Week 5

PED 203 – Technology for Teaching and Learning

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 Ave Maria College
COLLEGE OF EDUCATION
HEI Unique Institutional Identifier: 09077
PED 203 - Technology for Teaching and Learning

To my students:

You are now on the 5th week of this course. Before you start working on the lessons for this week
make sure that you have taken the midterm exams.

For this week you will learn Lesson 7. Read and watch the learning materials below then answer the
Comprehension Check questions and do Activity No. 10 & 12

Lesson 5 - TECHNOLOGY COLLABORATIVE TOOLS IN THE DIGITAL

WORLD

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

A. Technology as a Collaborative Tool

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

1) Skype is a, software application allowing you to do a videoconferencing for free. All you need is
to create an account and can be used for a video meeting

2) Wiki is a software that allows you to create a page or a selection of pages designed to allow you
to post or write, edit, or upload a link quickly. This is good when students need to work together
to complete a task even if they are not physically together. A task such as writing a paper
together, planning a presentation or surveying ideas from team members can be managed by a

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 wikispace that efficiently allows one to document the contribution of each member in the team.
Work can be extended virtually and asynchronously

3) Blogging In blogging. It is journaling your ideas to which others can react allowing a thread of
discussion to take place and which can be used online. It is the abbreviation of weblog. It would
help if you provide direction when using a weblog.
a. Use weblog with a clear instructional objective. It is an opportunity to explore the skill of
communicating ideas. Like in a writing class, you can guide students on how to design
materials and support students in developing critical communication.
b. Guidance on what and how to post will be needed. Students that the blogging is for
educational purposes and is different from a personal blog. Proper or formal language variety
should be used. A writing prompt would help to guide your students' is for educational
purposes and is posts.
c. With easy access to information, a major obligation is to teach the students to use multiple
source and to cite them appropriately
d. Writing about your ideas is a personal act but it is important that you are taught to make
blogs personal without revealing too much of personal information such as contact
information and too personal pictures. When writing blogs, you write your reflections but
safeguarding yourself is also an important consideration.
e. It may help if you can look for very good examples of blogs. There are online and print
publications that review blogs and you can use the information to guide you toward getting
good models.

4) Google Group or Google Form is an application that can be used in a collaborative documentation
of ideas contributed by members of the team. Having a google account will come very handy and
you can easily have access to a variety of applications.

B. Digital Literacy Skills in the 21st Century

The 21st Century has redefined digital literacy. It has broadened its perspective to include other
aspects of the 21" context. These literacies include (1) Cyber Literacy or Digital Literacy, (2) Media
Literacy, (3) Arts and Creativity Literacy, 4) Financial Literacy, (6) Multicultural Literacy or Global
Understanding

This lesson will focus on digital skills and digital literacy as a response to the 21 st Century
developments. The millennial students are generally tech-savvy, digital natives. They practically know
how to go about a tablet, an ípad, smartphones or laptops better than anyone else. This suggests their
digital skills. However, are all students’ digital literates? Thinking on how to use the digital tools,
accessing information, and exhibiting ways of working in a globally competitive contexts, together with
skills in living in the 21st Century refer to the digital literacies.

Do you feel confident when you search for information in the internet? Do you easily locate
relevant resources? Do you think you are capable of optimizing the use of the online tools such as
Facebook or google when studying or doing school work? How do you manage your digital identity?

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The skills you need to be able to perform well in the situations are known as "digital literacy.' In the 21 st
century, you need to be equipped with these skills to be abreast with the demands in the workplace.

Take the Digital Literacy Skills Self-Inventory and find out how confident you are when working online
by putting a tick mark [/] in the corresponding column. What have you realized after taking the Digital
Literacy Skills Self-Inventory? On the next page.

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What are digital literacies?

Digital literacies are the individual's capabilities to be able to effectively and responsibly
function and perform in a digital society. The term 'digital literacy' was coined by Paul Gilster in 1997
and it came from the discussion of the concepts on (a) visual literacy when images and non-verbal
symbols try to capture the knowledge, (b) technological literacy requiring one to be able to use
technology in addressing a need; (C) computer literacy, which in the 1980s started to become a
household item manipulated to achieve one's target; and (d) information literacy which refers to the
finding, evaluating, using and sharing of information.

In the teaching and learning context, digital literacy is an important competence. In school, it has
become a buzzword which refers to the ability to access, process, understand, utilize, and create media
content using information technologies and the internet (Hsieh, 2012). Study the varied digital literacies
discussed below.

