Module 5- ICT in Various Content Areas1

Doc. Ref. No.: ED 4

PALAWAN STATE UNIVERSITY Effectivity Date:

North External Campuses Revision No.: 001
Coron Campus Total Page No.: 38
Instructor: Jonelle Grace A. Osma
Student Name: Program: BEED Block: 2

MODULE 4:
MODULE
ICT IN VARIOUS CONTENT
AREAS

Module 5- ICT in Various Content 2

Student Signature: Date Returned:

Vision Mission
An Internationally recognized university that provides relevant Palawan State University is committed to upgrade people’s quality of life by
and innovative education and research for lifelong providing education opportunities through excellent instruction, research and
learning and innovation, extension, production services, and transnational collaboration
sustainable development

BSED-English -

Module 5- ICT in Various Content 3

MODULE

45 ICT in Various Content Areas

“ICT is a skill which is essential in the world we live in. Our pupils need to use the latest
technology to offer them an effective education in the twenty-first century.”

- Jane Rosser-

Lessons in this Module

21st Century Literacy Skills
Instructional Design Models
Technology Enhanced Teaching Lessons exemplars fter t•his MICoTdCuloen, vyeonut isohnoaul lMd baeteariballes ttoo
Distance Learning
A

Relevance and Appropriateness in the use of Technology in Teaching

Are you reaanddy?LeTahrenninsgtart the lessons now!

As teachers in the 21st century, we tend to become more resourceful in the usage
of ICT tools in the teaching-learning process. Learning the different tools available will
help us to be equipped in providing quality education to our students. Together with
conventional and non-conventional learning and the materials available, the modalities
and platforms in distance learning will also give us more options in delivering our course
contents effectively.
At the completion of this module, you should be able to:
 identify and describe the elements of 21st-century literacy skills
 discuss the rationale for teaching and learning 21st Century Skills
 write a Personal Lifelong Learning Plan (PLLP).
 introduce an instructional design model
 introduce sample technology-enhanced lessons to support learning
 describe flexible learning environments that enhance collaboration with
the positive use of technology tools in teaching.
 Explain what conventional learning and its implications are.
 Differentiate conventional and non-conventional learning.
 Identify what the different digital learning materials and conventional
learning resources that can support the teaching and learning process are.
 compare and contrast synchronous and asynchronous learning modalities;
and
 identify what examples of distance learning platforms are.
 define what is instructional material;
 discuss the relevance and appropriateness in the use of technology in
teaching and learning;
 explain the importance of the relevance and appropriateness in using
technology in teaching;
 evaluate technologies and instructional materials used by teachers in
teaching

Are you ready? Then start the lessons now!

Module 5- ICT in Various Content 4

 Lesson 1

21st Century Literacy Skills

Learning Outcomes

At the end of the lesson, you should be able to:

Identify and describe the elements of 21st century literacy skills.
Discuss the rationale for teaching and learning 21st Century Skills.
Write a Personal Lifelong Learning Plan (PLLP).

Time Frame 3
Introduction

With the upsurge of the 21st century, the whole world has seen a period of
extraordinary change in all territories, regardless of whether it is instruction, worldwide
exchange, and economy, innovation, or society. As of late, the COVID-19 pandemic is
likewise hurling difficulties for a person to adapt to its effects. Usually, for such
occasions, an alternate range of abilities is required that would empower an individual to
adapt up and prevail with regards to confronting the difficulties, all things considered,
prompting his/her comprehensive advancement.
These abilities are tended to as 21st Century Skills/Learning Skills/Transversal
Competencies and so on. The 21st Century Skills are the aptitudes that are required by a
person for his/her all-encompassing turn of events with the goal that he/she can add to the
advancement and improvement of the general public/country and world.

Abstraction

What are 21st Century Skills?

The word ‘abilities of the 21st century’ refers to a wide range of believed
expertise, skills, work habits, and character traits by educators, school reformers, college
professors, employers, and others to be critically important to success in today’s world.
21st Century Skills refer to the skills that are required to enable an individual to face the
challenges of the 21st-century world that is globally-active, digitally transforming,
collaboratively moving forward, creatively progressing, seeking competent human-
resource and quick in adopting changes.

Module 5- ICT in Various Content 5

 Wagner (2010) and the Change Leadership at Harvard University identified
another set of competencies and skills. Informed by several hundred interviews with
business, non- profit and education leaders, Wagner stressed that the students need seven
survival skills to prepare for life, work and citizenship in the 21st century: Critical
thinking and problem
solving, collaboration and leadership, agility and adaptability, initiative and
entrepreneurialism, effective oral and written communication, accessing and analyzing
information, curiosity and imagination.

21st Century Themes

Global Awareness
• Make use of expertise from the 21st century to consider and fix global problems
• Learning from and engaging with people who represent various cultures,
religions, and lifestyles in a spirit of mutual respect and open dialog in personal,
work and community contexts
• Knowing other nations and traditions through the use of languages other than
English

Financial, Economic, Business and Entrepreneurial Literacy

• Knowing how to make the best personal financial decisions
• Understanding the economy’s position in society
• Use entrepreneurial skills to boost profitability and job opportunities in the
workplace

Civic Literacy
• Being able to engage efficiently in public life by learning how to remain updated
and respecting policy processes
• Exercising citizenship rights and responsibilities at the local, state, national and
global levels
• Understanding the consequences of local and global political decisions

Health Literacy
• Obtaining, interpreting and recognizing basic health knowledge and resources and
using them in ways that improve health
• Knowing preventive steps for physical and mental health include a healthy diet,
nutrition, exercise, disease avoidance, and stress management
• Usage of available information to make reasonable decisions to safety
• Establishing and managing personal and family wellbeing priorities
• Understanding regional and international facets of public health and safety

Environmental Literacy
• Demonstrate awareness and understanding of the environment and the conditions
and circumstances that affect it, especially about air, atmosphere, land, food,
energy, water and ecosystems
• Show experience and awareness of the effect of society on the natural
environment ( e.g., population growth, economic development, rate of resource
use, etc.)
• Investigate and evaluate environmental issues, and draw definite conclusions on
possible solutions
• Take individual and collective action to tackle environmental problems ( e.g.,
global action, approaches that encourage action on environmental issues)

Module 5- ICT in Various Content 6

 Learning and Innovation Skills
Increasingly, learning and creativity skills are recognized as those that distinguish
students who are prepared for ever more dynamic living and working environments in
the 21st century, and those who are not. To prepare students for the future, a focus on
innovation, critical thinking, communication, and teamwork is essential.

