4, Name: ________________________ Course/Year/Section: ______________, Subject: ________________________, How does your TPACK look like? Encircle the figure that best suits your TPACK., Explain and exemplify the meaning of your model., A. B., C., Readings:, SAMR, SAMR is a model designed to help educators infuse technology into teaching and learning. Developed by Dr. Ruben Puentedura, the model supports and enables teachers to design, develop, and infuse digital learning experiences that utilize technology. (Nov. 9, 2013), S stands for Substitution. It is literally using technology as an alternate for the regular item that is employed in augmenting or assisting instruction. Instead of using a map or a globe in teaching geography, teachers can use Google map or Google earth instead. Showing a location in a map can be substituted using google map or google earth., A is Augmentation. In this part of technology integration, there is a functional improvement in the use of technology tool. With the google map, you can use the features available such as measuring the distance from one point to another. You can provide a task by making students utilize this. For example, ask them to measure the distance and get the estimate time of travel if they start from one point to go to the next point. With this use of the google map, you tap on certain functions that the application provides. Instruction with technology integrated is enhanced., M means Modification. In this level, technology is used to redesign a lesson. When studying geography for example, google applications have panoranio, google earth, etc. Using this you can guide students to start upholding their own pictures of places they may have visited online. A brief description of these places can also be added. If internet connectivity is not available in the classroom, students can be guided to work on the assignment., R represents the idea of creating something from the regular item. This is Redefinition. Technology allows the creation of a new concept that has not been previously conceptualized. Puentedura labels this as the transformation of learning. Students are given the opportunity to create an output based on what they know and learned using a technology tool or application. So, with the ready pictures uploaded in panoramio, google earth, etc. students can probably write the script for a guided tour using his available materials (i.e. pictures) using google earth and start arranging these to be shared through the world wide web. It would be good if before the students start posting or publishing their work online, as a teacher, you can review it just to be sure it is ready to be shared., SAMR Model, This may help …, You may use applications that you know. If you have no idea, you may start exploring some tools and application found in the image of Apps in Education Poster and think how you can integrate them in a lesson. All you need to do is explore them and be familiar with their features., Exercise:, Task 5, Name: ________________________ Course/Year/Section: ______________, Subject: ________________________, Using SAMR, think of how you can integrate a technology tool for each phase to show the transition from using it to enhance instruction leading to a transformative use of technology. Design a task that can have a positive effect on students’ learning outcomes., Readings:, Blooms’ Digital Taxonomy, Benjamin Bloom is a known educationalist who provided the cognitive taxonomy which has greatly been used in education. His students, Anderson and Krathwohl made some revisions. This is the revised Bloom’s Taxonomy., A Comparison between the Original and the Revised Bloom’s Taxonomy, SAMR Model in relation to Bloom’s Revised Taxonomy, Some are applications that can be explored are found in this infographic., iPAD Apps Supporting Bloom’s Revised Taxonomy, Exercise:, Task 6, Name: _______________________ Course/Year/Section: ______________, Subject: ________________________, Write an essay., What is the significance of being aware of a theoretical framework (i.e. TPACK, SAMR, Blooms Revised Taxonomy) in preparing to become an effective teacher?, Readings:, The ASSURE Model, In designing a lesson with the integration of technology, it is crucial to observe a framework that can act as guide in its formulation (Heinrich & Smaldino, 2002). The ASSURE model identifies six essential elements in the instructional process., ASSURE model is a guide in crafting an instructional flow that can guide the teacher in integrating appropriate technology and media into the instructional process. It also refers to a systematic approach that the teacher can use when writing an instructional plan., This model is composed of six essential steps in planning instruction. Theoretically, it is a mental framework that a teacher considers., First Step…, Analyze Learners, With the learner as the center of the instructional process, the initial consideration is to get a clear picture of the learners’ learning styles, age level, interests or preferences, background, special needs and cultural diversity., Second Step…, State Objectives, This is the main instruction guide that will direct the flow to reach the target. Known as the learning outcome expected of the lesson, this statement describes what the learner would be able to perform as a result of the instruction., Third Step…, Select Methods, Media, and Materials, Selecting the appropriate way of delivering the lesson and using the applicable media or technology can effectively make learners acquire understanding of the lesson or gain the competence desired. The teacher has to decide which strategy, material or technology would be best considering the learners and the desired learning outcomes., Fourth Step…, Utilize Methods, Media and Materials, Having selected the strategy, media and material is halfway of the task done. Planning how to implement these entails a lot of consideration. Bearing in mind the learning outcome of the lesson, the teacher decides which part of the instructional flow will a particular material or technology be employed and the manner on how it will be more effective to achieve the learning outcome., Fifth Step…, Require Learner Participation, Student engagement is an important element. The learners have to be made to understand their role in taking accountability of their own learning. Therefore, the teacher has to design sections of the lesson where the learners are guided to participate in perform tasks with minimal or no supervision at all., Sixth Step…, Evaluate Student Performance, Assessing learners’ performance can take place across phases of the lesson. However, it is emphasized that the basic rule is that the evaluation should be congruent to the learning outcome provided in the lesson. Some learning outcomes can be sufficiently evaluated using a pen and paper