SECTION 1

Integration of Technology in Instruction

Section Intended Learning Outcome (SILO)
Establish the significance of technology in the 21 century instruction

CHAPTER 1

TEACHERS AND STUDENTS IN THE DIGITAL AGE

Teacher, student, and instruction have been the constant entities of education from several
centuries back until the present time. However strategies, style and educational tools and
technologies improve in the many generations for better delivery of the lesson and learning of
content. This chapter will enable you to realize the transformation of teaching and learning
from the past years to the present century
Intended Learning Outcome.
At the end of this chapter you are expected to:
Differentiate the roles of teacher and students in the earlier years and in the 21
century of instruction.

TEACHERS OF THE EARLY GENERATIONS VS TEACHERS OF THE 21st" CENTURY

Every journey has its start and end. On how the journey has started and ended
they have significant implication In one's achievement, but the most important event in
every journey is the liminal space between the start and end-how one has journeyed,
Teaching and learning is a journey In education that we treasure most. It is not only the
matter or the 'what to teach' that is important, but the 'manner of delivery or the how
to teach' plays a very important role in today's teaching and learning environment. Also, it
is not only the 'matter or the what was learned' that is significant, but the 'quality or the
authenticity of learning where students become life- ready.
In the early years, teachers were regarded as instruments for information
dissemination and communicators of knowledge in which the students obediently receive
and believe. Teachers were always in authority over the students. This was during the
period in which teacher-centered approach was observed in the education system. This approach seems to
weaken the aim of acquiring quality learning for this makes the students passive learners.
The authors of some journals would claim that student-centered approach ls proven
worldwide to be an effective method for the students to have quality learning, Besides
students working collaboratively with their peers, they are being developed to be creative
and critical thinkers.
It is believed that teachers today are far different from teachers of yesteryears. Are
the roles of teachers in the yesteryears still effective in the 21 century? Let us see how
different they are from the past years to this century.

Teachers of Yesteryear
Disseminate information through lectures.
Require students to memorize contents from textbooks.
Make use of textbooks and workbooks as their reference.
Give assessments through written examinations.
Focus on their responsibility and relationship with the students as recipients of knowledge.
Followers of policies prescribed by the school.
Use lecture as teaching method.
Deliver the same lessons every year.
Too focused on self achievement.
Target to finish the lesson within thee period.
Autocratic in which teachers are in control of everything in all events of the classroom.
Holder of knowledge/Gatekeeper of information.
Technology illiterate.

Teachers of the 21" Century

Allow students to solve real-word problem.
Allow students to construct their own understanding of the subject matter.
Make use of manipulative materials, makes use of multitude of prints and electronic sources.
Give Performance-based assessments (Performance tasks)
Widen their responsibility and their relationship with colleagues, community, and other stakeholders in
acquiring clear and obtainable standards for the knowledge, skills, and values that students are expected
to acquire.
Participate in the decision-making in schools.
Use a variety of teaching methods appropriate in the student's learning.
Spend time in researching to update his/her knowledge of the subject matter.
Mentor new teachers.
Target the learners to be ready in the challenges of todays learning.
Democratic in which teachers allow students to take responsibility in their leaning
Foster leaner autonomy when students also learn to tale responsibility in their learning.
Facilitator of learning.
Technology or digital literate.

Further, teachers of the 21 century are believed to be more immersed in the use of
technologies and would get away from being digital immigrant teachers.
Teachers of the 21" century do not merely transfer knowledge to the students More
than teaching the subject matter they teach students how to lean to live life.
Teachers of 21st century are:
Channel
Teachers serve as channels In connecting the curriculum, software, hardware and dynamic of teaching in
their instruction.
Communicator
This does not only refer to having a good language in communicating knowledge to the students but being
a teacher who can communicate with their students anytime and anywhere with the use of the tools and
technologies.
Learner
Teachers never cease in learning new knowledge. When teachers want their students to learn beyond the
usual and learn to face the challenges of education, they themselves should be lifelong learners for them
to be able to extend their knowledge and skills to their students Learning the technologies of today will
give the teachers a big leap in the advances of today and tomorrow's teaching and learning.

