TTL-REVIEWER-FINALS - TTL-REVIEWER-FINALS

TECHNOLOGY FOR TEACHING-LEARNING 1
2ND SEM - FINALS REVIEWER
- The term instructional media has been defined in a variety of
ways.
- It refers to all aids that are used by the lecturer and students. In
other cases, it refers only to printed media.
- All devices and materials used in the teaching and learning
processes.
- This definition is close to a broader definition such as that of
Romiszowski (1981: 339) which includes not only electronic
communications media, but also such devices as slides,
photographs, teacher-made diagrams, charts, real objects and
handouts that we use in the process of planned instruction.
Reasons for media use General examples
● To form a clear idea of
something
● To stress the essential and
leave the non-essential in the
background
● To give visual access to
something which may be
inaccessible
● To clarify abstract
information which may be
difficult to communicate
verbally
● To condense large quantities
of information
● Real object, model
● Model, scheme
● Model, picture, photo, poster,
film
● Diagrams, columns of figures
● Diagrams, handouts
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INSTRUCTIONAL MEDIA

● To promote mental activities
of students
● To give feedback to the
teacher about student
progress/achievement
● To encourage emotional
response
● To support the work of the
teacher
● To give tests
● Handouts, textbooks, films,
pictures
● Tests, study guides with
assignments, handouts with
questions
● Films, photos, poems
● Sound recordings, any
medium
● Any medium
THE EIGHT (8) M’S OF TEACHING
1) MILIEU- the learning environment
2) MATTER- the content of learning
3) METHOD- teaching and learning activities
4) MATERIAL- the resources of learning
5) MEDIA- communication system
6) MOTIVATION- arousing and sustaining interest in learning
7) MASTERY- internalization of learning
8) MEASUREMENT- evidence that learning took place
- The Cone of Experience is a learning model introduced by Edgar Dale
that illustrates the concreteness levels of learning experiences based
on the medium. It takes the shape of an inverted cone, which shows
the abstract learning experience at the peak and progresses into the
most concrete experiences down to the base. Despite its shape, it’s
not meant to be a basis of what mediums are the least or most
effective. Its levels are not arranged in a hierarchy.
- Dale emphasizes that the Cone is merely a visual analogy of the
progression of abstract learning experiences to concrete ones.
Similarly, it represents that the more concrete the learning
experiences are, the more senses are involved–seeing, hearing,
tasting, touching, and feeling. In this article, we'll explore concrete
learners' definition and other important key elements of the cone of
experience.
- Effective learning environments should be filled with rich and
memorable experiences where students can see, hear, taste, touch,
and try.
- Dale (1969) articulated the characteristics of rich experiences. In a
rich experience:
❖ students are immersed in it and use their eyes, ears, noses,
mouths and hands to explore the experience
❖ students have a chance to discover new experiences and new
awareness of them,
❖ students have emotionally rewarding experiences that will
motivate them for learning throughout their lives,
❖ students have chances to practice their past experiences and
combine them to create new experiences,
❖ students have a sense of personal achievement, and
❖ students can develop their own dynamic experiences.
:)
EDGAR DALE’S CONE OF EXPERIENCES

