ASBURY COLLEGE, INC.

Anda, Pangasinan

SYLLABUS in TECHNOLOGY FOR TEACHING AND LEARNING I

I. MISSION: Asbury College will sustain excellence in all developmental

areas through united efforts of Administrators, Faculty, Staff and
Stakeholders
II. VISION: Asbury College envisions a sustainable Christian Institution
that provides quality education for the total development towards the
transformation of the society.
III. DEGREE: Bachelor in Elementary Education / Bachelor in
Secondary Education
IV. COURSE TITLE: Technology for Teaching and Learning I
COURSE DESCRIPTION: This is an Introductory course that explores
basic knowledge, skills and values in the use of technology for teaching and
learning. It includes ICT policies and safety issues, media and technology
in various content areas, learning theories and principles in the use and
assessment tasks that utilize appropriated traditional and innovative
technologies with social, ethical and legal responsibility in the use of
technology tools and

V. resources.
VI. CREDIT UNIT: 3 units
VII. NO. OF CONTACT HOURS/WEEK: 3 hours
COURSE OBJECTIVES
Provided with varied learning strategies and materials, students are expected to:
1. Explained the ICT Competency Standards for Teachers and the Roles of
technology for Teaching and Learning;
2. Explained ICT policies and safety issues as they impact on the teaching-learning
process;
3. Described a flexible learning environment and the different platforms used for
flexible learning;
4. Developed and used the non-digital and digital tools in delivering technology-
enhanced lessons;
5. Identified learning theories and principles related to media and
technologies as these apply to the design and development of lessons;
6. Formulated teaching-learning experiences and assessment tasks using
 appropriate and innovative technologies; and 7. Demonstrated socio-civic,
ethical, and legal responsibilities in the use of technology tools and
resources.

VIII. COURSE REQUIREMENTS/EVALUATIVE MEASURES:

Attendance and Participation - 15%
Quizzes - 15%
Exams - 30%
Classroom Assignments /Work Output - 40%
Total - 100%
SYLLABUS:
Unit 1: TEACHING AND LEARNING WITH TECHNOLOGY: AN INTRODUCTION
a. ICT Competency Standards for Philippine Pre-Service Teacher Education
b. Understanding the Basic Concepts in ICT
c. Roles of Technology for Teaching and Learning
d. ICT in Education
Unit 2: ICT POLICIES AND ISSUES: IMPLICATIONS TO TEACHING AND
LEARNING
a. Policies and Issues on Internet and Implications to Teaching and Learning
b. Safety Issues on the Use of ICT including e-Safety Rules
Unit 3: TRADITIONAL EDUCATIONAL TECHNOLOGY / MATERIALS CONE OF
EXPERIENCES
a. Direct and Purposeful (Games and Experiments)
b. Contrived Experiences (Three-Dimensional, Mock-Up, Diorama)
c. Dramatized Experiences (Pageant, Socio-Drama)
d. Demonstration Boards (chalkboard, peg board, etc.)
e. Field Trips
f. Exhibits
g. Still pictures (drawings, graphs, cartoons, etc.)
Unit 4: NON-DIGITAL AND DIGITAL SKILLS
AND TOOLS IN CONVENTIONAL
INSTRUCTIONAL SUPPORT MATERIALS a.
Development and Use of Non-Digital or
Conventional Instructional Support Materials
b. Select and Use ICT Tools for Teaching and Learning
c. Creating portfolio as a Technology Tool
d. Technology Collaborative Tools in the Digital World
e. Digital Literacy Skills in the 21st Century
Unit 5: SOCIAL, ETHICAL AND LEGAL
 RESPONSIBILITIES IN THE USE
OF TECHNOLOGY TOOLS AND
RESOURCES a. Digital Citizenship
vs. Global Citizenship
b. Internship and Netiquette in Online Communities
c. Intellectual Property Rights on the Development and Use of Digital
Materials
Prepared by:
JEED LUSSEL O. CARDAÑO
Instructor
Lesson 1:
Explore
ICT Competency Standards (CHED-UNESCO) as provided in the 2017, Policy,
Standards and Guidelines (PSG) for Pre-service Teacher Education
The program outcomes for teacher education degrees clearly state that every future
teacher: "demonstrate proficiency in the development and utilization of Information,
Communication and Technology (ICT) resources in promoting quality teaching-learning
process.”
To ensure that the program outcomes related to ICT shall be achieved, competencies
were identified to be developed by every pre-service teacher (CHED - UNESCO, Bangkok,
2009.)
The ICT Competency Standards is made up of seven domains. Each domain has a set of
competencies. The competencies are expressed in desired learning outcomes. Becoming
proficient in the different competencies will enable you to handle learners of the 21st century in
your future classroom.
These domains and corresponding competencies are found in the Table below:

Table 1: ICT Competency Standards for Pre-service Teachers

Domain 1: Understanding ICT in Education
1.1 Demonstrate awareness of policies affecting ICT in education 1.2 Comply with ICT
policies as they affect teaching-learning
1.3 Contextualize ICT policies to the learning environment

Domain 2: Curriculum and Assessment

2.1 Demonstrate understanding of concepts, principles and theories of ICT systems as
they apply to teaching-learning
2.2 Evaluate digital and non-digital learning resources in response to
student's diverse needs
2.3 Develop digital learning resources to enhance teaching-learning
2.4 Use ICT tools to develop 21st century skills: information media and technology
skills, learning and innovation skills, career skills and
effective communication skills

Domain 3: Pedagogy
3.1 Apply relevant technology tools for classroom activities
3.2 Use ICT knowledge to solve complex problems and support student collaborative
activities
3.3 Model collaborative knowledge construction in face to face and virtual environments

Domain 4: Technology Tools

 4.1 Demonstrate competence in the technical operations of technology tools and systems
as they apply to teaching and learning
4.2 Use technology tools to create new learning opportunities to support community of
learners
4.3 Demonstrate proficiency in the use of technology tools to support teaching and
learning

Domain 5: Organization and Administration

5.1 Manage technology-assisted instruction in an inclusive classroom environment
5.2 Exhibit leadership in shared decision-making using technology tools

Domain 6: Teacher Professional Learning

6.1 Explore existing and emerging technology to acquire additional content and
pedagogical knowledge
6.2 Utilize technology tools in creating communities of practice
6.3 Collaborate with peers, colleagues and stakeholders to access information in support
of professional learning

Domain 7: Teacher Disposition

7.1 Demonstrate social, ethical, and legal responsibility in the use of technology tools and
resources
7.2 Show positive attitude towards the use of technology tools

Likewise, the Department of Education issued Department of Education Order 42, s.

2017 mandating the use of the Philippine Professional Standard for Teachers (PPST) to start with
the Beginning Teachers who are the fresh graduates from the teacher education program. The
document includes: Show skills in the positive use of ICT to facilitate teaching and learning and
Show skills in the selection, development and use of the variety of teaching learning resources
including ICT to address learning goals.
These competency standards to learn and master will assure the 21st century learners in
your class of a more enjoyable, creative, innovative ways in teaching and learning
With the use of Table 1 above, can you identify the domain to which each given course learning
outcome belong?

Competency Domain
Course Learning Outcomes
1. Explain ICT policies and safety issues as they impact on the teaching-learning
process
2. Integrate media and technology in various content areas
3. Apply learning theories and principles in the design and development of lessons
through appropriate media and technologies for teaching learning.
4. Formulate teaching-learning experiences and assessment tasks using appropriate and
 innovative technologies
5. Demonstrate social, ethical, and legal responsibility in the use of technology tools and
resources

Lesson 2: Understanding the Basic Concepts in ICT

Here are some terms and concepts that you need to know and understand.
1. Technology refers to a mix of process and product used in the application of knowledge. It
includes tools from pencil and paper to the latest electronic gadgets and tools for practical tasks.
2. Information and Communication Technology Literacy or ICT Literacy is the use of digital
technology, communication tools and/or networks to access, manage, integrate, evaluate, create
and communicate information in order to function in a knowledge society (Guru 21, 2011).
3. Educational Technology refers to the use of technology in teaching and learning. Educational
technology includes both the non-digital (flip charts, pictures, models, realia’s, etc.) and digital
(electronic tools: hardware, software and connections, etc.)
4. Digital Literacy is the ability to find, evaluate, utilize, share and create contents using
information technologies and the Internet (Cornell University). According to American Library
Association (2018), digital literacy is the ability to use information and communication,
requiring both cognitive and technical skills (https://edweek.org. downloaded 06-03-18)
5. Digital learning is any type of learning that is accompanied by technology or by instructional
practice that makes effective use of technology. It encompasses the application of a wide
spectrum of practices which included blended or virtual learning. It can come as online or off-
line which utilizes digital technology.
6. On-line digital tools and apps use an Internet connection to access the information needed. A
common example is Skype. It is a telecommunication application software product that
specializes in providing video chat and voice calls between computers, tablets, mobile devices
via Internet and to regular telephones.
7. Off-line digital tools and apps can still be used even if there is no internet access. Among
these are Canary Learning, Pocket, Everton, iBook’s, KA LITE (Gupta, Priyanka, 2017)
downloaded in EdTech review (July 03,2017)
8. Instructional technology is the theory and practice of design, development, utilization,
management, and evaluation of the processes and resources for learning (Association for
Educational Communications and Technology, Seals, B.B. & Richey, P.C. 1994)
9. Software refers to program control instructions and accompanying documentations; stored on
disks or tapes when not being used in the computer. By extension, the term refers to any
audiovisual materials (Salfino, 2005)
10. Multimedia is a sequential or simultaneous use of a variety of media formats in a given
presentation or self-study program (Salfino, 2005)
11. Internet is a massive network of networks, a networking infrastructure. It connects millions
of computers together globally, forming a network in which any computer can communicate
with any other computer as long as they are connected to the Internet. It is generally defined as a
global network connecting millions of computers (https://www.webopedia.com).
12. World Wide Web (www) is also called the Web which is a graphical environment on
computer networks that allows you to access, view and maintain documentations that can include
text, data, sound and videos. (Salfino, 2005) It is a way of accessing information over the
medium of the Internet. It is an information sharing model that is built on top of the Internet.
13. Web access is the ability of the learner to access the Internet at any point during the lesson in
order to take advantage of the array of available education resources.
14. WebQuest is an inquiry-oriented lesson format in which most or all information that learners
work with comes from the web. These can be created using various programs, including simple
word processing documents that include links to websites.
15. Productivity tools refer to any type of software associated with computers and related
technologies that can be used as tools for personal, professional or classroom productivity.
Examples: Microsoft Office, Apple works – word processing, grade and record keeping, web
page production, presentation) (KFIT-UNESCO 2016)
16. Technology Tool is an instrument used for doing work. It can be anything that help you
accomplish your goal with the use of technology. These technology tools can be classified as:
a. Data/Calculation tools. Examples: spreadsheets, Excels, Sketchpads, probability constructor;
b. Design tools. These are used to make models and designs, creating and building. Included here
are Family Tree Maker, College, and Crazy Machines among others.
c. Discussion tools. There are 4 different approaches that utilize discussion and interaction in the
Internet. These are threaded discussion forum, Blogging, Live chat and Video Teleconferencing,
Netiquette and Safety on the Net.
d. Email tools. Emails are great communication tools for sending messages, photographs, videos
and other files. It allows you to reach out to others around the world. Examples are googled mail,
Mail, Yahoo mail and many more.
e. Handheld devices. Handheld devices have become popular among learners. These include
Personal Digital Assistants, global positioning system (GPS) and geographic information system
(GIS) in the classroom, Portable electronic keyboards, Digital Cameras, Mobile phones, Palm
Handheld computers.
17. WebQuest is a teacher structured research experience for the students that is primarily based
on use of the World Wide Web and typically takes one or more instructional periods (Bender &
Waller, 2011). 18. Blog is an online journal where posted information from both teachers and
students are arranged. There are three kinds of blogs: blogs used for communication, blogs used
for instruction, and blogs used for both (Ferreter & Garry, 2010)
19. Wiki, an editable website usually with limited access, allows students to collaboratively
create and post written work or digital files, such as digital photos or videos. Wikipedia is one of
the most widely recognized of all the wikis (Watters, 2011).
20. Flipped classroom utilizes a reverse instructional delivery, where the teacher is required to
use the web resources as homework or out of class activity as initial instruction of the lesson
which will be discussed during class time.
21. Podcast is a video or audio multi-media clip about a single topic typically in the format of the
radio talk show. The two basic functions of podcast are to retrieve information and to
disseminate information (Each, 2006).
22. Google Apps is a cloud-based teaching tool which is stored in the Google server and is
available for students both at home and in school. It includes the Gmail, a free-email for all;
Google calendar – a tool used for organizational purposes; Google sites that provide options for
developing blogs and wikis; and Google docs is used for sophisticated word processing and
editing of the document.
23. Vlog is a video blog where each entry is posted as a video instead of the text.
24. Facebook is a popular social networking site used by students and adults worldwide to
present information on themselves and to the world.
25. VOIP (voice over internet protocol) is a category of hardware and software that enables
people to use the Internet as transmission medium for telephone calls by sending voice data in
packets using IP rather than traditional circuit transmission

