Lesson 3.

Positive Use of Information and Communications Technology

Teacher plays a critical role in supporting learners to face challenges and seize
opportunities in the digital world (UNESCO 2018). This lesson will help you
ascertain how to demonstrate skills using technology to promote quality-learning
outcomes.

I. LEARNING OUTCOMES
At the end of the chapter, the students must have:
1. identified different types of information and communication technologies (ICT) for
teaching and learning;
2. observed the proper use of ICT in teaching and learning; and
3. understand how technology can improve teaching and learning

II. CONTENT LEARNING

One of the 21st century skills that students need to succeed in the information age is
literacy skills that comprises information literacy, media literacy, and technology
literacy) P21 Framework for 21st Century Learning 2016). Thus, teachers should not
only be equipped with pedagogical knowledge, but also with technological knowledge
to adapt to the demand of the 21st century teaching and learning.
Mishra and Koehler (2006) define technological knowledge (TK) as
knowledge of different technologies from traditional materials such as books, chalk
and blackboard to more advanced technologies like digital technologies that involve
skills required to operate hardware and software and the ability to adapt to new
technologies regardless of type. Mishra and Koehler (2006) explained that the
pedagogical knowledge of technology require the development of a complex situated
form of knowledge called technological pedagogical content knowledge (TPACK).
The TPACK framework describes the teacher’s knowledge of technology integration,
which adds technological knowledge to Shulman’s concept of PCK. It is an overlap of
content knowlede, pedagogical knowledge and technological knowledge as shown on
Figure 1.

Technological
Knowledge
Figure 1.
TPACK Framework
Pedagogical
Content
Knowledge Knowledge
 Relatively, due to the rapid development of technologies, there is a need to have a
clear version of the role of teachers in harnessing the power of ICT in the classroom and
beyond (UNESCO 2011). Thus, the UNESCO ICT Competency Framework for Teachers
( ICT-CFT) was created to help countries develop a comprehensive national ICT competency
policy and standard UNESCO Bangkok in partnership with the Commission on Higher
Education (CHED) addressed this vision by integrating the ICT competency standards for
teachers in the revised undergraduate teacher education program of 2017, which aims to build
teacher education graduates’ ability to apply ICT to promote quality, relevant and sustainable
educational practices.

To provide public school teachers with appropriate technologies to enhance the

teaching and learning proess and meet the challenges of the 21 st century, the DepEd
implemented the DepEd Computerization Program (DCP) in 2010 by virtue of DepED Order
Np. 78.

Objectives of DCP:
1. Promote computer laboratory packages to secondary schools;
2. Provide e- classrooms to elementary schools;
3. Provide laptop units to mobile teaches;
4. Raise the ICT literacy of learners, pupils, students, teachers and school heads; and
5. Reduce computer backlog in public schools

Task 1. Checklist for ICT facilities and tools for teaching and learning.
A. Familiarize yourself with ICT facilities and tools for teaching and learning. Check
if the following items are available. Provide description for each in the rightmost
column.
ICT Facilities & Tools Available Not Description
Availabl
e
Computer lab/Computer
Room
Audio-Visual Room
Laptop/desktop
Printer
Scanner
 LCD Projector
Audio Equipment
LCD/LED TV
Internet Access
Computer hard drives and
storage devices (e.g. -
compact disc, flash
drive/USB, portable drive)
Tablets, mobile phones or
other mobile devices.
Others

B. Interview the cooperating teacher. Ask the following questions.

1. Does the school have specific ICT policies and standards?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________.
2. Are the teachers aware of school’s ICT policies and standards?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________.

3. Does the school provide ICT training for teachers?

Yes. These trainings mostly takes place during: In-Service Training (INSET), Learning
Action Cell (LAC) session and Learning Delivery Modality (LDM), where teachers able to
update and enhance their own learnings regarding new and effective ways of delivering or
even evaluating teaching-learning process; online assessment ,Microsoft Office (Excel,
PowerPoint presentation and etc.), google meet/room,video lesson these are some of the
things that were discussed.

4. Does the school provide the necessary ICT tools and digital technologies to aid teaching
and learning activities?

Yes. Every classroom has a television and most of the teachers were provided with
DepEd Laptop.
5. Are the students provided with equal opportunity to use the computers and other digital
technologies?

Yes.
6. Are the teachers knowledgeable on how to operate a laptop/computer and other
technologies for teaching and learning?
__Yes. Even before the pandemic most of the teachers used powerpoint presentation in
delivering their lessons then connected to television to attain bigger screen.

