PED 108 • Technology upgrades learners higher-order

thinking skills: critical thinking, problem solving and

ITE NATIONAL EDUCATIONAL creativity.
TECHNOLOGY STANDARDS FOR TU- DENTS
(NET'S) THREE CATEGORIES OF KNOWLEDGE TO
EGBERT (2009)
 Standards to facilitate learners outcome have 1. Declarative knowledge- 4W Questions
been complied with. 2. Structural knowledge- use declarative
knowledge to attain meaning
Standard 1: Creativity and Innovation 3. Procedural knowledge- action of knowledge
 This standard will produce stuctents who how to do something; process.
demonstrate creative thinking, construct
knowledge, and develop innovative products TRANSMITTAL OF INFORMATION
using technology from existing knowledge.  POINT TO POINT TWO-WAY OR ONE-
Standard 2: Communication and Collaboration TO-ONE- Internet chat, phone convervation
 This standard requires students to use digital or even Face-to-Face conversation
media and environments to communicate and  ONE-TO-MANY OUTBOUND - Lecture.
work collaboratively to support individual  MANY-TO-MANY - group discussion, buzz
learning and contribute to the learning of others. session
This includes the use of variety of media and
formats for global awareness with learners from COMMUNICATION AND TECHNOLOGY
other cultures.  Communication occurs through technology
Standard 3: Research and Information Fluency  Communication occurs around technology
 Students are expected to apply digital tools to  Communication occur with support to
gather, evaluate and use information and plan technology
strategies for inquiry. This standard expects the
student to locate, organize, analyze, eva- luate, BENEFITS DERIVED FROM TECHNOLOGY -
synthevize and ethically use information from a SUPPORTED COMMUNICATION
variety of sources and media.
a. Enables any teacher to guide the learners virtually
Roles OF ICT in Teaching and Learning and making learning unlimited because
Technology as a tutor - (Visual) communication and social inter-action go beyond a
Technology as a teaching tool- use as a learning school day or a school environment.
platforms b. Enhances students freedom to express and
Technology as a learning tool. use of WPS,PPT, exchange ideas freely without mooping eyes of the
GOOGLE APPS teacher face to face.
c. Enables learners to construct meaning from joint
Roles of Technology experiencesbetween the two or more participants in
FOR TEACHERS AND TEACHING communication
• Technology provider enormous support to the d. Help learners solve problems from multiple
teachers as the facilitator of learning. sources since there is limitless sources of information
• Technology has modernized the teaching learning that the teacher can direct or refer to the learners.
environment. e. teaches learners to communicate with politeness,
• Technology improves teaching-learning process and taking turns in sending information and giving
ways of teaching appropriate feedback
f. Enhances collaboration by using communication
FOR LEARNERS AND LEARNING strategies with wider community and individuals in a
•Support learners to learn how to learn on their own. borderless learning environment.
·Technology enhances learner's communication skills g. Develops critical thinking, problem solving and
through. social interactions. creativity throughout the communication.

