TECHNOLOGY FOR TEACHING AND 3.

1 Apply relevant technology tools for

LEARNING classroom activities

LESSON 1

ICT Competency Standards for Philippine 3.2 Use ICT knowledge to solve complex
Service Teacher Education problems and support student
collaborative activities

3.3 Model collaborative knowledge

ICT competency standard (CHED-
construction in face to face and virtual
UNESCO) as provided in the 2017,
environments.
policy, standards and guidelines (PSG) for
the Pre- Service Teacher Education. Domain 4: Technology Tools

4.1 Demonstrate competence in the

technical operations of technology tools
To ensure that the program outcomes
and systems as they apply to teaching
related to ICT shall be achieved,
and learning
competencies were identified to be
developed by every pre-service teacher 4.2 Use technology tools to create new
(CHED-UNESCO, Bangkok, 2009. learning opportunities to support
community of learners
Table 1: ICT Competency Standards for
Pre-Service Teacher 4.3 Demonstrate proficiency in the use of
technology tools to support teaching and
DOMAIN 1: Understanding ICT in
learning.
Education
DOMAIN 5: Organization and
1.1 Demonstrate awareness of policies
Administration
affecting ICT in education
5.1 manage technology-assisted
1.2 Comply with ICT policies as they
instruction in an inclusive classroom
affect teaching-learning
environment
1.3 Contextualize ICT policies to the
5.2 Exhibit leadership in shared decision-
learning environment
making using technology tools
DOMAIN 2: Curriculum and
DOMAIN 6: Teacher Professional
Assessment
Learning
2.1Demonstrate understanding of
6.1 Explore existing and emerging
concepts, principles and theories of ICT
technology to acquire additional content
systems as they apply to teaching-
and pedagogical knowledge.
learning
6.2 Utilize technology tools in creating
2.2 Evaluate digital and non-digital
communities of practice
learning resources in response to
student’s diverse needs 6.3 Collaborate with peers, colleagues
and stakeholders to access information in
2.3 Develop digital learning resources to
support of professional learning.
enhance teaching-learning
DOMAIN 7: Teacher Disposition
2.4 Use ICT tools to develop 21st century
skills: information media and technology 7.1 Demonstrate social, ethical, and legal
skills, learning and innovation skills, responsibility in the use of technology
career skills and effective communication tools and resources
skill
7.2 Show positive attitude towards the
Domain 3 Pedagogy use of technology tools
International Society for Technology from diverse background, affirm
in Education (ISTE) was established for diversity, promote safe and healthy
both teachers and students. These use of technology resources and
facilitate access to technology
standards were referred to in the
resources for all students.
development of the Philippine ICT
Competency standards which include the ISTE National Educational
following: Technology Standards for Teachers
(NETS*S)
Standard 1: technology operations
and concepts International Society for Technology in
Education (ISTE) also developed
- teachers demonstrate a sound
standards for students that will be used
understanding of technology as a guide by teachers to plan
operations and concept technology-based activities in which
students achieve success in learning,
Standard 2: Planning, designing ,
communication and life skills.
leaning environment experiences

