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Module 009: Utilizing Teaching-Learning

Resources and ICT

At the end of this module, you are expected to:

1. Cognitive: Demonstrate an understanding of key concepts about
utilizing teaching-learning resources and ICT.
2. Affective: Enrich a successful awareness in the key concepts about
utilizing teaching-learning resources and ICT.
3. Psychomotor: Discuss how teachers and students can utilized their
teaching-learning resources.

The Teaching-Learning Resources

In view of the fact that students are surrounded by visual representations and
audio- visual and auditory materials on a daily basis, owing in particular to
media such as television and the internet, it is difficult to imagine today’s
educational process without the use of various teaching and learning
resources. The purpose and role of teaching and learning resources don’t only
consist of making the educational process more attractive and interesting, but
also of encouraging active learning, the development of different skills and the
adoption of desirable values and attitudes of students. In order to achieve the
aforementioned goals, it is extremely important to clearly define the
conditions and methods of utilizing teaching and learning resources in the
teaching and learning process. The aim of this study was to, first and foremost,
define and determine the basic stages of utilizing teaching and learning
resources, assuming that the aforementioned affected and stipulated the
achievement of their purposes, roles and tasks in the teaching and learning
process (Bušljeta, R., 2013).
To further explanation regarding the importance of utilizing teaching-learning
resources, Jensen, E. (2003 in Bušljeta, 2013) stated that the increasing
influence of different media, especially television, the internet and internet
communication, as well as the intense development of science and technology,
is reflected on society as a whole, this includes education. This is one of the
reasons why students today, as opposed to those of twenty or even ten years
ago, have different interests, priorities and views on education and the
educational process. They want education that is fun, dynamic and different,
such as the digital images on television or web sites.
Before the rapid development of technology, the teaching process was reduced
to the teacher’s verbal presentation of material and using chalk to write on the
blackboard. Although speech remains the most important asset in the
teacher’s work, today’s teaching process is difficult to imagine without the use
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of different modern teaching and learning resources. Their contribution to the

teaching process is manifold, and their use makes the process more attractive,
interesting and modern, and, most importantly, it aids the teacher in the
organization and quality of conducting the said process, whilst aiding the
students in the processes of enhancing their intellectual and emotional
capacities (Bušljeta, R., 2013). In the context of classes as an institutionalized
form of teaching and learning, teaching and learning resources could be
defined as the instruments of presentation and transmission of the prescribed
educational material. These include, amongst others: images, maps,
photographs, sketches, diagrams, films, written material such as newspaper
clippings or articles from scientific and technical literature. The importance
of teaching and learning resources is further evidenced by today’s textbooks
that abound with dynamic and attractive visual material which is used to
present between 40% and 50% of their content (Bušljeta, R., 2013), so that it
could be closer to children and the media they are accustomed to, such as
television, computer games and the internet (Bušljeta, R., 2013). The wide
usage of different teaching and learning resources has its positive and negative
sides, and, in order to regulate the latter, it is important to realize how these
resources are utilized in the educational process.
The purpose of utilising teaching and learning resources in class is to assist the
teacher with the presentation and transmission of educational content and the
achievement of educational objectives, whilst aiding the students in acquiring
knowledge and profiling different abilities and values. Therefore, we can list
the following examples of their common goals (Bušljeta, R., 2013):
1. Student motivation,
2. Developing creativity,
3. Evoking prior knowledge,
4. Encouraging the process of understanding, decoding, organizing and
synthesizing the educational content, logical thinking and reasoning,
communication and interaction, and
5. Contributing to the development of different skills and the acquisition
of values of students, as well as the retention of desirable knowledge,
skills and attitudes.
Whether or not these teaching and learning resources will achieve their
purpose, role and numerous duties, it all depends, first and foremost, on their
correct use within the educational process, which is why it is so important to
define the basic principles of the aforementioned process.

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Overview of Types, Roles, Purposes, Tasks and Usages of Teaching and

Learning Resources (Bušljeta, R., 2013).

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Teaching and learning resources can be differentiated according to their

different characteristics that are apparent at first glance, their different
communication systems or using the senses utilized by students in the process
of receiving the information as a typology criterion. In the field of didactic
theory, as well as in teaching practice, the classification of teaching and
learning resources into visual, auditory and audio-visual resources is almost
universally accepted.
As shown in the diagram, regardless of the type of teaching and learning
resource and bearing in mind the process of teaching and learning, we can
differentiate between three main phases of its usage (Bušljeta, R., 2013).
1. The first phase could be termed as the phase of selection and initial
evaluation. Its role is the selection of the most adequate teaching and learning
resource. Several key factors should be taken into account here, such as:
a) Teaching objectives and tasks. They are the foundation of the teaching
process and serve as a starting point in the selection of teaching and
learning resources.
b) The student’s personality. In the teaching process in general, and the
selection of teaching and learning resources in particular, we must
always bear in mind that every student is special and is defined by
different physical and psychological qualities, intellectual
development, social skills, interests, abilities and different styles of
learning.
c) The teacher’s level of education and abilities. If the teacher, as someone
who should lead, direct and monitor the teaching process, has no
required knowledge and skills in order to realise the potential of
teaching and learning resources, their role in the class becomes
insignificant.
d) Characteristics of teaching and learning resources. Resources used in
teaching should primarily be stimulating and informative, easily
accessible and should contribute to the clarity and quality of teaching
and learning.
e) The school’s level of material-technical equipment. In case the school
has no varied and adequate teaching aids, the presentation of teaching
and learning resources will be largely limited.
2. The second phase in the use of teaching and learning resources is
presentation and interpretation. This phase should be directed or managed in
such a way that it encourages the teacher-student and student-student
processes of communication and interaction in three basic steps, namely:
a) The initial analysis of the selected teaching and learning resource. This
phase is based on determining the reasons for the use of said teaching
and learning resource in the teaching process, and determining the
resource’s type, its name and the name of its author, and its source.
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b) Collection and classification of the information presented/included/

