TECHNOLOGY FOR TEACHING AND LEARNING 1

CHAPTER I
INTRODUCTION TO TECHNOLOGY FOR TEACHING AND LEARNING

Lesson 1: The Basic Concepts in ICT

1. Technology refers to a mix of process and product used in the application of knowledge. It
includes tools from pencil and paper to the latest electronic gadgets and tools for practical tasks.
2. Information and Communication Technology Literacy or ICT Literacy is the use of digital
technology, communication tools and/or networks to access, manage, integrate, evaluate, create
and communicate information in order to function in a knowledge society (Guro 21, 2011).
3. Educational Technology refers to the use of technology in teaching and learning. It includes
both the non-digital (flip charts, pictures, models, realias, etc.) and digital (electronic tools:
hardware, software and connections, etc.)
4. Digital Literacy is the ability to find, evaluate, utilize, share and create contents using
information technologies and the Internet (Cornell University).
5. Digital Learning is any type of learning that is accompanied by technology or by instructional
practice that makes effective use of technology. It encompasses the application of a wide
spectrum of practices which included blended or virtual learning.
6. Instructional Technology is the theory and practice of design, development, utilization,
management and evaluation of the processes and resources for learning (Association for
Educational Communications and Technology, Sees, B.B. & Richey, P.C. 1994).
7. Multimedia is a sequential or simultaneous use of a variety of media formats in a given
presentation or self-study program (Smaldino, 2005).
8. Productivity tools refer to any type of software associated with computers and related
technologies that can be used as tools for personal, professional or classroom productivity.
9. Technology Tool is an instrument used for doing work. It can be anything that help you
accomplish your goal with the use of technology. These technology tools can be classified as:
a) Data/ Calculation tools. Examples: Spreadsheets, Sketchpads, Probability Constructor
b) Design tools. These are used to make models and designs, creating and building. Examples:
Family Tree Maker, GollyGee, and Crazy Machines among others.
c) Discussion tools. There are 4 different approaches that utilize discussion and interaction in
the Internet. These are threaded discussion forum, Blogging, Live Chat and Video
Teleconferencing, Netiquette and Safety on the Net.
d) Email tools. Emails are great communication tools for sending messages, photographs,
videos and other files. It allows you to reach out to others around the world. Examples:
google mail, yahoo mail, and many more.
e) Handheld devices. Handheld devices have become popular among learners. These include
Personal Digital Assistants, Global Positioning System (GPS), and Geographic
Information System (GIS) in the classroom, Portable electronic keyboards, Digital
Cameras, Mobile phones, Palm Handheld computers.

Lesson 2: Roles of Technology for Teaching and Learning

According to Stosic (2015), educational technology has three domains:

1. Technology as a tutor. Together with the teacher, technology can support the teacher to teach
another person or technology when programmed by the teacher can be a tutor to its own. The
teacher will simply switch on or switch off radio programs, television programs or play DVDs
or CDs that contain educational programs.
2. Technology as a teaching tool. Like a tutor, technology is a teaching tool, but can never
replace a teacher. This is like the handyman, which is just there to be reached. Like any other
tool, it is being used to facilitate and lighten the work of the teacher.
3. Technology as a learning tool. While the teacher utilizes technology as the tool for teaching,
likewise it is an effective tool for learning. As a learning tool, it makes learning easy and
effective. It can produce learning outcomes that call for technology-assisted teaching. Even the
teachers who are teaching can utilize similar tools for learning. As a learning tool, it is very
interesting that even elderly uses these tools for learning for life.

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A. For Teachers and Teaching