Futurist
Teachers are futurists not only on what they want their students to achieve at the
end of the lesson, but on how they will deliver the lesson with the use of the emerging
tools and other web technologies that will help the learners understand the lessons better
Leader
Teachers are leaders in their own way by leading their students to the proper and appropriate use of
learning materials including technologies.
Exemplar
Teachers are models when it comes to behavior, language dealing with colleagues
and students, use of facilities, and others. They are likewise models not only in what they
teach but according to what they practice, even with the use of technologies-social media
networks and blogs by avoiding the use and misuse of technologies in education.
Collaborator
Collaborators not only inside the classroom, but also in space. Teachers
therefore, must pull up their collaborative tools to be able to continue to share and
contribute their knowledge to the learners.

Venture Player
Teachers are venture players in taking chances to apply new knowledge, skills,
practices, and technologies especially if these will level up the student's understanding
and learning Students could be more advanced than teachers when it comes to new
technologies and applications. This is where teachers would take the risk in learning these
new technologies and become technology savvies that would contribute much in their
teaching and students' learning.
One of the biggest challenges of teachers in the 21" century is not only to utilize
technologies to support teaching and learning but to use technology to extend quality and
authentic learning opportunities.
To prepare the students for the demands of the tomorrow’s world, the roles of
teachers must be redefined and teachers themselves must first possess the 21" century
skills and have the power to influence their students to learn the knowledge and skills of
the 21 century.
Can you Imagine the relationship of digital immigrant teachers when faced with
native digital students? It might appear that students would be less participative and
the class might be boring if the teachers would remain traditional in their ways of
teaching and in the materials they are using. Therefore, teachers are highly encouraged to
make themselves involve with the use of technologies and keep themselves updated with
technologies.

STUDENTS OF THE LARLY GENERATIONS VS STUDENTS OF THE 21 CENTURY

In as much as the roles of the teachers change to meet the needs of the students in
today's education, the students roles likewise need to change to become more competent
knowledgeable in theories and in practice, and competitive in the call of the community
and the world.
Students in the earlier generations are indeed different in today's generation
Having technologies at their side make them more advanced in information where they
do not need to have a long distance walk Just to access information from the books in the
library. Almost all information and tools that they need are already at the palm of their
hands. They only need to access and use these technologies rightfully and appropriately

Before, students depend so much from the teacher when it comes to learning They
listen passively to the discussion, they only speak or answer when they are asked, they
learn theories through memorization of text, and many others in which we can tell that is
not entirely authentic. Thank to technologies especially to the period that it began to
enter the field of education.

Students of Yesteryears
1. Receiver of facts and information
2. Learning is based on repetition
3. Textbook users
4. Passive recipients of information
5. Competitive learners
 6. Factual thinkers
7. Unilateral thinkers
8. Inactive process of learning
9. Dependent learners
10. Single Taskers
11. Single sensory input provider

Students of the 21 Century

1. Active creators of knowledge
2. Interactive knowledge instructor
3. Internet users to access a vast of information
4. Actively engaged in class activities
5. Collaborative learners
6. Reflective, critical and creative thinkers
7. Divergent thinkers
8. Dynamic processes of learning
9. Self-managing learners
10. Multitaskers
11. Multisensory input provider

Having technologies in the lives of the youth make them much more digi-centric than the
previous generations. Many believe that students today spend more time with
their computers and other gadgets in watching and treating videos, listening to music,
playing digital games, accessing social media networks to chat and read the in's and out's
in today's generation Their language is even influenced digitally or technologically.
Today’s students can communicate with their classmates even to their teachers,
friends, family, and relatives through a variety of resources: computers, laptops, notebooks,
smartphones, and tablets. They can even access information about anything, anytime
anywhere at their fingertips. Their generation has been called as the digital generation.

The advent of technology in education is truly a blessing for students where they can
access information, make their projects and other requirements in school faster and easier.
It's just that, students have to be reminded of being responsible using these technologies
appropriately, They should avoid the misuse and overuse of technologies. Generally, they
have to be techno-smart not techno-addict.

