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PUP VISION

To become the National Polytechnic University

PUP MISSION

Ensuring inclusive and equitable quality education and promoting lifelong learning
opportunities through a re-engineered Polytechnic University by committing to:

- Provide democratized access to educational opportunities for the holistic

development of individuals with global perspective;
- Offer industry-oriented curricula that produce highly-skilled professionals with
managerial and technical capabilities and a strong sense of public service and
nation building;
- Embed a culture of research and innovation;
- Continuously develop faculty and employees with the highest level of
professionalism;
- Engage public and private institutions and other stakeholders for the
attainment of social development goal; and
- Establish a string presence and impact in the international academic
community.

COED GOALS

- Learner-focused instruction
- International comparability of curricula
- Empowered faculty
- Research excellence
- Strengthened community engagement
- Responsive governance and management
- Expanded collaborative partnership and networks
- Sustainable technology service
- Empowered stakeholders
- Dynamic learning environment

COED OBJECTIVES

- Provide students with life-long learning opportunities

- Ensure that all curricula are research-oriented and compliant with national and
international standards of quality and excellence
- Build on excellent faculty by providing opportunities for global engagement

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 - Enhance research capability, dissemination and implement research findings
- Engage faculty, students, and the community in respectful collaboration to
address identified needs of the community and deepen student/ faculty civic
and academic well-being
- Inspire a culture of intellectual curiosity and passion for making a difference
- Build on faculty strength within the university an intellectual collaboration
across universities globally to enrich academic programs
- Use of best practices and technologies to optimize learning experiences while
modeling sustainability
- Establish contact with stakeholders to ensure that they are well-informed and
regularly consulted about the roles they need to perform in contributing the
mission of the college
- Provide an atmosphere where engagement and passion for learning thrives

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 INTRODUCTION

The Technology for Teaching and Learning 1 is designed to engage pre – service
students in the theories and principles of designing, developing, utilizing, and evaluating
teaching and learning resources to improve instructions through the various opportunities
brought by different instructional media and technology. It also provides the pre – service
teachers with he accumulated knowledge, skills, attitudes, and values in creating technology –
enhanced instructional plans appropriate to their field of specializations. This course also
encourages students to promote responsible use of technology and exhibit ethical behavior in
professional practices.

Course Title: TECHNOLOGY FOR TEACHING & LEARNING 1

Course Code: EDUC 30033

Course Credits: 3 units

COURSE DESCRIPTION:

This course is designed to engage pre-service students in the theories and principles of
designing, developing, utilizing, and evaluating teaching and learning resources to improve
instructions through the various opportunities brought by different instructional media and
technology. It also provides the pre-service teachers with the accumulated knowledge, skills,
attitudes, and values in creating technology – enhanced instructional plans appropriate to their
field of specializations. This course also encourages students to promote responsible use of
technology and exhibit ethical behavior in professional practices.

COURSE LEARNING OUTCOMES:

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

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 4. Developed and used the non-digital and digital tools in delivering technology
enhanced lessons
5. Identified earning 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
7. Demonstrated socio-civic, ethical, and legal responsibilities in the use of technology
tools and resources.

COURSE GRADING SYSTEM

Class Standing 70%

• Submitted Activities
• Individual Presentations
• Portfolio / Performance Tasks

Final Examination 30%

FINAL RATING 100%

COURSE CONTENT:

UNIT 1 Introduction to Technology for Teaching and Learning

UNIT 2 Understanding the 21st Century Learners
UNIT 3 Theories and Principles in the Use and Design of Technology–Driven
Learning Process
UNIT 4 Educational Media Center
UNIT 5 Social, Ethical, and Legal Responsibilities in the Use of Technology Tools
and Resources

CONSULTATION HOURS:

Time availability of the course facilitator for further discussions on the activities
indicated in this instructional material can be possible for those learners who can join
scheduled online classes throughout the course duration.

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 TABLE OF CONTENTS

Title Page .................................................................................................................................................... 1

PUP Vision, Mission, CoED Goals and Objectives ................................................................................... 2 - 3
Introduction, Course Description, Course Learning Outcomes ................................................................... 4
Course Grading System ............................................................................................................................... 5
Table of Contents ................................................................................................................................... 6 - 7
Unit I – Introduction to Technology for Teaching and Learning ............................................................... 8
Basic Concepts of Technology for Teaching and Learning ...................................................................... 8
Evolution of Technology for Instruction .......................................................................................... 9 - 10
Technology in Education ...................................................................................................................... 11
Technology Usage in the Classroom ..................................................................................................... 12
Best Practices for Using Technology in the Classroom ......................................................................... 13
Integrating ICT in Education ................................................................................................................. 13
ICT Literacy ........................................................................................................................................... 14
Importance of ICT ................................................................................................................................. 15
ICT Tools ............................................................................................................................................... 16
Digital Techniques ................................................................................................................................ 16
Unique Features of ICT ......................................................................................................................... 17
Multimedia Applications in Student Learning ...................................................................................... 18
Computer – Aided Instructions ..................................................................................................... 19 – 22
Digital Library and Its Features ...................................................................................................... 22 - 23
Activity Task #1 .................................................................................................................................... 23

Unit II – Understanding the 21st Century Learners ................................................................................. 24

Characteristics of a 21st Century Learner ............................................................................................. 24
New Learners .............................................................................................................................. 25

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 Generation Y ........................................................................................................................ 25 - 26
Net Generation or Net Geners .................................................................................................... 27
Loophole Generation ................................................................................................................. 28
Digital Natives ............................................................................................................................. 29
Web 2.0 Tools ............................................................................................................................... 30 - 31
Activity Task #2 .................................................................................................................................... 32

