MODULES IN TECHNOLOGY FOR TEACHING AND LEARNING 1

MODULE NO. 3
NON-DIGITAL AND DIGITAL SKILLS AND TOOLS IN DELIVERING TECHNOLOGY-ENHANCED
LESSONS

MODULE OVERVIEW

Teaching becomes rewarding when learners get the most from instruction as manifested in their
performance. An important element in engaging learners is when the strategy used in delivering the lesson
uses an instructional material. When properly and appropriately used, it can spice up a classroom activity.

These instructional materials may come in varied forms. One group refers to the conventional and
non-digital tools. A classroom will always need a chalkboard or a writing board that may come in varied
forms and shapes. Bulletin boards, flip charts, dioramas, puppets, terrarium, and the like, will always find
their significance in any classroom. However, nowadays, lessons can be made more relevant and
engaging for learners as digital tools are integrated. This module presents both non-digital and digital tools.
Explore the possibilities of learning about these tools and how to effectively integrate them in instruction.

MODULE LEARNING OBJECTIVES

At the end of this Module, you should be able to

1. Integrate media and technology in various content areas.
2. Describe technology tools that are used in group activities.
3. Use technology tools to collaborate and share resources among communities of practice.
4. Reflect on the use of technology and on its relevance and appropriateness.
.

DEVELOPMENT AND USE OF NON-DIGITAL OR CONVENTIONAL MATERIALS

)
Every teacher needs supplies and resources to have a successful classroom. Writing utensils, paper,
and inspirational wall signs are all useful objects in a classroom, but they are not instructional
materials. Instructional materials are the tools used in educational lessons, which includes active learning
and assessment. Basically, any resource a teacher uses to help him teach his students is an instructional
material.

Instructional materials have several roles in teaching and learning which include the following:
1. They promote meaningful communication and effective learning.
2. They ensure better retention, thus making learning more permanent.
3. They help to overcome the limited classroom by making the inaccessible accessible.
4. They provide a common experience upon which late learning can be developed.
5. They encourage participation especially if students can manipulate materials used (Brown at al., 2005;
Effiong & Igiri, 2015).

Instructional materials are of great help in stimulating and facilitating the learning of the learners.
According to Wright 176:1) as cited in Cakir (2006) many media and many styles of visual presentations are
useful to the language learner. All audio-visual materials have positive contributions to language learning if
they are used at the right time, in the right place.
Instructional materials are the supplementary materials, which help the teachers to make his/her
presentation concrete , effective, interesting, meaningful and inspiring .In any teaching and learning process ,
instructional materials play a vital role as they provide sensory experiences to the learners.
1. Diorama- a scenic representation in which sculptured figures and lifelike details are displayed usually
in miniature size, to blend indistinguishably with a realistic painted background. It will make the
classroom seem to be creative and innovative. It is a fun way to build an exciting scene in a small
space.
In developing Diorama, you will:
 Choose a concept

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 Research the subject

 Make a rough sketch of your ideal diorama and gather your supplies
 Select a container or box

2. Nature Table- This is a table that contains objects and or scene related to the current season or
upcoming festival or symbol of an ecosystem. Children love to follow the natural changes that the
world offers each month and classroom decorations reflect these.

3. Writing Board- a writing board can display information written with chalks (chalkboards or
blackboard) or special pens. Although there are usually more effective methods of transmitting
information, the writing board is still the most commonly used visual aids.

4. Flip Chart- is a large tablet or pad of paper usually on tripod or stand.

5. Zigzag Board- It is a multi-board series of three or four rectangular boards. They are joined together
along the sides by hinges so that they can be easily folded up and carried. Each board can be of
different type.

6. Wall Display- Displaying items on a classroom wall is a well-known, tried and tested educational
method. A wall display is a collection of many different types of items and materials put up on a wall to
make an interesting and informative display.

7. Rope and Pole Display Board- This board consist of two parallel, horizontal poles tied loosely
together with rope. Visual aids such as posters can be pinned to the rope. This kind of display board
is invaluable where there are few solid walls for displaying information.