- This standard implies that teachers Standard 1: Creativity and

Innovation
utilize the use of technology to plan
and design effective learning - This standard will produce students
environments and experiences. who demonstrate creative thinking,
construct knowledge, and develop
Standard 3: Teaching, learning, and
innovative products and processes
curriculum using technology from existing
knowledge.
- teachers should be mindful that in the
implementation of curriculum plan, Standard 2: communication and
they have to include strategies for collaboration
applying technology to maximize
student learning. - this standard requires students to use
digital media and environments to
Standard 4: Assessment and communicate and work collaboratively
Evaluation to support individual learning and
contribute to the learning of others.
- Teachers apply technology to
facilitate a variety of effective Standard 3: Research and
assessment and evaluation strategies Information Fluency
to collect and analyze data, interpret
results, and communicate findings to Students are expected to apply digital
improve instructional practice and tools to gather, evaluate and use
information and plan strategies for
maximize student learning.
inquiry. This standard expects the
student to locate, organize, analyze,
Standard 5: Productivity and evaluate, synthesize and ethically use
professional practice information from a
variety of sources and media.
- Teachers use technology to engage in
on going professional development Standard 4: Critical thinking,
and lifelong learning support of problem solving, and decision
student learning, increase productivity making
and to build community of learners
- This standard expects the students to
Standard 6: Social, Ethical, Legal use critical thinking skills to plan and
and Human Issues conduct research, manage projects,
solve problems and make informed
- Teachers understand the social, decisions using appropriate digital
ethical, legal and human issues tools.
surrounding the use of technology in
support of student learning who come Standard 5: Digital Citizenship
- It is required by this standard that 1. TECHNOLOGY – refers to a mix of
every technology student becomes a process and product in the
digital citizen who demonstrates application of knowledge. It
ethical and legal behavior, includes tools from pencil and
exemplified by the practice of safe, paper to the latest electronic
legal and responsible use of gadgets and tools for practical
information. tasks.
- Further, the student exhibits positive
attitude towards the support of 2. ICT LITERACY - the use of digital
technology for collaboration, learning technology, communication tools
and productivity as a digital citizen. and/or networks to access, manage,
integrate evaluate, create and
As pre-service teacher education communicate information to
students now, you will have to master function in a knowledge society.
the knowledge and skills (Learning to (Guro 21, 2011)
Know) for the standards
for students. However, since you will 3. EDUCATIONAL TECHNOLOGY refers
become teachers in the future, you to the use of technology in teaching
should harness the same knowledge and and learning.
skills to become (Learning
to Become) future teacher. 4. DIGITAL LITERACY- is the ability to
find, evaluate, utilize, share and
ISTE STANDARDS FOR TEACHERS create contents using information
technologies and the Internet.
1. Technology operations and 5. DIGITAL LEARNING - any type of
concepts learning that is accompanied by
2. Planning, designing, and learning technology or by instructional
environment experiences practice that makes effective use of
3. teaching learning and curriculum technology.
4. Assessment and evaluation 6. ON-LINE DIGITAL TOOLS AND
5. Productivity and professional APPS- use an Internet connection to
practice access the information needed
6. Social, ethical, legal and human 7. OFF-LINE DIGITAL TOOLS AND
issues APPS- can still be used even if there
is no internet access.
ISTE STANDARDS FOR STUDENTS 8. INSTRUCTIONAL TECHNOLOGY- the
theory and practice of design,
1. Creativity and innovation development, utilization,
2. Communication and collaboration management, and evaluation of the
3. Research and information fluency processes and resources for learning.
4. Critical thinking, problem solving 9. SOFTWARE- refers to program
and decision making control instructions and accompanying
5. Digital citizenship documentation; stored on disks or
6. Technology operations and tapes when not being used in the
