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TABLE OF CONTENTS
FRONT PAGE 1

REPORTERS 3

TABLE OF CONTENTS

Lesson 1: 21st Century Literacy Skills 4

Lesson 2: Instructional Design Models 15

Lesson 3: Technology Enhanced 25

Teaching Lessons exemplars

Lesson 4: ICT Conventional Materials 30

to Enhance teaching

Lesson 5: Distance Learning 39

Lesson 6: Relevance and 45

Appropriateness in the use of
Technology in Teaching and Learning

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 Module 4 Reporters
Lesson 2: Instructional Design Models
Battad, Jenny I.
Guzman, Diana Faye A.
Lesson 3: Technology Enhanced Teaching Lessons exemplars
Rabo, Kristian Jed P.
Padua, Precious
Palacpac, Nino Krischel
Lesson 4: ICT Conventional Materials to Enhance teaching
Tabucol, Erika
Ubilas, Juvie
Mamaril, Rhealyn
Lesson 5: Distance Learning
Regucera, Gianmarcu
Agapan, Patrisha Joy
Rabara, Leilanie Vesa
Lesson 6: Relevance and Appropriateness in the use of Technology in Teaching and
Learning
Arrojo, Vianne Claire
Haban, Angela Joy

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 LESSON 1
21st Century Literacy Skills
Learning Objectives

At the end of the lesson, you should be able to:

 Identify and describe the elements of 21st-century literacy skills.
 Discuss the rationale for teaching and learning 21st-century skills.
 Write a Personal Lifelong Learning Plan (PLLP).

Time Frame: 3 days

Introduction
With the upsurge of the 21st century, the whole world has seen a period of
extraordinary change in all territories, regardless of whether it is instruction, worldwide
exchange, and economy, innovation, or society. As of late, the COVID-19 pandemic is
likewise hurling difficulties for a person to adapt to its effects. Usually, for such occasions, an
alternate range of abilities is required that would empower an individual to adapt up and
prevail with regards to confronting the difficulties, all things considered, prompting his/her
comprehensive advancement.
These abilities are tended to as 21st Century Skills/Learning Skills/Transversal
Competencies and so on. The 21st Century Skills are the aptitudes that are required by a
person for his/her all-encompassing turn of events with the goal that he/she can add to the
advancement and improvement of the general public/country and world.
Effective instruction in 21st-century literacies takes an integrated approach, helping
students understand how to access, evaluate, synthesize, and contribute to the information. As
a forthcoming teacher of the 21st century, you need to be familiar with the latest literacies, or
new fields of learning that you need to illustrate and prioritize while managing teaching and
learning activities. But first, these literacies need to be established yourself before you can
pass them on to your students.

Activity

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 I THINK I KNOW I THINK I WILL LEARN I THINK I HAVE
LEARNED

Final Category Designations For “L”

Analysis

To extend the information about the lesson, address the following issue
comprehensively.
 In your own words, define 21st Century Skills
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
______________________________________________________

 Why is it essential, as a teacher, to learn the expertise, skills, attitudes and values
required to respond to 21st-century demands?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
______________________________________________________

 Characterize and briefly describe some of the core literacies of the 21st century.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
______________________________________________________

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 Explain a person who is: information and communications technology (ICT) literate
and media literate.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
______________________________________________________

 Why is needed to incorporate the 21st Century Literacy Skills agenda into an
education delivery system?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
______________________________________________________

 Cite evidence do you have that says 21st-century skills improve teaching and
learning. Where is this impacting teaching and learning?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
______________________________________________________

 21st-century skills are all critical for your students to master to achieve success in the
future. You now try to review the descriptions of each skill and think of:

A. What could it mean in your subject and grade level in the future?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
B. How can you integrate these skills into your lesson plan?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

C. What would these skills look like in your classroom?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

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 Abstraction

What are 21st Century Skills?

The word ‘abilities of the 21st century’ refers to a wide range of believed expertise,
skills, work habits, and character traits by educators, school reformers, college professors,
employers, and others to be critically important to success in today’s world. 21st Century
Skills refer to the skills that are required to enable an individual to face the challenges of the
21st-century world that is globally-active, digitally transforming, collaboratively moving
forward, creatively progressing, seeking competent human-resource and quick in adopting
changes.

Wagner (2010) and the Change Leadership at Harvard University identified another
set of competencies and skills. Informed by several hundred interviews with business, non-
profit and education leaders, Wagner stressed that the students need seven survival skills to
prepare for life, work and citizenship in the 21st century: Critical thinking and problem
solving, collaboration and leadership, agility and adaptability, initiative and
entrepreneurialism, effective oral and written communication, accessing and analyzing
information, curiosity and imagination.

21st Century Themes

Global Awareness
 Make use of expertise from the 21st century to consider and fix global problems
 Learning from and engaging with people who represent various cultures, religions,
and lifestyles in a spirit of mutual respect and open dialog in personal, work and
community contexts
 Knowing other nations and traditions through the use of languages other than English
 Financial, Economic, Business and Entrepreneurial Literacy
 Knowing how to make the best personal financial decisions
 Understanding the economy’s position in society
 Use entrepreneurial skills to boost profitability and job opportunities in the workplace

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Civic Literacy
 Being able to engage efficiently in public life by learning how to remain updated and
respecting policy processes.
 Exercising citizenship rights and responsibilities at the local, state, national and global
levels.
 Understanding the consequences of local and global political decisions.

Health Literacy
 Obtaining, interpreting and recognizing basic health knowledge and resources and
using them in ways that improve health.
 Knowing preventive steps for physical and mental health include a healthy diet,
nutrition, exercise, disease avoidance, and stress management
 Usage of available information to make reasonable decisions to safety
 Establishing and managing personal and family wellbeing priorities
 Understanding regional and international facets of public health and safety
Environmental Literacy
 Demonstrate awareness and understanding of the environment and the conditions and
circumstances that affect it, especially about air, atmosphere, land, food, energy,
water and ecosystems.
 Show experience and awareness of the effect of society on the natural environment
( e.g., population growth, economic development, rate of resource use, etc.).
 Investigate and evaluate environmental issues and draw definite conclusions on
possible solutions.
 Take individual and collective action to tackle environmental problems (e.g., global
action, approaches that encourage action on environmental issues).

Learning and Innovation Skills

Increasingly, learning and creativity skills are recognized as those that distinguish
students who are prepared for ever more dynamic living and working environments in the
21st century, and those who are not. To prepare students for the future, a focus on innovation,
critical thinking, communication, and teamwork is essential.

Creativity and Innovation

Think Creatively
 Using a large variety of methods to generate concepts (such as brainstorming)
 Creating new and exciting innovations (both revolutionary and incremental)
 Create, refine, evaluate and assess your thinking to improve and optimize creative
efforts

Work Creatively with Others

 Effectively create, introduce and pass on new ideas to others
 Be responsive and receptive to new and diverse perspectives; job input and feedback
 Demonstrating originality and inventiveness in the workplace and recognizing the
actual drawbacks of introducing new ideas
 See failure as an opportunity to learn; know that creativity and innovation are a long-
term, cyclical cycle of minor successes and regular errors

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Implement Innovations
 Act on new ideas to make a concrete and meaningful difference to the area where the
invention takes place

Critical Thinking and Problem Solving

Reason Effectively
 Using the different forms of reasoning (inductive, deductive, etc.) according to the
situation

Use Systems Thinking

 Analyze how portions of a whole communicate with each other to achieve overall
results in complex systems

Make Judgments and Decisions

 Analyze and appraise facts, points, statements, and beliefs effectively
 Analyze and analyze essential alternative perspectives
 Synthesize and connect the knowledge and the arguments
 Interpret details and conclude using the best possible methodology
 Grant serious thought to learning experiences and processes

Solve Problems
 Solve different forms of unknown issues, both conventionally and innovatively
 Identify and ask essential questions which explain different perspectives and lead to
better solutions

Communication and Collaboration

Communicate Clearly
 Articulate thoughts and ideas effectively in several ways and contexts using vocal,
written and nonverbal communication skills
 Hear to decode meaning effectively like information, beliefs, attitudes, and intentions
 Using contact for a variety of purposes (for example, educating, instructing,
motivating and persuading)
 Using various media and technologies, and know-how to determine theirperformance
a priori and their effect
 Effectively interact in can contexts (including multi-lingual ones)

Collaborate with Others

 Demonstrating the ability to work with diverse teams efficiently and respectfully
 Exercise flexibility and expertise to help make the sacrifices possible to achieve a
shared goal
 Assume mutual responsibility for collaborative work, and respect each team
member’s contributions

Information, Media and Technology Skills

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 In the 21st century, people live in a technology and media-sufficient environment,
characterized by different characteristics, including 1) exposure to an abundance of
information, 2) rapid improvements in technology resources, and 3) the opportunity to
collaborate and make individual contributions on an unparalleled scale. Citizens and staff,
useful in the 21st century, must be able to demonstrate a variety of practical and critical
competencies in information, media, and technology thought.