CRITICAL THINKING
  ASK THE RIGHT QUESTIONS - critical 1. Technology
thinking questions should ask for clarity,  a knowledge of techniques and processes
accuracy, precision, relevance, depth,breadth,  a science of craft
and logic  from the Greek word "techne" art, skills, cunning
 CLARITY -Here are some examples hand, and "hoyia-logia"
 ACCURACY-what pieces of evidence 2. Information and Communication Technology
support your claim. literacy (ICT Literacy)
 PRECISION- Exactly how much....  accessing information via technology, evaluating
 BREADTH - what do you think will other online information
group say about.
RESEARCH TOOL
CREATIVITY  Email
 FLEXIBILITY- able to use many points of  groupware
view.  presentation
 FLUENTLY - able to generate many ideas.  web development
 ORIGINALLY- being able to generate new
ideas. INTERNET SEARCH TOOL
 ELABORATELY- able to add details.  manage
  integrate
SEVEN CREATIVE STRATEGIES ( OrboRn, 1963)  evaluate
1. SUBSTITUTE Find something else to  create
replace to do what it does  communication information
2. COMBINE - blend two things that do not
usually together. 3. Educational Technology
3. ADAPT - look for other ways that can be  art of craft of corresponding in our educational
used. needs.
4. MODIFY-make a change.
5. PUT TO ANOTHER ONE - Find other used NON-DIGITAL TOOL
6. ELIMINATE- reduce, remove  Flipcharts
7. REVERSE -turn upside-down, inside out  picture
 models
TO DEVELOP AND ENHANCE CRITICAL DIGITAL TOOLS
THINKING, PROBLEM SOLVING AND  hardware
CREATIVITY:  software
 ENCOURAGE STUDENTS TO FIND AND  Connections
USE INFORMATION FROM VARIETY OF
SOURCES BOTH ONLINE AND OFFLINE. 4. Digital Literacy
 ASSIST STUDENTS TO COMPARE -mode of learning of various types with the aids of
INFORMATION FROM DIFFERENT technology
SOURCES. -via online of offline modes
 ALLOW STUDENTUS TO REFLECT 5. Online Digital tools and Apps
THROUGH DIFFERENT DELIVERY MODES -tools and application that can be downloaded to
OF LIKE WRITING, SPEAKING OF gather information.
DRAWING.
 USE REAL EXPERIENCES AND MATERIAL FACILITATED INTERNET CONNECTIVITY
TO DRAW TENTATIVE DECISIONS.  zoom
 INVOLVE STUDENT IN CREATING AND  google met
QUESTIONING ASSESSMENT  Skype
 meetings
 video conferencing
BASIC CONCEPT OF ICT  online classes
 TOPIC 1: POLICIES AND ISSUES ON THE >-Information privacy is related to the use of
INTERNET AND IMPLICATIONS TO computers which able to hold and proces information
TEACHING AND LEARNING about large numbers of people at a high spect.
 ISSUE NO 3: Surveillance and Data
DEFINITION: Retention
-The Oxford English Dictionary has defined - the use of electronic communications has enhanced
"POLICY" as a cource of action, adopted and the development of indirect surveillance
pursued by a government, party, ruler, statesman.
-A plan of action to guide decisions and achieve •DATE VEILLANCE - use of personal information
outcomes. to monitor a perron's activities
DATE RETENTION - a storage and use of
THE NEW ICT TECHNOLOGIES: information form communication system
-more recent technological innovations increased the  ISSUE NO 4: E pollutants from e-waste
teach and speed of communications which can be - large amount of e-waste is generated by ICT.
grouped into (three) 3 categories
1. INFORMATION TECHNOLOGY- IMPLICATION TO TEACHING AND LEARNING:
Includes the use of commuters, which has  For the Teachers and Teaching:
become indispensible in modern societies to 1. Guide the teachers on what they should teach
process data and save time and effort. that relate to ICT and how to teach it.
2. TELECOMMUNICATION 2. Technology should never Replace any human
TECHNOLOGY -includes telephones and teacher.
the broadcasting of radio and television often 3. There are rules and regulation that govern the
through satellites use of technology.
3. NETWORKING TECHNOLOGIES - The 4. All the issues of and many more shall be part
best know of networking technologies in of the teaching content as each teacher will be
internet, but has expanded to mobile phone encourage to use technology in teaching
technology voice over internet protocol  For the learners and Learning:
(VOIP) satellite communications and other 1. The learners of the 21st century are even
forms of communications more advanced than some of the teachers
however, learners will still need guidance on
THE ICT ROADMAP how to use technology.
- a roadmap to guide all agencies in utilization
regulation and enhancement OF ICT. TOPIC 3: SAFETY ISSUES ON THE USE OF
ICT INCLUDING E-SAFETY RULES
The ICT for education (ICT46)
-a program under the ICT that supports all the efforts Some Risks in the Use of ICT and e-Networking
of the education secture 1. Exposure to inappropriate content, including online
SOME ISSUES ON ICT AND INTERNET POLICY pornography, extremism (exposure to violence
REGULATIONS: associated with racist language);
> Global issues -access and civil liberties are two sets 2. Lifestyle websites like self-harms and suicide sites,
of ICT policies which are cruel to the modern society and hate sites;
 ISSUE NO 1: Freedom of Expression and 3. Cyber-bullying in all forms, receiving sexually
censorship explicit images or messages;
- The (UN) Universal Declaration of human rights 4. Privacy issues including disclosure of personal
provide that every one has the right including their information;
thought, conscience, and relegion as well their 5. Health and well being (amount of time spent on-
opinion and expression. line, internet gaming and many more;
 Issue No 2: Privacy and Security 6. Prolonged exposure to on-line technologies,
-refers to the protection from interference with particularly at an early age;
communication over the phone or internet. 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 unused for a certain period of time.
texting and social networking sites. 3. Personal mobile phones and mobile devices
3.1 All mobile phones shall be kept away in a box
Minor Misuse of ICT away from the children or learners and access is only
- Copying information into assignment and failing to allowed at breaktime or at the end of classes or when
acknowledge the source (plagiarism and copyright needed during the class period.
infringement) 4. Cameras
- Downloading materials not relevant to their studies 4.1. Taking pictures only from parents or caregivers
- Misconduct associated with subject logins, such as and not from any other family member or friend
using someone else's password while the child attends class.
- Leaving a mobile phone turned on during class 4.2. Any picture taken of children shall be on
period cameras solely for the purpose.
- Unauthorized taking of pictures or images with
mobile phone camera, still or moving

