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COLLEGE OF EDUCATION
Course Code : EDUC 21
Course Description : Technology for Teaching and Learning 1
Schedule : 4:00 – 5:30 PM (TTH)
Course Facilitator : PERFECTO M. GARCIA III, LPT
Topic : Unit III. Non-Digital and Digital Skills and Tools in Delivering
Technology - Enhanced Lessons
Reporters : Caluza, Jenwilrei
Guiang, Eloisa
Tagudin, Mary Sunshine A.
Tamayo, Jasmin Faith V.

Text of Report

Lesson 1: Development and Use of Non-Digital or Conventional Materials

Instructional materials are print and non-print supplementary materials, which help the teacher
make his/her presentation concrete, effective, interesting, meaningful and inspiring. It plays a vital role of
providing sensory experiences to the learners.

Examples of instructional materials are drawings, kits, textbooks, posters, magazines, flip chart,
newspapers, diorama, pictures, recording videos and the like.

The primary aim of teaching materials is to provide the teachers the layout of the way for teaching
in the classroom.

Factors to consider in developing instructional materials:

1. Develop a story board and working outline based on the subject goals and objectives.
2. Identify existing institutional resources including materials and teachers capability.
3. The teacher may research off the shelf materials that have been developed by others to determine if
their approach could be useful
4. Explore the possibility of adapting concepts of other teachers without infringing on anyone’s copy
protected design
5. Modify existing materials based on the objectives of the lesson
6. If the instructional materials are effective, you can share them with other teachers.
7. The teacher developer can also sell her/his available materials.

According to Wright (1976:1) as cited in Cakir (2006), all audio-visual materials have positive
contributions to language learning as long as they are used at the right time, in the right place.

In the teaching and learning process, learners use their eyes as well as their ears; but their eyes
are basic in learning.

1. Writing Board – can display information written with chalk. (Chalkboard or blackboard) or whiteboard.

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Suggestions on Using the Writing Board
1) Keep the board clean
2) Use chalk or pens that contrast with the background of the board so the students can see the information
clearly
3) Make text and drawings large enough to be seen from the back of the room
4) Prepare complex drawings in advance (if very complex, an overhead transparency or 35 mm slide may
be preferable)
5) Underline headings and important or unfamiliar words for emphasis
6) Do not talk while facing the board
7) Do not block the students’ views of the board; stand aside when writing or drawing is completed
8) Allow sufficient time for students to copy the information from the board

2. Diorama - made of small scenes created of layers of materials, all depicting a similar concept or theme.
They usually display a historical time period, a nature scene, or a fictional situation.

In developing diorama, you will:

1) Choose a concept or theme
2) Research the subject
3) Make a rough sketch of your ideal diorama
4) Make a list of the items you’ll need and gather your supplies
5) Select a container or box

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

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

Suggestions on Using Flip Chart:

1) Use wide-tipped pens or markers; markers with narrow tips produce printing that is difficult to read
2) Print in block letters that are large enough to be read easily from the back of the room
3) Use different colored pens to provide contrast; this makes the pages visually attractive and easier to
read
4) Use headings, boxes, cartoons and borders to improve the appearance of the page
5) Use bullets (*) to delineate items on the page
6) Leave plenty of “white space” and avoid putting too much information on one page. (crowded and poorly
arranged information is distracting and difficult to read)
7) When pages are prepared in advance, use every other page. If every page is used, colors will show
through and make text difficult to read
8) Have masking tape available to put pages up around the room during brainstorming and problem-solving
activities
9) To hide a portion of the page, fold up the lower portion of the page and tape it. When ready to reveal the
information, remove the tape and let the page drop
10) Face the student, not the flipchart while talking.

5. Zigzag Board- 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 a different type,
for example, a whiteboard, a chalkboard, a flannel board and so on. The size of the boards for the zigzag
multi-board depends on what you want to use them for.

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6. Wall Display- a collection of many different types of items and materials put up on a wall to make an
interesting and informative display. In a classroom, the display can consist of the students’ own work. In
development work it can be used to convey information to the community.

7. Rope and Pole Display Board- this board is consists of two parallel, horizontal poles and tied loosely
together with rope. Visual aids such as posters can be pinned to the rope.

Guidelines when designing conventional instructional materials:

1. Unity – use only one idea for each visual aid and include a headline
2. Simplicity – make ideas and relationships simple and easy to recall. Avoid cluttering a visual with
too many word, 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 in the audience
4. Consistency – use the same type style and art style
5. Clarity – avoid type that is too small to read; avoid all caps

Lesson 2: Select and Use ICT Tools for Teaching and Learning

ICT integration in education allows ease of processing of information, effective accessibility to

resources, expression of creativity and effective collaboration.