1. Technology provides enormous support to the teacher as the facilitator of learning. It
transforms a passive classroom to an active and interactive one, with audio-visual aids,
charts and models, smart classrooms, e-learning classrooms which motivate and increase
attention level of learners. Many of these can be searched on the web.
2. Technology has modernized the teaching-learning environment. The teachers are
assisted and supplemented with appropriately structured instructional materials for daily
activities. There are varied available technology-driven resources which can be utilized for
remedial lesson or activities. Likewise, there are also a lot of technology-driven resources
that can be used for enrichment purposes.
3. Technology improves teaching-learning process and ways of teaching. This will make
the act of teaching more efficient and effective. There are arrays of teaching methods and
strategies that can use technology which are found compatible with learning styles. Howard
Gardner tells us that there is a genius in every child. This implies that there must be varied
ways of teaching as there are many varied ways of learning. All the learning styles can find
support from technology, so that teaching will be more effective and efficient.
4. Technology opens new fields in educational researches. The areas of teaching testing
and evaluation are enhanced by technologies for teaching and learning. Current educational
researchers will no longer find difficulty in interpreting tests, assessment and other
evaluation results. There are available programs that can analyze and interpret results with
speed and accuracy. Reference retrieval is also hastened because many of the research
materials are in digital form. Technology has also provided access to big data that can be
processed for problem solving and inquiry.
5. Technology adds to the competence of teachers and inculcates scientific outlook.
Through the utilization of theories of learning and intelligence, which are explained in
references uploaded in the net, the teachers are encouraged to imbibe skills to source this
information with speed and accuracy.
6. Technology supports teacher professional development. With the demand of continuing
professional development for teachers, the availability of technology provides alternative
way of attending professional development online. For those who are involved as providers
of continuing professional development like trainers, facilitators or organizers, they can
level up of enhance their delivery systems with the support of technology tools.

B. For Learners and Learning

1. Support learners how to learn on their own. All teachers fully understand that subject
matter or content is a means to achieve the learning outcomes. There are three categories
of knowledge according to Egbert (2009):
a. Declarative knowledge consists of the discrete pieces of information tat answers the
questions what, who, when and where. It is often learned through memorization of
facts, drills and practice. It can be learned by simple mnemonics or conceptual maps.
Declarative knowledge is the fundamental knowledge necessary for students to achieve
more complex higher order thinking such as critical thinking and creativity, inquiry
and production.
b. Structural knowledge consists of facts or pieces of declarative knowledge put together
to attain some form of meaning. An example of declarative knowledge is “pencil”. The
idea that evolved from a pencil is an understanding that: “it is something used to write.”
This is referred to as structural knowledge. It can be presented by concept maps
categorization or classification.
c. Procedural knowledge is knowledge in action or the knowledge of how to do
something. It is based on facts but learned through the process of procedural
knowledge. Examples include how to drive a car, how to use a cell phone, or how to
speak English. Procedural knowledge is indicated by a performance task or graphical
representation of a concept.
2. Technology enhances learners’ communication skills through social interactions. This
is commonly described as the transmittal of information from one person to another as
single individual or groups of individuals. According to Shirly (2003) in Egbert (2009),
there are three basic communication patterns:

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a. Point to point two-way or one-to-one like Internet chat, phone conversation or even
face to face conversation.
b. One-to-many outbound like a lecture, or television. There is no social interaction.
c. Many-to-many like group discussion, buzz session, heads together. This kind of
interaction provides opportunities for social interaction.
 Benefits derived from technology supported communication
 Enables any teacher to guide the learners virtually and making learning
unlimited because communication and social interaction go beyond a school
day or a school environment.
 Enhances students’ freedom to express and exchange ideas freely without the
snooping eyes of the teacher face to face
 Enables learners to construct meaning from joint experiences between the two
or more participants in communication
 Help learners solve problems from multiple sources since there is limitless
sources of information that the teacher can direct or refer to the learners
 Teaches learners to communicate with politeness, taking turns in sending
information and giving appropriate feedback
 Enhances collaboration by using communication strategies with wider
community and individuals in a borderless learning environment
 Develops critical thinking, problem solving and creativity throughout the
communication
3. Technology upgrades learners’ higher-order-thinking skills: critical thinking,
problem solving and creativity
a. Critical thinking is part of the cluster of higher order thinking skills, it refers to the
ability to interpret, explain, analyze, evaluate, infer and self-regulate in order to make
good decisions. With the use of technology, one will be able to evaluate the credibility
of the source, ask appropriate questions, become open-minded, defend a position on
an issue and draw conclusion with caution. All of these competencies are covered by
Bloom’s Taxonomy of Analysis, Synthesis and Evaluation. Here are some ways that
teachers can do to develop critical thinking:
 Ask the right questions. Most often teachers ask questions to find out if the
students can simply repeat the information from the lesson. Critical thinking
questions should ask for clarity, accuracy, precision, relevance, depth, breadth
and logic.
 Use critical thinking tasks with appropriate level of challenge. Teachers
should be mindful of the readiness of the students. This can be determined by
interview, observations and other forms to determine the level of readiness.
Here are some simple ways that teachers should do:
 Vary the questions asked.
 Introduce new technologies.
 Modify the learners’ grouping.
 Modify the critical thinking task.
 Encourage curiosity.
b. Creativity is characterized as involving the ability to think flexibly, fluently, originally,
and elaborately (Guilford, 1986 & Torrance, 1974 in Egbert, 2009). Flexibly means
able to use many points of view while fluently means able to generate many ideas.
Originally implies being able to generate new ideas and elaborately means able to add
details. Creativity is not merely a set of technical skills, but it also involves feelings,
beliefs, knowledge and motivation.
 Seven Creative Strategies (Osborn, 1963). To be creative, one can use any of
these strategies.
 Substitute – Find something else to replace to do what it does.
 Combine – Blend two things that do not usually go together.
 Adapt – Look for other ways this can be used.
 Modify/Magnify/Minify – Make a change, enlarge, decrease.
 Put to another use – Find other uses.
 Eliminate – Reduce, remove
 Reverse – Turn upside-down, inside out, front-side back.