The Digital Literacies

 Media Literacy is one's ability to critically read information or content and utilize multimedia in
creatively producing communications.
 Information Literacy is locating information from the web and interpreting while evaluating its
validity in order that it can be shared.
 ICT Literacy is knowing how to select and use digital devices, applications or Services to
accomplish tasks requiring the use of the internet.
 Communications and Collaboration are one's capabilities in being able to participate in the
digital networks in the teaching and learning context.
 Identity Management is being able to understand how to ensure safety and security in
managing online identity and foster a positive digital reputation
 Learning Skills are ways of knowing how to study and learn in a technology. Enriched
environment; this is knowing how to utilize technology in addressing the need to learn
efficiently.
 Digital Scholarship is being able to link and participate in professional and research practices.

One important component of digital literacy is having an in-depth understanding of concepts

requiring essential core skills. These core skills are known as the Cs of the 21s Century Skills.

The Four Cs of the 21* Century Skills

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

1. Critical thinking is learning how to solve Finding solutions to problems. It teaches

students not to accept problems immediately claims without seeking the truth. It is the
ability to differentiate facts from opinions and not only just learn a set of facts or figures
but also discover these for the sake of knowing what ought to be.

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 2. Creativity requires students to think out of the box and to take pride in what is uniquely
theirs. It means that they will be able to look at a problem from multiple perspectives-
including can propose multiple possibilities and alternatives to address a problem and
they need to take calculated risks. Creativity encourages students to think beyond the
expectations of conventions. However, creativity may not ensure success all the time but
it may lead to another Conveying ideas direction that can actually be a better way of
figuring out how to solve the problem those that others may not see.

3. Communication makes students express their ideas in the clearest and organized
manner. Through varied modes face-to-face, technologically mediated or a blended
medium, they need to know how to efficiently and clearly convey ideas.

4. Collaboration happens when students know how to work well with others to accomplish
a given task or solve a problem at hand. This is a 21st essential. When students are made
to work with others in a pair or in a team, they are given the chance to practice how to
relate with others. They may be working with classmates they do not really prefer to
work with but with guidance, you can teach them to tap on the capabilities of each
member of the team and collaboratively achieve the goal. Eventually when they leave
school, they will definitely see the need to know how to collaborate with others in order
for them to accomplish a job, and you have prepared them for it. In other Words,
collaboration teaches students that groups can create something bigger and better than
you can on your own.

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

Digital Literacy Skills vs. Digital Literacy

Digital Literacy Skills are required in the wired world. These skills vary from texts to images to
multimedia. Future teachers who will be handling students considered as tech savvy should equip
themselves with competencies and fluencies needed to handle the fast emerging tools and applications
that should be able to handle even artificial intelligences. Lynch (2017), identified eight digital literacy
skills needed to become digitally literate. These are:

1. Coding - Coding is a universal language. Basic understanding of HTML, CSS and

the like will create a shared understanding of what can be done with the web pages.
2. Collaboration - The use of Google Docs among others allows student to begin
experimenting with effective online collaboration. Cloud software.
3. Cloud software - This is essential part of document management. The cloud is used
to store everything from photos to research projects to research projects, to term
papers and even music.
4. Word Processing Software - Google, Microsoft Online Drop Box are available for
storage and management solutions.

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 5. Screen casting - A screencast is a video recording using the computer when you take
screen, and usually includes an audio. On the other hand, when you take a picture on
the screen of your computer, it is called a Printscreen. Both can be used in explaining
topics as well as providing a visual clarify what you are thinking. While the
príntscreen is a picture, The Screen casting is a video screen capture which is a great
way to share ideas and is easy to use for novice video creator.

6. Personal Archiving - Students should be taught the concepts of meta- data, tagging,
keywords and categories to make them aware how they are represented online.
7. Information Evaluation - Critical thinking to weed out 1ake news is a Crucial 21st
century skill, the use of tools and skills needed to process information are very much
needed.
8. Use of social media - Social media serves different purposes depending on the user,
the technology and the need. For example, students should realize that Twitter can be
useful for staying current on the latest news in the field.