Unit III – Theories and Principles in the Use and Design of Technology – Driven Learning Process ......
33
Edgar Dale’s Cone of Experience ................................................................................................... 33 - 34
Jerome Bruner’s Three – Tiered Model of Experience ......................................................................... 34
TPACK (Technology, Pedagogy, and Content Knowledge) .................................................................... 35
Integrating Technology with Bloom’s Taxonomy ................................................................................. 36
Activity Task #3 .................................................................................................................................... 37
Unit IV – Educational Media Center ........................................................................................................ 37
Characteristics of an Educational Media Center ........................................................................... 38 - 39
Services of the Educational Media Center ........................................................................................... 40
Human, Technological, and Material Sources ............................................................................... 41 - 42
Activity Task #4 .................................................................................................................................... 42
Unit V – Social, Ethical, and Legal Responsibilities in the Use of Technology Tools and Resources ......
43
Digital Citizenship .......................................................................................................................... 43 - 45
Social Issues ......................................................................................................................................... 46
Ethical Issues ................................................................................................................................. 46 - 47
Legal Issues ................................................................................................................................... 47 - 48
Activity Task #5 .................................................................................................................................... 49
References ........................................................................................................................................ 50 - 52

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 Introduction to Technology for Teaching and
Learning

Technology' in its broadest terms could

include overhead projectors and even pen
and paper but, in the context of Learning
Technology, it is generally understood that
we are talking about technologies that
have arrived with the
'Information Revolution' i.e. those
associated with computers.

Technology – refers to the advancements in the methods and tools people use to solve
problems and achieve a goal. In the classroom, technology can encompass all kinds of tools
from low – tech (pencil, paper, chalkboard) to high – tech (presentation software, tablets,
computer, etc.).

Educational Technology

Meaning Application of system approach to education and Training. Emphasis the

interrelation of Men, Machine, Methods, Media and Materials (5M’s).

Definition Educational Technology is defined as development, application, and evaluation of

systems, techniques, and aids to improve the process
of human learning. – NCERT

Educational Technology – Objectives of

Technology Education

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 • Transmitting information
• Assisting the practice of specific skills
• Contribution to the provision of feedback
• The need to reach out to maximum number of students.
• To offer greater opportunities for independent study.
• To design, modify and develop appropriate equipment /aids suitable and relevant to the
educational process.
• To identify the educational needs of the learner.
• To identify the necessary teaching learning materials.
• To plan teaching strategies, models and methods as per the need and objectives.
• To evaluate the effectiveness of teaching.
• Strategy in terms of learning outcomes.
• To provide appropriate feedback to student as well as teachers.
• To modify the teaching learning process on the basis of feedback received.

EVOLUTION OF TECHNOLOGY FOR INSTRUCTION

1600 -- Quill Pens and Slates – Early one –room schoolhouses in the 1700s and 1800s used
these materials to teach students how to write and cipher.
1700 -- Primers – The New England Primer remained the basic school text for 100 years after its
publication.
1826 -- Wall Charts – to save the cost of individual books, passages were sometimes printed in
large letters and hung for all to see in Lancastrian schools.
1855 -- Models – with the introduction of kindergarten in Wisconsin, models and materials were
given to students to manipulate and to learn from.
1901 -- Manipulative – Maria Montessori’s kinesthetic approach offered a variety of manipulative
from which students could learn.

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1904 -- Educational Museums – the visual – education movement resulted in educational museums
with abundant visual displays.
1910 -- Films – Edison declared after inventing motion pictures that books would soon be obsolete.
Public schools in New York City implemented films for instruction for the first time.
Edward Thorndike - helped established education as a science.
1914 -- Behaviorism Theory – John Watson helped establish behaviorism, which became one of the
theoretical foundations of learning.
1929 -- Radio – The Ohio “School of the Air” broadcast instructions to homes.
1933 -- Objectives in Education – Ralph Tyler at Ohio State University developed and refined
procedures for writing objectives.
1940 – 1945 -- Instructional Technologists – with the role of technology in learning increasing,
the need for expertise in both education and technology grew, and professional instructional
technologists emerged.
1945 -- Multiple Media used by Military Armed Forces – training used films, sound, graphics, models,
and print to help prepare recruits for war.

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1953 -- ITV – The University of Houston launches KUHT, the first non-commercial education station.
1956 -- Bloom’s Taxonomy – a team led by Benjamin Bloom identified and articulated levels of
cognition.
1957 -- Programmed Instruction – instruction materials based on Skinner’s behaviorism were used
at the Mystic School in Winchester, Massachusetts.
1965 -- Instructional Design System – Robert Gagné introduced a model for a systems approach to
designing instruction.
1967 -- PBS and NER – The Public Broadcasting Act established the Public Broadcasting Service
and National Educational Radio.
1970 -- Cognitive Approach – cognitivists including Ausubel, Bruner, Gagné, and others dominated
thinking about learning.
1977 - Personal Computers – the first microcomputer, the Apple, was created by Steve Wozniak &
Steve Jobs.
1980 -- CAI – computer – assisted instruction on personal computers reached its peak of
popularity. 1990 -- Constructivist Approach – the influence of Dewey, Piaget, Vygotsky, and others
led to the emergence of the constructivist view of learning. Computer – based technologies –
video discs, CD – ROMs, multimedia, digital presentations, interactive video, teleconferencing,
compressed video, and the Internet combined to greatly increase the technologies available to
enhance teaching and learning. Virtual Reality – digital representations of a given reality let
teacher and student “experience” it.
1990 - Digital Assistants – intelligent agents help people interact with the equipment and
cyberspace
1991 - World Wide Web – the Internet became accessible to all with the creation of the Web by
Tim Berners – Lee.
2003 - Mobile Devices – smart phones, netbooks, and handheld PCs joined with wireless networking
to make mobile computing commonplace everywhere, including in the classroom.
2008 and beyond -- Online Life – the Internet expands to include the Web 2.0, featuring social
networking, audio and video streaming and options, for interaction leading to instruction
anytime, anywhere. The Grid – using distributed computing technology, the Grid will make it
possible to dynamically pool and share computer resources, making unprecedented computing
power available to everyone on the Grid.

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 https://www.researchgate.net/figure/Evolution-of-Educational-Technologies_fig1_314029289 (Retrieved 12 March 2022)

Watch the video clip about: The History of Technology in Education:

https://www.youtube.com/watch?v=UFwWWsz_X9s

Technology in Education

▪ The application of technology to any process of educational enterprises.