concepts computer.
10. MULTIMEDIA- sequential or
LESSON 2 UNDERSTANDING THE BASIC simultaneous use of a variety of
CONCEPTS OF ICT media formats in each presentation or
self-study program.
I think we need to be careful not to get 11. INTERNET- a massive network of
too specific (technology = Computers) networks, a networking infrastructure.
while at the same time not getting so 12. WORLD WIDE WEB- also called
broad that our definition of technology the Web which is a graphical
includes everything from pencil and environment on computer networks
paper to lasers and computers. I’d like that allows you to access, view and
see us define technology in a manner maintain documentations that can
that looks at electronic tools we use to include text, data, sound and videos
enhance teaching and learning.” (Sally, (Smaldino, 2005) it is a way of
grade teacher accessing information over the
from Joy Egbert 2009) medium of the Internet.
13. WEB ACCESS- the ability of the 18. BLOG an online journal where
learner to access the Internet at any posted information from both teachers
point during the lesson to take and students are arranged.
advantage of the array of available 19. WIKI- an editable website usually
education resources. with limited access, allows students to
14. WEBQUEST- an inquiry-oriented collaboratively create and post written
lesson format in which most or all work or digital files, such as digital
information that learners work with photos, or videos.
comes from the web. 20. FLIPPED CLASSROOM
15. PRODUCTIVITY TOOLS- refer to - utilizes a reverse instructional
any type of software associated with delivery, where the teacher is
computers and related technologies required to use the web resources as
that can be used as tools for personal, homework or out of class activity as
professional or classroom productivity. initial instruction of the lesson which
Examples: Microsoft Office, will be discussed during class time.
Appleworks – word processing, grade 21. PODCAST- a video or audio multi-
and record keeping, web page media clip about a single topic
production, presentation. (KFIT- typically in the format of the radio talk
Unesco 2016 show.
16. TECHNOLOGY TOOL- is an 22. GOOGLE APPS a cloud-based
instrument used for doing work. It can teaching tool which is stored in the
be anything that help you accomplish Google server and is available for
your goal with the use of technology. students both at home and in school.
These technology tools can be 23. VLOG- a video blog where each
classified as: entry is posted as a video instead of
A. Data calculation tools- the text.
spreadsheets, excels, sketchpads 24. FACEBOOK- a popular social
B. Design tools - These are used to networking site used by students and
make models and designs, creating adults worldwide to present
and building. information on themselves and to the
C. Discussion tools- there are 4 world.
different approaches that utilize 25. VOIP (voice over internet
discussion and interaction in the protocol)- is a category of hardware
Internet. These are threaded and software that enables people to
discussion forum, Blogging, Live use the internet as transmission
chat and Video teleconferencing, medium for telephone calls by
Netiquette and Safety on the Net. sending voice data in packets.
D. Email tools- Emails are great
communication tools for sending LESSON 3 ROLES OF TECHONOLGY
messages, photographs, videos FOR TEACHING AND LEARNING
and other files. It allows you to
reach out to others around the Roles of technology according to stosic
world. 2015
E. Handheld devices- have become 1. Technology as a tutor - together
popular among learners. These with the teacher, technology and
include Personal Digital Assistants, support the teacher to teach
global positioning system, (GPS) another person or technology when
and geographic information System programmed by the teacher can be
(GIS) in the classroom, Portable a tutor on its own.
electronic keyboards, Digital - The teacher will simply switch on or
Cameras, Mobile Phones, Palm, switch off radio programs, television
Handheld Computers. programs search to Google or
YouTube that contain educational
17. WEBQUEST programs. There are on-line tutorial
- teacher structured research educational programs or even
experience for the students that is Webinars.
primarily based on use of the World 2. Technology as a teaching tool-
Wide Web and typically takes one or Like a tutor, technology is a
more instructional periods (Bender & teaching tool, but can never
Waller, 2011) replace a teacher.