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

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

Digital skills Digital Literacy

1. Sending an email or text 1. Evaluate the appropriate digital channel for online
communication with peers, teachers and parents.
2. Using Microsoft office/ Google 1. Identify the benefits and drawbacks of each digital
tool.
2. Evaluate critically which tool is most effective for
the project at hand.
3. Tweeting, Posting to Facebook, Uploading a 1. Navigate the social media safely to protect oneself.
Video to YouTube, or posting a photo to 2. Identify hate propaganda and fake news.
Instagram
4. Researching from the worldwide web. 1. Evaluate the information online.
a. Is the site legitimate?
b. Is the author an expert?
c. Is the information current or dated?
d. Is the idea neutral or biased?

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To my students:
Continue lesson 7 for Week 5. Read and watch the learning materials below then answer the
comprehension check questions that follow.

Lesson 6 - FLEXIBLE LEARNING ENVIRONMENT

Distance learning is a form of learning without a face-to-face contact with the teacher and
delivered via telecommunications. In the past, this involved correspondence courses wherein the student
corresponded with the teacher via mails. This turned out to be beneficial since universities added
students without having to construct classrooms while they enjoy being able to work anytime and
anywhere at their convenience. With the advent of newer technologies, distance learning is delivered via
computer - based media thus called online learning or e-learning. This made classrooms borderless and
learning boundless. This was enhanced by the emergence of web 2.0 tools which made collaborative
learning easier and

Online Distance Education and Communities of Learners

Flexible Learning Environment

Learning nowadays is viewed differently. The present generation of learners has access to
information at their fingertips. The teacher is no longer seen as basically the dispenser of knowledge but
rather as one who expertly directs the learners to take their own track in searching for answers to
questions raised inside the classroom. Then they bring these back to the class for further discussion until
perhaps resolution are agreed. They can search the web and discover a breadth of information related to
the lesson. They even have the patience to stay in front of the computer for an unusually longer time in
search for more articles and multimedia materials that simplify a challenging topic. That is why they can
sometimes learn more than what is confined in the four corners of the classroom.

Every chance or corner becomes a learning space. It is clear that learning takes place anywhere
and this adds to the concept of flexibility in the learning environment. With technology, students can
possibly continue to join class sessions even if they are not physically around. The learning space
becomes virtual or mediated. The library is not only a physical structure where they can read published
books but has also become virtual.

Online Distance Learning

Online distance learning is not a new concept. Some schools, higher education institutions in the
country, and educational agencies such as the Southeast Asian Ministers of Education Innovations in
Educational Technology (SEAMEO-INNOTECH) provide this mode of learning. It allows flexibility in
leaning to a certain extent.

The Different Platforms

The flexible mode of learning uses a platform such as moodle, Google classroom, edmodo,
schoology, etc. These are free programs designed for educational purposes. It has features that are
patterned after the instructional activities of a Teacher in a physical classroom, when you use this, you
can actually hold a lesson, post questions for discussion, hold an online chat discussion, give assessment
activities and provide references or links to other online materials. Features relevant to instruction and
facilitating of learning.

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Moodle

Moodle was created by Martin Dougiamas, founder and CEO of Moodle. MOODLE stands for
Modular Object Oriented Dynamic Learning Environment which is an open source software. It is a
Learning Management System (LMS) that supports teaching and learning. Below is an image map that
we created patterned after the previous LMS format of SEAMEO INNOTECH. Online distance
education classes are conducted using this.

Google Classroom and Edmodo

Google Classroom is a free service for teachers and students. It is an LMS platform that is
accessible google account. You can create classes and perform your roles and functions as a facilitator
of learning. In 2008, edmodo was created by Nic Borg, Jeff O'Hara, and Crystal Hutter. Martina (2015)
compared edmodo and google classroom in her blog. Although she discussed several commonalities,
there are apparently differences but with technology, things evolve in so short a time. What clear is that
they were created as apps that can integrate well with classroom activities. The decision lies in the
teacher who will determine what works best in her teaching and learning context. Both are amazing
tools that can be explored.

Schoology

Schoology is another LMS founded in 2009 by Jeremy Friedman, Ryan Hwang, Tim Trinidad
and Bill Kindler. You can actually create your own online distance education learning system using any
of these platform

MOOCs
Another recent modality to learning is the Massive Open Online Course (MOOC). It is a model
for delivering learning content online to any person who wants to take a course. It allows one to pursue
learning even outside of university or higher education formal structure. Those who are working can
enroll in MOOCS with no limit on attendance. As long as you are willing to learn, you can engage in an
area of discipline and learn. It allows interconnectedness among peoples in the world to discuss and
share recent developments in their common field of interest.

