Colegio De La PurisimaConcepcion

The School of the Archdiocese of Capiz

Roxas city

College of Arts, Sciences and Education

INSTRUCTIONAL LEARNING KIT

KYLA MAY T. ANDRADE BSED III

PRELIM TERM
WEEK 1

TECHNOLOGY AND LEARNING WITH TECHNOLOGY: AN INTRODUCTION

Involvement
Activity 1. In reference to ICT Standard for Pre-Service Teachers, identify the domain
to which each given course learning outcome belong?
Course Learning Outcomes Competency Domain
1. Explain ICT policies and safety issues as they Domain 1: Understanding ICT in
impact on the teaching-learning process. Education
2. Integrate media and technology in various Domain 4: Technology Tools
content areas
3. Apply learning theories and principles in the Domain 2. Curriculum and
design and development of lessons through Assessment
appropriate media and technologies for teaching
learning.
4. Formulate teaching-learning experiences and Domain 4: Technology Tools
assessment task using appropriate and innovative
technologies.
5. Demonstrate social, ethical, and legal Domain 7: Teacher Disposition
responsibility in the use of technology tools and
resources.

Activity2. Below is a checklist on the use of ICT in your learning. Read and answer each
item carefully.
Checklist on the use of ICT in your Learning
Dear Students, please mark check your answer to the following Yes No
 questions found below
1. Do you use technology in learning? /
2. Do you use non-digital learning resources? /
3. Do you use technology tools for learning? /
4. Do you enjoy using ICT tools for learning? /
5. Do you learn better with the use of technology tools? /
6. Do you develop digital resources for learning? /
7. Do you have enough technology tools at home? /
8. Are you aware of policies that guide you in the use of ICT? /
9. Are you an expert in the use of technology tools for learning? /
10. Are you aware of the ethical and legal responsibilities in the use of /
ICT?
Consolidate your answer. Base on the result what meaning can you derive?

Activity3. Analyze the two pictures below, Picture A and Picture B. Tell a story about
each picture base on the inputs discussed. Answer which of the two teachers would you
like to become when you graduate, Picture A or Picture B? Give your reasons.
Picture A.

Non digital learning. This still apparent in literacy classes today such as
handouts which can be used to provide learners with data and facts. There are many
different forms of handouts such as; worksheets, operation sheets, assignment
sheets etc. These sheets can be worked on as part of a group or individually as
learners are able to work on their writing and reading skills as part of an activity and
encourages learner’s feedback. It is important to note that digital learning resources
can be seen as unreliable and when technical support is required and cannot be
resolved, non – digital learning resources are needed to continue the lesson.

Picture B
A Teacher using technology in teaching. The impact that technology has had on today’s schools
has been quite significant. This widespread adoption of technology has completely
changed how teachers teach and students learn. Teachers are learning how to teach
with emerging technologies while students are using advanced technology to shape how
they learn.

THE TEACHER THAT I WOULD LIKE TO BECAME IS THE THE TEACHER THAT USING
TECHNOLOGY BECAUSE IN OUR TIME NOW MANY STUDENTS THAT MORE INTERESTED IF
THERE ARE DIGITAL TECHNOLOGY BEING USED IN THE CLASS. AND IT WILL ALSO HELP THE
STUDENTS TO SPREAD THEIR KNOWLEDGE ABOUT THE TECHNOLOGIES.

Individual Worksheet
Worksheet 1. Complete the sentence below.
After reading the inputs and doing the involvement activities:

1. I learned that in this digital era, ICT use in the classroom is important for giving students
opportunities to learn and apply the required 21st century skills. Hence studying the issues and
challenges related to ICT use in teaching and learning can assist teachers in overcoming the
obstacles and become successful technology users.

2. I felt that it is important to acknowledge that students are already interested and engaged in
using technology, this creates many amazing opportunities for schools and teachers to benefit
from integrating some forms of technology in the classroom and to make teaching and learning
more effective.

3. I developed collaboration skills by getting involved in different online activities. For instance,
working on different projects by collaborating with others on forums or by sharing documents
on their virtual learning environments. Technology can encourage collaboration with students
in the same classroom, same school and even with other classrooms around the world.
 Worksheet 2. Choose the best answer. Underline the letter only.
1. The ICT competency standards for teachers include all the following EXCEPT one.
a. digital and non-digital technology
b. enhance financial literacy
c. ethical issues in the use of ICT
d. use of technology tools
2. All teachers in the 21st should be___________
a. digital citizen
b. digital natives
c. digital immigrant
d. digital police
3. The use of technology will enhance the 21st century skills along
a. development of tools
b. critical thinking and problem solving
c. designing learning environment and spaces
d. all of the above.
4. A universal standard in the use of ICT in teaching and learning in the classroom
requires all teachers to __________ except one.
a. use gadgets in teaching
b. understand the issues and safety policies
c. utilize the tools available in the environment
d. buy an expensive computer
5. One of the constrains in the application of ICT for the enhancement of standards
among teachers and students is _________________
a. training of technology teachers
b. connectivity of the school
c. availability of qualifies teachers
d. lack of awareness about the use of technology.