offered by the teaching and learning resource relevant to the purposes
and tasks of teaching.
c) Synthesizing the gathered information and drawing conclusions.
3. The third phase in the use of teaching and learning resources is represented
by final evaluation. Its purpose is the evaluation of the results of selection and
presentation, in other words, the effectiveness of the teaching and learning
resource, in order to gain insight as to the contribution of said resource in
achieving the set goals and in order to eliminate any deficiencies of selection
and presentation.
As emphasized previously, each of the phases shown here is necessary in the
use of teaching and learning resources in order to achieve their roles,
potential and accomplish their desirable tasks in the process of teaching and
learning, such as motivation, evoking pre- gained knowledge, encouraging
communication, interaction and so on.

The Internet as a Part of Teaching and Learning Process (Bušljeta, R., 2013)

The internet is an unavoidable medium if looking for a quick way to find

necessary information related to any area of human activity. It is now an
essential part of every home and workplace. Using the internet produces
necessary information in a short time, it is used for communication, to browse
various databases, check the latest news, comment on events and even gain
additional knowledge or education. Despite the numerous possibilities it
offers, the internet caused mixed reactions in the beginning; it was well-
accepted and used with enthusiasm on the one hand, and criticized as
something that offered instant and unverified information and influenced
human relations for the worse on the other. However, there are less and less
opponents of the internet thanks to the fact that the today’s fast style of living
requires efficient action, fast access to information, exchange of data and
communication.
As well as playing a part in all areas of life, the internet has also become an
essential part of teaching. Its infiltration into the teaching process caused the
emergence of experts who began to emphasize its negative effect on the
quality of the processes of communication and interaction, and, finally,
learning.
In the context of the process of teaching and learning, the internet can be
defined as a teaching aid whose role is the transmission of visual, auditory and
audio-visual teaching and learning resources. The internet can also be defined
as a multifunctional teaching aid since it is:
1. A source of information and teaching and learning resources,
2. An aid in interpersonal communication, and
3. A place of practical action, such as designing own web sites.

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Due to the aforementioned characteristics, the internet in teaching contributes

to the motivation of students, the more so because the students find it a useful,
different and fun teaching aid. It is a fact that the internet contains a plethora
of various information and that it can have the same negative consequences as
the lack of information. Web sites can offer unverified and wrong information
or simply distort the facts since they are being put there by individuals who
are not experts and are guided by their own different motives. This is why a
studious analysis of what the internet has to offer is vital before including it in
the teaching process. In order to achieve such a thing, it is essential to educate
first the teachers and then the students on the methods of critical analysis,
selection, classification and evaluation of the information presented via the
internet, and it is only then that its contents can serve and encourage the
acquisition of knowledge and the development of various skills and attitudes
of students.
Specifically, through browsing the web, students can come across different
views and thoughts related to a particular topic, make a comparison of
documents and paintings, design their own stories, make a caricature based
on the data collected online and so on. In addition to this, the online space can
be used as a space where teachers and students, individually or through
cooperation, can create their own web sites, which could showcase, for
example, a part of their curriculum or the students’ works and projects.
Aside from being a source of information and a place to showcase projects, the
internet can also be used as a communicational teaching aid. For example,
students can communicate with each other via e-mail, which can also be used
to exchange data and ideas with their teacher, related to any sort of
independent work. Furthermore, internet communication can serve as a tool
for the teacher to obtain timely information on the students’ work and
progress. Teachers can also use the internet to create interesting knowledge
quizzes whose purpose is to check the students’ level of knowledge in a fun
way. In doing so, they can, for example, ask questions related to the prescribed
curriculum or design assignments whose solution can be found by further
browsing the internet.
It has also been found that using the internet contributes to the students’
developing various skills, such as research, technology, presentation and/or
communication. In this way, thanks to the numerous and various sources and
data offered to them by the internet, students learn how to:
1. Think about content,
2. Localize information,
3. Sort data,
4. Analyze and organize information,
5. Classify information within a particular context,
6. Think critically,

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7. Create new ideas and conclusions, and

8. Express themselves in an effective way.
These highlighted advantages and possibilities offered by the internet lead us
to the conclusion that, despite the negative aspects related to its usage, using
the internet can enrich the teaching process by way of making it more modern
and effective. This is further proven by the fact that today the internet is being
discussed more and more as an essential part of teaching.

References and Supplementary Materials

Books and Journals

1. Bušljeta, R. (2013). Effective Use of Teaching and Learning Resources. Czech-Polish
Historical and Pedagogical Journal, 5/2, 55–69.
2. Corpuz, B. (2010). Field study 2: Experiencing the teaching - learning process.
Quezon City: Lorimar Publishing.
3. Paez, A.R. and Serrano, E.D. (2015). Principles of Teaching 1. Cubao, Quezon City:
Adriana Publishing Co., Inc.
4.
Online Supplementary Reading Materials
1. https://iris.peabody.vanderbilt.edu/module/cnm/cresource/q3/p11/
2. https://www.coursehero.com/u/file/52474591/The-Outcomes-Assessment-
Phases-in-the-Instructional-Cycledocx/?justUnlocked=1#question

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