Creativity and Innovation

Think Creatively
• Using a large variety of methods to generate concepts (such as brainstorming)
• Creating new and exciting innovations (both revolutionary and incremental)
• Create, refine, evaluate and assess your thinking to improve and optimize
creative efforts

Work Creatively with Others

• Effectively create, introduce and pass on new ideas to others
• Be responsive and receptive to new and diverse perspectives; job input and
feedback
• Demonstrating originality and inventiveness in the workplace and recognizing
the actual drawbacks of introducing new ideas
• See failure as an opportunity to learn; know that creativity and innovation are a
long-term, cyclical cycle of minor successes and regular errors

Implement Innovations
• Act on new ideas to make a concrete and meaningful difference to the area
where the invention takes place

Critical Thinking and Problem Solving

Reason Effectively
• Using the different forms of reasoning (inductive, deductive, etc.) according to
the situation

Use Systems Thinking

• Analyze how portions of a whole communicate with each other to achieve
overall results in complex systems

Make Judgments and Decisions

• Analyze and appraise facts, points, statements, and beliefs effectively
• Analyze and analyze essential alternative perspectives
• Synthesize and connect the knowledge and the arguments
• Interpret details and conclude using the best possible methodology
• Grant serious thought to learning experiences and processes

Solve Problems
• Solve different forms of unknown issues, both conventionally and innovatively
• Identify and ask essential questions which explain different perspectives and
lead to better solutions

Module 5- ICT in Various Content 7

Communication and Collaboration

Communicate Clearly
• Articulate thoughts and ideas effectively in several ways and contexts using vocal,
written and nonverbal communication skills
• Hear to decode meaning effectively like information, beliefs, attitudes, and
intentions
• Using contact for a variety of purposes (for example, educating, instructing,
motivating and persuading)
• Using various media and technologies, and know-how to determine their
performance a priori and their effect
• Effectively interact in can contexts (including multi-lingual ones)

Collaborate with Others

• Demonstrating the ability to work with diverse teams efficiently and respectfully
• Exercise flexibility and expertise to help make the sacrifices possible to achieve a
shared goal
• Assume mutual responsibility for collaborative work, and respect each team
member’s contributions

Information, Media and Technology Skills

In the 21st century, people live in a technology and media-sufficient environment,

characterized by different characteristics, including 1) exposure to an abundance of
information, 2) rapid improvements in technology resources, and 3) the opportunity to
collaborate and make individual contributions on an unparalleled scale. Citizens and staff,
useful in the 21st century, must be able to demonstrate a variety of practical and critical
competencies in information, media, and technology thought.

Information Literacy

Access and Evaluate Information

• Effectively (time) and productively (sources) access information;
• Assess details objectively and skillfully

Use and Manage Information

• Using details correctly and creatively for the specific issue or question
• Manage information exchange from a large variety of sources
• Apply a clear understanding of ethical/legal problems concerning access to and
use of information

Media Literacy
Analyze Media
• Know how and why media messages are created, and for what purposes
• Examine how people understand terms differently, how principles and opinions
are integrated or omitted, and how media can affect attitudes and behaviors
• Apply a clear understanding of ethical/legal problems related to access and use of
media
Create Media Products
• Know-how and why media messages are created, and for what purposes
• Examine how people understand terms differently, how principles and opinions
are integrated or omitted, and how media can affect attitudes and behaviors
• Apply a clear understanding of ethical/legal problems related to access and use of
media

Module 5- ICT in Various Content 8

ICT (Information, Communications and Technology) Literacy

Apply Technology Effectively

• Using technology as an instrument for studying, arranging, analyzing and
communicating information
• Using modern technology (computers, PDAs, media players, GPS, etc.),
communication/networking tools, and social networks to access, handle,
incorporate, analyze and generate information that works in a knowledge
economy successfully
• Apply a clear understanding of ethical/legal problems related to access to and use
of information technology

Life and Career Skills

Life and work environments today need much more than analytical skills and
knowledge of content. In the globally competitive knowledge age, the ability to manage
the diverse living and work environments requires students to pay close work in
improving appropriate life skills and career skills.

Flexibility and Adaptability

Adapt to Change
• Respond to diverse tasks, employment, schedules and contexts
• Work successfully in an uncertain world and with shifting goals

Be Flexible
• Effectively integrate feedback
• Addressing praise, failures, and criticism
• Understand, negotiate and balance different views and beliefs for achieving
workable solutions, particularly in multicultural environments

Initiative and Self-Direction

Manage Goals and Time
• Set expectations with parameters of measurable and intangible performance
• Tactical (short term) and strategic (long term) alignment goals
• Using resources, and effectively control workload

Work Independently
• Track, describe, prioritize and execute tasks without direct supervision

Be Self-directed Learners
• Go beyond the necessary skills or curricula to develop and enhance one’s
learning and knowledge
• Demonstrate commitment to developing skills to professional level
• Demonstrate dedication to Lifelong Learning
• A critical reflection on past experiences to guide future development

Social and Cross-Cultural Skills

Interact Effectively with Others

• Know when listening is necessary, and when to speak
• Behave properly, professionally

Module 5- ICT in Various Content 9

Work Effectively in Diverse Teams
• Respect cultural differences and collaborate with people from all walks of life and
community effectively
• Respond openly to opposing ideas and beliefs
• Profit from social and cultural differences to generate new ideas and boost
innovation and job effectiveness

Productivity and Accountability

Manage Projects
• Set and achieve targets, particularly when faced with challenges and conflicting
pressures
• Prioritize, schedule and execute work to achieve the desired outcome

Produce Results
• Demonstrate added qualities associated with the development of high-quality
outputs. Including the ability to work positively and ethically, efficiently manage
time and tasks, multi-task, participate actively, be consistent and prompt, present
yourself professionally and with a proper mark, collaborate and cooperate with
teams, value, and appreciate the diversity of groups and be responsible for
outcomes.

Leadership and Responsibility

Guide and Lead Others

• Using organizational and problem-solving skills to influence others and direct
them towards an objective
• Leverage other people’s abilities to reach a shared goal
• Encourage others to do their very best by example and selflessness
• Demonstrate honesty and ethical actions in exerting authority and control

Be Responsible to Others
• Act professionally with broader group values in mind

What is 21st Century Literacy Skill?