Guidelines when Designing Conventional Instructional Materials:

1. Unity – Use only one idea for each visual aid and include a headline.

2. Simplicity – Makes ideas and relationships simple and easy to recall. Avoid cluttering a visual with
too many words, numbers, or graphics. The audience should be able to grasp the concept in 10 to 15
seconds.

3. Legibility – Make letters big and readable for all audiences.

4. Consistency – Use the same type style and art style.

5. Clarity – Avoid typing letters that are too small to read, avoid all caps.

6. Quality – Make it neat and professional and remember to proofread.

LEARNING ACTIVITY 1

Please watch the video clip on Low-Cost and Low – Tech Resources for the Classroom.
Video Link: https://www.youtube.com/watch?v=XCKQP7zzYjU

After watching the video clip, answer the following questions:

1. How do you develop simple instructional materials as shown in the video?
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2. Write down 5 specific topics based on your specialization followed by the appropriate instructional
materials to be used based on each topic.
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SELECT AND USE ICT TOOLS FOR TEACHING AND LEARNING

The learners nowadays are more interested to the thing that are in line with them. They want to use
instructional materials for them to understand. They prefer to use technology to integrate their knowledge.
With this, students become more attentive or being active to class.

In here, we present the different ICT tools that we can apply in teaching and learning. These tools make
the environment more active and effective. Knowing the uses of it can help the teachers and students
collaborate easily.

The current system employs technologies by integrating ICT tools and applications in education and in
instruction. ICT stands for Information and Communication Technology. This refers to various tools and
devices or gadgets used in communicating, disseminating, creating, storing, and managing information.

A great part of learning is working on information and using it to create something that can be useful and
edifying for humanity. Since the intention of education is to make learners become useful and productive
citizens.

Integrating ICT tools will reveal the usefulness of employing ICT Tools in a wider range of the teaching
and learning process.

It is not necessarily the presence of advanced technology or the use of ICT tools that can ensure the
success in engaging learners, but it remains in the effective use of ICT tools.

A. Using Mobile Phone and the QR Code

What is a QR Code?
- It is a code that was created by a Japanese corporation Denso-Wave in 1994.
- QR stands for “Quick Response”
- It allows the readers to decode the information at a high rate of speed.
- This is popular in Japan and it is also used by companies as they attach their QR code in their
products.
- It usually gives a URL linking you to a website or immediately provides the salient information
about the product.

Ten Interesting Ways to Integrate QR Code in Your Teaching

1. Create Interactive and Engaging Content
You can enrich the content you teach in a class by using QR Codes that link to other readings
and resources. You can link to a pdf, a video production, a website, a document, or an audio
file among others.

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2. Scavenger Hunts
Create an interactive classroom activity such as the Scavenger’s Hunt by using QR Codes
that provide directions or instruction resulting in better learner engagement.
3. Share Resources
Learners can use QR Codes to share educational resources with each other (e.g. lecture
notes, web contents, how-to-do videos.
4. Enhance Classroom Library
Create QR Codes of students’ brief write-ups about why they enjoy their book and put them
right in or on the books in the class library. Students can use these QR Codes to find out
more about the books.
5. Use in classroom Activities
The QR Code can be used in giving instructions in class and pin them up inside the
classroom instead of providing them with thick copies of printed materials giving instruction
on how to do an activity.
6. Provide Help with Homework
A detailed instruction can be made into a QR Code which students can scan at home and use
the information to help them comply with their assignments.
7. Gather Students Feedback
You can create surveys, polls, and forms using google form and share them with students as
QR Codes which can be easily scanned.
8. Research Project
Make students create QR Codes linking other resources and web content to their research
work.
9. Provide Easy Access to Online Content
Create QR Codes with URLs for students to gain easy access to online resources.
Sometimes when a long URL is given, learners may copy a broken URL version hence,
resources become inaccessible.
10. Communicate with Parents or Partners
You can share information to parents on school events or activities in school. You can also
put it in a webpage for parents to get information or include it in newsletters, permission slips,
etc. You can have them printed as magnets and parents can get the information. However, be
sure to orient the parents on how to use QR Codes.

