SOUTHERN PENINSULA COLLEGE

Corner Padre Zamora – Labiano Streets

Gil Sanchez, Labason, Zamboangadel Norte, Philippines 7117

BACHELOR OF SECONDARY EDUCATION MAJOR IN ENGLISH

TECHNOLOGY IN LANGUAGE EDUCATION

LEARNING MODULE

NEIL JOHN R. MONTAÑO

Teacher

2nd Semester, Academic Year 2021 – 2022

I DO NOT OWN THIS LEARNING MATERIAL. THIS IS

STRICTLY FOR EDUCATIONAL PURPOSES ONLY AND NOT
FOR COMMERCIAL USE OR REPRODUCTION. ALL CREDIT
GOES TO THE AUTHOR OF THIS LEARNING MATERIAL AND
RIGHTFUL PARTIES THAT MADE THESE DATA AVAILABLE
AND SHALL BE DULY NOTED IN THE REFERENCES SECTION.

THANK YOU TO THE FOLLOWING AUTHORS FOR THE FOLLOWING DATA THAT ARE ALIGNED TO
THE SUBJECT TECHNOLOGY IN LANGUAGE AND EDUCATION.

ALFREDO M. ESTEBAN JR.

JIM M. GONZALES
NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY
COLLEGE OF EDUCATION
https://www.scribd.com/document/523261841/SEE-13-Technology-in-Language-Education
 PRELIM COVERAGE
21ST CENTURY SKILLS & THE Kto12 ENGLISH CURRICULUM

Students get excited when they learn, explore, and create online but it is also important
for them to be vigilant of potential security issues. Social media, software, and apps must be
modified to keep personal data settings private. There are strangers in the digital world who will try
to steal your personal information or the information of the people in your network. When such
encounters happen, tell your students to immediately notify an adult or if they are capable, change
their passwords and use two-factor authentication process. Students must also use secure browser
settings, spam filters, and anti-virus software. Avoid web sites that automatically install malware
and may potentially harm your computer.

LEARNING GOALS:
1. draw connections between concepts;
2. discuss the importance of communication skills in relation to becoming
a good digital
3. communicator;
4. relate the importance of understanding copyright and fair use guidelinesas a
teacher;
5. discuss the principles, outcomes and guidelines of the K to 12 curriculum
framework in English;
6. examine the curriculum guide and come up with an alignment matrix;and
7. explore and rationalize the use of ICT in teaching specific units/topics.
 DIGITAL CITIZENSHIP
Digital citizenship can be defined as engaging in appropriate and responsible behavior
when using technology which includes digital literacy, ethics, etiquette, online safety, norms,
rights, culture and more.

The advancement in various technologies has bridged the gap of communication for billions of people
all over the globe. Interaction with each other using the Internet hasbeen growing rapidly that we create a
digital society. Because the world is one click away, citizens from different countries enjoy the
opportunities for entertainment, employment, social interaction as well as education. The concept of
digital citizenship flourished because of these opportunities. In using technology, we have to understand
how to act in a manner acceptable to the norms, rules, and laws of the digital world. As digital citizens,
you also have to know your rights and responsibilities.
 Many students today use technology for different purposes. They spend long period of
hours in a day — either they are researching about their lessons, playing online games, or browsing
the social media. The demand on the use of Internet exposes them to the online community. One
can‘t help but think, ―Do these students behave appropriatelyin digital society?‖

To do that, here are six simple rules on becoming a good digital citizen from Costello
(2014), to wit.

1. Stay safe online. Avoid posting personal information. Keep your profile private,
manage your friends list and be careful who you trust online. If you ever feel
uncomfortable by unwanted contact do not respond. Take a screen shot, log off and report
it to an adult you trust.

2. Think before you post or text. A bad reputation could be just a click away. Before you
press the ―send‖ button, imagine the last person in the world that you‘d want seeing what
you post.

3. What goes around comes around. If you want your privacy respected, respect others‘
privacy. Posting an embarrassing photo or forwarding a friend‘s private text without asking
can cause unintended hurt or damage to others.

4. Spread heart, not hurt. If you wouldn‘t say it in person, don‘t say it online. Stand up for
those who are bullied or harassed, and let them know that you‘re there for them.
5. Give and get credit. We‘re all proud of what we create. Give credit for your sources. Illegal
downloading, digital cheating, and cutting and pasting other people‘s stuff may be easy,
but that doesn‘t make it right. You have the responsibility to respect other people‘s creative
work -- and the right to have your own work respected.