e-Safety TOPIC 4: DALE’S CONE OF EXPERIENCE

- e-safety emphasizes learning to understand and new  The Cone is a visual analogy and like all
technologies in a positive way; analogies, it does not bear an exact and detailed
- e-safety educates children about the risks as well as relationship to the complex elements it
the benefits so we can feel confident online; and represents.
- e-safety supports young learners and adults to 
develop safer online behaviors, both in and out of  EDGAR DALE
school. - April 27, Born in 1900
- American Educator
Network Management - An expert in audiovisual education
-Developed the famous Cone of Experience
1.1Make clear that no one should log on as another
user. What is cone of experience?
1.2. Require all users to always log off when they  The cone placed different educational
have finished working. media and methods in a continum from
1.3. Maintain equipment to ensure health and safety. the most concrete experiences at the
1.4. Provide students with access to content and bottom to the most abstract at the top.
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 with
regard to 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. 11. Verbal Symbols
Computers should be set to a time out if they become Verbal symbols are highly abstract as they bear no
physical resemblance to the objects or ideas they
stand for. In fact, these verbal symbols provide no 2. Contrived Experiences
visual representation or clues to their meaning. The second level is called contrived experiences,
which focuses on the ‘editing’ of reality. At this
level, teachers use representative models and mock-
10. Visual Symbols
ups to provide an experience that is as close to reality
The other highly abstract level includes visual
as possible.
symbols, such as charts, maps, graphs and diagrams
that are used for conceptual representation. These 1. Direct Purposeful Experiences
visual symbols help to make just about any reality The bottom level of Dale’s Cone of Experience is
into something easier to understand. also the least abstract. Direct purposeful experiences
are hands-on activities that grant us responsibility for
9. Recordings, Radio and Still Pictures driving a specific outcome. We are active agents in
Edgar Dale first created this model in 1946. As such, the learning experience. In a sense, direct purposeful
he included the multimedia assets of his time, such experiences are an unabridged version of life itself.
as recordings, radio and still pictures. In more TOPIC 5: TPACK AS A FRAMEWORK FOR
modern terms, this level could include photos, TECHNOLOGY-DRIVEN TEACHING AND
podcasts or audio files. LEARNING