DIRECT & PURPOSEFUL EXPERIENCES
● Direct, First Hand Experience
● Have a direct participation in the outcome
● Use of all senses
● Learning by doing, Experiential Learning
CONTRIVED EXPERIENCES
● Models, miniatures or mock-ups
● Editing of reality
● When real experiences cannot be used, or too complicated.
They substitute
DRAMATIZED EXPERIENCES
● Allow students to actively participate in reconstructed
experiences through role playing or dramatization
DEMONSTRATION
● Visualized explanation of an important fact, ideas or process
● Shows how certain things are done
STUDY TRIPS
● Actual visits to certain locations to observe a certain situation
which may be unavailable to the classroom.
EXHIBITS
● Display models such as pictures, artifacts, posters that provide
information or message.
● Allow viewers to interact with the display as a result to make
more activities encouraging and enjoying
TELEVISION & MOTION PICTURES
● Television –bring immediate interaction with events around the
world
● Motion picture- used to slow down a fast process. Viewing,
seeing or hearing experiences
● Can re-create events with simple drama
STILL PICTURES, RECORDINGS, & RADIO
● Still are pictures and images
● Audio-recorded materials, information broadcast from the radio
VISUAL SYMBOLS
● Abstract representations of the concept or the information
Example: Graph and Chart
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VERBAL SYMBOLS
● Written words- more abstract
● Spoken words-less abstract
● This category is the most abstract because they may not exactly
look like the concept or object they represent but are symbols,
words, code or formulae.
BRUNNER’S THREE-TIERED MODEL OF LEARNING
- points out that every area of knowledge can be presented &
learned in three distinct steps:
1. Enactive - a series of actions
2. Iconic - a series of illustrations or icons
3. Symbolic - a series of symbols
- These are the most complete resources for teachers due to their
availability and versatility.
- They enhance the learning of the students and teachers.
- Audio-Visual aids are also referred to as educational material. All
such aids that endeavor to create things clear to us through our
senses are referred to as “Audio-VisualAids' ' or educational
Materials. These learning materials create educational things as
real as potential and provide us primary data through the organs
of hearing and seeing.
- Therefore, any device which may be won to create the educational
expertise of a lot of concrete, effective, realistic, and dynamic are
often thought of as audio visual material.
- Audio-visual collections include a wide range of formats (e.g.,
discs, tapes, films, records, cylinders) and materials (e.g., plastics,
metals, wax, shellac). The most effective and economical
preservation measures for saving the physical objects are
preventive: proper storage, storage environment, and handling.
Relevancy- The aid should be relevant to the construct that has to be
developed. A really necessary life is the extent to which any help is
directly associated with the understanding of the topic matter, a
visible aid might be correct to the simplest details, comprehensible
and fascinating. E.g., Use of a Flipchart to justify diet.
Accuracy - It is vital to create the audio-visual aids correctly. The aids
should be correct in form and size.
Interest - Almost all the topics are often tutored with the assistance
of audio visual materials. As a result, it creates interest through
visuals, copy, footage, etc. It makes robust subject material
fascinating, appealing, and charming
Understandability - Audio visual aids ought to relate the new
expertise with past expertise ought to be inside the comprehension of
the scholar’s World Health Organization are to use it. It ought to one
with the previous data, so as to create teaching a lot of erection
:)
AUDIOVISUAL MATERIALS
CHARACTERISTICS OF SMART AUDIO-VISUAL AID

Motivation - Audio visual aids ought to encourage learners by
overcoming the educational. They must promote the learning of most
scholars.
➔ Audio visual aids classification is based on the idea of sensory
experience; relatives derive learning, chiefly through direct
sensory contact. Keeping this seeable, these are often classified
into three main groups:
● Audio Aids: These embody Radio, Tape-recorder, Audio
electronic equipment, Language laboratory, etc.
● Visual Aids: It includes charts, Black and Whiteboard, Maps,
Pictures, Models, textbooks, a projector, Transparency,
Flash-cards, Print materials, etc.
● Audio-Visual Aids: Includes LCD projector, projector, TV,
Computer, VCD player, Virtual schoolroom, Multimedia, etc.
FUNCTIONS OF AUDIO-VISUAL
➢ To motivate interpretation
➢ To make use of sketches and broadcasts
➢ Teaching music literature science and documentation activities
➢ Teaching language and other content areas
➢ To foster oral communication
TYPES OF AUDIO-VISUAL MATERIALS
AUDIO
Recordings - these may come in cassets or Cd’s
Radio broadcast - transmission of radio programs can be live or
VISUAL MEDIA
Bulletin Boards: a form to display information on a board
Posters: a form of displaying information using texts and pictures
AUDIO-VISUAL AIDS ADVANTAGES:
To Challenge the Attention of the Pupils
- The teacher who uses devices can usually see that the attention
of the whole classroom is on the lesson and that they should not
be distracted.
To Stimulate Imagination and Develop the Mental Imagery
- Devices stimulate and increase the imagination of the pupils.
Intellectual imagery can be used as a vehicle of thought and as a
means of clarifying ideas and concepts. As imagination plays a
vital role in any innovation and any learning, almost all the
innovations are in the form of imagination, and they evolved to
be theories and principles.
To Facilitate the Understanding of the Pupils
- The most widely acknowledged use of aids, whether visual or
audio-visual, is useful in aiding understanding. As we learn
everything and anything after understanding otherwise, there
can be any learning without understanding. Language learning
can be acquired by using models, filmstrips, movies, and
pictorial material to supplement textbooks and printed
materials. Material devices give significance, importance, color
and imagery to the idea presented by the instructor.
:)
AUDIO-VISUAL AIDS CLASSIFICATIONS

