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WESLEYAN UNIVERSITY-PHILIPPINES
Maria Aurora Extension Campus

COLLEGE OF EDUCATION

TECHNOLOGY FOR TEACHING AND

ELEMENTARY GRADES
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TECHNOLOGY FOR TEACHING AND LEARNING

This is an introductory course is designed to help you explore the basic

knowledge, skills, and values in the use of technology for teaching and learning. It
includes ICT policies and safety issues, media and technology in various content areas,
learning theories and principles in the use and design of learning lessons, teaching-
learning experiences and assessment tasks that utilize appropriate traditional and
innovative technologies with social, ethical, and legal responsibility in the use of
technology tools and resources.

MODULE 1. Introduction to Technology and Learning

1. Meaning of Educational Technology

2. Understanding Technology in Teaching and Learning
3. Roles of Technology in Teaching for Learning

MODULE 2. ICT Policies and Safety Issues in teaching and Learning

1. ICT National or International Policies that are Applicable to teaching and

Learning
2. Safety Issues in ICT
3. Uses of ICT Policies in the Teaching and Learning Environment

MODULE 3. Theories and Principles in the Use and Design of Technology- Drive
Lessons

1. THE CONE OF EXPEREINCES

2. TPACK (Technology, Pedagogy, and Content Knowledge)
3. ASSURE Model

MODULE 4. ICT in Various Content Areas

1. 21st Century Skills and Digital Literacy

2. Instructional Design Models
3.1. Gagne’s Nine Events
3.2. Bloom’s Revised Taxonomy
3.3. ADDIE
3.4. Merill’s Principles of Instruction
3. Technology Enhanced Teaching Lesson Exemplars
4. ICT and Conventional Learning Materials to Enhance Teaching Learning
5. Distance Learning
6. Technology Tools in Collaborative Classroom Environment
7. Relevance and Appropriateness in the Use of Technology in Teaching and
Learning

MODULE 5. Innovative Technologies for Teaching- Learning and Assessment Task

1. ICT and Assessment in Learning

2. Tools in Evaluating Appropriate Assessment Tools
3. Technology- Enhanced Lesson Using the ASSURE as Technology Integration
Model
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LEARNING OUTCOMES

At the end of the course you are expected to:

1. explain the different the concept of technology in teaching and learning;

2. internalize the ICT policies and issues in teaching and learning through video
presentation;
3. compare the different theories and principles used in technology driven lesson;
4. integrate media and technology in various content areas;
5. formulate teaching- learning experiences and assessment tasks using
appropriate and innovative technologies;
6. demonstrate social, ethical, and legal responsibility in the use of technology
tools and resources; and
7. experience teaching and learning through joining different educational
online resources.

COURSE MODULES

In order to maximize your leaning in this course, this coursepack is organized

in the following:

MODULE 1. INTRODUCTION TO TECHNOLOGY AND LEARNING

MODULE 2. ICT POLICIES AND SAFETY ISSUES IN TEACHING AND

LEARNING

MODULE 3. THEORIES AND PRINCIPLES IN THE USE AND DESIGN OF

TECHNOLOGY- DRIVEN LESSONS

MODULE 4. ICT IN VARIOUS CONTENT AREAS

MODULE 5. INNOVATIVE TECHNOLOGIES FOR TEACHING-

LEARNING AND ASSESSMENT TASK
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MODULE OVERVIEW

In this Module:

Meaning of Educational Technology

Understanding Technology in Teaching and Learning
Roles of Technology in Teaching for Learning

In today’s education system technology becomes part of the teaching and learning.
Most of the educators are looking for different technology to be used in teaching different
students. The effective use of the technology in Education has improved the look of
education and it gives more educational chances. Using technology in teaching and
learning benefitted both the teachers and the students. Through the use of technology,
teachers have learned how to integrate technology in their teaching and learning,
while students become more engaging, and enhance their interest in learning.

It is very important that teachers must understand how educational technology

takes place in teaching learning process. Further, it is also necessary that in order to
determine appropriate technology to be used in teaching, one shall understand the
concept of the technology in teaching and l earning. It is also a big help for teachers to
determine the different roles of technology in teaching for learning.

This module discusses the meaning of Educational Technology, understanding

technology in teaching and learning, and roles of technology in teaching for learning.

At the end of this module, you are expected to:

1. relate educational technology to instructional technology, technology

integration, and educational media;
2. create graphic organizer of the different concepts in understanding
technology in teaching and learning and its importance; and
3. illustrate with concrete examples the roles of educational technology in
learning.
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Objectives:

This lesson aims to relate educational technology to instructional technology,

technology integration, and educational media. At the end of the lesson you will be able
to:

1. define educational technology; and

2. explain the relationship between educational technology to
instructional technology, technology integration, and educational
media.

Introduction

In this fast changing world where technology becomes an important tool in

communication, media, and research. But, many people think that technology refers to
machines such as computers, TV, videos, and the like1. In education, technology is
such a broad term where it is not only refer to those machine mentioned, but this also
refers to how this technology will be used in teaching and learning process.

In this lesson, you will be able to learn the meaning of educational technology and
its relationship to instructional technology, technology integration, and educational
media.
In a graphic organizer below, write at least five words that come
in your mind when you hear the word EDUCATIONAL
Activity 1
TECHNOLOGY. Use the space provided below.

EDUCATIONAL
TECHNOLOGY

Write your definition here!

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ACTIVITY 2
Lets play 4 Pics 1 Word. Find a partner and together guess the word
using the four pictures as your clue. Write your answer on the space
provided in each item.
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Analysis

Describe the picture below. In five sentences give your thoughts about
what the picture tells about educational technology.

Abstraction

Understanding the meaning of educational technology does not

only start in defining what technology is all about. Educational
technology is more than just a hardware and a software. It is the study of
ethical practice of facilitating learning and improving performance by
creating, using, and managing appropriate technological processes and
resources.

There are so many educators that give the meaning of educational technology.
One of the definitions tells as that it is the implementation of appropriate tools,
techniques, or processes that facilitate the application of senses, memory, and
cognition to enhance teaching practices and improve learning outcomes.
Educational technology is based on theoretical knowledge from different
disciplines plus experiential knowledge from educational practice.
Educational Technology is a complex, integrated process involving people,
procedures, ideas, devices, and organizations for analyzing problems and devising,
implementing, evaluating, and managing solutions to those problems.
With the definitions above, we can say that educational technology is a very broad
term. It does not only talk about computer, projectors, TV, and other electronic materials,
but it also talks about how are these tools be used in the teaching and learning
process. Further, educational technology also means facilitation of human learning
through systematic identification, development, organization, and utilization of full
range of learning resources and through the management of these processes [4].

Educational technology is also associated with other terms. These terms include
technology in education, instructional technology, technology integration, and educational media
[1]. Let us define how these terms are related to educational technology.
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Technology in Education it refers to the use of technological hardware in education. It is

not only limited to how technology is used in the teaching and learning. This also refers
to the application technology to any those processes involved in operating the institutions
which house the educational enterprise.

Instructional Technology it refers to those aspects of educational technology that are

concerned with instruction as contrasted to design and operations of educational
institutions. Further, this also refers to the systematic way of designing, carrying out, and
evaluating the total process of learning and teaching in terms of specific objectives.

Technology Integration is the use of learning technology to introduce, reinforce,

supplement, and extend skills. Basically this is the use of technology to enhance and
support educational environment, teacher instruction, and student learning.

Educational Media is all means of communication that includes prints, graphics,

animations, audios, and audiovisuals. In education, this also refers to the channels of
transferring of information to learners and also those gadgets and machines that are
needed in transmitting information to learners.

APPLICATION
Make a graph showing the relationship of Educational Technology to
Technology in Education, Instructional Technology, Technology
Integration, and Educational Media. Use the Rubrics below as your guide in
making your graph.

GRAPHIC ORGANIZER RUBRIC

1 = Weak 2 = Moderately Weak 3 = Average 4 = Moderately Strong 5 = Strong

1. The graphic organizer has an appropriate title and labels.

2. The graphic organizer’s lines, boxes, and text are neat and legible.
3. The information in the graphic organizer is accurate.
4. The spelling, grammar, and punctuation of the text on the graphic organizer are accurate.
5. The graphic organizer presents the information in a manner that is easy to follow.
6. The relationships presented in the graphic organizer are correct and clear.
7. The form in which the graphic organizer portrays the information is appropriate to the
relationships being represented.
8. The graphic organizer demonstrates an understanding of the topic, its relationships &
related concepts.
9. The graphic organizer fulfills all the requirements of the assignment.
10. Overall, the graphic organizer represents the student’s full understanding on the topic.
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Objectives:

This lesson aims to help you to understand the usefulness of technology in the
teaching and learning process. At the end of the lesson you will be able to:

1. select appropriate technology to be used in teaching and process; and

2. trace the history of educational technology.

Introduction

Understanding the how technology works in education and how are these will
be used in the teaching and learning process are very difficult especially in teaching
and in this digital age. That is why it is very important that as teachers in the future
where technology is continuously developing, it is very important that we have to keep
updated on what is going on.

In this lesson, you will be able to learn how to choose appropriate technology to
be used in the teaching and learning process and be able to trace back the history of
educational technology.

Activity 1
Analyze the picture below, write down all the technology you see
in the photo separate them which technology can be used in the
teaching learning process and which one is not.

TECHNOLOGY FOUND IN THE PICTURE

USEFUL IN THE TEACHING AND NOT USEFUL

LEARNING PROCESS
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Activity 2

Arrange the following in chronological order. Which do you think

comes first? Write your answer in the box.

INQUIRY AND THE SOCRATIC METHOD LEARNING SEQUENCE AND OBJECT TEACHING

AFFORDABLE EDUCATION DISTANCE EDUCATION OBJECT TEACHING: QUINCY METHODS

METHOD OF APPERCEPTIONVISUAL INSTRUCTIONAUDIOVISUAL INSTRUCTION AND WWII

INSTRUCTIONAL TV AND PROGRAMMED INSTRUCTION THE CONDITINS OF LEARNING

IBM INTRODUCES PC SATELLITE TV SYSTEMS THE WORLD WIDE WEB

STUDENT RESPONSE SYSTEMS THE WIKI SITE ISTE ESTABLISHES NETS

LEARNING MANAGEMENT SYSTEM PARTICIPATORY JOURNALISM FLIP CAMERAS

KHAN ACADEMY EDMODO: SAFE SOCIAL NETWORKING IN SCHOOLS 21ST CENTURY TABLETS
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Analysis

Analyze the following questions below and write your answer on the
space provided.

1. If you are to teach, what are the things that you need to consider in the use of
technology as your material?

2. What specific technology in the picture above is/are the most useful in teaching
and learning process? Why?

3. If the teacher lets you write and do lecture, do you think this can be classified
as technology? Why?

4. Is chalkboard a technology? Why or why not?

Abstraction
Technology plays an important role in the teaching and learning process.
Even before, if we can trace back the history of educational technology
we can say that it is already being used to help the teachers teach their
learners. But first let us define what technology is. Technology is defined
as the application of scientific knowledge to the practical aims of human life
or, as it is sometimes phrased, to the change and manipulation of the
human environment. Therefore, when we say technology we are not only
referring
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to different devices like computers, cellphone, and the like. Even books,
chalkboards, and teaching strategies can be considered as technology, why?
Because these are application of scientific knowledge like research. Now let
us trace back when does technology is being used inside the classroom.

The diagram below shows the history of Educational Technology.

Inquiry and the Learning Sequence Affordable Education Distance Education

Socratic Method and Object Teaching

Audiovisual Method of Object Teaching:

Instruction Visual Instruction Apperception Quincy Method

Instructional TV and The Condition of Satellite TV Systems

Programmed Learning The First PC
Instruction

ISTE Establishes Student Response The World Wide

NETS The First Wiki Systems Web

Learning Participatory
Management System Journalism Flip Cameras Khan Academy

EDOMOD: Safe
The 21st Century Social Networking in
Tablets Schools

Since you already have an idea on the development of the educational technology,
this time you will be learning on how to select appropriate technology to be used for
teaching and learning process.

The following are the 7 steps for choosing the best technology tools for
teaching (Rhode, 2014).
Survey your "Tech
Start with your Landscape" Set your budget
Objectives

Sample available Select your tool Set parameters

tools for use

Scrutinize your
choice
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It is not enough that you only knew the steps on selecting the right technology tool
for teaching, here is the guide to select technology tools for classroom use (Hulon,

2013)
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Since you have the guide in selecting appropriate technology for teaching and
learning process. In the succeeding module you will be introduced to the different
technology that can be used in classroom teaching.

APPLICATION
1. Go to https://www.deped.gov.ph/k-to-12/about/k-to-12-basic-
education-curriculum/grade-1-to-10-subjects/
2. Select your subject and your competency.
3. In your chosen competency, list down at least three technology tools
which are appropriate to use in the subject.
4. Discuss the how these tools help in the teaching and learning process.
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Objectives:

This lesson aims to determine the roles of technology for the teaching and learning.
At the end of the lesson you will be able to:

1. differentiate traditional points of view and constructivists point of

view; and
2. discuss the different roles of technology in teaching and learning in
constructivist perspective.
Introduction

In the previous lesson we have learned the importance of the use of technology in
the teaching and learning. The use of technology can be done two ways whether it can be
used in a traditional classroom or in a constructivist classroom. But how are these two
different from each other? You will be able to find out as you go along with this module.

In this lesson, you will be able to differentiate the role of technology in

traditional point of view and constructivist point of view and also you will be able to
discuss the different roles of technology in teaching and learning in constructivist
perspective.

Activity 1

Study the two situation below, 1. what are the technology used in the
two situation? 2. What are the roles of the technology in the
scenarios? 3. Which one is traditional and which is constructivist?
Write your answer on the space provided.

Teacher Mae discussed digestive Teacher Rey discussed different risks

system, she used TV program that may occur during the laboratory
like Discover Channel to explain works. He let his students to conduct
the whole topic to her class. an in- depth research on the causes if
Then, she asked questions those risks and its possible solution to
about the topic discussed by avoid the risks. He instructed the
the program and then gave a students to use books, journals, and
quiz to test the understanding internet and give a power point
of her students. presentation of their findings.

1.

2.
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3.

Activity 2 Determine if the following scenarios is a Traditional Teaching or a

Constructivist Way of Teaching. Write TT for Traditional Teaching
and CT for Constructivist Way of Teaching.