8. Motion Pictures and 7. Educational Television TPACK, or Technological Pedagogical Content

Motion pictures and educational television include, Knowledge
for example, videos, animations and tv programmes,  is a model that helps teacher consider how their
which imply value and messages through moving knowledge domains intersect in order to
pictures. These are abstract experiences, as learners effectively teach and engage students with
focus on observation instead of active participation. technology.
6. Exhibits
The sixth level of Dale’s Cone of Experience moves
us away from the most abstract experiences. This is
the first level that opens the door for an expanded
range of sensory and participatory experiences.

5. Study Trips
Study trips offer the sights and sounds of real-world
settings. The main activity focuses on observing from
the sidelines, aside from occasional opportunities to
participate.

4. Demonstrations
A demonstration is a visualised explanation of facts,
ideas or processes. They are a common way to train
employees or students, as they require relatively little
preparation and resources. After all, individuals
observe a lot simply by watching others.
3 DOMAINS OF TPACK
3. Dramatised Experiences
Dramatised experiences can be seen as role-play 1. TECHNOLOGICAL KNOWLEDGE (TK) –
exercises. This means reconstructing situations for concerns understanding EdTech, considering its
learning purposes. As a result, the third level involves possibilities for a specific subject area or classroom,
shifting learners — at least some of them — from learning to recognize when it will assist or impede
observers to active participants.
learning, and continually learning and adapting to
new technology offerings.  It is an instructional system or guideline that
2. PEDAGOGICAL KNOWLEDGE (PK) – PK teachers can use to develop lesson plans which
encompasses the purposes,values, and aims of integrate the use of technology and media.
education, and may apply to more specific areas (Smaldino, lowther and Russell(2008)
including the understanding of student learning
styles, classroom management skill, lesson planning, Assure is an instructional design model that has the
and assessment. goal of producing more effective teaching and
3. CONTENT KNOWLEDGE (CK) – CK may learning.
include knowledge of concepts, theories, evidence,
and organizational framework within a particular 1. ANALYZE LEARNERS
subject matter it may also include the field’s best  Assess who learner is(Age, gender etc.)
practices and established approaches to  Assess what the learner already knows about the
communicating this information to students topic
 know how the learner learns best (What's their
3 COMBINE DOMAINS OF TPACK learning style)

1. PEDAGOGICAL CONTENT KNOWLEDGE 2. STATE OBJECTIVES

(PCK) – PCK focuses on promoting learning and on  Develop specific and measurable objectives for
tracing the links among pedagogy and its supportive the lesson or course.
practies (curriculum,essessment,etc.), and much like
CK, will also differ according to grade level and 3. SELECT METHODS, MEDIA AND
subject matter. MATERIALS
2. TECHNOLOGICAL CONTENT  Connect the learner's present knowledge skills
KNOWLEDGE (TCK) – TCK involves and attitudes with the learning objectives of the
understanding how the subject matter can be instruction by choosing appropriate instructional
communicated via different EdTech offerings, and strategies media and materials.
considering which specific EdTech tools might be 4. UTILIZE TECHNOLOGY, MEDIA AND
best suited for specific subject matters or classrooms. MATERIALS
3. TECHNOLOGICAL PEDAGOGICAL  Plan how the technology will be used to
KNOWLEDGE (TPK) – TPK is knowing how to implement instructional strategies.
select, use or develop technology to manage student
learning. 5. REQUIRE LEARNER PARTICIPATION
 Provide activities for learners to practice new
THE IMPORTANCE OF TPACK TPACK skills in order to get feedback on their new skills
 is an essential part of the education system today before formal assessment.
as it incorporates the growing demand on the use
of technology in the classroom as well as 6. EVALUATE AND REVISE ANALYZE
LEARNERS
countinuing the focus on the contents and how
 Evaluate the effectiveness and impact on student
we teach it.
learning outcomes based on the objectives.
 Revise the instruction to address any areas of
IMPACTS OF TPACK concern.
 It is important for the teacher to be completely up
to date and knowledgeable with the curriculum
and the components of TPACK to effectively TOPIC 7: S A M R MODEL
incorporate it into their lessons.
 Dr. Ruben Puentedura