To Provide Incentives for Action
- The use of devices in education, such as pictures and objects,
will arouse emotion and incite the individual to act or learn. The
teacher must select the right kind of device to excite the
students to a worthwhile intellectual activity during the class.
To Develop the Ability to Listen
- The ability to listen can be developed best through the use of
audio-visual materials. It is also the responsibility of the
schools, colleges, and other educational institutions, to provide
training for our students to be good listeners first.
AUDIO-VISUAL AIDS DISADVANTAGES:
● Technical Problems
● Student distraction
● Expenses
● Time
● Space
● Convenience
VIDEO CONFERENCING IDEAS
- Video conferencing is a meeting with two or more participants
who are participating from different locations. They use a
computer connection, audio, and video to connect. Video
conferencing can be used for team meetings, webinars, product
demos, job interviews, and more.
WEB CONFERENCING IDEAS:
1. EXPERT GUEST PRACTITIONER - invite somebody who is an
expert in a particular field into a web conference. (e.g. Skype)
2. SHARE AND COMPARE - Using web conferencing, data from
science investigation can be shared to other groups or students
from other schools.
3. MEDIATED TUTORIAL- Through web conferencing, learners
can set a time for a tutorial session with an assigned peer. (e.g.
Skype, Fb Messenger, GotoMeeting, WebEx, MeetingBrunner,
etc.)
- Projected Media/ Projected Visual Aids are images shown upon a
screen by use of a certain machine such as filmstrip projector,
slide projector, overhead projector or TV. The still pictures are
either magnified or diminished and displayed on screen for the
convenience and adaptability of all grade levels for instruction.
They are used for magnification of images on a screen in dark or
semi-dark conditions.
VALUE OF PROJECTED MEDIAS
● Energize the users to enjoy
what they see
● Support learners to better
comprehend the lessons on
hand
● Stir the learners’ senses to
focus on the lesson
● Users remember better what
are presented to them
● Teaching situation presents a
● Can adjust the sizes of
objects applicable to the
learners.
● Elicits creativity and allows
us to compare distant past
and present into the
classroom
● Provides an easily
reproduced record of an
event and
:)
PROJECTED MEDIA

wider scope
● Enforces attention and
stimulates longer attention
span
● Impacts the learners’ life that
may awaken them to build on
changes in attitudes/
behavior
TYPES OF PROJECTED VISUALS
OVERHEAD PROJECTION
- The first projected visual aids which come into the world is OHP.
The typical overhead projector is a simple device which basically
consists of a box with a large aperture or “stage” on the top
surface. This device makes use of transparency which later is
called acetate (individual sheet of transparent film) and overlays
(sheets of transparent film).
ADVANTAGES OF USING OVERHEAD PROJECTOR
1. Stimulates attention
2. Arouses interest
3. Clarifies information
4. Helps students retail knowledge
5. Introduces topics/ subjects
6. Reviews instructional problems
7. Facilitates cooperative students-teacher participation in problem
solving
TEACHING SLIDES
- When one makes a presentation using PowerPoint, the
presentation is made up of a series of slides. A slide is a single
page of a presentation created with software such as PowerPoint.
ADVANTAGES
• Attracts attention
• Arouses interest
• Assists in lesson development
• Test Students understanding
• Reviews Instruction
•Facilitates student-teacher
participation
SOUND-SLIDES SETS
- While OHP and slides are not accompanied by sounds, sound-
slides sets are a combination of 2x2 inch slides and audiotape
which is versatile, easy to use and effective for both group and
independent study. These sound slide programs may be advanced
manually or automatically. In manual operation, the visual and
audio components are usually separated. The presenter needs to
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ensure that the visual and audio are synchronized. In automatic
operation, it uses two sound tracks – one for audible narration
and for inaudible tones that activate the advance mechanism on
the slide projector.
MULTI IMAGE PRESENTATION
- Multi Image is the earlier form of video player. It is any visual
presentation showing several images simultaneously, often using
multiple screens. It may incorporate moving images, film or video
but slides are used as foundation. It is heavily used in corporate
communications – to impress visitors, to introduce new products,
to review the year's accomplishments. In education, it is usually
produced for persuasive purposes like to enlist parent support for
new programs, to heighten student’s awareness of issues, to
arouse interest in new classroom techniques.
FILMSTRIP
- A continuous strip of film composed of individual frames or
pictures arranged in sequence with descriptive titles
ADVANTAGES:
• It is not difficult to develop and convenient to handle and carry
• It does not consume much space and not difficult to
OPAQUE
- Opaque projection is a method of enlarging and projecting
nontransparent material on screen. It works by directing a very
strong incandescent light down onto the material. The light is
reflected upward to strike a mirror, which aims the light beam
through a series of lenses onto a screen. Consequently, the image
on the screen is dimmer, and more complete room darkening is
required. The document camera is an electronic version of the
opaque projector. The image may be projected onto a large screen
within the room or it may be transmitted to distant sites via
television. This projector is useful for many small groups or
classroom-size groups that need to view printed or visual
material together.
COMPUTER IMAGE PROJECTOR
- Liquid crystal display (LCD) projections panels project computer
images onto the screen. This works the same as reflective OHP,
minus the transparency. An LCD panel is plugged into the
computer and placed onto the stage of a high-intensity overhead
projector. The projector light shines through the LCD panel,
projecting image on a screen.
CRT (CATHODE RAY TUBE) PROJECTOR
- A video projector that utilizes tiny, bright cathode ray tubes to
project images.
TIPS IN UTILIZING PROJECTED MEDIA
➔ Check every projected material for age suitability, delicate issues,
and creed
➔ Utilyze the projected material as instructional support only, not a
substitute
➔ Bear in mind that projected materials are just vehicles that help
create a complete and betterpicture of constructs or realities.
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FACTORS THAT AFFECT THE QUALITY OF PROJECT IMAGES
1. Check the kind of screen
2. Placement of audience in relation to screen
3. Size of image and brightness
4. Room size and lighting
5. Quality of scanned photos and texts
- a guide in crafting an instructional flow that can guide the
teacher in integrating appropriate technology and media into the
instructional process. It also refers to a systematic approach that
the teacher can use when writing an instructional plan.
SIX ESSENTIAL STEPS in planning instruction. Theoretically it is a
mental framework that a teacher considers.
1. ANALYZE LEARNERS - With the learner as the center of the
instructional process, the initial consideration is to get a clear picture
of the learners’ learning styles, age level, interests or preferences,
background, special needs and cultural diversity.
2. STATE OBJECTIVES - The main instruction guide that will direct
the flow to reach the target. Known as the learning outcome expected
of the lesson, this statement describes what the learner would be able
to perform as a result of the instruction.
3. SELECT METHODS, MEDIA & MATERIALS - Selecting appropriate
way of delivering the lesson and using the applicable media or
technology can effectively make learners acquire understanding of
the lesson or gain the competence desired. The teacher has to decide
which strategy, materials or technology would be best considering the
learners and desired learning outcomes.
4. UTILIZE METHODS, MEDIA, & 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 STUDENTS 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 a rubric or write up through the use of portfolio assessment.
The teacher decides which is appropriate for the evaluated activity.
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THE ASSURE MODEL