3. Technology as a learning tool-
- As a learning tool, it makes learning availability of technology provides
easy and effective. It can produce alternative way of attending
learning outcomes that call for professional development online.
technology-assisted instruction.
B. TECHNOLOGY FOR LEARNERS AND
A. TECHNOLOGY FOR TEACHERS AND LEARNING
TEACHING 1. Support learners to learn on their
own
- Technology provides enormous
support to the teacher as a 3 categories of knowledge according
facilitator of learning. It transforms to Egbert 2009:
a passive classroom to an active and
interactive one with audio-visual aids, DECLARTIVE KNOWLEDGE- consists of
charts and models, smart classrooms, the discrete pieces of information that
e-learning classrooms which motivate answers the
and increase attention level of questions what, who, when, and where. it
learners. Many of these can be is often learned through memorization of
searched on the web. facts, drills, and practice. It can be
- Technology has modernized the learned by simple mnemonics or
teaching-learning environment. conceptual maps
The teachers are assisted and STRUCTURAL KNOWLEDGE- consists
supplemented with appropriately of facts or pieces of declarative
structured instructional materials for knowledge
daily activities. There are varied put together to attain meaning.
available technology-driven resources
which can be utilized for remedial PROCEDURAL KNOWLEDGE -
lessons or activities. Likewise, there knowledge in action or the knowledge of
are also lot of technology-driven how to do something. It is based on facts
resources that can be used for but learned through the process of
enrichment purposes. You may search procedural knowledge.
for the examples on the web
- Technology improves teaching- 2. Technology enhances learners’
learning process and ways of communication skills through
teaching. This will make the act of social interaction
teaching more efficient and effective. a. Point to point or one to one- chat,
There are arrays of teaching methods phone calls, face to face
and strategies that can use conversation
technology which are found b. One to many- lecture, television, no
compatible with learning styles. social interaction
- Technology opens a new field for c. Many to many- group discussion,
educational researchers the areas with social interaction.
of teaching testing and evaluation are 3. Technology upgrades learners
enhanced by technologies forteaching HOTS critical thinking, problem
and learning. Current educational solving and creativity
researchers will no longer find Some ways by which teacher can
difficulty in interpreting tests, develop
assessment and other evaluation critical thinking in the students:
results. a. Ask the right questions
- Technology adds to the b. Use critical task with appropriate
competence of teachers and level of challenge
inculcates scientific outlook. c. Vary the questions asked
Through the utilization theories of d. Introduce new technologies
learning and intelligence, which are e. Modify learners grouping
explained in references uploaded in f. Modify the critical thinking task
the net, the teachers are encouraged g. Encourage curiosity
to imbibe skills to source this
information with speed and accuracy.
- Technology supports teacher - Creativity- ability to think flexibly,
professional development With fluently, originally and elaborately
the demand of continuing professional - Flexibility- able to use many points of
development for teachers, the view
- Fluently- able to generate, any ideas
- Originally- implies being able to
generate new ideas
- Elaborately- able to add details.
UNIT 2 2. Identifying a set of related teacher
competency standards
ICT AND SAFETY ISSUES TEACHING AND 3. Supporting teachers In their use of
LEARNING ICT
4. Building awareness among and
INTRODUCTION support for school administrators,
Globalization is a reality, and ICT has as a support for ICT use by
become a fundamental part of the teachers and learners.
process. A networked society is one in
which the entire planet is organized THEME #4 SKILLS & COMPETENCIES
around telecommunicated networks of 1. Identifying literacy/ digital
computer. competency standards and offering
related training, support,
The powerful use of network has broken assessment and certification
boundaries, provided opportunities 2. Articulating and supporting ICT-
for the inclusion and collaboration. enabled lifelong learning
However, there will be a struggle for opportunities
those who do not have access or THEME #5 LEARNING RESOURCES