▪ Use of the technological advancement in terms of various equipment, materials, and
machines for educational purposes.
▪ It involves the increasingly complex range of audiovisual equipment, sophisticated
electronic devices like projectors, films, radio, TV, tape recorder, computers etc. for
individualized and group learning.

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 Technology of Education

▪ Technology of Education is the application of psychology of learning theories, principles of

instruction, curriculum, and learning to the process of education.
▪ In this the educationalist are involved in designing and evaluation of system of learning.
▪ It enables a teacher to use a variety of media and modes to make his teaching effective.

Technology Usage in the Classroom

Technology can enhance teaching and learning by:

▪ Providing multiple material types for all learning styles.

▪ Enhancing communication between faculty/student and student/student.

▪ Promoting constructivist and active learning.

▪ Enhancing collaborative teaching and learning.

▪ Providing asynchronous and synchronous communication.

▪ Promoting higher expectations via peer review and feedback.
▪ Providing prompt progress information.

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 ▪ Enabling stronger group collaboration.

▪ Promoting and fostering lifelong learning.

Best Practices for Using Technology in the Classroom

When using technology for teaching, there are four basic principles to be kept in mind:
▪ Alignment: Technology should be used for a purpose—not for the sake of being flashy and
not as a distraction from other forms of pedagogy.
▪ Accessibility: Be sure that the technology that you intend to use is accessible to your
students.
▪ Assessment: As with lectures, discussions, and labs, provide your students with guidance
when dealing with media technologies.
• Reinforcement: Technology should be used as reinforcement of and supplement to your
teaching

Integrating ICT in Education

ICT is a generic term referring to technologies, which are being used

for collecting, storing, editing and passing on information in various
forms (SER,1997)

INFORMATION AND COMMUNICATION TECHNOLOGY

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 Information Technology is defined as storing, analyzing and sending out the study or use of
electronic information Communication equipment, especially computers for Technology
(CT) is the process of sending, receiving and exchanging information

ICT Literacy

ICT literacy basically involves using digital technology, communication tools

and/or access, manage, integrate, evaluate and create information in order to
function in a knowledge society.

How to use Information technology effectively?

▪ Learners use computer-based services to search and find relevant information.

▪ Learners retrieve relevant information.
▪ Learners decode information in variety of forms (written, statistical and graphic).
▪ Learners critically evaluate information of different fields of knowledge.
▪ Learners can use computer-based services to write, analyze, present and communicate
information.
▪ Learners can use information technologies to create networks of co- learners and to
share, collaborate and construct knowledge.

Importance of ICT

▪ As a source of knowledge
▪ As a medium to transit knowledge

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 ▪ As a means of interaction/dialogue

Attributes of Computer based technology

▪ Multi-sensory delivery: Text, graphics, animation, sound, and video.
▪ Active learning: enhanced learner interest.
▪ Co-operative learning: positive group/social interaction.
▪ Communication Skills: one-to-one, one-to- many, many-to-many.
▪ Multicultural education: link students from across the country/around the world.
▪ Motivation: greater learner engagement (time).

“Any technology which increase the rate of

learning would enable the teacher to teach less
and the learner to learn more” – St. Xavier’s
College, Palayamkottai

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 ICT tools
▪ Multimedia PC, Laptop, Notebook.
▪ CDs& DVDs, digital video, still camera.
▪ Internet and its tools- e-mail, browsers, website, search engines, chat etc.
▪ Computer aided instruction& computer mediated video/audio conferencing.
▪ Digital libraries, e-books & electronic publications.
▪ Microsoft publishing - newsletter, poster, brochure.

Digital techniques

▪ Word processing -documents, notes, projects, assignments ▪

Spread sheet programming -records, exam scores.
▪ Data bases -information storage
▪ Graphing software -to prepare teaching- learning resources.
▪ Developing Multimedia kits -to make process interesting.
▪ Using internet and e-mail facilities -to gain knowledge.
▪ Games and simulations -to improve quality of learning.

Advantages of ICT

▪ Sharing digital resources

▪ Wide variety of services
▪ Flexibility
▪ Reliability
▪ faster speed
▪ cheaper cost

Influence of ICT in student learning

▪ ICT helps to provide interactive learning experiences.

▪ ICT stimulates and motivates students to learn.

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 ▪ ICT provides comfortable learning.
▪ ICT aids in the understanding of difficult concepts and processes.
▪ ICT caters to different learning styles.
▪ ICT helps students to gain valuable computer skills.
▪ ICT aids in collaboration and group work.

Unique features of ICT

▪ ICT facilitate collaboration and communication.

▪ ICT aid in the visualization of difficult concepts.
▪ ICT promote creativity.
▪ ICT enable multiplier effect of documents.
▪ ICT provide flexibility and variety in learning.
▪ ICT provide a multimedia effect.

Computers
▪ Computers are cognitive tools;
▪ Computers are performance support systems
(PSSs).
▪ Computers offer multi-media ways for obtaining
large amounts of information from web sites.

Power point presentation

▪ PPT presentations can be incorporated with a
variety of different kinds of multi-media aspects: images, video, audio, and
animations.
▪ PPT is neat and clean and it allows for portability of materials.
▪ PPT is easy for professors to update, saving them time and energy.

Computers: Multimedia Applications

▪ Scanning media.
▪ Talking to experts.
▪ Recording information.
▪ Writing/ producing compositions.

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 ▪ Engaging research.

Multimedia Applications in Student Learning

▪ Students who use multimedia tools are active learners.
▪ Students reflect these kinds of tasks throughout their life.
▪ Students work collaboratively, not only with each
other, but with researchers and teachers.

Hypermedia tools
▪ It consists of a database of information structured as
nodes or frames.
▪ The links between the nodes allow rapid
movement through the information and a user
interface.

Benefits of hyper media tools

▪ Hypermedia helps in exploring a large database of information.
▪ Hypermedia helps in accessing elaborations on core information.

▪ Hypermedia promotes a ‘rich’ learning.

