Topic: Characteristics of Appropriate Instructional Materials in Language Teaching

Instructional materials (IMs) are very significant because they contribute significantly
to student learning and instruction. The use of them in language lessons makes
language learning more interesting and real. It enables both the instructor and the
student to eagerly participate in language learning activities, providing students with the
chance to gain the language information and abilities targeted at in their sessions. Many
teachers employ conventional instructional resources to improve the teaching-learning
process. This topic aims to present to you the innovative ICT-based instructional
materials that can be used to enhance language instruction. Texts, charts, models,
pictures, and other items that are typically offered in printed materials will be shown
utilizing interactive ICT technologies to enhance IM development and presentation.
B. Language Instructional Materials Supported by Technology Tools
Ajoke (2017) cited the different types of instructional materials in teaching
English as a second language. These types are also useful in teaching other language.
1. Cartoon
A cartoon is a simple picture of an amusing situation; sometimes it is a
satirical comment on a serious or topical issue. A strip cartoon is a sequence of
framed drawings, which tell a story. Both types are to be found in newspapers,
magazines and leaflets. In development situations, a cartoon is a method of
conveying a specific message. Using cartoon pictures enable students to discuss
sensitive issues and so are useful for teaching and learning. Listening skills in the
language class can be extended and developed using cartoon strips.

Different cartoon making software that you may use or let your students use:

a. Animaker – This is a DIY video animation software. The software is cloud-

based, and was launched in 2014. It allows users to create animated videos
using pre-built characters and templates. In 2017, Animaker became the first
tool to launch an animated vertical video.

b. Pencil 2D - This is a free and open-source 2D animation software for

Windows, macOS and Unix-like operating systems. It is released under the
GNU General Public License and uses the Qt framework. It is used for
making cartoons using traditional techniques, managing vector and bitmap
drawings.
 c. Synfig - Synfig Studio is a free and open-source vector-based 2D animation
software. It is created by Robert Quattlebaum with additional contributions by
Adrian Bentley.

d. Inkskape - Inkscape is a free and open-source vector graphics editor used to

create vector images, primarily in Scalable Vector Graphics format. Other
formats can be imported and exported.

e. Pixton - The world's most popular comic maker and storyboard creator for
teachers and students.

2. Journals
Journals are records of personal insights and experiences of students.
These can serve also as an instructional material to be used by teachers to be
able to manage the reflections and sharing of insight in the class. Journal writing
is a very good activity for students because they have the freedom to write their
thoughts and feelings about their learning experiences.
The following are some examples of free technological applications that
can be used to help students write their journals digitally:
a. Perspective App by Blinky - A perspective that aims to capture your
emotions and moods. It's not just writing down your thoughts or lists; it's
reflecting on your feelings from day to day. And for a free app, I was pleased
that there are no annoying pop-up ads

b. Journey Journal App – This app lets you create entries and access them
anywhere. It can make your journaling experience all the more effortless,
smooth-sailing and universal across all platforms and devices.

c. Momento Journal App - An app that automatically turns your photos into
GIFs for easy sharing. This is available in a standalone format to all iPhone
and iPad users, outside of iMessage.

d. Penzu Journal App - Penzu is a free online diary and personal journal
focused on privacy. It easily keeps a secret diary or a private journal of notes
and ideas securely on the web.
 e. Diaro Journal App - Multiplatform online diary and mobile app designed to
record your activities, experiences, thoughts and ideas.

3. Bulletin Boards
Digitally, a teacher can develop online bulletin boards where he or she
may post some language activities or information that are helpful for the students’
acquisition of the language competencies. There are applications (Ferlazzo,
2011) that can be used for this purpose and these are:

a. Waillwisher (now called Padlet) – This was the first online application that
enables you to place virtual post-it notes on a virtual corkboard or bulletin
board easily and allows you to post text, images, and/or videos on them.

b. Corkboard Me – This is now called NoteApp which is a Wallwisher-like tool.

The site enables you to embed your virtual bulletin boards. Other features
include real-time collaboration and a chat room for the people collaborating.

c. Popplet – You can make an online “bulletin board” with virtual “post-its”
(called “popplets”). Except for the fact you have to register to use it, Popplet is
just as easy and, in some ways, easier to use with a lot more functionality.

d. Spaaze – Spaaz offers its users so called “boards”. Each board is an infinite
space which resembles a virtual cork board – hence the default cork
background, but other backgrounds are available. On these boards, items can
be put.

Currently Spaaze offers 7 different items:

1. Labels
2. Notes
3. Bookmarks
4. Images
5. Files
6. Videos
7. HTML
These items can be edited in place, moved via drag and drop and
positioned freely on the board. Therefore, it’s possible to arrange a bunch
 of items any way you like, which makes it possible to use it for many
different use cases.

e. Group Zap – This app joins a long list of online virtual “corkboards.” It has
some nice features, including the ability to convert your board to a PDF and
being able to “drag-and-drop” images and documents from your files.

f. Realtime Board – This is an online whiteboard that seemed like a decent tool
for real-time collaboration. It’s easy to use, and lets you upload images from
your computer or by its URL address. They offer free “Pro” accounts to
educators.