test but there are other learning outcomes that can be assessed by using rubric or having a aggregated write-up through the use of a portfolio assessment. The teacher decides which is appropriate for the intention of the evaluative activity., The ASSURE process is really just a matter of common sense. However, it is good to follow a regimented guide to improve your teaching technique. Any effective teacher knows that the perfection of their technique does not come overnight, and there is always a room for improvement., Creating a Digital Story, Steps in Producing a Digital Story, Brainstorming a story concept., Create a story board that will contain the graphics, sound, text, narration, and music needed., Collect pictures, materials and store them in an organized fashion., Using productivity tools, put them together using iMovie, moviemaker, vimeo, power point presentation, power director, viva video, kinemaster, cupcut, soloop, filmora and the like., Edit, revise and share your story., When creating a digital story, it is important that you have the content written. The substance is important to be clear. What is the message about? Then organize the flow of events using the right language. Tell a good story., When you have all information sorted out, you need to think of a perspective that you can take as you tell the story. That point of view will be your ‘through-line’. It will connect all the elements of your story and end it with a concluding statement that will create a cohesive presentation., When writing the script, you need to consider important elements:, Point of View, Dramatic Question, Emotional Content, Economy, Voice, Soundtrack, Pacing, Storyboard is a valuable initial phase in the digital storytelling process. It is like doing a layout of the text or the script, the images or pictures that should go with it, the narration or voiceover as well as the transitions or effects that can be employed to have an engaging production. In other words, it is a detailed plan before the digital story is produced. This will allow you to visualize the flow of the story. You can create a template using a table. Below are examples of storyboards., Exercises:, Task 7, Name: ________________________ Course/Year/Section: ______________, Subject: ________________________, Think of a lesson and a hypothetical group of learners. Design the lesson good for an hour by writing a brief outline of the plan. Explain how the ASSURE model has helped in the process of designing it. Discuss the rationale of the decision on the selection of the materials, technology tools, learning and assessment activities., Make a two-minute digital story. (Your teacher will assign the stories for the story telling.), Readings:, Models of Technology-Enhanced Instructional Lessons, The learning place can also evolve especially when you consider the varied roles that learners play. They can learn and perform the task in any physical or virtual location. There is also the element of flexibility since learners can tackle assigned tasks at preferred time or manner of doing them. However, certain agreed rules have to be established to provide the right amount of guidance without curtailing their ingenuity., Learners can become…, Contributors – Learners can upload materials such as a video or an audio, post a message, submit an output in a drop box or add documents and e-books and add a picture or contribute to a digital world using a “popup”., Creators – Students can collate a digital portfolio or commonly known as an e-portfolio or create a virtual poster or an interactive resource. They can produce a digital story, edit the entries and share., Communicators - Communicators-Using technology tools, students can chat with peers, post a reply in a blog, and contribute a comment to the let thread flow., Creating a wiki, editing, and adding to it gives the students the chance to communicate their thoughts. Using the chat room or the web conferencing by Skype creates a new dynamic to- what a learning place is., Collaborators - Capstone projects can be outputs of collaboration. Students can participate in posting ideas in a Forum where there can be an asynchronous discussion. Using wikis to participate in group work with aim to accomplish a task or comment on blogs are a few ways on performing the role of a collaborator in a new idea of a learning place., There are many great ideas on how to integrate a technological tool or an application in teaching the lesson. Identifying the possible role that students need to be can guide them to choose the appropriate way of using the right tool. The bottom line is for you to integrate technology because learners become engaged and they learn better hence, a well-integrated phase of technology is critical., One common tool is a mobile device. It is a computing gadget such as a smartphone or a tablet computer that can be handheld and carried along by the user. If this tool is available, a creative teacher can strategize the meaningful use of mobile as a way of engaging the learner., Tools must be used as fundamental components of a class as long as they are appropriate and strategically integrated to facilitate learning for the integration of technology in a lesson is an informed judgement of a qualified and innovative teacher., Blogs, One interesting tool to explore is the blog. It is a webpage that you need to create and where you can write and post your ideas. These are updated on a regular basis which can inspire or educate those who read it. It is an online journal that allows you to share with the world what you think or feel., There are many kinds of blog and the type will depend on the purpose for which it was created., Quality of content is crucial in making your blog attractive to readers. Blogging provides benefits and one of which is it allows you to improve your writing skills. Just in case you will start creating your own blog, explore Wordpress. It is a blogging platform., 1. Blogging Ideas, a. Reflect on Reading. Using blogs, post your reflections on a book that you are assigned to read., b. Picture Prompt. Post a blog on your reflection based on a picture., Students can be given a word limit in writing a creative piece or an idea., c. Stat! Given limited time, students post their interpretation of a statistical data provided in class. This can be a homework assigned to, them., d. Dream On! In a social studies class, students can post about their dream destinations by describing the culture, the people and scenic spots. Pictures can be added to enliven the posts., 2. Web Conferencing Ideas, a. Expert Guest Practitioner. Invite somebody who is an expert in a particular field into a web conference (e.g. Skype), b. Share and Compare. Using web conferencing, data from a science investigation can be shared to other groups or students from other schools., c. Mediated