- From an experience of real-world experience we proceed to a
world of symbols. Visual Symbols include drawings, cartoons,
comic strips, cartoons, strip drawings, diagrams, formulas, charts,
graphs, maps, globes. A graph is “worth a thousand words”, They
are more clearly understood than mere words.
A. DRAWINGS
➔ A drawing may not be the real thing but better to have a concrete
visual aid than nothing. To avoid confusion, it is good that our
drawing correctly represents the real thing.
➔ One essential skill that a teacher ought to possess in order to be
understood is drawing. It helps you a lot if you are capable of
doing simple freehand sketching.
B. CARTOONS
➔ Another useful visual symbol that can bring novelty to our
teaching is the cartoon. A first-rate cartoon tells its story
metaphorically. The perfect cartoon needs no caption. The less the
artist depends on words, the more effective the symbolism. The
symbolism conveys the message.
SOURCES OF CARTOONS
➔ You can easily collect cartoons for instructions. They appear often
in newspapers and in magazines. In class, you can give it to
individual students for individual study or project it by an opaque
projector. Depending on themes for the week or the month, you
can display these cartoons in the bulletin board and it can be
changed overtime.
C. WHERE TO USE STRIP DRAWING INSTRUCTION?
➔ These can serve as motivation and a starter of your lessons. It can
also be given as an activity for students to express insights gained
at the conclusion of the lesson.
SOURCES OF STRIP DRAWINGS?
➔ You can obtain strip drawings from newspapers, magazines and
books.
D. DIAGRAMS
➔ It is any line drawing that shows arrangement and relations as of
parts to the whole, relative values, origins and development,
chronological fluctuations, distribution, etc. Dale, 1969
➔ If you can draw stick figures, you can easily draw the diagrams
that you need. To emphasize the key points in your diagram, make
use of color.
EXAMPLES:
Basic diagram template
Flowchart
Organization chart
Infographic timeline
Block
Process
Matrix
Venn diagram
Cycle diagram
Pyramid
TYPES of a DIAGRAM
1. AFFINITY DIAGRAM - Used to cluster complex apparently unrelated
data into natural & meaningful.
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GRAPHICS AND GRAPHIC ORGANIZERS