Computer-Based Instructional Tools and Materials

in Language teaching
Instructional designers are challenged almost daily to ensure that the skills taught
using computer based resources transfer effectively into the real world. In order to
accomplish this during the design phase, the instructional designer must always refer
back to the learning outcomes as the basis of what learners actually need to master as
their guide in selecting or designing appropriate interactive computer based learning
activities.

Computer-based instruction is an instructional paradigm, which uses computer

technology to deliver training or educational materials to users. Training video discs
or CD-ROMs used in business training are some of the most common types of CBI.

Computer-based instruction, or CBI, is a teaching approach that integrates

computer software programs with other teaching materials in the classroom. Other
terms used for CBI are: computer-based training, computer-assisted instruction and
computer-assisted learning. There are many ways CBI can be used in the classrooms
or as standalone learning tools. Teachers use CBI for drills and practices, tutorials,
simulations, and instructional games.

The following computer-based resources for learning (drill and practice, tutorials,
simulations, educational games, intelligent tutoring systems, and virtual reality) are
sometimes needed to support learners when more common online strategies,
described in other parts of this book, will not suffice. Some drill and practice
activities can be effectively provided within learning management systems. However,
depending on the learning domain, thinking level required, complexity of the problem
presentation, and feedback that needs to be provided, some drill and practice activities
will need to be created on tools such as Macromedia Flash. In general, all of the other
resources described below need to be created on software that is not found within
learning management system.

Drill and Practice Programs

Drill and practice is a common computer-based training strategy that provides

repeated activity (drill) and opportunities (practice) to try skills or concepts learned
elsewhere. The aim is often to achieve mastery.

Drill and practice:

 Usually takes place after the content has been taught.

 Does not teach new material.
 Can, and often should, include extensive diagnostic feedback.
 Can be used for many skills such as learning language, learning factual
information, and solving problems in mathematics, physics, chemistry,
electricity, nursing, etc.
 Should usually have a varied difficulty level that is based on the student’s
ability in order to enhance learning.
 Can be boring.
 You can counter boredom with competition, using visuals, providing variety,
stating the progress made, or giving a reward if a target is met.

Tutorials

Tutorials are programs in which the computer imitates a human tutor. In tutorials,
information or concepts are presented, questions are asked, responses are judged, and
feedback is provided.

Tutorials:

 Should include frequent questions and/or other activities that require the
learner to think, as well as provide detailed feedback.
 Can be used for many low- and high-level skills.
 Can include drill and practice.
 Can include solving problems.
 Often include branching to remediation and enrichment.
 Often include testing.
 Simulations
Simulations present or model the essential elements of real or imaginary situations.
Computer-based simulations (e.g., flight simulators) allow students to learn by
manipulating the model in similar ways to real world situations.
Simulations can be used for teaching many skills including:
 Properties of physical objects such as a comet in its orbit
 Rules and strategies such as in war games, making predictions about forest fire
behavior or avalanche potential, or building a city
 Processes such as laws of supply and demand
 Procedures such as diagnosing illnesses
 Situations such as teaching instructors how to deal with student behaviour and
attitudes
 Simulations are often used when real situation training is:
 Dangerous (e.g., nuclear power plant procedures and police maneuvers)
 Expensive (e.g., landing a space shuttle)
 Unethical (e.g., when it is not appropriate to use humans)
 Not easily repeatable (e.g., avoiding a run on a bank)
 Unavailable (e.g., historical events such as the economics of the Great
Depression, how to respond in a robbery, or operating a business)
 Not conducive to learning (e.g., when learning is difficult because the learner
must consider too many stimuli at once, such as in the cockpit of a modern
airplane)
 Affected by reality such as time (e.g., simulations can provide genetic data about
successive generationsimmediately, where reality could take months or years)
 Inconvenient (e.g., experiencing Arctic survival, undersea, and outer space
conditions).
Simulations can be very effective, when:
 The knowledge gained tends to transfer well to real situations if students can
apply their existing knowledge and experience. Active student participation is
critical.
 Effectiveness increases if the simulation is logical or comparable to real
situations.
 Effectiveness is enhanced if students are aware of the learning outcomes.
 Effectiveness increases if students can gradually build their skills. For example,
when first learning how to operate a nuclear power plant, the student should first
learn each system independently, of dependent systems, and then the entire
system.
  Effectiveness can stem from students being very motivated to learn. Imaging your
motivation if you are involved in a life and death situation, or investing your life
savings.
Educational Games
Educational games are usually decision-making activities that include rules, a goal,
conditions or constraints, competition, challenge, strategies, and feedback. Games can be
as simple as answering questions to win Tic-TacToe or filling in crossword answers to
more complex games that require interactions with other learners.
Educational games:
 should encourage the development of specific skills
 The skills can be in specific subject areas such as science and math or general
skills like literacy, problem solving, critical thinking, and decision making.
 Success should be based on whether the specific learning outcomes have been
met, rather than on good hand-eye coordination.
 can be used to teach many different skills
 One difficulty is that games tend to require more explanations of the goals,
learning outcomes, and directions than tutorials or drill and practice methods.
Without guidance, learning is less effective.
 can be an effective, motivational, and fun way to learn
 To be effective, the game must be challenging, students must be actively
involved, and students must be given feedback and guidance with respect to the
learning outcomes.
 Research has shown that many learners like to learn through educational games.
 Some educational games are a part of simulations that involve competition and/or
cooperation.
 Both males and females can enjoy and learn from games suited to their interests.
 are sometimes a waste of time
 Some products are fancy but do not teach well.
 Evaluate a game before purchasing it to ensure that the game teaches an important
skill effectively. Some games may lead to violent and aggressive behaviors.
 Some people erroneously believe that games cannot be effective teaching tools.
Intelligent Tutoring Systems
Intelligent tutoring systems attempt to mimic the “perfect instructor”. The basic
requirements of an intelligent tutoring system include the ability to:
 model the learner
 track misunderstandings
 generate appropriate responses
Intelligent Tutors Are Software That Mimics Real Tutor/ Student Interactions.
  Poses Problems
 Provides Support to Students
 Redirects Mistakes
 Provides Encouragement
Inquiry-based Intelligent Tutoring Systems
 Guides students through the inquiry process
 Crosses discipline
 Engages critical thinking

