This document discusses the roles of technology for teaching and learning. It outlines three domains of educational technology: technology as tutor, teaching tool, and learning tool. It describes how technology provides support for teachers, modernizes the learning environment, improves the teaching and learning process, opens new fields of research, and supports teacher development. For learners, technology supports learning independently, enhances communication skills, and upgrades higher-order thinking like critical thinking, problem-solving, and creativity. It provides strategies for teachers to develop these skills using techniques like asking different types of questions, introducing new technologies, and allowing different forms of reflection.

1. ROLES OF TECHNOLOGY FOR
TEACHING AND LEARNING
TECHNOLOGY FOR TEACHING AND LEARNING 1
ERWIN MARLON R. SARIO

2. THREE DOMAINS OF EDUCATIONAL
TECHNOLOGY
•Technology as tutor
•Technology as teaching tool
•Technology as learning tool

3. TECHNOLOGY FOR TEACHERS AND
TEACHING
• Technology provides enormous support to the
teacher as the facilitator of learning
• Technology has modernized the teaching-learning
environment
• Technology improves teaching-learning process and
ways of teaching
• Technology opens new fields in educational research
• Technology adds to the competence of teachers and
inculcates scientific outlook
• Technology supports teacher professional
development

4. TECHNOLOGY FOR LEARNERS AND
LEARNING
• Support learners to learn how to learn on their
own
• Declarative knowledge
• Structural knowledge
• Procedural knowledge
• Technology enhances learners’
communication skills through social
interactions
• Technology upgrades learners’ higher-order
thinking skills: critical thinking, problem
solving and creativity

5. CRITICAL THINKING
• Critical thinking is a part of the cluster of higher order thinking skills. It refers to
the ability to interpret, explain, analyze, evaluate, infer and self-regulate in order
to make good decisions.
• Teachers play a significant role in supporting learners with technology. As a role
model, teachers should display and practice critical thinking processes, so that
the learners can imitate them. Here are the ways:
• Ask the right questions: Critical thinking questions should ask for clarity,
accuracy, precision, relevance, depth, breadth and logic.
for clarity: can you give examples of…
for accuracy: what pieces of evidence support your claim?
for precision: exactly how much…
Breadth: What do you think will the other group say about the issue?

6. •Use critical thinking tasks with appropriate
level of challenge
What are the some simple ways the teachers should
do?
1.Vary the questions asked.
2.Introduce new technologies
3.Modify the learners’ grouping
4.Modify the critical thinking task
5.Encourage curiosity

7. CREATIVITY
• Creativity is characterized as involving the ability to
think flexibly, fluently, originally and elaborately.
(Guildford 1986 & Torrance 1994 in Egbert, 2009)
• FLEXIBILITY means able to use many points of view.
• FLUENTLY means able to generate many ideas.
• ORIGINALLY implies being able to generate new
ideas.
• ELABORATELY means able to add details.
Creativity is not merely a set technical skills, but it also
involves feelings, beliefs, knowledge and motivation.

8. SEVEN CREATIVE STRATEGIES
• SUBSTITUTE –Find something else to replace to do
what it does.
• COMBINE – Blend two things that do not usually go
together.
• ADAPT – look for other ways this can be used.
• MODIFY/MAGNIFY/MINIFY – Make a change, enlarge,
decrease
• PUT – to another use. Find other uses.
• ELIMINATE – reduce, remove.
• REVERSE – Turn upside-down, inside out, front side
back
All together, the strategies will be labelled as SCAMPER

9. AS A FUTURE TEACHER, TO DEVELOP AND ENHANCE CRITICAL
THINKING, PROBLEM SOLVING AND CREATIVITY OF YOUR
STUDENTS, HERE ARE SOME SUGGESTIONS:
• Encourage students to find and use information and
use information from variety of sources both on-line
and off-line.
• Assist students to compare information from different
sources.
• Allow student to reflect through different delivery
modes like writing, speaking or drawing.
• Use real experiences and material to draw tentative
decisions
• Involve students in creating and questioning
assessment.