Information, both from the traditional sources

like Books, Newspapers, etc. and other digital
sources like the Internet sites, social media,
Apps, etc. is to be used effectively and
judiciously by students. It is to be seen carefully
by the teachers that information available is
used at all levels of Bloom’s TaxonomyThey
must be able to recall, understand, apply,
interpret, assess the information provided, and
build new knowledge.

In Growing Up Digital: How the Net Generation

Is Changing Your World, gives the following
eight reasons why students use technology:

• Freedom of expression
• Facility to use it as per likings
• Multiple resources of information
• Open interaction
• Blend of work and play
• Connecting and collaborating
• Exploring and Innovating

Module 5- ICT in Various Content 1

 Tabular presentation of the basis, purpose, and strategy in the digital classroom.
Basis • Accessing Information
• Collaborating
• Communicating
• Using Information
• Analysing Information
• Interpreting Information
• Creating New Information
Purpose IMT makes the learning environment more exciting than
a traditional classroom environment and helps the
students perform better in their respective careers.
Strategy Digital classroom • With traditional blackboard, digital interactive boards
should be placed in the classroom.
• This will aid in the teaching-learning process. In
teaching
of lesson related to space, teachers can show videos of
space to children for long-lasting memories.

Activities that develop 21st Century Literacy skills

Know-How
The teacher must show the children
how to look for the details and where to
look. Then the teacher will give them topics
to explore and will see how children are
seeking and if they were following her
instructions or not.

Design an App
Students will be asked to identify a
problem (environment/ societal /school-
related) and design an App using ICT to
offer a viable solution to it. Even if they do
not have the technical know-how to create
an App, they will plan it on paper by
preparing a detailed write-up on the why,
what, how, etc. of the App. This would also
enhance their critical thinking and decision
making.

Designing a Blog, Website, PPT

Ask children to design a PPT or blog and see how they do that. Tell them what all
can be done in the PPT or blog. This will help children to get information about how to
use Powerpoint and Microsoft word etc.

Application

Would you love to find out how much the module has taught you? Start this
mission, and complete it.

Identify the literacy areas in which you are great, right, or weak. Then build a
personal life plan to fix the places where you are still weak and strengthen those you
already are good or strong. In writing your Own Lifelong Learning Plan (POL L P ) , you
can use the template in the activity as a reference, which includes the following:

• The seven 21st century literacies

• Your level of competency for each literacy

Module 5- ICT in Various Content 1

 • Activities that will help improve or enhance literacy
• Time Frame
• Support/Resources Needed
• Barriers/Challenges
• Solutions/Action Points

Closure

The key competitiveness challenge of the next decade is developing an

integrated, 21st-century public education system that prepares Filipino’s to succeed.
Addressing this challenge requires stable, forward-thinking leadership from government,
policy-makers, and teachers. This lesson gave you details on the experience, skills,
attitudes, and values to help you prepare to be an efficient teacher in the 21st century.

Congratulations! It shows that you are already familiar with the contents of this
lesson. You can now proceed to the next experience of this module.
Lesson 2

Instructional Design Models

Learning Outcomes

At the end of the lesson, you should be able to:

Introduce instructional design model
Introduce sample technology- enhanced lessons to support learning;

Time Frame 3
Introduction

As an aspiring teacher, you are being exposed to various techniques and strategies
in the teaching-learning process. With this, you were able to be given a chance to choose
different instructional models that you may think is the best model in your teaching. In
this lesson, you will understand better how these instructional models work and their
appropriateness in the topic given.

Abstraction

Instructional Design Model

An instructional model serves as an anchor wherein the journey to learning is
rooted. There are various instructional designs created to keep track of the efficiency of
the instructions. Through different models of instructions, teachers were able to draw
some inspirations on the different techniques and strategies patterned on the models of
instructions. Nevertheless, teachers should bear in mind that there is such no such thing
as a perfect model. Still, it will be in the appropriateness of the model and how the
teacher processes the learning for such a model to be effective.
In a nutshell, different instructional design models to be mentioned in this lesson
are as follows:
• Gagne’s Nine Events
• Blooms Revised Taxonomy
• ADDIE
• Merrill’s Principles of Instructions

Module 5- ICT in Various Content 1

 As aspirant teachers, I want you to have an in-depth knowledge of the different
instructional models for you to be able to make use of them appropriately in your future
career as a leader inside the classroom in the process of learning.

A. Gagne’s Nine Events of Instructions

Robert Gagne has created Nine Events of Instructions that have been widely used in the
educative process. This Instructional model has focused on providing teachers,
instructors, and facilitators in the academe an organized process efficiently designed to
help maintain efficiency in the teaching-learning process.

Gain A7en8on Inform Learner S8mulate Recall

Elicit Performance Provide Guidance Present Informa8on

Provide Feedback Assess Performance Enhance Reten8on

Figure 1: Gagne’s Nine Events of Instructions

Here is additional information on the Nine Events of Instruction developed by Gagne:

a. Preparation
1. Gain Attention (reception)-this is the part wherein the teacher must get the
attention of the learners and keep them focus while the content of the lesson is
about to be delivered.
2. Inform Learner of Objective (expectancy)- this is to lay down your expectation
and focus on the learning. An announced objective (s) helps learners have an
overview of how their performance will be assessed and the value of the content
in the future.
3. Stimulate Recall of Prior Information (retrieval) – this is based on the schema
theory wherein student’s prior knowledge will be linked and associated with the
newly introduced knowledge.
b. Instruction and Practice
4. Present Information (selective perception)- this is where the new content will be
systematically organized for the learning process to be achieved. One important
matter to be considered is the varied learning style of learners; this differentiated
instruction is highly recommended.
5. Provide Guidance (semantic encoding)-this is where facilitation of the learning
process should be taken into high consideration especially when learners are

Module 5- ICT in Various Content 12

 drawing in new knowledge and associating it to their prior knowledge to avoid a
negative transfer.
6. Elicit performance (responding)-this can be in the form of individualized or
grouped; output-based or process-based, and outright performance or homework.
7. Provide Feedback (reinforcement)- this is one of the essential parts wherein
learners will be able to understand whether the learning process is a success or
needs to be enhanced or revisit.
c. Assessment and Transfer
8. Assess Performance (retrieval)- this is one of the most anticipated parts of the
student’s performance wherein they were able to know if the expected outcome or
the learning objectives has been met or there is a need for them to expound their
knowledge.
9. Enhance Retention Transfer (generalization)- This is an additional input to allow
learner’s retention of new knowledge. This can be in the form of additional
reinforcement through practices and summarization.