Processed Questions:
1. How will you promote the positive use of ICT to your students?
The only constant in the world is change. And technology as a product of this
changes has one of the great impact that improves our lives, in our case, teachers, our students
are more engage in modern technology such as using of smart phones, laptops and etc. In
order to sustain quality education we must adapt to this change, and to go along with our
student’s interest and context. There are a lot to know and to explore in the beauty of
technology more than the entertainment that our students are enjoying. By the use of
technology in teaching-learning process where students are learning and having fun is one
way of promoting positive use of ICT.

Reflections:
Complete the following:
1. I realized that
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

.
2. I believe that

________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.

3. I feel that

________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.

4. When I welcome a teacher, I will

________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.
 REFERENCES
Main Readings
Pawilen G. T. et.al (2017). Field Study I : A Guide For 21st Century Student
Teachers. REX Book Store. Manila, Philippines
Dowell M. S. and Meidl T. D. ( 2017) . Expanding Elementary Teacher Education
Through Service-Learning:A Handbook on Extending Literacy Field Experience For
21st Century Urban Teacher Preparation.

Submission Options:
1. Submit online via our learning group or Google Classroom at your own pace
but not later than 1 week before the Midterm Exam.
2. Compile all your synthesis and reflection papers in your e-portfolio and
submit on or before the semester ends.
Prepared by:
EDWIN D. DALIVA, EdD
Course Facilitator

Rubric for the Assessment (Answering Template)

Criteria 10 Points 8 Points 6 Points 0 Point

Completeness Responded Missed 1 to 2 Missed more No evidence
all items indicators on than 2 of
(indicators/ the indicators on responding
lists) based pedagogical the the template.
on the content used pedagogical
viewed demo by the demo content used
lesson. teacher based by the demo
on the demo teacher based
lesson. on the demo
 lesson. or the
responses are
not complete.
Accuracy Responses With at least Responses are No evidence
are accurate 2 responses not congruent of
as to the that are not to the viewed responding
content of the congruent to demo lesson. the template.
viewed demo the viewed
lesson. demo lesson.
Note: 20 points per template
Rubric for the Assessment (Answering Process Questions)

Criteria 5 Points 4 Points 3 Points 0 Point

Details Answer to the Answer to the Answer to the No
and question question question does evidence
Evidence provides enough provides not provide of
details and insufficient details and respondi
evidence that details and evidence that ng the
support ideas/ evidence that support ideas/ question.
opinions/argume support ideas/ opinions/argume
nts. opinions/argume nts.
nts.
Accuracy Response to the Response to the Response to the No
and question is based question is based question is based evidence
Organizati on research on mere opinion on mere opinion of
on findings or a or a invalid or a invalid respondi
valid source and source and is source and is ng the
is accurate as to partially totally question.
the content of accurate as to inaccurate as to
the viewed demo the content of the content of
lesson or of this the viewed demo the viewed demo
lesson. It has lesson or of this lesson or of this
well-organized lesson. It has lesson. It has
and clear well-organized dis-organized
beginning, body, but unclear and unclear
and conclusion. beginning, body, beginning, body,
or conclusion. and conclusion.
Note: 10 points per Process Question

Rubrics for Student’s Reflections

4 – Above 3 – Meets 2 – Approaching 1 – Below
Expectations Expectations Expectations Expectations

Reflective Thinking The reflection The reflection The reflection The reflection
explains the student’s explains the attempts to does not address
own thinking and student’s thinking demonstrate thinking the student’s
learning processes, as about his/her own about learning but is thinking and/or
well as implications learning processes. vague and/or unclear learning.
for future learning. about the personal
 learning process.

Analysis The reflection is an in- The reflection is an The reflection The reflection
depth analysis of the analysis of the attempts to analyze does not move
learning experience, learning experience the learning beyond a
the value of the and the value of the experience but the description of the
derived learning to derived learning to value of the learning learning
self or others, and the self or others. to the student or experience.
enhancement of the others is vague
student’s appreciation and/or unclear.
for the discipline.

Making The reflection The reflection The reflection The reflection

Connections articulates multiple articulates attempts to articulate does not
connections between connections between connections between articulate any
this learning this learning this learning connection to
experience and experience and experience and other learning or
content from other content from other content from other experiences.
courses, past learning, courses, past courses, past learning
life experiences and/or learning experiences, or
future goals. experiences, and/or personal goals, but
future goals. the connection is
vague and/or unclear.