Information Literacy

Access and Evaluate Information

 Effectively (time) and productively (sources) access information; Assess details
objectively and skillfully

Use and Manage Information

 Using details correctly and creatively for the specific issue or question
 Manage information exchange from a large variety of sources
 Apply a clear understanding of ethical/legal problems concerning access to and use of
information

Media Literacy

Analyze Media
 Know how and why media messages are created, and for what purposes
 Examine how people understand terms differently, how principles and opinions are
integrated or omitted, and how media can affect attitudes and behaviors
 Apply a clear understanding of ethical/legal problems related to access and use of
media

Create Media Products

 Know-how and why media messages are created, and for what purposes
 Examine how people understand terms differently, how principles and opinions are
integrated or omitted, and how media can affect attitudes and behaviors
 Apply a clear understanding of ethical/legal problems related to access and use of
media

ICT (Information, Communications and Technology) Literacy

Apply Technology Effectively

 Using technology as an instrument for studying, arranging, analyzing and
communicating information
 Using modern technology (computers, PDAs, media players, GPS, etc.),
communication/networking tools, and social networks to access, handle, incorporate,
analyze and generate information that works in a knowledge economy successfully
 Apply a clear understanding of ethical/legal problems related to access to and use of
information technology

Life and Career Skills

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 Life and work environments today need much more than analytical skills and
knowledge of content. In the globally competitive knowledge age, the ability to manage the
diverse living and work environments requires students to pay close work in improving
appropriate life skills and career skills.

Flexibility and Adaptability

Adapt to Change
 Respond to diverse tasks, employment, schedules and contexts
 Work successfully in an uncertain world and with shifting goals

Be Flexible
 Effectively integrate feedback
 Addressing praise, failures, and criticism
 Understand, negotiate and balance different views and beliefs for achieving workable
solutions, particularly in multicultural environments

Initiative and Self-Direction

Manage Goals and Time

 Set expectations with parameters of measurable and intangible performance
 Tactical (short term) and strategic (long term) alignment goals
 Using resources, and effectively control workload

Work Independently
 Track, describe, prioritize and execute tasks without direct supervision

Be Self-directed Learners
 Go beyond the necessary skills or curricula to develop and enhance one’s learning and
knowledge
 Demonstrate commitment to developing skills to professional level
 Demonstrate dedication to Lifelong Learning
 A critical reflection on past experiences to guide future development

Social and Cross-Cultural Skills

Interact Effectively with Others

 Know when listening is necessary, and when to speak
 Behave properly, professionally

Work Effectively in Diverse Teams

 Respect cultural differences and collaborate with people from all walks of life and
community effectively
 Respond openly to opposing ideas and beliefs
 Profit from social and cultural differences to generate new ideas and boost innovation
and job effectiveness

Productivity and Accountability

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Manage Projects
 Set and achieve targets, particularly when faced with challenges and conflicting
pressures
 Prioritize, schedule and execute work to achieve the desired outcome

Produce Results
 Demonstrate added qualities associated with the development of high-quality outputs.
Including the ability to work positively and ethically, efficiently manage time and
tasks, multi-task, participate actively, be consistent and prompt, present yourself
professionally and with a proper mark, collaborate and cooperate with teams, value,
and appreciate the diversity of groups and be responsible for outcomes.

Leadership and Responsibility

Guide and Lead Others

 Using organizational and problem-solving skills to influence others and direct them
towards an objective
 Leverage other people’s abilities to reach a shared goal
 Encourage others to do their very best by example and selflessness
 Demonstrate honesty and ethical actions in exerting authority and control

What is 21st Century Literacy Skill?

Information, both from the traditional sources
like Books, Newspapers, etc. and other digital sources
like the Internet sites, social media, Apps, etc. is to be
used effectively and judiciously by students. It is to
be seen carefully by the teachers that information
available is used at all levels of Bloom’s Taxonomy.
They must be able to recall, understand, apply,
interpret, assess the information provided, and build
new knowledge.

In Growing Up Digital: How the Net

Generation Is Changing Your World, gives the
following eight reasons why students use technology:
 Freedom of expression
 Facility to use it as per likings
 Multiple resources of information
 Open interaction
 Blend of work and play
 Connecting and collaborating
 Exploring and Innovating

Tabular presentation of the basis, purpose, and strategy in the digital classroom.
Basis  Accessing Information
 Collaborating
 Communicating
 Using Information

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  Analysing Information
 Interpreting Information
 Creating New Information
Purpose IMT makes the learning environment more
exciting than a traditional classroom
environment and helps the students perform
better in their respective careers.
Strategy Digital Classroom  With traditional blackboard, digital
interactive boards should be placed in
the classroom.
 This will aid in the teaching-learning
process. In teaching of lesson related to
space, teachers can show videos of
space to children for long-lasting
memories.

Activities that develop 21st Century Literacy

skills

Know-How
The teacher must show the children how
to look for the details and where to look. Then the
teacher will give them topics to explore and will
see how children are seeking and if they were
following her instructions or not.

Design an App
Students will be asked to identify a
problem (environment/ societal /school-related)
and design an App using ICT to offer a viable
solution to it. Even if they do not have the
technical know-how to create an App, they will
plan it on paper by preparing a detailed write-up
on the why, what, how, etc. of the App. This
would also enhance their critical thinking and decision making.

Designing a Blog, Website, PPT

Ask children to design a PPT or blog and see how they do that. Tell them what all can
be done in the PPT or blog. This will help children to get information about how to use
Powerpoint and Microsoft
word etc. Application

Would you love to find out how much the module has taught you? Start this mission, and
complete it.

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 Identify the literacy areas in which you are great, right, or weak. Then build a
personal life plan to fix the places where you are still weak and strengthen those you already
are good or strong. In writing your Own Lifelong Learning Plan (PLLP), you can use the
template in the activity as a reference, which includes the following:

 The seven 21st century literacies

 Your level of competency for each literacy
 Activities that will help improve or enhance literacy
 Time Frame
 Support/Resources Needed
 Barriers/Challenges
 Solutions/Action
Closure Point

The key competitiveness challenge of the next decade is developing an integrated,

21st-century public education system that prepares Filipino’s to succeed. Addressing this
challenge requires stable, forward-thinking leadership from government, policy-makers, and
teachers. This lesson gave you details on the experience, skills, attitudes, and values to help
you prepare to be an efficient teacher in the 21st century.

Congratulations! It shows that you are already familiar with the contents of this
lesson. You can now proceed to the next experience of this module.

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 LESSON 2
Instructional Design Models

Learning Objectives

At the end of the lesson, you should be able to:

 Understand the components of the ADDIE model and how
they can be applied in instructional design.

 Evaluate the effectiveness of the Merrill's First Principles

of Instruction model in promoting meaningful learning
experiences.

 Apply the Gagne's Nine Events of Instruction model to

design effective learning experiences that align with
different learning objectives.

 Apply Bloom's Taxonomy to develop instructional

materials that promote critical thinking, problem-solving,
and creativity.

 Analyze the role of the SAMR model in integrating

technology effectively in instructional design.

Time Frame: 2 days

Introduction: Welcome to the second lesson in Module 4. This lesson introduces

Instructional Design Models. Instructional Design Models are frameworks that guide the
process of creating effective and engaging learning experiences. They provide a structured
approach to designing and delivering instruction, ensuring that learners achieve their desired
outcomes.

Abstraction

Instructional design is a process that involves creating instructional material to

address gaps in the knowledge, skills, and attitudes of learners. By analyzing learning needs
and developing appropriate learning materials, instructional design aims to provide
meaningful and effective instructions to make the learning process easier for students. It plays
a crucial role in identifying areas for improvement and developing tailored instructional

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materials to close those gaps. Through instructional design, learners can receive instructions
that are engaging, relevant, and promote effective learning.
Instructional Design Process

Step 1: Conduct a needs analysis

 In this step, you gather information about the needs of your target audience
and their training or business needs. This helps you understand what
knowledge or skills the learners need to acquire and what the organization
wants to achieve through the training program.

Step 2: Create a learner's profile

 Based on the needs analysis, you create a learner's profile that includes
information about their roles, responsibilities, skills, educational and
professional experiences, and technical knowledge.

Step 3: Identify learning objectives

 Learning objectives are statements that describe what learners should be able
to do or know after completing the training program. These objectives should
be specific, measurable, achievable, relevant, and time-bound (SMART).

Step 4: Select an instructional approach

 Once you have identified the topics for the course or training program, you
decide on the instructional approach. This could be a video-based approach, a
game-based approach, or any other method that best suits the learning
objectives and the needs of the learners.

Step 5: Organize the content and create storyboards

 In this step, you organize the content and create storyboards. Storyboards help
you plan the layout of the course, including the placement of content, images,
icons, and other visual elements on different pages. This helps ensure a logical
flow of information and engagement for the learners.