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 EDUCAUSE is nonprofit association with the mission is to advance higher education through
the use of information technology. The link herein provides a succinct video explaining about MOOCs.
(Please view URL: https://1ibrary.educausecatopics/teaching-and-learning/massive-open-online-co)

Synchronous and Asynchronous

In the flexible learning mode, the activities can be done in two ways: Synchronous and
Asynchronous ways

An online chat at real time is a Synchronous session. Course participants meet in a virtual
classroom and discuss a topic in the lesson. So wherever they are situated in the world, they agree on a
scheduled session and log in to join the live class. The LMS has this feature. The teacher called as the
online tutor facilitates the discussion. Ideas are posted in an actual live class. One cannot lecture and
take all the time in explaining. In this mode, the course participants are made to be engaged in the flow
of discussion that is why, the online tutor has to plan out the instruction guide in facilitating the
discourse. Using the Skype in holding a live class is another example. Members of the class log-in in
their Skype account at a given time to join the video conferencing.

Another important feature is the Asynchronous session. This is when questions or tasks are
posted and course participants answer the question or post their reply at any time most convenient to
them. They can still participate in the discussion by replying to the post. One advantage is that you can
take your time when replying. The LMS mentioned in this lesson has a feature that can allow an
asynchronous session.

In the image map, there is a column of icon labeled as LIVE CLASS and FORUM. If you click
the LIVE CLASS it will lead you to enter the virtual classroom to attend the synchronous session while
the icon labelled FORUM is responsible for allowing class participants to join the asynchronous
sessions.
If you do not use any -of the learning management system, asynchronous discussion can be in the form
of a blog or even a video blog (vblog). A topic of great importance is discussed by the bloggers who can
be the teacher or any of the class members. Since it is openly accessible, anyone from the class once
informed about it can respond or comment on it and which can also be responded to by the other
blogger. The process creates a thread. This is like an actual face-to-face discussion or an online
chat but the response and comment posted may take a short while. Nevertheless, revisiting the FORUM
or the BLOG is needed to read the reaction of others

Blended Learning

Another way of handling flexible learning is by combining modalities or instructional delivery.

Blended learning is a combination of a learning activities wherein a part or the lesson is delivered online
while the other part is handled in actual physical setting of a classroom.

Kinds of Blended Learning

Model 1: Face-to-Face Driver

In the face-to-face model, the teacher delivers the curricula most of the time and utilizes online
learning at certain times with the purpose to augment or provide an alternative experience, Instruction
is provided in a computer laboratory or assigned tasks are uploaded online.
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Model 2: Rotation

In a particular course or subject, students rotate on a fixed schedule between learning online in a
one-to-one, self-paced learning environment and being inside the classroom with a face-to-face
teacher. This is the model that is in between the traditional face-to-face learning and online
learning.

Model 3: Flex

This model uses an online platform that delivers most of the course. Support to learning is
provided as needed through on-site support or by an online tutor who facilitates the tutorial or
small group sessions. Sessions can be arranged into synchronous or asynchronous. Course
participants may work on their tasks at any convenient time as long as it is within the confines of
the course duration.

Model 4: Online Lab

The online-lab model uses an online platform in delivering the course but located in a physical
classroom or computer laboratory. Since the lessons are in modular format and available in the
online program, teacher assistants supervise these classes. However, they may not provide the
needed expertise if learners seek assistance. Furthermore, students who are enrolled in an Online
Lab model of blended learning may be enrolled in a traditional classroom courses at the same
time and therefore have block schedules.

Model 5: Self-Blend

The self-blend Model is a system provided by the school where the students can choose the
courses they would like to have in addition to their typical brick-and-mortar classroom classes.
This model is always remote a major difference from the Online Lab.

Model 6: Online Driver

The online-driver model utilizes a platform and a teacher that delivers all curricula. Students
remotely work on their program most of the time. If ever there is a face-to-face component, it is
made optional or if ever it is required for the students to go to the physical learning environment
such as in a school, then it can be extracurricular activities augmenting the curriculum.

Planning and managing blended learning experiences are very similar to planning and managing
a brick-and-mortar school with courses or subjects integrating technology. It needs to be system-wide as
the school makes in a blended a plan, develops guidelines for students to follow for the use of
technology in a blended format and provide a resource guide. A lot of preparation is needed in designing
a blended format. Technology has to be prepared. The hack-end and front-end infrastructures of blended
learning have to be put in place as well as the content in varied multi-media formats. Teachers and
teachers assistant who will act as online tutors and assistants need to be pedagogically capacitated.