With the existence of technology, there is much that s expected from the students
They have to get away with being passive learners They have to:
1 learn to generate their own ideas and construct their own understanding of the lesson
2. create works that are original;
3. communicate clearly with other students and with their teachers
4 collaborate with one another to achieve higher standard of learning and
5. innovate learning and their outputs

INSTRUCTIONS IN THE EARLY GENERATIONS VS INSTRUCTIONS IN THE 21st

CENTURY

In the previous lessons, we have learned that in the early generations, teachers
make use of lecture and traditional class discussion in teaching lessons This appears to
be teachers are in control of information dissemination. That is everything is being fed
to the students. Teachers instruct students and give step-by-step procedure on how to do
such task. Students on the other hand would simply follow the instructions given to them
without having the freedom to discover learning on their own. The students hands are tied
with what the teacher has to say in the class.
Lecture is an effective mode of instruction but may not be as effective as other
pedagogies which would make teaching and learning more interesting engaging and
would absolutely give students quality education and authentic learning Below are some
of the useful and effective teaching methods and strategies:

 Interactive lecture
 Case-based learning
 Problem-based learning
 Inquiry-based learning
 Project-based learning
 Simulation
 Role play
 Experiential learning
 Laboratory work
 Fieldwork
 Peer tutoring
 E-learning
 PISER (Peer Instruction and Student Electronic Response)

The traditional educational practices have been effective during the old times but they are no longer
effective In the 21 century These traditional educational practices would no longer provide the 21 century
skills needed by the students for them to be at par and productive with the learning of students globally
and for them to be able to live life in the real world to answer the needs of the society and of the
community.
Below are the characteristics of traditional learning environments and new learning environments. As
teachers and students continue to Integrate technologies in education, they will find themselves
transitioning from traditional teaching and learning to technologically and digitally-enriched teaching and
learning environment.
Traditional Learning Environment - New Learning Environment
Teacher-centered instruction Student-centered learning
Single-sense stimulation. Multisensory simulation
Single-path progression. Multipath progression
Single medium. Multimedia
Isolated work. Collaborative work
Information delivery. Information exchange
Passive learning. Active/ exploratory / Inquiry-based learnig
Factual, knowledge-based learning. Critical thinking and informed decision making
Reactive response. Proactive/ planned action
Isolated, artificial context. Authentic, real-word context

THE 21st CENTURY SKILLS

Making education of quality does not focus alone on the cognitive aspect of learning. Incorporating the
non-academic skills Is likewise vital in the teaching-learning process. These skills are described as the
'transversal skills which encompass the 21st century skills, soft-skills, generic skills and no cognitive
skills values and attitudes: Including collaboration, self discipline, resourcefulness and respect for the
environment (UNESCO's Asia Pacific Education Research Institutes Network (ERI-Net), 2013)
According to ERI-Net (2013), these are the competencies required for learners holistic development and
for learners to become capable of adapting to change.
In today's worlds. companies and industries are looking for employees who are not just cognitive achiever
but more so who are skillfully competent in making the economy stronger and better. This would be
achievable if schools and teachers will improve their education and teaching the 21" century skills.
According to Partnership for 21" Century Skills Organization, the, following 21st century skills are
relevant to the student's professional growth to be effective professionals, citizens, and leaders of the
future.
1. Learning and Innovation Skills; Communication and collaboration, critical
thinking and problem solving. creativity and innovation
2. Life and Career Skills; Leadership and responsibility, productivity and
accountability, social and cross-cultural skills, Initiative and self-direction, flexibility
and adaptability
3. information, Media, and Technology Skills: Media, Literacy; Information literacy:
information and communication technology (ICT) literacy.

The partnership for 21st Century Skills has suggested six (6) key elements for
fostering 21st century learning
1.Emphasize core subjects. The focus of core subjects is beyond basic competency
(reading writing arithmetic); this is more on understanding the core academic
content to a higher level (English, Reading or language Arts, World Languages
Arts, Mathematics, Economics, science, Geography, History, Government and Civics
2. Emphasize learning skills. Learning skills are not limited to what is being learned
In schools but also learning persistently throughout their lives, most especially
in learning information and communication skills, thinking and problem-solving
skills, and interpersonal and self-directional skills.
3. Use 21 century tools to develop learning skills. Students need to learn and
be proficient in the use of Information and communication technology (ICT)
tools to accents, relate, manage, evaluate, and construct new knowledge or
information: and likewise with the 21st century tools, the learners should be able
to communicate and participate not only in the classroom but more so in the
community and society.
4. Teach and learn in a 21 century context. When students are more engaged in
the lesson and the lessons are more relevant In their daily living, students then will
understand better the lesson and can truly say that they learn
5. Teach and learn 21 century content. Including in the curriculum and
teaching extensively the significant content areas like in global awareness, financial
economic and business literacy: and civic literacy would help the students to be
more competitive not only locally but also globally.
6. Use 21 century assessments that measure 21 century skills. Improving and
going beyond the standardized tests will give students quality learning Teachers
must give assessments that would measure students creativity and skills that
could be applied In real-life situations.
CHAPTER 2