Events of Instruction Techniques

Gaining Attention • Pose thought to provoke questions
(reception) • Present an intriguing problem
• Present meaningful and relevant challenges
Informing Learners of the • Describe what they will be able to do after the
objective (s) session
(expectancy) • Describe the required performance and its criteria
• Explain how the learning will benefit them
Stimulate recall of prior • Ask a question on their previous experience
information • Ask about their understanding of the previous
(retrieval) concepts
• Give a similar situation to what they will be
learning
Present Information • Organize content in easy to understand manner
(selective perception) • Chunk information
• Use multiple delivery methods, a variety of texts,
and graphics as well as approaches.
Provide Guidance • Concept mapping for an association, graphics to
(semantic coding) make visual associations
• Mnemonics to cue and prompt learning; analogies
on knowledge construction
• Case studies for a real-world application
Elicit Performance • Have the learner demonstrate the acquired behavior
(responding) or knowledge of the content
• Ask thought-provoking questions
• Have the learner apply the knowledge to a scenario

Module 5- ICT in Various Content 1

 or case study.
Provide Feedback • Be positive
(reinforcement) • Be objective
• Deliver focused and concise feedback on areas of
student’s control
Assess Performance • Written test, oral questioning, short essays or
(retrieval) questionnaires, etc.
Enhance Retention • Have them summarize the content
Transfer • Have them generate examples
(generalization) • Have them create concept maps
B. Bloom’s Revised Taxonomy
There are six levels of cognitive learning, according to the revised version of
Bloom’s Taxonomy. Each level is conceptually different. The six levels are remembering,
understanding, applying, analyzing, evaluating, and creating.
Using Bloom's Revised Taxonomy in Assessment
These levels can be helpful for the learning outcomes to be categorized most
appropriately according to the level of cognitive needs and demands as well as the ability
of the learner. This, the teacher was able to pattern his/her learning objectives
accordingly. Further, teachers will be able to assess according to his/ her understanding of
the
different Crea te
cognitive levels.
Evaluate

Analyze

Apply

Understand

Remember

Figure 2: Bloom’s Level of Cognitive Learning

1. Remember- is a simple retrieval, recall, and recognition of essential and relevant
knowledge from long-term memory
- simple identification of the different parts of speech in a sentence, tell the basic
step in the dance or label food according to its category (go, glow, grow)

2. Understand-to demonstrate comprehension by explaining facts

-summarize a story, rephrase an article, outline the steps in case of emergency
3. Apply-use information or skill and relate it to a new situation
-translation of the local dialect to the second language, demonstrate the different
approaches of teaching, execute the basic step in dancing
4. Analyze- break material into its constituent parts and determine how the parts
relate to one another and/or to an overall structure or purpose

Module 5- ICT in Various Content 1

 -compare and contrast the similarities and differences of land and water animals,
analyze the relationship between different characters in a play, analyze the
relationship between various members of the family according to group
5. Evaluate- is to make judgments based on criteria and standards
-determine the quality of the manuscript according to a given standard, judge
whether methods used in a demonstration of the product is valid or not, determine the
fallacies on an article based on criteria
6. Create- put elements together to form a new coherent or functional whole;
reorganizing elements into a new pattern or structure
-compose a poem, write a thesis, write an essay of an event
Bloom’s Level
of Cognitive Learning Outcome Verbs
Learning
Remember cite, define, describe, identify, label, list, match, name, outline, quote,
recall, report, reproduce, retrieve, show, state, tabulate, and tell.
Understand abstract, arrange, articulate, associate, categorize, clarify, classify,
compare, compute, conclude, contrast, defend, diagram, differentiate,
discuss, distinguish, estimate, exemplify, explain, extend, extrapolate,
generalize, give examples of, illustrate, infer, interpolate, interpret, match,
outline, paraphrase, predict, rearrange, reorder, rephrase, represent,
restate, summarize, transform, and translate.
Apply apply, calculate, carry out, classify, complete, compute, demonstrate,
dramatize, employ, examine, execute, experiment, generalize, illustrate,
implement, infer, interpret, manipulate, modify, operate, organize, outline,
predict, solve, transfer, translate, and use.

Analyze analyze, arrange, break down, categorize, classify, compare, connect,

contrast, deconstruct, detect, diagram, differentiate, discriminate,
distinguish, divide, explain, identify, integrate, inventory, order, organize,
relate, separate, and structure.
Evaluate appraise, appraise, argue, assess, compare, conclude, consider, contrast,
convince, criticize, critique, decide, determine, discriminate, evaluate,
grade, judge, justify, measure, rank, rate, recommend, review, score,
select, standardize, support, test, and validate.

Create arrange, assemble, build, collect, combine, compile, compose, constitute,

construct, create, design, develop, devise, formulate, generate,
hypothesize, integrate, invent, make, manage, modify, organize, perform,
plan, prepare, produce, propose, rearrange, reconstruct, reorganize, revise,
rewrite, specify, synthesize, and write.

C. ADDIE
The ADDIE model is the generic process traditionally used by instructional
designers and training developers. The five phases—Analysis, Design, Development,
Implementation, and Evaluation—represent a systematized process of instruction wherein
the learning process is established in a framework of the organized flow of knowledge
effective transfer.

Module 5- ICT in Various Content 1

 Figure 3: ADDIE Model
1. Analysis phase- this phase introduces the focus of the lesson-the goals and
objectives; also, learning environment, learner’s prior knowledge, cognitive
level, and learning style are
2. Design phase -is a systematic and specific phase wherein the different parts in
the process of learning such as crafting learning objectives, assessment
instruments, as well as appropriate contents and materials to name a few, will be
taken into consideration
3. Development phase -is the output of the design phase where content will be
assembled where the developers create and assemble the content assets that were
created in the design phase
4. Implementation phase-a procedure for training the facilitators and the learners
is developed. The facilitators’ training should cover the course curriculum,
learning outcomes, method of delivery, and testing procedures. Preparation of
the learners includes training them on new tools (software or hardware), student
registration.