1. Teacher Mary inform her students to watch the video on proper way of
handwashing. Then she let her students to perform it after.
2. The students were informed to go to the library and look for a newspaper
and select a new article. After selecting the students evaluated the content based on the
criteria given to them. Then they submitted a reaction video to their professor.
3. Students of Mrs. Chong submitted a power point presentation on the
result of the data gathered.
4. Teacher Myla inform her students to read the story Biag ni Lam-ang. Then
she let her students to make a reflection paper based on what they understand in the
story.
5. Students are busy making a origami as their project in Mathematics.

Analysis

Based on your answer on the second activity, explain why it is TT or CT.

2.

1.
3.

4.

5.

Abstraction
Teaching and learning process can be both done either in traditional
way of teaching or in a constructivist way of teaching. These two methods
are still effective in delivering lesson to learners. In the traditional
perspective in teaching and learning teacher is delivering the lesson in a
traditional way like giving of lecture, showing a video, presenting through
a power point presentation.
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In the first activity in this module, you will see two boxes, each of box a represent
the traditional point view and constructivist point of view in teaching. In the first box,
what are characteristics do you think are present in the scenario? Correct, the
characteristics traditional point of view in teaching includes SOURCE OF
KNOWLEDGE, KNOLEDGE IS EMBEDDED IN THE TECHNOLOGY, AND
PRESENTER OF KNOWLEDGE.

The second box represent the constructivist point of view. What characteristics we
can get from the scenario? The characteristics include SERVES AS LEARNING TOOLS,
ENGAGES LEARNERS, COOPERATIVE LEARNING, ACTIVE, INTENTIONAL,
AUTHENTIC, CONSTRUCTIVE, AND TEACHER FACILITATES THINKING AND
KNOWLEDGE CONSTRUCTION.

In the constructivist perspective, the following are the roles of technology in

teaching and learning:

1. Technology as a tool to support knowledge construction.

2. Technology as information vehicles for exploring knowledge to support
learning-by- constructing.
3. Technology as context to support learning-by-doing.
4. Technology as context to support learning by conversing.
5. Technology as intellectual partner to support learning-by-reflecting.

Technology as a Tool to Support Knowledge Construction in this role, technology

serves as a tool to represent the beliefs, knowledge, and understanding of the learners.
This is further used to produce organized multimedia which is based on the beliefs,
knowledge, and understanding of the students.

Technology as Information Vehicle for Exploring Knowledge to Support Learning-

by- Constructing technology is used as medium to help the students access the needed
information. This is also used to compare different beliefs, perspectives, and world view.

Technology as Context to Support Learning- by- Doing technology becomes a cognitive

tool to represent and simulate meaningful and real world problem, situations, and
context. Further this is also used to represent the beliefs, perspectives, arguments, and
stories of others. And to define a safe and controllable problem space for student
thinking.

Technology as Social Medium to Support Learning by Conversing in this role,

technology is used to collaborate with others. Moreover, this also serves as a tool for
discussing, arguing, and building consensus among members of community. And
lastly, this also used to support discourse among knowledge-building communities.

Technology as Intellectual Partner to Support Learning by Reflecting, technology in

this role is used to help the learners express and represent what they know. This is also
used to assist the learners in reflecting on what they have learned and how they came to
know it. Further, this also used to support learner’s internal negotiations and meaning
making. And, use for constructing personal representations of meaning for supporting
mindful thinking.

With the two point of view in using technology in the teaching learning process, both can
be very useful in teaching if it used effectively. Researchers believed that technology
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increases students’ learning, understanding and achievement but also enhances

motivation to learn, encourages collaborative learning and supports the development
of critical thinking and problem solving skills.

With the proper use of technology in the classroom, the students will be able to
control more of their own learning. This also changes the classroom setting from
teacher- dominated classroom environment to student- centered classroom. In
addition, the use of technology in the classroom will also allow the teachers to do
different teaching strategies and teaching styles since students are different in terms
of their readiness, interests, intelligences, and learning styles. And lastly, this will also
help the students to become lifelong learners.

APPLICATION
Based on the roles of technology in constructivists’ perspective,
identify under which role and process is illustrated by each of the following

1. Water samples from ponds, steams and faucets were analyzed

locally, then transmitted to researchers who pooled and data and returned them all sites,
where students drew conclusions and compared them with those of other classes.
2. Students were asked to give a graphic presentation of the cases
and effects of alcoholism.
3. Students were asked to conduct an in depth research on the causes
and effects of global warming by extensive use of books, journals and the internet and to
give a PowerPoint presentation of their findings.
4. Students were assigned to gather proposals from various sectors
on h ow to solve the present rice crisis and on how to prevent the same in the future and
make a video presentation on their interviews.
5. Student groups were asked to read and analyze a comic strip
and present their own thinking also by way of comic strip.

Give at least three function of educational technology. Categorized them either as

technology as teacher (source of knowledge) or technology as partner in learning (one
that engages the student in thinking and in the construction of knowledge and meaning.)
us the table given below.

Technology as Teacher Technology as Partner in Learning

1. Video presentation on how to 1. Video presentation on
bake a cake. unsuccessful baked products
and ask the students to tell
why it
became unsuccessful.
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MODULE OVERVIEW

In this Module:

ICT National Policies for Teaching and Learning

Safety Issues in ICT
Application of ICT Policies in the Teaching and Learning Environment

ICT is a modern tool which provides immense effect in all fields of living.
Especially in the field of education, efficiency and effectiveness of teaching methods
and learning strategies were observed. However, it is sad that not all learners experience
such advancement in education, especially those living in far-flung areas. Moreover,
ICT tools may also provide negative impact to you and the learners, specifically in the
physical and social wellness. To lessen, if not eradicate, these matters, the national and
international government and agencies worked together in helping the users, like you,
on how to utilize ICT in education effectively and efficiently that will benefit the
populace.

This module discusses the different policies and safety issues users, like you and
your learners, should observe in working with the ICT tools to maximize its use in the
teaching-learning process.

After the completion of this module, you are expected to:

1. discuss the policies of the national government in enhancing the utilization
of ICT in education;
2. exemplify how you and the learners’ safety be ensured in using ICT in the
teaching-learning process; and
3. organize classroom policies that will match the ICT policies to the
implementation of classroom instruction.

Are you now ready? Let’s now proceed to the lessons!

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Objectives:

This lesson aims to discuss the policies implemented by the national

government in upholding the use of ICT in the field of education with an expectation that
the students are able to:
 explain the national policies of ICT in the teaching-learning process; and
 relate the national ICT policies in the Philippine schools.

Introduction

The world has undergone drastic change where efficiency steps up to be great
indicator of competitiveness. Countries with better governance, transparency and
efficient bureaucracies will see greater investment flow, jobs and will eventually provide
a quality of life to the populace. Moreover, individuals are trained to be equipped with
the 21st century skills as they are required to be more efficient and advanced. ICT is the
best tool to cope with these changes.

In this lesson, you will be able to understand how the national government
implemented policies to uphold the utilization of ICT in education.

Activity 1

Activity: “Ganito kami sa school namin!”

Example: Ganito kami sa (write the name of your previous school), meron kaming (write
one technological advancement that the school has). List down the name of your school
from Elementary, Junior High School, Senior High School, and College.

Level Ganito Kami sa Meron kaming…

Elementary

Junior High School

Senior High School

College
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Analysis

After completing your work above, answer the questions below as guide for
reflective thinking. Use the space after each question to discuss your answer.

1. Who do you think initiated for the school to obtain those ICT tools you have
mentioned? Why do you think so?

2. What changes have you noticed from your experiences in the teaching-learning
process with and without the use of ICT tools?

3. How did those ICT technology tools contributed for the benefit of the teachers and
learners in the school you mentioned?

Abstraction
As ICT becomes everyday tools in the lives of the Southeast
Asians, the governments of Southeast Asian countries (SEAMEO Member
Countries) devout in bringing the ICT into schools. This will give
opportunities for learners to analyze information, solve problems,
communicate collaboratively, and will eventually make them competitive
in the 21st century market.

The SEAMEO in 2010 reported that the Philippines is categorized under the Group
2 countries based on the progress of ICT in education. Countries of this level are in the
infusing stage. This means that most of the country’s ICT plans and policies in education
are in the process of being integrated in the existing teaching, learning and administrative
practices and policies. However, struggles still prevail for some rural areas which are still
in the emerging stage, the lowest level in the scale. With this, Philippine schools, being in
the first level, need to move up to be able to cope up with Group 1 countries like Malaysia
and Brunei Darussalam, which have developed national ICT in education plans and
policies.

Being in the Group 2 countries, Philippines has recognized ICT as an

empowering tool that will help boost the country’s education system. So to foster the
use of ICT in education even more, the country developed the Strategic Roadmap by
the Commission for Information and Communications Technology (CICT) to lay down
strategies and programs that will strengthen the country’s ICT sector for the years
2006-2010. Unfortunately, there were no records on its development, so this discussion
assumed that the plans were realized some time before.
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The discussion will focus on the strategies and programs which are related in the field
of education. In this part, the Roadmap first focused in ensuring the accessibility of the
ICT as support for learners’ education.
 The Community e-Center Program
The Community e-Center Program provides accessibility of ICT resources, such
telecommunications and Internet access, to the people living in the different localities of
the country. Internet in Schools (iSchools) project is one focus of this program that gives
public high schools connectivity, Internet training, tech support and monitoring and
evaluation.
 National Broadband Plan
Providing adequate bandwidth to the community is keep to the ICT development.
In this way, adequate use of ICT will be available in most, if not all, parts of the
country. Presented below is the provision of broadband connectivity in public high
schools.

LOCATION TARGET
Key cities and 100% by 2010, jointly undertaken by the private
municipalities sector, LGU’s, DepEd, & CICT
1st, 2nd, 3rd, & 4th 80% by 2010, jointly undertaken by the private
class sector, LGU’s, DepEd, & CICT
municipalities
Remaining 60% by 2010, jointly undertaken by the private
municipalities sector, LGU’s, DepEd, & CICT

 Last Mile Initiative

The government believes their role, along with the private sector, in providing ICT
services to the people should ensure a free and fair competition in the marketplace.
But with some places are remote and disadvantaged, the government strived to
provide Community e-Centers in these unserved areas. But once the private sectors
initiate for expansion in these areas, the government is prepared to yield its access.
The Roadmap also highlighted the development of human capital in education for
sustaining human development through the use of ICT. Harnessing the human capital
vis-a-vis ICT enables life-long learning. And in the field of education, the focus of ICT
in the human capital is manifested through the ICT for Education (ICT4E) program of
the Department of Education. The discussion below focused on the ICT4E program of
the DepEd as part of the Strategic Roadmap of the CICT.

Based on the vision of the Department of Education (DepEd) as “21 st Century

Education for all Filipino, Anytime, Anywhere”, the education system should be able to
integrate ICT in honing life-long and values-centered learners, productive and
responsible citizens. These goals served as driving factors for DepEd in the integration of
ICT for their five-year strategic plan.

With this, the DepEd strived to enhance the curriculum, develop the school
personnel, and strengthen school governance and management. To begin with, the
DepEd moved to enhancing the existing curriculum by implementing these significant
changes.
 Because of the scarcity of resources, they first focused on the enhancement
of the BEC by emphasizing ICT learning targets – basic operations and
concepts; social, ethical and human issues; ICT for producing; ICT for
communicating; ICT for researching; and ICT for problem-solving. Learners
are expected to
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develop these skills throughout their formal years of schooling. ALS learners
and Technical-Vocational High School learners were included in this plan.
 The DepEd has designed materials to support customized teaching for
digital learning, and were made available in the DepEd website. However,
access teachers’ accessibility and comprehensive inventory of its use
remains a challenge. So to bridge this gap, a sector-wide Digital Content
Development and Usability Framework is drafted to intensify the use of
Multimedia Instructional Materials (MIM).
 With BESRA, the DepEd developed Assessment Framework which entails on
developing assessment standards, tests and other instruments, conducting
training programs, and formalizing assessment roles. Moreover, this plan is
viewed to help widen different assessment methods to efficiently facilitate
assessment planning, collections, analysis and reporting of data and
findings. Learners, in return, will be eased for paper-and-pen tests focusing
on multi- dimensional assessment tasks.

Aside from enhancing the curriculum, the competency standards for

educations, administrators, school officials and non-teaching personnel were
enhanced and developed. The competency standards serve as guides how one should
perform and work. In this strategic plan, all working in the education field should
develop certain threshold levels of ICT knowledge and skills. This can be done by
focusing some areas in education.
 The DepEd designed an Enterprise Architecture (EA) on its first year of
implementation with aims on defining different hardware and systems for
pedagogy and development as well as in governance and management.
o The DepEd EA gave attention to the administration and management
by achieving the maximum efficiency and effectiveness of the
department’s operations. One prescription emphasized the
minimalization of data reporting from school personnel to emphasize
their critical roles in developing teaching pedagogies of their respective
school.
o The DepEd EA gave assistance to teachers in transforming to a more
collaborative and learner-centered teaching methods to attain the 21st
century education for all learners. Schools were trained to develop
certain levels of threshold of ICT knowledge and skills.
 The role of the ICT Governance as the body who makes decisions on ICT in
DepEd was strengthened. Through adopting the ICT Governance
Framework, the DepEd can evaluate the ICT in relation to the department’s
needs and challenges, direct what ICT plans and policies to propose, and
monitor the performance of the plans and the conformance with the
policies.

The plan also emphasized the vital role of the community in strengthening the
performance of the schools around them. DepEd’s coordination includes planning and
sustaining ICT investment to achieve collaboration from the stakeholders.
 Parents are of great help in developing the 21st century skills of their
learners; thus, adhering to the success of school-based management (SBM).
 Tertiary institution can act as partners of the programs of their research groups
about ICT plans and implementation which would likely benefit the
learners.
 Private sectors always offer way to provide the school with resources,
including the limitations of ICT infrastructures.
 Community centers, such as Internet cafes and other eCenters, cater digital
divide that provides equity of access among the learners.
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 Local government units are always involved in supplying what lacks from
every school and provide support in achieving a sustainable ICT-enabled
school.
To concretize the plan of the DepEd, the Strategic Roadmap of the CICT
included initiatives supporting the ICT4E program, which are listed below.
 The ICT in Education Masterplan which aimed to craft the National
Framework Plan for ICTs in Basic Education (2005) that will focus on
faculty development in ICT.
 The Open Content in Education Initiative (OCEI) which converted DepEd’s
instructional materials into interactive multimedia content, and promote the
development of web-related content in education.
 The PhEdNet which acted as a digital collection of learning contents and
application approved by the DepEd which can be accessed by the Filipino
learners and teachers.
 The eSkwela established Community eLearning Centers for out-of-school
youth that gave them ICT-enhanced alternative education opportunities.
 The eQuality Program is designed for tertiary education that the state
universities and colleges (SUCs) used to improve the quality of IT education in
the country.
 The Digital Media Arts Program used Open Source technologies to build
digital media skills to beneficiary agencies, including the SUCs.
 The ICT Skills Strategic Plan allowed inter-agency approach in designing
strategic, policy and program recommendations to address gaps of ICT skills.