Intervention
Read the Philippine Professional Standards for Teachers. In what Domain does ICT
belong? Identify the performance indicators of the domain for a beginning teacher stage.

The Philippine Professional Standards for Teachers defines teacher quality in the
Philippines. The standards describe the expectations of teachers’ increasing levels of
knowledge, practice and professional engagement. At the same time, the standards allow for
teachers’ growing understanding, applied with increasing sophistication across a broader and
more complex range of teaching/learning situations.

Domain 1. Content Knowledge and Pedagogy

Domain 1 recognizes the importance of teachers’ mastery of content knowledge and its
interconnectedness within and across curriculum areas, coupled with a sound and critical
understanding of the application of theories and principles of teaching and learning. This
Domain encompasses teachers’ ability to apply developmentally appropriate and meaningful
pedagogy grounded on content knowledge and current research. It takes into account teachers’
proficiency in Mother Tongue, Filipino and English in the teaching and learning process, as well
as needed skills in the use of communication strategies, teaching strategies, and technologies
to promote high-quality learning outcomes.

Domain 2. Learning Environment

Domain 2 highlights the role of teachers to provide learning environments that are safe, secure,
fair and supportive in order to promote learner responsibility and achievement. This Domain
centers on creating an environment that is learning-focused and in which teachers efficiently
manage learner behavior in a physical and virtual space. It highlights the need for teachers to
utilize a range of resources and provide intellectually challenging and stimulating activities to
encourage constructive classroom interactions geared towards the attainment of high
standards of learning.

Domain 3. Diversity of Learners

Domain 3 emphasizes the central role of teachers in establishing learning environments that
are responsive to learner diversity. This Domain underscores the importance of teachers’
knowledge and understanding of, as well as respect for, learners’ diverse characteristics and
experiences as inputs to the planning and design of learning opportunities. It encourages the
celebration of diversity in the classrooms and the need for teaching practices that are
differentiated to encourage all learners to be successful citizens in a changing local and global
environment.

Domain 4. Curriculum and Planning

Domain 4 addresses teachers’ knowledge of and interaction with the national and local
curriculum requirements. This Domain encompasses their ability to translate curriculum
content into learning activities that are relevant to learners and based on the principles of
effective teaching and learning. It expects teachers to apply their professional knowledge to
plan and design, individually or in collaboration with colleagues, well-structured and sequenced
lessons. These lesson sequences and associated learning programs should be contextually
relevant, responsive to learners’ needs and incorporate a range of teaching and learning
resources. The Domain expects teachers to communicate learning goals to support learner
participation, understanding and achievement.

Domain 5. Assessment and Reporting

Domain 5 relates to processes associated with a variety of assessment tools and strategies used
by teachers in monitoring, evaluating, documenting and reporting learners’ needs, progress and
achievement. This Domain concerns the use of assessment data in a variety of ways to inform
and enhance the teaching and learning process and programs. It concerns teachers providing
learners with the necessary feedback about learning outcomes. This feedback informs the
reporting cycle and enables teachers to select, organize and use sound assessment processes.

Domain 6. Community Linkages and Professional Engagement

Domain 6 affirms the role of teachers in establishing school-community partnerships aimed at

enriching the learning environment, as well as the community’s engagement in the educative
process. This Domain expects teachers to identify and respond to opportunities that link
teaching and learning in the classroom to the experiences, interests and aspirations of the
wider school community and other key stakeholders. It concerns the importance of teachers’
understanding and fulfilling their obligations in upholding professional ethics, accountability
and transparency to promote professional and harmonious relationships with learners, parents,
schools and the wider community.

Domain 7. Personal Growth and Professional Development

Domain 7 focuses on teachers’ personal growth and professional development. It accentuates

teachers’ proper and high personal regard for the profession by maintaining qualities that
uphold the dignity of teaching such as caring attitude, respect and integrity. This Domain values
personal and professional reflection and learning to improve practice. It recognizes the
importance of teachers’ assuming responsibility for personal growth and professional
development for lifelong learning.