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To my students:
Continue lesson 7 for Week 5. Read and watch the learning materials below then answer the
comprehension check questions that follow.

Lesson 7 - INNOVATIVE TECHNOLOGIES FOR ASSESSMENT TASKS IN

TEACHING AND LEARNING

Assessment, learning, and teaching are closely connected and interwoven because each provides
information that can determine effective instruction. In the process of conceptualizing a plan on how to
teach, as the learning outcomes are put in place, the next step to consider is how these are to be
evaluated. This is an important part of instruction because data gathered in this phase of instruction will
inform the teacher whether the students have actually learned or that the teacher has to reconsider a
better approach in teaching.

Although the conventional ways of assessment still work, the role that ICT plays in the present
teaching and learning context has definitely changed the course of direction that a teacher can pursue.
The use of technology plays a vital role in assisting teachers how to assess students learning. It involves
digital devices or online applications that can be used in constructing, delivering and reporting learners
performance.
This Unit, which is compose or two lessons, presents important concepts on assessment in
learning while integrating technology tools that can appropriately evaluate students' learning. Varied
types or online assessment tools are discussed. The ePortfolio assessment is also presented as an
alternative way that can provide learners the chance to reflect how they learn. Online examination
software and applications designed to assess and gather data afford the teacher ample chance to give
immediate feedback on student learning. The criteria for choosing the appropriate assessment tool are
also included.

ICT and Assessment of Learning

Assessment is very important in student learning. There are many approaches to assessment in
learning with an emphasis on the process of learning along with the product of learning. The ultimate
measure of student's competence is performance. Development in Information and Communication
Technology (ICT) has thrown open numerous possibilities for assessing student learning and providing
immediate feedback.

ICT and Assessment in Learning discusses about the basics of assessment practices, explores
how various technology tools can be integrated effectively for assessing student learning and describes
the emerging trends in technology-based assessment in teaching and learning.

Assessment is the process of identifying, gathering and interpreting information about students’
learning. To understand better the different related terms on assessment especially formative and
summative assessment, please watch the video on Youtube.
Video link: https://www.youtube.com/watch?v=uOnSW3WAMWO0

Types of Assessment

1. Formative assessment provides feedback and information during the instructional process,
while learning is taking place, and while learning is occurring.

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 2. Summative assessment takes place after the learning has been completed and provides
information and feedback that sums up the teaching and learning process.
3. Diagnostic assessment can help you identify your students" current knowledge of a subject,
their skill sets and capabilities, and to clarify misconceptions before teaching takes place.
Knowing students' strengths and weaknesses can help you better plan what to teach and how to
teach it.
4. Authentic assessment describes the multiple forms of assessment that reflect student learning,
achievement, motivation, and attitudes on instructionally relevant classroom activities.

The Role of ICT in Assessment in Learning

There are new technologies created to provide students with higher level thinking skills,
particularly the aspects of creative and critical thinking, and the opportunity to teach and assess those
skills,. The use of ICT in assessment is very helpful to teachers because students' information and results
of examination can be recorded and stored and can easily be retrieved. With the use of ICT, the teachers
can right away give feedback to students on the results of assessment. Feedback from the computer
during the use of test material improves student performance in later use of the same test material.

In educational assessment, the use of technology as an innovation and support for teaching and
learning (Sindhu, 2013), is essential to improve instruction and increase performance. With an effective
classroom assessment system in place, a valid demonstration of student learning and progress connected
to classroom instruction and experience can be confirmed.

Tests play a vital role in traditional learning as well as e-learning and this helps the teachers and
the learners in measuring learning. There are many freeware where the teachers can create quizzes and
evaluate learning electronically. Online examination systems seek to efficiently evaluate the test takers
thoroughly through a fully automated system that not only saves time but also gives fast results. It is
done in most cases through a Web- Based Online Examination Software. This online examination will
also eliminate the need for monitoring while the exam is being taken.

One of the advantages of using a web-based exam software or an online examination system is
that it gives a high level of transparency as opposed to the traditional method or remote method. It is
almost impossible to compromise exam questions and evaluations because they cannot also be
influenced. Most online exams generate their results instantly and it is often possible for the exam taker
to get information on his results immediately. Some of the major advantages of online examination are:
(1) accessibility and flexibility: (2) time management; (3) save cost and (4) statistical analysis.

