Tech for Teaching

1. Technology for Teaching and
Learning 1

2. Course Content/Subject Matter
Week 1 A. Introduction to Technology for Teaching and Learning
Week 2 B. ICT Policies and Safety Issues in Teaching and Learning
Week 3-4 C. Theories and Principles in the Use and Design of Technology-Driven Lessons
Week 5-6 D. ICT in Various Content Areas
Week 7-9 E. ICT and Conventional Learning Materials to Enhance Teaching and Learning
Week 10-11 F. Technology Tools in a Collaborative Classroom Environment and Relevance and
Appropriateness in the Use of Technology in Teaching and Learning
Week 12 G. Innovative Technologies for Teaching-Learning and Assessment Task
Week 13 H. Technology-Enhanced Lesson using the ASSURE as Technology-Integration Model
Week 14-15 I. Social, Ethical and Legal Responsibilities in the Use of Technology Tools and Resources
Week 16-17 J. Educational Sites and Portals
One week (or an
equivalent of
three hours)
Allotted for the Midterm and the Final Exams

3. A. Introduction to Technology for Teaching and Learning
• Define technology in your own concept.
• Why technology is important in education?
• What are the technologies used inside the classroom?
• Give examples of technology used inside the classroom
when you were in elementary, high school or college?

9. B. ICT POLICIES AND SAFETY ISSUES AS THEY
IMPACT ON THE TEACHING AND LEARNING
PROCESS
• Why do we need to be aware of
the policies and safety issues in
using ICT?

10. ICT in the 21st Century is seen as an essential
resource to support learning and teaching, as well
as playing an important role in the everyday lives
of pupils and adults. The school has a duty to
make use of these technologies in order to provide
pupils with the skills they will need to access life-
long learning and employment.
Whilst exciting and often beneficial, all users need
to be aware of the range of risks associated with
the use of these Internet technologies.

11. Information and Communications Technology covers a wide range of
resources, used both inside and outside of the classroom. These
include:
• Websites
• Learning Platforms
• Email and Instant Messaging
• Chat Rooms and Social Networking
• Blogs and Wikis
• Podcasting
• Video Broadcasting
• Music Downloading
• Gaming
• Mobile/ Smart phones with text, video and/ or web functionality
• Other mobile devices with web functionality

12. Five Positive Effects
of Technology on
Education

13. 1. Facts at Your Fingertips
If a school's library is outdated or lacking in a selection
of titles, a student might find it difficult to compile the
necessary research for an essay or research paper. As
long as the school has a computer lab, students are
able to use the internet and digital encyclopedias to
obtain the research they need. While students should
be wary of the legitimacy of some of the content they
read online, many schools use software like the
Encyclopedia Britannica to help students do research.

14. 2. Local Learning, Global Reach
When schools in different parts of the state, country or world
connect, students can "meet" their counterparts through
video conferencing without leaving the classroom. Some sites,
such as Glovico, are used to help students learn foreign
languages online by pairing a group of students with a teacher
from another country.

15. 3. Educational Games and Simulations
In younger grades, teachers expose children to computers
through educational games. Instead of playing board games that
focus on education, students can learn the basics of spelling,
counting and other early educational lessons through computer
games that make learning fun. Web-based science and math
simulations allow students to learn important concepts with
virtual labs. Because many schools have at least one computer
in each classroom, the teacher can make that computer a vital
part of learning for young students.

16. 4. Distance Learning Made Modern
In the past, students could take distance or continuing
education classes, also called "correspondence courses," at
community colleges and universities. After enrolling in a course
of this style, a student would receive course documents in the
mail and would be required to mail assignments to his teacher
at the educational institution. The process could be long and
complicated. Thanks to technology, continuing education
students can take courses over the Internet at their
convenience.