Another important concern highlighted by the Strategic Roadmap is the

development of business to enhance competitiveness in the global ICT market. Education
plays a crucial role in this aspect by conducting Workforce Mobilization Program,
especially in the tertiary education and vocational levels. In this program, there three key
areas of interest which were attended to.
 The English competency is strengthened to keep a competitive advantage in
the global BPO market.
 The industry certification programs were done along with the industry
associations to identify the necessary competence of human resources needed
by the industries, and will then be taught by the educational institutions like
TESDA.
 The career advocacy programs aimed in educating the parents, teachers,
administrators and ICT jobseekers in successfully obtaining fulfillment in ICT
careers.

The list below presents some of the accomplishments of the government in
the improving the application of ICT in education, as reflected in the ICT4E Program of
the DepEd.

 Distribution of ICT tools in the schools for the learners to use

in the class

This photo shows the turnover of the computer sets by the

provincial government of Cavite to the public schools of
Indang, Cavite.
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This photo shows the “Smarter Schools in Digital Dumaguete

Initiative (SSIDDI)” by the grant-in-aid (GIA) project of the DOST
in partnership with the DepEd.

 Infrastructures build around the schools to improve the

Internet connection

This photo shows a Philippine telecommunication company orients

the children on how to use the Internet upon installing its
connection in a certain school.

This photo shows some of the community e-centers built to allow

access in the technological world, including the learners for their
education.

 Training for teachers and other school staff on enhancing their

ICT skills

This photo shows the discussion of ULEAD Central Learning

Community CEO Dacanay on the Use of Technology for Education
during the DepEd ICT Summit in Baguio City.

This photo shows workshop conducted by the UNESCO Bangkok

at the SEAMEO INNOTECH Center, Philippines on supporting
competency-based teacher-training reforms to facilitate ICT-
pedagogy integration.

 Partnership of the government to the public agencies and

non-governmental organizations

This photo shows the partnership between the DepEd and the
foreign agencies, World Vision and ProFuturo Foundation, in a
certain school at Malabon City to launch the nationwide Digital
Education project.

This photo shows the a computer set donated by the Marubeni

Scholarship Foundation together with the San Roque Power
Corporation at the Bobon Elementary School at San Nicolas,
Pangasinan.
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 Building an online storage of instructional materials by the DepEd

This photo shows the DepEd Commons that stored all the
instructional materials needed by the teachers of the DepEd in
teaching their specialized field.

APPLICATION

Based on how far you have known about the ICT4E Program of the DepEd,
interview one learner from your neighborhood who studying in a public high school. Ask
the progress of their ICT implementation and infrastructures around their school. Then,
make an essay that critiques their implementation, and suggestion on how to realize some
of the plans and programs listed in the Strategic Roadmap. Write your essay on the blank
scroll below. You don’t need to write the name of the learner, just the school.
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Objectives:

This lesson aims to explain the different safety issues you and the learners should
observe in using the ICT with an expectation that the students are able to:
 discuss the different safety issues in the ICT as given by the government and
other organizations;
 explain how safety can be ensured by the learners and teachers in using ICT
in the teaching-learning process; and
 propose ways on how safety issues in the ICT is observed for educational use.

Introduction

Maximizing the use of ICT accomplishing academic tasks may also lead to its
excessive use, which most users are not aware of. Learners may sometimes divert
their attention into an unhealthy social interaction. Teachers, like you, used to spend
time in finishing academic tasks for that make cause eye strain and other physical
pain. These situations may likely make ICT a disadvantage, rather than a benefit, to
both you and your learners.

In this lesson, you will be oriented with the different health and social issues
and legalities that ICT may cause, in order to help you avoid in dealing with such
instances.

Activity 1

Activity: “Making Myself Safe”

Hi! It’s time to share your safety precautions in using ICT. Following the bullets,
list all the safety practices you observe whenever you use ICT in learning and studying.
You may write it in a form of sentence or phrase. You need not to fill all the bullets.









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Analysis

After completing your work above, answer the questions below as

guide for reflective thinking. Use the space after each question to discuss
your answer.

1. Based on your safety precautions, are you focusing on one aspect only (e.g.
health)? What do you think are the other aspects that need to be looked into when
using the ICT tools?

2. How does your safety precautions helped you in optimizing the benefits you
obtained from using ICT in learning?

3. Are there instances when you failed to follow some of your safety precautions?
Why did that happen? What have you learned?

Abstraction

ICT tools may have provided people with convenience and benefits that
they can’t imagine working and studying without its existence, but these tools may
also cause harm and negative effects if it won’t be used appropriately. Below are
some of the safety issues that will help you prevent accidents as you use your
ICT tools for teaching and your learners from learning.

Trailing Cables: Mostly, computers are connected using lots of cables. If these cables are laid down
on the floor, people may trip over them.

Spilt Drinks or Food: Damage to the tool or electric shock to the user
may be obtained if liquids are spilled to a computer or any
electrical equipment.

Overloaded Power Sockets: Plugging too many power cables in a

socket may lead to overheating and fire.
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Heavy Falling Objects: Computers do have equipment which are

heavy like monitors, system unit, printers, etc. If they fall on
people, it may cause injury to the user.

Aside from securing the physical safety of the users of ICT, you and your learners should
also remember the detrimental effects of ICT tools in the users’ health knowing that you often
spend your time in your computers and laptops. Some of these health-related effects are listed
below.
 Eye-Strain: Excessive use of computers may cause tiredness of the eyes, or eye strain.
Usually, users experiencing this looks at the monitoring from constant distance away.
With that, your eyes cannot focus and gets tired and painful.
 Back and Neck Ache: Bad sitting posture caused by working at a computer for a long time
may result to a back and neck pain.
 Repetitive Strain Injury (RSI) in Wrists and Hands: Movements done over and over
again results to repetitive strain injury. Typing and using a mouse for long periods
may cause RSI in the wrist.

To fully ensure the users with their right of using the ICT, an enabling legal policy is
institutionalized by the government. Part of these legalities is securing the personal and social
safety of you and your learners in using ICT.
 Data Privacy Act 2012 (Republic Act 10173)

This law is established by the National Privacy Commission to protect the basic
right to privacy of the citizens while ensuring a smooth flow of information to promote
innovation and growth, which all the citizens, and offices and agencies should abide. It
aims to give protection to all forms of information – private, personal or sensitive.
Because of the increasing importance of ICT in all fields of work, the protection
of personal data collected should be strengthened. A trustworthy legal environment
that ensures data privacy will likely result in higher trust and confidence for the
Philippine ICT environment.
 Cybercrime Prevention Act of 2012 (Republic Act 10175)

This law is signed by President Aquino on September 12, 2012 which sought to
protect and safeguard the value of computer, computer systems, networks, and
database, with the confidentiality and availability of information and stored from all
forms of misuse, abuse and illegality. A Cybercrime and Cyberfraud Prevention law
helped provide the legal basis for enforcing security measures and protecting the
general public interest.
 Freedom of Information Law (Executive Order No. 2, s. 2016)

This law is passed by President Duterte to allow the Filipino citizenship to

information that concerns the public. It is the right that gives access to official records,
documents and papers about the official acts, transactions or decision. This law also gives
clear guidelines on public access to government data, sharing of information among
government agencies, and the utilization of information obtain under such law by the
recipient government agency or private sector.

So are the above information work in the Educational System?

Observing the following safety issues in education helps your and your learners’
interaction with the ICT tools. This will likely increase the benefit you obtained from these
tools. So, here are some of the ways on how you can lessen, if not eradicate, the safety issues
listed in the previous section of this lesson.
In order to prevent accidents as you conduct classes or prepare your lessons, these are
good suggestions that you can follow.
 lOMoARcPSD|12140036

 Trailing Cables: To lessen this instance in learning and teaching, these cables should be
placed inside a series of cable ducts or just tapes, or under the carpet.
 Spilt Drinks or Food: It is better if you and your learners should place the foods and drinks
away from computers.
 Overloaded Power Sockets: This often happens in the classroom when you and your
learners are something bulks of work to beat the deadline. Better use different sockets and
make sure that there is a fire extinguisher nearby if unexpected events may happen.
 Heavy Falling Objects: Digital projectors and speakers, for example, should be placed on
strong tables and shelves whenever used in the class as you are teaching the lesson.

For the health-related issues, you can also follow the suggestions as you accomplish
your academic tasks.
 Eye-Strain: To lessen this, looking away from time to time to be able to exercise the
muscles of the eye and taking regular break are helpful ways to avoid this problem.
 Back and Neck Ache: There are different ways to avoid this problem. Using adjustable and
ergonomic chair and taking regular breaks will help. Lastly, adjusting the keyboard and
monitor at the correct height of the user lessen your chance of experiencing back and neck
pain.
 Repetitive Strain Injury (RSI) in Wrists and Hands: To solve this problem, using a wrist-rest
is a good support while typing ang using a mouse. Taking regular breaks may also
help.

The legal basis of people’s interaction in ICT is advantageous to those who observe the
proper usage of it. So, it is good if you use the laws mentioned above to your benefit.
 Data Privacy Act 2012 (Republic Act 10173): With this law, you are guided not to reveal
information from your learners, like their parents’ names, location and learner
reference number (LRN). Moreover, scores they obtained from your class should also be
taken with confidentiality.
 Cybercrime Prevention Act of 2012 (Republic Act 10175): In this law, you and the learners
are guided to treat everyone and every information online with respect and appropriately.
Interactions, such as exchange of ideas and online conversation, must ensure the security
of rights of those involved. You should maintain professionalism in all aspect, as much as
possible.
 Freedom of Information Law (Executive Order No. 2, s. 2016): This law informs you and your
learners to always keep yourselves informed. As the saying goes, “ignorance of the law
excuses no one”. Rules, policies and laws should be understood before interacting to a
certain situation, such as involving in cyberbullying and other unacceptable online
practices.
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APPLICATION
Improve the list you have written in the Activity part by relating it to your
academic practices as you learn you lessons in the second column. In the third column,
write how you can observe that in your teaching preparation and instruction.

How to observe this is your How to observe this is your

Safety Issues studies? future teaching practices?
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Objectives:

This lesson aims to explain how ICT is integrated in the teaching-learning of some
Philippine school with an expectation that the students are able to:
 describe the implementation of ICT policies in teaching and learning processes;
and
 match the ICT policies that are incorporated to the design and implementation
of teaching-learning activities.

Introduction

As a teacher, you have to make sure that you hone learners’ 21st century skills;
and one of these is teaching them how to utilize the ICT tools for their economic and
technical advantage. You have to make sure that you utilize ICT in widening their
understand of your subject matter, and will help them use ICT in deepening their
knowledge. Learning some of the best ways on how ICT tools were utilized in
previous classroom experiences is one of the stepping stone in planning how you will
make an efficient ICT-enhanced classroom.
In this lesson, you will be oriented with some classroom experiences that
maximizes the ICT policies implemented by the DepEd and other national and
international agencies.

Activity 1

Activity: “Being
Hi! It’s an Evaluator
your time to rate howof
theICT Integration
DepEd in Education”
implemented the integration of ICT in
education. Below is the different focus for improvement of ICT in education. From 1 to 5,
being is the lowest and 5 is the highest, evaluate the implementation of the following
focus of ICT in education. Write your rates on the blank beside each item.

a. Learners’ digital literacy

b. Availability of gadgets in the school
c. Accessibility of online resources
d. Ability of learning concepts at home using ICT-guided instructions
e. Training for teachers in the use of ICT in education
f. Allowing investments from private sectors
g. Reaching out to the far-flung areas for ICT enhancement of schools
h. Using other ICT media to substitute scarcity of resources
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Analysis
After completing your work above, answer the questions below as guide for
reflective thinking. Use the space after each question to discuss your answer.

1. What is your basis of your rates? How would you describe your rates as a whole?

2. What should the government do in order to improve your rates for each focus
of ICT in education?

3. What do you think will happen if you already have rated ‘5’ for all the focus of
ICT in education? Why do you think so?