those who are excluded, marginalized 1. Supporting the development,
and powerless. Thus, need to establish dissemination, and utilization of
policies in the use of ICT is digital learning resources
imperative.
THEME #6 EMIS
National and International ICT Laws, 1. Collection, processing, analysis and
plocies, and regulations that are dissemination of education-related
applicable to the teaching and data to relevant stakeholders
learning.
THEME #7 MONITORING AND
INTERNATIONAL POLICIES EVALUATION, ASSESSMENT,
8 policies themes are commonly RESEARCH AND INNOVATION
identified in educational psychology 1. Monitoring ICT use in education
policies around the world and evaluating its impact on
teaching and learning
1. Vision and planning 2. Utilizing ICTs to support
2. ICT infrastructure assessment activities
3. Teachers 3. Dedicated support for exploring
4. Skills and competencies innovative uses of ICT in education
5. Learning resources THEME #8 EQUITY, INCLUSION AND
6. EMIS SAFETY
7. Monitoring and evaluation 1. Prioritizing pro equity provisions
8. Equity, inclusion, and safety and approaches related to the use
of ICT in education
THEME #1 VISION AND PLANNING 2. Articulating supporting efforts to
1. Having a vision promote ethical practices related
2. Linking ICT/education to other to ICT use in Education, Including
policies the safety and security data and
3. Providing mechanism for funding appropriate privacy provision.
4. Authorizing authority to lead
oversee implementation NATIONAL POLICIES
5. Engaging private sector
1. Cybercrime prevention act of
THEME #2 INFRASTRUCTURE 2012 (RA10175)- it is intended to
1. Ensuring adequate power prevent cybersex, online child
2. Providing sufficient equipment and pornography, identity theft and
networking infrastructure spamming but it also makes libel a
cybercrime punishable by law up to
THEME #3 TEACHERS 12 years in jail.
1. Providing ICT- related training 2. Data privacy act of 2012
(technical and pedagogical) for (RA10173) – Protects individuals
teachers from unauthorized processing of
personal information that is (1)
 private, not publicly available (2) USES OF ICT POLICIES IN THE
identifiable where the identity of TEACHING AND LEARNING
the individual is apparent either ENVIRONMENT
through direct attribution or when
put together with other available - Uses of ICT in learning and
information. teaching
3. Safe spaces act (RA 11313) To 1. Digital culture and digital literacy
address existing gaps and issues 2. ICT and teacher professional
on equality, security, and safety to development
both women and men in private 3. Ensuring benefits of ICT
and public spaces investments
4. Ecommerce act of the 4. Resource constrained contexts
Philippines (RA 8792 ) - an act
providing for the recognition and
use of electronic commercial and
non-commercial transactions and SOME COMMON EDUCATIONAL
documents, penalties for unlawful APPLICATIONS OF ICT INCLUDE:
use.
5. Executive order no.810 s. 2009 1. One laptop per child
- institutionalizing the certification 2. Tablets
scheme for digital signature and 3. Interactive white boards/ smart boards
directing the application of digital 4. E- readers
signatures and directing 5. Flipped classrooms
application of digital signatures in
egoverment services. CHALLENGES
1. Digital divide
SAFETY ISSUES WITH ICT 2. Minority language groups
3. Students with different styles of
1. TRAILING CABLES learning
- Computer equipment is often 4. School with limited technical support
connected to lots of cables 5. Lack of effective teaching.
- if these cables are laying on the floor,
they can cause people to trip over
them.
- SOLUTION: place cable inside cable
ducts or under the carpet or flooring
2. SPILL DRINKS OR FOODS
- If any liquids are spilled on electrical
equipment, it can eventually result
damage or electric shock to the user
- SOLUTION: keep food and drinks away
from the computer
3. OVERLOADED POWER SOCKETS
- Plugging too many power cable into a
socket can result in the socket being
overloaded, overheating and fire
starting.
- SOLUTION: never plug too many
cables into a socket. Always make
sure there are fire extinguishers
nearby.
4. HEAVY OBJECTS FALLING
- Many items of computer equipment
are very heavy such as CRT monitors,
laser printers among others.
- Heavy items can cause serious injury
if they fall on people.
- SOLUTION Make sure equipment is
placed on strong cables or shelves.
UNIT 3 Theories and Principles in the
use and design of technology-driven
learning lessons