Security and confidentiality should also be considered. Security needs to be given top priority for
any website that you will add information to. Some schools utilized software for security and privacy of
examinations.

Current Trends in Assessment in Learning

Traditional assessment like objective test such as multiple choice, matching type true or false and
other paper-and-pencil test received criticism by some experts in assessment. The 21st century
assessment includes: (1)) utilizing multiple measures of assessment, (2) increasing the use of
technology, (3) focus on the growth and development of the learner, and (4) differentiating the roles and
responsibilities of the teachers, administrators and other stakeholders. In the 21st century, educators and

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students can no longer afford this disconnect. To help students become college and career-ready, we
need to teach them how to apply what they are learning in school to the practical and intellectual tasks in
their everyday lives (Wolpert-Gawron, 2010).

The concept of 'classroom' has been shifting in recent years with dedication to purposefully
designed learning spaces and seamless integrations of technologies (Williams, 2017). In the 21st
century, we are facing a global economy where information travels at the speed of light and knowledge
of how to harness and sift through that information has become vital to our personal and national well-
being. As an educator, we know that our students must graduate ready to function in this expanded
world.

Educational technology is used to increase the efficiency of education in teaching, learning and
assessment. Computers and related technology are viewed as the future of teaching and learning and
also as a powerful technological machine to promote development of learning. Computers are able to
create more attractive and effective learning environment (Keser & Ozcan, 2011).

Criteria in Choosing Appropriate Assessment Tools

Assessment methods are the strategies, techniques, tools and instruments for collecting
information to determine the extent to which students demonstrate desired learning outcomes. Teachers
need to select tools to assess student achievement in the target outcome(s). The selection of tools
involves a process to obtain detailed information and the need to keep the process feasible and
manageable. Student learning styles vary widely and their strengths and challenges with respect to
assessment vary as well. Teachers need to consider that variation as they choose assessments for their
courses. By varying the way teachers assess student understanding, they are more likely to offer
opportunities for every student to demonstrate their knowledge. The first step in attaining competency in
selecting appropriate tests involves understanding the purpose or purposes for which an assessment is
given. According to Mehrens (2001) as cited in McDivitt and Gibson (n.d.), in its broadest sense, the
purpose of any assessment is to gather data to facilitate decision making. However, many kinds of
decisions and many different types of information may be gained from the use of tests and may serve to
facilitate decision making. The following may be considered in choosing appropriate assessment tools:
(1) goals of assessment (2) methods of assessment, either direct or indirect; and (3) the interval in giving
assessment.

One of the challenges for beginning teachers is to select and use appropriate assessment
techniques suited to the learners needs. During teaching, teachers not only have to communicate the
information they planned but also continuously monitor students’ learning and motivation in order to
determine whether modifications have to be made (Airasian, 2005). Beginning teachers find this more
difficult than experienced teachers because of the complex cognitive skills required to improvise and be
responsive to students' needs while simultaneously keeping in mind the goals and plans of the lesson
(Borko & Livingston, 1989). The informal assessment strategies teachers most often use during
instruction are observation and questioning.

The teacher may either be utilizing direct or indirect method. Examples of direct method are
examinations, written assignments, oral presentations and performances internship supervisor's ratings
of student skills, portfolios, score gains between entry and exit tests, capstone projects, theses and
dissertations, etc.

Indirect methods can provide a useful supplement and check on the findings from direct
measures, the following are examples of this indirect method: Student satisfaction surveys, surveys of
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students and alumni, exit interviews with graduating students, student participation rates, reflective
essays, data on placement and other measures of post-graduation performance, etc.

The teacher may consider the following characteristics in selecting appropriate assessment tools
whether conventional or ICT-based assessment:
1. Measure the desired level of performance (level of satisfaction, productivity, efficiency, student
performance)
2. Cost effective in terms of effort, time and money
3. Useful that will produce results that provide information that can be used in making decisions to
improve student learning
4. Reasonably accurate and truthful
5. Dependable, consistent responses over time
6. Evidence of being on-going, not once and done