A. Using Mobile Phone and the QR Code

QR Code is a code that was created by a Japanese corporation Denso-wave in 1994. Effectively
and efficiently connecting the physical world with the electronic world, QR stands for “Quick Respones”. It
allows the readers to decode the information at a high rate of speed.

This is a 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 website or immediately provides the salient information about the
product.

You can easily read QR codes through a QR code scanner. Here’s all you need to do:
1. Have a mobile phone with a camera;
2. Using the mobile phone, download from Playstore or App Store the QR Code Reader/Scanner
application. Choose an appropriate QR code reader for your operating system whether IOS or Android.
Once installed in your gadget, you can use it to read the codes.
3. Focus your camera on the QR code. Click it and the message will be revealed to you.

Ten Interesting Ways to Integrate QR Codes in Your Teaching

1. Create Interactive and Engaging Content
2. Share Resources
3. Use in Classroom Activities
4. Provide Help with Homework
5. Communicate with Parents or Partners
6. Scavenger Hunt
7. Enhance Classroom Library
8. Gather Students Feedback

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 9. Research Project
10. Provide Easy Access to Online Content

B. Infographics is a graphic visual representation or an image such as a diagram, chart or picture

representing information or data.

There are many ways for which infographics can be used, such as:
1. To present survey data
2. To simplify a complex concept.
3. To explain how something functions
4. To compare
5. To present interesting facts

C. Ipad/Tablet and the Online Bulletin Board

An online bulletin board is a way of presenting ideas with a twist and interest with no cost at all.

Lesson 3: Creating ePortfolio as a Technology Tool

ePortfolio or digital portfolio can be used as a digital archive that can contain the same materials
as a physical portfolio but can have more such as multimedia productions, relevant online links or
references, digital stories or video blogs, powerpoint presentations, photographs and other ICT materials.

1. Student ePortfolios can evaluate students’ academic progress.

2. Monitoring students’ progress can be highlighted in a portfolio.
3. Portfolios documents students’ learning growth.

Parts of an ePortfolio
1. Homepage
2. Pages
3. Reflection

Gibb’s reflective cycle has six (6) stages

1. Description. Describe the activity or the experience to the reader.

2. Feelings. Learners are involved in learning and an activity or perhaps a lesson can trigger certain
feelings.
3. Evaluation. When evaluating, discuss how well you think the activity went.
4. 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.
5. Conclusion. Now, you can write what you have learned from the experience or what you could
have done.
6. 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 consult an expert for some advice or read 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 managed by entering the email address of the person with whom
you want to share it.

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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 tell the students the link between learning and what will be taught and the
assessment or what will be evaluated. Rubrics are simple and easy to understand. The items in the rubrics
should be mutually exclusive.

Lesson 4: Technology Collaborative Tools in the Digital World

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 a 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 - it is journaling your ideas to which others can react allowing a thread of discussion to
take place and which can be used online. It is the abbreviation of weblog.
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.

Lesson 5: Digital Literacy Skills in the 21st Century

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.

 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.

One important component of digital literacy is having an in-depth understanding of concepts

requiring essential core skills. These core skills are known as the 4Cs of the 21st Century Skills.

The Four Cs of the 21" Century Skills

1. Critical thinking is learning how to solve problems.

2. Creativity requires students to think out of the box and to take pride in what is uniquely theirs.

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3. Communication makes students express their ideas in the clearest and organized manner.
4. Collaboration happens when students know how to work well with others to accomplish a given task or
solve a problem at hand.

Citizenship is known as netizenship in the virtual world. This is making the person consider how
one behaves accordingly by observing the norms and rules that are in accordance with what are sociably
and virtually acceptable.

Digital Literacy Skills

1. Coding. 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.
2. Collaboration. - The use of Google Docs among others' allows student to begin experimenting with
effective online collaboration.
3. 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.
4. Word Processing Software. - Google, Microsoft Online Drop Box are available for storage and
management solutions.
5. Screencasting. - A screencast is a video recording using the computer screen, and usually includes an
audio.
6. Personal Archiving. - Students should be taught the concepts of meta- data, tagging, keywords and
categories to make them aware how they are represented online.
7. Information evaluation. - Critical thinking to weed out fake news is a crucial 21st century skill. The use
of tools and skills needed to process information are very much needed.
8. Use of social media. - Social media serves different purposes depending on the user, the technology
and the need.

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