5. Evaluation phase-is consists of two parts: formative and summative. Formative

evaluation is carried throughout the process of learning, while summative is
where the learner’s comprehension.
The content of the unit will be assessed at the end of the process.
ADDIE Phases Possible Outcome
Analysis an analysis of training needs and a training plan
Design an overview of the course design and storyboards/prototypes.
Development Course Content
Implementatio Your courses are live in the LMS and learners can start to take and complete
n courses
Evaluation An evaluation report and actionable changes for the current or future courses

D. Merril’s Principles of Instructions

Dr. David Merrill set of fundamental principles of instruction that can lead to
effective, efficient, and engaging instruction. Merrill's purpose was to identify the
prescriptive principles common to various design theories and models.

Module 5- ICT in Various Content 1

 Integration Activation
PROBLEM
Application Demonstration

Figure 4: Merril’s Principles of Instruction

Purpose of Each Principle

1. Problem-Centered: Learning is promoted when learners are engaged in

solving real-world problems.
2. Activation: The purpose of the activation phase is to create activities
that build on existing knowledge before exposure to new information.
Activating prior knowledge prepares your learners to connect new incoming
information
with existing knowledge.

3. Demonstration: The purpose of the demonstration phase is to create activities

that demonstrate your learners the steps and procedures. Demonstrating
knowledge requires the learners to be mentally active, but they are not
participating physically.

4. Application: The purpose of the application phase is to create activities

that give your learners opportunities to apply what they are learning.
Application of new information provides the learner's opportunities to do
something, such as practice a procedure, play a game, answer a question,
etc.

5. Integration: The purpose of the integration phase is to create activities that

help your learners select and express what they learned and how they may
use it. Integrating new knowledge helps the learners connect what they
are learning to their work or their lives.

Module 5- ICT in Various Content 1

 Application

Illustrate the (a) presence and (b) the importance of the different Instructional
models in a classroom setting.

Merril’s Principle

Closure

Understanding the basic concept of the Instructional Design models is like

finding the blueprint in the teaching-learning process. With it, you, as an aspiring teacher,
will be able to have in-depth knowledge of not just what to teach but how to teach,
exploring endless possibilities and wonderful experience inside the classroom. Thus,
creating an unforgettable holistic teaching-learning experience together with your
excellent students in the near future. In this lesson, along with your grasping the concepts
of the different models, allows you to have a glimpse of who you will be. Good luck,
future teacher!

You can now proceed to the next experience of this module.

Module 5- ICT in Various Content 1

 Lesson 3

Technology Enhanced Teaching

Learning Outcomes

At the end of the lesson, you should be able to:

describeflexiblelearningenvironmentsthatenhance collaboration with the positive use of technoPloaggy eto9o0ls| 1in

Abstraction

Enhanced Technology Teaching

Teachers should seek out technology that enhances student learning. Most
students come to our courses with a strong foundation in the use of technology and expert
instructors to incorporate it into their teaching. Some caution is necessary to avoid using
technology merely for effect, without knowing how it will enhance learning. Take the
time to determine which technologies will support and to improve student learning, and
learn how to use them.

Fig.1 Specific types of teaching and learning tools

Technology provides numerous tools that teachers can use in and out of the
classroom to enhance student learning. This page provides an introduction to some of the
most common.
1. Blackboard
Teachers might use the course management system
Blackboard. It focuses on online learning delivery but supports a range of uses, acting as
a platform for online content, including courses, both asynchronous based and
synchronous based.
(You can use the short, engaging Blackboard that helps your students get comfortable in
Blackboard. Your students can do training and learning gaps, utilizing analytical data and
reporting and choose which ones they want, or they can view multiple videos in a row
about a particular topic.)

Module 5- ICT in Various Content 1

2. Classroom Response Systems ("clickers")
One way to encourage student engagement is by using electronic devices that allow
students to record their answers to multiple-choice questions and will enable you to
display the results instantly. The anonymity encourages participation, and their responses
help the teacher know when further discussion is needed. The use of clickers can also
catalyze discussion.
Clicker systems let you pose a question and have students respond with a device that
looks like a TV remote. Several websites provide an alternative that allows students to
respond with a cell phone or laptop. Schools should encourage faculty to use the web
solution “Poll Everywhere,” but either technology enables many strategies for engaging
students.

3. Online Projects and

Collaboration Tools
Technology can support student collaboration on creating new knowledge,
reflecting on what they are learning, or working together to achieve a deeper
understanding of course material. These articles provide ideas about their use and
misuse. Online tools provide many new options. Students can collaborate on projects,
collect and synthesize information, and write for different types of audiences.
Example:
Teaching in the Cloud: Using Online Collaboration Tools to Enhance Student
Engagement (discusses jointly edited Google Docs, Google Sites, wikis, cloud storage of

Pa g e 93 | 190

Module 5- ICT in Various Content 2

video projects, crowdsourced research, Google Spreadsheets for data aggregation, Piazza,
and class blogs; also considers issues of IT support, ease of use, and student privacy).

3. Information Visualization Tools

Technology can also clarify and stimulate thought by transforming words into
pictures. There are some tools to help lead your students to think more critically by
encouraging them to structure information visually. Visualization tools can help you
make information clearer to students, either by providing you with clearer visuals or,
better yet, assigning them to use visuals to make connections. Visualization tools can help
you create information clearer to students, either by providing you with clearer visuals or,
better yet, assigning them to use visuals to make connections.
Example: Make Infographics in the Classroom (help your students deepen their
understanding by showing connections, mapping, creating timelines, etc.).

5. Flipping the Classroom

Sometimes a great way to move them toward higher levels of understanding is to
move the lecture out of the classroom and use the in-person time for interactions that
require applying, synthesizing, and creating. "Flipping" doesn't have to use technology,
but tools such as videos, podcasts, online quizzes, and the like can help in and out of class
activity work together. These resources explain the theory underlying this teaching
method and provide practical suggestions for making it work.
Example:

Flipping the Classroom: Simply Speaking (video gives clear demonstration and
examples).

Module 5- ICT in Various Content 2

6. Games
What could be more engaging than a good game, a game may lead to deeper
learning and give some examples of their use in higher education.
Ex. Reacting to the Past (Elaborate games set in the past, in which students are assigned
roles informed by classic texts in the history of ideas).