More interesting than reading QR codes is creating your own QR codes. How will you make your own QR
code?
Step 1: Be online
Step 2: Search for a QR code generator and ensure that you read the information about the application.
This is important to ensure your safety on the internet. There are many free applications online and
therefore you can take this chance to use them.
Step 3: Once you have identified your free online QR code generator you can now encode the text or the
information that you want for, run it and save it as a jpeg file. Now you have successfully created your
QR code which you can download.
Step 5: Test the QR code using your QR code reader or scanner.

B. Infographics

Infographics are useful for sharing information because they can improve cognition (understanding and
perception) by utilizing eye-catching design elements and concise language to enhance the human visual
system's ability to see patterns and trends

Using Laptop and the Infographics

There is an apparent deluge of information around, and access to this is made easier through the internet.
You are faced with one major question on how to best interpret it all and put it into one cohesive information
that is quick and clear to read. In the teaching and learning context, you may be faced with a challenging topic
given a short amount of time.

Infographics is an immediate answer to this situation. The infographic is another interesting tool to use in
instruction. An infographic is a visual representation or an image such as a diagram, chart, or picture
representing information, or data. It is catchy and makes use of appear layout, attractive colors and hues, and

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caricatures that provide a cohesive presentation of the information. If it is used to market products in the
increasing visual world, then infographics can also be employed in marketing information and ideas in the
teaching and learning process.

One tool that can be used in creating infographics is Canva ( www.canva.com). It has several infographics
template for education. You can try out the free design elements and produce one just like a professional
infographic designer. You can start by exploring the site and familiarize yourself with its features. As a gentle
reminder please take time to read the instructions and navigate around the features to get optimal use of it.

There are ways for which infographics can be used.

 A recruiting tool
Infographics have long been used by designers on resumes, a way of visually simplifying their careers
and highlighting specific skills and sets in utilizing their own design style. At the same point, recruiters realized
they could use infographics to do the same thing but in reverse.
 To present survey data.
Presenting statistical data such as from surveys can be overwhelming, Infographics can be highly
useful. Data are much easier to decode. They can be made easier and quicker to understand if they are
presented in an infographic.
 To simply a complex concept.
Simplifying a complex idea is the core purpose of using an infographic. This is a very effective
educational tool as a way of summarizing key points or providing an overview of a lesson.
 To explain how something function.
Using infographics, you can show the intricacy of how something complex works. It can reveal the
mechanics behind how an object works. Designers can create infographics by showing the mechanics behind
intricate objects, processes, concepts.
 To compare/comparison.
Presenting information by highlighting similarities and differences through a visual parallel in an
infographic can turn out more effective than expressing it in words. It is easier to draw comparisons with the
same information neatly organized.
 To present interesting facts.

When information or facts are presented all in words, the use of infographics can bring life.
How will you make your own infographics?

You need the following:

1. You need to be online.

2. Using the PC, Laptop or mobile phone, search for or Canva, Vismen or Venngage among others.
3. Create or sign up an account if you still do not have one to design your own infographics.
4. Procedure:
Step 1: Choose the most suitable template for your use from library.
Step 2: You may use images from their file or upload your own pictures.
Step 3: Make a cohesive layout containing correct and essential information.
Step 4: You can use a background and font styles.
Step 5: You may change the color of boxes and the text to suit your style and add stunning filters to add
flair.
Step 6: Save the images of the infographics.
Step 7: Share the infographic you have created.

C. IPad/Tablet and the Online Bulletin Board

Creativity and collaboration are fun! A dull and boring bulletin board can be made interesting when done
online. Posts with good backgrounds, stylish fonts and varied colors become attractive to learners. An online
bulletin board is a way of presenting ideas with a twist and interest, with no cost at all.
Here is how:
Step 1: Search for https://padlet.com/
Step 2: Sign up or log in using any of your social media account.
Step 3: If you want to make your own, click MAKE A PADLET.
a. You can choose Start with a Blank or Pick a Template.