Tutorial. Through web conferencing, learners can set a time for a tutorial session with an assigned peer. A variation can be a mediated tutorial by a teacher through any of the following web conferencing tools for teachers (e.g. Skype, FB Messenger, Google Meet, Zoom)., One important step to select a tool is to study it and its functions. Identify which one will work for your class while having in mind the main purpose why you are teaching the lesson. As a result, your students become more engaged than ever before., Exercises:, Task 8, Name: ________________________ Course/Year/Section: ______________, Subject: ________________________, Make a two-minute talk on social issues that teens struggle with today. Choose one on the following topics., Depression, Bullying, Sexual activity, Drug use, Alcohol use, Obesity, Academic problems, Peer pressure, Social media and online game addiction, On-screen violence, CHAPTER II: ICT Polices and Safety Issues: Implications to Teaching and Learning, Objectives:, 1. Name examples of ICT Policies which are applicable to teaching and learning., 2. Discuss some issues that relate to the ICT policy., Readings, One way of enhancing and regulating the use of ICT is to formulate and implement policies to guide appropriate decisions., Definition of ICT Policy, The Oxford English Dictionary has defined "policy" as a course of action, adopted and pursued by a government, party, ruler, statesman. It is any course of action adopted as expedient or advantageous. Its operational definition of policy is a plan of action to guide decisions and achieve outcomes., Thus, ICT Policies are needed to put a roadmap or course of actions to be pursued and adopted by various governments, organizations, entities involving ICT., These include principles and guidelines in the use of ICT which cover three main areas: telecommunications (telephone), broadcasting (radio and television) and Internet., The New ICT Technologies, More recent technological innovations increased the reach and speed of communications which can be grouped into three categories:, 1. Information Technology - includes the use of computers, which has become indispensable in modern societies to process data and save time and effort. What are needed will be computer hardware and peripherals, software and for the user, computer literacy., 2. Telecommunication technologies - include telephones (with fax) and the broadcasting of radio and television often through satellites. Telephone system, radio and TV broadcasting are needed in this category., 3. Networking technologies - The best known of networking technologies is Internet, but has extended to mobile phone technology, Voice Over Internet Protocol (VOIP) satellite Communications and other forms of communications are still in their infancy. In addition to Internet, this category also includes mobile telephone, cable, DSL, satellite and other broadband connectivity., The DICT Roadmap, In our country, the Department of Information and Communication Technology (DICT) has formulated a roadmap to guide all agencies in the utilization, regulation, and enhancement of ICT. Each project has corresponding policy statements and guidelines., The ICT for Education (ICT4E) is a program under the DICT that supports all the efforts of the education sector in incorporating the use of ICT as well as in determining and gaining access to the infrastructure (hardware, software, telecommunications facilities, and others) which are necessary to use and deploy learning technologies at all levels of education. Among the policy recommended programs that have applications to education teaching-learning are:, 1. ICT in Education Masterplan for all levels, including a National Roadmap for Faculty Development in ICT in Education. A National Framework Plan for ICTs in Basic Education was developed., 2. Content and application development through the Open Content in Education Initiative (OCEI) which converts DepEd materials into, interactive multi-media content develops applications used in schools, and conduct students and teachers’ competitions to promote the development of education-related web content., 3. PheDNET, is a "walled" garden that hosts educational learning and teaching materials and applications for use by Filipino students, their parents and teachers. All public high schools will be part of this network with only DepEd-approved multi-media applications, materials and mirrored internet sites accessible from school's PCs., 4. Established Community eLearning Centers called eSkwela for out-of-school youth (OSY) providing them with ICT-enhanced alternative education opportunities., 5. eQuality Program for tertiary education through partnerships with state universities and colleges (SUCs) to improve quality of IT education and the use of ICT in education in the country, particularly outside of Metro Manila., 6. Digital Media Arts Program which builds digital media skills for government using Open Source technologies. Beneficiary agencies include the Philippine Information Agency and the other government media organizations, the Cultural Center of the Philippines, National Commission for Culture and Arts and other government art agencies, State Universities and Colleges and local government units., 7. ICT skills strategic plan which develops an inter-agency approach to identifying strategic and policy and program recommendations to address ICT skills demand-supply type., All the seven programs were guided by the roadmap that embeds policy statements that relate to education specifically in the enhancement of human development for teaching and learning., Some Issues on ICT and Internet Policy and Regulations, Global Issues, Access and Civil Liberties are two sets of issues in ICT Policy which are crucial to the modern society. The other concern is civil liberties which refer to human rights and freedom. These include freedom of expression, the right to privacy, the right to communicate and intellectual property rights., Access to the Use of Internet and ICT. Access means the possibility for everyone to use the internet and other media. In richer countries, basic access to internet is almost available to all with faster broadband connections. There are still countries where access to internet is still a challenge., Infringement to Civil Liberties or Human Rights. What are specific internet issues on internet policy that have relationship to civil liberties or human rights? Let's study the examples that follow., Issue No. 1: Freedom of Expression and Censorship, Under international human rights conventions, all people are guaranteed the rights for free expression. However, with the shift from communicating through letter, newspapers and public meetings to electronic communications and on-line networking, a need to look into how these new means modifies the understanding