Module 6

TECHNOLOGY FOR TEACHING AND LEARNING

Students Sample Projects Using Open-Ended Tools
Students as Digital Authors- As the quality of authoring software increases and as you are exposed to online learning, it is but
proper for you as would-be facilitators of learning to explore and understand some principles and guidelines to help your future
students author or write digitally. Moreover, you may also facilitate some online language courses for any distance learning or blended
learning that require digital authoring.
A. Language Learning Via Web Publishing Language- skills can be fully developed by allowing students to communicate
through the internet This may take place when the students or the class will be required to post a story or other products on a
bulletin board or web page. There are two ways to contribute any authored documents to the World Wide Web. First, with the
advent of ready-made websites that are meant to invite and encourage contributors to share their authored stories, research,
commentaries, and the like, students may publish their work by submitting their products to these websites. Second, the students
may create their own web pages because there are a lot of free apps for web page development, or they may place them on their
institution's official website.
To help you submit your authored products in an existing website, -you may search for these Sites that are designed to highlight
students' research, narratives, -stories, literary works, and other academic writings. The following are examples of existing websites
that inspire students to submit their authored products. To be able to submit to these websites, it pays to explore their web sites and
pay attention to their submission guidelines.
a. The Diary Project- http://www.diaryproject.com – this digital authoring website encourages students to contribute their
narration or daily diaries with different themes required by the website. For the students, you are encouraged to read
diary entries from youth around the world to author a diary project.
b. CyberKids- http://www.cyberkids.com – the mission of Cyberkids is to provide a voice for young people on the internet.
It accomplishes this by publishing original creative work by kids ages 7-12.
c. Global Show-N-Tell- https://www.telenaut.com/gst- Wabisabi Learning (n.d.) was able to present some list of online
publishing tools for avid writer students to present some list of online publishing tools for avid writer students who are
looking for an online publishing tool to publish their works.
d. Atavist- https://atavist.com – Atavist is a beautiful tool. It was founded in 2011 on the heels of what we called the
“death of longform”. As you can imagine, it’s highly visual. It’s a drag-and-drop editor for creating beautiful online
publications.
e. Calameo- https://en.calameo.com - If students are looking to do magazines, Calameo is the tool to use. It's an online e-
magazine publishing tool that lets you add multimedia and personal branding to anything you create. With one- click
publishing, you can share it instantly. Websites, social media, and more all integrate with Calameo.
f. Tikatok – https://tikatok.com- This is a creative publishing studio for young children. K-6 kids will love Tikatok. They.
can use it to publish digital and printed books of all kinds. Tikatok was designed specifically for the K-6 classroom. It's
media literacy-oriented and aligned with Common Core. Take a look at their subscriptions page for plans
g. Storybird- https://storybird.com - This online publishing tool brings your words and global artists' work together in
amazing storybooks. Be sure to check out the section for educators. Storybird is at work in hundreds of thousands of
classrooms all over the world. It's free for educators, now and forever. Take a look at what's possible with this tool.
h. Lulu – http://www.lulu.com/us/en/create/ebooks - Comlustenicreate/ebooks LuLu was one of the first players that
offered serious online publishing features. They established themselves in 2002 and they're still going strong. They've
greatly expanded their interface over the last few years. Everything you need to know about doing online publishing is
right here. They offer tutorials, resources, guides, and more to learn with. For the Students: LuLu is a great information
database for self- publishing. They can create all sorts of projects. These include print books, eBooks, photo books, and
calendars. Check out this article on how graduate students are even using LuLu for publishing a thesis.
i. Flipsnack- https://www.flipsnack.com - Flip-snack is a flip book creator. It's as simple as uploading a PDF file. It also
supports PNG and JPG files. It renders shareable interactive creations that can also include multimedia. Flipsnack looks
great across all online platforms and social media.
j. Penzu- https://penzu.com - Online journalling is the focus of Penzu and it works well. Journalling is a great writing and
self-reflective exercise. With a free online tool like Penzu, it becomes more appealing. The interface replicates an old
leather-bound journal with lined paper. The basic formatting features are everything you need to get started. Upload
photos to your journals, too. You can also Go Pro for even more features
Barron et al. (2002) state that there are two fundamental stages in creating a website or web pages. First, the page files and all
associated images, sounds, and so forth must be created in the proper format and tested. Second, the files must all be transferred to a
host computer called a web server. Barron et al. further state that web page files must adhere to a specific format or language, called
hypertext markup language (HTML). HTML 'uses tags to define how information is formatted on a screen. In creating a web page using
HTML, students may find it intimidating but even elementary students can do it. For language learners, using HTML may gradually
expand their horizons and enrich their vocabulary and communication skills.
You may search for the steps in developing a web page by using HTML through the following:

AUTHOR URL Address

John Neuhaus (2006) https://www.jneuhaus.com/write.html
Codeacademy (2020) https://www.codeacademy.com/articles/local-web-page
InternetingisHard (2017) https://internetingishard.com/html-and-css/basic-web-pages/
w3schools https://www.w3schools.com/html/html_editors.asp
B. Enhancing Language Skills through Digital Storytelling - One of the most exciting ICT-based language tasks that can be
done to develop all the four macro skills is to create digital stories. This language task meets the demands of today's learners living in a
rapidly changing world with opportunities and that are different from the ones many of the previous generations grew up with. Today's
learners are more demanding and are willing to discover new ways to apply, extend, and expand on existing knowledge (Kaminskiene
& Khetsuriani, 2018.) Responding to these challenges, language classroom facilitators need to migrate to a more flexible and
modernized delivery of the language curriculum. Doing so, leads to changes in the technological pedagogical role of the teacher and
the learner, so the language competencies of today's learners will be developed beyond the use and aid of traditional writing, tools.
Contemporary language learning needs to create a new culture of teaching and learning that focuses on how to develop the ability of
the students to listen, speak, read, and write in the digital age In language education, storytelling is a common requirement that aims
to share one's stories, culture, knowledge, values, language, and other. Storytelling is not something new because it has been one of
the oldest activities not only inside the classrooms but even in the communities. Storytelling has been considered to have great
contribution to literacy development by improving learners' language, writing, reading or listening skills (Kaminskiene & Khetsuriani,
2018.) At present, storytelling is not just done face-to-face or through the aid of traditional technologies. This can already be done
digitally. Hence, the word digital storytelling. As an innovative and interactive approach to language skills acquisition, storytelling is
seen as, a very responsive variation of the traditional methods because it brings more meaningful and essential learners' engagement
into the language skills acquisition process. As pointed out by Gils (2005), the employment of digital storytelling as a pedagogical tool
enables teachers to elucidate certain complex topics in a simpler manner and create real life or problem-solving situations where
learners get actively involved. The following are some of the existing storytelling tools listed and described by Knapen (2018).