Lesson 3: ROLES OF TECHNOLOGY FOR TEACHING AND LEARNING

As future teachers of the 21st century, it is high time that you prepare yourselves to integrate
technology in your classroom. Using technology is a tool and a catalyst for change. What then
are the roles of technology for teaching and learning?

As teaching and learning go together, let us explore what would be the roles of technology for
teachers and teaching, and for learners and learning. According to Stoic (2015), educational
technology has three domains.
1. Technology as a tutor. Together with the teacher, technology can support the teacher to
reach another person or technology when programmed by the teacher can be a tutor on its own.
The teacher will simply switch on or switch off radio programs, television programs or play
DVDs, or CDs that contain educational programs. There are on-line tutorial educational
programs, too.
2. Technology as a teaching tool. Like a tutor, technology is a teaching tool, but can never
replace a teacher. This is like the handyman, which is just there to be reached. Like any other
tool, it is being used to facilitate and lighten the work of the teacher. It will be good if the teacher
can also create or develop technology tools that are needed in the classroom.
3. Technology as a learning tool. While the teacher utilizes technology as the tool for
teaching, likewise it is an effective tool for learning. As a learning tool, it makes learning easy
and effective. It can produce learning outcomes that call for technology-assisted teaching. Even
the teachers who are teaching can utilize similar tools for learning. As a learning tool, it is very
interesting that even the elderly uses these tools for learning for life.

A. For Teachers and Teaching

There are numerous roles that technology plays in the job of teachers. As a tool, technology has
opened wider avenues in management of resources and management of learning. Likewise, it has
modernized the teaching-learning environment in schools. Here are some examples of the myriad
of roles that technology can do for teachers and teaching.
1. Technology provides enormous support to the teacher as the facilitator of learning. It
transforms a passive classroom to an active and interactive one, with audio-visual aids, charts
and models, smart classrooms, e-learning classrooms which motivate and increase attention
levels of learners. Many of these can be searched on the web.
2. Technology has modernized the teaching-learning environment. The teaches are assisted
and supplemented with appropriately structured instructional materials for daily activities. There
are varied available technology-driven resources which can be utilized for remedial lesson or
activities. Likewise, there are also a lot of technology-driven resources that can be used for
enrichment purposes. You may search for the examples on the web.
3. Technology improves teaching-learning process and ways of teaching. This will make the
act of teaching more efficient and effective. There are arrays of teaching methods and strategies
that can use technology which are found compatible with learning styles. The multiple
intelligence theory of Howard Gardner tells us that there is a genius in every child. This implies
that there must be varied ways of teaching as there are many varied ways of learning. All the
learning styles can find support from technology, so that teaching will be more effective and
efficient.
4. Technology opens new fields in educational researches. The areas of teaching testing and
evaluation are enhanced by technologies for teaching and learning. Current educational
researchers will no longer find difficulty in interpreting tests, assessments and other evaluation
results. There are available programs that can analyze and interpret results with speed and
accuracy. Reference retrieval is also hastened because many of the research materials are in
digital form. Technology has also provided access to big data that can be processed for problem
solving and inquiry.
5. Technology adds to the competence of teachers and inculcates scientific outlook.
Through the utilization of theories of learning and intelligence, which are explained in references
uploaded in the net, the teachers are encouraged to imbibe skills to source this information with
speed and accuracy.
6. Technology supports teacher professional development. With the demand of continuing
professional development for teachers, the availability of technology provides alternative way of
attending professional development online. For those who are involved as providers of
continuing professional development like trainers, facilitators or organizers, they can level up or
enhance their delivery systems with the support of technology tools.

B. For Learners and Learning

1. Support learners to learn how to learn on their own. All teachers fully understand that
subject matter or content is a means to achieve the learning outcomes. There are three categories
of knowledge according to Egbert (2009): declarative knowledge, structural knowledge and
procedural knowledge.
a. Declarative Knowledge consists of the discrete pieces of information that answers the
questions what, who, when, and where. It is often learned through memorization of facts, drills
and practice. It can be learned by simple mnemonics or conceptual maps. Declarative knowledge
is the fundamental knowledge necessary for students to achieve more complex higher order
thinking such as critical thinking and creativity, inquiry and production.
b. Structural Knowledge consists of facts or pieces of declarative knowledge put together to
attain some form of meaning. An example of declarative knowledge is “pencil”. The idea that
evolved from a pencil is an understanding that: “it is something used to write.” This is referred to
as structural knowledge. It can be presented by concept maps, categorization or classification.
c. Procedural Knowledge is knowledge in action or the knowledge of how to do something.
It is based on facts but learned through the process of procedural knowledge. Examples include
how to drive a car, how to use a cell phone, or how to speak English. Procedural knowledge is
indicated by a performance task or graphical representation of a concept.
The traditional sources of knowledge are printed books, modules and journals. Other sources are
primary sources such as information taken from research. However, knowledge or content can be
learned in many ways.
2. Technology enhances learners’ communication skills through social interactions. This is
commonly described as the transmittal of informational from one person to another as single
individual or groups of individuals. According to Shirly (2003) in Egbert (2009), there are three
basic communication patterns:
a. Point to point two-way or one-to-one like Internet chat, phone conversation or even face-
to-face conversation.
b. One-to-many outbound like a lecture or television. There is no social interaction.
c. Many-to-many like group discussions buzz sessions, heads together. This kind of
interaction provides opportunities for social interactions.
Social interaction occurs in two ways where the participants ask for clarification, argue,
challenge each other and work towards common understanding. Social interaction through
communication occurs through technology (directly between two persons via email, a cell phone
or other communication technology). It can also occur around technology like students
discussing about a problem posed by a software program or with support of technology like
teachers and student interacting about the worksheet printed from a website. In all the three
modalities, communication occurs and technology is involved.
For this particular role, what are the benefits derived from technology supported
communication?
a. Enables any teacher to guide the learners virtually and making learning unlimited because
communication and social interaction go beyond a school day or a school environment.
b. Enhances students’ freedom to express and exchange ideas freely without the snooping
eyes of the teacher face to face.
c. Enables learners to construct meaning from joint experiences between the two or more
participants in communication.
d. Help learners solve problems from multiple sources since there is limitless sources of
information that the teacher can direct or refer to the learners.
e. Teaches learners to communicate with politeness, taking turns in sending information and
giving appropriate feedback.
f. Enhances collaboration by using communication strategies with wider community and
individuals in a borderless learning environment.
g. Develops critical thinking, problem solving and creativity throughout the communication.

3. Technology upgrades learners’ higher-order-thinking skills, critical thinking, problem

solving and creativity.
Twenty-first century learning requires the development of higher-order-thinking skills.
Technology has a great role to play in the development and enhancement of these skills.

Critical thinking is part of the cluster of higher order thinking skills. It refers to the ability to
interpret, explain, analyze, evaluate, infer and self-regulate in order to make good decisions.
With the use of technology, one will be able to evaluate the credibility of the source, ask
appropriate questions, become open-minded, defend a position on an issue and draw conclusion
with caution. All of these competencies are covered by Bloom’s Taxonomy of Analysis,
Synthesis and Evaluation.
Teachers play a significant role in supporting learners with technology. How? As a role
model, teachers should display and practice critical thinking processes, so that the learners can
imitate them. Here are some ways that teachers can do to develop critical thinking:
a. Ask the right questions
b. Use critical thinking tasks with appropriate level of challenge

Creativity is characterized as involving the ability to think flexibly, fluently, originally and
elaborately (Guildford, 1986 & Torrance, 1974 in Egbert, 2009). Flexibly means able to use
many points of view while fluently means able to generate many ideas. Originally implies being
able to generate new ideas and elaborately means able to add details. Creativity is not merely a
set of technical skills, but it also involves feelings, beliefs, knowledge and motivation.
Seven Creative Strategy (Osborn, 1963). These have been simplified into fewer categories. To be
creative, one can use any of these strategies:
1. Substitute – Find something else to replace to do what it does
2. Combine – Blend two things that do not usually go together
3. Adapt – Look for other ways this can be used
4. Modify / Magnify / Minify – Make a change, enlarge, decrease
5. Put to another use – Find other uses
6. Eliminate – Reduce, remove
7. Reverse – Turn upside-down, inside out, front-side back
Altogether, the strategies will be labelled as SCAMPER.