Step 6: Create a prototype

 This allows you to test the effectiveness of the design and make any necessary
adjustments or improvements before investing more time and resources into
development.

Step 7: Monitor and assess the program

 This involves gathering feedback from learners and stakeholders, evaluating
whether the learning objectives are being achieved, and making any necessary
revisions or improvements to ensure the program meets the requirements of
the learners and the organization.

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What are the Models of Instructional Design?

Instructional design models are used to explain the process used to design and
develop instructions. There are several models that can be used in different settings; the
following are some of the most popular ones.

 ADDIE Model

 Merrill’s Principles of Instruction

 Gagne’s Nine Events of Instructions

 Bloom’s Taxonomy

 SAMR Model

I. ADDIE MODEL

It provides a systematic and iterative approach to instructional design, allowing for

continuous improvement and refinement of the learning materials.

ADDIE is a five-stage process that provides guidelines to create effective training

material. It stands for Analyze, Design, Develop, Implement, and Evaluate.

1. Analyze: In this step, the situation is analyzed to understand the goals and
objectives for the learning material, requirements, needs, skills and knowledge of
the learners.

2. Design: Identify the learning objectives such as the knowledge you want the
learners to gain and the learning outcomes.

3. Develop: Identify how you can help the students get to the objectives you
identified earlier and develop the instructional strategies accordingly.

4. Implementation: Implement the strategies by trying out your training programs

with students.

5. Evaluate: Evaluate and measure the success of the training material you have
designed and delivered. Note what needs to be changed.

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 This phase should include both summative and formative evaluations.

o Formative evaluation — allows learners to rate and comment on each step of

the ADDIE training model. This highlights any problems in the training
program.

o Summative Evaluation — This includes assessments, quizzes and feedback

about training that can help identify whether learners have retained or
understood the information.

II. MERRILL’S PRINCIPLES OF INSTRUCTION

Is an instructional design model that was developed by David Merrill in the early
2000s.

This is a task-centered approach that focuses on different ways learning can be

facilitated. According to this instructional design model, there are four phases of learning;

1. Activation: Learning material should activate the knowledge the learner already
has on the subject matter. This helps them use it as a foundation to digest new
knowledge.

2. Demonstration: The trainer/ teacher should demonstrate the knowledge through

techniques such as video demos, infographics, etc.

3. Application: Learners should be allowed to apply the knowledge they have

gathered on their own to solve problems.

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 4. Integration: Learners should be encouraged to integrate new knowledge into their
life and use it to solve problems.

III. GAGNE’S NINE EVENTS OF INSTRUCTIONS

Gagne's Nine Events of Instruction is a powerful framework that provides a step-by-

step guide for designing effective learning experiences, ensuring that learners are engaged,
motivated, and equipped with the necessary knowledge and skills to succeed. By following
these nine events, educators can create impactful instruction that maximizes learning
outcomes.

1st: Gain the attention of the students through stimuli such as a surprise, thought-
provoking question, etc.

2nd: Inform the students of the objectives or outcomes of the lesson before the
instructions are given.

3rd: Stimulate recall of prior learning by asking questions about the experience from
the past. By relating to this past knowledge, they can easily make sense of new
knowledge.

4th: Present the content to the learners in a way that is easy to comprehend.

5th: Provide learning guidance with tutorials, case studies, examples, infographics, etc.

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 6th: Elicit performance by helping them internalize new knowledge through activities
that encourage them to recall and use that knowledge.

7th: Provide feedback on the performance of students to facilitate learning.

8th: Assess performance by testing whether the expected outcomes have been
achieved.

9th: Enhance retention and transfer to the job. Help students internalize new
knowledge with techniques like concept maps, summarizing, job aids, etc.

IV. BLOOM’S TAXONOMY

Bloom's Taxonomy is a widely used framework in education that helps educators

classify and organize learning objectives based on different levels of cognitive complexity.
By incorporating Bloom's Taxonomy, educators can design instructional activities that
promote critical thinking, problem-solving, and creativity, enabling students to develop a
deeper understanding of the subject matter and enhance their overall learning experience.

1. REMEMBERING: This taxonomy helps the teacher to draw out factual information and
answers from the students. It tests their ability to recall information or content taught
earlier. Teachers can ask questions that prompt students to identify, describe, list, and
name.

2. UNDERSTANDING: This taxonomy assesses whether the students not only retain
information but understand what the information is meant to convey. Teachers can ask
questions that prompt students to explain, elaborate, give examples, and summarize.

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3. APPLYING: This taxonomy asks students to apply what has been learned into practice.
So, the questions asked by the teachers to the students will require them to predict,
interpret, prepare, produce, and use what has been learned. From here, the classroom
interactions will begin to shift towards a more student-centered focus.

4. ANALYZING: This taxonomy will prompt students to break down what has been
learned into smaller chunks or parts. The questions will ask students to categorize,
compare, classify, and distinguish. Through these questions, the students are actively
engaged in trying to elicit the right information out of what is learned.

5. EVALUATING: This taxonomy is wholly focused on the students as it concerns their

own thoughts, opinions, and judgments on certain matters. They would have to not only
criticize but also defend on the evaluation that they’ve made.

6. CREATING: This taxonomy gives full autonomy to the students in which they can
develop or propose new ideas and perspectives to what has been learned. Teachers can
ask questions that prompt students to invent, construct, design, and plan.

V. SAMR MODEL

The SAMR model is a framework that guides educators in integrating technology into
teaching and learning. By applying the SAMR model, educators can leverage technology to
create more meaningful and transformative learning experiences for students, ultimately
enhancing their engagement, creativity, and critical thinking skills.

1. SUBSTITUTION: “Substitution” means replacing traditional activities and materials—

like in-class lectures or paper worksheets—with digital versions. There is no substantial
change to the content, just the way that it is delivered.

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2. AUGMENTATION: This level involves incorporating interactive digital enhancements
and elements like comments, hyperlinks, or multimedia. The content remains unchanged,
but students can now take advantage of digital features to enhance the lesson.

3. MODIFICATION: At this level, teachers can think about using a learning management
system (LMS) to handle the logistical aspects of running a classroom, like tracking
grades, messaging students, creating a calendar, and posting assignments.

4. REDEFINITION: Learning at this level enable activities that were previously

impossible in the classroom. For Eg. students in your class can connect students to other
parts of the world, whether it’s with other students or experts in a field.

Conclusion:

 The ADDIE model is a systematic approach used to design and develop effective
instructional materials and training programs.

 Merrill's Principles of Instruction provide guidelines for designing instruction that

promotes active learning and engages learners in meaningful ways.

 Gagne's Nine Events of Instruction outline a series of steps to create optimal

conditions for learning, including attention, motivation, and practice.

 Bloom's Taxonomy is a framework that categorizes learning objectives into

different levels of cognitive complexity, helping educators design and assess learning
experiences.

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 The SAMR model is a framework that guides educators in integrating technology
into teaching and learning by categorizing technology use into four levels:
substitution, augmentation, modification, and redefinition.

Analysis: To deepen your knowledge about Instructional Design Models,

consider answering the following:

1. How can the ADDIE model be applied in instructional design?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

2. How does Merrill's model promote meaningful learning experiences?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

3. How can Gagne's model be aligned with different learning objectives?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

4. How can Bloom's Taxonomy be used to develop instructional materials that promote
critical thinking, problem-solving, and creativity?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

5. What is the role of the SAMR model in instructional design?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Application: Read and answer the following questions.

1. Can you identify specific components of the ADDIE model that would be most
effective in addressing the learning needs of a diverse group of learners?

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 _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. Evaluate a learning experience you have had in the past and determine how well it
aligned with Merrill's First Principles of Instruction.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. Create a learning experience that incorporates each of the nine events in Gagne's
model to teach a complex concept.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
4. How would you adapt instructional materials to ensure they promote creativity and
innovation based on the principles of Bloom's Taxonomy?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
5. Design a lesson plan that effectively integrates technology at the redefinition level of
the SAMR model to enhance the learning experience.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Great job! You have successfully completed all the activities and tasks for this
lesson. It is evident that you have gained a lot of knowledge and skills from this
lesson.

If you're ready, please move on to the next lesson, where you will explore the topic
of Technology-Enhanced Teaching Lessons. Get ready to dive into this new topic and enjoy
the learning experience! I wish you a happy and fulfilling learning journey ahead!

24
 LESSON 3
Technology Enhanced Teaching Lessons exemplars
Learning Objectives

At the end of the lesson, you should be able to:

 Describe flexible learning environments that enhance collaboration

with the positive use of technology tools in teaching.

Time
Frame: 2 days
Introduction
Hi! Welcome to Lesson 1. I assumed that you already understood the previous
module. This lesson will give you background and perspectives on Technology-Enhanced
Teaching.