TECHNOLOGY IN TEACHING AND LEARNING

This chapter introducer the standards that administrators teachers, and students should
observe in the use and integration of technology in education. This chapter also explains how
one entity of Tech-PACK is connected and interfaced with the other entities Likewise, it show
how the Tech-PACK process works in integrating technology in education
Intended Learning Outcome
At the end of this chapter you are expected to:
Design a plan in assisting teachers in the integration of technology in instruction
INTERNATIONAL SOCIETY FOR TECHNOLOGY IN EDUCATION (ISTE)
In every project that we need to accomplish, we specifically design and enumerate
our guidelines, criteria, or specifications which meet our standards and eventually say,
“just like the way I want it" and it turns out to be perfect for us.
Like in constructing your dream house, you would ask the architect to design you a
plan according to your needs and likes: you would choose the materials that are of quality
(Wood, steel, color of paint, tiles, etc.) : you make sure that the carpenters and workers are
making their job well to meet your standards; and acquiring furniture that will beautify
the in-doors of the house. This, in the end will give you contentment and comfort in living
in your own dream house.
In choosing a catering service for your party, you would select the one that serves
savoury dishes , with clean serving utensils and crew that are alert and respectful In this
way you do not only satisfy yourself in terms of the entirety of the party but also your guests
Another example is children being sent to school by their parents. The parents would
see to it that the school gives quality education that will highly benefit their children.
Quality education encompasses teaching strategies and pedagogies, assessments and the
facilities that support children's learning. Having standards in teaching and learning help
meet the needs and improvements of children's knowledge and skills

Setting standards help us achieve quality output may it be in house, office, and
school. This In turn will give us fulfillment in our activities for our family, friends, staf
heads. people in the society and the community
In education, administrators and teachers with the support of the national
educational departments and organizations define their standards that would guide and
help the students in possessing tie knowledge and skills that are required of them to make
them successful learners and professionals in the future
The use of technology in education is likewise guided by standards to develop
among learners the sills that they need to passes for the 21st century for them to be able
to serve not only themselves but the world. This is where the International Society for
Technology in Education (iSTE) comes in. 1STE is a nonprofit organization that promotes
the use of technology to support and enhance teaching and learning
There are three standards that have been developed by 1STE for better connection
and empowerment among administrators, teachers and students:
•Standards for Administrators
•Standards for Teachers
•Standards for Students
To better understand these standards set by ISTE let us first define the term standard.
According to Merrlam-Webister's Learners Dictionary, standard is an idea or thing
used as a measure, norm, or model in comparative evaluations It can also be defined
as a level of quality, achievement that is considered acceptable or desirable; something
that is very good and that is used to make judgment about the quality of other things: or
something stablished by authority, custom, or general consent as a model or example.
According to Dietionary.com, "standard is a rule or principle that is used an a basis for Judgment"
From the freedictionary.com, "standard ls a degree or level of requirement, excel-
lence, or attainment In other words, "standard" in incorporating the use. of technology in education

would mean something that would serve as a guide to assist the administrators, teachers.
and learners in achieving quality and excellence in teaching and learning.
Below are the following IST standards for administrators, teachers, and students
For more information on IST standards, visit http://www.lste.org/standards
ISTE Standards for Administrators
Administrators are the lead supporters of digital and technology-rich teaching
and learning environment. They lead in the transformation of educational ystem
with the affirmation that these technologies make teaching and learning more
engaging Interesting Inspiring, reflecting, and empowering
Visionary leadership. Being visionary leaders, they inspire and engage
stakeholders In the development, communication, and Implementation of
educational transformation with the use of digital and technological resources
which are aligned with the shared vision
Digital age learning culture. Educational administrators lead in creating.
promoting, and upholding digital age educational environment culture. They
ensure the effective use of digital tools and technological resources in meeting
the diverse needs of learners and help 1hem to be more innovative, creative,
and efficient in learning
Excellence in professional practice. Educational administrators ensure
healthy and professional growth in technology fluency and Integration
among educators to help enhance students' learning, Further, educational
administrators keep themselves informed with the changes and updates in
technology that are beneficial in teaching and learning
Systematic Improvement. Educational administrators also extend leadership
in the Improvement of the department, organization, and school through the
promotion and effective use of information and technology resources which
make the daily operations easy and efficient.
Digital citizenship. Educational administrators ensure, promote, and model
ethical use of information and communication technology following policies and
legalities of technology.
ISTE Standards for Teachers
ISTE standards for teachers state that effective teachers not only support
technologies in education, they design, create, Implement, promote, and model
the use of technologies to enable them to teach the lessons and its contents with quality