Virtual Reality
Virtual reality (VR) allows people to be totally immersed in an artificial or simulated
environment, while experiencing the environment as real. This happens because the
participant has a first-hand or personal experience of the events, distractions are
minimized since only virtual images are seen, and the participant can interact naturally in
real time, such as by pointing and looking, rather than by using a joystick, mouse, or
keyboard. VR can feel so real that some people experience vertigo when sensory inputs
to the brain are in conflict. VR systems can include a variety of media such as video,
visuals, animation, and audio. In a sense, VR is an extension of simulations that can be
created with readily available hardware and software. Commercial flight simulators are
examples of this.
Learning can be by discovery, experimentation, through guidance using a variety of
instructional approaches, or by practice and feedback. The potential for testing in a
virtual environment is exceptional. For example, students could virtually perform an
operation, put out a fire, or apprehend a thief. For practical reasons, it can be risky to
develop an educational VR system at this time:
 There are few experts in VR design and programming.
 The authoring software is mediocre but getting better.
 Extra equipment is needed for developing and using these programs.
The instructional challenge is to ensure that the practical skills taught via the computer
transfer to the real world. The foundation for the instructional design is the learning
outcomes, which should be based on what the learner actually needs to do. Based on your
learning outcomes, the design phase leads you to creating an instructional strategy that
guarantees effective learning. To do this:
 Consider simulation, discovery-learning techniques, and active experimentation.
 Determine what level of skill you can achieve.
 Organize the information into small enough chunks for the students to learn
successfully.
 Include some content on the potential for making mistakes.
  Include media, as needed, to enhance learning as well as to test skills.
 Determine whether testing is realistic enough and a true performance measure.
 Make the program highly interactive throughout.

I. Conclusion
In the future, the individual objective of students, their desired outcome, their
styles of learning are going to have major roles in the design of curriculum. With
internet and advent of information superhighway, a new definition of teaching and
learning is easier to design and implement. Finally, technology provided changes for
a more realistic and productive teaching and learning environment.
Computer can play an important role in enhancing the efficiency of the language
teaching process, making students more creative and providing them with an
individualized learning environment. Amongst all teaching strategies, Computer
Assisted Teaching is perhaps the best because it offers
individualized instruction.

Language Instructional Materials Supported by Technology Tools

(Flashcards and Work Sheets and Forms).
Content:
In the emergence of technology, education system evolves. Dynamism is a key
factor to make learning more relevant and more meaningful as the world undergoes
constant change. Language teachers should be able to adopt strategies in upgrading
the transmission of language lessons to learners. There are several instructional
materials supported by technology tools. Here are the three tools among the several:
a. Flashcards- these are important instructional materials especially in language
teaching. These are commonly used in reading and in teaching lessons like in
phonology and morphology. They can also be used by students for self-
assessment as part of their metacognitive strategy.

The following websites are organized by Softonic (2020) which may help pre-
and in-service language teachers prepare their flashcards for their language
classes.

i. Anki
Flashcards produced by Anki contain text, sound, images, and formatted
documents in standards LaTex.

ii. Vocabla: English Dictionary

 It focuses on the study of words. In order to have fun and addictive
vocabulary flashcards, the said website has competitive elements that
include achievements and points in the rankings similar to a game.