Are you ready? Let’s begin!

Activity

Try this!

 Identify all feasible technological tools that can be applied in your

locality.
Cite at least 5 technological tools.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________

 Draw a concept map which links the technological tools that contributes
teaching learning process

Analysis

To extend the information about the lesson, address the following issue
comprehensively.

 How enhanced technology affects the learners in the learning process?

_____________________________________________________________________
_____________________________________________________________________

25
 _____________________________________________________________________
_____________________________________________________________________
 How can enhanced technology teaching assist the learners in their learning process?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Abstraction

_____________________________________________________________________

Enhanced Technology Teaching

Teachers should seek out technology that enhances student learning. Most students
come to our courses with a strong foundation in the use of technology and expert instructors
to incorporate it into their teaching. Some caution is necessary to avoid using technology
merely for effect, without knowing how it will enhance learning. Take the time to determine
which technologies will support and to improve student learning, and learn how to use them

Technology provides numerous tools that teachers can use in and out of the classroom
to enhance student learning. This page provides an introduction to some of the most common.

1. Blackboard
Teachers might use the course management system Blackboard. It focuses on online
learning delivery but supports a range of uses, acting as a platform for online content,
including courses, both asynchronous based and synchronous based.
(You canuse theshort, engaging Blackboardthat helpsyour students getcomfortable in
Blackboard. Your students can do training and learning gaps, utilizing analytical data and
reporting and choose which ones they want, or they can view multiple videos in a row about a
particular topic.)

26
 2. Classroom Response Systems ("clickers")
One way to encourage student engagement is by using electronic devices that allow
students to record their answers to multiple-choice questions and will enable you to display
the results instantly. The anonymity encourages participation, and their responses help the
teacher know when further discussion is needed. The use of clickers can also catalyze
discussion.
Clicker systems let you pose a question and have students respond with a device that
looks like a TV remote. Several websites provide an alternative that allows students to
respond with a cell phone or laptop. Schools should encourage faculty to use the web solution
“Poll Everywhere,” but either technology enables many strategies for engaging students.

3. Online Projects and Collaboration Tools

Technology can support student collaboration on creating new knowledge, reflecting
on what they are learning, or working together to achieve a deeper understanding of course
material. These articles provide ideas about their use and misuse. Online tools provide many
new options. Students can collaborate on projects, collect and synthesize information, and
write for different types of audiences.

4. Information Visualization Tools

Technology can also clarify and stimulate thought by transforming words into
pictures. There are some tools to help lead your students to think more critically by
encouraging them to structure information visually. Visualization tools can help you make
information clearer to students, either by providing you with clearer visuals or, better yet,
assigning them to use visuals to make connections. Visualization tools can help you create

27
information clearer to students, either by providing you with clearer visuals or, better yet,
assigning them to use visuals to make connections. Example: Make Infographics in the
Classroom (help your students deepen their understanding by showing connections, mapping,
creating timelines, etc.)

5. Flipping the Classroom

Sometimes a great way to move them toward higher levels of understanding is to
move the lecture out of the classroom and use the in-person time for interactions that require
applying, synthesizing, and creating. "Flipping" doesn't have to use technology, but tools
such as videos, podcasts, online quizzes, and the like can help in and out of class activity
work together. These resources explain the theory underlying this teaching method and
provide practical suggestions for making it work. Example: Flipping the Classroom: Simply
Speaking (video gives clear demonstration and examples).

6. Games
What could be more engaging than a good game? A game may lead to deeper learning
and give some examples of their use in higher education. Ex. Reacting to the Past (Elaborate
games set in the past, in which students are assigned roles informed by classic texts in the
history of ideas).

7. Converting a Face-to-Face Course to an Online Course

Teaching online, whether in a hybrid course or a wholly-online course, requires
different techniques and different tools. Without the F2F contact, professors will need to be
even clearer about setting and articulating expectations for digital work and participation.
Encouraging interaction between professor and student and among students is an additional
challenge, as is monitoring student learning as the course progresses. The online environment
requires the use of basic technologies to digitize course materials as well as mastery of the
university's learning management system. And various tools like Skype allow synchronous

28
communications, while blogs and Twitter can encourage asynchronous interaction. Here are
some ideas to get you started.
Application
Let us test your learnings from the lesson. You will generate ideas to provide a
presentation by using a teaching and learning tool that is available to your local places. Your
teacher will give allotted time to prepare your presentation and will be graded using the given
criteria.

The implementation of technology in schools helps close that gap.

Technology can enhance relationships between teachers and students.
Technology helps make teaching and learning more meaningful and fun. Students
are also able to collaborate with their classmates through technological
applications.
By incorporating technology strategically, educators can enhance the learning
experience and increase student engagement and curiosity. The future of learning lies in
striking the most effective balance between digital and in-person educational experiences.
Good luck, future teacher!
You can now proceed to the next experience of this module.

29
 LESSON 4
ICT Conventional Materials to Enhance teaching

Objectives:
• clarify the distinctions between digital and traditional learning resources.
• explore the variety of digital and conventional materials employed in the teaching-
learning process, and;
• choose suitable ICT and traditional learning materials crafted to enhance the
teaching and learning experience.

Introduction:
Welcome to Lesson 1 Module 5.
The learning process extends beyond verbal communication, encompassing a fusion
of effective teaching methods, precise contextualized content, and compelling learning
materials. While some educators may not prioritize this, it undeniably enriches student
experiences, providing unique insights not easily accessible independently. Furthermore, it
offers chances for students to connect the dots between teaching and learning. For
teachers, exposure to a variety of instructional materials facilitates the provision of diverse
opportunities for student exploration in future processes.
Within this module, you’ll acquire knowledge about various types of ICT and
conventional teaching and learning materials. These resources will empower learners to
explore and engage in your future classes.

Activity: Would you rather?

Traditional method Modern method

As a pre-service teacher, explain the significance of each instructional material. State

what you would use inside your classroom. Explain briefly.

Analysis:

30
 After completing your work above, answer the questions below as a guide for
reflective thinking. Use the space after each question to discuss your answer

1. Based on your experience, does your teacher (parents or tutor) use instructional material?
How did he/she/they use it?

2. Were he/she/they successful in integrating those materials? What made you say so?

3. Do you think your learning improves if instructional materials are used? Why do you think
so?

Abstraction:
In the evolving landscape of education, teaching and learning exhibit
increasing diversity. The incorporation of instructional materials not only encourages but also
enhances the learning process. These materials serve as tools to deliver and convey the
designated educational content, aiding in the creation and organization of information among
learners. When integrating these materials into your class, it’s essential to keep the shared
objectives in mind, prioritizing the needs and considerations of your learners.

 Learners’ motivation
 Development of creativity
 Retrieval of prior knowledge
 Support learners in understanding, decoding, organizing, and synthesizing
educational knowledge, logical thinking, reasoning, communication, and interaction
 Contribution to the development of various skills and the acquisition of values of the
learners, as well as adherence towards learners’ desirable knowledge, skills, and
attitudes

Teaching and learning materials are categorized into two main groups: ICT and
conventional materials. ICT materials leverage technological media to convey knowledge
and involve learners in the instructional process; while conventional materials have been
employed by both teachers and learners long before the introduction of technological media.

Digital instructional materials refer to resources used in teaching and learning and
accessed through digital platforms such as computers, tablets, and smartphones. These
materials can include e-books, videos, simulations, and interactive courses. They provide
teachers with tools to manage their classrooms, communicate with students and parents,
and enhance learning experiences. Digital materials also have the potential to support
metacognition and improve student performance.
The list below presents the types of ICT teaching and learning materials.

31
 1. Educational Networking
 This platform enables learners to establish connections with fellow learners or
teachers using social networking technologies.
 common samples are Facebook and Instagram.

2. Web-Based Learning
 This online service or application facilitates collaboration among learners by enabling
them to search for, receive, generate, and organize content together.
 some common examples of this are Wiki sites, blogs, and Podcasts.

3. Mobile Learning
 This includes mobile tools or technologies that learners can utilize for educational
purposes, such as instructional support or class activities.
 some samples of this are Smartphones, personal digital assistants, and self-made
games.

4. Classroom Equipment
 This stand-alone device is employed to facilitate various activities in a traditional
classroom, aiding both teachers and learners in the educational process.
 common samples of this are Projectors and computers.

Conventional instructional materials are traditional resources used in teaching, such as

textbooks and physical manipulatives. These materials may still have advantages in certain
situations, such as when the rheologic properties of conventional materials are needed.
However, digital materials offer advantages in terms of accessibility, interactivity, and
customization.
Both digital and conventional instructional materials play important roles in teaching and
learning, and their selection depends on the specific needs and goals of the educational
context.
Furthermore, the diverse conventional materials for teaching and learning are presented
on the following page. The organization of content aligns with the levels of Dale’s Cone of
Experience.
1. Realia
 Real objects or artifacts used in teaching to provide firsthand experience and a
tangible connection to the subject.
 You may bring in authentic cultural artifacts like traditional clothing, utensils, or tools
related to a history or geography lesson.