Facilitate and Inspire student learning and creativity. Teachers inspire

students to be creative and innovative thinks, to develop students' inventive
skills, and to enhance their ability in knowledge construction.

Design and develop digital age learning experiences and assessments

Teachers design and develop technology-enriched learning experiences,
activities, and assessments to enable students experience authentic and
improved learning.

Model digital age work and learning. Teachers demonstrate and exhibit their
knowledge and proficiency in the use of technologies that would support their
teaching and students learning.

Promote and model digital citizenship and responsibility. Teachers promote

and model the appropriate and responsible use of technologies which are
parallel with the legal and ethical use of digital and technological information,
tools, and systems

Engage in professional truth and leadership. Teachers endlessly enhance

and improve their knowledge and skills by participating in seminars, trainings
and workshops on the effective use of digital and technological information,
tools, and resources to enable them to contribute to the services that the
school and community many need.

ISTE Standards for Students

Acquisition of knowledge is not the only reason why students go to school

Developing and improving of skills are likewise the goals of the learners. Teachers
facilitate students cognitive, affective and psychomotor learning to enable the
students to be life-ready and world-ready. with the ISTE Standards, students
are mare guided in learning both knowledge and skills that will soon make a big
contribution to the community and society

Creativity and innovation. Students exhibit constructive learning by

generating new ideas out of the existing knowledge. They create, explore,
develop, arnd innovate products with the help of technology

Communication and collaboration. Students make use of a variety of

technological tools and digital media to effectively converse, interact,
disseminate information, communicate, and collaborate with their peers to
work on their school projects and other tasks.

Research and information fluency. Students utilize digital and technological

tools to search and select for data and information, organize, process, analyze.
synthesize, and evaluate information. Students likewise produce the processed
reports with the aid of the digital and technological tools.

Critical thinking. problem solving and decision making. Students use

appropriate digital and technological tools in practicing their creative and
critical thinking skills to identify problems, plan, investigate, collect. process,
analyze information in developing solutions to help in decision making.

Digital citizenship. Students practice ethical, legal, and responsible use of

information, communication, and technology in learning and production of outputs.

Technology operations and concepts. Students exhibit awareness and

knowledge in the effective selection and usage of technology which allow them to learn,
improve, and Innovate.

The Significance of Standards

Standards are criteria that define what is expected from the administrators, teacher
and leaners.
Administrators. How to lead teacher und learners in the effective use of
technology In teaching and learning how to create a culture of
innovation to achieve excellence in education: how to promote
the positive integration of technology into teaching and learning.
Teachers. Content to teach; meeting the requirements of the curriculum:
how to teach the lessons; how to assess the léarners; how to
integrate technologies into teaching.
Learners. How learners learn; how learner acquire knowledge and skills;
how well learners perform; how learners create, innovate,
collaborate and communicate with the use of technologies; how
to Integrate technologies into learning.