INTRODUCTION

How teachers integrate technology

in the teaching and learning process
depends very much on their beliefs
on how people learn. Specifically, they
need to know who their learners are
and how to approach instructions. As
educators, their role is to provide
learning experiences that will help
achieve the defined outcomes, in this
module, you will be acquitted with
different theories and learning principle
such as Dale’s Cone of experience, The
TPACK framework, SAMR and the ASSURE
model. The bands in Dale’s Cone of
Experience

The cone is visual analogy, and like all 1. Direct purposeful experience-
analogies, it does not bear an exact these refer to the foundation of
and detailed relationship to the experiencing learning. Using the
complex elements it represents. – Edgar senses, meaningful knowledge and
Dale understanding are established. This is
experiential learning where one
In preparing to become a teacher, there learns by doing.
are elements that should be taken into 2. Contrived experiences- It is in this
consideration. One way of putting it is category that represents such as
the 8M’s and each element contribute to models, miniatures, or mock-ups are
ensuring effective instruction. used. There are things or events that
may be beyond the learner’s grasp
Dale’s cone of experience (with and so contrived experience can be
equal attention given to both the provided as substitute.
conventional technology and the 3. Dramatized experience- These are
innovative and emerging technology commonly used as activities that
for teaching) allows students to actively participate
in reconstructed experience through
THE 8M’S of TEACHING role-playing or dramatization.
1. MILLIEU- the learning 4. Demonstration- When one decides
environment to show how things are done, a
2. MATTER- the content of learning demonstration is the most appropriate
3. METHOD- the teaching and experience. It is an actual execution of
learning activities a procedure or process. A
4. MATERIAL- the resources of demonstration of how to bake a cake
learning or how to execute the dance step is an
5. MEDIA- communication system appropriate way of making the
6. MOTIVATION- arousing and learning experience meaningful.
sustaining interest in learning 5. Study Trips- These are actual visits
7. MASTERY- internalization of to certain locations to observe a
learning situation or a case which may not be
8. MEASUREMENT- evidence that available inside the classroom.
learning took place. 6. Exhibits- These are displays of
With reference to the 8M’s of instruction, models such as pictures, artifacts,
one element is media, another is posters among others that provide the
material. These two M’s (media, message or information. These are
material) are the elements of the basically viewed, however, there are
cone of experience. currently exhibits that allow the
viewers to manipulate or interact with
 the display and as a result, the exhibit Knowledge known as TPACK is a
becomes more engaging and fun. theoretical model describing the
7. Television and motion pictures- capability of the 21st century teacher. To
This technology equipment provide a be relevant to the learners of today, the
two- dimensional reconstruction of a teachers should be able to blend his
reality. These allow learners to knowledge d capability in the content of
experience the situation being the discipline.
communicated through the mediated
tools. They provide a feeling of
realism as viewers try to understand CK (Content Knowledge)
the message portrayed by actors in
the film It is the “what” – understanding of the
8. Recordings, radio, and still content such as language arts, math,
pictures- Still are pictures or images. science, history among others. This is
Together in this category are the composed of facts, concepts, theories or
audio-recorded materials or principles in a given
information broadcast through the discipline.
radio.
9. Visual symbols These are more PK (Pedagogical Knowledge)
abstract representations of the is the How.' It is the expert's knowledge
concept or the information. Examples in the science of teaching from
of these are information presented educational and learning theories to
through graph or chart. For example, individual differences to strategies and
a process can be presented using a techniques as well as
flow chart. assessment of learning. The teachers
10. Verbal Symbols this category need to possess the capability to handle
appears to be the most abstract learning through effective method and
because they may not exactly look appropriate strategies.
like the concept or object, they
represent but are symbols, words, The intersection of the pedagogical and
codes or formulae. content areas of knowledge is the PCK.
This how much competencies the
In addition, Brunner’s three-tiered model teachers have in making
of learning points out that every area of the students learn concepts and skills.
knowledge can be presented and learned This includes the knowledge of how to
in three distinct steps. use techniques that can meaningfully
address different learning styles while
1. Enactive- series of actions supporting content with deeper
2. Iconic series of illustration or understanding. Schulman
actions (2008) considers this teaching at its best.
3. Symbolic series of symbols
The incorporation of technology
knowledge into PCK by Mishra and
TPACK (Technology and Pedagogy Koehler (2006) is relevant to 21st
and Content Knowledge) century teaching. This is the TK or the
technological knowledge. This is the
TPACK is a framework that combines the teachers' knowledge on how to select,
teacher's three knowledge areas: use and integrate these tools in the
technological knowledge, content teaching and learning
knowledge, and pedagogical knowledge. context. This is not only about the tools
but also about the quality of content that
This framework shows the students can access through appropriate
interconnectedness of content applications
knowledge with pedagogical knowledge and sites.
and the integration of technology in
making teaching more engaging, When technology is used in a specific
relevant and effective. subject area to enrich and deepen
student's understating of content, this is
The Technological, Pedagogical and the intersection
Content called TCK or Technological-Content
Knowledge. For example, to deepen
students' understanding of a concept or of the three Figure 1 shows a balanced
area of study, and
students can gather information and collaborative functions of the varied
collect data and evidence using activities
technology tools and present this manifesting teacher`s competencies.
information using an application.