What should teacher do to support student creativity? Here are some suggestions:
1. Provide an enriched environment
2. Teach creative thinking strategies
3. Allow learners to show what they can do
4. Use creativity with technology

Further, teachers can do the following to develop and enhance critical thinking, problem solving
and creativity. As a future teacher, try these suggestions:
1. Encourage students to find and use information from variety of sources both on-line and
off-line.
2. Assist student to compare information from different sources.
3. Allow student to reflect through different delivery modes like writing, speaking or
drawing.
4. Use real experiences and material to draw tentative decisions.
5. Involve students in creating and questioning assessment.

To do these, the teacher should see to it that right questions are asked, student’s tasks should be
appropriate to the levels of challenge and curiosity is encouraged.
There are several critical thinking tools and technology software that can support critical
thinking skills.
1. Encourages digital production projects
2. Popularizes e-learning modalities
3. Enhances global awareness and citizenship

ICT POLICIES AND ISSUES: IMPLICATIONS TO TEACHING AND LEARNING

Globalization is a reality and ICT has become a fundamental part of the process. A
networked society is one in which the entire planet is organized around telecommunicated
networks of computers. The powerful use of network has broken boundaries, provided
opportunities for inclusion and collaboration. However, there will also be a struggle for those
who do not have access or those who are excluded, marginalized and powerless. Thus, a need to
establish policies in the use of ICT is imperative.
As the Department of Information, Communication and Technology (DICT) says: “The
future has arrived. Now we have to ensure that we have a place in it.”
One way of enhancing and regulating the use of ICT is to formulate and implement policies to
guide appropriate decisions.

Definition of ICT Policy

The Oxford English Dictionary has defined “policy” as a course of action, adopted and
pursed by a government, party, ruler, statesman. It is any course of action adopted as expedient
or advantageous. Its operational definition of policy is a plan of action to guide decisions and
achieve outcomes.
Thus, ICT Policies are needed to put a roadmap or course of actions to be pursued and
adopted by various governments, organizations, entities involving ICT. These include principles
and guidelines in the use of ICT which cover three main areas: telecommunications (telephone),
broadcasting (radio and television) and Internet.

The New ICT Technologies

More recent technological innovations increased the reach and speed of communications
which can be grouped into three categories:

1. Information Technology – includes the use of computers, which has become indispensable in
modern societies to process data and save time and effort. What are needed will be computer
 hardware and peripherals, software and for the user, computer literacy.

2. Telecommunication technologies – include telephones (with fax) and the broadcasting of

radio and television often through satellites. Telephone system, radio and TV broadcasting
are needed in this category.

3. Networking technologies – the best known of networking technologies is Internet, but has
extended to mobile phone technology. Voice Over Internet Protocol (VOIP) satellite
communications and other forms of communications are still in their infancy. In addition to
Internet, this category also includes mobile telephone, cable, DSL, satellite and other
broadband connectivity.

The DICT Roadmap

In our country, the Department of Information and Communication Technology (DICT)
has formulated a roadmap to guide all agencies in the utilization, regulation and enhancement of
ICT. Each project has corresponding policy statements and guidelines.
The ICT for Education (ICT4E) is a program under the DICT that supports all the efforts of the
education sector in incorporating the use of ICT as well as in determining and gaining access to
the infrastructure (hardware, software, telecommunications facilities and others) which are
necessary to use and deploy programs that have applications to education teaching-learning are:

1. ICT in Education Masterplan for all levels, including a National Roadmap for Faculty
Development in ICT in Education. A National Framework Plan for ICTs in Basic Education
was developed.
2. Content and application development through the Open Content in Education Initiative
(OCEI) which converts DepEd materials into interactive multi-media content, develop
applications used in schools, and conduct students and teachers’ competitions to promote the
development of education-related web content.
3. HDNet, is a “walled” garden that hosts educational learning and teaching materials and
applications for use by Filipino students, their parents and teachers. All public high schools
will be part of this network with only DepEd-approved multi-media applications, materials
and mirrored internet sites accessible from school’s PCs.
4. Established Community eLearning Centers called eschewal for out-of-school youth (OSY)
providing them with ICT enhanced alternative education opportunities.
5. equality Program for tertiary education through partnerships with state universities and
colleges (SUCs) to improve quality of IT education and the use of ICT in education in the
country, particularly outside of Metro Manila.
6. Digital Media Arts Program which builds digital media skills for government using Open-
Source technologies. Particular beneficiary agencies include the Philippine Information
Agency and the other government media organizations, the Cultural Center of the
Philippines, National Commission for Culture and Arts and other government art agencies,
State Universities and Colleges and local government units.
7. ICT skills strategic plan which develops an inter-agency approach to identifying strategic and
policy and program recommendations to address ICT skills demand-supply type.
 All the seven programs were guided by the roadmap that embeds policy statements that relate
to education specifically in the enhancement of human development for teaching and learning.
SOME ISSUES ON ICT AND INTERNET POLICY REGULATIONS

Global Issues
Access and Civil Liberties are two sets of issues in ICT Policy which are crucial to the
modern society. The other concern is civil liberties which refer to human rights and freedom.
These include freedom of expression, the right to privacy, the right to communicate and
intellectual property rights.
Access to the Use of Internet and ICT. Access means the possibility for everyone to use
the internet and other media. In richer countries, basic access to internet is almost available to all
with faster broadband connections. There are still countries where access to internet is still a
challenge.
Infringement to Civil Liberties or Human Rights. What are specific internet issues on
internet policy that have relationship to civil liberties or human rights?

Issue No.1: Freedom of Expression and Censorship

Censorship restricts the transmission of information by blocking it or filtering the
information. Blocking is preventing access to whole areas of internet based upon the “blacklist”
of certain Internet address, location or email addresses while filtering is sifting the packets of
data or messages as they move across computer networks and eliminating those considered
“undesirable” materials. The selection of sites that are blocked or filtered has been considered as
an issue.
Defamation actions may be used to silence critics. This action deters the freedom of
expression. Issue No.2: Privacy and Security
Privacy policies are an issue. Most commercial sites have a privacy policy. When
someone uses a site and clicks “I agree” button, it is as if you have turned over private
information to any authority that may access it.

Issue No.3: Surveillance and Data Retention

The use of electronic communications has enhanced the development of indirect
surveillance. In the indirect surveillance, there is no direct contact between the agent and the
subject of surveillance but evidence of activities can be traced. The new and powerful form of
indirect surveillance is dataveillance. Dataveillance is the use of personal information to monitor
a person’s activities while data retention is the storage and use of information from
communication systems.

Issue No.4: E-pollutants from E-waste

Large amount of e-waste is generated by ICT. These are in particular, terminal
equipment’s used for computing (PCs, laptops) broadcasting (television and radio sets),
telephony (fixed and mobile phones), and peripherals (fax machines, printers, and scanners)
The accumulated e-waste is due to rapid turnover of equipment due to rapid improvement
of software. While material waste can be destroyed by crushing, toxic material brought about by
the different equipment requires utmost management. The quantities of e-waste are increasing in
both developed and developing countries.
If not controlled then, e-waste will tremendously affect climate change, damage human
lives, and overload the capacity of the earth in carrying solid waste.

IMPLICATIONS TO TEACHING AND LEARNING

How do the policy guidelines, projects and issues relate to the teaching and learning?
There are great implications of this lesson to both the teachers who are teaching and the learners
who are learning. A few of these are as follows:
For the Teachers and Teaching
1. Guide the teachers on what they should teach that relate to ICT, and how to teach it. Since
ICT development comes so rapid and fast, teachers might be overwhelmed by its rapid speed.
Temperance in its use is a caution that should be looked at.
2. Technology should never replace any human teacher. The tools are support instructional
materials for the teachers which are available for use. The teacher should learn how to
appropriately use them. The human touch of the teacher is still a vital component in teaching.
Teachers should always be reminded that there are always limitations in the use of the different
gadget and tools.
3. There are rules and regulations that govern the use of technology. Caution should be observed
to protect individual privacy. As teachers, you must be aware that the use of technology may
jeopardize your privacy and security.
4. All the issues and many more shall be part of the teaching content as each teacher will be
encouraged to use technology in teaching.
For the Learners and Learning
The learners of the 21st Century are even more advanced than some of the teachers. However,
learners still need guidance on how to use, regulate technology use. As there are positive and
negative effects of technology use, learners should know the difference. Learners should not only
know the benefits of technology use, but they should also know how they can be protected from
the hazards that technology brings to their lives.
Learners should take advantage of the potential of learning support they can derive such as the
development of higher order thinking skills, the development of learning communities through
collaboration, the enhancement of skills to manage the vast resources as 21st century learners
and many more.
Both the teachers and the learners should be mindful of the e-waste that are being thrown away
to the land and to the atmosphere. Thus, safety in the use of technology shall be presented in the
next lesson.

Lesson 5: SAFETY ISSUES ON THE USE OF ICT INCLUDING E-SAFETY RULES 

Using technology is not a risk by itself, but how it is used will be vulnerable to risks. When
improperly used, it will pose danger to the users in school and at home.  
Some Risks in the Use of ICT and e-Networking 
Technology is a phenomenon that seems to be uncontrollable. Despite the so many benefits
for teaching and learning, there are also negative effects or influence on the learners. Hence as
future teachers, you have to be aware of how to safeguard learners in the school communities
where they spend most of their waking hours and also in their home or facilities that provide
opportunities to use digital technologies like Internet Cafes. Safeguard and protection should be
the primordial role of parents, teachers, and schools. There are so many risks that we have to be
aware of in the use of digital technologies. These may include the following: 
1. Exposure to inappropriate content, including on-line pornography, extremism (exposure to
violence associated with racist language); 
2. Lifestyle websites like self-harms and suicide sites, and hate sites; 
3. Cyber-bullying in all forms, receiving sexually explicit images or messages; 
4. Privacy issues including disclosure of personal information; 
5. Health and wellbeing (amount of time spent on-line, internet
gaming and many more; 6. Prolonged exposure to on-line
technologies, particularly at an early age; 
7. Addiction to gambling and gaming; 
8. Theft and fraud from activities such as phasing; 
9. Viruses, Trojans, spyware and other malware; and 
10. Social pressure to maintain online networks via texting and social networking sites.  