2. TREE DIAGRAM - Used to chart out, in increasing detail, the
various tasks that must be accomplished to complete the project or
achieve a specific objective.
3. FISHBONE DIAGRAM - Also called CAUSE-and-EFFECT diagram.
The structured form of brainstorming that graphically shows the
relationship of possible causes and sub causes directly related to an
identified effect/problem. It is most commonly used to analyze
work-related problems.
E. CHARTS
➔ A chart is a diagrammatic representation of relationships among
individual within an Organization:
1. Time Charts - is a tubular time chart that presents data in ordinal
sequence
2. Tree or Stream Charts - Depicts the development, growth and
change by beginning with a single course (the trunk) which spreads
out into many branches; or by beginning with the many tributaries
which then converge into a single channel. The genealogical tree is
an example.
3. Flow Chart - Is a visual way of charting or showing a process from
beginning to end. It is a means of analyzing a process.By outlining
every step in a process, you can begin to find inefficiencies or
problems.
4. Organizational chart - Shows how one part of the organization
relates to other parts of the organization
5. Comparison and contrast chart - used to show differences/
similarities between two things (people, places, events, ideas, etc.)
6. Pareto chart - Is a type of bar chart, prioritized in descending
order of magnitude or importance from left to right. It shows at a
glance which factors are occurring most.
7. Gantt chart - Is an activity time chart
F. GRAPHS
1. Pie or circle graph -nRecommended for showing the parts of
whole
2. Bar graphs - Used in comparing magnitude of similar items at
different ties or seeing relative sizes of the parts of a whole
3. Pictograph - Makes use of picture symbols
4. Graphic organizer - Topic: Main Idea: Questions: Details: How
to use it: Summary:
KINDS OF MAP:
1. Physical map - combines in a single projection data like altitude,
temperature, rainfall, precipitation.
2. Relief map - has three dimensional representations & show
contours of the physical data of the earth or part of the earth
3. Commercial or Economic map - also called product or
industrial map since they show land areas in relation to
economy
4. Political map - gives detailed information about the country,
provinces, cities, and towns, roads and highways. oceans, rivers
and lakes are the main features of most political maps.
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MAP LANGUAGE
1. Scale – shows how much of the actual earth’s surface is
represented by a given measurement on a map. (measurement,
real distance & areas)
2. Symbols - usually a map has a legend that explains what each
symbol means. Some symbols represent highways, railroads,
mountains, lakes and plains.
3. Color - the different colors of the map are part of the map
language. What colors represent the bodies of water?
4. Geographic grinds- the entire system of these grid lines are
called grid lines.
- The use of technology resources such as computers, digital
cameras, CD-ROMs, software applications, the internet, and
more, in daily classroom practices.
- The combination of all technology parts, such as hardware and
software, together with each subject related area of curriculum to
enhance learning.
- Using technology to help meet the curriculum standards and
learn objectives for each lesson, unit, or activity.
Why use technology in the curriculum:
● Motivates students
● Provides unique applications
● New approaches
● More productive
Advantages
● Career preparation
● Change in pattern
● Open new paths
● Enhance critical thinking
Disadvantages
● Costly
● Rapid change
● Compatibility issues
Keys to successful technology integration:
● Identify what are you trying to accomplish
● Consider what the standards and learning objectives are
● Identify an appropriate technology tool that will help you
accomplish your instructional goals
Barriers to technology integration:
● Lack of training
● Security constraints that impede instructional strategies
● Lack of administrative support
● Difficult to access
● Budget constraints
● Lack of high - speed school network
● Resistance to change
TECHNOLOGY INTEGRATION AND THE LEARNING PROCESS
❖ Research show the using technology in classroom
❖ Motivates students
❖ Encourages problem solving
❖ Creates new avenues to demonstrate creativity
❖ Can capture and hold attention
:)
INTEGRATING TECHNOLOGY INTO THE
CURRICULUM
TECHNOLOGY INTEGRATION

Strategies for Integrating technology into teaching:
★ Teacher must be properly trained
★ Technology must be easily accessible
★ must be used at the point of instruction
★ Every student must have the opportunity to work with
technology
★ Continuous planning at all levels ( district,school and classroom
level )
★ Each level must plan systematically so that technology is
integrated effectively and seamlessly into all facets of the
education
Tools:
● Productivity software - electronic grade book and monitoring
student progress
● The internet - e-mail and class website/blogs
● Computer assisted instruction - words are spoken aloud by the
computer and the program will not allow the student to place the
wrong letter in the word
● Digital cameras - make posters showing pictures of playground
rules being followed.
● Word processing and presentation software - excel, word,
powerpoint,..
- Realia refers to authentic objects from real life that one uses in
the classroom to teach a specific concept. Realia can be both
physical and virtual, as long as it is something used in the real
world.
- A real-life item, such as online teacher Sallie’s guitar, that is
used to teach a word or concept. it’s anything that you or your
students would encounter in the real world that is brought into
the classroom. This could be anything from your home or theirs
or from virtually anywhere else, such as nature or a store. The
beauty of using realia is that it can fit just about any topic you’re
teaching, and the materials can be easily found in most cases.
Examples of realia include:
● Videos, Music, Toys, Maps, Manuals, Utility bills, Magazines
● Newspapers, Recipe books, Stuffed animals, Office supplies
● Classroom items, Advertisements, Restaurant menus
● Cereal/soap boxes, Application forms, Train or bus tickets
:)
REALIA