7. Converting a Face-to-Face Course to an Online Course

Teaching online, whether in a hybrid course or a wholly-online course, requires

different techniques and different tools. Without the F2F contact, professors will need to
be even clearer about setting and articulating expectations for digital work and
participation. Encouraging interaction between professor and student and among
students is an additional challenge, as is monitoring student learning as the course
progresses. The online environment requires the use of basic technologies to digitize
course materials as well as mastery of the university's learning management system. And
various tools like Skype allow synchronous communications, while blogs and Twitter can
encourage asynchronous interaction. Here are some ideas to get you started.
Example:

Synchronous learning is instruction and collaboration in “real time” via the

Internet. It typically involves tools, such as:
• Live chat
• Audio and video conferencing
• Data and application sharing
• Virtual "hand raising"
Asynchronous learning methods use the time-delayed capabilities of the Internet. It
typically involves tools, such as:
• E-mail
• Threaded discussion
• Newsgroups and bulletin boards

Module 5- ICT in Various Content 2

Application Pa g e 95 |
Let us test your learnings from the lesson. You will generate ideas to provide a
presentation by using a teaching and learning tool that is available to your local places.
Your teacher will give allotted time to prepare your presentation and will be graded using
the given criteria.

Closure

The implementation of technology in schools helps close that gap. Technology can
enhance relationships between teachers and students. Technology helps
make teaching and learning more meaningful and fun. Students are also able to
collaborate with their classmates through technological applications.

By incorporating technology strategically, educators can enhance the learning

experience and increase student engagement and curiosity. The future of learning lies in
striking the most effective balance between digital and in-person educational experiences.
Good luck, future teacher!

You can now proceed to the next experience of this module.

Lesson 4

ICT Conventional Materials to Enhance Teaching

Learning Outcomes
At the end of the lesson, you are expected to:
Explain what conventional learning and its implications are.
Differentiate conventional and non-conventional learning.
Identify what the different digital learning materials and conventional learning resources that can support the tea

Time Frame 3
Introduction

This lesson will help you understand the implications of both conventional and
non-conventional ICT materials to the teaching and learning process. Are you excited to
learn? If yes, let us start!

Module 5- ICT in Various Content 2

Abstraction Pa g e 98 |
Conventional or traditional learning refers to a learning method
wherein teachers and students interact face-to-face and is limited to the corners of
the classroom. This type of learning is teacher-centered, meaning the students in a
conventional classroom passively receive the information being provided by the
teachers.

Conventional VS. Non-conventional Learning

Conventional learning Non-conventional
1. Teacher-centered. 1. Student-centered.
2. Students learn via face-to-face 2. Students can learn wherever
classroom learning. they are.
3. Students passively receive 3. Interactive learning.
information. 4. Infinite access to information.
4. Students have limited access to 5. Student can decide what they
information. want to learn and when they
5. Teacher decides the course of want to learn it (self-paced).
learning. 6. Audio-visual and technology
6. Learning by listening and based learning.
memorization. 7. Most of the materials are
7. Materials are cheap and easy to expensive and is difficult to
use. use/manipulate.

Learning and teaching are more meaningful, efficient, and fun if we incorporate
the usage of learning or instructional materials.
These learning or instructional materials may come in different forms. One of
these mentioned groups is called conventional or non-digital learning tools.

Source: Educational Technology 2 by Mark Jay Peña

1. Conventional or non-digital tools or learning/instructional materials are those

materials used in regular and “conventional or traditional” classrooms.

Module 5- ICT in Various Content 2

 The usual conventional or non-digital tools or learning/instructional materials are
the following: textbooks, charts, flip charts, pictures, posters, atlases, globes, maps,
flashcards, worksheets, blackboards/chalkboards/whiteboards, bulletin boards, science
lab apparatus and materials, models, diorama, dictionaries, encyclopedias, manipulatives,
and others. These learning materials are beneficial and highly accessible to both teachers
and students. They are also very simple, easy, and quick to use/manipulate. However,
today, lessons can be taught and learned more easily by the use of non-conventional or
digital learning tools because they are more engaging, especially to the 21 st-century
learners who are mostly audio-visual and digital native learners.
Source: Education 2.0: Blueprint for the 21st-century classroom by Amol Aurora

2. Non-conventional or digital tools or learning/instructional materials are those

learning materials that are not commonly used in a traditional classroom. These
materials are also identified as modern teaching tools. These materials include
computers and laptops, calculators, slideshow presentations, e-books, radio,
educational CDs, DVDs, audiotapes, interactive whiteboards/smartboards,
television, mobile phones and tablets, and others.

Since you already know what conventional and non-conventional learning is and
identify what some of the conventional and non-conventional tools are, let us now learn
more about each of the tools.
I. Conventional or non-digital tools

1. Textbooks
Textbooks are a collection of contents and information
in a particular subject and level that are printed and
published. Books are designed to aid both the students
and the teachers in the lessons and topics of the
subject/s.

2. Charts and Flip Charts

Pa g e 100 |
190

Module 5- ICT in Various Content 2

 Charts and flipcharts are educational visual aids that are usually mounted on the wall
or in its stand. It is a pad of paper fastened together; it includes pictures and
representations based on a specific lesson. The pages are flipped to view the other lessons
or topics.

3. Pictures and Posters

Pictures are visual aids used to teach or present

a more realistic view of the topics. Educational images
are usually used to depict stories, places, events,
people, and others. While posters are visual aids that
are used to depict symbols, icons, and even includes
pictures. They are more comprehensive since captions
and labels are present.

4. Atlases, Globes, and Maps

Atlases, globes, and maps are used in

teaching mostly geography-related lessons
because they provide an accurate
visualization of the geographical,
topographical, political, meteorological, and
some other features of the Earth.

5. FlashCards
Flashcards are usually used as an aid in drill activities in English, Filipino,
Math, and Science subjects.
This material has pictures, symbols, math
operations, sentences, and phrases that help in the
development of quick retrieval of information,
which promotes mental ability.

6. Worksheets

Worksheet refers to a printed paper or a set of printed

paper with activities, drills, and questions for the student to

Pa g e 101 |

Module 5- ICT in Various Content 2

 complete and answer. They are used by the teachers to determine the students’
previous knowledge, outcomes, and process of learning.

7. Blackboards/Chalkboards/Whiteboards

These are boards that are usually made from

wood, sophisticated plastic, fiber and even glass.
These boards are usually used by the teachers to
write and draw examples from the lesson that the
students must write. These boards are also used in
drills such as board works in math and spelling
drills in English and Filipino. Almost all
classrooms have these kinds of boards.

8. Bulletin Boards

Bulletin boards are boards with

designs and artistic materials. They are
used in giving up-to-date information,
announcements, posting of public
information, display of students' works
and lessons, and more. It is usually
wall-mounted and placed strategically
for everybody to see it.