Minor Misuse of ICT 

In school, some minor misuse made by learners include the following: 
∙ Copying information into assignment and failing to acknowledge the source
(plagiarism and copyright infringement) 
∙ Downloading materials not relevant to their studies 
∙ Misconduct associated with subject logins, such as using someone else’s password 
∙ Leaving a mobile phone turned on during class period 
∙ Unauthorized taking of pictures or images with mobile phone camera, still or
moving 

e-Safety 
With all of the above concerns and many more, how do we confront all of these so
as to protect our future generation? 
e-safety takes care not only of internet technologies but also of electronic
communications via mobile phones, games consoles and wireless technology. It highlights the
need to educate children and young people about the benefits, risks and responsibilities of
using information technology. Here are some issues of e-safety: ∙ e-safety helps safeguard
children and young people in the digital world; 
∙ e-safety emphasizes learning to understand and new technologies in a positive way; 
 ∙ e-safety educates children about the risks as well as the benefits so we can feel
confident online; and ∙ e-safety supports young learners and adults to develop safer
online behaviors, both in and out of school.
Network Management 
1. Safety in the Use of Network in Schools 
1.1 Make clear that no one should log on as another user. 
1.2 Require all users to always log off when they have finished working 
1.3 Maintain equipment to ensure health and safety. 
1.4 Provide students with access to content and resources through guided e-learning 
1.5 Set up a clear disaster recovery system in place for critical data that include secure, remote
back up of critical data 
1.6 Secure wireless network to appropriate standards suitable for educational use 
1.7 Install all computer equipment professionally and meet health and
safety standards 1.8 Review the school ICT system regularly with regard
to health and safety and security. 2. Password Policy 
2.1 Only authorized users will have individual passwords. Users are not permitted to
disclose their passwords unless they got permission from the owner or from the
management. The equipment that keeps the personal information shall be locked when
unattended to prevent unauthorized access.  Computers should be set to a time out if
they become unused for a certain period of time. 
3. Personal mobile phones and mobile devices 
3.1 All mobile phones shall be kept away in a box away from the children or
learners and access in only allowed at breaktime or at the end of classes or when
needed during the class period. 
4. Cameras 
4.1 Taking pictures only from parents or caregivers and not from any other family member or
friend while the child attends class. 
4.2 Any picture taken of children shall be on cameras solely for the purpose. 

Setting Up an Educational Technology Room 

Schools that plan to dedicate a room where the students can access technologies for
learning should include the following basic safety rules: 
1. Provide tiltable tables. These tables can be tilted and adjusted to the
height of the users. 2. Provide anti-glare screen filters 
3. Provide foot support 
4. Provide adjustable chairs 
5. Make sure lighting is suitable 
6. Make sure work stations are not cramped 
7. Plan work at a computer so that there are frequent breaks 
 More specifically safety rules that can reduce risk of accidents in the working
stations should include: 1. No trailing wires across or around the room which
people can trip on. 
2. Electrical sockets should not be overloaded. 
3. Electrical equipment should be safety-tested at least once a year. 
4. There should be adequate space around desk for people to move 
5. Bags and obstacles should be stored out of the way 
6. Food and drinks should not be placed near machines 
7. Heating and ventilation should be suitable for the working environment 
8. Fire extinguishers should be available
9. Fire exits should be clearly marked and free from clutter.

Lesson 6: Development and Use of Non-Digital or Conventional Materials 

Teaching becomes rewarding when learners get the most from instruction as manifested
in their performance.  An important element in engaging learners is when the strategy used in
delivering the lesson uses an instructional material. When properly and appropriately used, it
can spice up a classroom activity. 
These instructional materials may come in varied forms. One group refers to the conventional
and non-digital tools. A classroom will always need a chalkboard or a writing board that may
come in varied forms and shapes. Bulletin boards, flip charts, dioramas, puppets, terrarium, and
the like, will always find their significance in any classroom.  However, nowadays, lesson can
be made more relevant and engaging for learners as digital tools are li.  
The teachers need instructional materials to enhance teaching and learning. Instructional
materials are defined as print and non-print items that are rested to impact information to
students in the educational process (Effiong & Nigiri, 2015). Examples of instructional materials
are drawing, kits, textbooks, posters, magazines, flip chart, newspapers, diorama, pictures,
recording videos and the like.  
Instructional materials have several roles in teaching and learning which include the
following: (1) they promote  meaningful communication and effective learning; (2) they ensure
better retention, thus making learning more  permanent; (3) they help to overcome the limited
classroom by making the inaccessible accessible; (4) they provide a  common experience upon
which late learning can be developed; and (5) they encourage participation especially if  students
are allowed to manipulate materials used (Brown et al., 2005; Effiong & Nigiri, 2015) 
Instructional materials are the supplementary materials, which help the teacher to
make his/her presentation concrete, effective, interesting, meaningful and inspiring. In any
teaching and learning process, instructional materials play a vital role as they provide sensory
experiences to the learners. The primary aim of teaching material is to provide the teachers the
layout of the way for teaching in the classroom. 
It is important to understand how to develop instructional materials. Instructional
materials refer to any pre-existing materials that are being incorporated, as well as those that
will be specifically developed for the objectives (Hailer, 2014). There are also several factors
to consider in developing instructional materials: 1. Develop a story board and working
outline based on the subject goals and objectives 
 2. Identify existing institutional resources including materials and teaching capability. 
3. The teacher may research off the shelf materials that have been developed by others to
determine if their approach could be useful. 
4. Explore the possibility of adapting concepts of other teachers without infringing on
anyone’s copy protected design 
5. Modify existing materials based on the objectives of the lesson 
6. If the instructional materials are effective, you can share them with other teachers 
7. The teacher developer can also sell his materials available.  

Instructional materials are a great help in stimulating and facilitating the learning of the
learners. According to Wright (1976:1) as cited in Cahir (2006), many media and many styles
of visual presentation are useful to the language learner. All audio-visual materials have
positive contributions to language learning as long as they are used at the right time, in the right
place. In the teaching and learning process, learners use their eyes as well as their ears; but their
eyes  
are basic in learning.
1. DIORAMA 
It will make the classroom to be creative and innovative. It is a fun way to build an
exciting scene in a small space. Dioramas are small scenes created of layers of materials, all
depicting a similar concept or theme. They usually display a historical time period, a nature
scene, or a fictional situation. In developing diorama, you will: (1) choose a concept or theme,
(2) research the subject, (3) make a rough sketch of your ideal diorama, (4) make a list of the
items you’ll need and gather your supplies, and (5) select a container or box. 

2. NATURE TABLE 
This is a table that contains objects and/or scenes related to the current season, or
upcoming festival or a symbol of an ecosystem. Children love to follow the natural changes
that the world offers each month and classroom decorations reflect these. 
 3. WRITING BOARD 
A writing board can display information written with chalk (chalkboard or blackboard)
or special pens (whiteboard). Although there are usually more effective methods of transmitting
information, the writing board is still the most commonly used visual aid. 
Suggestions on Using the Writing Board: 
a. Keep the board clean. 
b. Use chalk or pens that contrast with the background of the board so that students can see
the information clearly. 
c. Make text and drawings large enough to be seen from the back of the room 
d. Prepare complex drawings in advance (if very complex, an overhead transparency or 35
mm slide may be preferable) 
e. Underline headings and important or unfamiliar words for emphasis. 
f. Do not talk while facing the board
g. Do not block the students’ views of the board; stand aside when writing or
drawing is completed. h. Allow sufficient time for students to copy the
information from the board. 

4. FLIP CHART 
It is a large tablet or pad of paper, usually on a tripod or stand. 
Suggestions on Using Flipchart: 
a. Use wide-tipped pens or markers; markers with narrow tips produce printing that is
difficult to read. b. Print in block letters that are large enough to be read easily from
the back of the room c. Use different colored pens to provide contrast; this makes the
 pages visually attractive and easier to read. d. Use headings, boxes, cartoons and
borders to improve the appearance of the page. e. Use bullets (*) to delineate items on
the page 
f. Leave plenty of “white space” and avoid putting too much information on one page.
(Crowded and poorly arranged information is distracting and difficult to read) 
g. When pages are prepared in advance, use every other page. If every page is used, colors
will show through and make text difficult to read 
h. Have masking tape available to put pages up around the room during brainstorming and
problem – solving activities. 
I. To hide a portion of the page, fold up the lower portion of the page and tape it. When
ready to reveal the information, remove the tape and let the page drop. 
j. Face the student, not the flipchart while talking.

5. ZIGZAG BOARD 
It is a multi-board series of three or four rectangular boards. They are joined together
along the sides by hinges so that they can be easily folded up and carried. Each board can be of
a different type, for example, a whiteboard, a chalkboard, a flannel board and so on. The size of
the boards for the zigzag multi-board depends on what you want to use them for. 

6. WALL DISPLAY 
 Displaying items on a classroom wall is a well-known, tried and tested educational
method. A wall display is a collection of many different types of items and materials put up
on a wall to make an interesting and informative display. In a classroom, the display can
consist of the students’ own work. In the development work it can be used to convey
information to the community. 

7. ROPE AND POLE DISPLAY BOARD 

This board consists of two parallel, horizontal poles tied loosely together with rope.
Visual aids such as posters can be pinned to the rope. This kind of display board is invaluable
where there are few solid walls for displaying information. It has no solid backing and can be
made quickly for teaching, training and when working with communities. Guidelines when
designing conventional instructional materials: 
a. Unity – Use only one idea for each visual aid and include a headline. 
b. Simplicity – Make ideas and relationships simple and easy to recall. Avoid cluttering
a visual with too many words, numbers, or graphics. The audience should be able to
grasp the concept in 10 to 15 seconds. c. Legibility – Make letters big and readable for

all in the audience. 

d. Consistency – Use the same type style and art style. 
e. Clarity – Avoid type that is too small to read; avoid all caps. 
f. Quality – Make it neat and professional, and remember to proofread.