Abstraction
The key to a successful implementation of ICT in education is careful
planning and teachers’ empowerment towards ICT use. With that, the
DepEd has an ICT4E Program that will cater these opportunities for
development. The plans and programs listed in the Strategic Roadmap
were slowly realized through adopting various strategies that implement
ICT in the teaching-learning process and the education in general. The
UNESCO’s International Institute for Educational Planning listed
considerations and application of how ICT is integrated in education, and
will be discussed based on how it can be manifested in the Philippine
schools.
 Digital culture and digital literacy: Digital literacy is a skill of searching for and
producing information through the use of media for the society. This resulted to a
digital culture that impacts the construction and distribution of information and
power around the world. With that, the Philippine schools utilize the ICT to foster
digital literacy among learners in order to prepare them for their future work.
o One laptop per child: Although less expensive laptops are advised to be used
to attain the 1:1 basis, developing countries, like the Philippines, still finds
it hard provide one laptop per child. Instead, the country just built a
computer laboratory to cater the needs of the learners for computer access
in the schools.
o Tablets: Tablets are small computers that the learners can use by themselves
anytime at any place. It allows learners to explore application that they can
use for learning. However, it is still far from reality for the Philippine public
schools. Only some prestigious private schools of the country require this
from their learners, like the De Salle schools.
o Interactive White Boards or Smart Boards: Interactive white boards allow
you and the learners to display, manipulate, drag, click or copy images.
Hand-
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writing, changes of projected images and ideas, and interactive activities

are easily facilitated using these boards. However, only a few public schools
utilize this board for class discussion.
o E-readers: E-readers are electronic devices that contains numerous books
and other files in digital form, which allows easy use, access and sharing of
references. Although there are no e-readers freely given to the learners,
other storage devices, such as flash drives, are utilized by the learners in the
class.
o Flipped Classrooms: In this model, classroom is transformed by allowing you
to discuss and practice concepts at home for the learners to continue
enhancing the idea in the school. This interaction is facilitated by computer-
guided instructions and interactive learning activities. In the Philippine
setting, this is facilitated using social media sites in which you introduce
the lesson through giving your learners a series of online resources to
explore and be enhanced in the classroom afterwards. However, it is not
used as a medium of instruction since not all learners can access the
Internet.
 ICT and Teacher Professional Development: As mentioned in the first sentence
of this section, the success of integrating ICT in the learning assessments and in
facilitating instructions, resources and learners’ interaction depends on the ability
of the teacher, like you, to incorporate ICT along the process. Fortunately, the
DepEd has been conducting trainings, seminars and workshops about using ICT
in your field of specialization. Moreover, trainings for supervisors, educators
and decision makers are constantly done in order to help their schools foster
an ICT- enhanced environment.
 Ensuring Benefits of ICT investments: To ensure the investments in ICT benefit the
learners, infrastructure in ICT, stable and affordable Internet connectivity and
security measures must be provided to the schools. With your advancement in ICT
aspects, such as your ICT literacy skills, pedagogical settings and the uses of ICT
in your discipline, you can effectively implement the curriculum and reflect
local culture that supports learning for your learners. This is what the DepEd
has been doing especially in building Internet sites in the barrios and
contextualizing the content of the lessons.
 Resource Constrained Contexts: As a developing country, the Philippine public
schools find it difficult to require learners to bring their own laptop, smartphones
or tablets to be used in the teaching-learning process. With that, the department
has conducted several updates to improve the technical support for ICT
infrastructures. Monitoring the software of each computer, building additional
infrastructures to cater slow Internet speed, and solving electrical connections
were some of the problems that addressed by the DepEd to maximize the use of
ICT.

By improving these aspects of ICT in education, the increase of performance

among learners and teachers are likely manifested. A report of the Southeast Asian
Ministers of Education Organization (SEAMEO) in 2010 entitled Report: Status of ICT
Integration in Education in Southeast Asian Countries highlighted one best feature of
technology- enhanced lesson in the Philippines. This was a study conducted to
determine the effect of using Intel Classmate PC in teaching Mathematics at Alabang
Elementary School found a significant difference in the assessment of pupils and on the
teachers’ self- assessment. The exposure of pupils to this kind of technology allows
development of their comprehension of concepts, higher-order thinking skills, and
ability to articulate views. With these improvements, an increase of learners’
achievement, attention and
 lOMoARcPSD|12140036

interest in class, and collaboration were manifested. Moreover, teacher’s efficiency and
effectiveness were observed after the conduct of the study.

Through the partnership of the Intel Teach Programme of the Intel Philippines and
the Department of Education, learning is enhanced using technological media apart from
the information presented in the textbooks and other printed materials. The report of
SEAMEO even highlighted a few examples of how a class PC tools and application
enhanced lessons today.
 Instead of copying and writing data from the references, lessons were
focused more on analyzing and thinking critically.
 Activities are enhanced using a fast Internet research and communication.
 Creativity is encouraged from the learners as they are asked to make
multimedia presentations, rather than written documents.
 Difficult lessons, like Math problems, can be presented using a game-like
software.
 Assessment tasks will be administered efficiently using computers.
 Monitoring, communicating and collaborating with the learners, grouped or
individually, makes classroom management easier and fast as you strive to
keep them focused and engaged.

Only if the learners can have the accessibility of the different PC tools and the fast
Internet connection, the effects of ICT in education would have been its maximum.
Hopefully, the transformation of education to an ICT-enhanced environment for learning
will soon be realized.

APPLICATION

Innovate the different considerations and applications of ICT in education as listed by the
UNESCO’s International Institute for Educational Planning to its application in your
specialization. Use concrete sample lessons and teaching methods that will involve those
applications in your specialization. List a minimum of 5 and a maximum of 8 applications in
the sheet below.

1.

2.

3.

4.

5.

6.

7.

8.
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THEORIES AND PRINCIPLES IN THE USE AND

DESIGN OF TECHNOLOGY- DRIVEN LESSONS
MODULE
3
MODULE OVERVIEW
In this Module:

Edgar Dale’s Cone of Experiences

TPACK Model of Technology Integration
SMAR Model of Technology Integration

Technology integration does not only refer to the use of technology in the
classroom. It also refers to how technology matches the task and provides students
with an opportunity to build a deeper understanding of content. Technology
integration's effectiveness is achieved when students can select technology tools to
promptly obtain information, analyze and synthesize the information, and present it
professionally.

So, for you to get acquainted with how you will integrate technology in the
teaching and learning process, you must learn the theories and principles of
technology integration.

This module discusses three of the most common theories and principles of
technology integration. This includes Edgar Dale's Cone of Experiences, TPACK Model
of Technology Integration, and SMAR Model of Technology Integration.

At the end of this module, you are expected to:

1. analyze how are the different theories and principles of technology

integration will be used in the teaching and learning process;
2. create their own version of the model of technology integration models; and
3. follow properly the guidelines on how to make a lesson using each model of
technology integration.
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Edgar Dale’s Cone of Experiences

LESSON
1
Objectives:
This lesson aims to analyze Edgar Dale's Cone of Experiences. At the end
of the lesson you will be able to:

1. discuss the different each bond of Edgar Dale's Cone of Experiences; and
2. compare Dale's Cone of Experiences to Bruner's Three- Tiered Model of
Learning.

Introduction

In the systematic approach to teaching, one of the elements that teachers need to
consider is selecting learning experiences. This learning experience is being defined as
any interaction, course, program, or other experience in which learning occurs, whether
it occurs in traditional settings or non- traditional settings or whether it includes
traditional educational interactions or non-traditional interactions.

In this lesson, you will be able to learn Edgar Dale's Cone of Experiences and how
these experiences are used in the classroom.

Activity 1
I want you to read the text written on the picture below. Give your
stand about the text. Do you agree or not? Write your answer on
the space provided.
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Analysis

Study the diagram below. Analyze how the different learning experiences are
arranged. Write your discussion on the space provided.

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Abstraction
Cone of experience is a visual model, a pictorial device that
presents bands of experience arranged according to the degree of
abstraction and not degree of difficulty. The farther you go from the
bottom of the cone, the more abstract the experience becomes (Corpuz &
Lucido, 2015).

In addition, the Cone of Experiences stands for the experiences that are fluid,
extensive, and continually interact (Dale, 1969). This means that the learning experiences
can overlap or sometimes may be combined. For example, the use of Video in the class is
considered one experience, but this also uses audio and visual experiences.

So, what are the bands of experiences in Dale's Cone of Experiences? Let us discuss
each experience, and we will start from the bottom to the top of the cone.

Now, I want you to analyze this experience "It was only when I went to Manila
Zoo that I learned that a giraffe is that tall and an elephant is that big." How did the
narrator learn the concept based on her experience? The narrator learned the concept
because of the experience she had when he went to the zoo. This means that she was able
to see the giraffe at her eye and conclude how tall the giraffe was. This experience is called
DIRECT PURPOSEFUL EXPERIENCES. This is the firsthand experience that serves as
the foundation of learning. We are able to build learning through our senses, the sense of
 lOMoARcPSD|12140036

sight, hear, touch, smell, and taste. Basically, this learning experience can also be termed
as learning by doing. So, if you want your students to be able to learn how to bake a cake;
they shall perform how to bake a cake.

Try to analyze this statement, "if you could not bring Mohammad to the mountain,
bring the mountain to Mohammad." So how can this statement be true in teaching and
learning? That's where the Contrived Experience comes in. This type of experience in
which the teacher will use representations of reality so that students may be able to
perceive and understand the reality. Some of the contrived experiences are models,
mocks up, models, specimens, objects, simulations, and games.

The next band is the Dramatization. In this type of experience, students can
participate in a reconstructed experience, even though the original event is far
removed from us in time. Some experiences under this band are stage play, role-
playing, tableau, puppet shows, and pageants.

A demonstration is another band of experience in which teachers and/or students

explain information, facts, ideas or processes through demonstration. This can be
achieved by using photographs, drawings, films, displays, or guided motions.

Learning does come from the four corners of the classroom, and sometimes it is
beneficial if we allow students to go out because there is some information that we can
get outside the walls of the classroom. This is the reason why field trips are part of the
band of experiences. Field trips or study trips are excursions, educational trips, and visits
conducted to observe an unavailable event within the classroom.

Exhibits are displayed to be seen by spectators. This is part of the band of

experiences as this may consist of working models arranged meaningfully or
photographs with models, charts, and posters. What learning will students get when
teachers use exhibits as a learning experience?

TV and motion pictures are widely used learning experiences in the teaching-
learning process. This can reconstruct the past's reality so effectively that we are made to
feel we are there. The unique value of the messages communicated by the film and TV
lies in their feeling of realism, their emphasis on persons and personality, their organized
presentation, and their ability to select, dramatize, highlight, and clarify.

Still pictures, recordings, and radio are visual and auditory learning
experiences used in solo or a group. Still picture has no sound and motion, but it can
give realism as it shows reality. While recordings and radio lack visual and motion,
students can best learn when they hear it.

Visual symbols are learning experiences that do not represent realistic

reproduction of material things for these are highly abstract representations. Visual
symbols include charts, graphs, maps, and diagrams.

Verbal symbols placed at the top of the Cone of Experiences. This learning
experience does not contain visual clues to their meaning. Written words fall under
this category. It may be a word for a concrete object like books, an idea like speeches,
a scientific principle, and a formula.
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Implications of Cone of Experiences in the Teaching- Learning Process

1. Use different instructional materials to help the learner conceptualize his/ her
experiences.
2. Do not start teaching with a symbolic level without an adequate foundation of the
concrete.
3. When teaching, don't get stuck in the concrete. Make sure that you also allow the
students to the abstract level for them to develop their higher-order thinking skills.

APPLICATION If you teach a lesson the meaning of, ½, and ¼, how will you proceed if
you follow the pattern in Dale's Cone of Experience beginning with the
concrete moving toward the abstract? Write your answer on the space
provided.
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TPACK (Technology, Pedagogy, and

Content Knowledge)
LESSON
2
Objectives:
This lesson aims to discuss the concepts of TPACK and its implications to
teaching and learning. At the end of the lesson you will be able to:

1. discuss the elements of TPACK; and

2. analyze the relationship between each element of the TPACK.

Introduction

In the beginning of the new era where technology becomes a necessary part of
peoples' lives, specifically for students' lives beyond school, and even in the classroom,
it can develop their understanding of complex concepts or promote collaboration
among peers. This benefit of technology recommends that the implementation of
technology in the classroom is indeed essential.

In this lesson, you will learn the relationship between each element of the TPACK
and how this principle can be used in the teaching-learning process.

Activity
Read and analyze the scenario below. After, answer the question
next to the text.

In a science class, teacher Ana showed a short video clip to introduce her lesson
about the process of photosynthesis. After the video presentation, she proceeded to
engage the class in an open discussion about what they have learned from the
material. To her surprise, the whole class is passive and did not show interest to
express their reactions or their thoughts and even to raise questions about what
they have seen in the video. The class claimed that the concept of the
photosynthesis as shown in the video is too complex for them to understand.

Teacher Ana went home quite unhappy with the result of using technology to
deliver her lesson. She believes that she tried her best to use technology in teaching,
and even went to the extent of asking help from her co-teacher to download the
material and have it ready for class presentation.

1. What are the possible problems in the scenario?

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2. Classify the problem and cite other interrelated issues and concerns in the use of
technology, teaching strategy, and teacher's technology skills as you observed in the
scenario?

3. Suggest several solutions to the problems and to the other issues and concerns you
have identified in the scenario.

Analysis

Watch the video on YouTube

https://www.youtube.com/watch?v=0wGpSaTzW58
and answer the following questions.

1. Describe the relationship of pedagogical knowledge with content knowledge,

as illustrated in the video.

2. Describe the relationship of technological knowledge with content knowledge

as shown in the video.

3. Describe the relationship of technological knowledge with pedagogical knowledge

as discussed in the video.

ABSTRACTION
The TPACK is a technology integration framework that
determines three types of knowledge instructors need to associate
for successful educational technology. This combination of
knowledge includes Technological Knowledge, Pedagogical
Knowledge, and Content Knowledge. TPACK is sometimes
compared in SAMR Model, but it is different in terms of its scope
(Rodgers, 2018).
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Try to look at the diagram below, how does each element of the TPACK relate to
each other?

Image originally from TPACK.org

The Diagram shows the interrelationship of the element of the TPACK. At the
center of the framework is the complex interplay of three primary forms of knowledge.
These forms include Content (CK), Pedagogy (PK), and Technology (TK). The TPACK
framework is more than just knowledge isolation; it goes further by emphasizing the
kinds of knowledge that lie at the intersections of the three primary forms. These three
primary forms include Pedagogical Content Knowledge (PCK), Technological Content
Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and Technological
Pedagogical Content Knowledge (TPACK).

Let us now discuss each of the elements of the TPACK Framework.

Content Knowledge (CK). This element talks about the teacher's knowledge of the
subject matter to be learned or taught. CK includes knowledge of concepts, theories,
evidence, and organizational frameworks within a particular subject matter. So, is CK
similar to all discipline and grade levels? The answer is NO! CK will also differ
according to discipline and grade level. For example, teaching Science, Mathematics,
English, and TLE at elementary and secondary levels is different from teaching at the
undergraduate or graduate level. Since the former requires less detail and scope
compared to the undergraduate and graduate. Teachers may have different CK
knowledge, or the CK that each class imparts to its students will differ.

Pedagogical Knowledge (PK). This element of TPACK explains teachers' knowledge and
skills on teaching processes, practices, and methods used in teaching and learning. As
a general form of knowledge, PK covers the purposes, values, and goals of education
and may apply to more specific areas, including understanding student learning styles,
classroom management skills, lesson planning, and assessments.

Technological Knowledge (TCK). This element of TPACK describes teachers'

knowledge and understanding of the proper way of using technology in teaching the
content. TCK involves understanding how the subject matter is taught to students
using
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different instructional technology, considering its appropriateness to the subject,

classroom, and students.