Interactive Video
▪ The interactive video refers broadly to software that responds to certain choices and
commands by the user.
▪ A typical system consists of a combination of a compact disk, computer and video
technology.

▪ Videodisc systems store video pictures, still pictures, and sound on discs that users can
control with a videodisc player.
▪ These systems can provide the interactive capabilities of computers and the motion-
picture capabilities of videos.

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 Video Conferencing
▪ Video Conferencing is a method of
performing interactive video
communications over a regular high
speed internet connection. ▪ Since it was
introduced, communication technologies
have improved exponentially.

COMPUTER – AIDED INSTRUCTIONS

Computer simulation
▪ A computer simulation attempts to reproduce real-life situations.
▪ Simulations feature a combination of text and graphics, using dialogue and inquiry to
guide the student through a situation.
▪ Simulations also can bring about higher-order synthesis and analysis skills.

Computer-assisted tutorials

▪ Tutorials are one of the most common types of computer-assisted instruction.

▪ Tutorials are “page-turners” like textbooks.

▪ The one-to-one tutoring and feedback provided by a tutorial can make it an excellent
tool for improving student knowledge.

Drill-and-practice programs
▪ Drill-and-practice programs work well in increasing student knowledge through
repetition, usually through cues.
▪ Students can repeat sections, helping individualized instruction.
▪ Drill-and-practice programs provide automatic feedback to learners.

Instructional Games -- usually another type of CAI (e.g., drill and practice or simulation)
modified to include gaming elements.

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 • Generally, they feature end goals and rules of play, sensory appeal, and motivational
elements (e.g., competition, cooperation, challenge, fantasy).
• Usually, they are aimed at younger learners such as those in the elementary grades.
• Games can substitute for worksheets and exercises, as a reward, or, in some cases,
to foster cooperation.

Problem Solving -- designed to foster thinking or problem solving skills, but does not fit into
one of the other categories.
• Usually focuses on a specific type of problem solving and provides practice on a
number or variety of problems.
• Problem solving applications sometimes focus on specific topics areas (e.g.,
mathematics, science) and sometimes they are designed to promote general
problemsolving abilities (e.g., pattern recognition, prediction).

Web based learning

▪ The learner searches website collects information and learns the lesson.
▪ Web is a viable tool to help students gain education without being on campus.
▪ It allows greater autonomy of learning.

The World Wide Web

▪ The World Wide Web potentially provides great
flexibility in the distribution of learning resources in
interesting fashion.
▪ Resources such as lecture notes, readings,
tutorials and assignments can be received by
students both on and off campus.

Internet and Education

The Internet consists of many computers linked by national and international tele-
communication networks. Each Internet site contains information (text, images, audio,
video, links etc.) which are accessible to the individual working from their home
computer.

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 Properties of Internet Sites
▪ Internet sites are increasing in number, sophistication, and content.
▪ Internet provides information in text, graphics, audio and video.
▪ Internet allows a greater degree of interactivity through real time audiovisual transfers
and chat.
▪ Colored and animated graphics are of much greater educational value.

Digital Library

A digital library is a collection of textual, numeric, graphic, audio and video data stored in
digital form, indexed and logically linked for ease of retrieval.

Components of digital library

▪ Textual data
▪ Numeric data

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 ▪ Graphics data
▪ Photographs
▪ Audio data
▪ Video data

Unique features of digital library

▪ Safe storage and multiple access of material ▪
Ability to store variety of data.
▪ Access information from anywhere in the world
▪ Ease of search and retrieval

Different e-learning experiences

▪ On - line students’ group: allowing students to interact with each other. ▪ On -

line lecturing: allowing faculty to interact with students.
▪ On - line counseling helps students in decision- making
▪ On - line libraries and resource center: providing text, documents, articles for reference.

Points for Review (Courtesy – UNESCO)

▪ Students should be familiar with basic concepts of ICT.
▪ Students should feel confident about using computers.
▪ Students should be able to use graphics appropriately.
▪ Students should be familiar with using computers to
communicate.
▪ Students should be aware of how ICT changes job.
▪ Students can build and use robots to perform experiments.
▪ Students should be able to use computers in art.
▪ Students should be able to use computers in dance and music.
▪ Students should be able to use computers for modeling and simulation.
▪ Students should be able to use a simple statistical package.
▪ Students should be able to use suitable graphics tools.
▪ Students should be able to create and play music using hardware and software.

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 ACTIVITY 1
Create a graphic organizer out of the 1st
Unit of this module.

Understanding the 21st

Century Learners

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CHARACTERISTICS OF A 21ST CENTURY LEARNER

https://www.theedadvocate.org/wha
t-does-a-21st-century-learner-look-like/ (Retrieved 12 March 2022)
NEW LEARNERS

The following are labels used to identify “new” learners: generation Y,

net generation or net geners, loophole generation, helicopter
generation, and digital natives.

The reason for the names is that they target and identify the new way
today’s students learn, their exposure to or experience with technology
at a very young age, and their actions toward technology.

GENERATION Y

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 Eric Chester refers to 21st century learners as
“Generation Y” primarily because they are skeptical and
ask "Why?"

▪ These learners have grown up in a media saturated environment and have become
desensitized and critical.
▪ They find it easy to multi-task and want to be a part of the experience that new emerging
technology brings while craving the limelight for their efforts.

There are unique characteristics of the Generation Y that have implications for
teaching and learning.
▪ Generation Y (or Generation Why?) are future-oriented and trendsetters.
▪ Generation Y is skeptical and demands honesty, integrity, and verification.
▪ Generation Y is numb to the over-whelming technological stimuli.
▪ Generation Y wants to experience learning.
▪ Generation Y requires teachers to learn about rapidly advancing technology and
then using it to demonstrate and present their lessons.
▪ Generation Y wants to be recognized and rewarded with what they value.
- (Chester & Friedmann, n.d.)

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 https://stock.adobe.com/hu/search/images?

k=generation+y&asset_id=128440376 (Retrieved 12 March 2022)

Net Generation or Net Geners

Barnes, Marateo, and Ferris refer to 21st century learners as the “Net Generation” or
“Net Geners” because these learners are “net savvy” from their exposure to and experience
with digital and cyber technologies.