of freedom of expression and censorship., The UN Universal Declaration of Human Rights provides that everyone has the right to freedom of thought, conscience and religion, likewise the right to freedom of opinion and expression. However, there are practices that violate these provisions in the use of internet., Some examples are the following:, 1. Individual rights are given up in order to have access to electronic networks. Microsoft Network's (MSN's contracts provide protection of individuals like "upload, or otherwise make available files that contain images, photographs or other materials protected by intellectual property laws, including but not limiting to copyright or trademark laws, unless you own or control the rights thereto or have received all necessary consents to do the same." However, Microsoft reserves the rights, in its sole discretion, to terminate access to any or all MSN sites or services., 2. Censorship restricts the transmission of information by blocking it or filtering the information. Blocking is preventing access to whole areas of internet based upon the "blacklist" of certain Internet address, location or email addresses while filtering is sifting the packets of data or messages as they move across computer networks and eliminating those considered "undesirable" materials. The selection of sites that are blocked or filtered has been considered as an issue., Warning!!, "When you are surfing the web, you may think you are anonymous, but there are various ways that information about you or your activities can be collected without your consent.", 3. Defamation actions may be used to silence critics. This action deters the freedom of expression., Issue No. 2: Privacy and Security, Privacy policies are an issue. Most commercial sites have a privacy policy. When someone uses a site and clicks "I agree button, it is as if you have turned over private information to any authority that may access it. There are several types of privacy as shown by the following examples:, 1. For most, privacy means "personal privacy the right of individuals not to have their home, private life or personal life interfered with., 2. Privacy of communication refers to the protection from interference with communication over the phone or internet. Respect for privacy of communications is an essential prerequisite for the maintenance of human relationship via technological communications media., 3. Information privacy is related to the use of computers and communications system which can hold and process information about large numbers of people at a high speed. It is important to ensure that information will only be used for purposes for which it was gathered and will not be disclosed to others without consent of the individuals., Issue No. 3: Surveillance and Data Retention, The use of electronic communications has enhanced the development of indirect surveillance. In the indirect surveillance, there is no direct contact between the agent and the subject of surveillance, but evidence of activities can be traced. The new and powerful form of indirect surveillance is dataveillance. Dataveillance is the use of personal information to monitor a person's activities while data retention is the storage and use of information from communication systems., There is very little that can be done to prevent surveillance. What can be done is to change the methods of working to make surveillance difficult. This is called 'counter surveillance or information security" if it refers to computers and electronic communication., Issue No. 4: E-pollutants from E-waste, Large amount of e-waste is generated by ICT. These are in particular, terminal equipment’s used for computing (PCs, laptops), broadcasting (television and radio sets), telephony (fixed and mobile phones), and peripherals (fax machines, printers and scanners)., The accumulated e-waste is due to rapid turnover of equipment due to rapid improvement of software. While material waste can be destroyed by crushing, toxic material brought about by the different equipment requires utmost management. The quantities of e-waste are increasing in both developed and developing countries. A very dismal state is that there is a significant amount of electronic waste that has been shipped from industrial countries to developing countries, using less environmentally- responsible procedure., Remedies include standardization and regulatory measures to increase the life cycle of equipment before they become obsolete. Efficient extraction of toxic components and requiring the recycling by both consumers and equipment vendors are selling must be required., If not controlled then, e-waste will tremendously affect climate change, damage human lives, and overload the capacity of the earth in carrying solid waste., Implications to Teaching and Learning, How do the policy guidelines, projects and issues relate to the teaching and learning?, There are great implications of this lesson to both the teachers who are teaching and the learners who are learning. A few of these are as follows:, For the Teachers and Teaching, 1. Guide the teachers on what they should teach that relate to ICT, and how to teach it. Since ICT development comes so rapid and fast, teachers might be overwhelmed by its rapid speed. Temperance in its use is a caution that should be looked at., 2. Technology should never replace any human teacher. The tools are support instructional materials for the teachers which are available for use. The teacher should learn how to appropriately use them. The human touch of the teacher is still a vital component in teaching. Teachers should always be reminded that there are always limitations in the use of the different gadget and tools., 3. There are rules and regulations that govern the use of technology. Caution should be observed to protect individual privacy. As teachers, you must be aware that the use of technology may jeopardize your privacy and security., 4. All the issues and many more shall be part of the teaching content as each teacher will be encouraged to use technology in teaching., For the Learners and Learning, The learners of the 21st Century are even more advanced than some of the teachers. However, learners still need guidance on how to use, regulate technology use. As there are positive and negative effects of technology use, learners should know the difference. Learners should not only know the benefits of technology use, but they should also know how they can be protected from the hazards that technology brings to their lives., Learners should take advantage of the potential of learning support they can derive such as the development of higher order thinking skills, the development of learning communities through collaboration, the enhancement of skills to manage the vast resources as 21st century learners and many more., Both the