 He developed the SAMR Model of Technology

TOPIC 6: THE ASSURE INSTRUCTIONAL
integration.
DESIGN MODEL ASSURE MODEL
 Was created to share a common language across
disciplines as teachers strive to personalize
learning and help students visualize complex
concepts.

The Original Bloom's taxonomy

 Allowed teachers to categorize content and

questions at different levels. The new two-
dimensional model enabled teachers to see the
TOPIC 8: BLOOM'S DIGITAL TAXONOMY relationship between and among the objectives
for the content being taught and to also examine
 Bloom’s Taxonomy is a classification of the how that material should be taught and how it
different outcomes and skills that educators set might be assessed.
for their students (learning outcomes).
 Attempts to classify learning stages from Knowledge “involves the recall of specifics and
remembering facts to creating new ideas based universals, the recall of methods and processes, or the
on the acquired knowledge. recall of a pattern, structure, or setting.”
 The idea of Bloom’s Taxonomy is that learning Comprehension “refers to a type of understanding or
is a consecutive process. Before applying a apprehension such that the individual knows what is
concept in real life, we must understand it. being communicated and can make use of the
Before we understand a concept, we must material or idea being communicated without
remember the key facts related to it. necessarily relating it to other material or seeing its
fullest implications.”
 Benjamin Bloom is a known educationist who Application refers to the “use of abstractions in
provided the cognitive taxonomy which has particular and concrete situations.”
greatly been used in education.
Analysis represents the “breakdown of a
Comparison between the Original and the Revised communication into its constituent elements or parts
Bloom's Taxonomy such that the relative hierarchy of ideas is made clear
and/or the relations between ideas expressed are
 His students, Anderson and Krathwol made some made explicit.”
revisions. Synthesis involves the “putting together of elements
and parts so as to form a whole.” Evaluation
engenders “judgments about the value of material and
methods for given purposes.”

A revision of Bloom's taxonomy

 In the new taxonomy, two dimensions are

presented: the knowledge dimension and the
cognitive dimension. There are four levels on the
knowledge dimension: factual, conceptual,
 procedural, and metacognitive. There are six  Ensure the learners are ready to learn and
levels on the cognitive process dimension: participate in activities by presenting a stimulus
to capture their attention.
Remembering– list, recite, outline, define, name,
match, quote, recall, identify, label, recognize. 2. Inform students of the objectives 
Understanding– describe, explain, paraphrase,  Inform students of the objectives or outcomes for
restate, give original examples of, summarize, the course and individual lessons to help them
contrast, interpret, discuss. understand what they are expected to learn and
Applying - calculate, predict, apply, solve, illustrate, do. Provide objectives before instruction begins.
use, demonstrate, determine, model, perform, present.
Analysing– classify, break down, categorize, 3. Stimulate recall of prior learning 
analyze, diagram, illustrate, criticize, simplify,  Help students make sense of new information by
associate. relating it to something they already know or
Evaluating – choose, support, relate, determine, something they have already experienced.
defend, judge, grade, compare, contrast, argue,
justify, support, convince, select, evaluate. 4. Present the content
Creating– design, formulate, build, invent, create,  Use strategies to present and cue lesson content
compose, generate, derive, modify, develop.outcome. to provide more effective instruction. Organize
and group content in meaningful ways, and
provide explanations after demonstrations.

5. Provide learning guidance 

 Advise students of strategies to aid them in
learning content and of resources available. In
other words, help students learn how to learn.