17. 5. Web Seminars: Learn and Participate
Not every school has the resources and budget to send
its students on field trips related to the course of study.
When this is the case, the students' education can
suffer. But thanks to technology, students can use the
internet to virtually attend web seminars ("webinars") put
on by museums and other educational institutions.
NASA, for instance, offers a program that allows
students to talk to astronauts in space.

18. Negative Effects of Using
Technology in Today's
Classroom

19. 1. Lost Learning Time
In today’s classroom, teachers are pressed to make every minute
count. If the teacher and students are not experienced with
technology in the classroom, valuable time is often wasted on
technical troubles. In addition, the teacher faces the difficulty of
having a class full of students who are all at different skill levels. In
many schools, most students will have a computer and Internet
access, but schools that are located in impoverished areas may have
a large portion of their student body with little to no computer
experience. While it is important to educate these children in
technology, it must be done at a pace that meets every individual’s
needs or more learning time will be wasted.

20. 2. Overuse and Distraction
In some classrooms technology is overused. This can lead to a
variety of problems. Many students learn best by physically and
mentally interacting with what they are studying. Computers
cannot substitute for hands on experience with art supplies,
science equipment or musical instruments. If most of the teaching
is done with computer images or PowerPoint lectures, students’
needs are not being met. Technology should be used to
supplement the classroom curriculum, but should not be used as
the sole source of learning. Further, students can become overly
impressed with the sophistication of new technology and not pay
attention to the information being communicated with splashy
visuals and sound effects.

21. 3. Game Mentality
One problem that many classroom teachers face is that students
often use computers primarily for games. Because of this, many
students associate computers and technology with game playing.
Though some teachers can use this to their advantage, if this issue is
not addressed, some students may get distracted and off task easily.
Because students associate computers with game playing, they may
try their skills at hacking, without thinking through the consequences.
Surfing the internet just for can result in children finding sites that are
not age appropriate.

22. Basic Concepts

23. Educational Technology
• As a process, it is the theory and practice of design, development,
utilization, management and evaluation of processes and resources for
learning. (Association for Educational Communications and technology,
1994)
• As a product, it includes the product of this process such as
programmed texts, TV programs, computer software, audio-visual media,
interactive-multimedia, and entire courses of instruction.(Hackbarth, 1996)
• As a profession, it is composed of various job categories such as media
technicians, media specialists, instructional developers etc. .(Hackbarth,
1996)
• As a discipline, it is an academic specially within the larger discipline of
education such as graduate degree programs, scholarly journals, and books.
.(Hackbarth, 1996)

24. Technology Integration
• It is the process of determining where and how
technology fits into teaching and learning. Robleyr
(1997) cite in Williams, Michael D. (2000). Integrating
Technology into Teaching and Learning.

25. Five Domains of Educational Technology
(Association for Educational Communications and Technology,
1994)
To increase the potential for success during the instructional
creation or instructional improvement process, it is important that
one is knowledgeable of these five domains. These are:
• Design- the planning phase of educational technology. Design
interprets reality in terms of learner performance and negotiated
expectations of the learner. It describes natural or existing
interrelationships that constitute a content area.

26. •Development
A. Instructional development is the process of producing
learning materials from a detailed plan.
B. Instructional development (also known as instructional
product development) is the process of finalizing procedures and
testing materials intended to support instructional episodes.
•Utilization- the actual use of knowledge and the skills and usually
includes the practical application of information or procedures on a
regular basis. The purpose of utilization is to bring learners into
contact with learning resources and instructional system
components.

27. • Evaluation-a dynamic process which allows people to
obtained and judges the worth of data about how students
learn specific content information under varying
instructional conditions.
• Management-the linchpin which binds all the domains
of educational technology together.