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b. Start making posts by clicking the + sign.

c. Make your own posts as creative as you can by clicking Modify and selecting your choice of
color, font, theme, etc.
d. You can now share your Padlet or online bulletin board to your friends. Click share and allow
others to have access to it or you can share through social media account where others can
view it.
Step 4: If you want to join someone’s bulletin board, click Join a Padlet
a. Enter in the dialog box URL of the padlet you want to join.
b. Start posting on your friend’s/classmate’s padlet by clicking the +sign.
c. Information graphics or infographics translate data into a visual medium that is easy to
understand and engaging. Integrated visuals with text and pictures that strengthen each other
are goal, but hard to achieve. People use infographics to quickly communicate a message, to
simplify the presentation of large amounts of data, to see data patterns and relationships, and
to monitor changes in variables over time. 

LEARNING ACTIVITY 2

1. Identify a concept or segment of the topic as a content material for your infographics. Your
infographics must capture the essential information from the topic. You may use Canva or any other
tools in the web. Upload your infographics online. Paste a copy of your infographics on the space
provided.

2. Create a QR code for your uploaded infographics.

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CREATING EPORTFOLIO AS A TECHNOLOGY TOOL

An electronic portfolio (also known as eFolio, e-portfolio, E-Folio, or online portfolio) is a

collection of electronic evidence assembled and managed by a user, usually on the Web. Such electronic
evidence may include input text, electronic files, images, multimedia, blog entries, and hyperlinks. E-portfolios
are both demonstrations of the user's abilities and platforms for self-expression. If they are online, users can
maintain them dynamically over time.
Portfolios are one good means of keeping things in order. Portfolio is a collection of a student work
that exhibits students` effort, progress, achievements, and competencies gained during the course.
Electronic Portfolio are effective learning tools because they support student’s own knowledge
construction which fosters learners motivation.

Student ePortfolio can evaluate students` academic progress. They can inform the teacher to
adapt and use instructional strategies when pieces of evidence indicate that they are either learning or not.

Monitoring students` progress can be highlighted in a portfolio. It may not only contain finished
products but also several versions on how the students improved their work based on the feedback provided
by mentors.

Portfolios document students` learning growth. They encourage the student sense of
accountability for their own learning process.

Creating an Online Portfolio Using a Site

There are many sites that can be used in creating an ePortfolio. One of which is the Google site. If
you have a google account, you can start using the available applications. You can now also try Weebley, or
Wix, among others.

Steps in constructing an ePortfolio

1. Enter your Gmail account and look for Sites. If it is the first time that you have done this, you need to read
the directions.
2. You scroll down and read further until you see the icon for Sites.
3. When you click it, it will lead you to another section. This will let you create a site that you can use as an
ePortfolio.
4. Consider a good label or a title for your ePortfolio and prepare the texts, links, multimedia outputs, images,
or jpeg files that you want to upload in the pages of the ePortfolio.

Parts of an ePortfolio

Just like a book, the ePortfolio has pages or sections. The organization can follow a chronological
order based on the activities that you go through or you can have a thematic arrangement. Whatever you
choose, it will be display of your organizational skills.

Home Page
The first section is the Home or your cover page. This is the first thing that your readers will see. So, you
need to introduce yourself and the objectives of your ePortforlio. Usually, there are templates available and
each provides sections. You can add personal touches such as images or a change of color themes.

Pages
The pages that you can add depend on how you would like to organize you ePortforlio. When adding
pages, click the icon and decide whether it will be parallel to your Home Page or it will be under it.

Reflections
A major element in a portfolio whether it is online or not, is the writing of the reflection. It is thinking –aloud,
a way of documenting what they are thinking. How students are processing the input and the application of
what have they learned into an activity or a project needs to be captured.

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Gibb’s Reflective Cycle

Description
This initial phase in writing a reflection is very simple, since you just need to describe the activity or
the experience to the reader. You can write a little about the background on what you are reflecting about by
including relevant and to the point details.

Feelings
Learners are involved in learning and an activity or perhaps a lesson can trigger certain feelings. So,
at this point you can consider and think about how you feel at that time when you were doing the activity or
having the experience. You need to discuss your emotions honestly about the experience but not to forget this
is part of an academic discourse.