6. Make this a world you want to live in. Create, share, tag, comment, and contribute to the
online world in positive ways.
 Ribble (2018) summarized these points into three: be safe, be social, and be savvyonline. In
his article entitled, The Top 3 Elements of Student Digital Citizenship, Robble reminds that as
teachers, it is our job to teach our students how to manage their digital footprint and to help them
become the best digital citizens they can be. To read more about this article, follow the link
below: https://edtechmagazine.com/k12/k12/k12/k12/ k12/article/2018/06/top-3-elements-student-
digital-citizenship

THE DIGITAL TEACHER

Digital citizenship can be best taught if teachers also arm themselves with digital
skills. Digital skills, according to Cornell University, are any skills related to digital literacy or the
ability to find, evaluate, utilize, share, and create content using information technologies and the
Internet.
Modern education requires the teachers to keep up with the digital age. Digital skills shall
be highly valuable in the future because teaching pedagogies and strategies evolves in the passing
of time. To address the needs of students who are becoming more and more exposed to the latest
technology, teachers will have to update their skills to produce a digital classroom.
Digital literacy is a language; the more digital skills you have, the better you can speak it.
To avoid becoming a digital immigrant or a digital native as coined by digital writer Marc
Prensky, Educatorstechnology (2017) suggests that teachers must possess these nine (9) essential
digital skills to shape and boost their teaching and pedagogical practices.
1. Record and edit audio clips:
Example: Soundcloud, Audioboo, Vocaroo, Clyp
2. Create annotated, interactive, and engaging video content:
TED Ed, Edpuzzle, Wevideo, Magisto
3. Create visually engaging content:
Piktochart, Canva, Google Draw, Glogster, Thinglink
4. Use social networking websites to create PLNs, connect, discover new content,
and grow professionally:
Twitter, Facebook, Google Plus, LinkedIn
5. Use blogs and wikis to create participatory spaces for students:
Blogger, Wordpress, Edublog, Kidblog, Wikispaces, Weebly
6. Use Social bookmarking websites curate and share resources with your class:
Diigo, Scoop.it, Pinterest, Edshelf, Participate, Symbaloo
7. Create Engaging presentations:
Google Slides, Haiku Deck, Prezi, Zoho Presentation
8. Create digital portfolios:
SeeSaw, Pathbrite, Google Sites, Silk, Weebly
9. Create non-traditional quizzes:
Testmoz, Quizalize, Factile, Riddle, QuizBean
4CS OF 21ST CENTURY SKILLS
Now that you have the knowledge to become a digital teacher, the next thing to do is to
hone your students to become globally competent by instilling in them 21st Centuryskills that they
can use in any situation they face. The four C‘s of 21st Century skills are:
(1) Critical thinking; (2) Creativity; (3) Collaboration; and (4) Communication. While there are
twelve skills, these four Cs are considered as the most essential.
Teaching your students how to acquire these 21st Century skills will help them become
holistic persons who are ready to face the challenges of the modern world. With these skills, there
will be better performance in bot academic and co-curricular aspects. For example, critical
thinking will help them question concepts, ideas and theories presented in the class while at the
same time make them wise decision makers outside of the school. Creativity promotes uniqueness
and self-expression which are needed not only in accomplishing school-related tasks but also in
revealing yourself to the world. Collaboration creates oneness despite diversity, that different
minds can produce something bigger and better. Communication teaches students to channel their
thoughts and speak their minds on different matters.

Let us look at them in a deeper approach.

Critical Thinking
Critical thinking is a 21st Century skill that requires solving problems presented before
us. It empowers the students to question the truth and the existence of things. Because of this skill,
students will find a way to verify whether the information is accurate or not, especially the ones
they read on the Internet. They don‘t just absorb a set of facts or figures but they always ask if
those are reliable or not. They discover for themselves relevant information that is helpful to
them. They ask questions to separate facts from opinions.
In an English class, critical thinking is exhibited when students become engaged in the
lesson by simply asking ―Why?‖ When students start to ask relevant questions, they cause others
to think critically as well. Questioning helps them prepare for a life of purposeful thought in the
future. On the contrary, the use of technology has changed the landscape of critical thinking
process for some students. More and more students are letting technology do the thinking for them.
It is best to remind the students that no matter how advanced technology is, it is still useless without
them telling what to do and thinking critically about the information.