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 By the time a Net Gener reaches 21, he or she will have spent :
10,000 hours playing video games,
200,000 e-mails,
20,000 hours watching TV, 10,000 hours on cell phones, and under 5,000 hours reading
(Bonamici et al. 2005).

There are unique characteristics of the Net Geners that have implications for teaching and
learning.
▪ Net Geners are very oriented towards education and want to learn.
▪ Net Geners are assertive in the way they search for information and learn and are
aware of learning techniques that help them learn best.
▪ Net Geners prefer more than one type of communication for learning and expression. ▪
Net Geners have an “…independent learning style that has grown out of the ingrained
habits of seeking and retrieving information from the Internet...” that provides instant
results.
▪ Net Geners’ net savviness can interfere with learning because students will text, surf the
net, play games during classroom instruction.
▪ Net Geners prefer conversation over lectures and learn by doing; therefore, teachers’ should
modify their lessons to include discussions and hands-on assignments.
(Barnes, Marateo, & Ferris, 2007)

Loophole Generation

Summerville and Fischetti refer to

new learners as the “Loophole
Generation” because they spend their
time and energy looking for ways to
negotiate their online assignments. This
is “… influenced by the ease of online
communication, hovering parents, a
limited sense of intellectual curiosity, and
a lack of experience in solving problems
imaginatively.”

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 The hovering parents have made way for yet another term to replace “millennials”

(those born before 1980). The term “Helicopter Generation” refers to learners whose

parents hover and participate in their student’s learning.

There are unique characteristics of the Loophole Generation and Helicopter Generation that
have implications for teaching and learning.
▪ The Loophole Generation does not effectively channel their time and energy to learning.
They would rather spend their time on “… exploiting gaps in class policies or
assignments—sometimes spending more time than would be necessary to complete
a particular project in the first place.”
▪ The Loophole Generation consists of four types: excuse maker, the bully, the cheater,
and the plagiarizer.
▪ The Loophole Generation sees no harm in casual borrowing: plagiarism is an issue

brought about by the ease of accessing another person’s work from the internet.

▪ The Helicopter Generation receives more attention and participation from parents in
their school work that can interfere with their learning and performance.
- (Summerville & Fischetti, 2007)

Digital Natives

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 Marc Prensky calls the “new” students of
today “Digital Natives” because he believes they
are all
“native speakers” of the digital language of
computers, video games and the Internet.

He also believes that everyone else prior to this new generation of learners are
“Digital Immigrants” because they were not born into the digital world but have at some
point within their lives become fascinated and adopted many of the aspects of the new
technology.

Prensky's naming of these two different types of generations is very interesting as it

relates to education. He describes how the digital natives often feel like their teachers are
immigrants, with heavy accents and unintelligible because they can not understand their
lectures and bland concepts.
There are unique characteristics of the Digital Natives that have implications for teaching and
learning.
▪ Digital Natives have their own language composed with a technological vocabulary.
▪ Digital Natives do not relate to or understanding traditional educator’s tools and
perspectives.
▪ Digital Natives biggest obstacle is that today's teachers are speaking a pre-digital age
language that the students are not in tune with.
▪ It is crucial for today's teacher to learn and use technology to meet the students’ needs
and to make learning relevant.
- (Prensky, 2001)

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 Web 2.0 Tools
▪ Web 2.0 tools support the "new" learner by providing platforms for communicating,
collaborating, creating, presenting, and sharing.

▪ Web 2.0 tools entice today’s learner with the power to: generate, produce, own, interact
and socially construct, as well as control over the openness and collectiveness of use
and information, which make these tools extremely user centered.

Design and Development

▪ If Web 2.0 tools facilitate learning for this new generation of students, the implications
for learning and teaching also rests on the design and development of Web 2.0 tools
while incorporating the capabilities that the new learner appreciates.
▪ The three primary design and development principles that make Web 2.0 more effective
are:
1. Keep it simple
2. Make it social
3. Offer alternate navigation

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 Examples of Web 2.0 Tools That Appeal to New Learners:
▪ Introduce material to gain attention/limelight:
– Voicethread offers a platform to publish and a forum for discussion.
▪ Present material for expressing, illustrating, and demonstrating:
– Joggle allows the learner to create slideshows with audio to further explain their
understanding and demonstrate their net savviness.
▪ Support the learner and process material:
– Skrbl is an online whiteboard suitable for comparing, contrasting, collecting as well
and inquiring because learners can write, share and compare their documents.
▪ Assist the learner in constructing knowledge:
– Whyville is a social networking tool that would appeal to new learners because of
the fun and informal environment in which learners gather to create, collaborate and
discuss various topics. It encourages learners to contribute their own ideas and
opinions as opposed to searching and “borrowing”. ▪ Demonstrate learning:
– Tikatok is ideal for constructing, illustrating and explaining. It allows children to
create storybooks to share and print as a real book. Story prompts help guide the
process.
▪ Create New Knowledge:
– Yoursphere is a blogging tool that is ideal for collaborating, building consensus,
negotiating and sharing.

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 Summary
The new generation of learners, despite what they are labeled, all share common learning
styles from their exposure to and experience with technology.

21st Century learners do not respond to traditional instruction and require their learning
needs be met in a variety of ways that use technological tools in the learning process.

As a result, there are many Web 2.0 tools that are designed and developed to address the
need to change instruction for this new population of learners.

ACTIVITY 2
Identify what kind of “new” learner are you. Cite
characteristics why you said so.

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 Theories and Principles
in the Use and Design of
Technology – Driven
Learning Process

EDGAR DALE’S CONE OF EXPERIENCE

Years ago, an educator named Edgar Dale, often cited as the “Father of the Modern
Media in Education”, devised in his book, Audio – Visual Education in 1946, the “Cone of
Experience”. Derived from his experience in teaching and his observations of learners, the
Cone is a visual analogy used as a guide by teachers in choosing what, why, and how much
instructional material they should use to provoke learning with the most satisfying result.