Evaluation
Discuss how well you think the activity went. Recall how you reacted to the task or situation and how
others reacted.

Analysis
This part of the write up includes your analysis of what worked well and what have facilitated it or
what may have hindered it. You can also discuss related literature that may have brought about your
experiences.

Conclusion
Now, you can write what you have learned from the experience or what you could have done. If your
experience is a good one, you can probably discuss how it can be ensured or how will you further enhance a
positive outcome.

Action Plan
At the end of your reflection, you write what action you need to take so that you will improve the next
time such as a consult an expert for some advice or read a book that will provide answers to your queries.

Administrating the ePortfolio

Before publishing your ePortfolio for the world to see your work, you can control who can see your
work. The icon for sharing the site can be shared by entering the email address of the person with whom you
want to share it.

Assessing an ePortfolio using a Rubric

Evaluating an ePortfolio using a rubric, is a consistent application of learning expectations, learning

outcomes or standards. It should be able to tell the students the link between learning and what will be taught
and the assessment or what will be evaluated.

It is designed to promote the integration of learning so that students are not only learning a specific
subject but also developing an awareness of their learning and thinking process.

Students can see connections between learning and assessment by making the feedback they
receive from teachers, clearer, more detailed, and more useful in terms of identifying and communicating what
students have learned or what they may still need to learn.

ACTIVITY 3

View the short video clip, the 21st Century Learner. Connect to: https://www.youtube.com/watch?C0xa98cy-
Rw
Pay close attention to the message and write down key concepts or terms used to describe the 21 st century
learner. Scribble all the words that can be recalled.

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TECHNOLOGY COLLABORATIVE TOOLS IN THE DIGITAL WORLD

One way to engage students is to give them a challenge and a chance to work together. An example is
when you give them an issue to discuss which they can continue talking about even if they are outside of the
class.

There are a lot of available tools and applications that can used to work collaboratively with others. Some
of these are Skype, wikis, blog, Google form, web conferencing, Realtime board, among others. You need to
explore each application to be familiar with the features.

1. SKYPE. Is a software application allowing you to do a videoconferencing for free. All you need is to
create an account and can be used for a video meeting.

2. WIKI. Is software that allows you to create a page or a selection of pages designed to allow you to
post or write, edit, or upload a link quickly.

3. BLOGGING. In blogging, it is journaling your ideas to which others can react allowing a thread of
discussion to take place and which can be used online.

4. GOOGLE GROUP OR GOOGLE FORM. Is an application that can be used in a collaborative

documentation of ideas contributed by members of the team.

Many of us are engaged in technology or in digital world. We, the learners of this new generation
should know and understand the different uses of tools and applications and how these tools can help us in
our works or study. We need to explore the different tools and applications and be familiar with their features.

DIGITAL LITERACY SKILLS IN THE 21ST CENTURY

The 21st century has redefined digital literacy. It has broadened it perspective to include other aspects of the
21st context. These literacies include: Cyber Literacy or Digital Literacy, Media Literacy, Arts, and Creativity
Literacy, Financial Literacy, Multicultural Literacy or Global Understanding.

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The students nowadays are generally tech-savvy or digital natives. They practically know how to go
about a tablet and iPad smartphones or laptops better than anyone else. This suggests their digital skills.
However, are all student’s digital literate? Using the digital tools, accessing information, and exhibit in ways of
working in a globally competitive context together with skills in living in the 21st century, refer to the digital
literacies.

Do you feel confident when you search for information on the internet? Do you easily locate relevant
resources? Do you think you are capable of optimizing the use of the online tools such as Facebook or google
when studying or doing schoolwork? How do you manage your digital identity?

The skills you need to be able to perform well in these situations are known as digital literacy. In the
21st century you need to be equipped with ICT skills to be abreast with the demands in the workplace.

What are digital literacies?