After the discussion of a certain lesson the teacher conducts formative assessment. One of the
key characteristics of formative assessment is the frequent use of evidence gathered from various
methods as feedback. Besides serving as an indicator of attainment levels, students use this feedback to
set goals for the next stage of learning. With this, teachers may utilize ICT in assessment. It enables both
teachers and students to provide valuable feedback on each learner's progress. The rapid development of
ICT has provided teachers with digital platforms that support learning and teaching (Woo et al., n.d.).
Online task assigned by teachers will assess the collaborative problem solving construct and the five
strands (Participation, Perspective Taking, Social Regulation, Task Regulation as well as students’
Learning and Knowledge Building skills) according Drigas and Karyotaki (2006). It is also stressed in
the same study that large-scale differential item functioning (DIF) analysis can validate an online
problem solving ability test that minimizes the extraneous differential effects of students' language
background. Thus, online assessment can be incorporated by teachers. ICTs provide the means for the
explicit design and implementation of individualized or collaborative problem-solving tasks through
teachers interactive scaffolding and immediate feedback supply towards learners (Drigas & Karyotaki,
2006).

Creating and Utilizing Rubric

A rubric is a set of criteria used to determine scoring for an assignment, performance, or product.
This can be used to score many kinds of written assignments or exams, papers, projects, speeches or
ePortfolios. They are not useful, however, as a grading mechanism for multiple choice or short answer
tests. There are many samples of rubrics online, but the teacher may consider the learners, objective of
the lesson, contextualization and localization. The main purpose of rubrics is to assess student
performances. For some performances, the teacher may observe the student in the process of doing
something, like making their projects, online drill, tutorial, and many more. There are two (2) types of
rubric:
1. Analytic rubrics describe work on each criterion separately. It utilizes separate, holistic ratings of
specific characteristics, products, or behaviors.
2. Holistic rubrics describe the work by applying all the criteria at the same time and enabling an
overall judgment about the quality of the work. It utilizes holistic rating for a product or
behavior.

Technology can be used for assessing student learning in various purposes. By using technology
in managing assessment information data can be presented in different ways to meet the needs of the
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students, teachers and administrators. An electronic examination which is also called computer-based
assessment (CBA), computer-based testing (CBT) or c-exam is a test conducted using a personal and
assessment are effected electronically. e-exams were developed more than four decades ago for
professional certification in the IT industry and progressively evolving as a preferred alternative to
Paper-Pencil-Test (PPT) in schools, universities, recruiting firms as well as private and public
organizations (Bulama Bukar, Bello& Baba lbi, M, 2016). Computer-Based-Testing is more efficient
than Paper-based tests because it is an individualized testing and has faster score reporting within few
minutes after last submission. The students can immediately view the scores on screen and more
convenient for teachers and students.

Computerized delivery of objective tests has more advantages compared to paper-pencil-test which
include the following

1. The creation of item bank of questions invites the possibility of each student being presented
with a paper made up of different questions, but of an equivalent standard.
2. Automatic computerized marking facilitates immediate feedback for the students.
3. Students can be invited to sit tests as frequently as they find useful.
4. Computerized recording of results facilitates the analysis of groups responses to questions.

The teacher may consider balance assessments (blend of traditional and ICT based assessment).
Although computerized testing facilities can provide a rapid means of assessing and providing feedback
to large numbers of students, it is essential to consider their use as part of the overall unit strategy,
especially as multiple choice/limited response type questions can lead to an emphasis on "shallow"
learning. Electronic assessment tools are unlikely to reduce significantly the burden of assessment, but
they can be used to promote deeper and more effective learning, by testing a range of skills, knowledge
and understanding. Using computers in assessment does not have to mean more multiple choice testing
to the exclusion of other assessment techniques. A wide range of innovative assessment methods lend
themselves to computer-based implementation.

It is important to note that teachers should use a variety of assessment methods in the classroom.
Assessing students is how the teachers are able to evaluate students over the material they are learning in
the classroom, and therefore has to be done fairly to accommodate each and every student’s interest and
needs. This is why it is important for teachers to use a variety of different assessment in their classroom.