28. DESIGN, DEVELOPMENT AND
UTILIZATION OF EDUCATIONAL
TECHNOLOGIES

29. Instructional Design Models
1. ADDIE MODEL
The ADDIE model is a systematic instructional design
model consisting of five phases: (1) Analysis, (2) Design, (3)
Development, (4) Implementation, and (5) Evaluation. The
five phases of ADDIE are as follows:

31. Analysis
During analysis, the designer identifies the learning problems,
the goals and objectives, the audience’s needs, existing knowledge,
and any other relevant characteristics, Analysis also consider the
learning environment, any constraints, the delivery options, and the
timeline for the project.
Design
A systematic process of specifying learning objectives.
Detailed storyboards and prototypes are often made, the look and
feel, graphic design, user-interface and content are determined
here.

32. Development
The actual creation (production) of the content and
learning materials based on the Design phase.
Implementation
During implementation, the plan is put into action and a
procedure for training the learner and teacher is developed.
Materials are delivered or distributed to the students group.
After delivery, the effectiveness of the training materials is
evaluated.

33. Evaluation
This phase consists of (1) formative and (2) summative
evaluation. Formative evaluation involves gathering
information during the early stages of the design process
with the focus on finding out whether efforts are relating as
planned, uncovering any obstacle, barriers or unexpected
opportunities that may have emerged., and identifying mid-
project adjustments is the process of collecting data
following implementation of the project in order to
determine its effectiveness and satisfy the instructional
objectives.

34. 2. The ASSURE Model
The ASSURE model is an Instructional System
Design (ISD) process that was modified to be used by
teachers in the regular classroom. The ISD is one
which teachers and trainers can use to design and
develop the most appropriate learning environment.
This was constructed by Robert Heinich, Michael
Molenda of Indiana University and James D. Russel of
Perdue University.

36. A – Analyze Learners
The first step in the process is that the teacher should analyze
the attributes of her learners. There should be a focus on those
learner characteristics which are associated with the learning
outcomes desired. The information gathered will help you in the
decisions that you make with respect to the other steps in the
process. When you determine the character of the learners, it
will guide you in choosing specific strategies and resources to aid
the learning process.

37. The analysis of your learners should include:
1. The general attributes of your learners, such as
age, academic abilities, gender, interests, etc.
2. Prior competencies
3. Learning styles, such as auditory, visual, and
tactile

38. S – State Standards and Objectives
After the analysis of the learner attributes, the teacher must state
standards and objectives for the learning module. This statement
consists of a specification of what the learners will be able to do as a
result of the instruction.
To be more concrete about things, this statement will focus on what
the learner will know or be able to do as a result of the instruction.
An example of this is with medical students. The learners will be able
to name at least two databases and two search techniques that they
can use to locate medical evidence for particular cases.

39. The objectives can be used in assessing the success of the students,
perhaps for the grading process. Also, you can use them to let the
learners know what they will accomplish through the class.
The mark of a good set of learning objectives is conformity to the
ABCDs of well-stated learning objectives. They are as follows:
Audience – For whom is the objective intended?
Behavior – What is the behavior or performance to be
demonstrated?
Conditions – What are the conditions under which the behavior or
performance will be observed?
Degree – To what degree will the knowledge or skill be mastered?

40. The objectives statement should be formulated
with verbs that pinpoint the learning objective. A
useful guide to the appropriate verbs to use is
contained in Bloom’s Taxonomy. Remember that
assessment can only be based on your learners’
behavior. A learner may know some material
backwards and forwards but may not be able to
perform well on a test.

41. S – Select Strategies, Technology, Media, and Materials
The second “s” in the acronym stands for select strategies, technology,
media, and materials. Given what your learning objectives are, it’s
necessary to pick instructional strategies, technology, and media that will
bring about the results that you want.
First, you should figure out what which delivery method will be best for
your instruction. For instance, what proportion of your instruction will be
instructor-centered and what proportion of will be student-centered?
The first of these are strategies such as lecture, demonstration or
showing a video. The second are strategies such as group discussion or
cooperative group work.