Technological Pedagogical Knowledge (TPK). This element of TPACK describes the

knowledge and understanding of how instructional technology affects teaching and
learning experiences. In this element, teachers may introduce new pedagogical skills
in teaching the subject matter using appropriate technology. This further discusses how
the teacher uses the technology together with teaching pedagogy in teaching the
lesson.

In the diagram above, you have noticed that TPACK results from the combinations
of the five elements. The TPACK will help you to become effective in using technology
as a tool for teaching and learning. For you to make use of the TPACK effectively, you
should be open to specific key ideas. These ideas include the following:
1. with the use of technology, concepts of a certain subject matter can be taught
effectively;
2. with the use of technology, pedagogical techniques can be delivered in
creative and different ways;
3. with the help of technology, the differences of the students in learning the
concepts can be addressed;
4. in utilizing technology in teaching, students' background shall be
considered; and
5. educational technology can be used in pair with students' existing knowledge,
helping them either strengthen prior epistemologies or develop new ones.

APPLICATION
Make your own version or your own model of TPACK Model based on your
own understanding of the lesson. Explain why you chose that model. The
following will be the basis in making your model.

Explanation of Concepts
Model related to TPACK Model
Construction, creativity, and neatness
Clarity
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SAMR Integration Model

LESSON
3
Objectives: This lesson aims to use SAMR model of technology integration in designing instructional
activities with an expectation that the students are able to:
 discuss the SAMR model in the use and design of technology driven learning lessons;
 explain the different concepts and/or levels of the SAMR model of technology integration
using samples of a typical classroom; and
 provide applications of the SAMR model of technology in learning to the usual classroom
scenarios.

Introduction

As technology's role becomes significant, its role in education also becomes more relevant. From
being just simple storage that facilitates efficiency in the accessibility of resources to being a significant
tool in designing educational outputs, technology offers various benefits that educators and learners
cannot refuse. Most of the educational tasks take much time if technology will not be used in the process.
Being in the teaching industry, it is necessary to know how to use technology at varying levels of
technology integration.
In this lesson, you will learn how technology will be integrated by considering its role in your
learners' educational activities through the SAMR model.

Hi! It’s time to review to what extent do you utilize technology. The list below is
composed of four questions that will clarify how do you use technology in your academic
tasks. In answering each item, make sure you include one concrete example of your
ACTIVITY experiences.

1. Have you used technology to substitute your involvement from a task? How?

2. Have you used technology to improve the quality of a task compare to your own work without it? How?

3. Have you used technology to make significant changes from the tasks you usually do? How?

4. Have you used technology to something which you have never done without its use? How?
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After completing your work above, answer the questions below as guide for
reflective thinking. Use the space after each question to discuss your answer.

ANALYSIS

1. How often do you use technology? What purpose usually makes you decide to use technology in
accomplishing your tasks?

2. Among the four guide questions above, on what question do you feel that you definitely agree on
the statement? Why?

3. What do you think is the best way of using technology in the classroom?

SAMR model of technology integration is developed by Dr. Ruben Puentedura as

shown in the figure on the next page. In this model, technology integration is categorized
into four different degrees – substitution, augmentation, modification, and redefinition. The
first two degrees belong to the enhancement stage. In this stage, technology's role is
ABSTRACTION mainly to enrich and develop learners' outputs even more with technology. In the last two
stages, learners' outputs are being developed to present a different perspective but still
deliver the central concept of the output. For every level, refer to the figure on the next
page for a brief discussion.

Although teachers like you are encouraged to help learners move beyond the enhancement stage,
it should also be remembered that the SAMR model is a spectrum rather than a ladder. This does not
mean that the redefinition level is the best choice for a particular lesson. Some lessons need the
replacement of traditional tools to technological tools. Some lessons need technology to experience
learning, which is not
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possible without its use. As a teacher, you need to be skillful enough to discern what degree should be
focused on and design it for the instructional process.

Some academic situations can be applied using the SAMR model of technology integration. The
list is presented below.

Degree Sample Academic Scenarios

Substitution  When teaching a government lesson in the Constitution, you may use an electronic or
web-based version of the documents instead of a hard copy that is impractical due to a
large number of pages.
 You may ask your learners to prepare a PowerPoint or Prezi presentation of their
reports.
Augmentation  To supplement the ideas on the topic about the Amendments of the Constitution, you
may choose to insert a video clip of how equal protection under the law was enforced
during the amendment process.
 You may ask the learners to visit interactive links to relevant supreme court decisions.
Modification  To summarize the amendments' contents, you create a graphic organizer using the
different multimedia resources that present ideas and synthesize the existing materials'
contents.
 You may ask learners to use a cloud-based workspace like the Google Classroom to
allow them to propose a modern idea on how the amendment is done and solicit
responses from their classmates.
Redefinition  After completing the class' group works and soliciting feedback from their classmates,
learners may use technology to connect with several places away to discuss how
constitutional amendments impact their lives.
 You may ask the learners to interact in real-time with the citizens of different places to
examine the difference in their constitutional philosophy.

Go to https://www.deped.gov.ph/k-to-12/about/k-to-12-basic-education-
curriculum/grade-1-to-10-subjects/ , select one competency according to your major.
Create instructional tasks on how you can realize the SAMR model in teaching your future
APPLICATION learners. Place your answers on the boxes allotted in each degree.

Learning Competency:
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The Pedagogy in Teaching

MODULE
4
MODULE OVERVIEW
In this Module:

The Pedagogy in Learning

Instructional Design Models
Technology in the Constructivist Learning Environment

The advancement in ICT has captured scholars’ attention in education and in

general. As school have accepted the importance of technology in improving the
teaching-learning process, skeptics are doubting on its implementation especially on the
teachers’ readiness and pedagogical orientation in responding to this great work. Many
researches discussed that teachers lack the skills for technical operation and positive
orientation towards ICT’s impact in education.
As a response to the growing role of technology in the educational field, educational
institutions organized series of training and workshops on the effectiveness of using
technology in the classroom. These trainings, however, frustrated some teachers,
especially those who are just learning it in their late age since discussion where very
technical and focused on understanding computer as a machine that involves meticulous
processes to operate. On the other hand, new teachers are fortunate enough to work with
technology since their educational years, but these skills are only limited in its
technical aspects. This has been the general perception of teacher users in technology.
Integrating technology in the pedagogical processes allows its meaningful role for
teachers as catalyst in this undertaking n achieving learners’ educational success. It is
important that as teachers, a balance between pedagogy and technology is observed.
After completion of this module, you are expected to:
1. discuss the principles behind the science of learning with the use of technology;
2. design instructional plans using the different instructional design models; and
3. present ways of a constructivist classroom are realized through technology.

Are you now ready? Let’s now proceed to the lessons!

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The Pedagogy in Learning

LESSON
1
Objectives:

This lesson aims to orient how technology is involved in the learning

process with an expectation that the students are able to:

 discuss the principles behind learning; and

 account how pedagogical understanding is realized with the involvement of
technology.

Introduction

Of all the organs in our body, the brain is the most mysterious. This organ has had
many studies on how it functions and misconceptions on how it shapes us to learn, but it
is undoubtedly the center of all human activities. Right now, many fields of science can
accurately explain what happens when brains engage in thinking.
As future teachers, your very concern is your learners’ learning—
understanding how metacognition works establish a good start in learning how the
thinking process works. Through learning metacognition, you will be able to learn
different ways how your learners understand and process ideas. With this, you may
design effective learning activities that will address their metacognitive skills; and
eventually, achieve learning.
In this lesson, you will be able to learn the pedagogy of learning and the role of
technology in supporting the learning process.

Activity 1
Hi! It’s time to move your eyes and look for words. On the next
page is a word puzzle which contains words related to education.
Encircle twelve words you see in the puzzle and list the words on
the space below.

The words I see

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S U O N O R H C N Y S A

G N I K N I H T T O U R

B L E N D E D N O O L E

S Y N C H R O N O U S T

Y G O L O N H C E T K U

N O I T C A R E T I N P

J Y E G N I N R A E L M

I N S T R U C T I O N O

P E D A G O G Y B L D C

P F W G I N T E R N E T

Analysis
After completing your work above, answer the questions below as guide for
reflective thinking. Use the space after each question to discuss your answer.

1. How are the words you found relate in the field of education?

2. Based on the words you have found, is education being referred to as traditional
or modern? Why do you think so?

3. What do you think these words do in improving the system of education today?

Abstraction
Thinking is an active process in the brain. When one’s brain is
damaged, thinking is greatly affected. Also, a person being called
“brainy” has good intellectual attributes. This is because the brain holds
an ecosystem of neurons, circuits, networks, and brain areas that produce
pulses through a multi-layered feedback loops in a synchronized
oscillating firing pattern. Sustained firing brings information to the
“working” (short-term) memory. When attended to, this information will be stored
longer.
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For the psychologists, however, thinking is expressed based in the following thoughts:

 Thinking is human reason as a process of strengthening the relationship of

stimulus and response.
 Thinking is understood based how one remembers, and how related are the
intended ideas.
 Thinking is a mental and cognitive process which rearranges information
perceived in the environment and stored based on their memory from the past.
 Thinking is a systematic flow of ideas in a careful and precise way which is
triggered by a problem.

Since thinking is a very intrinsic process that is hard to observe, understanding the
thinking process paves way for teachers, like you, to account its connection to
learning. As part of humans’ everyday process, learning helps them improve by
showing observable changes in their behavior, skills, attitudes, and perceptions. With the
growing importance of observing learning, scholars have been debated on its definition.
Here are some of the ideas they believed is the definition of learning.

 Learning is a change of one’s behavior as a result of their experience.

 Learning is a cognitive process of conceptual information that is taken in and how
that process occurs.
 Learning is a realm of educational psychology that undergoes step-by-step process
of taking experiences and knowledge permanently, and obtaining behaviors
and ways of the processing world.

Understanding learning may be simple, but ensuring learning is a complicated task

that you should master, since there are many ways how your learners learn. Of your
40 learners, each of them has learning preference which may not be the same to any
of the class or yours. So, it is considerable to say that learners should not be treated in
the classroom as having the same learning style and the same learning rate.

Pavlov, one of the most famous theorists that made impact in the field of
education, highlighted that learning takes place through conditioning. This can be done
using either of the two processes:

 Classical conditioning – In this, learning is based on the how the learners will
respond to the particular object presented for them. In Pavlov’s study on the
dog, the bell, and the food, the ringing of the bell followed by the food makes
the dog salivate whenever a bell is rung. With this, learning is a reaction to an
environmental cue that will tell you what happen next to your learners.
 Operant conditioning – In this, learning is strengthened using rewards and
punishment. In Skinner’s study, a rat placed in a cage knows that whenever it
presses a button, a food comes out and when it steps of to something, it will be
electrocuted. So as a teacher, you will know that a good behavior of the
learners should be rewarded and bad behavior will be given a punishment.

Understanding the learning styles of your learners is also something that you
should remember. Learning style is a learners’ preference on how they learn best. Until
now, studies are still on-going as what really are the learning styles of a learner. The
latest findings, however, included seven styles of learning presented in the next page.
But as you look into it, you can see that these are just anchored based on Gardner’s
Multiple Intelligences.
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A fun and effective school should engage their learners in an active thinking and
learning processes. In respond to this, differentiated instructions have been integrated in
some academic institutions. To be able to know how to diversify your classes in order to
cater how your learners learn, identifying their learning styles is a very helpful stepping
stone. In the appendix, you get to know your own learning style, and details on your task
well be presented. For now, these are the instructional implementations of each learning
style of your learners.

Aural Visual Verbal

These learners worked well These learners are good in These learners can memorize
when they listen to music and working with colors and facts and trivia easily, and are
rhythms. When learning, pictures, and using the "mind's good in narrating tales. Since
listening to and working with eye". Using computer games they're good at playing with
musical pieces enhaces their and interactive visuals will words, they can perform well
productivity in learning. likely enhance their learning. by writing and talking.

Physical Logical Social

These learners love to move These learners are straight- These learners are socially
and walk. Playing sports and forward. As they are logical- good as they work
exploring outside will likely thinkers, exposing them to an collaboratively. They can be
improve their learning, so they inquisitive environment that peacemakers are they share,
can perform well in an will allow them to organize facilitate and organize people's
exploratory environment. patterns likely helps them. ideas in the group.

Solitary
These learners are strong-
willed and independent. Fun
of working alone, they do well
in self-paced instructions and
can deepen their reflection as
they learn concepts.
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The learning styles described above shows how learners vary considerably. As
future teachers, you need to understand that your learners may manifest two or three
learning styles, and you have to be creative enough in addressing their learning styles
as their learning strengths. With the aid of technology, your teaching pedagogy will be
widened enough as you design instructional plans in making your learners learn
effectively.

APPLICATION Select one competency in your specialization from Grade 7-10, and create
one learning task with the use of technology that will make you consider each of the
learning style discussed. Place all your answers in spaces below. Make sure that you
won’t have the same competency with your classmates.

Specialization:
Competency:

Aural

Visual

Verbal

Physical

Logical

Social

Solitary
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Instructional Design Models

LESSON
2
Objectives:
This lesson aims to present instructional design models that support
technological intervention with an expectation that the students are able to:

1. discuss how technology is utilized in designing instruction;

2. explain the different models in designing instructional media for
teaching and learning; and
3. relate the instructional design models to what has been typically used in the
teaching and learning scenarios.

Introduction

Part of your academic freedom is deciding how your class will go based on how
you understand your learners, your previous experiences in learning, and the content
of your lesson as provided by your curriculum. To effectively plan what to do in your
class, you have to be equipped with the different ways on selecting what you think is
best for your learners. Because when you are not skilled enough in planning your
instructions, there may be a tendency that you may observe a very healthy and
interactive class, but learners cannot deepen their knowledge and may result to
learners’ poor assessment performances. It is important to remember that to
instructional plans are varied, you still need to ensure that learning will be the bottom
of everything.

In this lesson, you will be able to learn the importance of instructional planning
along with the different instructional models you can use in your future instructional
design..

Activity
Hi! It’s time to learn from a teacher’s experience. Interview any teacher
you know – may it be your teacher in the school, your friend, you relative, etc.
Ask them how they plan for their lesson, starting from their preparation up to their
assessment. Place your answers on the guide questions below. List all the
important points you learned in your interview.