Creativity
Thinking outside the box will make you stand out from the rest. Trying new methods and
strategies to make things done spells a big difference in the 21st Century. This skill allows
the students to flaunt their individualities in solving problems from multiple perspectives. It also
means that tons of possibilities can be achieved with creativity like trying something new they
haven‘t tried before or thinking differently than the normal standards. Creativity gives students the
liberty to figure out a better way to handle pressing concerns.
Innovation and invention will play big time in creativity as students express themselves in
productive ways. When teaching English class, creativity allows the students to attack certain topics
in unconventional ways. For example, you want your students to express their opinions
regarding flexible learning. You, as a teacher, may ask them to write on a piece of paper an essay
about the topic. But allow them also to venture into other ways like blogging, creating a video or
making an infographic about it. The key here is to provide other avenues for students to put their
creative process in innovative and progressive approach.
 Collaboration
Working together to accomplish a task best paints a picture of what collaboration is. Today,
the advent of technology makes collaborative works easier and faster. With justa click, you can take
a step farther in working with others. Interconnectivity allows us to share with others and learn
from them as well. Collaboration as a 21st Century skill will become more and more essential as
we move forward into modernization especially in the education sector.
With collaboration, students get to work with other learners despite differences in their
backgrounds, culture, gender orientation, and viewpoints. When these students arrive at a common
ground no matter how conflicting their opinions are, collaboration is practiced in a positive manner. It
is good to remind them, however, that the more collaboration they do, the more they learn about
their diversity and individual differences. In fact, none of their ideas on how to address a problem,
pitch solutions and decide the best course of action will be exactly the same as their classmates or
will be easily accepted by others. Thus, collaboration should require us to look at a second lens to
weigh opposing beliefs.In collaborative works, it pays to know that your ideas or opinions may not
always be thebest and the brightest.

Communication
Have you ever tried conveying your ideas to other people? If yes, you have already
practiced one of the 4Cs, that is, communication. But there‘s more to just sharing your thoughts!
Communication is a 21st Century skill that allows us to talk to one another to achieve
understanding. Communicating effectively must be our goal particularly in the age of text-based
communications. Because of modern technologies, we can now communicate with the help of
SMS, emails, social media, teleconferencing, etc. Those channels overwhelm us at times that we
get more miscommunications using them thanwhen we do in the face-to-face process.
In the English class as well as other subjects, our learners must be reminded that we
communicate to understand. When students communicate with each other, their message is as
important as the tone and the manner on how they say it. Students need to learn how to speak
directly to an idea and engage others in the communication process. Expressing oneself is more
important than impressing others when they are communicating. For example, when students are
in a group discussion, communicating without losing their point can help others expand their ideas
and inspire them to channeltheir inner thoughts as well.
The K to 12 English Curriculum Guide promotes communicative competence through
sub-strands of learning: listening, speaking, reading, writing, and viewing. When all these five
macro skills are provided to the learners, they will develop into effective global citizens who can
communicate and participate in school and civic life.

PRINCIPLES OF AN EFFECTIVE LANGUAGE ARTS

AND MULTILITERACIES CURRICULUM
The abovementioned four skills are important to help your future students succeed not just in
the academe but also in real life. In this Unit, however, it is important to give more emphasis on
one significant aspect of language learning: communication. Thus, we shall take into consideration the
K to 12 Curriculum as our basis on integrating technology into language education.
The K-12 Language Arts and Multiliteracies Curriculum is anchored on the following
language acquisition, learning, teaching, and assessing principles.

All languages are interrelated and interdependent. Facility in the first language
(L1) strengthens and supports the learning of other languages (L2). Acquisition of sets of skills
and implicit metalinguistic knowledge in one language (common underlying proficiency or CUP)
provides the base for the development of both the first language (L1) and the second language (L2).
It follows that any expansion of CUP that takes place in one language will have a beneficial effect on
the other language(s). This principle explains why it becomes easier and easier to learn additional
languages.

Language acquisition and learning is an active process that begins at birth

and continues throughout life. It is continuous and recursive throughout students‘ lives.
Students enhance their language abilities by using what they know in new and more complex
contexts and with increasing sophistication (spiral progression). They reflect on and use prior
knowledge to extend and enhance their language and understanding. By learning and incorporating
new language structures into their repertoire and using them in a variety of contexts, students develop
language fluency and proficiency. Positive learning experiences in language-rich environments
enable students to leave school with a desire to continue to extend their knowledge, skills and
interests.

Learning requires meaning. We learn when we use what we know to understand what
is new. Start with what the students know; use that to introduce new concepts. They use language
to examine new experiences and knowledge in relation to their prior knowledge, experiences, and
beliefs. They make connections, anticipate possibilities, reflect upon ideas, and determine courses
of action.