Benefits of Using Realia
● Connects vocabulary to
real-life things
● Motivates students by
making learning fun
● Saves time by showing rather
than explaining
● Activates schemata (puts
things into context)
● Stimulates creativity by
involving the senses
● Utilizes the senses (sound,
sight, and touch)
● Appeals to visual/kinesthetic
(hands-on) learners
1. Select a Perspectives central text to read aloud.
2. Determine what themes, messages, information and facts are
being communicated through the text.
3. Brainstorm possible objects that can be distributed among
students and used as manipulative during the read aloud. Note
that the concept of realia can include music.
4. Distribute the objects to each student prior to the read aloud.
Share authentic replicas (instead of relying on still photos only)
for objects that may be unfamiliar to children (e.g., for a unit on
transportation, bring in replicas of unfamiliar modes such as
gondolas or hot air balloons).
When sharing historical accounts in text, try to complement
these with exploration of real objects at a museum (e.g., cars,
televisions, telephones and washing machines from previous
eras). Encourage children to think about dimensionality,
function and what they learned from the real object that they
would not have learned from the picture.
5. Direct students to connect the object to their understanding of
the central text while they listen.
6. After the read aloud, discuss student connections using the
following questions:
● How is the object related to the text?
● How does the object represent the characters in the text?
● How does the object relate to the speaker of the text?
● How can the object help you remember the message or theme of
the text?
● What, if any, other objects could represent the text’s message or
theme?
1. Recreate the realia
Young students love arts and crafts, and getting them to make
their own version of a newspaper, train ticket, or other realia
that you’ve shown them is a great way to solidify the lesson. It
helps make vocabulary memorable and gets students to apply
what they’ve learned. Plus, this one can be done in both an
in-person class and an online class.
2. Scavenger hunt
You can hold a scavenger hunt both inside and outside of the
classroom to review a number of subjects such as nature or
classroom objects. To use as a game for younger kids or
beginner learners, ask them to find an item for each color or
shape. This activity gets students moving and teaches them to
differentiate between vocabulary words, but it also allows you to
assess who has a firm grasp of the lesson and who may need
additional help. It’s also a great activity for the virtual
classroom, as students can quickly find objects around their
own homes.
3. Following directions
One of my favorite ways of using realia is to give students
directions to carry out with the objects. For instance, if you’re
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HOW TO USE REALIA:
REALIA ACTIVITIES FOR YOUNG LEARNERS:

teaching prepositions, have students take out the items from
their pencil bags, and give directions like, “Put the pencil under
the eraser” or, “Put the eraser in the pencil bag.” Or, for a lesson
on comparing objects say, “Hold the pencil higher than the
eraser.” It’s a great way to make students active participants in
the lesson. Again, this game can easily be played in both the
physical or virtual classroom.
4. What is it?
Fill a bag with realia and have students take turns trying to
guess what one of the objects is by putting their hand in the bag
and feeling it. They can use vocabulary to describe the object to
their classmates as they guess. This game can be adapted to the
virtual classroom by hiding an object in a bag or under a cloth.
Students can look at the shape and listen to you describe the
object (e.g., it’s heavy, it’s round, etc.) while they try to guess
what it is.
5. Ask students to bring in their own realia
Get to know students better by asking them to bring in several
items from home that they feel represent them. If you’re
teaching online, students can hold objects up to their cameras
instead. Have them present these items to the class and explain
why they chose each object. For a variation of this activity, have
classmates guess how the objects represent their fellow
students. Students love to share things about themselves and
are usually excited about activities that involve getting to talk
about their own lives.
6. Act out a scene
No matter what concept you’re teaching, acting out scenes and
roleplaying is a wonderful way to help students memorize the
material and encourage speaking skills through an easy activity.
Try using realia to inspire the students and really get them
invested in the role they’re playing. For example, if you’re
teaching a lesson focused on ordering food at a restaurant,
bring in some food items and a menu and have students take
turns acting out a scene in which one student is the waiter and
another is the customer. Realia will help them generate lines
and guide them to review essential vocabulary.
7. Incorporate realia into a writing prompt
To make writing assignments come to life, bring in random
objects and place them at the front of the classroom. Have
students write a short story (either with or without a prompt)
incorporating all or a certain number of the objects. This
activity gets students to think outside of the box and reflect on
how they can use the vocabulary they’ve learned in everyday
life. It’s another great one for both the physical and virtual
classroom as well, as you can simply hold the objects up to the
screen if you’re teaching online.
8. Island survival
Bring in a handful of items and divide students into small
groups. Have each group discuss which three things they would
choose to have with them if they were stranded on a desert
island. Have them explain why they chose each object and how
they would use it. You can modify this activity by changing the
number of items students can pick or by having them discuss
how they could use each item you bought in. If you’re teaching
online, simply turn the game into an individual activity and hold
the objects up in front of your camera to show them. Students
can take turns sharing their thoughts.
:)