1. Steller- https://steller.co - This is a free storytelling application developed by Mombo Labs, which lets you create photo and
video stories with an emphasis on design. - the next web. Steller focuses on telling a story through pictures and text. The
simple, yet structured layout options allow even a beginner to produce a professional standard of work.
2. Adobe Spark Page- https://spark.adobe.com- Adobe Spark Page is a free online web page builder. No coding or design skills
needed. Create your own beautiful web story using videos, pictures, and text. The templates and layout options available are
very modern and are designed to present your work in an elegant and engaging way, focusing on visual content.
3. We Video- https://www.wevideo.com - This has the goal of bringing its educational creative toolbox to a broader global
audience of students and educators. WeVideo wants to make video editing available for everyone. They make it possible for
friends, families, teachers, students, and businesses small and large to create incredible 'videos that motivate and inspire.
"WeVideo has deep roots in education and believes that creativity is driven by what is inside the hearts and minds of people,
not by complicated technology".
4. Popplet- http://popplet.com - an iPad and web app, is a tool to capture and organize your' ideas. Students can for example
use Popplet for learning. Used as a mind-map, it helps students think and learn visually. Students can capture facts, thoughts,
and images to structure their stories.
5. Storybird- https://storybird.com - Storybird not only gives you the simple tools to create books in minutes, but the
application also lets you discover an endless library of free books, picture books and poetry as well. Storybird lets anyone
make visual stories in seconds. The site mentions that they are a storytelling community, rather than an application. For them,
it's more about creating a creative world where anyone can tell their stories, as crazy as they get.
6. Bookcreator- https://bookcreator.com - Book Creator is an open-ended book creation app that unleashes creativity. Create
your teaching resources, or have your students take the reins. Combine text, images, audio and video to create interactive
stories, digital portfolios, research journals, poetry books, science reports, and instructions manuals.
C. Enhancing Language Skills through E-mail Activities Email activities are very good activities to develop language skills.
Through some e-mail activities that can be facilitated by 'a teacher, the students are given the opportunity to practice, and
demonstrate their reading and writing skills. It may also enhance further their research and ICT skills. Barron et al. (2002) were able to
present the following email activities that can be fully maximized to develop the various language skills of students:
1. Pen-Pal Activities- This is the most common form of e-mail projects called electronic pen pals or e-pals. Students can
practice their written communication skills and can become aware of other cultures and practice foreign language skills. This can be
done through the following:
a. Belouga – https://belouga.org - Founded in 2016, Belouga Was started with the mission to encourage
intercultural communication to create a better , tomorrow. Belouga is a global ecosystem connecting classes throughout the
world where students and teachers can connect, collaborate and learn from one another by identifying similarities and
embracing differences through everyday communication that is fun and educational.
b. Epals – https://www.epals.com#connections - It enriches K-12 learning in the classroom to create real world,
culturally- enriching learning experiences for students. With ePals classroom matching, teachers can connect their classes with
other classes around the world who are interested in collaborating on a special project together.
c. Empatico- https://empatico.org - It empowers teachers and students to explore the world through experiences
that spark curiosity, lridnes; and empathy.
2. Peer-to-Peer Tutoring- Another form of electronic communication is peer-to-peer tutoring or mentoring. By using e-mail
communication, students will be provided with opportunities to practice their mentoring skills apart from enhancing their
language skills.
3. Ask an Expert - Email is a very powerful tool for students to use to engage the experts in the field especially if the experts
are far from their institution. They can engage the Ask An Expert Website at http:/Iwww. askanexpert.com .
4. Round Robin Stories- In a round-robin approach, a participating class starts a story with one. paragraph. The story
starter is sent to a predetermined class (class one sends its story class two, and so on). Students work in small groups to add
a new paragraph to the story.
Publication Requirements in the Light of the Digital Age
While there is a ubiquity of productivity tools for students to maximize, it is your responsibility as the facilitator of the learning
process to ensure that your students will be fully guided to observe several guidelines in publishing their products. It must be noted
that the development of high-quality digital learning products and materials involves a complex combination of subject matter
expertise, instructional design knowledge, and technical skills – graphic design, photography, audio, video, computer programming,
etc. (Wilde, 2904). With the engagements of all of this, it is very important to be mindful oF the following.
A. Copyright Laws Copyright Law protects works of authorship. Hence, it is very important for teachers and students to
learn more about copyrights laws and copyright acts to ensure that there will -be no copyright infringements that will
happen in the process of authoring of publishing materials offline or online.
According to FindLaw (2020), the Copyright Act states that works of authorship include the following types of works
• Literary works Novels, nonfiction prose, poetry, newspaper articles and newspapers, magazine articles and
magazines, computer software, software documentation and manuals, training manuals, manuals, catalogs, brochures, ads
(text), and compilations such as business directories
• Musical works Songs, advertising jingles, and instrumentals
• Dramatic works. Plays, operas, and skits.
• Pantomimes and choreographic works; Ballets, modern dance; jazz dance, and mime works.
• Pictorial; graphic, and sculptural works. Photographs, posters, maps, paintings, drawings, graphic art, display ads,
cartoon strips and cartoon characters, stuffed animals, statues, paintings, and works of fine art.
• Motion pictures and other audiovisual works. Movies, documentaries, travelogues, training films and videos,
television shows, television ads, and interactive multimedia works
• Sound recordings. Recordings of music, sounds, or words.
• Architectural works, Building designs, whether in the form of architectural plans, drawings, or the constructed
building itself.
FindLaw (2020) further states that Copyright Law is important for multimedia developers and publishers for two reasons
a. Original multimedia works are protected by copyright -The Copyright Act's exclusive rights provision gives
developers and publishers the right to control unauthorized exploitation of their works
b. Multimedia works are created by combining "content" - music, text, graphics, illustrations, photographs, software
- that is protected under copyright law. Developers and publishers must avoid infringing copyrights owned by others The
 detailed information about Copyright Laws can be searched from the World Wide Web. Some of these can be read in
Appendix A.
B. Anti-Bullying Act of 2013 Republic Act No. 10627 otherwise known as the Anti-Bullying Act of 2013 of the
Philippines directs all elementary and secondary schools to adopt policies to address the existence of bullying in their
respective institutions. Bullying refers to any severe or repeated use by one or more students of a written, verbal or electronic
expression, or a physical act or gesture, or any combination thereof, directed at another student that has the effect of actually
causing or placing the latter in reasonable fear of physical or emotional harm or damage to his property; creating a hostile
environment at school for the other student; infringing on the rights of the other student at school; or materially and
substantially disrupting the education process or the orderly operation of a school. they communicate or collaborate through
the World Wide Web.
C. Republic Act 101751- This is known as Cybercrime Prevention Act of 2012 declaring a policy that states that the State
recognizes the vital role of information and communications industries such as content production, telecommunications,
broadcasting electronic commerce, and data processing, in the nation's overall social and economic development. The State
also recognizes the importance of providing an environment conducive to the development, acceleration, and rational
application and exploitation of information and communications technology (ICT) to attain free, easy, and intelligible access to
exchange and/ or delivery of information; and the need to protect and safeguard the integrity of computer, computer and
communications systems, networks, and databases, and the confidentiality, integrity, and availability of information and data
stored therein, from all forms of misuse, abuse, and illegal access by making punishable under the law such conduct or
conducts. In this light, the State shall adopt sufficient powers to effectively prevent and combat such offenses by facilitating
their detection, investigation, and prosecution at both the domestic and international levels, and by providing arrangements
for fast and reliable international cooperation.