Learners learn about language and how to use it effectively through their
engagement with and study of texts. The term ‗text‘ refers to any form of written (reading and
writing), oral (listening and speaking) and visual communication involving language
. The texts through which students learn about language are wide-ranging and varied, from brief
conversations to lengthy and complex forms of writing. The study of specific texts is the means
by which learners achieve the desired outcomes of language, rather than an end in itself. Learners
learn to create texts of their own and to engage with texts produced by other people.

Successful language learning involves viewing, listening, speaking, reading

and writing activities. Language learning should include a plethora of strategies and
activities that helps students focus on both meaning and accuracy. Language learning involves
recognizing, accepting, valuing and building on students‘ existing language competence,
including the use of non-standard forms of the language, and extending the range of language
available to students. Through language learning, learners develop functional and critical literacy
skills. They learn to control and understand the conventions of the target language that are valued
and rewarded by society and to reflect on and critically analyze their own use of language and the
language of others.

An effective language arts and multiliteracies curriculum satisfies the following

principles.
1. develops thinking and language through interactive learning;
2. develops communicative competence and critical literacy;
3. draws on literature in order to develop students‘ understanding of their literaryheritage;
4. draws on informational texts and multimedia in order to build academic
vocabulary and strong content knowledge;
5. develops students‘ oral language and literacy through appropriately challenging learning;
6. emphasizes writing arguments, explanatory/informative texts and narratives;
7. provides explicit skill instruction in reading and writing;
 8. builds on the language, experiences, knowledge and interests that students
bring to school;
9. nurtures students‘ sense of their common ground in using language/s for
communication as present or future global citizens to prepare them to participate in
school and in civic life, and;
10. assesses and reflects the students‘ ability to interpret and/or communicate in
the target language.

OUTCOMES OF THE K TO 12 ENGLISH CURRICULUM

The ultimate goal of the Language Arts and Multiliteracies Curriculum is to produce
graduates who apply the language conventions, principles, strategies and skills in (1) interacting
with others, (2) understanding and learning other content areas, and (3) fending for themselves in
whatever field of endeavor they may engage in.

1. Communicative Competence
Communicative Competence is a synthesis of knowledge of basic grammatical principles,
knowledge of how language is used in social settings to perform communicative functions, and how
knowledge of utterances and communicative functions can be combined according to the
principles of discourse. Communicative competence is classified into the following competencies.

1. Grammatical/Linguistic Competence means the acquisition of phonological rules,

morphological words, syntactic rules, semantic rules and lexical items.
2. Sociolinguistic Competence refers to the learning of pragmatic aspect of various
speech acts, namely, the cultural values, norms, and other sociocultural conventions in
social contexts. They are the context and topic of discourse, the participant‘s social
status, sex, age, and other factors which influence styles and registers of speech.
Since different situations call for different types of expressions as well as different
beliefs, views, values, and attitudes, the development of sociolinguistic competence
is essential for communicative social action.
3. Discourse Competence is the knowledge of rules regarding the cohesion
(grammatical links) and coherence (appropriate combination of communicative actions)
of various types of discourse (oral and written). Sociolinguistic rules of use and rules
of discourse are crucial in interpreting utterances for social meaning, particularly when
the literal meaning of an utterance does not lead to the speaker‘s intention easily.
4. Strategic Competence is to do with the knowledge of verbal and non-verbal
strategies to compensate for breakdown such as self-correction and at the same time to
enhance the effectiveness of communication such as recognizing discourse structure,
activating background knowledge, contextual guessing, and tolerating ambiguity.

2. Multiliteracies
Multiliteracies (multi literacy practices) recognize that there are many kinds of
literacy at work within our society. These include traditional literacy practices using texts as well
as new literacy practices using texts of popular culture such as films. Social literacy encompasses
how we communicate and exchange meaning in our society while professional literacy links with
the notion of literacy for school of the workplace.
 The curriculum aims to help learners acquire highly-developed literacy skills that enable
them to understand that English language is the most widely used medium of communication in
Trade and the Arts, Sciences, Mathematics, and in world economy. Furthermore, the curriculum
aims to help learners understand that English language is a dynamic social process which
responds to and reflects changing social conditions, and that English is inextricably involved with
values, beliefs and ways of thinking about ourselves and the world we dwell in. Through multi-
literacy skills, learners will be able to appreciate and be sensitive to sociocultural diversity and
understand that the meaning of any form of communication depends on context, purpose and
audience.