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 Here are some suggestions teachers should do to support student creativity:

 Provide an enriched environment.
 Teach creative thinking strategies.
 Allow learners to show what they can do.
 Use creativity with technology.

Further, teachers can do the following to develop and enhance critical thinking, problem
solving and creativity. As a future teacher, try these suggestions.
1. Encourage students to find and use information from variety of sources both on-line
and off-line.
2. Assist students to compare information from different sources.
3. Allow student to reflect through different delivery modes like writing, speaking, or
drawing.
4. Use real experiences and material to draw tentative decisions.
5. Involve students in creating and questioning assessment.

To do these, the teacher should see to it that right questions are asked, student’s tasks should
be appropriate to the levels of challenge and curiosity is encouraged.

CHAPTER II
ICT Policies and Safety Issues in Teaching and Learning

Lesson 1: ICT Policies and Issues and Its Implications to Teaching and Learning

Definition of ICT Policy

This is needed to put a roadmap or course of actions to e pursued and adopted by various
governments, organizations, entities involving ICT. This includes principles and guidelines in the use of
ICT which cover three main areas: telecommunications (telephone), broadcasting (radio and television) and
Internet.

The New ICT Technologies

More recent technological innovations increased the reach and speed of communications which can
be grouped into three categories:

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1. Information Technology – includes the use of computers, which has become indispensable in
modern societies to process data and save time and effort. What are needed will be computer
hardware and peripherals, software and for the user, computer literacy.
2. Telecommunication technologies – include telephones (with fax) and the broadcasting of radio and
television often through satellites. Telephone system, radio and TV broadcasting are needed in this
category.
3. Networking technologies – the bets known of networking technologies is Internet, but has extended
to mobile phone technology, Voice Over Internet Protocol 9VOIP) satellite communications and
other forms of communications are still in their infancy. In addition to Internet, this category also
includes mobile telephone, cable, DSL, satellite and other broadband connectivity.

The DICT Roadmap

The ICT for Education (ICT4E) is a program under the DICT that supports all the efforts of the
education sector in incorporating the use of ICT as well as in determining and gaining access to the
infrastructure (hardware, software, telecommunication facilities and others) which are necessary to use and
deploy learning technologies at all levels of education. Among the policy recommended program that have
applications to education teaching-learning are:
1. ICT in Education Masterplan for all levels, including a National Roadmap for Faculty Development
in ICT in Education. A National Framework Plan for ICTs in Basic Education was developed.
2. Content and application development through the Open Content in Education Initiative (OCEI)
which converts DepEd materials into interactive multi-media content, develop applications used in
schools, and conduct students and teachers’ competitions to promote the development of education-
related web content.
3. PheDNET, is a “walled” garden that hosts educational learning and teaching materials and
applications for use by Filipino students, their parents and teachers. All public high schools will be
part of this network with only DepEd-approved multi-media applications, materials and mirrored
internet sites accessible from school’s PCs.
4. Established Community eLearning Centers called eSkwela for out-of-school youth (OSY)
providing them with ICT-enhanced alternative education opportunities.
5. eQuality Program for tertiary education through partnerships with State Universities and Colleges
(SUCs) to improve quality of IT education and the use of ICT in education in the country,
particularly outside of Metro Manila.
6. Digital Media Arts Program which builds digital media skills for government using Open Source
Technologies. Particular beneficiary agencies include the Philippine Information Agency and the
other government media organizations, the Cultural Center of the Philippines, National
Commission for Culture and Arts and other government art agencies, State Universities and
Colleges and local government units.
7. ICT skills strategic plan which develops an inter-agency approach to identifying strategic and
policy and program recommendations to address ICT skills demand-supply type.