9. Dictionaries, Encyclopaedias, and Thesaurus

These are comprehensive reference books used by

teachers and students to find the meaning of any word
and or idea. They contain a collection of facts,
knowledge, and other essential data.

10. Manipulatives

Manipulatives are various objects that

help the students to manipulate and play. These
objects are usually helpful in math and logic. It
helps the students to understand the concepts
through actual manipulation.

Pa g e 102 |

Module 5- ICT in Various Content 2

 11. Science Lab Apparatus and Materials

Science laboratory apparatus

and materials are used inside the
laboratory with caution to exercise
safety. These materials are used to
demonstrate science activities and
perform experiments. These are very
useful since they enforce motivation
and curiosity in science.

12. Models

Models are three-dimensional representation or replicas of the

actual/real things being taught. It may be smaller, more significant, or
even the same size as the exact thing. Models are used in teaching
since they simulate first-hand experience/s. They can be viewed,
examined, and manipulated by both the learners and the students.

13. Diorama

Dioramas are realistic scenic displays

usually used in exhibits. Dioramas include three-
dimensional characters such as people and animals
and things such as buildings, equipment, vehicles,
and others placed in a three-dimensional ground
with flat, scenic background. Some examples are
jungle scene, cityscapes, under the ocean, farms,
and others.

Module 5- ICT in Various Content 2

II. Non-conventional or digital tools

1. Computers and Laptops

Computers and laptops are used in education as a tool

for storing data, accessing and processing information
using engines and applications. Students and teachers can
also access the World Wide Web using these devices and
can connect to projectors to project presentations.

2. Slideshow Presentation

Slideshow presentations using projectors

are used in education to project slideshow
presentations, videos, clips, and more. The
use of applications can access this. It is
beneficial to the teachers and students since it
aids in learning by the projection of quality
videos of the lessons that are difficult to
explain.

3. E-Books

E-books are an electronic copy of published

books. E-books are present in applications or
downloadable materials that can be accessed using
devices like tablets, laptops, mobile phones, etc.

4. Radio

Radios and Televisions are electronic devices that air or broadcast

programs, news, and music. Radios and televisions are used in education
as a venue to air or broadcast educational programs and lesson when the
places are not reachable, they lack teachers, and if the area or country is
experiencing a calamity or emergency as distance learning
must be practiced.

Module 5- ICT in Various Content 2

 5. Educational CDs, DVDs, and
Audiotapes

CDs, DVDs, and

Audiotapes are digital storage
of video or audio lessons.
They contain music, speeches,
drama, stories, poetry, pre-
recorded lessons, and others.

6. Mobile Phones and Tablets

Mobile phones and tablets are handheld devices that are very useful in learning.
These devices can be used to access the internet, almost all applications, even e-books
and can be used as a calculator, map, converter, etc.

7. Interactive Whiteboards/Smart
Boards
Smart boards or interactive boards are
used by some school in the world. They are
large screen that is mounted on the wall.
These boards can access the internet and
can project videos, pictures, and others.
These boards are very promising since it
motivates the learners because of its
interactive nature.

Module 5- ICT in Various Content 3

 Application

Two pictures are presented below: a traditional classroom that practices

conventional learning and a modern classroom which practices non-conventional
learning. Analyze what are their major differences including their advantages and
disadvantages.

Modern Classroom Traditional Classroom

Closure

Great job! You have just finished Lesson 4 of this module. If there are parts of the
lesson which you need clarification, please ask your instructor during your face-to-face sessions.

Now, if you are ready, please proceed to Lesson 5 of this module, which will discuss
distance learning. Kudos!

Module 5- ICT in Various Content 3

 Lesson 5

Distance Learning

Learning Outcomes

At the end of the lesson, you should be able to:

Describe what distance learning is and identify its advantages and disadvantages.
Compare and contrast synchronous and asynchronous learning modalities.
Identify what examples of distance learning platforms are.

Introduction

This lesson contains information on how learning is practiced using different

modalities in distance learning. This lesson also provides a list of platforms that are used
in distance learning. If you are excited to know them, let us start now!

Abstraction
Distance learning is also known as remote learning, is a form of education wherein there
is little or no face-to-face learning or what we call residential learning between the
students and their teachers. Distance learning can be done anywhere, usually at home.

There are a lot of reasons why people choose or practice distance or

remote learning. Here are some of the examples:

• Borderless learning. Students can

enroll in programs being offered online
by schools abroad.

• Flexible schedule. Students can choose

to enroll in courses that fit their
timetable.

• Learners can save. Because you can

learn from your own home, you can
save from transportation fees, allowances, and even books and other resources.

• Self-paced learning. Learners can accomplish their modules/tasks at a convenient

time, pace, and whenever they are ready without being forced.
• Numerous programs and course offerings. There are a lot of programs and courses
being offered by schools for distance learners. They have the same standards and
quality as on-site learning.

• Increase employability. Since most of the schools that offer distance learning are
well-known and provides quality education, earning certificates from the courses or
programs finished by these institutions will give an advantage to your curriculum
vitae and increase your chance to be employed.
• Back up during calamities and emergencies. Due to natural calamities and or
health emergencies, learning institutions resort to distance learning to continue the
education of the students when face-to-face or residential learning cannot be
practiced.

Module 5- ICT in Various Content 3

Disadvantages of Distance Learning

• High chances of distraction. Students most likely to be distracted during

distance learning since most of their homes are not suitable or conducive for
learning. Losing
focus and losing track of deadlines is also a big problem since there are no teachers
or students at their side to remind and motivate them.
• Hidden costs. Even if courses and programs offered in distance learning by
schools are much cheaper than residential learning, there are some hidden costs
involved. For example, buying gadgets, installing computers or internet routers,
paying electricity bills, and others.
• Access to technology. Since most of the platforms in distance education require
gadgets and digital tools, some students cannot access them due to the lack of
these said gadgets. Students coming from the low-income sectors of the
community don’t have any access to devices needed for this type of learning.
• Compromised quality. Since distance education promotes self-paced learning,
the quality of education can be compromised since individual students cannot
exhibit some of the outcomes of the lessons. Some needed to be collaborative,
and some required actual laboratory experience, and some needed the supervision
of the instructors
• Problems on the network. Some areas have limited source of internet connection
or network service. Since some of the activities in distance learning need to be
done online, the difficulty will arise when there is no sufficient network signal or
internet connection.
• Production of materials and resources. Learning institutions must prepare
materials to be used in distance learning. Problems will arise if there is an
emergency or a calamity wherein materials are not developed due to the nature of
unpreparedness on the given situations.