Another unique feature is, it can be added on for Mozilla Firefox which
allows you to add words and create flashcards directly online.

iii. Learn Spanish with EduKoala

It is an app that helps you learn different languages like Greek, English,
French, Chinese, Japanese, and to name a few. It is similar to the
abovementioned websites, but its interesting feature is its integration to
your phone’s unlocking system. In the settings, you can choose to be
challenged with words instead of the traditional code or swipe pattern to
unlock your phone. It will display a question and three possible answers;
answer the question correctly to unlock your phone. Unfortunately, the
feature may or may not work in one’s phone as admitted by its developer.

iv. Study Blue

Study blue allows you to easily create flashcards with text, sound, and
images. You can, for example, take a photo or draw something and then
add more information manually or verbally.

b. Work Sheets and Forms

A worksheet is not only completed on printed materials but these can also be
accomplished through the web. By the use of some word processing software
like Microsoft Word, a teacher can also develop electronic forms.

i. Google Forms
It is an application that can be used in a collaborative documentation of
ideas contributed by members of the team.
ii. Monkey Survey Form
It is a tool used for survey like survey questionnaires, polls, customer
feedback, and market research and dens it to target respondents.
Here are the other worksheets and forms:
iii. Paper Forms vi. Type Form
iv. Survey Planet vii. Cognito Form
v. Quick TapSurvey viii. Ninja Forms

Language Instructional Materials Supported by Technology Tools: Newsletters, Pamphlets,

Brochures
 II. Introduction
To establish a successful classroom, every teacher requires supplies and resources. In
a classroom, writing tools, paper, and motivational wall are all useful, but they are not
instructional materials. The instruments used in educational lessons, which include active
learning and assessment, are known as instructional materials. In general, any resource that a
teacher employs to assist them in teaching their students is classified as instructional
material. Meanwhile in these days, learners are more engaged in technology because of many
factors. One of those factors is the environment that we are in now. Because we are already
on the 21st century, technology is widely used. As future teachers, by using technology tools
in learning language, we are able to make our students more engage in learning. There are
many different types of instructional materials that are supported by technology. In this
lesson, we are going to discuss newsletter, pamphlet, and brochure as Language Instructional
tools and materials.

III. Body/Content

Newsletter, Pamphlet, and Brochure as Language Instructional Tools and Materials

Newsletter
A newsletter is a very useful material in language teaching and learning.
Preparing a newsletter will develop and build the vocabulary material in language
teaching and writing skills of students through drafting, revising, editing, develop and
build the vocabulary, and publishing. Students will become familiar with the process and
of producing formal written documents, such as magazines and will become familiar with
the process of producing newspapers. Through interacting with others in the class,
students will also learn how to work within a team. Moreover, the following skills can
also be developed:
 Receptiveness to language, reading, listening and understanding
 Writing, spelling, grammar, drafting, revising and editing
 Imagination, confidence in using oral language and creative skills
 Use of dictionaries and thesauruses to extend and develop vocabulary and spelling
The following are also important factors to consider when preparing a newsletter (explorer, n.d.):
 Accuracy: Ensure the facts are right-(including how to spell names). Always use the five
Ws and H (Who, What, When, Where, Why, How?).
 Audience: Who will read the paper? Is your story of interest to them?
 Research: Always check facts that you have collected use reference materials if needed.
  Images: Don't leave the images to the last minute - always think how the image can grab
the reader's attention- that can be used with the article.
 Writing: What is the WOW factor of the story? Start with a good lead. Remember that
you want to grab the reader's attention and then want to read more. Use the worksheet
below to assist with writing stories.
The sample technology tools that you can use to develop your newsletter are:
 Microsoft Publisher
 Lucid Press- also as good as MS Publisher but the features are more complicated than
MS Publisher.
 Scribus- a free page layout tool offering all the basic features and functionalities. This is
budget-friendly.
 Adobe InDesign- the industry standard in desktop publishing. If you are looking for
professional work, Adobe InDesign is the right program.
Pamphlets
A pamphlet is a small, unbound booklet focused on a single subject for
educational purposes. Pamphlets are non-periodical. They are written for the layman,
simply and without excessive jargon. Authors present text and images in an organized
fashion to communicate a clear message. Pamphlets can be folded in a variety of ways,
such as in half, in thirds, or in fourths (Lucid Press, 2020). A pamphlet is a compact
booklet that contains facts or arguments about a specific topic. It can also be referred to
as a leaflet, brochure, flyer, handout, or booklet.
The sample technology tools that you can use to develop your pamphlets are:
 Microsoft Publisher
 Adobe Spark
 Lucid Press

Brochures
A brochure is used to advertise a company and its products or services (Lucid
Press, 2020). Some applications that you may use to develop your brochures are:
 Microsoft Publisher
 Canva
 Venngage
 Visme
 Flipsnack

The following are also important factors to consider when preparing a pamphlet/brochure:
  Start with a purpose
 Know the audience
 Work with fonts that go well together
 Use grids
 Be bold

Pamphlet/brochure sizes includes:

1. Double sided flyer DL / rack card flyer (2 panels)
2. Bi-fold brochure (4 panels)
3. Tri-fold brochure (6 panels)
4. Square
5. Half page / A5 or US letter/ A4 (Portrait)

Conclusion
In conclusion, newsletters, pamphlets, and brochures are used to spread information
and spread awareness, creating or preparing these can also help you develop your
language skills, like using words that are simple and easy to understand so everyone can
read and understand it and it will also help you broaden your vocabulary. These
technological tools can be used as instructional materials in language learning as it helps
the learners develop their skill in writing and constructing a sentence with correct
grammar and spelling.