2. Model

32
  A model is a representation or simulation that illustrates an idea, concept, or process.
It serves as a visual or physical aid to enhance understanding.
 You may showcase a detailed architectural model of a famous landmark, such as the
Eiffel Tower, allowing students to grasp its intricate design and architectural features.

3. Mock Up
 A mock-up is a configuration of real or related devices, providing a representation of
reality that you or the learners can manipulate.
 You may use a mock-up of the digestive system and let the class assemble its parts

4. Specimen and Objects

 A specimen is a component considered part of a whole, whereas objects may
encompass artifacts with significance to the topic, utilized for displays and exhibits.
 You may present a blood specimen or a preserved snake in the class.

5. Drawing and Cartoons

 Cartoons convey deeper messages compared to drawings, yet both serve as
effective tools for expressing symbolism and abstract thoughts in the learning
process.
 You may utilize a cartoon, through comic strips, to discuss an issue about abortion

6. Diagrams, Charts, Graphs, and Maps

 These four tools are used to organize, illustrate, and summarize textual and
numerical contents that facilitate efficient understanding of ideas.
 You may present the binomial nomenclature of living things using diagrams.

Aside from the teaching and learning tools, you also need to integrate classroom
activities and experiences for your learners. In these activities, you may utilize ICT or
conventional tools to support your instructional goals. Still, the discussion follows the bands
of Dale’s Cone of Experience.

 Games – Games are interesting activities that foster engagement and interest from
your learners. Learners do have benefits in this activity, which are given below:
o Engaging in games allows learners to practice and refine knowledge they
have already acquired.
o Participating in games enables learners to identify gaps in their knowledge or
skills.
o Games provide learners with a summary of contents based on the coverage
and outcomes of the game.
o Engaging in games allows learners to socially interact while developing the
concepts and principles involved.

33
  Simulations – Simulations are representations of real events, enabling learners to
assume roles of those involved, learning behaviors, or applying acquired knowledge.
Examples include fire and earthquake drills. The purposes of conducting simulation
activities in the class are as follows:
o to work with learners’ changes in attitudes
o to change specific behaviors
o to help learners prepare themselves in taking new roles in the society
o to guide learners in understanding their role
o to increase learners’ way of applying learning
o to reduce complex problems to manageable situations
o to sensitize learners towards other peoples’ lives

 Dramatized experiences range from the following types listed below.

o Plays – learners showcase life, character, or culture, often combining these
elements in a single presentation. They portray clear and important aspects of
life. On the other hand, pageants are community dramas rooted in history and
presented by local actors.
o Pantomime – is a form of presentation that relies on body movements to convey
a story, enabling the audience to understand and emotionally connect with the
performance.
o Tableau – is a live, picture-like presentation involving a group of learners
depicting a specific topic, conveying a message to the audience.
o Puppet Play – distinguishes itself from a stage play, as learners present ideas
solely through voice and puppets, relying on simplicity with costumes and props
to express the overall situation.
o Role Play – is an unrehearsed and spontaneous presentation involving a “let’s
pretend” situation, with participants actively engaged in their assigned roles.

 Demonstrations are a guided teaching method where the process is shown to

learners, allowing them to reflect and replicate the steps. In doing this, there are
things you need to prepare as you answer these questions discussed by Brown.
o What are your objectives?
o How does your class take your objectives? (In this part, prior knowledge needs to
be considered.)
o Is this the best method to achieve your goal?
o Are all the needed materials accessible?
o Are you familiar with the necessary steps of the demonstration?
o Is the time limit being observed?

In conducting the demonstration in your class, you may consider observing the important
points as given by Dale.
o Set a good tone in communicating with your learners.
o As much as possible, make your demonstration simple.

34
 o Focus only on the main ideas.
o Be mindful of your learners’ responses to check if the demonstration is
understood.
o Observe “brakes” in your demonstration by asking questions.
o Do not drag out the demonstration and take time in your discussion.
o Summarize every important part and give a concluding summary at the end.
o You may consider giving handouts after the demonstration.

 Gallery Walk is an activity where learners showcase and present their work on a
specific topic, similar to how artists exhibit their artworks. The rest of the class, acting
as the audience learns and experiences the contents of each station through
informative discussions led by the presenters. This approach allows learners to
comfortably present ideas, receive feedback from viewers and promote an open and
easy learning experience among the audience. An exhibit, as mentioned, is also a
form of presentation where learners’ physical presence isn’t necessary for
explanations. Important points are conveyed through written explanations attached to
their works.

In doing gallery walks and exhibits, you may consider the following things as listed
below.
o Divide the class into a considerable number of members in a group.
o Allocate each group on a specific topic or segment to collaborate on collectively.
o Ensure that every member comprehends the expectations for both themselves
and their group.
o Encourage each group to assist one another in facilitating the transfer of ideas at
each station.
o Optimize the available space to facilitate an efficient set-up and movement during
the course of the activity.
o Have an orientation to orient the audience on where to go after each station.
o Ask the learners to identify the speaker in each station and prepare the contents
to share.
o Provide a short debriefing after all the groups have visited each station.

 Film and video viewing serve as powerful strategies for conveying inaccessible
information or showcasing impactful and historical events that facilitate learning and
reflection for the learners. As an instructor, your role is crucial in filtering content to
present credible, well-suited, and relevant material that extends learning and
enhances the critical thinking skills of the learners.

In conducting film and video viewing, the following basic procedures may aid you in a
successful integration.
o Prepare the class by dimming the room while ensuring there is sufficient light for
those learners who prefer to take notes. Additionally, ensure that learners do not
sit too close or too far from the screen.

35
 o Before starting the film, engage in pre-viewing activities such as setting goals and
expectations, linking the activity with the lesson’s content, providing rules, and
contextualizing the film.
o Consider providing guide questions to direct learners and focus their attention on
the key points of the activity.
o Make sure that unnecessary noises will be avoided and that the sights and
sounds are clear.
o After viewing, allow the class to share their learnings and reflections. You may
also give your point.
o Provide a clear summary of the activity.

Activity:
Now that we have tackled the lesson regarding ICT & Conventional Materials to
Enhance Teaching and Learning, answer the quiz below. Encircle the correct answer.
1. What is the purpose of ICT materials in the learning and teaching process?
a) Provide teachers with conventional devices that can be used in teaching
b) Encourage students to use technology to explore social media and celebrities
c) Provides opportunities for learners to bridge between teaching and learning
d) It improves engagement and knowledge retention by utilizing technological media
in delivering knowledge and engaging learners throughout the teaching and
learning process
2. Any educational materials that can be accessed and used electronically that are used
to supplement or replace traditional textbooks, lectures, and other classroom
materials.
a) Digital Learning Resources
b) Online Websites
c) Conventional Learning Resources
d) E-books
3. The following is an example of online applications and sites used in distance
learning, except;
a) Udemy
b) Zoom
c) Chalkboard
d) Coursera
4. Online resources can’t be used to supplement classroom instruction, they only
provide adequate information and resources, and help students learn at their own
pace.
a) False
b) Maybe
c) Both
d) True
5. It is a conventional learning resource that can be used to visually represent ideas and
concepts and can be a useful tool for teachers to help students understand complex
topics.
a) Textbooks
b) Handouts

36
 c) Google Docs
d) Chalkboards
6. What type of learning resources Khan Academy, Kahoot, and PhET belong to?
a) Digital Learning Resources
b) Conventional Learning Resources
c) None
d) Both
7. What type of learning resources does almanac, atlas, and encyclopedia belong to?
a) Both
b) None
c) Conventional Learning Resources
d) Digital Learning Resources
8. This refers to websites that offer educational content and resources for students and
teachers. These websites can provide access to digital learning resources,
conventional learning resources, and other educational materials.
a) Conventional Learning Resources
b) Distance Learning
c) Online Resources, Educational Sites and Portals
d) Digital Learning Resources
9. Which of the following is NOT an example of conventional learning resources?
a) Handouts
b) Google Classroom
c) Textbooks
d) Diorama
10. Which of the following is NOT an example of online resources, educational sites, and
portals?
a) TED-Ed
b) National Geographic Education
c) Smithsonian Education
d) Messenger

Application:
Compose an essay on how you will use and apply these various instructional
materials in your class. You may write your essay in the space provided. Be comprehensive
in your answer. (5 pts)

37
 Assessment:
Identify and construct an instructional plan by completing the template below.
Place your answers on the designated spaces. Be comprehensive in your answers. (5 pts)

1. What is instructional tool will help you realize your plan and goals in the class?

2. What teaching-learning activity will you use in facilitating your class?

38
 LESSON 5
Distance Learning

Learning Outcomes:
At the end of the lesson, you should be able to:

Describe what distance learning is and identify its advantages and

disadvantages
Compare and contrast synchronous and asynchronous learning modalities.
Identify what examples of distance learning platforms are.