LESSON 7: SELECT AND USE ICT TOOLS FOR TEACHING AND LEARNING 
The current systems employ technologies by integrating ICT tools and applications in
education and in instruction. ICT refers to various tools and devices or gadgets used in
communicating, disseminating, creating, storing and managing information. It is important
that learners understand how to use these tools in helping them learn.  beastplanting
A great part of learning is working on information and using it to create something
that can be useful and edifying for humanity. Since the intention of education is to make
learners become useful and productive citizens, the use of ICT tools can provide a lot of
possibilities on how learners can do something with what they know. Teachers can therefore
employ ICT tools in their ways of engaging learners by communicating, disseminating, and
managing information. This direction of integrating ICT tools will reveal the usefulness of
employing ICT tools in a wider range of the teaching and learning process.  
It is not necessarily the presence of advanced technology or the use of ICT tools that
can ensure the success in engaging learners, but it still remains that the effective use of ICT
tools from which to choose. When employed appropriately, the potentials of their uses can
have bearing on the lesson and the learners’ engagement in the process of learning. In
instruction the ICT tools can be used in the presentation of the lesson, demonstrating a point or
presenting a concept. There are tools that can be used in providing practice or provide the
chance to apply the skills taught. Even when working as a team or group, tools can be
employed to facilitate the accomplishment of the task during the class or even after beyond the
face-to-face session. 

A. Using Mobile Phone and the QR Code 

Since ICT integration allows ease of processing of information, here’s an example of
how we can read information at a quicker speed and in an interesting manner. 
Have you seen a symbol like this one below? This is how popularly used in different
products, reading materials, and even in museums. This is a QR Code. 
 What is QR Code 
Are you familiar with a QR Code?
QR Code is a code that was created by a Japanese corporation Denso-Wave in 1994.
Effectively and efficiently connecting the physical world with the electronic world, QR
stands for “Quick Response”. It allows the readers to decode the information at a high rate of
speed. This is popular in Japan and it is also used by companies as they attach their QR code
in their products. It usually gives a URL linking you to a website or immediately provides
the salient information about the product. 
You can easily read QR codes through a QR code scanner. Here’s all you need to do: 
1. Have a mobile phone with a camera; 
2. Using the mobile phone, download from Play store or App Store the QR Code
Reader/Scanner application. Choose an appropriate QR code reader for your
operating system whether IOS or Android. Once installed in your gadget, you
can use it to read the codes.  
3. Focus your camera on the QR code. Click it and the message will be revealed to you. 

More interesting than reading QR codes is creating  

your own QR codes.   

How will you make your own QR Code? Step 1: Be

online. 
Step 2: Search for a QR Code generator and ensure  
that you read the information about the  
application. This is important to ensure your  
safety in the internet. There are tons of QR code generators out there, but a few of
the most popular include Kaya, GOQR.me, Visual ad, and QR Stuff. There are many
FREE applications online and therefore you can take this chance to use them. 
Step 3: Once you have identified your free online QR Code Generator, you can now encode the
text or the information that you want. 
Step 4: Run it and save it as a jpeg file. Now, you have successfully created your own
code which you can download. 
Step 5: Test the QR code using your QR Code reader or scanner.
Ten Interesting Ways to Integrate QR Codes in Your Teaching

Create Interactive and Engaging Content  Scavenger Hunts 

You can enrich the content you teach in a Create an interactive classroom activity
class by using QR Codes that link to other such as the Scavenger’s Hunt by using
readings and resources. You can link to a QR Codes that provide directions or
pdf, a video production, a website, a instructions resulting in better learner
document, or an audio file among others. engagement

Share Resources  Enhance Classroom Library 

Learners can use QR Codes to share Create QR Codes of students’ brief write-
educational resources with each other ups about why they enjoy their book and
(e.g., lecture notes, web content, how- put them right in or on the books in the
to-do videos class library. Students can use these QR
Codes to find out more about the books.

Use in Classroom Activities  Gather Students Feedback 

The QR Code can be used in giving instructions in You can create surveys, polls, and
class and pin them up inside the classroom instead forms using google form and share
of providing them with Thich copies of printed them with students as QR Codes
materials giving instruction on how to do an which can be easily scanned and
activity. accessed.

Provide Help with Homework  Research Project 

A detailed instruction can be made into a QR Code Make students create QR Codes
which students scan at home and use the linking other resources and web
information to help them comply with their content to their research work.
assignments.

Communicate with Parents or Partners  Provide Easy Access to Online

You can share information to parents on school Content 
events or activities in school. You can also put it Create QR Codes with URLs for
in a webpage for parents to get information or students to gain easy access to
include it in newsletters, permission slips, etc. online resources. Sometimes when
You can have them printed as magnets and a long URL is given, learners may
parents can get the information. However, be sure copy a broken URL version hence,
to orient the parents on how to use QR Codes. resources become inaccessible.
LESSON 7: SELECT AND USE ICT TOOLS FOR TEACHING AND LEARNING 
B. Using Laptop and the Infographics 
An infographic is a visual representation or an image such as diagram, chart or
picture representing information or data. It is eye-catching and makes use of a clear layout,
attractive colors and hues, and caricatures that provide a cohesive presentation of the
information. 
If it is used to market products in the increasing visual world, then infographics can also be
employed in marketing information and ideas in the teaching and learning process. One tool that
can be used in creating infographics is Canva (http://canva.com). It has several infographics
template for education. You can try out the free design elements and produce one just like a
professional infographic designer. You can start exploring this site and familiarize yourself with
its features. As a gentle reminder, please take time to read the instructions and navigate around
the features to get optional use of it.

There are many ways for which infographics can be used. 

Using infographics: 
1) To present survey data 
Presenting statistical data such as from survey can be overwhelming, Infographics can be
highly useful. Data are much easier to decode. They can be made easier and quicker to
understand if they are presented in an infographic.  
 2) To simplify a complex concept 
Simplifying a complex idea is the core purpose of using an infographic. This is a very
effective educational tool as a way of summarizing key points or providing an overview
of a lesson.

3) To explain how something functions 

Using infographics, you can show the intricacy of how something complex works. It can reveal
the mechanics behind how an object works. Designers can create infographics by showing the
mechanics behind intricate objects, processes, concepts. 
 4) To compare 
Presenting information by highlighting similarities and differences through a visual parallel in
an infographic can turn out more effective than sometimes expressing it in words. It is easier
to draw comparisons with the same information neatly organized. 
Assess the given infographic of a superhero – Batman – from the time it was conceived in
1939 to 2013. 

`
5) To present interesting facts 
When information or facts are presented all in
words, the use of infographics can bring life. If
done well, the infographics can transform the
information into visual image that can attract
and engage readers. 
If there is a written text, the information
may not stand out compared to when it is
presented in this format.  Information written in
snippets becomes understandable and more
appealing to the eye. 

C. iPad/Tablet and the Online Bulletin Board 

Creativity and collaboration are fun! A dull and
boring bulletin board can be made interesting
when done online. Posts when done with
themed backgrounds, stylish fonts and varied
colors become attractive to the learners. An
online bulletin board is a way of presenting
ideas with a twist and interest with no cost at all.
Here’s how: Step 1: Search for https://padlet.com/ 
Step 2: Sign up or log-in using any of your social media account 
 Step 3; If you want to make your own, click MAKE A PADLET. 
a. You can choose Stary with a Blank or Pick a Template 
b. Start making posts by clicking the + sign 
c. Make your posts as creative as you can by clicking Modify and selecting your
choice of color, font, theme, etc. 
d. You can now share your Padlet or online bulletin board to your classmates. Click
Share and allow others to have access to it or you can share through the social
media account where others can view it. 
Step 4: If you want to join someone’s bulletin board, click JOIN A PADLET.  

a. Enter in the dialog box   the URL of the

pad let you want to join 
b. Start posting on your friends/classmates’
pad let by clicking the + sign.

Lesson 8: CREATING EPORTFOLIO AS A TECHNOLOGY TOOL 

In 21st century instruction where independent learning is encouraged; the documentation

of a personal learning journey is must. Such documentation can help the teacher monitor the
process and assess the product of learning.  Doing this requires proper organization through a
portfolio. 

Portfolios are one good means of keeping things in order. In a semester work, a learning
portfolio is a collection of student work that exhibits students’ effort, progress, achievements and
competencies gained during the course. 
 Portfolios may come in many forms. It can look like an album or scrapbook or even a filer
where the documents and evidences are kept. However, nowadays, it is possible to have online
portfolios by creating sites. This is also called the portfolio or digital portfolio. This can be used
as a digital archive that can contain the same materials as a physical portfolio but can have more
such as multimedia productions, relevant online links or references, digital stories or video blogs,
PowerPoint presentations, photographs and other ICT materials. The portfolio can be private or
can be published and shared publicly to stakeholders like parents and friends. 

1. Student portfolios can evaluate students’ academic progress. They can inform the teacher to
adapt and use instructional strategies when pieces of evidence indicate that they are either
learning or not. In other words, the construction of the portfolios should start from the
beginning and should be an ongoing process. They should not be reviewed only at the end
of the term but navigated around and provided feedback to let the students know how they
are doing. 
2. Monitoring students’ progress can be highlighted in a portfolio. It may not only contain
finished products but also several versions on how the students improved their work based
on the feedback provided by mentors.  Moreover, portfolios can actually determine
whether the students have transferred what they have learned in new projects or other
domains. 
3. Portfolio’s document students’ learning growth. They actually encourage the students’
sense of accountability for their own learning process. This may lead them to see that the
learning process is theirs and not anybody else’s. This can make learners reflect from
where they have begun to how far they have developed. When they make decisions on
what or what not to include, they get engaged in the process of creating their own voice in
their portfolios. 

PARTS OF AN portfolio 
Just like a book, the portfolio has pages or sections. The organization can follow a
chronological order based on the activities that you go through or you can have a thematic
arrangement. Whatever you choose, it will be a display of your organizational skills. 

∙ Home Page 
The first section is the Home or your cover page. This is the first thing that your readers
will see. So, you need to introduce yourself and the objectives of your portfolio. Usually,
there are templates available and each provides sections. You can add personal touches
such as images or a change of color themes. 

∙ Pages 
The pages that you can add depend on how you would like to organize your portfolio.
What is important is that you need to construct your portfolio at the start of the class. In that
way, you can have a fresh start as you try to be conscious in documenting the activities and
learning that goes with each session.
When adding pages, click the icon and decide whether it will be parallel to your Home
Page or it will be under it.  Just remember that when you have a template, there are particular
ways that the pages have been arranged. So, if you are starting, it would not be detrimental if
you conform to the template. 

∙ Reflections 
A major element in a portfolio whether it is online or not, is the writing of the
reflection. It is thinking-aloud, a way of documenting what they are thinking. How students
are processing the input and the application of what they have learned into an activity or a
project needs to be captured.  
Sometimes, it is difficult to write a reflection and a structure can be helpful. There are
many models that can be used as a guide in writing reflections. One is Gibb’s reflective cycle
model (1988) 

  
GIBB’S REFLECTIVE CYCLE HAS SIX STAGES. 
Description. This is initial phase in writing a reflection is very simple since you just need to
describe the activity or the experience to the reader. You can write a little about the
background on what you are reflecting about by including relevant and to-the-point details. 