9. Price guessing game
Set up a row of objects (either on a desk at the front of the
classroom or on a table in front of your webcam) and have
students try to guess what each of the items costs. Reveal the
real prices at the end of the activity. This is a great game to play
to practice numbers and shopping vocabulary (e.g., how much
does it cost, is it expensive, etc.). You can alter this activity to
have students try to organize the objects from the least
expensive to the most expensive, which can help with giving
commands, vocab related to directions, and more (e.g., “Move
the basketball to the left of the T-shirt”). You can also choose a
theme – like groceries or clothing – for the objects in order to
target specific vocabulary.
10. Memory
If you’re in a virtual classroom, quickly pass objects by the
screen, one after the other. See if students can recall which
objects they saw and whether they can name them in the
correct order. If you’re in a physical classroom, you can set the
items out on a desk and hide each object under a cloth or paper
bag. Then, lift the bag/cloth for a few seconds to reveal the
object. If you’re wondering how to teach vocabulary, this is a
great activity, as you can choose items from a specific
theme/category (food, sports, objects that are different shapes
or colors, etc.).
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:)
SOCIAL MEDIA AS EDUCATION TECHNOLOGIES
SOCIAL MEDIA
THE ROLE OF SOCIAL MEDIA IN TEACHING AND LEARNING

SHARING
With social media, you can share information and ideas in a variety of
ways. Different outlets allow you to publish your own ideas in writing,
with pictures, or through videos and voice recordings; and you can
also hyperlink your audience to interesting articles, pictures, and
videos. The information you share can be either private or public. For
example, you can email a private message to one person and broadcast
a video to a global audience via YouTube. Always consider your
communication situation (see page 68) before sharing information
LEARNING
Social media can also serve as personal learning tools (see page 283).
You can get updates about your friends and family, or learn about
what’s happening in your community and around the world. The
immediacy of the information flow allows you to get the gist of the
latest news almost as it happens. Today, breaking news is often
broadcast via social media before traditional media like TV and
newspapers are able to cover it in detail. Social media can also reveal
public sentiment about the big issues of the day or, on a less urgent
level, opinions about a new restaurant.
INTERACTING
Maybe the most powerful element of social media is their interactive
nature. Social media breaks the traditional barriers of time and
distance between people. With video chat technologies like Skype, you
can talk to people face-to- face anywhere in the world. On Facebook
and mobile devices, you can chat digitally and text with your friends
and family. Twitter even allows you to interact with media members,
public officials, professional athletes, and celebrities.
MARKETING
More and more, social media are being used for marketing purposes.
Businesses use social media to promote themselves and their
products. Nonprofit organizations raise funds and promote charity
events. Individuals market themselves to prospective employers. And
you can use social media to promote ideas and events that are
important to you.
:)
ADVANTAGES OF SOCIAL MEDIA
PURPOSE OF SOCIAL MEDIA

- The term digital literacy was coined by Paul Gisler 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 the 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.
1. Media Literacy - is one ’s ability to critically read information or
content and utilize multimedia in creatively producing
communications.
2. Information Literacy - is locating information from the web and
interpreting while evaluating its validity in order that it can be
shared.
3. ICT Literacy - is knowing how to select and use digital devices,
applications or services to accomplish tasks requiring the use of
the internet.
4. Communications and Collaboration - are one ’s capabilities in
being able to participate in the digital networks in the teaching
and learning context.
5. 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.
1. Critical Thinking - is learning how to solve problems. It teaches
students not to accept immediate claims without seeking the
truth. It is the ability to differentiate facts from the opinions and
not only just learn a set of facts or figures but also discover
these for the sake of knowing what ought to be.
2. Creativity - requires students to think out of the box and to take
pride in what is uniquely theirs. It means that they will be able
to look at a problem from multiple perspectives-including can
propose multiple possibilities and alternatives to address a
problem and they need to take calculated risks. Encourages
students to think beyond the expectations of conventions.
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.
- In addition to the 4Cs, 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 socially and virtually acceptable . As a result, one is
projecting a reputable digital identity which is his or her
character.
- Digital Literacy Skills are required in the wired world. These
skills vary from texts to images to multimedia. Future teachers
:)
DIGITAL LITERACIES THE FOUR C’S OF THE 21ST CENTURY
DIGITAL LITERACY SKILLS VS DIGITAL LITERACY

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.
8 DIGITAL LITERACY SKILLS NEEDED TO BECOME DIGITALLY
LITERATE (LYNCH 2017)
1. 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 students
to begin experimenting with effective online collaboration.
3. Cloud software - essential part of document management. The cloud
is used to store everything
4. Word processing software - google, Microsoft online drop box,
storage & management solutions.
5. Screencasting - a screencast is a video recording using the
computer screen, and usually includes audio.
6. Personal Archiving - students should be taught concepts of
metadata, tagging, keywords and categories to make them aware how
they are represented online.
7. Information Evaluation - Critical thinking to weed out fake news
8. Use of SOCIAL MEDIA - serves as 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.
:)