Time Frame: 2 days

Introduction
This lesson contains information on how learning is practiced using different
modalities in distance learning. This lesson also provides a list of platforms that are used in
distance learning.

Activity (Picture Analysis):

Instructions: Analyze the picture below and answer the questions provided.

1. What is being practiced in the picture?

___________________________________________________________________________
___________________________________________________________________________
______

39
2. What do you think is/are the reason/s why we accommodate distance learning?
___________________________________________________________________________
___________________________________________________________________________
______
3. What are some of the disadvantages and advantages you can point to form the picture?
___________________________________________________________________________
___________________________________________________________________________
______

Analysis

 Can students learn via distance learning?

___________________________________________________________________________
___________________________________________________________________________
______
___________________________________________________________________________
___
 What are the challenges we may encounter when we practice distance learning?
___________________________________________________________________________
___________________________________________________________________________
_____
___________________________________________________________________________
___
 What are some of the platforms you know that helps in distance learning?
___________________________________________________________________________
___________________________________________________________________________
______
___________________________________________________________________________
___
 As a student who practices distance learning, what views can you share?
___________________________________________________________________________
___________________________________________________________________________
______

Abstraction

40
 Distance learning is also known as remote learning, is a form of education wherein
there is little or no face-to-face learning or what we call residential learning between the
students and their teachers. Distance learning can be done anywhere, usually at home.

There are a lot of reasons why people choose or practice distance or remote learning. Here
are some of the examples:
 Borderless learning. Students can enroll in programs
being offered online by schools abroad.

 Flexible schedule. Students can choose to enroll in

courses that fit their timetable.

 Learners can save. Because you can learn from your

own home, you can save from transportation fees,
allowances, and even books and other resources.

 Self-paced learning. Learners can accomplish their

modules/tasks at a convenient time, pace, and whenever they are ready without being
forced.

 Numerous programs and course offerings. There are a lot of programs and courses
being offered by schools for distance learners. They have the same standards and
quality as on-site learning.

 Increase employability. Since most of the schools that offer distance learning are
well-known and provides quality education, earning certificates from the courses or
programs finished by these institutions will give an advantage to your curriculum
vitae and increase your chance to be employed.

 Back up during calamities and emergencies. Due to natural calamities and or health
emergencies, learning institutions resort to distance learning to continue the education
of the students when face-to-face or residential learning cannot be practiced.

Disadvantages of Distance Learning

41
  High chances of distraction. Students most likely to be distracted during distance
learning since most of their homes are not suitable or conducive for learning. Losing
focus and losing track of deadlines is also a big problem since there are no teachers or
students at their side to remind and motivate them.

 Hidden costs. Even if courses and programs offered in distance learning by schools
are much cheaper than residential learning, there are some hidden costs involved. For
example, buying gadgets, installing computers or internet routers, paying electricity
bills, and others.

 Access to technology. Since most of the platforms in distance education require

gadgets and digital tools, some students cannot access them due to the lack of these
said gadgets. Students coming from the low-income sectors of the community don’t
have any access to devices needed for this type of learning.

 Compromised quality. Since distance education promotes self-paced learning, the

quality of education can be compromised since individual students cannot exhibit
some of the outcomes of the lessons. Some needed to be collaborative, and some
required actual laboratory experience, and some needed the supervision of the
instructors.

 Problems on the network. Some areas have limited source of internet connection or
network service. Since some of the activities in distance learning need to be done
online, the difficulty will arise when there is no sufficient network signal or internet
connection.

 Production of materials and resources. Learning institutions must prepare materials

to be used in distance learning. Problems will arise if there is an emergency or a
calamity wherein materials are not developed due to the nature of unpreparedness on
the given situations.

Types of Distance Learning Modes

I. Synchronous Learning –instructor-facilitated learning that
requires all the participants to be virtually present at the same time.
Tests and other assessments are scheduled and timed. Learning using
this modality can be conducted using:
a. Virtual classrooms – is an online environment wherein
students and teachers can communicate, interact, view and present lessons and

42
 discussions, and actively engage with the learning resources available while teaming
up or doing the tasks individually all in just one setting.
b. Web conferencing – is a service available online wherein teachers and students can
conduct classes, conferences, meetings, training, and other activities virtually.
c. Educational televisions and radios – These are technologies that air and broadcast
programs, lessons, and other educational stints to the general public. This is widely
used in places that are experiencing calamities and emergencies such as volcanic
eruptions and disease outbreaks.
d. Learning Management Systems (LMSs) – are online software
applications used to deliver course materials, educational training,
program development, and others.
II. Asynchronous Learning – self-directed and self- paced learning mode
that does not require students to be virtually present. Learning using this
modality can be conducted using:
a. Modules – just like this material that you are using, modules are
developed to help learners access education during distance
learning without having the trouble to access the internet and buy gadgets. Modules
include comprehensive lessons and activities that help achieve learning outcomes
even if done using self- paced learning.
b. Web-based courses – are uploaded courses and lessons on the internet. They can be
accessed from the different programs or course offerings of learning institutions.
Some of them are required to pay to be enrolled, while some are free.
c. Video and audiotapes – These materials are pre-recorded copies of instructors giving
discussions and presentations. This is useful to learners who have access to gadgets
but don’t have the freedom of time to join the scheduled meeting or don’t have any
sufficient access to the internet.

Distance Learning Platforms

Application Icon Name of the Mode Description
Application
Quipper, Moodle, Synchronous These are the
Schoology Learning
Management System
(LMS) used to give
lessons, online
quizzes, tests, and
other activities.
Google Classroom, Synchronous Serves as online
Edmodo virtual classrooms.
Students can pass
their works here and
interact with each
other

43
 ProQuest and E- Asynchronous It is used to access e-
brary books, online
journals, and other
online learning
materials.

YouTube Asynchronous It is used to provide

pre-recorded lectures
and other video
references.
Coursera, Udacity, Asynchronous It is used to provide
and edX pre-recorded video
lectures, online
lessons and modules,
and other references.
Phet™ Asynchronous Used in science
Interactive laboratory activity
Simulations simulations.

Zoom, Facebook Synchronous It is used to conduct

Messenger, Google video chat, meeting
Meet conferences, and
online consultations.

Application
Reflective Journal
What made you choose Are you effectively What distance-learning
modular learning over learning using modular platform would best suit
synchronous online distance learning? you if you haven't chosen
learning? modular learning?

44
 LESSON 6:

RELEVANCE & APPROPRIATENESS IN THE USE OF TECHNOLOGY IN

TEACHING & LEARNING

INTENDED LEARNING OUTCOMES

1. Apply the appropriateness in the use of technology in teaching and learning in

preparing and delivering lessons.
2. Cite ways on how to enhance the technology in teaching and learning.
3. Draw personal life lessons in relation with the relevance and appropriateness in the use
of technology in teaching and learning.

Introduction:

Hello and welcome to another lesson in this module! This lecture discusses the relevance
and appropriateness of using technology in teaching and learning. It can improve the teacher-
student relationship, make teaching and learning more enjoyable and engaging, and
encourage student participation. However, some factors must be considered when using
technology in order for it to be useful in the teaching and learning process. This lesson will
provide you with a greater understanding of the use of technology in teaching and learning,
which will be extremely beneficial in your future undertakings. So what are you waiting for?
Let's buckle up and enjoy this lesson.

45
 ACTIVITY

Think of your favorite textbook and fill in the blanks to answer the
following questions.

Title of the Book _____________________

I like this book because:

This book caught my interest because:

This book suits me because:

I can easily understand the book because:

ANALYSIS

After completing the preceding activities, you should have a general grasp of our
lecture. But, before we proceed with abstraction, examine the following questions:

1. Why do you believe that a teacher must have a thorough understanding of how to
effectively use technology in the teaching and learning process?

46
___________________________________________________________________________
_________________________________________________

2. Why do you believe it is critical to assess the relevance and appropriateness of

employing technology in classrooms?
______________________________________________________________

3. Why do you believe teaching materials are crucial for teachers?

___________________________________________________________________________
_________________________________________________

4. The textbook is an example of instructional material. What do you think are

thethings that we need to consider in selecting instructional materials like books?
___________________________________________________________________________
_________________________________________________

PRE ASSESMENT

Direction: The following questions are being discussed in this module; these questions
will assess how much you know about the topic. Write only the letter of the best answer.

1. What is one benefit of using interactive technology in classrooms?

A. Enhancing student engagement and motivation

B. Limiting student interaction with the material

C. Decreasing student participation in learning

D. Eliminating the need for traditional teaching methods

47
2. How can technology support communication in education?