Feelings. Learners are involved in learning and an activity or perhaps a lesson can trigger
certain feelings. So, at this point, you can consider and think about how you feel at that time
when you were doing the activity or having the experience. You need to discuss your
emotions honestly about the experience but not to forget that this is part of an academic
discourse. 

Evaluation. When evaluating, discuss how well you think the activity went. Recall how you
reacted to the task or situation and how others reacted. Was the experience a pleasant one or
otherwise? This is also a possible part where you can perhaps incorporate related readings of
other author’s principles or theories. 
Analysis. This part of the write up includes your analysis of what worked well and what have
facilitated it or what may have hindered it. You can also discuss related literature that may
have brought about your experience.  

Conclusion. Now, you can write what you have learned from the experience or what you
could have done. If your experience is a good one, you can probably discuss how it can be
ensured or how you will further enhance a positive 
outcome. On the other hand, if the experience is frustrating eliciting other negative feelings,
perhaps you can discuss how those can be avoided is happening as this leads to the next step
– Action Plan. 

Action Plan. At the end of your reflection, you write what action you need to take so that you
will improve the next time such as consult an expert for some advice or read a book that will
provide answers to your queries. You make plans on how you can address what went wrong so
that you can take the right step to succeed in achieving the task. If you did well and feel good
about it, then you can plan out how you can further enhance a good work. 

When showing examples of your work, you can upload word file, excel data, pictures, jpeg or
pdf files, PowerPoint presentations among others but, a brief description explains the reason
why the file in uploaded has to be written. This will guide the readers as you also reflect on
how relevant or significant the material is to you. 
What is great about writing a reflection is it allows you to embrace your own
learning and start taking accountability of it. After all, you owe it to yourself and no matter
what the teacher does inside the classroom, as a learner you can make the decision whether
you want to learn or not. With a portfolio, you try to capture your personal journey of
learning.  
(Adapted from: Gibbs, G (1988) Learning by doing: a guide to teaching and learning
methods. Oxford: Further Education Unit.) 

Administrating the portfolio 

Before publishing your portfolio for the world to see your work, you can control who
can see your work. The icon for sharing the site can be managed by entering the email address
of the person with whom you want to share it. 

LESSON 9: TECHNOLOGY COLLABORATIVE TOOLS IN THE DIGITAL WORLD 

The learners of this generation are a new kind of breed and it is important that teachers 
understand how to deal with them. They seem to thrive in collaborative learning. They like to
connect to  the social networking sites. Creating and producing something are what they prefer to
do rather become  consumers of information inside the classroom. They like to be mobile either
physically or virtually as  they traverse from point to point or site to site. Apparently, they seem
to be investing a huge amount of  their time in a digital social environment although they can be
more self-directed in choosing what they  want to learn, how they want to learn and when they
want to learn.  

Technology as a Collaborative Tool 

One way to engage students is to give them a challenge and a chance to work together.
An  example is when you give them an issue to discuss which they can continue talking about
even if they  are outside of the class. Students may continue the discussion and share information
or come up with  an agreement by texting, emailing, chatting, or using the online document.
Once they have agreed, they  can move to the next step of presenting their agreements or
resolutions to the whole class. 
Normally in a regular classroom, teachers may have discouraged students from
conversing with  classmates during individual work, but sometimes there are positive things that
can come out of it as  students talk about the task assigned to them or as they work themselves of
a complicated task. 
There are a lot of available tools and applications that can be used to work collaboratively
with  others. Some of these are skype, wikis, blog, google form, web conferencing, Realtime
board, among  others. You need to explore each application to be familiar with the features. 

1. Skype. It is a software application allowing you to do a videoconferencing for free. All

you  need is to create an account and can be used for a video meeting. 
2. Wiki. It is a software that allows you to create a page or a selection of pages designed to 
allow you to post or write, edit, or upload a link quickly. This is good when students need
to  work together to complete a task even if they are not physically together.  
3. Blogging. In blogging, it is journaling your ideas to which others can react allowing a
thread  of discussion to take place and which can be used online. It is the abbreviation of
weblog. It  would help if you provide direction when using a weblog. 
4. Google Group or Google Form. It is an application that can be used in a collaborative 
documentation of ideas contributed by members of the team. Having a google account
will  come very handy and you can easily have access to a variety of applications.

ASSIGNMENT: (Due October 25, 2021 @9:00) 

Gather data from millennials by asking 20 respondents on how they want to learn. Gather the 
needed information. Craft a simple questionnaire and gather information in a manner that suits
your  preference. The following are options that you can pursue: 
1. Conduct a survey using pen and paper or google form. 
2. Personally or virtually interview your resource persons. 
3. Let them answer the following: 
How do you want to learn? Why? 
∙ By reading the textbook 
∙ By surfing the internet 
∙ By taking down notes 
∙ By listening to the teacher 
∙ Others (please specify): _______ 
Present data gathered using a Word Cloud or an Infographics by showing the visual 
representation or the picture and be able to explain it. You may use the online word cloud
generator we  earlier used in our class or you may draw it manually if you do not have access to
an internet. 

LESSON 10
WHAT ARE DIGITAL LITERACIES? 
Digital literacies are the individual’s capabilities to be able to effectively and
responsibly function and perform in  a digital society. The term ‘digital literacy’ was coined by
Paul Gilster in 1997 and it came from the discussion of the  concepts on (a) visual literacy
when images and non-verbal symbols try to capture the knowledge; (b) technological  literacy
requiring one to be able to use technology in addressing a need; (c) computer literacy, which
in the 1980s  started to become a household item manipulated to achieve one’s target; and (d)
information literacy which refers to  the finding, evaluating, using, and sharing of
information. 
In the teaching and learning context, digital literacy is an important competence.
In school, it has become a  buzzword which refers to the ability to access, process,
understand, utilize, create media content using information  technologies and the internet
(Hsieh, 2012).  

The Digital Literacies 

Media Literacy – is one’s ability to critically read information or content and utilize
multimedia in creatively producing  communications. 
Information Literacy – is locating information from the web and interpreting while
evaluating its validity in order that it  can be shared. 
ICT Literacy – is knowing how to select and use digital devices, applications or services to
accomplish tasks requiring the  use of the internet. 
Communications and Collaboration – are one’s capabilities in being able to participate in
the digital networks in the  teaching and learning context. 
Identity Management – is being able to understand how to ensure safety and security in
managing online identity and  foster a positive digital reputation. 
Learning Skills – are ways of knowing how to study and learn in a technology – enriched
environment; this is knowing  how to utilize technology in addressing the need to learn
efficiently. 
Digital Scholarship – is being able to link and participate in professional and research
practices. One important component of digital literacy is having an in-depth understanding
of concepts requiring essential core  skill. These core skills are known as the Cs of the 21 st
Century Skills. 

The Four Cs of the 21st Century Skills 

The four C’s of the 21st Century Skills refer to critical thinking, creativity,
communication, and collaboration. To  perform well in this century, you need to develop and
enhance these skills namely creativity, critical thinking,  communication and collaboration.
All of these 21st Century skills are essentials for students to  do well in school and succeed in

the workplace.  
1. Critical Thinking is learning how to solve problems. It teaches students not to  
accept immediately claims without seeking the truth. It is the ability to  
differentiate facts from opinions and not only just learn a set of facts or figures  
but also discover these for the sake of knowing what ought to be. 
2. Creativity requires students to think out of the box and to take pride in what is  
uniquely theirs. It means that they will be able to look at the problem from  
multiple perspectives-including can propose multiple possibilities and alternatives  
to address a problem and they need to take calculated risks. Creativity  
encourages students to think beyond the expectations of conventions. However,  
creativity may not ensure success all the time but it may lead to another direction  
that can actually be a better way of figuring out how to solve the problem those  
that others may not see. 
3. Communication makes students express their ideas in the clearest and organized
manner. Through varied  modes – face-to-face, technologically mediated or a blended
medium, they need to know how to efficiently  and clearly convey ideas. 
4. Collaboration happens when students know how to work well with others to
accomplish a given task or  solve a problem at hand. This is a 21 st essential. When
students are made to work with others in a pair or in  a team, they are given the
chance to practice how to relate with others. They may be working with  classmates
they do not really prefer to work with but with guidance, you can teach them to
accomplish a  job, and you have prepared them for it. In other words, collaboration
 teaches students that groups can  create something bigger and better than you can on
your own. 

In addition to the 4C’s, there are Citizenship and Character. Citizenship is known
as netizenship in the virtual  world. This is making the person consider how one behaves
accordingly by observing the norms and rules that are in  accordance with what are
sociably and virtually acceptable. As a result, one is projecting a reputable digital identity 
which is his or her character. 

Digital Literacy Skills vs. Digital Literacy 

Digital Literacy Skills are required in the wired world. These skills vary from texts to
images to multimedia.  Future teachers who will be handling students considered as tech savvy
should equip themselves with competencies and  fluencies needed to handle the fast emerging
tools and applications that should be able to handle even artificial  intelligences.  
Lynch (2017), identified eight digital literacy skills needed to become digitally
literate. These are: 1. Coding. – Coding is a universal language. Basic understanding
of HTML, CSS and the like will create a shared  understanding of what can be done
with the web pages. 
2. Collaboration. – The use of Google Docs among others allows student to begin
experimenting with effective  online collaboration. 
3. Cloud software. – This is essential part of document management. The cloud is
used to store everything  from photos to research projects, to term papers and even
music. 
4. Word Processing Software. – Google, Microsoft Online Drop Box are available for
storage and management  solutions. 
5. Screencasting. – A screencast is a video recording using the computer screen, and
usually includes an audio.  On the other hand, when you take a picture on the screen of
your computer, it is called a Printscreen. Both  can be used in explaining topics as well
as providing a visual support to clarify what you are thinking. While  the printscreen is
a picture, the screencasting is a video screen capture which is a great way to share
ideas  and is easy to use for novice video creator. 
6. Personal Archiving. – Students should be taught the concepts of meta-data,
tagging, keywords and  categories to make them aware how are they
represented online. 
7. Information evaluation. – Critical thinking to weed out fake news is a crucial 21 st
century skill. The use of  tools and skills needed to process information are very
much needed. 
8. Use of social media. – Social media serves different purposes depending on the user,
the technology and  the need. For example, students should realize that Twitter can
be useful for staying current on the latest  news in the field. 