6. Elicit performance (practice) 

 Have students apply what they have learned to
reinforce new skills and knowledge and to
confirm correct understanding of course
concepts.

7. Provide feedback
 Provide timely feedback of students’
performance to assess and facilitate learning and
TOPIC 9: GAGNÉ'S NINE EVENTS to allow students to identify gaps in
understanding before it is too late.
 Gagné's Nine Events of Instruction 
 In 1965, Robert Gagné proposed a series of 8. Assess performance 
events that are associated with and address the  Test whether the expected learning outcomes
mental conditions for learning. Each of the nine have been achieved on previously stated course
events of instruction is highlighted below, objectives.
followed by sample methods to help implement
the events in your own instruction. Use Gagné’s 9. Enhance retention and transfer
nine events in conjunction with Bloom’s Revised  Help learners retain more information by
Taxonomy to design engaging and meaningful providing them opportunities to connect course
instruction. The following steps have been concepts to potential real-world applications.
adapted from Gagné, Briggs, and Wager (1992).

1. Gain attention of the students  TOPIC 10: ADDIE MODEL

 The ADDIE instructional design model is the
most common instrument use by the instructional
designers. It is a model that teach step-by step
the whole process of any training program, it is
use in the framework to create new ideas.

The Five Components The ADDIE design model has

5 components:

1. Analysis
 This phase, is the instructional designer that
identifies the learning needs and objectives, as
well as the characteristic of the target audience.
This involves conducting a thorough analysis of
the current situation and determine what needs to
be thought and why.
TOPIC 11: MERRILL'S PRINCIPLES OF
INSTRUCTION
2. Design
 Design phase deals with learning objectives:
Merrill's First Principles of Instruction
terminal objectives enabling objectives Once the
 is a problem-based theory. Learners use four
analysis is complete, the designer moves ancho
different phases in this design. The basic
creating the actual instructional materials. This
definition is that the principles of activation,
phase involves developing learning objectives,
demonstration, application and integration are
designing the curriculum, selecting appropriate
necessary to the success of a learner.
delivery methods, and creating assessment and
evaluation criteria.
 The First Principles of Instruction is an
instructional theory that takes into consideration
3. Development
many instructional theories and models. It
 During this phase, the actual course content and
includes as set of inter-related principles
materials are created. This can include writing
task/problem-centered, activation, demonstration,
lesson plans, creating multimedia elements,
application and integration.
developing assessments, and Producing any
necessary learning resources.

4. Implementation
 In this phase, the cars are training program is
delivered to the learners. This can involve
classroom teaching, online learning or any other
method of instruction. It's where the learners
engage with the content and activities.

5. Evaluation
 In the final phase the effectiveness of the training
program is assessed. This can be done through
formative evaluation (during development) and
summative evaluation ( after implementation). It
helps identify areas for improvement.

4 Elements of Merill's Principle of Instruction

1. Demonstration
 Online learners are able to absorb the
information more effectively when they see a
prime example. For example, a visual demo of
the task that outlines each step, and explores
associated behaviors and skills. To apply the
demonstration principle in your eLearning course
design, you might consider adding eLearning
videos, online training tutorials, or even image-
rich eLearning infographics that showcase the
main ideas.

2. Application
 Online learners have to apply the information
and skills they've learned to get the full benefit of
the eLearning course. Based on the Merrill's
Principles of Instruction, this comes in the form
of interactive problem-solving and task
performance.

3. Activation
 Acquiring the information isn't enough. Online
learners must also be able to link it to pre-
existing knowledge and mental schemata. In
other words, to build on their current knowledge
base, which is also known as "scaffolding". This
also includes past experiences that relate to the
subject matter they are now exploring.

4. Integration
 This is where it gets personal. The integration
principle pertains to meaning and context. Online
learners must have the chance to integrate their
newfound skills or knowledge into their daily
lives. This may also involve knowledge
manipulation.