The Cone of Experience is a visual model presented in its inverted form, such that
the base is broader than its apex. It suggests that learning is more impressive if one

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 proceeds from concrete to abstract, or from specific to general, because more senses are
involved, and relationships are built in a more pronounced manner. The more senses that
are involved in learning, the more and the better the learning will be.

JEROME BRUNER’S THREE – TIERED MODEL OF EXPERIENCE

Jerome Bruner, a Harvard psychologist, devised his own version of the Cone of
Experience, in what he called, Three – Fold Analysis of Experience, or the Three – Tiered
Model of Experience where he points out that every area of knowledge can be presented and
learned in three distinct steps as follows:
▪ Enactive – through a sequence of actions
▪ Iconic – through a series of illustrations
▪ Symbolic – through a series of symbols

TPACK (Technology, Pedagogy, and Content Knowledge)

One of the more popular technology integration models is the Technological,
Pedagogical Content Knowledge (TPACK) espoused by Mishra and Koehler (2006), which
sets directions for describing use of technology in learning and in other professional work.

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 This framework highlights and describes the complex relationships between three forms of
knowledge, namely: Pedagogical
Knowledge (PK), Content Knowledge (CK), and Technological Knowledge (TK)

mattkoehler.com/tpack2/tpack-explained (Retrieved 10 August 2020)

Effective technology integration for pedagogy around specific subject matter requires
developing sensitivity to the dynamic, transactional relationship between these components
of knowledge situated in unique contexts. Individual teachers, grade-level, school-specific
factors, demographics, culture, and other factors ensure that every situation is unique, and
no single combination of content, technology, and pedagogy will apply for every teacher,
every course, or every view of teaching (MKoehler:2012). Benjamin Brigham: TPACK:
Connecting
Technology, Pedagogy and Content, https://www.youtube.com/watch?
time_continue=25&v=FNf- 4efmKWI&feature=emb_logo Integrating Technology with
Bloom’s Taxonomy

Research indicates that “today’s students, regardless of demographics, have shown an interest
in digital opportunities to learn, and the range of the Web tools that make collaboration,
innovation, and individual exploration possible is incredible.” (Lightle, K., 2011). Practitioners in
the field of education have thought of unique ways to connect digital tools with the framework of
Bloom’s Revised Taxonomy, which has led to the emergence of a Digital Bloom’s Taxonomy.

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Bloom’s Digital Taxonomy

The purpose of this illustration is to inform the teachers of how to use technology and digital
tools to facilitate student learning experiences and outcomes. It aims, “to expand upon the
skills associated with each level as technology becomes a more ingrained essential part of
learning.” The digital tools can act as vehicles for transforming students’ thinking at different
levels. With the myriad of digital tools, teachers can navigate and make choices based on the
designed learning experiences that s/he wants his / her students to engage in.

o Creating – to produce new or original work; Tools – animating, blogging, filming,

podcasting, publishing, simulating, wiki building, video blogging, programming, directing
o Evaluating – to justify or stand a decision, to make judgments based on criteria and
standards through checking and critiquing; Tools – grading, networking, rating, testing,
reflecting, reviewing, blog commenting, posting, moderating
o Analyzing – to draw connections among ideas, concepts, or determining how each part
interrelate to an overall structure or purpose; Tools – mashing, mind mapping, surveying,
linking, validating
o Applying – to use information in new situations such as models, diagrams, or
presentation; Tools – calculating, charting, editing, presenting, uploading, operating,
sharing with a group
o Understanding – to explain ideas, concepts, or construct meaning from written material or
graphics; Tools – advanced searching, annotating, blog journaling, tweeting, tagging,
commenting, subscribing
o Remembering – to recall facts, basic concepts, or retrieval of material; Tools –
bookmarking, copying, googling, bullet – pointing, highlighting, group networking,
searching

Infographic Credit: Ron Carranza (https://teachonline.asu.edu/2016/05/integrating-technology-blooms-taxonomy/ Retrieved 10 August 2020)

37 | P a g e
 Educational Media
Center

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 The educational media center’s characteristics, roles and functions, and human,
technological, and material resources are covered in this lesson. The very objective of this topic
is to let the students merit the essence of educational media center for their fruitful and

productive learning.
Educational Media
Center, as defined by
Jhoy (2011), is a
facility of the school
system to acquire,
maintain, care and
promote the full
effective use of
educational media.

Known shorter as an EMC, it renders various kinds of services, like improving the
teaching
and learning
process, utlizing old and new technologies, organizing learning activities for students
and teachers, and ensuring the optimum use of instructional media.

EMC, as defined by Sotto (2020), serves as a location of adequate pool of available

technology resources and educational materials of an institution.

Characteristics of an Educational Media Center (Amice Day, 2016)

1. The EMC has an institutional media program supported by the administration. There
is an existing policy on the use of the center.

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 2. There is a regular budget for the procurement of additional units and for the
maintenance of the existing ones.
3. The center is manned by qualified staff that can assist teachers and students avail the
maximum benefits derived from using the media materials.
4. Teachers and students are encouraged to use the educational media.
5. There is an adequate pool of educational materials an adequate space for storing,
filing and producing them.
6. There is a systematic way of arranging specific materials for easy borrowing and
retrieving system.
7. The EMC is well lighted and well ventilated with pro visions for darkening the room
when needed as in the case of viewing multi-media presentations or motion pictures.

Roles and Functions of an Educational Media Center (Blogasiaph, 2018)

1. Center of resources
In it, different forms of communication and their accompanying technology organized
and housed for easy accessibility and use.

2. Laboratory for Learning

It provides the materials in which enriched and implement the curriculum. It
encourages individual exploration and inquiry; it provides materials and facilities for
research and self- directed learning.

3. Agent of teaching
It teaches students how to find information; it stimulates new interest; it encourages
students to use variety of media; it keeps teacher informed about new materials and
welcome their suggestion for purchase.

4. Service agency
In it, all procedures are stablished as the basis of service students and teacher; s
schedules are change and altered when necessary to serve a need material and

40 | P a g e
 equipment are circulated; use of media center and facilities by individual and group
encouraged.