42. Common sense weighs in on the side of learner-centered
strategies. Learning becomes more exciting when there is more
class participation. Ultimately, it’s the learner who must gain
mastery over the material, not the teacher. However, there will be
a certain amount of crucial information and technique that the
teacher must give over and demonstrate.
Learning is at its best when the teacher merely leads the student
into discovering the correct answer to a problem themselves. An
effective teacher is merely a facilitator to the process of learning.

43. Once you select your teaching strategy, then it’s time to
figure out which technology, media, and materials best
support the method of teaching that you’re using. This
ranges from simple tools such as chalk and blackboard to
more sophisticated ones such as power-point presentations.
What must be remembered is that the instructor is the
essential ingredient in giving over the material. Fancy tools
are useful, but it ultimately boils down to having someone
who knows more than what the textbook contains.

44. U – Utilize Technology, Media, and Materials
This step in the ASSURE process concerns making
a plan as to how you will utilize the technology,
media, and materials that you have selected. As
with all of the instructional steps, you must make
sure that your plans contribute towards
producing the objectives that you have laid
down.

45. It’s important to follow the “five p’s” process to achieve this:
1. Preview the Technology, Media, and Materials
This means that it’s important to plan ahead of time just how
you’re going to use them. It’s good to do a dry run of your
lesson before you actually teach it. Make sure that the whole
lesson will go smoothly and seamlessly.

46. 2. Prepare the Technology, Media, and Materials
You need to gather together all of the things that you will need to teach your
lesson. They must be working properly. For example, if you are making a
power-point presentation, then you’ll need to create the text and graphics for
each screen.
3. Prepare the Environment
There is some minimal preparation required to set up the learning
environment. Simple things like making sure that you have enough desks are
important. Also, if you have control over the situation, you should make sure
that there are no sources of noise that will disturb the students.

47. 4. Prepare the Learners
First, you need to clearly inform the learners as to what the learning
objectives are. This will help the learners create a mental map of what they
need to absorb. Next, it’s important to tell the students how they will be
assessed. You need to tell them what their assignments will be, how they will
be graded, if there are tests, etc. Also, you should explain to the students
what the benefits of learning the material are.
5. Provide the Learning Experience
You then actually carry out the lesson. This is where all of your planning
takes effect. You should be prepared to carry out the lesson with every prior
step of the process in mind. This will insure your success as a teacher.

48. R – Require Learner Participation
This step actually belongs within earlier steps. It requires that you
make plans to how you are going to actively engage your students
in the material that you are teaching. This needs to be figured out
both at the class level and the individual level.
The most basic step that you can take is requiring participation of
the students in class discussions. A more sophisticated approach
would require that students prepare questions and comments at
home to bring into the class. You might try even allowing individual
students to lead classes or discussions in the style of a seminar.

49. Beyond this, you need to plan exactly how the
students will participate in the learning process
generally speaking. How will they learn the
information and techniques included in a lesson?
This plan needs to be more specific than just saying
that they will listen and absorb the material. Maybe
you will encourage a specific kind of note-taking or
other learning strategies.

50. E – Evaluate and Revise
The final step in the ASSURE process is just as crucial
as all of the others. In this step, you evaluate the
impact of your teaching on student learning. This
includes an evaluation of your teaching strategies and
the technology, media, and materials that you used.
The following questions are useful to ask during this
evaluation:

51. • Did your lesson meet the learning objectives that you planned?
• How will you determine whether the students reach the
objectives?
• Is your way of assessing the students in line with your learning
objectives?
• Can this lesson be improved? How?
• How are you going to assess the weaknesses in your
presentation?
• Was your choice of media and materials a good one?
• How will you assess the effectiveness of these tools?
• Is it possible that other technologies, media, and materials would
have done a better job?

52. The final step in your evaluation should focus on
feedback from your students. Was their
experience positive overall? Do they feel that they
have reached your objectives and their own
personal objectives? How will you determine
whether or not your performance was effective?
Reference:
https://educationaltechnology.net/assure-instructional-design-model/

54. Principles in the
Selection and
Utilization of
Education
Technologies