The set standards would be futile if these are not demonstrated by the people
involved in the implementation. The administrators, teachers: and learners must
be compliant with this standards to achieve high quality service, teaching and learning
Moreover, being compliant or noncompliant associated with consequences. This is the
question of what will be done to those who have complied and failed to comply with the
standards-(compliant) giving of incentives and positive remarks; and (noncompliant)
giving of remedial instructions and delays or limited opportunities.
TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACIK)
AND TECHNOLOGY INTEGRATION PLANNING (TIP)
Teaching can be associated with soldiers who go to war Soldiers are being trained
and they make a lot of preparations. Before going to war, they plan for the tactics and
strategies to be done, they make sure that they are complete with their stockpile of
ammunition and protection. No soldier will go to a war without enough bullets in his
pockets Same with teaching, teachers are trained on how-to teach and manage a class.
Before stepping inside the classroom, they have made their lesson plans on what to
teach and how to teach, they make sure that they have all the materials needed for
the lesson. The use of technology is one of the materials that teachers make use to
deliver the lesson successfully to their learners. However, sometimes the use of
technology becomes ineffective because of insufficient knowledge on the true purp05e
and proper use of such technology, This is why the Technological Pedagogical Content
Knowledge (TPACK) by Mishra, P & Koehler, M. and Technology Integration Planning
(TIP) by Roblyer, M.D. & Doering A.H came into existence, to guide teachers on how to
integrate technology into teaching.
Technological Pedagogical Content Knowledge (Tech-PACK)
Tech-PACK, previously known as TPCK, later TPACK, is a framework that integrates technology
in education to help encapsulate the complex interactions among content, pedagogy,
and technology Tech-PACK provides 3 picture of the entire process of technology integration
that helps identify what is essential and what is not in any discussions of teacher using
technology for teaching subject matter.
According to Mishra & Koehler (2006), the TPACK Framework which is shown in Figure 2.2,
"emphasizes” he connections, interactions, affordances, and constraints between and among content,
pedagogy, and technology In this model, It showed that content (C) pedagogy (P'), and technology (T) are
he three main components of teacher's knowledge Looking at the model closely, it shows the Interactions
between and among the bodies of knowledge: PCK (pedagogical content knowledge). TCK
(technological content knowledge), TPK [(technological pedagogical knowledge). and TPACK
(technological pedagogical content knowledge) which are significant it making teaching and learning
with the use of technology a success.

Content Knowledge (CK)

Teacher's knowledge about the subject matter
Includes concepts, theories, ideas, organizational frameworks, evidences and
proofs, established practices and approaches toward developing such knowledge
Shulman. 1986)
Having no comprehensive knowledge in content may caise erroneous information
to leaners thus may develop misconceptions about the subject matter
Pedagogical Knowledge (PK)
Teacher's deep knowledge abut the process and practices or methods of teaching
and learning.
This includes lesson planning, classroom management skills, understanding how
students earn, and student assessment.
A teacher with profound pedagogical knowledge facilitates student's construction
of knowledge and acquisition of skills, and helps students in developing habits o
mind and positive dispositions toward learning.
Therefore, understanding of cognitive, social, and developmental theories
of learning and how they apply to students in the classroom are requisites of
pedagogical knowledge.
Pedagogical Content Knowledge (PCK)
Covers conditions that promote learning teaching learning curriculum.
assessment, reporting and pedagogy
There 1st transformation of the subject matter for teaching which happens when
teacher interprets the subject matter.
Technology Knowledge (TK)
The definition of TK is fluid die to its fast updates and upgrades that happen from
time to time However, technology applies to all technological tools and resources.
Understanding of technology which is beyond the definition of computer literacy is
a must In TK Thus, essential appreciation and mastery of information technology
for Information processing, communication, and problem solving are Important.
Technological Content Knowledge (TCK)
TCR is an understanding of the way in which technology and content affect and
restrict one another.
This overlap explains that teaching is more than the subject matter they teach; they
must also have a profound knowledge on the way how subject matter can be tatught
through the use of particular technologies.
Teachers need to figure out which specific technologies are appropriate in
delivering the subject-matter to have a better understanding and appreciation of
the lesson.
This allows us to determine the suitable pairing of appropriate. technology to the
content or vice versa.

Technological Pedagogical Knowledge (TPK)

TPR is an understanding of how teaching and learning can change when particular
technologies are used in particular methods.
The focus of this TPK is to have an understanding of the affordances of technology
and how they can influence differently the context and Intentions of teaching
Teachers have to look beyond the normal functions of technology, they have to
be creative and think of other possible things that these technologies can do to
achieve advancement in the learning and understanding of the students.

Technological Pedagogical Content Knowledge (Tech-PACK)

Tech-PACK shows interactions among the main components of knowledge-content,
pedagogy, and knowledge.
Tech-PACK is the basis of effective teaching with technology.
The relationship among the components of knowledge are interfaced with
one another to have a stronger content, more effective pedagogy and efficient
technology that may remedy difficulties in teaching and learning to develop higher
comprehension and better learning.