Teacher’s Name: Signature:

School:

What do you before the day’s session? What do you do at the start of the lesson?
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What do you as you proceed to the delivery of the What do you after the day’s session?
lesson?

What important things you do to effectively implement your daily lesson?

Analysis

After completing your work above, answer the questions below as guide for
reflective thinking. Use the space after each question to discuss your answer.

1. What are the general ideas you have to remember in designing your lesson?

2. What do you think made the implementation of a lesson effective? Why do

think so?

3. How did learning a teacher’s implementation in their daily lesson helped you in
honing yours?

ABSTRACTION
Planning a lesson is never an easy task. It stretches from the
moment you know what to teach to your learners to the time you
evaluate how much your learners have learned. As teachers, you
really have to equip yourself on the different ways how to design
your instruction. With the many definitions and ideas about
instructional design, it can be summed up into this one.

Instructional design is systematic approach of teaching. It includes taking

consideration on how learners learn and understand based on the different theories of
education. Moreover, this also includes developing instructional materials and activities
in consideration to the learners’ styles of learning that will also support the achievement
of the learning outcomes.

Although a complicated concept, instructional design is supported by some

models. Although there are various instructional design models in education, learning
the basic and simple models will be a good starting point for you. In this lesson, you
will learn three of those.
ADDIE Model
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The ADDIE Model, as presented below, is a five-step approach developed by the

U.S. Air Force. This model is applicable in fields when it comes to planning, including in
the field of education. Below are the things you need to consider in every stage as you
utilize the ADDIE Model as your instructional design.

This design is also applicable in teaching using technology as your mode of

delivery. Using this model, educational implementers, like you, are guided how to plan
their instructions in consideration to their learners’ resources, how to organize the
content that their learners can grasp despite minimal interaction, and how to assess their
learners holistically.

ASSURE Model

Unlike the ADDIE Model, the ASSURE Model is an instructional design model
that is exclusively made for educational application. The ASSURE Model, as shown in
the next page, was developed by Hainrich and Molenda in 1999. This model was first
made to make an effective teaching-learning process. And now, it serves as guide for
you to plan and conduct your instruction using the different technological aids in
learning.
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Hannafin and Peck Model

The Hannafin and Peck Design Model of Instruction is different in a way,

compared to the two previously discussed models. As shown in the next page, it has three
phases. The needs assessment phase requires you to craft learning expectations for
your learners. The design phase focuses on creating ways to realize your learning
expectations. The development and implementation phase is putting all that’s planned
in your instructional practice. In this phase also, you are to decide whether revisions will
be made in the instruction. What makes this model different from the first two models
is that evaluation is continuously done throughout the process. This is a very useful
tool for technology-driven instruction since instructional methods and resources get
to be evaluated in every phase of the process.

As mentioned, the ADDIE Model and ASSURE Model are somewhat similar when we consider
on its application. The table below illustrates an instructional process of integrating technology in the
class anchored to the two models.

Parts of a Sample Instructional Activities

Lesson Levels of ADDIE Model Levels of ASSURE Model
Planning Analysis Analyze Learners
In this stage, the learning styles of In this stage, the learning styles of
your learners are identified and your learners are identified and their
their prior knowledge was prior knowledge was considered.
considered.
State Objectives
Design In this stage, the learning objectives
In this stage, the learning objectives were crafted in consideration with
were crafted in consideration with the three domains of learning.
the three domains of learning.
Moreover, the appropriate Select, Modify, or Design
instructional activities and In this stage, the learning materials
technological aids were identified. to be used in the lesson are
identified. You may choose to select
Development from the existing, modify the
In this stage, the learning existing, or design a new material
environment is set according to for the lesson.
what was planned, and the
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instructional materials were placed

as they should be. Pilot testing of
these materials are done if needed.
Conduct of Implementation Utilize Materials
the Lesson In this stage, the learning process is In this stage, the teaching-learning
conducted. The learning objectives activities are implemented as
are delivered to the class, along planned based on the set learning
with the use of instructional objectives. Also, the instructional
materials and other technological media were utilized in the process.
media. As a teacher, you also have
to realize your activities. Require Learner Response
In this stage, learners’ participation
is ensured. Through the activities
designed by you, the learners were
able to engage and participate
actively.
Assessment Evaluation Evaluation
and In this stage, an assessment is In this stage, an assessment is
Evaluation conducted to test the extent to conducted to test the extent to
which the learners have learned which the learners have learned
and the objectives have been and the objectives have been
attained. attained.
Moreover, this is the stage where Moreover, this is the stage where
the instructional plan is evaluated. the instructional plan is evaluated.

Based on the instructional situations presented on the table, the activities can be chunked to fit on
the levels of Hannafin and Peck Design Models. The needs assessment part is the analysis part of both
models will fit on these levels. The design part covers the rest of the planning stage. The development and
implementation part concerns on the conduct of the lesson including the assessment. Although it is a 3-
level model of instructional design, the evaluation and revision is done immediately. If you noticed that
your learners are not engaging, you can immediately change what you have been planned and not wait for
their low test scores to implement these changes. In this way, evaluation and revision has been part of the
product, not just a product.

APPLICATION
Refer to the information you have gathered on the activity part. Select
one instructional design model in which you think fits the teacher’s
implementation of instructional best. Discuss why you chose that instructional
design model. Then, identify what part of the implementation fits to the different
level/stage of the instructional design model you have chosen. Place your
answers on the template below.

Instructional Design Model chosen:

Why did you choose that model? Provide justification.

Levels/Stages Instructional Activities

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Technology in the Constructivist

Learning Environment
LESSON
3
Objectives: This lesson aims to discuss how technology supports teaching and learning in a constructivist
environment with an expectation that the students are able to:
1. explain what to expect in a learning environment;
2. put in context the different learning principles for a constructivist
environment; and
3. design a constructivist learning environment that is supported by technology.
Introduction

Since your childhood days, you were exposed that learning takes place in the corners of your
teachers’ classroom. Though a very true thought, you also have learned that these are not the only places
that learning takes place. The traditional idea of education where teachers and learners are interacting in
the classroom setting has gradually phased out. Aside from the school and the classroom, are there any
places that you expect your learners to learn in a meaningful manner? And with the classic views towards
classrooms, how can you design your classroom in order to offer varied learning opportunities to explore,
discover, and make a meaningful learning?

In this lesson, you will be able to learn the different principles of a constructivist learning
environment and how will your role and the technology impacts learning constructively.

ACTIVITY Hi! It’s time to design your own classroom. Based on your experiences as a
learner, the demands of your specialization, and the classroom activities you’re thinking,
design your own classroom. Complete the phrase based on what you want with your
classroom, then your it on the space in the next page. You may label your drawing.

I want my classroom to be

MY CLASSROOM
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After
completing your work above, answer the questions below as guide for
reflective thinking. Use the space after each question to discuss your answer.
ANALYSIS

1. What considerations did you observed in designing your classroom? Are these important
considerations? Why or why not?

2. Do you think your class allows your learners to engage and create learning? Why do
you think so?

3. What is your role in this classroom? Is that role help your learners optimize their learning?
Why do you think so?

ABSTRACTION

Since learning is the main goal of education, an environment should also be

conducive in making learning possible for learning. So what is really a learning
environment?

Learning environment refers to the various physical settings, cultures, and contexts in
which learners’ learning is achieved. This idea stretches more than what the traditional concept of
classroom, but also includes outside-of-school locations. Also, school culture is also given importance in
this definition that includes the learners’ interaction and your instructional plans to facilitate learning.
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Designing a conducive learning environment is challenging to every teacher’s creativity. As

shown in the image above, it is a teacher’s perspective of learning environment that comprises many
factors under consideration. Although learners’ characteristics and resources are factors in which you
have minimal control, many factors still lie on your decision as teachers. Factors such as content, learning
activities, feedback, technology use, and assessment strategies are still in your discretion which needs
appropriate decision prior to its implementation in the class. So, what is really the concern of designing an
effective learning environment?

Effectively engaging your learners in your learning environment may be likely attained in a
“constructivist learning environment”. As discussed in Bruner’s constructivist theory, learners construct
new knowledge based on their existing knowledge and experience. As leaning is constructed and not
transmitted, learners should be actively engaged in problem solving and exploration of a more difficult
situation through healthy and supported social interaction.

To be able to understand what lies in a constructivist learning environment, you have to

understand the constructivist learning principles. Presented in the next page are these principles by Hein.

People learn to learn as Construction of meaning is

Learning is an active they learn. Learning cognitive. Learning
process. Learners should be involves making meaning. activities and hands-on
engaged actively to When learners learn, they experience should be
construct their own make meaning to other supplement with cognitive
knowledge. related ideas within the activities to make
pattern. relfections.

Learning involves language. Learning is contextual.

Learning is a social activity.
Learning is supported by Learning should be beyond
Healthy and informative
appropriate language in the theories and concepts, but
connection with learners'
classroom. Talking to on the relationship of ideas
classmates and teachers
someone or oneself may to the things the learners'
helps promote learning.
improve learning. knowledge, belief, and lives

Knowledge is needed in Learning is not Motivation is a key

order to learn. Prior instantaneous. Learning component. As motivation
knowledge of the learners involves engagement and drives learners to succeed, it
should be activitely reflection. In order to should be understood that
facilitated. What is taught ponder what was learners may be motivated
should be connected what experiences, considerable once they know they their
they have learned. time should be given. new knowledge is useful.
These principles help you understand that constructivist learning places the learners in the center
of the spectrum. In designing your learning environment, it is an utmost consideration that the structure
and ambiance of the classroom should be learner-centered.

To clearly visualize and apply constructivist perspective in a learning environment, the table
below shows a comparison between traditional and constructivist classroom.

Traditional Classroom Constructivist Classroom

The curriculum starts with the parts of a whole by The curriculum looks into the whole first, and then
emphasizing the basic skills. proceed to understanding its parts.
Adherence to the curriculum is strictly observed. Learners’ questions and interests are pursued.

Textbooks and workbooks are main materials. Primary sources and manipulative materials are
used.
Learners learn through repetitions. Learners interact as they build ideas based on what
they know.
Teachers give information for the learners to Teachers converse with their learners for them to
receive. construct knowledge.
Teacher directs the class. Teacher’s role is negotiated and interactive.
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Assessment is testing with correct answers. Assessment includes process based on learners’
works, observations, and points of view.

Knowledge is viewed to be inert. Knowledge is viewed as dynamic and changing.

Learners work alone. Learners work collaboratively.

As learning in the constructivist classroom is open, the use of technology is very likely. As users
of technology, you can really see that these technologies have the features and capabilities in supporting
learning. There are applications that will require learners’ critical thinking and meaning making skills in
the process of building new knowledge and skills. They can also explore more of what they have learned
and discover the world and its relationship through updated information.

Moreover, social media supports social interaction by you and your learners online. Each of the
tools in these technologies help learners to work in collaboration with their classmates in order to
exchange relevant ideas, guide other’s queries, and solve difficult problems.

Upon learning how these technologies work in the class, you have to make sure that as a teacher,
you also have the constructivist perspective towards teaching and learning. The roles of a teacher in a
constructivist classroom listed below will likely help you:

 Teachers can be an expert learner who can guide learning in learning cognitive strategies
such as asking probing questions, articulating understanding, and self-reflection.
 Teachers can be an organizer of information of learners’ big ideas through assisting them in
making new insights and connecting them to their previous learning.
 Teachers can be designer of learner-centered learning activities that will engage them in
asking own questions, carrying out experiments, and making conclusions.
 Teachers can be a mentor and coach in helping them sustain their motivation towards learning.

Choose a given competency in the curriculum guide. Design instructional methods

how you can create a constructivist learning environment in teaching that competency to
your learners. Place your discussion in the cloud below. Make sure that you won’t have the
same competency as with your classmates.
APPLICATION
Specialization:
Competency:
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Module

Technology in Learning
Lessons

Module Overview

In this module
 ICT and Conventional Learning Materials to Enhance Teaching and Learning
 Principles in Selecting Instructional Materials
 Technology-Enhanced Learning Lesson Plans
A classroom is a worthwhile place in which a teacher, like you, and the learners get to learn from
each other. Years ago, this classroom can be described as a place where a teacher establishes authority
and shares knowledge while the learners are trained to be disciplined, intellectual, and skillful. These
learnings are purely based on the teachers’ knowledge obtain from the references and experiences
throughout their life in the educational field. However, now’s a big difference. Learning does not depend
on the teacher anymore. Instead, your job, as a teacher, exposes these learners to a wide array of learning
opportunities, which were made reachable through the use of effective materials and instructional
planning.
This module gives you ways on how to effectively conduct your instruction with the aid of the
diverse instructional materials that offer learners the opportunity to engage and contextualize their
learning experiences.
After the completion of this module, you are expected to:
1. show ICT and conventional learning materials that will suit for the teaching and learning
process;
2. follow the important considerations in using and evaluating instructional materials; and
3. design learning plans that incorporates learning materials for a worthwhile learning experience.

Are you now ready? Let’s now proceed to the lessons!

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ICT and Conventional Learning Materials

Lesson 1
to Enhance Teaching and Learning

Objectives:
This lesson aims to expose the different ICT and conventional learning materials that enhances
the learning experiences with an expectation that students are able to:
 explain the difference of digital learning resources and conventional learning resources;
 discuss the different digital and conventional materials used in the teaching-learning process;
and
 select appropriate ICT and conventional learning materials designed to enhance the teaching
and learning process.

Introduction:
Welcome to Lesson 1 Module 5.
Learning is not solely a talking process where learners just understand what the teacher discusses.
Learning is a combination of a teachers’ appropriate pedagogies, accurate and contextualized content, and
relevant and engaging learning materials. Although it is not given much emphasis on some teachers, it
can’t be denied that the latter has definitely supported experiences that learners cannot access on their
own. Moreover, the latter provides opportunities for learners to bridge between teaching and learning. So
as a teacher, being exposed with the various instructional materials you can use for your future process
allows you to offer diverse opportunities for learners to explore.
In this lesson, you will be able to learn the different kinds of ICT and conventional teaching and
learning materials that the learners can explore with for your future classes.