COMPONENTS OF THE ENGLISH CURRICULUM

The world is now in the ―Knowledge age‖ where the challenge of education is toprepare
learners to deal with the challenges of the changing world. Students in this agemust be prepared to
compete in a global economy, understand and operate complex communication and information
systems, and apply higher level thinking skills to make decisions and solve problems.
The Language Arts and Multiliteracies Curriculum (LAMC) addresses these needs. This is the
rationale why Mother Tongue, Filipino and English follow a unified framework which allows easy
transition from acquiring and learning one language to another.
The curriculum has five (5) components. Each component is essential to the learners‘ ability to
communicate effectively in a language leading them to achieve communicative competence and
multiliteracies in the Mother Tongue, Filipino and English. The heart and core of LAMC is making
meaning through language and aims to develop graduates who are communicatively competent
and multiliterates.

Language Learning Process. Component 1 illustrates learning processes that will effect
acquisition and learning of the language. It explains the how of language learning and
therefore serves as guiding principles for language teaching.

Effective Language Use. Component 2 describes knowledge and skill areas which are
essential to effective language use (understanding of cultures, understanding language,
processes and strategies) which will be developed through language arts (macro-skills).

Making Meaning through Language. Component 3 shows the interdependence and

interrelationships of the macro-skills of the language (listening, speaking and viewing;
reading, viewing and responding; writing and representing) and the development of
thinking skills (critical thinking, creative thinking and metacognition) allowing students to
make meaning through language.

Holistic Assessment. Component 4 explains the holistic assessment of the Language

Arts and Literacy Curriculum which serves as feedback of its effectiveness to students,
teachers, school administrators, and curriculum developers.
ALIGNMENT OF THE LANGUAGE AND LITERACY DOMAINS
The goals of English Language teaching are communicative competence and
multiliteracies. Communicative competence as a goal to language teaching was also mentioned in
MTB-MLE and Filipino as a teaching goal. The standards are expected to be aligned ― learning
areas/ programs standards, key stage standards and grade level standards.
English language teaching consists of five (5) macro skills ― listening, speaking, reading,
writing and viewing. These are taught in relation to the fourteen (14) domains that include:

1. oral language 8. writing and composition

2. phonology and awareness 9. grammar awareness and structure
3. book and print knowledge 10. vocabulary development
4. alphabet knowledge 11. reading competencies
5. phonics and word recognition 12. listening competencies
6. fluency 13. study strategies
7. spelling 14. attitudes toward language, literacy and
literature

INTEGRATED LANGUAGE
LISTENIN SPEAKIN READING WRITING VIEWIN
ARTS DOMAINS
G G G
1. Oral Language √ √

2. Oral Language Phonological Awareness √

3. Book and Print Knowledge √

4. Alphabet Knowledge √ √ √ √ √

5. Phonics and Word Recognition √ √ √

6. Fluency √ √

7. Spelling √ √

8. Writing and Composition √ √ √ √

9. Grammar Awareness and Structure √ √ √ √

10. Vocabulary Development √ √ √ √ √

11. Reading Comprehension

schema & prior knowledge
strategies √ √ √
narrative text
informational text

12. Listening Comprehension √ √

13. Attitudes towards language, literacyand
literature √ √ √ √ √

14. Study Strategies √ √ √ √ √

LEARNING AREA AND KEY STAGE STANDARDS
The Learning Area Standard
The Learning Area Standard specifies the intended outcomes of the English subject from k to
Grade 12. For the English subject the Learning Area Standard is:
―The learner demonstrates mastery of the basic skills in the English Language Arts,
communicates appropriately, fluently and orally and writes for a variety of purposes in different
social and academic context at his/her level while carrying out real life tasks necessary to cope
with the demands of a functionally literate and competent, local, national and global citizen.‖

The Key Stage Standards

What outcomes in every key stage of the K to 12 curriculum are expected to be realized
from the teaching of English? The key stages are at the end of Grade 3, Grade 6, Grade 10 and
Grade 12.

Grade 10: Students should be able to interpret, evaluate and represent information within and
between learning area texts and discourses.

Grade 12: Students should be able to integrate communication and language skills for
creating meaning using oral and written texts, various genres and discursive contexts for
personal and professional purposes.

The Grade level standards are spell out competencies from Grade 1 to Grade 12.
They are given below.