Furthermore, TPK which is Technology-

Pedagogical Knowledge is knowing how
to
select, use or develop technology to
manage student learning. For example,
who will
use collaborative tools that will allow
students to work together and share
information? How will you use an
application that will ASSURE MODEL
allow students to creatively share they’re
their well- researched project in class or In designing a lesson plan with the
to integration of technology, it is crucial to
others outside of the school? If they need observe a framework that can act as a
to communicate with an expert in the guide in its formulation (Heinrich &
industry, Smaldino, 2002). The ASSURE model
what tools can they employ so that they identifies six essential elements in the
may be able to interview the right expert instructional process.
who can assist them in their capstone
project? As a ASSURE model is a guide in crafting an
teacher, using the appropriate instructional flow that can guide the
technology to ensure effective instruction teacher in integrating appropriate
is TPK. technology and media
into the instructional process. It also'
It allows student to learn content through refers to a systemic approach that the
digital teacher can use when writing an
tools. They can document and record instructional plan. This model is
evidence and plot out a strategy using a composed of six essential steps in
collaborative tool where the group can planning
discuss them instruction. Theoretically, it is a mental
action plan while in or out of school. The framework that a teacher considers.
drawn plan can be presented using a
productivity tool (i.e. PowerPoint 1. Analyze learners
presentation or a digital story) to With the learner as the center of the
pertinent persons for feedback. Once instructional process, the initial
approved and given support, the project consideration is to get a clear picture of
can now proceed to the next level- the learners' learning styles, age level.
implementation stage. interests or preferences, background,
special needs and cultural diversity.
The intersection of all knowledge areas is 2. State objective
known This is the main instruction guide that
as the TPACK. So, TPACK is about what will direct the flow to reach the target.
teachers know, how they teach and how Known as the learning outcome expected
technology is used in the delivery of the of the lesson, this statement describes
lesson to make it more engaging and what the learner would be able to
making learning more relevant in the perform as a result of the instruction
21st century. In conclusion, TPACK will 3. Select methods, media and
start with content and then pedagogy materials
and layer in technology. Sometimes, you Selecting the appropriate way of
might get excited about the delivering the lesson and using the
technological tool and design a lesson applicable media or technology can
around it. Remember, it is NOT about the effectively make learners acquire
technology tool, but it is the right blend understanding of the lesson or gain the
competence desired. The teacher must
decide which strategy, materials or
technology would be best
4. Utilize methods, media, and
materials
Having selected the strategy, media and
materials is halfway of the task done.
Planning how to implement these entails
a lot of
consideration. Bearing in mind the
learning outcome of the lesson, the
teacher decides which part of the
instructional flow will a particular
material or technology be employed and
the manner on how it will be more
effective to achieve the learning
outcome.
5. Require learner participation
student engagement is an important
element. The learners have to be made
to understand their role in taking
accountability of their own learning.
Therefore, the teacher has to design
sections of the lesson where the learners
are guided to participate in and perform
tasks with minimal or no supervision at
all.
6. Evaluate student performance
Assessing learners' performance can take
place across phases of the lesson.
However, it is emphasized that the basic
rule is that the evaluation should be
congruent to the learning outcome
provided in the lesson. Some learning
outcomes can be sufficiently evaluated
using a pen and paper test but there are
other learning outcomes that can be
assessed by using rubric or having a
aggregated write-up through the use of a
portfolio assessment. The teacher
decides which is appropriate for the
intention of the evaluative activity.

In common sense. However, it is good to

follow a regimented guide to improve
your teaching technique. Any effective
teacher knows that the perfection of their
technique does not come overnight, and
there is always room for improvement.
By following the ASSURE process, you
will be sure to improve your teaching for
many years to come.