LANGUAGE LEARNING TOOLS IN TECHNOLOGY EDUCATION

I. INTRODUCTION
The era where computers rule the world is here. Just as technology plays a
major key role in business relations, entertainment, music, movies, and almost every
aspect of our everyday lives, it plays an equally important role in education. Studies
have shown that 90% of students have access to some type of computer or mobile
device – whether at school, at work, or at home. So, it’s not surprising to see the
evolution of classrooms and teaching methods gravitating in the direction of
technology.
New, technology-integrated classroom systems have become popular for
language learning in the recent years. Blended learning, virtual classrooms, and
learning management systems are all examples of this new era of teaching
methodology that top pedagogical experts are endorsing.

II. BODY
Ajoke (2017) cited the different types of instructional materials in teaching
English as a second language. These types are also useful in teaching other
languages.
I. Instructional Charts
One of the common types of instructional materials in language teaching
and learning is a chart. Charts can be seen on printed materials but their
presentation can be enhanced and are presented in 3D or 4D form with the aid
of technology. Charts can help language learners read with understanding data
and concepts that are not presented in text forms. By the use of charts, students
writing skills beyond text writing are enhanced because some charts also involve
how to show relationships and demonstrate processes and so on. The following
are some of the many technology tools that can be used to develop charts:
a. Microsoft Word
Microsoft Word does not only allow you to create documents but it
also has a provision to allow you to create charts or graphs that will add
to the visual appeal of the presentation of your text.

b. Microsoft Excel

One of the main features of Microsoft Excel and other spreadsheets

applications is to create charts and graphs. For language learners, a
simple chart in Excel is more comprehensible than to see a lot of sheets
and cells full of numbers.

c. Microsoft PowerPoint
PowerPoint offers various tools that can make your presentation
interactive, one of its features is to present charts in a slide.
d. iOs, Android and Windows Phone and iPad Chart Maker Apps
These ure Numbers, Viz, 3D Charts, Chart Maker, Graphing
Calculator HD, Roambi Analytics, and Cinph.
II. Posters
Many of the schools in the Philippines have been requiring their students
to participate in poster-making activities to further develop their creativity and to
help them express their ideas through a pictorial device. With the advent of
tutorial videos on YouTube, students can develop more creative and digitalized
posters. Moreover, there are several applications that students can download
and use for their poster making activity. These are free samples of the free
poster maker applications available:
a. Spark Post (https://spurk.adobe.com/mukeiposters)
Adobe Spark is a suite of design tools that allows you to make your
own posters, videos and webpages using your computer or i0S mobile
device. The poster-making tool of this collection of apps is called Spark
Post. This app offers a range of poster templates and layouts that you can
use to create your own custom posters for sharing on social media and for
print.

b. Canva's Poster Maker(bttps://www.canva.com/creuteposters)

Canva's poster maker has hundreds of templates designed by their
team of professional designers. Templates have shortcuts to great design:
You’ll have a custom poster in minutes.

c. Block Posters (https/www.blockposters.com)

Block Posters can let you make your own custom poster for free.
Upload an image, choose your options, and then download and print out
your own personalized huge poster

d. Posterini (https:/wwW.posterini.com)
Posterini poster maker redefines the meaning of design, combining
augmented reality, artificial intelligence and gamification in a unique way.

e. PosterMyWall (https://www.postermywall.com/)
It is a website that features amazing poster templates and has an
essay-to-use custom graphic service.
III. CONCLUSION
It is rare to find a language class that does not use some form of
technology. In recent years, technology has been used to both assist and
enhance language learning. Teachers at K-16 levels have incorporated
various forms of technology to support their teaching, engage students in the
learning process, provide authentic examples of the target culture, and
connect their classrooms in the U.S. to classrooms in other countries where
the target language is spoken.

Further, some technology tools enable teachers to differentiate instruction

and adapt classroom activities and homework assignments, thus enhancing
the language learning experience. Distance learning programs can enable
language educators to expand language-learning opportunities to all
students, regardless of where they live, the human and material resources
available to them, or their language background and needs. In sum,
technology continues to grow in importance as a tool to assist teachers of
foreign languages in facilitating and mediating language learning for their
students.

While technology can play an important role in supporting and enhancing

language learning, the effectiveness of any technological tool depends on the
knowledge and expertise of the qualified language teacher who manages and
facilitates the language learning environment. In some cases, however,
school and university administrators have permitted technology to drive the
language curriculum and have even used it to replace certified language
teachers. Language technology companies have made unsubstantiated claims
about their products' abilities to help students learn languages, thus
confusing administrators into thinking that these technologies can be an
effective cost-cutting measure. There is currently no definitive research to
indicate that students will acquire a second language effectively through
technology without interaction with and guidance from a qualified language
teacher.