Paper-and-pencil testing is the most common assessment procedure utilized by teacher to gather
formal evidence about pupil learning. Paper-and-pencil instruments refer to a general group of
assessment tools in which students read questions and respond in writing. This includes tests, such as
knowledge and ability tests, and inventories. The process of achievement testing is a chain with many
links, including identifying what to teach, providing good instruction, selecting appropriate test question
formats, and reviewing for the test. Please watch this video: Video link:
https://www.youtube.com/watch?v=e60DLLkm_Q0

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Keep in Mind:
The 21st Century has redefined digital literacy. It has broadened its perspective to include other
aspects of the 21" context. These literacies include (1) Cyber Literacy or Digital Literacy, (2) Media
Literacy, (3) Arts and Creativity Literacy, 4) Financial Literacy, (6) Multicultural Literacy or Global
Understanding.
Distance learning is a form of learning without a face-to-face contact with the teacher and
delivered via telecommunications. In the past, this involved correspondence courses wherein the student
corresponded with the teacher via mails. This turned out to be beneficial since universities added
students without having to construct classrooms while they enjoy being able to work anytime and
anywhere at their convenience. With the advent of newer technologies, distance learning is delivered via
computer - based media thus called online learning or e-learning. This made classrooms borderless and
learning boundless. This was enhanced by the emergence of web 2.0 tools which made collaborative
learning easier and
Assessment is the process of identifying, gathering and interpreting information about students’
learning. Assessment, learning, and teaching are closely connected and interwoven because each
provides information that can determine effective instruction. In the process of conceptualizing a plan
on how to teach, as the learning outcomes are put in place, the next step to consider is how these are to
be evaluated. This is an important part of instruction because data gathered in this phase of instruction
will inform the teacher whether the students have actually learned or that the teacher has to reconsider
a better approach in teaching.

Comprehension Check:
1. Describe five technology collaborative tools in the digital world.
2. What are the different modes of distance learning
3. How can we use technology in assessing student learning?

To validate your answer, feel free to contact your course facilitator through any of the following:
 Facebook: JP Valles
 Contact No: 09350993964
 Email address: [email protected]

List of References:
Books:

Lucido, P. & Corpuz, B.(2012) Educational Technology 1 3 rd Edition. Quezon City, Ph, Lorimar
Publising Co.
Lucido, P. & Corpuz, B.(2012) Educational Technology 2. Quezon City, Ph, Lorimar Publising Co.
Bilbao, P. et al 2019 Technology for Teaching and Learning 1 Quezon City, Ph, Lorimar Publising
Co.
Lucas, M. & Corpuz, B. (2014) Facilitating Learning 4 th Edition Quezon City, Ph, Lorimar Publising
Co.

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 Ave Maria College
COLLEGE OF EDUCATION
HEI Unique Institutional Identifier: 09077
PED 203 -Technology for Teaching and Learning

Activity No. 10
Blog Post 2

Name: ____________________________________________ Date: _________________

Course – Year & Section: _____________________ Score: ________________

Instruction: Apply your digital literacy skills on information literacy by searching for the identified
sample sites. Navigate around each site and share what information can be found in each. Share how
you will make use of the information or content that you can retrieve from these sites in the class tweeter
wall.

1. Professor Garfield
http://www.professorgarfield.org/pgf_home.html

2. Common Sense Media

http://www.commonsense.org/education/digital-citizenship#digcit-program

3. Lesson Plan Booster - Digital Literacy and online Ethics

http://www.educationworld.com/a_lesson/lesson-plan-booster/cyber-ethics.shtml

86
 Ave Maria College
COLLEGE OF EDUCATION
HEI Unique Institutional Identifier: 09077
PED 203 - Technology for Teaching and Learning

Activity No. 11
KWL Chart – Online Distance Education

Name: ____________________________________________ Date: _________________

Course – Year & Section: _____________________ Score: ________________

Instruction: Fill out the KWL chart below on what you know and what do you want to know about
online distance education

What I know What I want to know What I learned

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 Ave Maria College
COLLEGE OF EDUCATION
HEI Unique Institutional Identifier: 09077
PED 203 - Technology for Teaching and Learning

Activity No. 12
Interview – Practices on Assessment

Name: ____________________________________________ Date: _________________

Course – Year & Section: _____________________ Score: ________________

Instruction: Conduct an online interview with your teachers (at least 2) in Elementary and High
School regarding their practices on assessment. Use the following questions as your guide. Record their
responses and for documentation purpose, screen shoot your interview with each teacher.

1. How often do you conduct formative assessment in your class?

2. How often do you conduct summative assessment in your class?
3. What is your stand with online examination? Have you utilized it in one of your classes?
4. Cite some advantages and disadvantages with of online examination.
5. What is the role of technology in assessing student learning?

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Reminder:

Keep the following outputs in your Portfolio: Activities 10-12, then submit them to your Course
Facilitator during the face-to-face session on Week 6.
Two thumbs up!

End of Week 5

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