Some Issues on ICT and Internet Policy and Regulations

Issue No. 1: Freedom of Expression and Censorship

Under international human rights conventions, all people are guaranteed the rights for free
expression. However, the shift from communicating through letter, newspaper and public meetings to
electronic communications and on-line networking, a need to look into how these new means modifies the
understanding of freedom of expression and censorship.
The UN Universal Declaration of Human Rights provides that everyone has the right to freedom
of thought, conscience and religion, likewise the right to freedom of opinion and expression. However,
there are practices that violate these provisions in the use of internet.
Some examples are the following:
1. Individual rights are given up in order to have access to electronic networks.
2. Censorship restricts the transmission of information by blocking it or filtering the information.
Blocking is preventing access to whole areas of internet based upon the “blacklist” of certain
Internet address, location or email addresses while filtering is sifting the packets of data or messages
as they move across computer networks and eliminating those considered “undesirable” materials.
The selection of sites that are blocked or filtered has been considered as an issue.

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3. Defamation actions may be used to silence critics. This action deters the freedom of expression.

Issue No. 2: Privacy and Security

Privacy policies are an issue. Most commercial sites have a privacy policy. When someone uses
site and clicks “I agree” button, it is as if you have turned over private information to any authority that
may access it.
There are several types of privacy as shown by the following examples:
1. For most, privacy means “personal privacy” the right of individuals not to have their home, private
life or personal life interfered with.
2. Privacy of communication refers to the protection from interference with communication over the
phone or internet. Respect for privacy of communications is an essential prerequisite for the
maintenance of human relationship via technological communications media.
3. Information privacy is related to the use of computers and communications system which are able
to hold and process information about large numbers of people at a high speed. It is important to
ensure that information will only be used for purposes for which it was gathered and will not be
disclosed to others without consent of the individuals.

Issue No. 3: Surveillance and Data Retention

The use of electronic communications has enhanced the development of indirect surveillance. In
the indirect surveillance, there is no direct contact between the agent and the subject of surveillance but
evidence of activities can be traced. The new and powerful form of indirect surveillance is dataveillance.
Dataveillance is the use of personal information to monitor a person’s activities while data retention is the
storage and use of information from communication systems.
There is very little that can be done to prevent surveillance. What can be done is to change the
methods of working to make surveillance difficult. This is called “counter surveillance” or “information
security” if it refers to computers and electronic communication.

Issue No. 4: E-pollutants from E-waste

Large amount of e-waste is generated by ICT. These are in particular, terminal equipment used for
computing (PCs, laptops), broadcasting (television and radio sets), telephony (fixed and mobile phones),
and peripherals (fax machines, printers and scanners).
The accumulated e-waste is due to rapid turnover of equipment due to rapid improvement of
software. While material waste can be destroyed, the quantities of e-waste are increasing in both developed
and developing countries a very dismal state is that there is a significant amount of electronic waste that
has been shipped from industrial countries to developing countries, using less environmentally-responsible
procedure.
Remedies include standardization and regulatory measures to increase the life cycle of equipment
before they become obsolete. Efficient extraction of toxic components is requiring the recycling by both
consumers and equipment vendors are selling must be required.
If not controlled then, e-waste will tremendously affect climate change, damage human lives, and
overload the capacity of the earth in carrying solid waste.
Implications to Teaching and Learning

For the Teachers and Teaching

1. Guide the teachers on what they should teach that relate to ICT, and how to teach it. Since ICT
development comes so rapid and fast, teachers might be overwhelmed by its rapid speed.
Temperance in its use is a caution that should be looked at.
2. Technology should never replace any human teacher. The tools are support instructional materials
for the teachers which are available for use. The teacher should learn how to appropriately use
them. The human touch of the teacher is still a vital component in teaching. Teachers should always
be reminded that there are always limitations in the use of different gadget and tools.
3. There are rules and regulations that govern the use of technology. Caution should be observed to
protect individual privacy. As teachers, you must be aware that the use of technology may
jeopardize your privacy and security.
4. All the issues and many more shall be part of the teaching content as each teacher will be
encouraged to use technology in teaching.