Digital literacy has been defined in many ways that is understandable by both digital
natives and digital  immigrants. Teachers and students should not only be proficient in how
to use (digital skills) but they need to see the 
information and media technology to find, evaluate, create and communicate information
requiring both cognitive and  technical skills. 

Here are examples of how Digital Skills or Proficiency support Digital Literacy
Digital Skills  Digital Literacy

1. Sending an email or text  1. Evaluate the appropriate digital channel

for online  communication with peers,
teachers and parents.

2. Using Microsoft office / Google  1. Identify the benefits and drawbacks of each
digital  tool 
2. Evaluate critically which tool is most
effective for  the project at hand

3. Tweeting, Posting to Facebook, 1. Navigate the social media safely to

Uploading a Video  to YouTube, protect oneself 2. Identify hate propaganda
or posting a photo to Instagram and fake news

4. Researching from the worldwide 1. Evaluate the information online. 

web.  a. Is the site legitimate? 
b. Is the author an expert? 
c. Is the information current or dated? 
d. Is the idea neutral or biased?
MODULE 4
Flexible Learning
Environment
Module Outcomes
1. Described a flexible learning environment and the different platforms
used for flexible learning 2. Recognized how innovative teachers use online resources and
educational sites and portals for online distance learning 3. Reflected on the use of technology
and on its relevance and
appropriateness
Introduction
Distance learning is a form of learning without a face-to-face contact with the teacher and
delivered via telecommunications. In the past, this involved correspondence courses wherein the
student corresponded with the teacher via mails. This turned out to be beneficial since
universities added students without having to construct classrooms while they enjoy being able
to work anytime and anywhere at their convenience. With the advent of newer technologies,
distance learning is delivered via computer - based media thus called online learning or e-
learning This made classrooms borderless and learning boundless. This was enhanced by the
emergence of web 2.0 tools which made collaborative learning easier and