teachers and learners should be mindful of the e-waste that are being thrown away to the land and to the atmosphere., Exercises:, Task 9, Name: ________________________ Course/Year/Section: ______________, Subject: ________________________, Assume yourself as an investigator who would like to inform your learners and co-teachers about the current issues on technology use. Choose one and search the web and find out articles about., A. Freedom of Expression and Censorship, B. Privacy and Security, C. Surveillance and Data Retention, D. e- pollutants from e-waste, Title of the Issue: (Choose from A, B, C, D) Ex. Privacy and Security, Title of the Article: __________________________________________________, Source: ____________________________________________________________, Author: ____________________________________________________________, Summary Narrative:, What lesson have you learned?, What suggestions can you offer?, Lesson 2: Safety Issues on the Use of ICT including e-Safety Rules, Objectives:, 1. Identify and explain safety issues on the use of ICT, 2. List and apply e-safety rules in the use of ICT, Readings, Some Risks in the Use of ICT and e-Networking, Technology is a phenomenon that seems to be uncontrollable. Despite the so many benefits for teaching and learning, there are also negative effects or influence on the learners. Hence as future teachers you have to be aware of how to safeguard learners in the school communities where they spend most of their waking hours and also in their homes or facilities that provide opportunities to use digital technologies like Internet Cafes. Safeguard and protection should be the primordial role of parents, teachers and schools. There are so many risks that we have to be aware of in the use of digital technologies. These may include the following:, 1. Exposure to inappropriate content, including on-line pornography, extremism (exposure to violence associated with racist language);, 2. Lifestyle websites like self-harms and suicide sites, and hate sites;, 3. Cyber-bullying in all forms, receiving sexually explicit images or messages,, 4. Privacy issues including disclosure of personal information;, 5. Health and well-being (amount of time spent on-line, internet gaming and many more,, 6. Prolonged exposure to on-line technologies, particularly at an early age, 7. Addiction to gambling and gaming, 8. Theft and fraud from activities such as phishing;, 9. Viruses, Trojans, spyware and other malware; and, 10. Social pressure to maintain online networks via texting and social networking sites., Minor Misuse of ICT, In school, some minor misuse made by learners include the following:, Copying information into assignment and failing to acknowledge the source (plagiarism and copyright infringement)., Downloading materials not relevant to their studies., Misconduct associated with subject logins, such as using someone else's password., Leaving a mobile phone turned on during class period., Unauthorized taking of pictures or images with mobile phone camera, still or moving., e-Safety, With all of the above concerns and many more, how do we confront all of these so as to protect our future generation?, e-safety takes care not only of internet technologies but also of electronic communications via mobile phones, games consoles and wireless technology. It highlights the need to educate children and young people about the benefits, risks and responsibilities of using information technology. Here are some issues of e-safety:, e-safety helps safeguard children and young people in the digital world;, e-safety emphasizes learning to understand and new technologies in a positive way;, e-safety educates children about the risks as well as the benefits so we can feel confident online; and, e-safety supports young learners and adults to develop safer online behaviors, both in and out of school., Network Management, 1. Safety in the Use of Network in Schools, 1.1. Make clear that no one should log on as another user., 1.2. Require all users to always log off when they have finished working., 1.3. Maintain equipment to ensure health and safety., 1.4. Provide students with access to content and resources through guided e-learning., 1.5. Set up a clear disaster recovery system in place for critical data that include secure, remote back up of critical data., 1.6. Secure wireless network to appropriate standards suitable for educational use., 1.7. Install all computer equipment professionally and meet health and safety standards., 1.8. Review the school ICT system regularly regarding health and safety and security., 2. Password Policy, 2.1 Only authorized users will have individual passwords. Users are not permitted to disclose their passwords unless they got permission from the owner or from the management. The equipment that keeps the personal information shall be locked when unattended to prevent unauthorized access. Computers should be set to a time out if they become unused for a certain period., 3. Personal mobile phones and mobile devices, 3.1 All mobile phones shall be kept away in a box away from the children or learners and access is only allowed at breaktime or at the end of classes or when needed during the class period., 4. Cameras, 4.1. Taking pictures only from parents. or caregivers and not from any other family member or friend while the child attends class., 4.2. Any picture taken of children shall be on cameras solely for the purpose., Setting Up an Educational Technology Room, Schools that plan to dedicate a room where the students can access technologies for learning should include the following basic safety rules:, 1. Provide tiltable tables. These tables can be tilted and adjusted to the height of the users., 2. Provide anti-glare screen filters., 3. Provide adjustable chairs., 4. Provide foot support., 5. Make sure lighting is suitable., 6. Make sure workstations are not cramped, 7. Plan work at a computer so that there are frequent breaks., More specifically safety rules that can reduce risk of accidents in the working stations should include:, 1. No trailing Wires across or around the room which people can trip on., 2. Electrical sockets should not be overloaded., 3. There should be adequate space around desk for people to move., 4. Electrical equipment should be safety-tested at least once a year., 5. Bags and obstacles should be stored out of the way., 6. Food and drinks should not be placed near machines., 7. Heating and ventilation should be suitable for the working environment., 8. Fire exits should be clearly marked and free from clutter, 9. Fire extinguishers should be available., Exercises:, Task 10, Name: ________________________ Course/Year/Section: ______________, Subject: ________________________, Search online additional e-safety rules., CHAPTER III: Flexible Learning Environment, Lesson 1: Online Distance