Digital literacies are the individual's capabilities to be able to effectively and responsibly function and
perform in a digital society. the term digital literacy was coined by Paul Gilster in 1997 and it came from the
discussion of the concepts on (a)visual literacy when images and nonverbal symbols try to capture the
knowledge;(b) technological literacy requiring one to be able to use technology in addressing a need;(c)
computer literacy which in the 1980s is started to become a household item manipulated to achieve once
target; and (d) information literacy which refers to the finding evaluating using and sharing of information.

In the teaching and learning context, digital literacy is an important competence in schools and has been
a buzzword which refers to the ability to access process understand utilize create media content using
information technologies and internet.

The Digital Literacies

 Media literacy – is one’s ability to critically read information or content and utilize multimedia in
creatively producing communications.
 Information Literacy – is locating information from the web and interpreting while evaluating its validity
in order that it can be shared.
 ICT Literacy – is knowing how to select and use digital devices, applications, or services to accomplish
tasks requiring the use of the internet.
 Communications and Collaboration – are one’s capabilities in being able to participate in the digital
networks in the teaching and learning context.
 Identity Management – is being able to understand how to ensure safety and security in managing
online identity and foster a positive digital reputation.
 Learning Skills – are ways of knowing how to study and learn in a technology – enriched environment;
this is knowing how to utilize technology in addressing the need to learn efficiently.
 Digital Scholarship – is being able to link and participate in professional and research practices.

The 4 Cs of the 21st Century Skills

 Critical Thinking – is learning how to solve problems.

 Creativity – requires students to think out of the box and to take pride in what is uniquely theirs.
 Communication – makes students express their ideas in the clearest and organized manner.
Through varied modes – face – to – face, technologically mediated or a blended medium, they need
to know how to convey ideas efficiently and clearly.
 Collaboration – happens when students know how to work well with others to accomplish a given
task or solve a problem at hand.
In addition to the 4cs, there are Citizenship and Character.

Digital Literacy Skills vs. Digital Literacy

 Coding – is a universal language. Basic understanding of HTML, CSS and the like will create a shared
understanding of what can be done with the web pages.
 Collaboration – the use of Google docs among others allows student to begin experimenting with
effective online collaboration

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 Cloud Software – This is essential part of document management. The cloud is used to store
everything from photos to research projects, to term papers and even music.
 Word Processing Software – Google, Microsoft Online Drop Box are available for storage and
management solutions.
 Screen casting – A screencast is a video recording using the computer screen, and usually includes an
audio. On the other hand, when you take a picture on the screen of your computer, it is called a Print
screen.
 Personal Archiving – Students should be taught the concepts of meta-data, tagging, keywords and
categories to make them aware how they are represented online.
 Information evaluation – Critical thinking to weed out fake news is a crucial 21 st century skill.
 Use of social media – Social media serves different purposes depending on the user, the technology,
and the need.

Digital literacy has been defined in many ways that is understandable by both digital natives and digital
immigrants. Teachers and students should not only be proficient in how to use (digital skills) but they need to
see the information and media technology to find, evaluate, create, and communicate information requiring
both cognitive and technical skills. Digital literacy also creates new ways to teach and learn within the
classroom.

SUMMARY

Here are some pointers to remember:

 Instructional materials are of great help in stimulating and facilitating the learning of the learners.
 Integrating ICT tools will reveal the usefulness of employing ICT Tools in a wider range of the teaching
and learning process.
 QR Code allows the readers to decode the information at a high rate of speed.
 Infographics are useful for sharing information because they can improve cognition.
 ePortfolio is a collection of electronic evidence assembled and managed by a user.
 One way to engage students is to give them a challenge and a chance to work together using
collaborative tools.
 Using the digital tools, accessing information, and exhibit in ways of working in a globally competitive
context together with skills in living in the 21st century, refer to the digital literacies.

REFERENCES

Bilbao, et al. (2019). Technology for teaching and learning 1. Quezon City, PH: Lorimar Publishing, Inc.

Low-Cost and Low – Tech Resources for the Classroom in https://www.youtube.com/Watch?

v=XCKQP7zzYjU

Egbert, J. (2009). Supporting learning with technology essentials of classroom practice. Pearson

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