5. Coordinating Agency
It serves as central depository for various form of media; it encourages the use of
those kind of materials which are most appropriate for specific learning task; it
provide material which can be used by individual students and teacher as well as for
small group or class needs; it is one place in the school were anyone may come
anytime.

6. Recreational reading center

It provides the variety of recreational materials to fulfill the current needs of the range
of interest and abilities for the student; it provides assistance to students in the
selection of this material; it provides facilities for individual and group uses; it is
concern about the reluctant readers as well as the habitat one; it uses a variety of
promotional techniques to encourage use of material for recreational purpose.

Services of the Educational Media Center (Blogspot, 2016)

1. Orientation
All new teachers are given an orientation on the EMC, its program, role in the
total Ateneo academic organization, services, facilities, guidelines and
procedures during their in-service program. The students also given an
orientation on their first Media Instruction Program (MIP) class.

2. Selection of Print and Non-Print Materials

The librarians continually select and acquire print and non-print materials that suit the
needs, interest and special abilities of the students and teachers.

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 3. Organization of Print and Non-Print Materials
A technical librarian organizes all the purchased print and non-print materials for easy
retrieval. It uses as a tool the Dewey Decimal Classification System and the C.A
Cutter’s Three-Figure Author Table.

4. Circulation of Print and Non-Print Materials

The EMC lends out various types of materials to students and teachers.

5. Reference
The EMC attends to request such as bibliographic information from the card catalog,
search through books, periodicals, pamphlets, documents and non-print materials.

6. Bibliographic Service
There are listings of materials and periodical articles to publicize the new materials
and periodical articles in the EMC.

7. Media Instruction Program

The Media Instruction Program (MIP) aims to teach students to be skillful and
discriminating users of print and non-print materials.

8. Class Supervised Research

It is a scheduled program of activity particularly in Science and Social Studies. It
refers to the class periods allotted to these subjects where the students are
brought to the EMC to do the research for a particular topic.

9. Grade Level Newspaper

Each grade level is given a subscription to a newspaper of their choice. It is a
service rendered to ensure that the faculty is updated daily on current events
locally and internationally.

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 10. Mags-on-Wheels
Selected professional and general interest journals are routed in the different grade
levels and service areas.

11. Photocopying Service

A self-service photocopying machine is available for the faculty to Xerox materials
needed. Students may also request photocopying of library materials.

12. Video and Sound Production

Simple productions for class instruction, program and school wide presentations are
put together in the Audio-Visual area.

13. Multimedia Services

Different non-print materials are acquired. Teachers are encouraged to maximize use
of their materials. The procedure for reservation and usage is teacher-friendly.

Human, Technological and Material Sources (Porlares & Ragos, 2015)

Human Resources are composed of the following:

▪ The EMC Director serves as the overall in charge of maintaining and delivering the
services offered by the center.
▪ A Technician is adept in manipulating, using and who can troubleshoot simple problems
that may arise in using the different equipment.
▪ The Librarian is in charge of filing or arranging systematically the different instructional
media for easier loaning out to students and teachers.
▪ An Artist is the one who assists the teachers and students in producing unavailable
instructional materials.
▪ Computer instructor

Technological Resources refers to the scientific and specialized knowledge on the use and
application of educational media to teaching and learning, such as Brochures, Flyers,
Information sheets, and Bulletins.

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 Material Resources include the low-tech instructional materials which are arranged
systematically for easy access. Realia, models, mockups, pictorial media, A-V media, O.HP.,
computer units, and production and viewing space are its best examples.

44 | P a g e
 Social, Ethical, and
Legal
Responsibilities in
the Use of
Technology Tools
and Resources

This lesson encompasses Digital Citizenship, Netiquette, and the Social, Ethical, and
Legal Issues in the Digital Age. At the end of these subject matters, students are expected to
exemplify ethical behavior and observe netiquette in their use of technology, especially in the
teaching and learning process. They, too, are expected to exhibit ethics and social responsibility
in the digital world in their day to day lives as rightful citizens and future teachers of our country.
As explained by Zook (2019), Digital Citizenship refers to the responsible use of
technology by anyone who uses computers, the Internet, and digital devices to engage with
society on any level. According to Karen Mossberger (as cited in Zook, 2019), digital
citizenship applies to those who use the Internet regularly and effectively. However, it can be
divided into two – good digital citizenship, engages young students and shows them how to
connect with one another, emphatize with each other, and create lasting relationships
through digital tools; and bad digital citizenship, entails cyberbullying, irresponsible social
media usage, and a general lack of knowledge about how to safely use the Internet.

https://aaaliyu.files.wordpress.com/2015/03/screen-shot-2015-03-21-at-2-32-06-pm.png (Retrieved 12 March 2022)

45 | P a g e
 A digital citizen refers to a person who has the knowledge and skills to use digital
technologies to communicate with others, participate in society and create and consume
digital content. Digital citizenship is about confident and positive engagement with digital
technologies. by educating students about digital citizenship, they will have the opportunity to
develop an understanding about: digital and information literacy, internet safety, privacy and
security, cyberbullying, creative credit and copyright, and digital footprint (Digital
Technologies Hub). Teaching digital citizenship by Zook (2019) focuses on:

1. Empathy
When you want to teach students how to be good digital citizens, the best starting
point is teaching empathy. This is because empathy is crucial to understanding how
people talk and behave online.

2. How the Internet works

The Internet is an incredible network of interconnected servers and computers that
direct web browser requests through a network of wired and wireless connections.
The Internet is so fast and responsive that it’s almost mind-blowing to consider all of
the processes that have to happen behind the scenes just for someone to check their
email. But only a small percentage of people in the world — including students —
actually understand what those processes are.

46 | P a g e
 3. Understanding user data

User data is one of the most complex and concerning concepts in the digital age. Just
about every company with a website collects data on the people who visit it. That data
may be as simple as the pages that someone views, and it could be as complex as
someone’s home address.

4. Practicing digital literacy

Digital literacy is the practice of reading information online and understanding what it
means, where it originated, and whether it’s accurate. As a result, digital literacy is
one of the hardest concepts to teach to students. It’s also one of the most important
qualities for students to become good digital citizens!