Education and Communities of Learners, Objectives:, 1. Identify flexible learning through online communications (synchronous/ asynchronous modality)., 2. Describe flexible learning environment that enhances collaboration with the use of technology tools., Flexible Learning Environment, Learning nowadays is viewed differently. The present generation of learners has access to Information at their fingertips. The teacher is no longer seen as basically the dispenser of knowledge but rather as one who expertly directs the learners to take their own track in searching for answers to questions raised inside the classroom. Then they bring this back to the class for further discussion until perhaps resolutions are agreed. They can search the web and discover a breadth of information related to the lesson. They even have the patience to stay in front of the computer for an unusually longer time in search for more articles and multimedia materials that simplify a challenging topic. That is why they can sometimes learn more than what is confined in the four corners of the classroom., Every chance or corner becomes a learning space. It is clear that learning takes place anywhere and this adds to the concept of flexibility in the learning environment. With technology, students can possibly continue to join class sessions even if they are not physically around. The learning space becomes virtual or mediated. The library is not only a physical structure where they can read published books but has also become virtual., Online Distance Learning, Online distance learning is not a new concept. Some schools, higher education institutions in the country, and educational agencies such as the Southeast Asian Ministers of Education Innovations in Educational Technology (SEAMEO- INNOTECH) provide this mode f learning. It allows flexibility in learning to a certain extent., The Different Platforms, The flexible mode of learning uses a platform such as moodle, Google classroom, edmodo, schoology, etc. These are free programs designed for educational purposes. It has features that are patterned after the instructional activities of a teacher in a physical classroom. When you use this, you can actually hold a lesson, post questions for discussion, hold an online chat discussion, give assessment activities and provide references or links to other online materials. features relevant to instruction and facilitating of learning., Google Classroom and Edmodo, Google Classroom is a free service for teachers and students. It is an LMS platform that is accessible google account. You can create classes and perform your roles and functions as a facilitator of learning. In 2008, edmodo was created by Nic Borg, Jeff O'Hara, and Crystal Hutter., Martina (2015) compared edmodo and google classroom in her blog. Although she discussed several commonalities, there are apparently differences but with technology, things evolve in so short a time. What is clear is that they were created as apps that can integrate well with classroom activities. The decision lies in the teacher who will determine what works best in her teaching and learning context. Both are amazing tools that can be explored., Synchronous and Asynchronous, In the flexible learning mode, the activities can be done in two ways: (1) synchronous and (2) asynchronous., An online chat at real time is a Synchronous session. Course participants meet in a virtual classroom and discuss a topic in the lesson. So, wherever they are situated in the world, they agree on a scheduled session and log in to join the live class. The LMS has this feature. The teacher called as the online tutor facilitates the discussion. Ideas are posted in an actual live class. One cannot lecture and take all the time in explaining. n this mode, the course participants are made to be engaged in the flow of discussion that is why, the online tutor has to plan out the instruction guide in facilitating the discourse., Using the Skype in holding a live class is another example. Members of the class log-in in their Skype account at a given time to join the video conferencing., Another important feature is the Asynchronous session. This is when questions or tasks are posted, and course participants answer the question or post their reply at any time most convenient to them. They can still participate in the discussion by replying to the post. One advantage is that you can take your time when replying. The LMS mentioned in this lesson has a feature that can allow an asynchronous session., Blended Learning, Another way of handling flexible learning is by combining modalities of instructional delivery. Blended learning is a combination of a learning activities wherein a part of the lesson is delivered online while the other part is handled in actual physical setting of a classroom., Kinds of Blended Learning, 1. Model 1: Face-to-Face Driver, In the face-to-face model, the teacher delivers the curricula most of the time and utilizes online learning at certain times with the purpose to augment or provide an alternative experience. Instruction is provided in a computer laboratory or assigned tasks are uploaded online., 2. Model 2: Rotation, In a course or subject, students rotate on a fixed schedule between learning online in a one-to-one, self-paced learning environment and being inside the classroom with a face-to-face teacher. This is the model that is in between the traditional face-to-face learning and online learning., 3. Model 3: Flex, This model uses an online platform that delivers most of the course. Support to learning is provided as needed through on-site support or by an online tutor who facilitates the tutorial or small group sessions. Sessions can be arranged into synchronous or asynchronous. Course participants may work on their tasks at any convenient time if it is within the confines of the course duration., 4. Model 4: Online Lab, The online-lab model uses an online platform in delivering the course but located in a physical classroom or computer laboratory. Since the lessons are in modular format and available in the online program, teacher assistants supervise these classes. However, they may not provide the needed expertise if learners seek assistance. Furthermore, students who are enrolled in an Online Lab model of blended learning may be enrolled in a traditional classroom courses at the same time and therefore have block schedules., 5. Model 5: Self-Blend, The self-blend Model is a system provided by the school where the students can choose the courses they would like to have in addition to their typical brick-and-mortar classroom classes. This model is always remote a major difference from the Online Lab., 6. Model 6: Online Driver, The online-driver model utilizes a platform and a teacher that delivers all curricula. Students remotely work on their program most of the time. If