Universal Design for Learning: National Disability Authority (2020)

 The concept of UDL is a very important concept in preparing instructional tools in
language teaching. The concept stemmed originally from the UD principles, as well as from
research in neuroscience on how the brain learns (Rose & Meyer 2002). According to Dalton et
al, (2019), universal design for learning applies the concept of accessibility and inclusion beyond
physical environment, to design teaching and learning opportunities in ways that are varied
accessible and engaging for all students, including those with differing needs/or disabilities. In
this way, appealing to the broadest range of diversity in our student populations, the framework
of UDL strives to remove discriminatory practices, as the learning needs of most students are
taken into account when instruction is designed.

Professional practitioners and academicians were able to share their thoughts about UDL
principles. These principles are very important for us to appreciate how we can integrate the
concept in out ICT-pedagogy integration.

National Disability Authority (2020)

National Disability state body providing expert advice on disability policy and
practice to the government and the public sector, and promoting Universal Design.
The National Disability Authority cited the following 7 Principles of Universal Design
which were develop by Ronald Mace and group in North Carolina State University.

Principle 1: Equitable Use

The design is useful and marketable to people with diverse abilities.
Guidelines:

a. Provide the same means of use of all users: identical whenever possible; equivalent when
not.
b. Avoid segregating or stigmatizing any users
c. Give provision for privacy, security and safety should be equally available to all users.
d. Make the design appealing to all users.

Example:

 Power doors with sensors at entrances

 Integrated and adaptable seating assembly areas such as sports arenas and theaters

Principles 2: Flexibility in Use

The design accommodates a wide range of individual preferences and abilities.
Guidelines:

a. Provide a choice in methods of use.

b. Accommodate right-or-left-handed access and use.
c. Facilitate the user’s accuracy and precision.
d. Provide adaptability to the user’s pace.
Example:

 Scissors designed for right-or-left-handed users

 An ATM that has visual, tactile, and audible feedback, a tapered and opening, a palm rest

Principles 3: Simple and Intuitive Use

Use of the design is easy to understand, regardless of the user’s experience, knowledge,
language skills, or current concentration level.
Guidelines:

a. Eliminate unnecessary complexity.

b. Be consistent with user expectations and intuition.
c. Accommodate a wide range of literacy and language skills.
d. Arrange information consistent with its importance.
e. Provide affective prompting and feedback during and after task completion.

Example:

 An escalator in a public space

 An instruction manual with drawings and no text

Principles 4: Perceptible Information

The design communicates necessary information to the user effectively, regardless of the
ambient conditions or the user’s sensory abilities.
Guidelines:

a. Use different modes (pictorial, verbal, tactile) for redundant presentation of essential
information.
b. Provide adequate contrast between essential information and its surroundings.
c. Maximize “legibility” of essential information.
d. Differentiate elements in ways that can be described (i.e., make it easy to give
instructions or directions)
e. Provide compatibility with a variety of techniques or devices used by people with sensory
limitations.

Example:

 Tactile, visual, audible cues and instructions on a thermostat.

 Redundant cueing (e.g. voice communications and signage) in airports on in train
stations.

Principles 5: Tolerance for Error

The design minimizes hazards and the adverse consequences of accidental or unintended
actions.
Guidelines:
 a. Arrange elements to minimize hazard and errors; most used elements, most accessible;
hazardous elements eliminated isolated, or shielded.
b. Provide warnings of hazards and errors.
c. Provide fail safe features.
d. Discourage unconscious action in tasks that require vigilance.

Example:

 An undo feature in computer software that allows the user to connect mistakes without
penalty.

Principles 6: Low Physical Effort

The design can be used efficiently and comfortably and with a minimum of fatigue.
Guidelines:

a. Allow user to maintain a neutral body position.

b. Use reasonable operating forces.
c. Minimize repetitive actions.
d. Minimize sustained physical effort.

Example:

 Lever or loop handle doors and faucets

 Touch lamps operated without a switch

Principles 7: Size and Space for Approach and Use

Appropriate size and space are provided for approach, reach, manipulate, and use,
regardless of user’s body size, posture, or mobility.
Guidelines:

a. Provide a clear line of sight to important elements for any seated or standing user.
b. Make a reach to all components comfortable for any seated or standing user.
c. Accommodate variations in hand and grip size.
d. Provide adequate space for the use for assistive devices of personal assistance.

Example:

 Controls on the front and clear floor space around appliances, or mailboxes
 Wide gates at subway stations that accommodate all users.