Lesson 1:
Online Distance Education and Communities of Learners
Lesson Outcomes
1. Identified flexible learning through online communications (synchronous!
asynchronous modality) 2. Described flexible learning environment that enhances collaboration
with
the use of technology tools
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Chart below on what you know and what you want to know about online distance education.
What I Know
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What I Learned
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Flexible Learning Environment
Learning nowadays is viewed differently. The present generation of learners has access to
information at their fingertips. The teacher is no longer seen as basically the dispenser of
knowledge but rather as one who expertly directs the learners to take their own track in searching
for answers to questions raised inside the classroom. Then they bring these back to the class for
further discussion until perhaps resolutions are agreed. They can search the web and discover a
breadth of information related to the lesson. They even have the patience to stay in front of the
computer for an unusually longer time in search for more articles and multimedia materials that
simplify a challenging topic. That is why they can sometimes learn more than what is confined in
the four corners of the classroom.
Every chance or corner becomes a learning space. It is clear that learning takes place anywhere
and this adds to the concept of flexibility in the learning environment. With technology, students
can possibly continue to join class sessions even if they are not physically around. The learning
space becomes virtual or mediated. The library is not only a physical structure where they can
read published books but has also become virtual.
Online Distance Learning
Online distance learning is not a new concept. Some schools, higher education institutions in the
country, and educational agencies such as the Southeast Asian Ministers of Education
Innovations in Educational Technology (SEAMEO INNOTECH) provide this mode of learning.
It allows flexibility in learning to a certain extent.
The Different Platforms
The flexible mode of learning uses a platform such as moodle, Google classroom. edmodo,
schoology, etc. These are free programs designed for educational purposes. It has features that
are patterned after the instructional activities of a
Module 4. flexible Learning Environment
teacher in a physical classroom. When you use this, you can actually hold a lesson. post
questions for discussion, hold an online chat discussion, give assessment activities and provide
references or links to other online materials. features relevant to instruction and facilitating of
learning.
Moodle
Moodle
Moodle was created by Martin Dougiamas, founder and CEO of Moodle. MOODLE stands for
Modular Object Oriented Dynamic Learning Environment which is an open source software. It is
a Learning Management System (LMS) that supports teaching and learning.
Below is an image map that we created patterned after the previous LMS format of SEAMEO
INNOTECH. Online distance education classes are conducted using this.
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Google Classroom and Edmodo
Google Classroom is a free service for teachers and students. It is an LMS platform that is
accessible google account. You can create classes and perform your roles and functions as a
facilitator of learning. In 2008, edmodo was created by Nic Borg, Jeff O'Hara, and Crystal
Hutter.
Martina (2015) compared edmodo and google classroom in her blog. Although she discussed
several commonalities, there are apparently differences but with technology, things evolve in so
short a time. What is clear is that they were created as apps that can » integrate well with
classroom activities. The decision lies in the teacher who will determine what works best in her
teaching and learning context. Both are amazing tools that can be explored.
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Schoology is another LMS founded in 2009 by Jeremy Friedman, Ryan. Hwang, Tim Trinidad
and Bill Kindler.
You can actually create your own online distance education learning system using any of these
platforms. MOOCs
Another recent modality to learning is the Massive Open Online Course (MOOC). It is a model
for delivering learning content online to any person who wants to take a course. It allows one to
pursue learning even outside of university or higher education formal structure. Those who are
working can enrol in MOOCS with no limit on attendance. As long as you are willing to learn,
you can engage in an area of discipline and learn. It allows interconnectedness among peoples in
the world to
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discuss and share recent developments in their common field of interest.
EDUCAUSE is a nonprofit association with the mission is to advance higher education through
the use of information technology. The link herein provides a succinct video explaining about
MOOCs. (Please view URL: https://library.educause. edu/topics/teaching-and-learning/massive-
open-online-course-mooc.)
Synchronous and Asynchronous
In the flexible learning mode, the activities can be done in two ways: (1) synchronous and (2)
asynchronous.
An online chat at real time is a Synchronous session. Course participants meet in a virtual
classroom and discuss a topic in the lesson. So wherever they are situated in the world, they
agree on a scheduled session and log in to join the live class. The LMS has this feature. The
teacher called as the online tutor facilitates the discussion. Ideas are posted in an actual live
class. One cannot lecture and take all the time in explaining. In this mode, the course participants
are made to be engaged in the flow of discussion that is why, the online tutor has to plan out the
instruction guide in facilitating the discourse.
Using the Skype in holding a live class is another example. Members of the class log-in in their
Skype account at a given time to join the video conferencing.
Another important feature is the Asynchronous session. This is when questions or tasks are
posted and course participants answer the question or post their reply at any time most
convenient to them. They can still participate in the discussion by replying to the post. One
advantage is that you can take your time when replying. The LMS mentioned in this lesson has a
feature that can allow an asynchronous session
In the image map, there is a column of icon labeled as LIVE CLASS and FORUM. If you click
the LIVE CLASS it will lead you to enter the virtual classroom to attend the synchronous session
while the icon labelled FORUM is responsible for allowing class participants to join the
asynchronous sessions.
If you do not use any of the learning management system, asynchronous discussion can be in the
form of a blog or even a video
MA. ASUNCION CHRISTINE K. DEQUILLA, Ph blog (vblog). A topic of great
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bloggers who can be the teacher or any of the class members. Since it is openly accessible,
anyone from the class once informed about it can respond or comment
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blogger. The process creates a thread. This is like an actual face-to-face discussion or an online
chat but the response and comments posted may take a short while. Nevertheless, revisiting the
FORUM or the BLOG is needed to read the reaction of others. Blended Learning
Another way of handling flexible learning is by combining modalities of instructional delivery.
Blended learning is a combination of a learning activities wherein a part of the lesson is
delivered online while the other part is handled in actual physical setting of a classroom.
Kinds of Blended Learning
C Driver 1. Model 1: Face-to-Face Driver
In the face-to-face model, the teacher delivers the curricula most of the time and utilizes online
learning at certain times with the purpose to augment or provide an alternative experience.
Instruction is provided in a computer laboratory or assigned tasks are uploaded online.
2. Model 2: Rotation
In a particular course or subject, students rotate on a fixed schedule between learning online in a
one-to-one, self-paced learning environment and being inside the classroom with a face-to-face
teacher. This is the model that is in between the traditional face-to-face learning and online
learning.
3. Model 3: Flex
This model uses an online platform that delivers most of the course. Support to learning is
provided as needed through on-site support or by an online tutor who facilitates the tutorial or
small group sessions. Sessions can be arranged into synchronous or asynchronous. Course
participants may work on their tasks at any convenient time as long as it is within the confines of
the course duration.
Model 4: Online Lab
The online-lab model uses an online platform in delivering the course but located in a physical
classroom or computer laboratory. Since the lessons are in modular format and available in the
online program, teacher assistants supervise these classes. However, they may not provide the
needed expertise if learners seek assistance. Furthermore, students who are enrolled in an Online
Lab model of blended learning may be enrolled in a traditional classroom courses at the same
time and therefore have block schedules.
Model 5: Self-Blend
The self-blend Model is a system provided by the school where the students can choose the
courses they would like to have in addition to their typical brick-and-mortar classroom classes.
This model is always remote - a major difference from the Online Lab.
Module 4 - Flexible Learning Environment
6. Model 6: Online Driver
The online-driver model utilizes a platform and a teacher that delivers au curricula. Students
remotely work on their program most of the time. If there is a face-to-face component, it is made
optional or if ever it is required for the students to go to the physical learning environment such
as in school, then it can be extracurricular activities augmenting the curriculum
Planning and managing blended learning experiences are very similar to planning and managing
a brick-and-mortar school with courses or subjects integrating technology. It needs to be system-
wide as the school makes a plan, develops guidelines for students to follow for the use of
technology in a blended format and provide a resource guide. A lot of preparation is needed in
designing a blended format. Technology has to be prepared. The back-end and front-end
infrastructures of blended learning have to be put in place as well as the content in varied
multimedia formats. Teachers and teachers assistant who will act as online tutors and assistants
need to be pedagogically capacitated.
Online Communities of Learning / Social Networking
When we consider online networking, internet users immediately refer to Facebook. Everybody
seems to have a Facebook account and uses this to communicate. If in the teaching and learning
situation, you work on information, data and collaborate with classmates, friends, teachers and
other members of society, then social networking can also be appropriately employed as an
educational tool.
What is Networking
When productive relationships are cultivated, networking works best. A network is defined as
that group of individuals who communicates and connects on a regular basis. If an individual has
a personal network of people, one can tap on the potential contacts for social, educational or
professional purposes.
They say that there is a great need to connect because whom one knows matters. Sometimes one
needs to link with them because they have what one needs. However, the challenge is how to
shift the network from people who can provide the favors into establishing the relationship that
will entitle him or her to be called 'a friend', one who can be trusted as a collaborator in working
on an assigned task by the teacher.
Social Networking Platforms
Different ways to communicate with friends can be through the internet or mobile devices. One
can have a personal page where a profile can be built in a social networking site. Through this
site, one can contact friends or share resources and interests. Communication through a chat
format can either be one on-one or in a group. Topics being discussed can be posted and made
known therefore read by many or it can be discreet through a direct chat - a feature allowing one
to have a certain privacy on matters considered as such.
Social networking services have been evolving for more than a decade. Initia wese social
networking services allowed users to construct their personal pronte so
ut other contacts may know the relevant information about them. At present, these ove now
evolved to sharing of multimedia resources. Even having immediate and direct contact with
friends in real
enas in real time is easily accessible through these sites.
so
There are varied platforms available where one
allorms available where one can create a personal account. Some of these popular social
networking sites include Facebook, MySpace, Twitter, Clicker, Youtube, and LinkedIn among
others.
Facebook apparently is the biggest social networking site founded in 2004 based in Menlo Park,
California. The most popular social network apparently is Facebook. Used by most people, it
allows users to post their profile, blogs, pictures and videos. Facebook lets one
share status updates, news articles with friends and family. Although it started as a way for
college students to connect and socialize, it expanded its services allowing people ages 13 and up
to use a Facebook account for personal or even business reasons.
Twitter does not only provide social networking service but it also gives online news. Breaking
news has taken a new twist with this social network website. Friends or colleagues may tell that
they saw the breaking news on Twitter.
Twitter is the site where users post and interact with messages called “tweets," restricted only to
140 characters. Only registered users can post tweets, but those who are not can only read them.
One of the main features of Twitter is it enables people to post their thoughts immediately.
Founded in 2006, Twitter is based in San Francisco, California, United States. As
LinkedIn is another social networking website for work. When one is trying to find a job and
may not have contacts, LinkedIn helps one Search for career connections. It may contain one's
resume for potential employers to see.
The website lets one upload his educational qualifications, skills, work history and relevant
experiences. One's connections can even endorse and this helps employers who can message the
one concerned and talk about the possibility of
employment. Launched in 2003, this is a popular social site in the X+ professional world.
Google + is designed to be a total communication social network, Launched in 2011. Google is
its parent and it is more advantageous if it is kept as a browser for users are connected
connected even if they are outside Google+ site. Users can wake friends and remained up to date
with old friends without leaving their Gmail
account.
To distinguish connection, Google+ creates circles and the four standard circles refer to friends,
family, acquaintances and those being followed. Users can actually create as many circles as
they intend.
Youtube is an American video-sharing website where users can upload, view and even share
video clips or multimedia productions. It is a free social network site to join and use. Since it is
owned by Google, YouTube prefers a Google account to make it easier and streamlined. Some
people think that YouTube is not a social network. It is such as it allows the users to share
personal videos, view other uploaded multimedia clips and make connections with friends and
acquaintances. Just like with other social networking sites, users can either make their
videos private or public. Based in San Bruno, California, the service was created in February
2005.
Pinterest is another social media tool that like YouTube, is often thought of as otherwise.
Pinterest was designed as a catalogue
of ideas or project ideas by its founder Ben Silberman. This is an excellent choice for those who
have a passion for creativity. Users must have an account to use Pinterest. An email account or a
Facebook account can be used in signing up to Pinterest, and if users will use Facebook, their
wall would be ready to post pins without linking with Facebook.
Instagram is a platform where users share visual stories. This system allows users to post photos
with captions allowing followers to like or comment on one's posts. Photos shared have a wide
range of coverage - trips, food, business products. Since the site is free,
advertisers can use instagram to reach a wide and are follower base. Instagram account can be
private or made public. It is the best social networking site for photography.
Tumblr is a networking site that combines social media and tumblr. blogging. Its main goal is to
simplify social media and blogging. Users
can post whatever they like such as photos, videos, quotes, music, links.
This is a social media that makes it very easy and straight forward to search just about anything.
MySpace is another popular social networking website where members can make friends, post
blogs and photos, videos. It was acquired by Specific Media in 2011 and based in Beverly Hills
California. MySpace had its dose of crisis but came back stronger and rebranded to focus on
music. Personal users can use MySpace to keep up with their favorite artists, have an update on
the music industry, see what their friends are listening to, and connect with people who have
similar music preferences. It is a fitting social networking website for music.
Flickr (pronounced “flicker”) is an image and video hosting website that was created by
Ludicorp in 2004 and acquired by Yahoo. It offers massive online photo storage.
Bebo is a social networking website with the backronym “Blog Carly Blog Often”. It was
invented to answer the question what the name meant. It was founded by husband-and-wife team
Michel and Xochi Birch in January 2005 at their home in San Francisco.
With the fast development and vast coverage of innovations that address the mediated
communicative needs in the virtual reality, it is expected that there will be more interactive
features of social networking sites that will be readily available for the users in the upcoming
days.
The Benefits of Using Social Networking Sites
Using social networking websites opens an array of benefits for users. The world has become a
global village through connectivity. The connection has transcended space and borders. Getting
connected to family and friends is now just a few clicks away. It is an easy access to keeping in
touch with friends, or keeping tabs on family. It provides opportunities for making friends with
others who share similar interests and passion.
A major advantage of social networking websites is that they provide information. News and
views of others around the world can be easily accessed instantly at one's fingertips. It easily
allows one to transmit information or update contacts on what one thinks or how now feels.
Social networking websites can support learning or augment educational activities Young
learners are well-acquainted with social networking sites and regard them as just a part of the
day-to-day activities and school-related discussions, Even after school period, learners can
continually connect as they collaborate to accomplish a task or homework using a social
networking website. Announcements on assignments or instructions for the upcoming work can
be conveniently delivered to concerned individuals through the social networking sites.
The Dangers of Using Social Networking Sites
Just as there are benefits of having an account in a social networking site or using it in the
teaching and learning contexts, there are risks to consider as well. Teachers as well as parents are
wary of youngsters using social networking sites due to many negative publicity and real
incidents connected to the wrong use of social networking websites.
One major risk is making friends with strangers who may actually be a predator or a cyberbully.
No one initially recognizes the true nature of an acquaintance or
one who seemingly poses as a friend. Sometimes, a youngster gets bullied by others who may
not even be connected as friends in a social networking website. There are also trolls who
actually instigate conflict, misunderstanding or emotional response by eliciting anger or ill
feelings from other users through social media. They post messages that are inflammatory or
controversial. Topping these risks is also the danger of users getting hooked on internet and may
learn to ignore the real world. Their ability to socialize is incapacitated as they devote hours or
days on gaming or using the computer manifesting abuse to themselves. That is why teachers
and parents or guardians are protective to the extent of disallowing youngsters to use the internet
and social networking sites without realizing that such act denies the opportunity to explore the
educational potential it can serve.
Safeguarding Oneself when Engaging in Social Networking Sites
You need to understand and take precautionary measures to safeguard yourself in social
networking websites.
Networking can be confined and monitored within the school system. Students can use social
networking platforms designed for educational purposes that will allow students to post, share
and discuss insights gained from an activity. Some of these sites are SuperClubs Plus, Learner
Journey, ScuttlePad, among others. One drawback, however, is that sometimes youngsters are
not enticed to use these social networking platforms because they are not as attractive as
Facebook or Twitter. When young users prefer to use a social networking website that is outside
of the school's system, teach them to stay safe through some precautionary measures:
1. A social networking account has passwords and log-in details. Secure
passwords and keep them private. 2. Log out every time you use public computers. 3. Regularly
check privacy settings of social networking websites so that
only direct friends or those particularly known can see the posts. 4. Online posts are saved and
may become a permanent part of their online
reputation. As you use the internet, you leave a digital footprint which
can be traced back to you. 5. Do not accept invites from contacts unless you know them
personally of
you are sure of their identity.
6. Seriously consider the effect of possible posts on others before deciding
to do so. If posts (i.e. text, picture, video) could be considered offensive or humiliating another
person, then you refrain from posting or uploading it.
7. Using appropriate language is essential. The tone when communicating
or sending social networking messages should be respectful. . 8. Better be safe than sorry. You
should accept friends and connections
when you are sure of the person's identity. Personally meeting someone
vue vunny mel online is discouraged. Even if the sincerity of having a personal meeting looks
convincing, it would be better if you will be
accompanied 9. When there is an indication of harassment or abuse, it is advised that you
report this by clicking the report button of abuse. It is better still to talk
to friends or trusted adults about the case. 10. Bullying takes place even in social networking
websites. Cyberbullying
uses the site's messages, updates, and other functions to harass, intimidate, humiliate, taunt, or
pick on the individual. When this happens, you can do the following actions:
a. ignore the behavior by not responding at all; b. block the person; c. click the report button of
abuse; or d. talk to a trustworthy adult about it.
Connecting with friends and having an active life on social networking websites have its
rewards. However, when one is not taking precautionary steps, there is also imminent danger. It
is more beneficial if you understand both its potential and its pitfalls. When used properly and in
the right measure, it can bring more benefits. Only then can social networking sites lead to one's
growth and ensure a productive social life.
With Your Peers...
In a group, discuss how you will respond to the cases presented. Discuss among the team
members the situation or dilemma and think of the best advice your team can give and explain
the reasons.
Situation 1: Meeting someone in person you met online.
A classmate met somebody online and was asked her phone number and address. She confides in
you and you notice that she seems to have been hooked in chatting with this ‘friend.' You know
that there is a possibility that she will be invited for a personal meeting.
What advice would you give? Situation 2:
Your best friend and you do not seem to like a group of classmates. You were asked to take
pictures of them in a school activity and since you have the file, your best friend chided you to
distort their picture and post it on the internet. What should you do?
Situation 3:
In your cooking class, you are talking to a classmate about finding a perfect friend. So you asked
him, “If you could cook up the perfect friend, what special ingredients would you include? What
is your friend like? What qualities do you think are important for a friendship to be healthy?”
Examine
Examine your social networking profile. In which sites are you active? Put a tick mark [V] in the
appropriate box.
Social Networking Sites | Not at all
Rarely
Sometimes
Most of the
time
Facebook Twitter Linked Google+ Youtube Pinterest Instagram
tumblr MySpace
Flickr Bebo
Can you think of possibilities on how you can use your social networking site as an educational
tool? Describe clearly how you can appropriately utilize it in your lesson.