ever there is a face-to-face component, it is made optional or if ever it is required for the students to go to the physical learning environment such as in a school, then it can be extracurricular activities augmenting the curriculum., Planning and managing blended learning experiences are very similar to planning and managing a brick-and-mortar school with courses or subjects integrating technology. It needs to be system wide as the school plans, develops guidelines for students to follow for the use of technology in a blended format and provide a resource guide. A lot of preparation is needed in designing a blended format. Technology has to be prepared. The backend and front-end infrastructures of blended learning have to be put in place as well as the content in varied multimedia formats. Teachers and teacher’s assistant who will act as online tutors and assistants need to be pedagogically capacitated., Online Communities of Learning/ Social Networking, When we consider online networking, internet users immediately refer to Facebook. Everybody seems to have a Facebook account and uses this to communicate. If in the teaching and learning situation, you work on information, data and collaborate with classmates, friends, teachers and other members of society, then social networking can also be appropriately employed as an educational tool., What is Networking, When productive relationships are cultivated, networking works best. A network is defined as that group of individuals who communicates and connects on a regular basis. If an individual has a personal network of people, one can tap on the potential contacts for social, educational or professional purposes., They say that there is a great need to connect because whom one knows matters. Sometimes one needs to link with them because they have what one needs. However, the challenge is how to shift the network from people who can provide the favors into establishing the relationship that will entitle him or her to be called 'a friend', one who can be trusted as a collaborator in working on an assigned task by the teacher., Social Networking Platforms, Different ways to communicate with friends can be through the internet or mobile devices. One can have a personal page where a profile can be built in a social networking site. Through this site, one can contact friends or share resources and interests. Communication through a chat format can either be one- on-one or in a group. topics being discussed can be posted and made known therefore read by many or it can be discreet through a direct chat a feature allowing one to have a certain privacy on matters considered as such., Social networking services have been evolving for more than a decade. Initially, these social networking services allowed users to construct their personal profile so that other contacts may know the relevant information about them. At present, these have now evolved to sharing of multimedia resources. Even having immediate and direct contact with friends in real time is easily accessible through these sites., There are varied platforms available where one can create a personal account. Some of these popular social networking sites include Facebook, MySpace, Twitter, Flicker, YouTube, and LinkedIn among others., Facebook apparently is the biggest social networking site founded in 2004 based in Menlo Park, California. The most popular social network apparently is Facebook. Used by most people, it allows users to post their profile, blogs, pictures and videos. Facebook lets one share status updates, news articles with friends and family. Although it started as a way for college students to connect and socialize, it expanded its services allowing people ages 13 and up to use a Facebook account for personal or even business reasons., Twitter does not only. provide social networking service but it also gives online news. Breaking news has taken a new twist with this social network website. Friends or colleagues may tell that they saw the breaking news on Twitter., Twitter is the site where users post and interact with messages called "tweets", restricted only to 140 characters. Only registered users can post tweets, but those who are not can only read them. One of the main features of Twitter is it enables people to post their thoughts immediately, founded in 2006, Twitter is based in San Francisco, California, United States., LinkedIn to find is another job and social may networking not have contacts, website for LinkedIn work. When helps one in search for career connections. It may contain one's resume for potential employers to see., The website lets one upload his educational qualifications, skills, work history, helps and relevant experiences. One's connections can even endorse, and this helps employers who can message the one concerned and talk about the possibility of employment. Launched in 2003, this is a popular social site in the professional world., YouTube is an American video-sharing website where users can upload, view, and even share video clips or multimedia productions. It is a free social network site to join and use. Since it is owned by Google, YouTube prefers a Google account to make it easier and streamlined. Some people think that YouTube is not a social network. It is such as it allows the users to share personal videos, view other uploaded multimedia clips and make connections with friends and acquaintances. Just like with other social networking sites, users can either make their videos private or public. Based in San Bruno, California, the service was created in February 2005., Pinterest is another social media tool that like YouTube, is often thought of as otherwise. Pinterest was designed as a catalogue of ideas or project ideas by its founder Ben Silberman. This is an excellent choice for those who have a passion for creativity. Users must have an account to use Pinterest. An email account or a Facebook account can be used in signing up to Pinterest, and if users will use Facebook, their wall would be ready to post pins without linking with Facebook., Instagram is a platform where users share visual stories. This system allows users to post photos with captions allowing followers to like or comment on one's posts. Photos shared have a wide range of coverage trips, food, business products. Since the site is free, advertisers can use Instagram to reach a wide and are follower base. Instagram account can be private or made public. It is the best social networking site for photography., Tumblr is a networking site that combines social media and blogging. Its main goal is to simplify social media and blogging. Users can post whatever they like such as photos, videos, quotes, music, links. This is a social media that makes it very easy and straight forward to search just about anything., With the fast development and vast coverage