In conclusion, the main function of the National Disability is to provide advice and
information to the minister of justice on equality on matters concerning policy practices
in relation to people with disabilities, and to assist the minister in the coordination of
disability policy.
CHARACTERISTICS OF EFFECTIVE AND EFFICIENT INSTRUCTIONAL
TOOLS

English Language Education is a complex process but we can make it

easier by choosing the right instructional tools to use in teaching. Knowledge
about the Characteristics of Effective and Efficient Instructional Tools will help us
make instructional materials that students will truly enjoy. These are the
characteristics of effective and efficient instructional tools that we should consider
in the preparation of our Instructional Materials.
ENHANCES INSTRUCTIONAL EFFECTIVENESS
The instructional material must be able to facilitate the increase of
students' achievement in language classes. Through the instructional materials
all students including those with learning needs and students at risk will be
benefited and will be helped to demonstrate the intended learning outcomes of
their language courses. With the use of technological tools, students’ progress is
monitored and acted upon by concerned individuals like the teachers, the
parents, and the school as whole.

Instructional materials provide the core information that students will

experience, learn, and apply during a course. They hold the power to either
engage or demotivate students. This is especially true for online courses, which
rely on a thoughtful and complete collection of instructional materials that
students will access, explore, absorb, and reference as they proceed in a course.

Therefore, such materials must be carefully planned, selected, organized,

refined, and used in a course for the maximum effect. The planning and selection
of instructional materials should take into consideration both the breadth and
depth of content so that student learning is optimized.

Instructors and/or instructional designers should cast a wide net and aim
for a variety of materials to include in their course. At the same time, they should
be deliberate with these choices so that the course has the appropriate
combination of instructional materials. 
PROMOTES ACTIVE LEARNING
Instructional materials are expected to help promote active learning. Through the
use of interactive technological tools, learning interest is stimulated and students’ Focus
is redirected. By this, students and teachers will be highly engaged in learning process.
In The International Society for Technology in Education (ISTE) Cited by Barron (2002)
Gave the following descriptions of a learning environment that uses interactive
technologies:

Putting it simply, active learning is a process designed to help students

become engaged in the classroom. It means that pupils are involved with
learning as they participate in lessons and collaborate with each other.
With active learning, students should typically approach learning in a
reflective and thoughtful way and not be just passive recipients of the
information. It’s a process where students are able to focus on their own learning.
Thanks to active learning methods, you can turn even the most boring of topics
or subjects into something that’s motivating and fun.
When there’s no interaction between teacher and student, you’ll find that
your pupils become disinterested. If you’re simply delivering a message to your
students, they won’t learn. However, thanks to the methods of active learning,
you can encourage success among pupils and help them to become skilled in the
art of learning. It allows pupils to focus on their own progress and gives them
something to aim for.
By using this learning approach, students are much more likely to be
enthusiastic about education. What’s more, there will be a sense of enhanced
learning, fun and concentration within the classroom.

DEVELOPS CRITICAL THINKING

Technological tools and instructional materials must be designed and
implemented in such a way that they helped develop critical thinking skills among
the learners. According to Barron et al. (2002), The structure and use of
technology can promote higher-level thinking skills. They further stated that some
technological tools are designed to encourage problem-solving skills.

Advantages of critical thinking in schools

 Improves problem solving abilities and helps in decision making by excluding

guess work .
 Increases creativity
 By analyzing problems the right life choices can be made
 Organizational ability improves .
 Saves time
 Critical thinking teaches students how to be their own person and not to take
everything they read on the internet at face value .
  Students who receive some training in critical thinking will adapt quickly to a
university environment where such a skill is needed.

3 Ways Technology Can Help You Teach to develop Critical Thinking Skills

1. Interactive activities can stimulate student interest and improve academic achievement.

Education researchers agree that engaging students in interactive, multisensory

activities that promote elaboration, questioning, and explanation can
simultaneously improve student engagement and academic performance. Games
and simulations can be particularly powerful tools to help students activate prior
knowledge, apply knowledge in new settings, test hypotheses, search for patterns,
use evidence and logic to make arguments, solve problems, and learn from their
actions. This kind of active engagement enables students to take ownership of their
learning and improves retention of information.

2. Multiple representations and models clarify complex concepts and procedures.

Research confirms that students are better able to grasp complex concepts when
key information and tasks are explained using a wide array of modalities (verbal,
visual, graphical, and symbolic) and instructional formats (video lectures, graphic
displays, audio files, and simulations). Digital learning environments foster critical
thinking and increase the accessibility of content by offering learners more options
for applying knowledge and skills.

3. Technology-rich environments foster self-regulated learning.

Experts agree that self-regulated learning—the capacity to monitor, evaluate, and

control thinking while completing new tasks—helps support critical thinking and
transfer of knowledge. By providing extensive modeling, coaching, scaffolding, and
problem solving, technology offers learners richer opportunities to build
metacognitive skills. Effective digital learning environments not only model the
thought processes that underlie specific strategies, but also emphasize the
conditions for applying a body of factual or procedural knowledge.