Module 5- ICT in Various Content 33

 Types of Distance Learning Modes

I. Synchronous Learning –instructor-facilitated

learning that requires all the participants to be
virtually present at the same time. Tests and
other assessments are scheduled and timed.
Learning using this modality can be conducted
using:
a. Virtual classrooms – is an online
environment wherein students and teachers can communicate, interact,
view and present lessons and discussions, and actively engage with the
learning resources available while teaming up or doing the tasks
individually all in just one setting.
b. Web conferencing – is a service available online wherein teachers and
students can conduct classes, conferences, meetings, training, and other
activities virtually.
c. Educational televisions and radios – These are technologies that air
and broadcast programs, lessons, and other educational stints to the
general public. This is widely used in places that are experiencing
calamities and emergencies such as volcanic eruptions and disease
outbreaks.
d. Learning Management Systems (LMSs) – are online software
applications used to deliver course materials, educational training, program
development, and others.
II. Asynchronous Learning – self-directed and
self- paced learning mode that does not require
students to be virtually present. Learning using this
modality can be conducted using:
a. Modules – just like this material that you
are using, modules are developed to help
learners access education during distance
learning without having the trouble to
access the internet and buy gadgets. Modules include comprehensive lessons
and activities that help achieve learning outcomes even if done using
self- paced learning.
b. Web-based courses – are uploaded courses and lessons on the internet. They
can be accessed from the different programs or course offerings of
learning institutions. Some of them are required to pay to be enrolled,
while some are free.
c. Video and audiotapes – These materials are pre-recorded copies of
instructors giving discussions and presentations. This is useful to
learners who have access to gadgets but don’t have the freedom of time
to join the scheduled meeting or don’t have any sufficient access to the
internet.

34

Module 5- ICT in Various Content

 Distance Learning Platforms

These are the Learning

Quipper, Management System
Moodle, Synchronous (LMS) used to give
and lessons, online quizzes,
Schoology tests, and other activities.

Serves as online virtual

Google
classrooms. Students can
Classroom and Synchronous
pass their works here and
Edmodo
interact with each other.

It is used to access e-
Proquest and Asynchronou books, online journals,
E-brary s and other online learning
materials.

It is used to provide pre-

Asynchronou
Youtube recorded lectures and
s
other video references.

It is used to provide pre-

Coursera, recorded video lectures,
Asynchronou
Udacity, online lessons and
s
and edX modules, and other
references.

Phet™ Used in science

Asynchronou
Interactive laboratory activity
s
Simulations simulations.

It is used to conduct video

Zoom, FB chat, meetings,
Synchronous
messenger conferences, and online
consultations.

Module 5- ICT in Various Content 3

 Application
Reflective Journal

What made you choose modular learning Are you effectively learning using modular
over synchronous online learning? distance learning?

What distance learning platform would best suit you if you haven’t chosen modular
learning?

Closure

Great work! Lesson 5 of this lesson you've just started. If you need
clarification regarding parts of the experience, please ask your instructor during your
face-to-face sessions.

If you're ready now, please proceed to this module's Lesson 6. Kudos, you guys!

Lesson 6

Relevance and Appropriateness in the use of

Technology in Teaching and Learning
Learning Outcomes

At the end of the lesson, you should be able to:

define what is instructional material;
discuss the relevance and appropriateness in the use of technology in teaching and learning;
explain the importance of the relevance and appropriateness in using technology in teaching;
evaluate technologies and instructional materials used by teachers in teaching

Time Frame 2

Introduction
Hello and welcome to another lesson of this module! This lesson introduces the
Relevance and Appropriateness in the use of Technology in Teaching and Learning.
Technology can do so much in the teaching and learning process. It can enhance the
teacher-student relationship, it helps the teaching and learning process fun and more
engaging, and it facilitates collaboration to the students. However, some things need to
be considered in using technology for it to be useful in the teaching and learning process.
This lesson will help you have a better understanding of the use of technology in
teaching and learning, which would greatly help you in future endeavors. So, what are
you waiting for? Let’s buckle up and enjoy the lesson!

Module 5- ICT in Various Content 3

 Abstraction

In teaching, it is vital to consider the relevance and appropriateness of using

technology in teaching and learning. If we employ well-planned instructional strategies
with relevant and appropriate technology and media, we prepare our students for 21 st-
century careers (Smaldino et al. 2014). Utilizing appropriate technology in the teaching
and learning process is indispensable for us teachers. What works for one does not
necessarily work for all. We need the right tool for the right job.
When talking about utilizing technology appropriately, we are not only talking
about how to use technology appropriately but also, and we are talking about
Instructional Technology. Instructional Technologies includes the instructional design
process, which provides for analysis, design, development, evaluation, and
implementation of instructional systems and other learning environments
(https://uncw.edu/ed/mit/faq.html). It also includes the proper selection of instructional
materials. Instructional material should constitute the appropriate utilization of
technology.
But what is an instructional material? It is a device that aids the teacher in the
teaching-learning process. They do not replace the teacher but aids the teacher. It can be
traditional resources (e.g., textbook, workbooks, etc.), graphic organizers (e.g., graphs,
charts, tables, etc.), teacher-made resources (e.g., handouts, worksheets, etc.), and other
forms of instructional material (e.g., audio, audio-visual, electronic interactive, etc.).
Since instructional material is indispensable for teachers, we need to select carefully.

Module 5- ICT in Various Content 3

 Interview at least three (3) teachers (through text, messenger, email, and other
means available) and ask the following questions below. Consolidate the data after the
interview and make a conclusion and reflection based on the data collected.
1. Do you often use technology in teaching?
2. In your own opinion, why is it essential to utilize appropriate technology in the
teaching and learning process?
3. Have you ever been on a dilemma in selecting which instructional material is best
for the class? How do you solve that dilemma?
4. What are the factors that you always consider before selecting appropriate
instructional material for the class?

Conclusion

Reflection

Closure
Well-done! I am so happy because you were able to answer the activities and
tasks for this lesson. I’m sure that you have gained some insights and experiences from
this lesson. Now you are ready to move on to the next part of this coursepack. Enjoy the
lesson and keep up the excellent work!

Module 5- ICT in Various Content 38