A. By reducing the need for in-person communication

B. By providing new channels for communication, such as video conferencing

C. By eliminating the need for communication between teachers and students

D. By restricting communication channels to email only

3. How does technology enhance individual learning and growth in education?

A. By providing access to a variety of learning materials

B. By offering personalized learning experiences

C. By facilitating communication and collaboration

D. By eliminating the need for traditional teaching methods

4. What is one way technology can bring the world into the classroom?

A. By limiting access to local resources only

B. By providing virtual reality tours of different locations

C. By eliminating the need for cultural understanding

D. By discouraging global perspectives

5. How can technology support the development of 21st-century skills in students?

A. By limiting access to digital tools and resources

B. By discouraging critical thinking and problem-solving skills

C. By providing opportunities for digital literacy and technological proficiency

D. By eliminating the need for data analysis and internet research

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6. How does educational technology empower teachers to meet the unique needs of each
learner?

A. By providing standardized instructions for all students

B. By allowing students to work at their own pace

C. By customizing instructions based on individual learner needs

D. By eliminating the need for teacher-student interaction

7. What is one benefit of using technology to enhance learning experiences?

A. Increased student engagement and motivation

B. Reduced cost of educational resources

C. Elimination of traditional teaching methods

D. Limited access to learning materials

8. How can technology support the organization and balance of lessons in teaching?

A. By providing a variety of learning activities

B. By eliminating the need for group projects

C. By restricting learning activities to individual tasks only

D. By increasing the cost of lesson planning

9. What is one consideration when selecting instructional materials in educational

technology?

A. Vocabulary level

B. Difficulty of concepts

C. Methods of development

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 D. All of the above

10. How does technology contribute to the improvement of the educational system as a
whole?

A. By making education less efficient and effective

B. By limiting access to information and resources

C. By providing new ways of teaching and learning

D. By decreasing student outcomes and performance

ABSTRACTION

In education, it is critical to assess the relevance and appropriateness of incorporating

technology into teaching and learning. We prepare our students for 21st-century employment
by using well-planned instructional methodologies that include relevant and acceptable
technology and media (Smaldino et al. 2014). Using suitable technology in the teaching and
learning process is essential for all teachers. What works for one may not always work for
others. We need the correct tool for the job.

When we talk about utilizing technology responsibly, we don't only mean how to utilize
technology appropriately; we also mean instructional technology. Instructional technologies
encompass the instructional design process, which involves analysis, design, development,
assessment, and implementation of instructional systems and other learning environments
(https://uncw.edu/ed/mit/faq.html). It also includes the appropriate selection of teaching
materials. Instructional materials should represent the right use of technology.

But what is an instructive material? It is a technology that helps the teacher during the
teaching-learning process. They do not replace the teacher, but rather assist the teacher. It can
be traditional resources (e.g., textbooks, workbooks, etc.), graphic organizers (e.g., graphs,
charts, tables, etc.), teacher-made resources (e.g., handouts, worksheets, etc.), and other types

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of instructional material (e.g., audio, audio-visual, electronic interactive, etc.). Because
instructional material is essential for teachers, we must choose carefully.

LESSON

Why use technology?

 INTERACTIVITY- one kind of educational technology (EdTech) used in

classrooms is interactive technology, which enables students to engage with the
material being taught in addition to viewing it.
 CONTENT DELIVERY/REVISION- the most fundamental and well-known
method of teaching new ideas in a classroom setting through talks or presentations. It
involves presenting concepts, frameworks, models, and other data in an intelligible
and palatable manner.
 MANAGING LEARNING & RESOURCES- permits the instructor to interact
with students, give them educational materials, and gauge their comprehension.
Blackboard is a popular learning management system.
 COLLABORATION- technology-enhanced learning (eLearning), sometimes
referred to as technology enhanced collaboration (TEL), is a creative way to employ
digital tools and current technology to support teaching and learning. Digital
education makes using technology to further one's education simple.
 COMMUNICATION- an extended course in communication and technology in
education aims to give students the foundations in service management, planning,
and training that they need to deliver learning support services in K–12 classrooms.
 VARIETY OF TEACHING LEARNING REFERENCES- the term "learning
technology" refers to a broad range of technological tools, information, and
communication that are utilized to improve teaching, learning, and assessment. This
could entail using multimedia resources to enhance in-class activities or computer-
based learning.

Relevance of Technology in Teaching & Learning:

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Educational Aims

 Supports creativity and critical thinking. Students that engage in critical and
creative thinking think broadly and profoundly in all subject areas taught in
school as well as in their lives outside of it. They do this by applying abilities,
behaviors, and dispositions like reason, logic, inventiveness, and
resourcefulness.
 Facilitate learning & improve performance. For both auditory and visual
learners, integrating technology into whole-class instruction can increase student
engagement. Simple technological integrations in the classroom, such as Power
Points, games, online homework assignments, or online grading systems, can
have a significant impact on students' development.
 Facilitates communication. Modifications to communication techniques: Email,
instant messaging, and video conferencing are just a few of the new channels for
communication made possible by technology. Although these technologies have
sped up and eased communication, in-person communication has decreased as a
result of them.
 Enhances individual learning & growth. Education can be made more efficient
and accessible by utilizing information technologies to customize learning
experiences to each student's requirements and preferences. Examples include
adaptive learning software, educational apps and games, audio and video
lectures, virtual reality and simulations, and text-to-speech software.
 Engages students and creates motivated learners. You can construct enjoyable,
socially relevant classes by introducing technology into group activities or
encouraging students to connect inside digital learning environments.
Additionally, it is an opportunity to instruct your pupils in responsible internet
usage and constructive digital socialization.

Wider Classrooms

 Brings the world into the classroom. Microworlds are simulations or

exploratory environments that let students utilize computers in the classroom to
conduct studies, take actions, and see the outcomes right away.

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 Teaches real world skills. Students now have fast access to a wealth of
knowledge and resources thanks to technology. Students may conduct research,
study a variety of topics, and access educational resources that may not be found
in traditional textbooks thanks to the internet and digital tools.
 Transforms teaching. Technology has the potential to significantly change
education. It may support the development of positive and constructive
connections between teachers and students, rethink how we collaborate and
learn, close long-standing gaps in equality and accessibility, and modify
curricula to better suit the needs of all students.
 Infuses classroom with digital learning tools (e.g. computer; portable devices.
Digital technology integration in the classroom can result in significant gains in
student engagement and learning, ensuring that pupils are prepared for the
demands of a technologically advanced society. In order to make sure that
students are using technology successfully, instructors are essential.

Expanded Experiences

 Expanded experience & learning materials. Technology in education has a lot

to offer both teaching and learning. It has a number of benefits, including better
academic outcomes, higher student involvement, stronger communication and
teamwork, and more flexibility and convenience.
 Supports learning 24/7. Children can adapt their learning at their own pace
thanks to educational technology. While those who require less assistance can
go on, those who require more time can take their time going over the exercises
until they fully grasp them. Additionally, it frees up the teacher to provide more
individualized support to students who require it.
 Build 21st century skills. Students who get instruction with technology become
proficient in digital literacy, which encompasses critical thinking, media
literacy, and information literacy. They learn how to use data analysis, internet
research, and productivity tools—all of which are very important in today's
workforce.
 Increases students’ engagement & motivation. Through the use of digital
platforms, students can work together with peers, explore creativity through
technical features, engage in higher-order thinking skills, take part in inquiry-

53
 based learning, synthesize data from many sources, and create an online social
presence.

Technology in Teaching & Learning:

 Pedagogical view- “transparent” (appropriate) technology brings greater

effectiveness in facilitating and learning (Fastiggi, 2014)

PRESENTOR’S VIEWPOINT
HABAN, ANGELA JOY F.

I think that technology gives kids an excellent chance to learn new things
quickly, to pick up skills more quickly, and to use those skills. With so many
resources available online, technology helps pupils study and grow more self-
reliant. Reducing the intricacy of the subject through the use of video tutorials
makes it easier to learn as well. Giving students the opportunity to select the
subjects they will study, the ways in which they will enhance their unique
skills, and the methods by which they will do so is another benefit of teaching
technology. Students do not have to dedicate years of study time to
specializing in an area they find interesting. Lastly, accessibility and
convenience of use are impressive and beneficial to both teachers and
students. Teaching has evolved significantly as a result of technology, and it
now involves more than just a teacher in front of a blackboard. It has altered
learning and how people take in and remember knowledge. As a result, its
influence on education's future is crucial for sustaining the growth and
prosperity of the modern economy.

Appropriateness in the use of Technology in Teaching & Learning:

 Target Learners and Instructions- Educational technology empowers teachers to

customize instructions to meet the unique needs of each learner. For instance, students
who grasp concepts quickly can move ahead to more advanced tasks, while those who
need extra time can review and practice at their own pace. This flexibility ensures all
students can learn effectively.
 Student-friendly descriptions— via words, pictures, actions, or some combination
of the three—of what you intend students to learn or accomplish in a given lesson.
This helps students to know exactly what they are expected to learn and achieve in
each lesson.