ACCOMODATES DIFFERENTIATED INSTRUCTION

Teachers who use differentiated instruction tailor their teaching approach
to match their students’ learning styles. All the students have the same learning
goal. But the teaching approach varies depending on how students prefer to
learn.
 Instead of using a one-size-fits-all approach, a teacher uses a variety of
methods to teach. This can include teaching students in small groups or in one-
on-one sessions. Carol Ann Tomlinson, an educator who has done some of the
most innovative work in this area, says there are four areas where teachers can
differentiate instruction.

 Content: Figuring out what a student needs to learn, and which resources will
help

 Process: Activities that help students make sense of what they learn

 Projects: A way for students to “show what they know”

 Learning environment: How the classroom “feels” and how the class works
together

MOTIVATION
The use of instructional materials is a big help for the teacher to facilitate
the teaching-learning process. The use of these materials is expected to pay
attention and actively participate. With the ubiquity and variety of educational
tools available to language teachers, selecting the most appropriate and best
format is very critical to formulate learner motivation.

Factors that Influence Students’ Motivation in Education

1. Class and Curriculum Structure

2. Teacher Behaviour and Personality
3. Family Issues and Instability
4. Learning Environment
5. Teaching Method

MULTISENSORY

To understand why multisensory learning is one of the most effective

student engagement strategies, it’s important to understand how our minds work.
The human brain has evolved to learn and grow in a multisensory environment.
According to the whole brain learning theory, all brain functions are
interconnected for this reason. We remember how to do things best when the
directions we’re given engage multiple senses.
The definition of multisensory learning, then, is using the neuroscience
behind how we learn to teach lessons that engage two or more senses. Most
educators add audio or visual multimedia into their assignments, but
multisensory learning can also include tactile, smell, and taste-related materials.
 As long as the activity engages multiple areas of the brain, it can help students
develop stronger memories around how to do it.

Language Instructional Materials Supported by Technology Tools

(Slide)
II. Introduction:
Among the various types of materials that are available for projection, slides and
film strips are the foremost visual aids. They are of great value in teaching traditionally,
slide projectors have been used by teachers for their slide presentation. These slide
projectors have been used for projecting pictures and texts from a transparent slide on a
wall or screen. Nowadays, innovative and stimulating presentation applications are
commonly used by teachers. These presentation software applications have very good
features that can make the presentation of lessons near to seeing real objects and
subjects. Some of these are:
III. Content:
a. Microsoft PowerPoint

Segundo and Salazar (2011) in their research state that

PowerPoint has become the world’s most widely used presentation
program and is a complete presentation that allows teachers to produce
professional-looking presentation in EFL classrooms.

b. PowToon

Semaan and Ismail (2018) stated in their research that PowToon is

a web-based tool that offers a wide array of media options, graphics,
cartoons, and animated images to create animated presentations that flow
smoothly and logically. It also features classroom accounts for project-
based learning. PowToon can be used to teach any subject. In 2014,
Tracy Weber cited by Semaan and Ismail (2018) described PowToon as a
potential application to teach language courses particularly English. She
said, it could be employed in an English class to demonstrate knowledge
of Romeo and Juliet from a student’s perspective; and even in industrial
arts class by demonstrating welding techniques. PowToon paves the way
towards teaching higher order thinking skills like critical thinking,
 summarizing, and problem-solving which are basic skills for a successful
global citizens in the 21st Century.

c. Google Drive Presentaion

Google Drive Presentation is a cloud-based presentation; hence, it

is always available because you can always access it anytime there is a
net connection using your PC, Chrome Book, Android etc.

d. Slide Rocket

This is a web-based program that will allow you to create

presentations for your language classes. This software is very similar to
other presentation software like PowerPoint and Prezi. It’s notable
features are its templates which can be used to make presentations nore
visually appealing.

e. Prezi

Just like Powerpoint Presentations, there are several pieces of

research of research that claim that Prezi is commonly used for
presentation in academic instructions. Houska (2013) stated that Prezi is
taking hold in some disciplines and circles. Instructions, professional
speakers and students continue to post presentations created though
Prezi online for public perusal. These presentations can be an excellent
starting point for tech-savvy instructors intending to reinvigorate their
classroom instruction or present material in a novel, engaging format. In
language teaching, the research of Yusny and Kumita (2016) concludes,
that teaching grammar utilizing Prezi presentation helps studentsimprove
their grammar mastery. Additionally, it also shows that the students have
positive responses toward utilizing Prezi presentation in grammar lessons.
However, they emphasized that the development of Prezi presentation in
all education materials should carefully adhere to the principles of
instructional design and must not overuse the features as it could also
lead to negative effect to the learners.

IV. Conclusion:

Technology tools are indeed helpful in teaching and learning because

aside from its convenience, it helps both teachers and learners engage in an active
and productive learning process. Moreover, technology tools like presentation slides
support the teachers to deliver the information in a creative way. It also makes
teachers to be more professional and innovative. In addition, integrating technology
tools in teaching, teach the students to adapt the new ways of teaching and learning
and for them to become a globally-competent and innovative 21 st century learners.