Grade 7: The learner demonstrates communicative competence through his/her

understanding of Philippine Literature and other text types for a deeper appreciation of
Philippine Culture.
Grade 8: The learner demonstrates communicative competence through his/ her
understanding of Afro- Asian Literature and other text types for a deeper appreciation of
Philippine Culture and those of other countries.
Grade 9: The learner demonstrates communicative competence through his/her
understanding of British- American Literature, including Philippine Literature and other
text types for a deeper appreciation of Philippine Culture and those of othercountries.
Grade 10: The learner demonstrates communicative competence through his/her
understanding of literature and other text types for a deeper appreciation of World
Literature, including Philippine Literature.
 ACTIVITY 1

Name: Score:
Course/Year Level/Section: Date:

Directions: Read each item below and write in the blank the term/s described in each item.

1. It serves as feedback of its effectiveness to students, teachers,

school administrators, and curriculum developers.

2. When students try out new ways of doing things, what 21st
Century skill do they exhibit?

3. This refers to the background of the learners where cultural values,

social status, and personal beliefs among others play a fundamental
part for communicative social action.

4. How the learners learn the language serves as a guiding principle

for language teaching. What does this learning process refer to?

5. Classroom teachers must find a way to provide avenues for

students to express their thoughts and ideas so they understanding
is achieved. What 21st century skill does this promote?

6. This refers to language teaching principle where we begin with

the prior knowledge of the students and use it as the basis for
introducing new lessons.

7. English teachers should make it a point to let the students work

by pairs or in groups. When this happens, what 21st century skill
is developed among the students?

8. It distinguishes the different kinds of literacy and their roles in the

society. This includes but is not limited to traditional and modern
literacy practices, social literacy, and professional literacy.

9. This aims to enhance the effectiveness of communication such as

recognizing discourse structure, activating background knowledge,
contextual guessing, and tolerating ambiguity.

10. Leon possesses an excellent command of the Filipino language at

home. When he started schooling, it became easy for him to
acquire another language which is English. What principle is
exhibited in this example?
 ACTIVITY 2

Name: Score:
Course/Year Level/Section: Date:

Directions: Examine the K to 12 English Curriculum Guide. Write down the learning
competencies under the following domains that can be best taught using ICT to develop 21st
Century skills.

1. Reading
Comprehension
Grade Level:

2. Listening
Comprehension
Grade Level:
3. Viewing
Comprehension
Grade Level:
4. Vocabulary
Development
Grade Level:
5. Literature
Grade Level:

6. Writing and
Composition
Grade Level:
7. Oral Language
and Fluency
Grade Level:
8. Grammar
Awareness
Grade Level:
REFERENCES:

Alfonso, G. J. (n.d.) Digital Citizenship Rights and Responsibilities. Retrieved from: https://networks.upou.edu.
ph/23281/digital-citizenship-rights-and-responsibilities-dr-grace-javier-alfonso/

Burton, P. (n.d.) The Importance of Digital Skills in the Modern Workplace. Retrieved from: https://www.
skillsyouneed.com/rhubarb/digital-skills-modern-workplace.html

Cooper, B. (April 13, 2016). The 4Cs of 21st Century Skills. Retrieved from: https://www.simplek12.com/ learning-
theories-strategies/4cs-21st-century-skills/

Costello, C. (2014) Digital Citizenship. Retrieved from https://www.virtuallibrary.info/digital-citizenship.html

Costello, C. (July 15, 2014). Digital Citizenship. Retrieved from https://www.slideshare.net/MsCCostello/ digital-
citizenship-37029998

Educatorstechnology (September 24, 2017). 9 Essential Digital Skills for Teachers. Retrieved from: https://
www.educatorstechnology.com/2017/09/9-essential-digital-skills-for-teachers.html

Preparing 21st Century Students for a Global Society from http://www.nea.org/assets/docs/A-Guide-to-Four-Cs.pdf

Ribble, M. (June 7, 2018). The Top 3 Elements of Student Digital Citizenship. Retrieved from: https://
edtechmagazine.com/k12/k12/k12/k12/k12/article/2018/06/top-3-elements-student-digital-citizenship

Stauffer, B. (2020). What Are the 4 C’s of 21st Century Skills? Retrieved from: https://www.aeseducation.com/ blog/four-
cs-21st-century-skills

https://padlet.com/shannonmmiller/digitalcitizenshipliteracy https://www.dlsl.edu.ph/wp-

content/uploads/2017/08/08042017_digitalcitizenship.pdf https://smartsocial.com/what-is-digital-

citizenship/