- The ultimate measure of a student's competence is
performance.
- Assessment tools aid in assessing and evaluating student
learning and can provide different options to assess students
beyond the traditional exam. Several tools are available
including grading rubrics, Canvas Assignments, plagiarism
detection, self-assessment, and peer assessment, surveys, and
classroom polling.
ASSESSMENT
- the process of identifying, gathering, and interpreting
information about students’ learning.
INFORMATION ABOUT STUDENT LEARNING CAN BE ASSESSED
THROUGH BOTH DIRECT AND INDIRECT MEASURES.
● Direct measures may include homework, quizzes, exams,
reports, essays, research projects, case study analysis, and
rubrics for oral and other performances.
● Indirect measures include course evaluations, student surveys,
course enrollment information, retention in the major, alumni
surveys, and graduate school placement rates.
FORMATIVE ASSESSMENT
- Provides feedback and information during the instructional
process, while learning is taking place, and while learning is
occurring
:)
POPULAR SOCIAL MEDIA SITES: EDUCATIONAL TECHNOLOGIES & ASSESSMENT OF
STUDENT LEARNING
TYPES OF ASSESSMENT

- any means by which students receive input and guiding
feedback on their relative performance to help them improve. It
can be provided face-to-face in office hours, in written
comments on assignments, through rubrics and through emails.
- can be used to measure student learning on a daily, ongoing
basis. These assessments reveal how and what students are
learning during the course and often inform next steps in
teaching and learning. Rather than asking students if they
understand or have any questions, you can be more systematic
and intentional by asking students at the end of the class period
to write the most important points or the most confusing
aspect of the lecture on index cards. Collecting and reviewing
the responses provides insight into what themes students have
retained and what your next teaching steps might be. Providing
feedback on these themes to students gives them insight into
their own learning.
SUMMATIVE ASSESSMENT
- Takes place after the learning has been completed and provides
information and feedback that sums up the teaching and
learning process.
- tests, quizzes, and other graded course activities that are used
to measure student performance. They are cumulative and often
reveal what students have learned at the end of a unit or the end
of a course. Within a course, summative assessment includes
the system for calculating individual student grades.
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’
strength and weaknesses can help you better plan what to teach
and how to teach it.
- a form of pre-assessment or a pre-test where teachers can
evaluate students’ strengths, weaknesses, knowledge and skills
before their instruction. These assessments are typically
low-stakes and usually don’t count for grades.
- an identical assessment may be given post-instruction to
identify if students have met a course’s required learning
objectives. With this form of assessment, teachers can plan
meaningful and efficient instruction and can provide students
with an individualized learning experience.
Common Diagnostic Assessment Tool
- Likert-scale surveys are among the most common tools, where
students are asked to choose a ranking from ‘strongly disagree’
to ‘strongly agree’ when reviewing course facts. A more visual
diagnostic assessment tool involves concept mapping. Students
draw a visual diagram of a concept or piece of information and
are asked to form connections between different components of
the topic at hand.
AUTHENTIC ASSESSMENT
- Describe the multiple forms of assessment that reflect students
learning, achievement, motivation, and attitudes on
instructionally relevant classroom activities.
:)

:)
ELECTRONIC EDUCATIONAL MEDIA ASSESSMENT TOOLS

- 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 examinations 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. These are freeware that enable teachers to 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.
ADVANTAGES OF ONLINE EXAMINATION
1. Accessibility and flexibility
2. Time management
3. Save cost
4. Statistical Analysis
5. Security and confidentiality
DISADVANTAGES
✓ Academic dishonesty
- commonly known as cheating, occurs at all levels of educational
institutions. In traditional classrooms, students cheat in various
forms such as hidden prepared notes not permitted to be used
or looking at another student's paper during an exam, copying
homework from one another, or copying from a book, article or
media without properly citing the source. Individuals can be
dishonest due to lack of time management skills, the pursuit of
better grades, cultural behavior or a misunderstanding of
plagiarism.
:)
ROLE OF ICT IN ASSESSMENT OF LEARNING

1. utilizing multiple measures of assessment
2. increasing the use of technology
3. focus on the growth and development of the learner
4. differentiating the roles & responsibilities of the teachers,
administrators, and other stakeholders.
- 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 a powerful technological machine to promote
development of learning. Computers are able to create a more
attractive and effective learning environment (Kesser, 2011)
:)
CURRENT TRENDS IN ASSESSMENT IN LEARNING

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