of innovations that address the mediated communicative needs in the virtual reality, it is expected that there will be more interactive features of social networking sites that will be readily available for the users in the upcoming days., The Benefits of Using Social Networking Sites, Using social networking websites opens an array of benefits for users. The world has become a global village through connectivity. The connection has transcended space and borders. Getting connected to family and friends is now just a few clicks away. It is an easy access to keeping in touch with friends or keeping tabs on family. It provides opportunities for making friends with others who share similar interests and passion., A major advantage of social networking websites is that they provide information, News and Views of others around the world can be easily accessed instantly at one's fingertips. It easily allows one to transmit information or update contacts on what one thinks or how now feels., Social networking websites can support learning or augment educational activities. Young learners are well-acquainted with social networking sites and regard them adjust a part of the day-to-day activities and school-related discussions. Even after school period, learners can continually connect as they collaborate to accomplish a task or homework using a social networking website. Announcements on assignments or instructions for the upcoming work can be conveniently delivered to concerned individuals through the social networking sites., The Dangers of Using Social Networking Sites, Just as there are benefits of having an account in a social networking site or using it in the teaching and learning contexts, there are risks considering as well. Teachers as well as parents are wary of youngsters using social networking sites due to many negative publicity and real incidents connected to the wrong use of social networking websites., One major risk is making friends with strangers who may actually be a predator or a cyberbully. No one initially recognizes the true nature of an acquaintance or one who seemingly poses as a friend. Sometimes, a youngster gets bullied by others who may not even be connected as friends in a social networking website. There are also trolls who actually instigate conflict, misunderstanding or emotional response by eliciting anger or ill feelings from other users through social media. They post messages that are inflammatory or controversial. Topping these risks 1s also the danger of users getting hooked on internet and may learn to ignore the real world. Their ability to socialize is incapacitated as they devote hours or days on gaming or using the computer manifesting abuse to themselves. That is why teachers and parents, or guardians are protective to the extent of disallowing youngsters to use the internet and social networking sites without realizing that such act denies the opportunity to explore the educational potential it can serve., Safeguarding Oneself when Engaging in Social Networking Sites, You need to understand and take precautionary measures to safeguard yourself in social networking websites., Networking can be confined and monitored within the school system. Students can use social networking platforms designed for educational purposes that will allow students to post, share and discuss insights gained from an activity. Some of these sites are SuperClubs Plus, Learner Journey, ScuttlePad, among others. One drawback, however, is that sometimes youngsters are not enticed to use these social networking platforms because they are not as attractive as Facebook or Twitter. When young users prefer to use a social networking website that is outside of the school's system, teach them to stay safe through some precautionary measures:, 1. A social networking account has passwords and log-in details. Secure passwords and keep them private., 2. Log out every time you use public computers., 3 Regularly check privacy settings of social networking websites so that only direct friends or those particularly known can see the posts., 4. Online posts are saved and may become a permanent part of their online reputation. As you use the internet, you leave a digital footprint which can be traced back to you., 5. Do not accept invites from contacts unless you know them personally or you are sure of their identity., 6. Seriously consider the effect of possible posts on others before deciding to do so. If posts (i.e. text, picture, video) could be considered offensive or humiliating another person, then you refrain from posting or uploading it., 7. Using appropriate language is essential. The tone when communicating or sending social networking messages should be respectful., 8. Better be safe than sorry. You should accept friends and connections when you are sure of the person's identity. Personally, meeting someone you only met online is discouraged. Even if the sincerity of having a personal meeting looks convincing, it would be better if you will be accompanied., 9. When there is an indication of harassment or abuse, it is advised that you report this by clicking the report button of abuse. It is better still to talk to friends or trusted adults about the case., 10. Bullying takes place even in social networking websites. Cyberbullying uses the site's messages, updates, and other functions to harass, intimidate, humiliate, taunt, or pick on the individual. When this happens, you can do the following actions:, a. Ignore the behavior by not responding at all;, b. Block the person, c. Click the report button of abuse; or, d. Talk to a trustworthy adult about it., Connecting with friends and having an active life on social networking websites have its rewards. However, when one is not taking precautionary steps, there is also imminent danger. It is more beneficial if you understand both its potential and its pitfalls. When used properly and in the right measure, it can bring more benefits. Only then can social networking sites lead to one's growth and ensure a productive social life., Exercises:, Task 11, Name: ________________________ Course/Year/Section: ______________, Subject: ________________________, Think of the best advice you can give and explain the reasons., Situation 1: Meeting someone in person you met online., A classmate met somebody online and was asked her phone number and address. She confides in you and you notice that she seems to have been hooked in chatting with this 'friend.' You know there is a possibility that she will be invited for a personal meeting., What advice would you give?, Situation 2:, Your best friend and you do not seem to like a group of classmates. You were asked to take pictures of them in a school activity and since you have the file, your best friend chided you to distort their picture and post it on the internet. What should you do?