54
  Authenticity (Dependable)- Technology provides opportunities for students to learn
through real-world examples and contexts. For instance, a geography

lesson can be enhanced with virtual reality tours, allowing students to explore
different locations around the world, making the learning experience more authentic
and dependable.

 Interest- Educational technology can make learning more engaging and

interesting. Interactive games, for example, can turn a math lesson into a fun
problem-solving session, sparking students' interest and motivation to learn.
 Cost- While some educational tools can be pricey, there are plenty of affordable
or even free resources available online. This means teachers can incorporate
technology into their teaching without breaking the bank.
 Organization & Balance- Technology can help teachers to plan and structure
their lessons effectively. It also allows for a balanced mix of different learning
activities. For instance, a digital learning platform can enable a teacher to assign
individual tasks, encourage group projects, and facilitate whole-class
discussions, ensuring a balanced learning experience for all students.

 Instructional Material (IM) must be either basic or supplementary to the

curriculum.- Educational technology provides a wide range of instructional materials,
both basic and supplementary, that are appropriate for different learning levels. In
short, it must be either basic or supplementary to the curriculum.

Instructional Material must present appropriate on intended level:

 Vocabulary level - With adaptive learning tools, the vocabulary level can be adjusted
to match each student's language proficiency, ensuring the content is neither too easy
nor too difficult.
 Difficulty of concepts - Similarly, the complexity of concepts presented can be
adjusted to match each student's understanding, ensuring they are challenged but not
overwhelmed.

55
  Methods of development - Different technologies can be used to present information
in various ways, catering to different learning styles and preferences.
 Interest appeal - Digital resources, such as interactive videos or games, can make
learning more engaging and appealing to students.
 Accurate - Digital materials can be easily updated, ensuring the information provided
is always accurate and up-to-date.
 Up to date - The IM should be current and reflect the latest developments in the
subject matter. It should not contain outdated or obsolete information.
 Dependable information - The information in the IM should be trustworthy. It
should be based on credible sources and should be free from errors and inaccuracies.

Conclusion:

This is due to the fact that software will benefit from higher quality and greater
dependability as more people work on building it. However, regardless of the technology, it
is our responsibility as educators to ensure that it maximizes its potential to support both
teaching and learning. This can only be accomplished by integrating technology into our
regular education in a way that makes it seem appropriate and natural for both teachers and
students to use.

 Improves the entire educational system. It makes education more efficient and
effective. It can provide new ways of teaching and learning, enhance
communication and collaboration, and provide access to a wealth of information
and resources.
 Students can learn at their own pace. With technology, learning can be
personalized to suit each student's pace and style. Students can take their time to
understand complex concepts, or move ahead quickly if they grasp the material
easily.
 Accelerates learning. Technology can speed up the learning process. It can
provide immediate feedback, allow for quick revisions, and enable students to
learn anytime, anywhere.
 Improve instruction & personalize learning. Technology can enhance
teaching by providing a variety of instructional materials and methods. It can
also personalize learning by adapting to each student's needs and preferences.

56
  Improved students’ result- flipped classroom. Technology can improve
student outcomes. For example, the flipped classroom model, where students
watch lectures at home and do homework in class with the teacher's guidance,
has been shown to improve student performance.

PRESENTOR’S VIEWPOINT
ARROJO, VIANNE CLAIRE

I believe that using technology in teaching and learning has many benefits for
education. It allows teachers to customize instruction for each student, so everyone
can learn in their own way. Clear explanations of what students need to learn help
them understand better. Technology brings real-world examples to make learning
more authentic and interesting. It keeps students engaged and motivated with
interactive resources. Some tools may cost money, but there are also affordable or free
options available. Technology helps teachers plan lessons effectively with a variety of
activities. Materials can be adjusted to match students' abilities and preferences.
Overall, technology makes education more efficient, effective, and personalized. It
helps students learn faster, improves teaching, and leads to better results. By using
technology in the right way, we can create a natural and seamless learning
environment for both teachers and students. It is an exciting time to be a part of the
education community, and I am confident that the future holds great promise for
teachers and students alike

APPLICATION

Read and answer the following questions.

1. During a virtual class discussion, Teacher B noticed that some of her students seemed
disengaged and did not actively participate in the discussion. She suspects these students
might be struggling with the lesson but are hesitant to speak up. What technological tools
or strategies can she use to gauge their understanding and identify the parts of the lesson
they are struggling with? Explain why you chose this approach.

57
______________________________________________________________

2. In not more than four (4) sentences, explain the role of technology in enhancing the
relevance and appropriateness of teaching and learning. Cite specific examples.

3. As a future teacher, how will you ensure the appropriate use of technology in your teaching
practices to meet the diverse needs of your students and enhance their learning experiences?
Provide specific examples related to the principles of relevance and appropriateness in the
use of technology in teaching and learning.
______________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
____________________________________

POST-ASSESMENT

Read and answer the following questions. Encircle the letter of the correct answer.

1. What is one benefit of using technology in teaching and learning?

A. Increased student engagement and motivation

B. Limited access to educational resources

C. Elimination of traditional teaching methods

D. Decreased student outcomes and performance

58
2. What factors should educators consider when selecting instructional materials in
educational technology?

A. Relevance to learning objectives

B. Appropriateness for the target audience

C. Accuracy and credibility

D. All of the above

3. How does technology enhance the authenticity of learning experiences in education?

A. By providing opportunities for real-world examples and contexts

B. By incorporating virtual reality tours and simulations

C. By increasing student interest and motivation

D. By reducing the cost of educational resources

4. Why is it important for instructional materials to be adaptable and customizable in

educational technology?

A. To meet the individual needs and learning styles of students

B. To limit access to information and resources

C. To eliminate the need for teacher-student interaction

D. To decrease student engagement and motivation

5. How can technology support the organization and balance of lessons in teaching?

A. By providing a variety of learning activities

B. By eliminating the need for group projects

C. By restricting learning activities to individual tasks only

D. By increasing the cost of lesson planning

6. What is one consideration when selecting instructional materials in educational

technology?

A. Vocabulary level

59
 B. Difficulty of concepts

C. Methods of development

D. All of the above

7. How does technology contribute to the improvement of the educational system as a whole?

A. By making education less efficient and effective

B. By limiting access to information and resources

C. By providing new ways of teaching and learning

D. By decreasing student outcomes and performance

8. How does technology support communication and collaboration in education?

A. By reducing the need for in-person communication

B. By providing new channels for communication, such as video conferencing

C. By eliminating the need for communication between teachers and students

D. By restricting communication channels to email only

9. What is one benefit of using interactive technology in classrooms?

A. Enhancing student engagement and motivation

B. Limiting student interaction with the material

C. Decreasing student participation in learning

D. Eliminating the need for traditional teaching methods

10. What is one way technology can bring the world into the classroom?

A. By limiting access to local resources only

B. By providing virtual reality tours of different locations

C. By eliminating the need for cultural understanding

D. By discouraging global perspectives

11. How can technology support learning outside of the classroom?

60
 A. By providing access to a variety of learning materials

B. By facilitating communication with teachers and peers

C. By offering opportunities for self-paced learning

D. By fostering collaboration and teamwork

12. How does technology contribute to the development of 21st-century skills in students?

A. By promoting digital literacy and technological proficiency

B. By fostering critical thinking and problem-solving skills

C. By encouraging creativity and innovation

D. All of the above

13. How can technology support the development of 21st-century skills in students?

A. By limiting access to digital tools and resources

B. By discouraging critical thinking and problem-solving skills

C. By providing opportunities for digital literacy and technological proficiency

D. By eliminating the need for data analysis and internet research

14. How does technology support personalized learning in education?

A. By providing standardized instructions for all students

B. By allowing students to work at their own pace

C. By customizing instructions based on individual learner needs

D. By eliminating the need for teacher-student interaction

15. How does technology contribute to the improvement of the educational system as a
whole?

A. By making education less efficient and effective

B. By limiting access to information and resources

C. By providing new ways of teaching and learning

61
D. By decreasing student outcomes and performance

Closure

CONGRATULATIONS! You gained knowledge on LESSON 6. You can now

proceed to the next lesson!

62
ANSWER KEY

ACTIVITY & ANALYSIS

Answers may vary

PRE ASSESMENT

1. A 6. C
2. B 7. A
3. B 8. A
4. B 9. D
5. C 10. C

APPLICATION

Answers may vary

POST ASSESMENT

1. A 9. A
2. D 10. B
3. A 11. A
4. A 12. D
5. A 13. C
6. D 14. C
7. C 15. C
8. B

Learning Outcomes
63
Understanding the Basic
Concepts Related to
Technology
Learning Outcomes

Understanding the Basic

Concepts Related to
Technology
Learning Outcomes

Understanding the Basic

Concepts Related to
Technology
64
Learning Outcome

65