Activity: “Relate and Rate”

Hi! It’s time to relate an experience and rate how it went. Based on the topics and
educational outcomes given below, discuss how those were taught to you by your
teachers (or even your parents and tutors). Then on the space beside it, rate the
effectiveness of those
methods from 1 to 5. In rating, 1 is the lowest and 5 is the highest.
Topics or Learning Outcomes Learning Experiences Rate
Reading a clock

Locating places around the

world

Identifying the distinct

characteristics of the planets of
the Solar System along its
different satellites

Analysis:
After completing your work above, answer the questions below as guide for reflective
thinking. Use the space after each question to discuss your answer.
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1. Based on your experience, does your teacher (parents or tutor) used instructional material? How
did he/she/they used it?

2. Were he/she/they successful in integrating those materials? What made you say so?

3. Do you think your learning improves if instructional materials are used? Why do you think so?

Abstraction:
As teaching and learning becomes very diverse throughout the times, the use of teaching and
learning materials promote and improve learning even. These materials may be resources to present and
transmit the prescribed educational materials to facilitate the creation and organization of information
among the learners. In utilizing these materials in your class, you have to remember the common goals in
order to consider your learners.
 Learners’ motivation
 Development of creativity
 Retrieval of prior knowledge
 Support learners in understanding, deconding, organizing, and synthesizing educational
knowledge, logical thinking and reasoning, communication, and interaction
 Contribution to the development of various skills and the acquisition of values of the learners,
as well as adherence towards learners’ desirable knowledge, skills, and attitudes
The teaching and learning materials are grouped into two – the ICT and conventional materials.
ICT materials utilize technological media in delivering knowledge and engaging learners throughout the
teaching and learning process; while conventional materials are used by the teachers and the learners for
many times already, even before the advent of technological media.
The list below presents the types of ICT teaching and learning materials.

Educational Networking Web-Based Learning

•This platform allows learners to connect •This service or application is facilitated
to the other learners or teachers through online allowing learniners to work
social networking technologies. together through searching, recieving,
•Facebook and Instagram are very generating, and organizing contents.
common samples. •Wiki sites, blogs, and Podcasts are
some common examples of this.
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Mobile Learning Classroom Equipment

•This includes mobile tools or •This stand-alone device is used to
technologies that allows learners to facilitate different activites in a
use for the educational purposes like traditional classroom that helps
instructional support or class activities. teachers and learners in the process.
•Smartphones, personal digital •Projectors and computers are very
assistants, and self-made games common samples of this.
are some samples of this.
Moreover, the different conventional materials for teaching and learning are given on the next page.
The presentation of contents follows the bands of Dale’s Cone of Experience.

Realia Model
Realia is a thing that is associated from the Model is an imitation of real objectives
real environment. using synthetic or alternative materials to
You may present a gold coin to let the substitute that thing.
class have a real experience with gold. You may use globe in order to present an
image of Earth.

Mock up Specimens and Objects

• Mock up is an arrangement of real or • Specimen is an item that is considered to
associated devices to give a representation be a part of the whole, while objects may
of reality that you or the learners can include artifacts that has significance of
manipulate. the topic and are used for displays and
•You may use a mock up of the digestive exhibits.
system and let the class assemble its parts. •You may present a blood specimen or a
preserved snake in the class.

Drawings and Cartoons Diagrams, Charts, Graphs and Maps

•Cartoons have deep messages compared • These four tools are used to organize,
to drawings, but these two are good illustrate, and summarize textual and
tools in expressing symbolism and numerical contents that facilitates efficient
abstract thoughts in learning. understanding of ideas.
•You may utilize a cartoon, through comic •You may present the binomial
strips, to discuss an issue about abortion. nomenclature of living things using
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diagrams.
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Aside from the teaching and learning tools, you also need to integrate classroom activities and
experiences for your learners. In these activities, you may utilize ICT or conventional tools to support
your instructional goals. Still, the discussion follows the bands of Dale’s Cone of Experience.
 Games – Games are interesting activities that
facilitates engagement and interest from your
learners. Learners do have benefits in this activity,
which are given below:
o Learners will be able to practice and refine
knowledge which they have already
acquired.
o Learners can determine the gaps in their
knowledge or skills.
o Learners will be given a summary of
contents based on the coverage of the game.
o Learners will be able to socially interact as they develop the concepts and principle
involved.
 Simulations – These are representations of a real event in
which learners can assume the roles of those involved
in the scenario by learning their behavior or applying
what they have learned. Conducting fire and
earthquake drills are some samples of this. The following
are some purposes of conducting simulation activities
in the class:
o to work with learners’ changes in attitudes
o to alter specific behaviors
o to help learners ready themselves in taking
new roles in the society
o to guide learners in understanding their role
o to increase learners’ way of applying learning
o to reduce complex problems to manageable situations
o to sensitize learners’ towards other peoples’ lives
 Dramatized experiences range from the following types listed below.
o Plays exhibits life, character, or culture,
or the combination of both in one
presentation. Learners portray a clear and
important aspects about life. On the other
hand, pageants are communities dramas
based on history as presented by local
actors.

o Pantomime is a presentation that requires

body movements in conveying a story in
which the audience understands and feel.

o Tableau is a real-time picture- like

presentation of a group of learners about a
certain topic that conveys a message to the
audience.
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o Puppet Play is a different activity from a stage

play as learners present ideas using only a
voice and a puppet with simplicity but just
costumes and props to express an idea of the
whole situation.

o Role Play is a presentation that is

unrehearsed and spontaneous presentation to a “let’s
pretend” situation as participants are engaged
in their roles.

 Demonstrations are guided way of teaching the

learners by showing how a process is done that the
learners can reflect and follow themselves. In doing
this, there are things you need to prepare as you
answer these questions discussed by Brown.
o What are your objectives?
o How does your class take your
objectives? (In this part, prior
knowledge needs to be considered.)
o Is this the best method to achieve your goal?
o Are all the needed materials accessible?
o Are you familiar with the necessary steps of the demonstration?
o Is the time limit being observed?
In conducting the demonstration in your class, you may consider observing the important
points as given by Dale.
o Set a good tone in communicating with your learners.
o As much as possible, make your demonstration simple.
o Focus only to the main ideas.
o Be mindful with your learners’ responses to check if the demonstration is understood.
o Observe “brakes” in your demonstration by asking questions.
o Do not drag out the demonstration and take time in your discussion.
o Provide summary in every important part and give concluding summary at the end.
o You may consider giving handouts after the demonstration.
 Gallery Walk is an activity where learners can
display and present their work on a specific topic just
like how an artist showcases their artworks in an
exhibit. Audience, or the rest of the class, will get to
learn and experience all the contents of each
station through the informative experience given by
the discussant. In this way, learners can present
ideas in a comfortable way and acquire feedback
from those who viewed their output. Moreover, audience will have an open and easy learning
experience with each other. Exhibit, as mentioned, is also a presentation but learners’ presence in
order to give explanations are not needed anymore as important points are already written and
attached in their works.
In doing gallery walks and exhibits, you may consider the following things as listed below.
o Divide the class to a considerable number of members in a group.
o Assign each group a topic or segment that they can work as one.
o Make sure that the members do understand what are expected from them and their group.
o Allow each group to help each other in facilitating transfer of idea in every station.
o Maximize the space to allow to facilitate an efficient set-up and movement on the course
of the activity.
o Have an orientation to orient the audience where to go after each station.
o Ask the learners to identify the speaker in each station and prepare the contents to share.
o Provide a short debriefing after all the groups have visited each station.
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 Film and Video Viewing is also a powerful strategy

in communicating inaccessible information or
impactful and historical events that offer learning
and reflection to the learners. In this method, you have
a great role in filtering a content to be presented
to your learners in order to provide credible, fitted,
and relevant content that extends learning and enhances
critical thinking skills of the learners.
In conducting the use of film and video
viewing, the following basic procedures may aid you to a successful integration.
o Prepare the class by darken the room but still allows light especially those learners who
may choose to take notes. Also, learners should not seat too near or too far from the
screen.
o Pre-viewing activities like setting goals and expectations, linking the activity with the
contents of the lesson, giving of rules, and contextualizing the film, may be observed.
o Providing guide questions may be considered to direct learners on the point of the activity.
o Make sure that unnecessary noises will be avoided and the sights and sounds are clear.
o After viewing, allow the class to share their learnings and reflections. You may also give
your own point.
o Provide a clear summary of the activity.

Application:
There are different ways on how to conduct teaching and learning activities along with the tools
to be used in these activities. However, one has to remember that you have the very important decision on
what to use based on the objectives of your lesson, the availability of resources, and the abilities of your
learners.
With that, you may work in this part to identify what you think is the learning activity to be
integrated and the learning material to be used in your class as you realize the given objectives. Place
your answer in the corresponding spaces.
Learning Objectives Learning Activity Learning Material
Analyze data using
statistical tools

Perform the different types

of blocking in a play

Evaluate the readiness for

volcanic eruptions

Make a pancake

Identify samples of annelids

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Specialization:

Learning Competency:

Components Responses
What teaching-learning
activity will you use in
facilitating your class?

What is instructional tool will

help you realize your plan
and goals in the class?

CONGRATULATIONS!
You have just finished Lesson 1 of Module 5. In the next lesson, you will evaluate how
instructional materials and activities are assessed before being integrated in the classroom instruction. If
you are ready, you may now start the Lesson 2 of Module 5.
Good luck! 😊
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Principles in Selecting Instructional

Lesson 2
Materials

Objectives:
This lesson aims to offer a guide how instructional materials are selected and evaluated before
being used in a classroom setting with an expectation that the students are able to:
 discuss the different principles in selecting instructional materials used in the classroom;
 explain how to use instructional materials in the teaching-learning process; and
 observe the principles in selecting instructional materials in designing those for the classroom
instruction.

Introduction:
Welcome to Lesson 2 Module 5.
Using technology throughout your subject exhibits your adept skill as a teacher when it comes to
your technological advancement in designing of learning activities for your learners. However, that does
not mean that your learners will also learn the lesson as much as you exerted effort for your learning
activities. Maybe the content requires you to use traditional artifacts or models to make the learners feel a
real or contrived experience of the concept. Maybe the content also requires an involvement of the expert
of a certain field which you can provide yourself. Maybe the content just wants a performance that the
technology cannot facilitate. Maybe you have failed to consider something just because you are so
engrossed in one learning opportunity that you think works based on how it worked for you when are still
on your learners’ shoes.
In this lesson, you will be able to anchor principles and ideas in selecting and evaluating
instructional materials for your learners in your future classes.

Activity: “Is everything fine?”

Hi! It’s time to be critical and analyze what was said. Given the conversation of Charlie
Brown and Linus about field trip on the next page, determine what they imply about field
trips and write it on the space below the image. Then, answer the questions posted after it.

What is a field trip based on the conversation above?

From the conversation, Linus said that “It was a real field, and we saw it … we saw that field”. What senses
were at work in the field? Are these enough? Why do you say so?

Did the field trip accomplish something specific for Linus? Why do you say so?
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Analysis:
After completing your work above, answer the questions below as guide for
reflective thinking. Use the space after each question to discuss your answer.
1. Is there a difference between your views about field trip and Linus’? If there are, what are those?

2. Comparing your views and Linus’ about field trip, is there something on Linus’ experience why
he didn’t have the same experience as yours? What is that?

3. How do you think Linus’ view about field trip will improve? What do you think should be
observed?

Abstraction:
An intelligent teacher is a very good step towards making your learners learned, but this does not
guarantee of successfully making them learned. One thing you have to remember is you can be able to
design instructional process in which learners can successfully engage and construct learning. This can be
facilitated when you know how to use your instructional materials as support to your teaching and
learning activities.
To begin with, it is very helpful to orient yourselves how to select instructional materials before
you decide to use this in your class. The following questions may be a helpful guide to you.
Do the materials provide a Do the materials give Are the materials fitted to the
realistic picture of the meaningful information of the learners?
content? topic? Think of how the learners
Always make sure that the Ensure that the materials receive and interacting with
materials are credible. adhered your objectives. the materials.

Do the materials help the

Are the materials Do the materials have guide
learners develop the 21st
presentable? which you have to follow?
skills?
The materials should be in Understanding th guide
Learners' competence and
good condition and are most likely maximizes its
skills may improve with
presented well. purpose.
effective materials.

Are the materials worth the

time, expense, and effort
involved?
For those that takes much
demands, make sure that it
also optimizes learning.

After observing the guidelines in choosing instructional materials, you may also like to consider
how to use these properly. Hayden Smith and Thomas Nagel provided the acronym PPPF ensure
effective use of instructional materials in the teaching and learning process.
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PREPARE YOURSELF

• Know your lesson objectives and what to expect from the class.
• Determine why you will use that specific material.
• Plan how will you proceed with those materials and what questions to ask to the learners
about those.
• Strategize how you will evaluate learning with those materials.

PREPARE YOUR LEARNERS

• Set the class expectations and learning goals.

• You may provide guide questions that they can answer during discussion.
• Do not loose their motivation by keeping them on track.

PRESENT THE MATERIAL

• Make sure that the conditions are good for presentation of the material.
• If the materials are mechanical in nature, rehearsal may be done to ensure that it
works well.
• Monitor if the learners can operate, see or interact well with the materials.
• Provide explanations from the materials, and don't let the materials replace you.

FOLLOW UP

• Allow learners to process what the material presents.

• Assess if the learners have learned from the material.
• Encourage feedback from the learners in order to improve the material.

Application:
Based on the learning tool you have chosen on a certain learning objective in your specialization,
determine the following guidelines in selecting an instructional material is followed by providing
justification. Fill in the spaces below.
Learning Objective:
Chosen Learning Tool:

• Do the materials provide a realistic picture of the content?

• Do the materials give meaningful information of the topic?

• Are the materials fitted to the learners?

• Are the materials presentable?

• Do the materials have guide which you have to follow?

• Do the materials help the learners develop the 21st skills?

• Are the materials worth the time, expense, and effort involved?
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Assessment:

Based on you’re the instructional tool you choose for a specific competency in your answer on
the Assessment part of Lesson 1, Module 5, justify if you have observed the guidelines of
selecting instructional materials, and comprehensively discuss your procedures
Spoefcuiasliinzgatiitoin: y_o_u_r_c_l_a_ss_._Writ_e_y_o_u_r_a_n_s_wer o_n the spaces provided.
Learning Competency:

Chosen Learning Tool:

Guidelines in Selecting Instructional Materials
• Do the materials provide a realistic picture of the content?

• Do the materials give meaningful information of the topic?

• Are the materials fitted to the learners?

_

• Are the materials presentable?