5. Acknowledging the digital divide

The digital divide is the disparity between those who have access to modern digital
tools (like computers and the Internet) and those who don’t.

6. Practicing digital wellness

Digital wellness is the practice of refraining from indulging in the Internet and
digital media for unreasonable amounts of time. In other words, it’s the practice
of knowing when to “take a break” from screens. Digital wellness is important
because too much screen time can have adverse effects on students.

7. Securing digital device

The final element of becoming a good digital citizen is securing digital devices. This is
the perfect capstone to digital citizenship classes because it takes everything
students have learned and applies it to real-life scenarios. You’ve shown students
how the importance of empathy. You’ve shown them how the Internet works. You’ve
even shown them why they need to use digital devices in moderation.

Social, Ethical, and Legal Issues in the Digital Issues (Sotto, 2020)

Social Ethical Legal

47 | P a g e
 Cyberbullying Freedom of Speech Copyright and Fair Use
Cyber defamation Data Privacy Digital Privacy
Online Social Interaction Academic Dishonesty Acceptable Use Software
Computer Addiction Piracy
Cybercrime
Identity Theft

Social Issues

1. Cyberbullying, as defined by UNICEF, is bullying with the use of digital technologies.

It can take place on social media, messaging platforms, gaming platforms and mobile
phones. It is repeated behavior, aimed at scaring, angering or shaming those who are
targeted. Examples include:
• spreading lies about or posting embarrassing photos of someone on social
media
• sending hurtful messages or threats via
messaging
platforms •
impersonating someone and sending mean messages to others on their behalf.

2. Cyberdefamation is considered to be "the act of defaming, abusing, offending, or

otherwise harming a person in cyberspace by false statements (Zakaria & Harun,
2019)

3. Online Social Interaction as Internet-enabled communication and exchange

activities involving both consumers and firms. Here, consumers refer to people who
purchase products and services for their own use, while firms refer to for-profit or not-
for-profit organizations in the marketplace (Gershoff & Mukherjee, 2015).

Ethical Issues

1. Freedom of Speech is enshrined in Article 19 of both the Universal Declaration of

Human Rights (UDHR) and the International Covenant on Civil and Political Rights
(ICCPR). The UDHR holds that " everyone has the right to freedom of opinion and
expression; this right includes freedom to hold opinions without interference and to
seek, receive and impart information and ideas through any media and regardless of
frontiers" . The ICCPR holds that, " everyone shall have the right to freedom of
expression; this right shall include freedom to seek, receive and impart information
and ideas of all kinds, regardless of frontiers, either orally, in writing or in print, in the
form of art, or through any other media of his choice" (Panday).

2. Data Privacy describes the practices which ensure that the data shared by
customers is only used for its intended purpose. In a world with ever-growing
mountains of big data, privacy is an increasing topic of scrutiny (EMOTIV).

48 | P a g e
 3. Academic Dishonesty is defined as a student's use of unauthorized assistance with
intent to deceive an instructor or other such person who may be assigned to evaluate
the student’s work in meeting course and degree requirements (Denver University).

4. Computer Addiction is the excessive use of the former or the latter (PsychGuides).

Legal Issues

1. Copyright and Fair Use

Copyright gives the creator right to reproduce, distribute, perform and display his/her
work. Copyright protection protects the creator from others stealing ideas as their own
and taking money and association of what is rightfully theirs. A teacher must make
sure the materials they use in the classroom are not breaking copyright laws, they
can do so by purchasing materials from the creator/publisher or using materials that
are marked as “free” to use in the classroom under whatever rules the publisher
claims. (Farnese, 2012)

Fair Use is a doctrine in the United States copyright law that allows limited use of
copyrighted material without requiring permission from the right holders. Four factors
to look at: purpose, nature, amount, effect. (Farnese, 2012)

2. Digital Privacy is when you can use the internet and connected devices without
compromising your information. Different people have different comfort levels when it
comes to digital privacy (Stewart, 2018).

3. Acceptable Use Policy is a document that outlines a set of rules to be followed by

users or customers of a set of computing resources, which could be a computer
network, website or large computer system. An AUP clearly states what the user is
and is not allowed to do with Yuthese resources (techopediA, 2016).

4. Software Piracy is the act of stealing software that is legally protected. This stealing
includes copying, distributing, modifying or selling the software (Panda Security,
2019).

5. Cybercrime is defined as a crime where a computer is the object of the crime or is

used as a tool to commit an offense. A cybercriminal may use a device to access a
user’s personal information, confidential business information, government
information, or disable a device. It is also a cybercrime to sell or elicit the above
information online. (Panda Security, 2018).

49 | P a g e
 6. Identity Theft and Identity fraud are terms used to refer to all types of crime in which
someone wrongfully obtains and uses another person's personal data in some way
that involves fraud or deception, typically for economic gain.

As explicitly stated in the WebRoot, Netiquette is a combination of the words network

and etiquette and is defined as a set of rules for acceptable online behavior. Similarly, online
ethics focuses on the acceptable use of online resources in an online social environment.
Both phrases are frequently interchanged and are often combined with the concept of a
’netizen’ which itself is a contraction of the words internet and citizen and refers to both a
person who uses the internet to participate in society, and an individual who has accepted
the responsibility of using the internet in productive and socially responsible ways.

Furthermore, Netiquette is etiquette on

the Internet. Since the Internet changes
rapidly, its netiquette does too, but it's still
usually based on the Golden Rule. The need
for a sense of netiquette arises mostly when
sending or distributing e-mail, posting on
Usenet groups, or chatting. To some extent,
the practice of netiquette depends on
understanding how e- mail, the Usenet,
chatting, or other aspects of the Internet
actually work or are practiced. So a little preliminary observation can help. Poor netiquette
because you're new is one thing, but such practices as spam and flaming are another matter
(WhatIs, 2005).

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51 | P a g e
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Retrieved from /https://www.aeseducation.com/blog/what-
isdigitalcitizenship#:~:text=Digital
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