For the Learners and Learning

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For the learners of the 21st Century are even more advanced than some of the teachers. However,
learners still need guidance on how to use, regulate technology use. As there are positive and negative
effects of technology use, learners should know the difference. Learners should not only know the benefits
of technology use, but they should also know how they can be protected from the hazards that technology
brings to their lives.
Learners should take advantage of the potential of learning support they can derive such as the
development of higher order thinking skills, the development of learning communities through
collaboration, the enhancement of skills to manage the vast resources as 21st century learners and many
more.
Both the teachers and learners should be mindful of the e-waste that are being thrown away to the
land and to the atmosphere. Thus, safety in the use of technology shall be presented.

Lesson 2: Safety Issues on the Use of ICT Including e-Safety Rules

Some Risks in the Use of ICT and e-Networking

Technology is a phenomenon that seems to be uncontrollable. Despite the so many benefits for
teaching and learning, there are also negative effects or influence on the learners. These include the
following:
1. Exposure to inappropriate content, including on-line pornography, extremism (exposure to violence
associated with racist language);
2. Lifestyle websites like self-harms and suicide sites, and hate sites;
3. Cyber-bullying in all forms, receiving sexually explicit images or messages;
4. Privacy issues including disclosure of personal information;
5. Health and well being (amount of time spent on-line, internet gaming and many more);
6. Prolonged exposure to on-line technologies, particularly at an early age;
7. Addiction to gambling and gaming;
8. Theft and fraud from activities such as phishing;
9. Viruses, Trojans, spyware and other malware; and
10. Social pressure to maintain online networks via texting and social networking sites.

Minor Misuse of ICT

In school, some minor misuse made by learners include the following:

1. Copying information into assignment and failing to acknowledge the source (plagiarism and
copyright infringement)
2. Downloading materials not relevant to their studies
3. Misconduct associated with subject logins, such as using someone else’s password
4. Leaving a mobile phone turned on during class period
5. Unauthorized taking of pictures or images with mobile phone camera, still or moving.

e-Safety

e-safety takes care not only on internet technologies but also of electronic communications via
mobile phones, games consoles and wireless technology. It highlights the need to educate children and
young people about the benefits, risks and responsibilities of using information technology. Here are some
issues of e-safety.
1. e-safety helps safeguard children and young people in the digital world;
2. e-safety emphasizes learning to understand and new technologies in a positive way;
3. e-safety educates children about the risks as well as the benefits so we can feel confident online;
and
4. e-safety supports young learners and adults to develop safer online behaviors, both in and out of
school.

Network Management

1. Safety in the Use of Network in Schools

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 Make clear that no one should log on as another user.

 Require all users to always log off when they have finished working.
 Maintain equipment to ensure health and safety.
 Provide students with access to content and resources through guided e-learning.
 Set up a clear disaster recovery system in place for critical data that include secure, remote
back up of critical data.
 Secure wireless network to appropriate standards suitable for educational use.
 Install all computer equipment professionally and meet health and safety standards.
 Review the school ICT system regularly with regard to health and safety and security.
2. Password Policy
 Only authorized users will have individual passwords. Users are not permitted to disclose
their passwords unless they got permission from the owner or from the management. The
equipment that keeps the personal information shall be locked when unattended to prevent
unauthorized access. Computers should be set to a time out if they become unused for a
certain period of time.
3. Personal mobile phones and mobile devices
 All mobile phones shall be kept away in a box away from the children or learners and
access is only allowed at breaktime or at the end of classes or when needed during the class
period.
4. Cameras
 Taking pictures only from parents or caregivers and not from any other family member or
friend while the child attends class.
 Any picture taken of children shall be on cameras solely for the purpose.

Setting Up an Educational Technology Room

Schools that plan to dedicate a room where the students can access technologies for learning should
include the following basic safety rules:
1. Provide tiltable tables. These tables can be tilted and adjusted to the height of the users.
2. Provide anti-glare screen filters.
3. Provide adjustable chairs.
4. Provide foot support.
5. Make sure lighting is suitable.
6. Make sure work stations are not cramped.
7. Plan work at a computer so that there are frequent breaks.

More specifically safety rules that can reduce risk of accidents in the working stations should
include:
1. No trailing wires across or around the room which people can trip on.
2. Electrical sockets should not be overload.
3. Electrical equipment should be safety-tested at least once a year.
4. There should be adequate space around desk for people to move.
5. Bags and obstacles should be stored out of the way.
6. Food and drinks should not be placed near machines.
7. Heating and ventilation should be suitable for the working environment.
8. Fire extinguishers should be available.
9. Fire exits should be clearly marked and free from clutter.

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