• Do the materials have guide which you have to follow?

• Do the materials help the learners develop the 21st skills?

• Are the materials worth the time, expense, and effort involved?

Effective Use of Instructional Materials

Prepare Yourself

Prepare your Learners

Present the Material

Follow Up

CONGRATULATIONS!
You have just finished Lesson 2 of Module 5. In the next lesson, you will design instructional
process by following the important elements of lesson planning. If you are ready, you may now start the
Lesson 3 of Module 5.

Good luck! 😊
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Technology-Enhanced Learning
Lesson 3
Lesson Plans

Objectives:
This lesson aims to prepare you in designing an instructional interaction using appropriate
instructional materials with an expectation that the students are able to:
 explain the components of a 4A’s and 5E’s lesson exemplar, and its importance in the
teaching and learning process; and
 craft a technology-enhanced teaching lesson exemplar.

Introduction:
Welcome to Lesson 3 Module 5.
The very important skill of a teacher is to be able to design an interactive and engaging, relevant
and informative, and lively and welcoming class. This skill requires planning on what important elements
to consider, and one of this is the inclusion of instructional materials. As a teacher, you are expected to
exhibit efficiency when it comes to planning your future lessons with consideration to your content, and
how to deliver your content through your instructional activities and learning materials. In this way, you
and the learners will be guided on what to do throughout the session and what to expect after the learning
experience.
In this lesson, you will be able to craft lesson plans using the 4A’s and 5E’s format along with the
integration of the learning materials you will use for your lesson.
Activity: “Share your Ways”

Hi! It’s time to be a teacher. Imagine the things done by a teacher. In this activity, select
one competency in your specialized field and design a one-day session in order to realize
some parts of the competency (if all of it). Include you all the things you know about
S planning a lesson. Fill in the template on the next page for your
pecialization:
format. Grade Level:
Learning Competency:

Learning Competency Code:

Learning Compenents Your Plan

Learning Objectives

Learning Materials and

References

Topic

Learning Activities
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Learning Procedure

Assessment Task

Assignment

Analysis:
After completing your work above, answer the questions below as guide for
reflective thinking. Use the space after each question to discuss your answer.
1. What are your considerations as you designed your lesson plan?

2. Do you think your plan is effective? Why do you think so?

3. Is your plan important before conducting your lesson? Why do you think so?

Abstraction:
A lesson plan is your road map of what your learners have to acquire at the end of the session and
your ways of how you will guide them to effectively learn what is expected from them. Lesson planning
allows you to explore pedagogical aspects in teaching the content. By this, you can deeply think on how
to design the lesson in a way that learners can relate using activities that learners can engage. Finally, this
will also give you a reflection on how you can improve yourself to provide the best understanding for
your learners. The following items below further discuss the importance of lesson planning.
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Planning inreases your

Planning allows you to reflect Planning helps you know your
chances of realizing your
your practices and be able to learners and structure
lesson successfully as you can
improve what needs according to how you know
confidently facilitate the
improvement. them.
discussion.

Planning allows you to master

Planning allows you to own
the content of your teaching
the learning area and make the
and broaden your
most of your learning spaces.
understanding.

In making the lesson plan, the first thing to remember is your learning competency. You have to
identify what learning competency to use for that specific day. Make sure that the competency you will
use is corresponded to the competency to be taught on that day as reflected on the competency code.
Second, you have to make the learning objectives based on the learning competency. It is
encouraged to craft objectives for each domain of learning – cognitive, psychomotor, and affective. In
crafting your objectives, make sure that it can be attained for that specific lesson plan.
Third, identify the topic based on the competency you adopted and the learning materials and
references to be used. In this way, you can prepare the things you needed for lesson prior to your
instruction with your learners.
Fourth, plan for your learning procedure. In this process, you have to adopt the lesson planning
format that is used by your institution. Usually, the most common lesson planning format is the 4A’s
which standards for ACTIVITY/IES, ANALYSIS, ABSTRACTION, and APPLICATION (also known as
5A’s that includes the last part, which is ASSESSMENT) here in the Philippines. The discussion below
provides a guide on how these components are designed.
 Activity: This is the part of the lesson that conditions learners for the instruction. You have two
types of activities in this part.
o Preliminary activities should be done to monitor attendance, do class routines, and even
motivate learners to learn. Motivational activities are activities which are not related to
the class, but may be conducted to break an awkward atmosphere. Usually, this will take
less than 5 minutes of the time Icebreakers are often done in this.
o Preparatory activities are done to establish prior knowledge from the students. These
activities are essential for the learners to retrieve important information that will bridge
what they have learned before to what they will be learning on that session. These
activities may utilize contents discussed on the previous sessions or those discussed on
the previous grade levels, or can be their own personal experiences. You may have just
one, two, or more activities in this part as long as it will consume a maximum of 20
minutes of your instructional time.
Note: You won’t use concepts in this part that are yet to be taught.
 Analysis: This is the part of the lesson that makes sense to the series of activities done. As a
teacher, you will ask a series of questions that will allow learners to think and highlight those
important information that they will be using for the content of the lesson. This is the part where
your questioning techniques matter in order for the learners to effectively retrieve their prior
knowledge and bridge these to the lesson. If ever your questions will not be properly understood
by the learners or will yield out-of-the-box responses, you may simplify it or use probing
questions. This makes your role as a facilitator, or guide, for learners to construct their own
knowledge. Usually, this part takes 5 minutes of your time.
 Abstraction: This is the part of the lesson where you will present the content of the lesson based
on your references. But for you to relate these contents, you may refer more often to your activity
and analysis part so that they can bridge the new knowledge to their existing knowledge.
Moreover, most, if not all, of the learning objectives are achieved in this part. By this time, you
will provide important information about the topic. However, you may filter some of those if you
want learners to explore more in the next section. Usually, this will take 5 to 10 minutes of your
time.
 Application: This is the part of the lesson that broadens learners’ new knowledge. In order for
this knowledge to make sense, you have to make sure that learners can apply these knowledge in
their own field or can observe in their own setting. You can do this by exposing them to various
examples
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or designing another activity that they can apply in on their own reflection or work with
classmates as they do mini-tasks about this knowledge. Usually, this may take 15-20 minutes of
your instructional time.
Fifth, design assessment tasks in order to know if your objectives are met. As a teacher, you are
guided by your learning objectives, so knowing if learners have achieved this is an important testament to
tell if you succeed in your instruction or not. Since only a little time is left in this part, you may design
short assessment tasks like quizzes, oral recitation, or boardwork just to measure learners’ achievement of
the objectives.
Sixth, you may consider giving an assignment or agreement to your class. Assignment as tasks
that will require extended practice for your learners about what they have learned in your session, while
agreement is something that learners have to work on for the next session. Agreement is necessary
especially for contents that need lots of preparation and prior knowledge to familiarize with.

Application:
Refer to the sample lesson plan below, along with some discussions on how is was arranged that
way.
SANTA CRUZ NATIONAL HIGH SCHOOL
Magugpo North, Tagum City, Davao Del Norte
JUNIOR HIGH SCHOOL DEPARTMENT

LESSON PLAN IN GRADE 9 DRESSMAKING

QUARTER 2
October 19, 2018
Learning Competency: Draft and cut pattern for casual apparel.

I. OBJECTIVES
At the end of the lesson, the students are expected to:
 present different measuring tools and their uses;
 take body measurement properly according to procedure; and
 record body measurements in line with company requirements or practice.

II. SUBJECT MATTER

 Topic: Take Client’s Body Measurement
 Materials: ICT media (laptop brought by the teacher, and digital projector), measuring tools,
board, chalk
 Reference: K to 12 Basic Education Curriculum TLE Learning Module Dressmaking/ Tailoring
III. PROCEDURE
a.) Preliminary Activities (5 minutes)
i. Classroom Management
ii. Prayer
iii. Checking of Attendance
b.) Preparatory Activities (10 minutes)
TEACHER’S ACTIVITY STUDENTS’ ACTIVITY (Response)
A.Review

The teacher will ask the students to classify the following tools on what group of
sewing tools they belong.

Cutting Tools

Cutting Tools

Marking Tools

Pinning Tools
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Measuring Tools

B. Motivation
The teacher will ask the students to get their measuring tools. Then instruct the Students will find the partner and perform the task the
students to find a partner and then measure the following teacher gave.

1.Shoulder
2.Hips
3.Waist
4.Arm
5.Bust
C. Presentation of the Lesson
How did you measure the following? -To measure the shoulder, you need to put measuring tool
1.Shoulder from shoulder to shoulder.
2.Hips -To measure the hips, put the measuring tool around the
3.Waist hips to the fullest.
4.Arm -To measure the waist, put the measuring tool around the
5.Bust waist to the fullest.
-To measure the arm, put the measuring tools from the
shoulder to the hand.
-To measure the bust, put the measuring tool around the
bust to the fullest.

Let us see if your answers are all correct and you perform the body measurement
properly.
D. Lesson Proper
Activity Students will group into five and will be perform the activity.
(Take My Body)
The students will be divided into five groups. Two members of the group will serve
as customers. The remaining members will get the body measurement and record
the body measurement. The two customer will go the other groups which will serve
as the customer of the other groups. The scenario is written below.

A customer comes to your shop and would like to buy a made to order
wedding gown and complete set of tuxedo. You are going to take the body
measurement of the one who will the wedding gown and the one who will wear the
tuxedo. Using the Information Sheet and Guidelines that I will give to you
get the body
measurement of the two customers.
Analysis

1. What are the measuring tools did you use and how are these tools used in (Students will answer the question based on their
taking the body measurement? experience in the activity given to them)
2.How did you perform the body measurement of each customer?
3.What are the important points to consider in taking body measurement?

Abstraction

Let’s go back to the first activity the you did, when you are asked to measure your (Students will answer the following questions based on the
partner’s shoulder, hips, waist, bust, and arm, do you think you do it properly? activities conducted)
Why?

So, what are the parts of the body that are measured in horizontal measurement,
vertical measurement, and circumferential measurement?

How do we measure each part of the body under the each measurement?

Application

Procedure: Record all your measurements according to the following system.

My Measurements
NAME
MEASUREMENT ENGLISH METRIC
SYSTEM SYSTEM

Bust
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Lower Bust

Shoulder to Bust

Front Shoulder
to Waist

Waist

Shoulder

to Shoulder
Across Back

Bicep

Elbow

Over Arm

Waist
Circumference

Hip
Circumference

Bottom
Circumference

Crotch

Length of shorts

Assessment

A. Choose the letter of the correct answer. Write your answers in your
quiz Notebook.
1.The system where the unit of measurement is centimeter
a.Metric System
b.English System
c.SI Measurement System
d.Decimal System
2. It measures across the back of neck from socket of one shoulder to socket
of the other shoulder
a.Shoulder
b.Shoulder to Shoulder
c.Shoulder to Neck
d.Shoulder to Back
3. Measure around your body crossing over the fullest part of your bust. a. Waist
b.Bust
c.Upper Bust
d.Arm Hole
4. A 60‖ long tape. One side has inches one is metric with crotch piece or
without crotch piece.
a. Tailors Square or L-Square
b Use Dressmakers Ruler
c. Tape Measure
d. Meter Stick
5. It is used on lapel, pants and skirt contours calibrated on both sides. a. Tape
Measure
b. Aluminum Tailors Curve
c Tailors Square or L-Square
d. Use Dressmakers Ruler
B. Fill in each blank to complete each statement.
1.Shirt length is taken from the nape down the center back to the .
2. taken around the body with the tape measure passing over the
fullest part of the at the back and over to the apex.
3. Upper is taken around the fullest part of the arm in line with the armpit.
4. is taken around the fullest part of the bottom.
5. Hip or taken around the fullest part of the hip (buttocks) with two
fingers inserted under the tape measure.
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Now, have you ever encountered this type of lesson plan format throughout our class?
Of course. The lessons in our modules are structured based on this format. You may refer to all of
our modules for more example of a lesson plan designed in a 4A’s format.

Assessment:

Make your own lesson plan in your own specialization using the 4A’s format. Make
sure to observe all the necessary details in designing your lesson plan. Learning Competency:

Learning Competency Code:

Attach your lesson plan below this.

CONGRATULATIONS!
You have just finished all the lessons in Module 5. This time, you will take the summative
assessment for the second module to test your learning on how technology is used in learning lessons.
Good luck! 😊
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MODULE SUMMARY
assessment.

 As teaching and learning becomes very diverse throughout the times, the use of teaching and
learning materials promote and improve learning even.
 In utilizing these materials in your class, you have to consider your learners first and foremost.
 The teaching and learning materials are grouped into two – the ICT and conventional materials.
 ICT materials utilize technological media in delivering knowledge and engaging learners
throughout the teaching and learning process; while conventional materials are used by the
teachers and the learners for many times already, even before the advent of technological media.
 ICT teaching and learning materials may come as educational networking, web-based learning,
mobile learning, and classroom equipment.
 The different conventional materials for teaching and learning includes realia, model, mock-up,
specimens and objects, drawings and cartoon, and diagrams, charts, graphs, and maps.
 Aside from the teaching and learning tools, you also need to integrate classroom activities and
experiences for your learners which includes games, simulations, dramatized experiences,
demonstrations, gallery walks and exhibits, and film or video viewing.
 It is very helpful to orient yourselves how to select instructional materials before you decide to
use this in your class.
 Hayden Smith and Thomas Nagel provided the acronym PPPF ensure effective use of
instructional materials in the teaching and learning process, which stands for prepare yourself,
prepare your learners, present the material, and follow up.
 A lesson plan is your road map of what your learners have to acquire at the end of the session and
your ways of how you will guide them to effectively learn what is expected from them.
 Lesson planning allows you to explore pedagogical aspects in teaching the content.
 Lesson planning gives you a reflection on how you can improve yourself to provide the best
understanding for your learners.
 Lesson planning has important procedures to follow which range from identifying the learning
competency to be used until providing assessment and assignment tasks for the learners.
 The most common lesson planning format is the 4A’s which standards for ACTIVITY/IES,
ANALYSIS, ABSTRACTION, and APPLICATION (also known as 5A’s that includes the last
part, which is ASSESSMENT) here in the Philippines.

Prepared by: Noted and Evaluated by:

MARLON M. SUMAIT Dr. FERDINAND E ROMANO

Instructor Program Coordinator

Approved by:

Prof. RODOLFO G. REYES II

OIC-Dean